LESSON 1

Examiner Edward says

The key to success is being able to use the equations accurately and then write the correct units

A TIP FROM THE TOP

Introducinghelliphellip

The DATA SHEET

You get this sheet with the exam

Contains all of the equations that you will need to choose during the exam

THEREFORE USE IT

TO GET A

C

Using the equationsTo get a Grade C

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

STEP 1 Choose the correct equation from the

data sheet

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000 Whatrsquos missing

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Examiner Edward says

The key to success is being able to use the equations accurately and then write the correct units

A TIP FROM THE TOP

Introducinghelliphellip

The DATA SHEET

You get this sheet with the exam

Contains all of the equations that you will need to choose during the exam

THEREFORE USE IT

TO GET A

C

Using the equationsTo get a Grade C

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

STEP 1 Choose the correct equation from the

data sheet

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000 Whatrsquos missing

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Introducinghelliphellip

The DATA SHEET

You get this sheet with the exam

Contains all of the equations that you will need to choose during the exam

THEREFORE USE IT

TO GET A

C

Using the equationsTo get a Grade C

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

STEP 1 Choose the correct equation from the

data sheet

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000 Whatrsquos missing

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TO GET A

C

Using the equationsTo get a Grade C

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

STEP 1 Choose the correct equation from the

data sheet

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000 Whatrsquos missing

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Using the equationsTo get a Grade C

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

STEP 1 Choose the correct equation from the

data sheet

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000 Whatrsquos missing

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000 Whatrsquos missing

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

I WONDER WHAT

FORCES ARE MEASURED

IN

THINK ABOUT IT

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

NEWTONS

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TO GET A

B

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Examiner Edward says

You will need to be able to rearrange the formula and use it

A TIP FROM THE TOP

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight = Mass X Gravity

Transfer the equation above into

the triangle

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight

Mass Gravity

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ERIC EARTHrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for

MASS

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight

Mass Gravity

TAKE YOUR HAND

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight

Mass Gravity

PLACE IT OVER

MASS

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight

Mass Gravity

WHATrsquoS LEFT

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Mass = Weight divide Gravity

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A man has a mass of 150kg and a weight of 240N when on the Moon

Write out the equation to work out the gravitational field strength and then

use it to calculate the answer Show all of your working

Gravity = Weight divide Mass = 240 divide 150

= 16 Nkg

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ANYONE WANT AN

A

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

First one to spot the correct equation gets

25 Vivos

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

But in this equation there are more than 3 factors so we canrsquot use the equation triangle

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Donrsquot PANIC

BOB THE BUILDER

ldquoWe can FIX IThelliphellipbut yoursquoll need to watch

carefullyrdquo

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Write down the original kinetic energy equation

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 1

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The question wants you to work out the mass so you must take everything else over to the other side

KE = frac12 x MASS X VELOCITY2

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 2

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Whatever the factors did on one side they must do the opposite on the other So frac12 and velocity are multiplied by mass on one side so must be divided on the other side

KE divide ( frac12 x VELOCITY2) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 3

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Now use your rearranged equation to work out the question

KE divide ( frac12 x VELOCITY2) = MASS

25000 divide ( frac12 x 52) = MASS

What is the mass of an elephant

that has a kinetic energy of 25000J and moves with a

velocity of 5 ms

STEP 4

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

What is the mass of an elephant that has a kinetic energy of 25000J and

moves with a velocity of 5 ms

MASS = 2000 kg

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Examiner Edward says

The key to success is being to use the equations accurately and

then write the correct units

A TIP FROM THE TOP(IrsquoM BACK)

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Usain is built like a unit and he just loves units And he wants you to feel the love too

Therefore every time we meet a new factor write down the units at the back of your book

