By Revision Genie
Topic 2 – Motion and Forces (Clean Copy‑Paste Version) Students should: 2.1 Explain that a scalar quantity has magnitude (size) but no specific direction 2.2 Explain that a vector quantity has both magnitude (size) and a specific direction Maths skills: 5b 2.3 Explain the difference between vector and scalar quantities Maths skills: 5b 2.4 Recall vector and scalar quantities, including: displacement/distance velocity/speed acceleration force weight/mass momentum energy 2.5 Recall that velocity is speed in a stated direction Maths skills: 5b 2.6 Recall and use the equations: a) (average) speed (m/s) = distance (m) ÷ time (s) b) distance travelled (m) = average speed (m/s) × time (s) Maths skills: 1a, 1c, 1d; 2a; 3a, 3c, 3d 2.7 Analyse distance/time graphs including determination of speed from the gradient Maths skills: 2a; 4a, 4b, 4d, 4e 2.8 Recall and use the equation: acceleration (m/s²) = change in velocity (m/s) ÷ time taken (s) Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.9 Use the equation: (final velocity)² – (initial velocity)² = 2 × acceleration × distance Maths skills: 1a, 1c, 1d; 2a; 3a, 3c, 3d 2.10 Analyse velocity/time graphs to: a) compare acceleration from gradients qualitatively b) calculate the acceleration from the gradient (uniform acceleration only) c) determine the distance travelled using the area under the graph (uniform acceleration only) Maths skills: 1a, 1c, 1d; 2a; 4a, 4b, 4c, 4d, 4e, 4f; 5c 2.11 Describe a range of laboratory methods for determining the speeds of objects such as the use of light gates Maths skills: 1a, 1d; 2a, 2b, 2c, 2f, 2h; 3a, 3c, 3d; 4a, 4c 2.12 Recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems 2.13 Recall that the acceleration, g, in free fall is 10 m/s² and estimate magnitudes of everyday accelerations Maths skills: 1d, 2h 2.14 Recall Newton’s first law and use it in situations where: a) the resultant force is zero → constant velocity or rest b) the resultant force is not zero → speed and/or direction change Maths skills: 1a, 1d; 2a; 3a, 3c, 3d 2.15 Recall and use Newton’s second law: force (N) = mass (kg) × acceleration (m/s²) Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.16 Define weight and use the equation: weight (N) = mass (kg) × gravitational field strength (N/kg) Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.17 Describe how weight is measured 2.18 Describe the relationship between the weight of a body and the gravitational field strength Maths skills: 1c 2.19 Core Practical Investigate the relationship between force, mass and acceleration by varying the masses added to trolleys Maths skills: 1a, 1c, 1d; 2a, 2b, 2f; 3a, 3b, 3c, 3d; 4a, 4b, 4c, 4d 2.20 Explain that an object moving in a circular orbit at constant speed has a changing velocity Maths skills: 5b 2.21 Explain that circular motion requires a centripetal force acting towards the centre Maths skills: 5b 2.22 Explain that inertial mass measures how difficult it is to change an object’s velocity and is defined as force ÷ acceleration Maths skills: 1c 2.23 Recall and apply Newton’s third law to equilibrium and collisions; relate it to conservation of momentum Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.24 Define momentum and use the equation: momentum (kg m/s) = mass (kg) × velocity (m/s) Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.25 Describe examples of momentum in collisions Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.26 Use Newton’s second law as: force (N) = change in momentum ÷ time Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.27 Explain methods of measuring human reaction times and recall typical results Maths skills: 2a, 2b, 2c, 2g 2.28 Recall that stopping distance = thinking distance + braking distance Maths skills: 1a 2.29 Factors affecting stopping distance: a) mass of vehicle b) speed of vehicle c) driver’s reaction time d) condition of brakes e) condition of road f) friction between tyres and road surface Maths skills: 1c, 1d; 2b, 2c, 2h; 3b, 3c 2.30 Describe factors affecting reaction time including drugs and distractions Maths skills: 1d, 2b, 2h, 3c 2.31 Explain dangers caused by large decelerations and estimate forces involved on public roads Maths skills: 1c, 1d; 2c, 2h; 3b, 3c 2.32P Estimate how stopping distance varies over typical speeds Maths skills: 1a, 1c, 1d; 2a; 3a, 3b, 3c, 3d 2.33P Carry out calculations on work done to show braking distance depends on initial velocity squared Maths skills: 1c, 1d; 2b, 2h; 3b, 3c Use of mathematics (clean) ● Ratios and proportional reasoning for unit conversions and rates ● Interpret distance–time and velocity–time graphs ● Interpret areas under velocity–time graphs ● Apply formulae for speed, distance, time, acceleration ● Estimate stopping distances at different speeds ● Apply formulae relating force, mass, gravitational field strength ● Apply formulae relating force, mass, velocity, acceleration ● Estimate speeds, accelerations and forces in everyday transport Suggested practicals (clean) ● Investigate free‑fall acceleration g ● Investigate conservation of momentum ● Investigate inelastic and near‑elastic collisions ● Investigate mass–weight relationship ● Investigate crumple zones and collision forces
significant figures and standard form
Physics
