Boardworks GCSE Additional Science: Physics Laws of Motion

Boardworks GCSE Additional Science: Physics
Laws of Motion

Laws of Motion
Spring 2007
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Laws of Motion

Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This activity provides the opportunity for informal assessment of
students’ ability to identify different forces. It should be pointed out to
students that only selected forces are shown in each case. A useful
follow-up activity is on slide 19, where all these scenarios are repeated
with the full set of forces present.
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion

Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This drag and drop activity provides the opportunity for informal
assessment of students’ understanding of friction. Mini-whiteboards
could be used to make this a whole-class exercise.
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Photo credit (top): Jerry Pank

Photo credit (bottom): sick 31
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Photo credit: Rafal P
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Laws of Motion
Spring 2007
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Laws of Motion

Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This activity introduces the idea of balanced forces, and that objects
subject to balanced forces will move at constant speed or won’t move
at all. In these examples, all objects are moving at constant speed.
In examples 1 and 3, students could be asked why the air resistance

and friction arrows are both shorter than the thrust arrow: if added
together, these arrows would be equivalent to the thrust arrow.
In the final example, the object is a deep space probe that has run out
of fuel. There is no air resistance to slow it down so it moves at a
constant
19 of 42 speed, in a similar way to the NASA Voyager 1 & 2 probes.
Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
The terminal velocity for a skydiver is around 60m/s, but varies with
factors such as the weight and the shape of person.
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This animated and interactive graph provides an opportunity for
students to apply their knowledge of velocity–time / speed–time graphs
to explain the descent of a skydiver. While it continues the theme of
balanced forces, the graph could also introduce the idea of unbalanced
forces leading to acceleration and deceleration.
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Laws of Motion

Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This activity introduces the idea of unbalanced forces, and that objects
subject to unbalanced forces will either change speed and/or direction.
In example 1, the upthrust of the balloon initially balances its weight.

Clicking the inset image lights the burner. This increases the balloon’s
upthrust but its weight is unchanged. The balloon therefore rises.
In example 2, the friction of the handbrake initially balances the weight

of the car. Clicking the inset image releases the handbrake. This
greatly reduces the friction on the tyres, so the car starts to roll
downhill.
24 of 42 As the car accelerates, air resistance and friction from the
Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Photo credit: Piotr Gilko
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Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Photo credit: Jelle Weidema
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Laws of Motion
Spring 2007
Teacher notes
Question 2 aims to get students to think laterally and work out that
acceleration due to gravity (10m/s 2) is needed to complete the
calculation.
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Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
It might be worth pointing out to students that action-reaction pairs are
not the same as balanced forces – while the latter act on just one
object, the former act on two separate but interacting objects.
Newton’s third law is sometimes written as: “For every action, there is
an equal and opposite reaction.”
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This activity provides the opportunity for informal assessment of
students’ understanding of the action–reaction pairs.
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This illustration contains several discussion points relating to
balanced/unbalanced forces and action–reaction pairs, including:
• On the promenade, there are people walking, with one child jumping
off the railings. There is also a family eating an ice cream and the
woman’s ice cream is dripping and has just started falling to the
ground.
• There is a man selling helium balloons on the promenade.
• There is a a roller coaster at the end of the promenade.
• In the sea there are a couple of rowing boats – one being rowed and
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Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This drag and drop activity could be used as a plenary exercise to
check students’ ability to identify the resultant forces on stationary and
moving objects. Students could work individually or in small groups,
with mini-whiteboards used to convey the answers.
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This ‘balanced-or-unbalanced’ quiz could be used as a plenary or
revision activity on forces. Students could be given coloured traffic light
cards (green = balanced, red = unbalanced) to vote on the statements
shown. To stretch students, they could be asked to explain their voting.
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Laws of Motion
Laws of Motion
Spring 2007
Teacher notes
This multiple-choice quiz could be used as a plenary activity to assess
students’ understanding of the laws of motion. The questions can be
skipped through without answering by clicking “next”. Students could
be asked to complete the questions in their books and the activity could
be concluded by the completion on the IWB.
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