USAINrsquoS UNITS

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

USAINrsquoS UNITS

FORCE NEWTONS

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

THEM UPFORCE kg

ENERGY ms

MASS W

GRAVITATIONAL FIELD J

SPEED ms2

VELOCITY A

ACCELERATION V

TIME TAKEN N

POWER m

DISTANCE ms

CURRENT Nkg

VOLTAGE seconds

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 2

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Look at the objects below and write down any force that you can think of that is

acting on them

ldquoBe FORCEFULrdquo

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

How many did you get

gravity friction air resistance water resistance upthrust thrust

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

HOMERrsquoS HELPFUL HINT

Air resistance and water

resistance are collectively

known as DRAG

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to name the forces that act on objects and be able to draw them in the right direction on a force diagram (grade D)

MOST Will UNDERSTAND how to use simple equations to work out calculations (grade C)

SOME Will BE ABLE to rearrange the formula to get the correct equation and then apply to gain the correct answer with the correct units (grade B)

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

FORCEDIAGRAMS

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

For each of these objects draw a force diagram with the direction of the acting force shown

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ldquoThe sum of the forward forces acting on an object subtract the

backward forcesrdquo

RESULTANTFORCES

WORDS

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Work out the following resultant forces

TASK

FORWARD FORCES (N)

BACKWARD FORCES (N)

75 25

75 75

75 100

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Scenario 1

Friction 8N

Drag 2N

Thrust 10N

So resultant force = ON

Car will stay moving at a constant speed

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Scenario 2

Friction 6N

Drag 2N

Thrust 10N

So resultant force = 2N forwards

Car will accelerate

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Scenario 3

Friction 11N

Drag 4N

Thrust 10N

So resultant force = 5N backwards Car will

decelerate

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

If the forward forces are equal to the backward forces then they are _____________ and the resultant force = _____N In this case the object will continue doing as it was - this could be staying still or to continue moving at a ___________ speedIf forces are ________ then the object changes speed and this is affected by the _____________ force If there is more force ________ the resultant force will be ___________ and the object accelerates If there is more force backwards the resultant force is ___________ and then the object will ________________

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

If the forward forces are equal to the backward forces then they are balanced and the resultant force = 0N In this case the object will continue doing as it was - this could be staying still or to continue moving at a constant speedIf forces are unbalanced then the object changes speed and this is affected by the resultant force If there is more force forwards the resultant force will be positive and the object accelerates If there is more force backwards the resultant force is negative and then the object will decelerate

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

To try1 A stone is dropped into a pond The weight

of the stone is 8N The water resistance is 8N What happens to the speed of the stone Explain your answer

2 A car is travelling at 15ms It has a thrust of 100N The friction is 75N What happens to the speed of the car Explain your answer

3 A plane is travelling through the air at 200ms If the plane slows down when there is an air resistance of 10000N what must be the size of the thrust force

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A lorry is travelling at 15ms ndash then the resultant forces below acts on it What is the

outcomeFORWARD

FORCES (N)BACKWARD FORCES (N)

RESULTANT FORCE (N)

OUTCOME

75 25 +50

75 75 0

75 100 -25

JUST CHECKING

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Assessment

Work out the acceleration of the lorry shown above

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

If I was a gambler I would bet there were two different answers found by the pupilrsquos in this class

Answer A

10 ms2

Answer B

7 ms2

But which is correct

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Why

The force used in the equation has to be the resultant forceSo 5000 ndash 1500 = 3500N

Greg and the car have a mass of 500kg

Friction and drag 1500N

Thrust 5000N

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 3

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Olympic CHAMPION

Usain gets out of the blocks when the gun goes ndash

what must he do then

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ACCELERATE

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Acceleration = Change in velocity divide Time taken

Or

Acceleration = Force divide Mass

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

USAINrsquoS UNITS

ACCELERATION ms2

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A plane went from being stationary at the start of the runway to moving at

300 ms in 20 seconds What was the acceleration

Acceleration = Change in velocity divide Time taken

= 300 divide 20 = 15 ms2

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Volunteer please

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A bus is travelling along at 20 ms It then accelerates for 10 seconds and reaches the velocity of 80 ms What

is the acceleration

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Com

petiti

on T

ime

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Welcome to the ACCELERATION OLYMPICS

>

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Look at the animals and their race details below Work out the order of these animals from the lowest to the highest by

calculating their accelerations

From 0ms to

9ms in 3 seconds

From 10ms to 25ms in

3 seconds

From 2ms to 10ms in

4 seconds

From 5ms to 25ms in

2 seconds

From 0ms to 5ms in

10 seconds

THE ACCELERATION OLYMPICS

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

IN 5th PLACE

5 divide 10 = 05ms2

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

IN 4th PLACE

8 divide 4 = 2ms2

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

IN 3rd PLACE

9 divide 3 = 3ms2

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

IN 2nd PLACE

15 divide 3 = 5ms2

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

THE WINNER

20 divide 2 = 10ms2

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Q But what about

working out the change

in velocity or the time

taken

So thatrsquos how to work

out the acceleration

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Volunteer please

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Transfer the equation above into the triangle

Acceleration = Change in velocity divide time taken

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Change

Acceleration Time

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

EINSTEINrsquoS TIP OF THE DAY

Use the cover up rule to work out the equation for change

in velocity

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TAKE YOUR HAND

Change

Acceleration Time

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

PLACE IT

OVER CHANG

E

Change

Acceleration Time

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

WHATrsquoS LEFT

Change

Acceleration Time

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Change in velocity = Acceleration X Time taken

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

NOW YOU TRY

Use the cover up rule to work out the equation for

Time taken

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Time taken = Change in velocity divide Acceleration

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TASK

Do the questions on the sheet on your desk to work out the acceleration time taken or change in velocity

SHOW YOUR WORKING

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will UNDERSTAND the definition of a resultant force and will BE ABLE to work out the resultant forces in given situations (grade C)

MOST Will UNDERSTAND how different resultant forces affect the movement of an object (grade B)

SOME Will BE ABLE to explain what happens to an object with reference to the resultant force (grade A)

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Acceleration = Change in velocity divide Time taken

or

Acceleration = Force divide Mass

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TASK

Acceleration = Force divide Mass

Using the cover up technique that you have seen in this lesson write down the other two equations that can be made from the one above Then use your equations to

answer the question below

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the car

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Mass = Force divide Acceleration

= 1500 divide 6= 250kg

SELF ASSESS

A car accelerates at 6 ms2 when a resultant force of +1500N acts on it What is the mass of the

car

Give yourself 1 mark for each of

the following

The equation The working The answer The correct

units

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 4

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Time (seconds) Velocity (ms)

0 0

5 10

10 20

15 30

20 30

25 30

30 45

35 60

40 60

45 0

Draw a velocity-time (line) graph using the results below

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Give them one mark for each of the ticks they achieved

Drawn as a line graph

Time on the x axis and Velocity on the y axis

Both axes labelled with a title AND units

Even scale used on both axes

All points plotted accurately

Straight lines drawn between the points

PEER ASSESS

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Velocity-Time Graph

Velocity(ms)

Time(seconds)

Where is acceleration

on this graph

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Velocity-Time Graph

Velocity(ms)

Time(seconds)

But which one is the

greater acceleration

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

HOMERrsquoS HELPFUL HINT

The bigger the acceleration the steeper the line

on the graph

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TASK

Work out the acceleration at the following points1 Between 0 ndash 15 seconds

2 Between 25 ndash 35 seconds

3 Between 40 ndash 45 seconds

SHOW YOUR WORKING

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Velocity(ms)

Time(seconds)

SELF ASSESS

30 divide 15 = 2 ms2

30 divide 10 = 3 ms2 Give yourself 1 mark for each of

the following

The working The answer The correct

units-60 divide 5 = -12 ms2

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

99ANYONE GET

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Velocity-Time Graph

Velocity(ms)

Time(seconds)

So what about here

Constant velocity

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Velocity-Time Graph

Velocity(ms)

Time(seconds)

And here

Deceleration

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TASK

Use the words at the bottom of the sheet to complete the passage on velocity-time graphs

Complete the passage on

velocity-time graphs

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A velocity time graph can be used to show the different motions of an object An object is _______________ when there is a line which looks like _____ The steeper the line the ___________ the acceleration In this case the resultant force acting on the object must be ____________ as there are more ____________ forces than backward forces

A horizontal line on the graph means that the object is moving at a _____________ velocity In this case the resultant force must be _____ as the forward forces __________ the backward forces

Deceleration is shown on a graph with a line that looks like _____ When a car decelerates the forward forces are _______ than the backward forces and therefore the __________ force is ___________

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A velocity time graph can be used to show the different motions of an object An object is accelerating when there is a line which looks like The steeper the line the greater the acceleration In this case the resultant force acting on the object must be positive as there are more forward forces than backward forces

A horizontal line on the graph means that the object is moving at a constant velocity In this case the resultant force must be zero as the forward forces equal the backward forces

Deceleration is shown on a graph with a line that looks like When a car decelerates the forward forces are less than the backward forces and therefore the resultant force is negative

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will BE ABLE to use a velocity-time graph to recognise when an object is accelerating decelerating or moving at a constant velocity (grade C)

MOST Will BE ABLE to use a velocity-time graph to work out the acceleration (grade B)

SOME Will BE ABLE to explain how the resultant forces acting on an object affects its motion and how this will be shown on the velocity-time graph (grade A)

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Look at the table below and work out which of the rows is correct

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ROW Thrust (N) Drag (N) Resultant force (N)

Velocity-time

graph

A 100 100 0

B 100 75 -25

C 100 125 -25

D 100 75 +25

JUST CHECKING

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 5

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Flopsy has escaped from her hutch and is now loose on the

road She has found herself onto the busy A road near the house

and has run out in front of Greg in his car

Greg has just noticed her and being the rabbit lover that he is he really hopes he stops in time

FINGERS CROSSED FOR FLOPSY

What two things have to happen before

he stops

STOPPING DISTANCE

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Stopping distance = Thinking distance + Braking distance

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ldquoThe distance that an object travels from the point the

stimulus is seen until the point when the object comes to a haltrdquo

STOPPING DISTANCE

WORDS

THINKING DISTANCE BRAKING DISTANCEldquoThe distance that an object

travels from the point the stimulus is seen until the point when the brake is

appliedrdquo

ldquoThe distance that an object travels from the point the brake is applied until the

point when the object comes to a haltrdquo

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

BAD DAY FOR FLOPSY

Flopsy wishes he stayed in the hutch

On your sheet fill in the columns to show any

factors that would increase the thinking time the

braking time or both and mean itrsquos a bad day for

Flopsy

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

OFFICER TRAFFIC

REPORTING FOR DUTY

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy

2 What happens to this energy

3 If the police officer touches the ground where the skids of the car are what should he notice

4 What is the deceleration if the change in velocity took 25 seconds

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The ups and

downs of

BRAKING

Moving at 30ms

Stopped at 0ms

Look at the braking scenario below and answer the following questions

1 What happens to the kinetic energy DECREASES

2 What happens to this energy IT IS CONVERTED INTO HEAT ENERGY

3 If the police officer touches the ground where the skids of the car are what should he notice HOT ON THE GROUND

4 What is the deceleration if the change in velocity took 25 seconds 30 divide 25 = 12 ms2

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

When the brakes of a vehicle are applied 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

BRAKING

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW that the stopping distance consists of the thinking distance added to the braking distance (grade C)

MOST Will BE ABLE to name the factors that would increase the thinking or braking distance (grade B)

SOME Will UNDERSTAND what happens to energy forms during the process of braking (grade A)

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 6

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Think back to the lessons on forces and write down all the forces acting on me ndash donrsquot forget to add arrows

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Gravity (or weight) Friction Air resistance Water resistance Upthrust Thrust

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Say what YOU see(2 words)

Big weight _________

Bristol ________Football

Club

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TERMINALVELOCITY

WORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Listen carefully to my story

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Number 1

From the moment I jump out of the plane I feel like I am getting

faster and faster

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Number 2

Once I have dropped what seems like miles I feel like I am going at top velocity ndash

not getting faster nor slower

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Number 3

When I pull my parachute it feels like I shoot upwards ndash but I donrsquot Irsquom just slowing

down

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Number 4

This is my favourite part ndash just floating at

the same velocity towards the ground

taking in all the sights

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Number 5

Eventually I hit the floor and Irsquom just happy Irsquom ALIVE

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Say what YOU see(2 words)

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

SKETCHGRAPH

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Sketch graphs

A sketch graph is one where you do not plot

points but instead make a rough drawing

of what the shape of the graph will be by

looking at the results or predict what it will

look like using your knowledge

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

HOMERrsquoS HELPFUL HINT

Although you donrsquot plot exact

points on a sketch graph you still must

label the axes

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

TASK

Complete the task as shown by your shape

Using the story you have heard about the sky dive try and draw a sketch

velocity-time graph to show the motion of the skydiver

EXTENDLabel the lines on your graph

explaining the sizes of the forces acting on the skydiver

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

How did you do

Velocity(ms)

Time(seconds)

1 mark for each

Line Explanation

AcceleratingWeight is

greater than the air

resistance

Terminal velocity

Weight is now equal to the

air resistance DeceleratingWeight is now

less than the air resistance Terminal velocity

Weight is equal to the air resistance Stopped

Both weight and air

resistance are 0

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Velocity(ms)

Time(seconds)

What would the resultant forces

be at the different points

(positive negative or

zero)POSITIVE

ZERO

NEGATIVE

ZERO

ZERO

JUST CHECKING

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW the forces that act on objects as they fall through air (grade D)

MOST Will UNDERSTAND the term terminal velocity and be able to explain how an object gets into this state (grade C)

SOME Will BE ABLE to explain the shape of a velocity-time graph as an object falls through the air in terms of forces and velocity (grade A)

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 7

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Doctorrsquos Orders

Your Subtitle Goes Here

Ellie presents herself to her doctor really worried about a printout she

has just got out of a weighing machine She knows that she hasnrsquot been keeping to her diet

recently but she cant understand why the figure she has circled is so

highCan you help the doctor figure it

out

WILLrsquoS WEIGHING MACHINE

Age 52Height 5ft4in

Mass 55kgWeight 550N

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ldquoThe weight of an object depends on gravity and because gravity is different on different planets the

weight will changeWeight is measured in Newtonsrdquo

WEIGHTWORDS

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

ldquoThe mass of an object is the amount of matter it contains and is

always the same no matter the planet

Mass is measured in kilogramsrdquo

MASSWORDS

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight = Mass X Gravity

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Weight

Mass Gravity

Measured in Nkg

Measured in kg

Measured in N

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A car has a mass of 10000 kg What is the weight of the car on Earth

(use gravitational field strength = 10Nkg)

Weight = Mass X Gravity = 10000 X 10

= 100000N

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Volunteer please

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

An astronaut and his equipment have a mass of 150kg What is the weight when he is standing on the Moon(use gravitational field strength =

16Nkg)

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Begin by standing on the Newton scales to find your weight on Earth Then use your knowledge and the information below to

complete the rest of the calculations

On the Earth gravity is 10Nkg

1 On Earth my mass is ___ kg

2 On Earth my weight is ____ N

I then fly to the moon (gravity = 16Nkg)

3 On the moon my mass is ___ kg

4 On the moon my weight is ____ N

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

John puts himself on the scales and finds out that he has a mass of 65kg If he were to fly to the moon

what would the scales read (gravity on moon is 16Nkg)

A 65N

B 65kg

C 104N

D 104kg

1

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

What would Johnrsquos weight be on the Earth (gravity on Earth is 10Nkg)

A 65kg

B 65N

C 650kg

D 650N

2

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

What would Johnrsquos weight be on the Moon (gravity on Moon is 16Nkg)

A 65kg

B 65N

C 65N

D 104N

3

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

If Johnrsquos wife knew her weight was 420N on Earth what would her mass be

A 42kg

B 42N

C 420kg

D 4200kg

4

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Which of the following statements is correct

A The mass and weight of an object stay the same wherever it is in the Universe

B The mass of an object is dependent on gravity but the weight is always the same

C The mass of an object is always the same but the weight is dependent on gravity

D The mass of an object is always equal to the weight of the object

5

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Lesson objectivesHave we hit any yet

ALL Will KNOW the differences between mass and weight and their units (grade C)

MOST Will KNOW the equation to work out an objectrsquos weight and will BE ABLE to apply to calculations (grade B)

SOME Will BE ABLE to calculate the mass and gravitational field strength using the rearranged weight equation (grade A)

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

LESSON 8

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Tom needs your help

He doesnrsquot understand why every time he

dives into the pool his fingers the top of his

head and his shoulders feel really warm

He has even asked for the pool to be made colder but it doesnrsquot make any difference

Can Science explain it

TOMrsquoS TEASER

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The faster an object moves through a fluid (liquid or gas) the greater the frictional force that acts on it ndash and therefore the greater the heat energy

that is given out

FRICTIONAnd

FLUIDS

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

EXAMQUESTIONS

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Compare the forward force on the bike with the backward force on the bike when Victoria Pendleton was travelling at a

constant speed

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Victoria then crouched down over the handlebars to make herself more streamlined as shown belowShe continued to pedal with the same force as

beforeCompare the forward and backward forces acting

on her now

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

The lift is not movingHow do the sizes of the

two forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving upwards and getting

faster how do the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the liftWhen the lift is moving

upwards at a steady speed how the forces

compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

The lift in a tall building hangs from a strong cable The movement of the lift is

affected by only two forcesThese forces are the tension in the cable

and the weight of the lift

When the lift is moving upwards and gets near to the top it starts to slow down

How do the size of the forces compare

(a) The tension is greater than the weight

(b) The tension is equal to the weight

(c) The tension is less than the weight

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

A man finds out that he has a mass of 65 kg on Earth Which of the

following is correct

A The manrsquos weight on Earth is 65N

B The manrsquos mass on The Moon is 65kg

C The manrsquos weight on The Moon is 65N

D The manrsquos weight on Earth is 65N

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

Grandpa Joe is a very lucky man He has just won a trip to the Moon

However he is not so clever

He knows that his mass is 60kg on Earth and now he wants to know the

answers to these questions

PLEASE HELP JOE

1 How much did Grandpa Joe weigh on Earth (tip gravity = 10Nkg)

2 How much did Grandpa Joe weigh on the Moon (tip gravity = 16Nkg)

3 What was Grandpa Joersquos mass on the Moon

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173

SELF-ASSESS

MASS = 60Kg

WEIGHT = 600N

MASS = 60Kg

WEIGHT = 96N

• Slide 1
• Slide 2
• Introducinghelliphellip
• Slide 4
• Using the equations To get a Grade C
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• Lesson objectives Have we hit any yet
• Slide 11
• Slide 12
• Weight = Mass X Gravity
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Lesson objectives Have we hit any yet (2)
• Slide 22
• What is the mass of an elephant that has a kinetic energy of 25
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• What is the mass of an elephant that has a kinetic energy of 25 (2)
• Slide 31
• Usain is built like a unit and he just loves units And he
• Slide 33
• Slide 34
• Lesson objectives Have we hit any yet (3)
• Slide 36
• Look at the objects below and write down any force that you can
• How many did you get
• Slide 39
• Lesson objectives Have we hit any yet (4)
• Slide 41
• Slide 42
• ldquoThe sum of the forward forces acting on an object subtract the
• Work out the following resultant forces
• Lesson objectives Have we hit any yet (5)
• Scenario 1
• Scenario 2
• Scenario 3
• Slide 49
• Slide 50
• Lesson objectives Have we hit any yet (6)
• To try
• Lesson objectives Have we hit any yet (7)
• A lorry is travelling at 15ms ndash then the resultant forces belo
• Assessment
• If I was a gambler I would bet there were two different answer
• Why
• Slide 58
• Olympic CHAMPION
• Slide 60
• Slide 61
• Slide 62
• Slide 63
• Slide 64
• Volunteer please
• Slide 66
• Competition Time
• Welcome to the ACCELERATION OLYMPICS
• Slide 69
• Slide 70
• Slide 71
• Slide 72
• Slide 73
• Slide 74
• Slide 75
• Volunteer please (2)
• Acceleration = Change in velocity divide time taken
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Slide 82
• Slide 83
• NOW YOU TRY
• Slide 85
• TASK
• Lesson objectives Have we hit any yet (8)
• Slide 88
• TASK (2)
• Slide 90
• Slide 91
• Slide 92
• Slide 93
• Velocity-Time Graph
• Velocity-Time Graph (2)
• Slide 96
• TASK (3)
• Slide 98
• Slide 99
• Lesson objectives Have we hit any yet (9)
• Velocity-Time Graph (3)
• Velocity-Time Graph (4)
• Lesson objectives Have we hit any yet (10)
• TASK (4)
• Slide 105
• Slide 106
• Lesson objectives Have we hit any yet (11)
• Slide 108
• Slide 109
• Slide 110
• Slide 111
• Slide 112
• ldquoThe distance that an object travels from the point the stimulu
• Lesson objectives Have we hit any yet (12)
• Slide 115
• Slide 116
• Slide 117
• Slide 118
• When the brakes of a vehicle are applied work done by the fric
• Lesson objectives Have we hit any yet (13)
• Slide 121
• Think back to the lessons on forces and write down all the forc
• Slide 123
• Say what YOU see (2 words)
• Slide 125
• Lesson objectives Have we hit any yet (14)
• Slide 127
• Number 1
• Number 2
• Number 3
• Number 4
• Number 5
• Say what YOU see (2 words) (2)
• Slide 134
• Sketch graphs
• Slide 136
• TASK (5)
• How did you do
• Lesson objectives Have we hit any yet (15)
• Slide 140
• Lesson objectives Have we hit any yet (16)
• Slide 142
• Doctorrsquos Orders
• ldquoThe weight of an object depends on gravity and because gravity
• Slide 145
• ldquoThe mass of an object is the amount of matter it contains and
• Lesson objectives Have we hit any yet (17)
• Slide 148
• Slide 149
• Slide 150
• Volunteer please (3)
• Slide 152
• Lesson objectives Have we hit any yet (18)
• Begin by standing on the Newton scales to find your weight on E
• Slide 155
• Slide 156
• Slide 157
• Slide 158
• Slide 159
• Lesson objectives Have we hit any yet (19)
• Slide 161
• Tom needs your help He doesnrsquot understand why every time h
• The faster an object moves through a fluid (liquid or gas) the
• Slide 164
• Compare the forward force on the bike with the backward force o
• Victoria then crouched down over the handlebars to make herself
• The lift in a tall building hangs from a strong cable The mov
• The lift in a tall building hangs from a strong cable The mov (2)
• The lift in a tall building hangs from a strong cable The mov (3)
• The lift in a tall building hangs from a strong cable The mov (4)
• A man finds out that he has a mass of 65 kg on Earth Which of
• Slide 172
• Slide 173