Year 10 Forces Workbook

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📘 Part 1: Theory Notes & Lesson Planning (Read)

WALT: We Are Learning To explain speed, velocity and motion graphs, and plan a simple investigation to measure average speed and change in position.

Key concepts (brief):

- Distance is the total path length travelled (scalar).
- Displacement is the straight-line change in position (vector) and can be positive, negative or zero.
- Speed = distance/time (scalar). Units: m/s, km/h.
- Velocity = displacement/time (vector). Includes direction.
- Average speed is total distance divided by total time.
- Instantaneous speed is speed at a specific moment; average speed is over an interval.

Interpreting graphs: On a distance–time graph, gradient = speed. On a speed–time graph, area under the graph = distance travelled.

Success criteria: I can (a) calculate speed and velocity from given data, (b) distinguish distance from displacement in examples, (c) draw and interpret distance–time and speed–time graphs, (d) plan and record a simple motion investigation.

Differentiation strategies: Provide worked examples and formula sheet for learners who need support; use step-by-step scaffolded questions and calculators. Offer extension tasks (challenge problems) and ask advanced learners to include vector notation and unit conversions.

Dyslexia-friendly reading options: Use larger sans-serif font, short paragraphs, bullet points, high-contrast text, and colour-coded key terms (teacher to prepare handout).

For Year 7 PowerPoint (teacher note): Include WALT on slide 1, 3 simple examples with visuals (walking, car, toy car), one slide on distance vs displacement, one on graphs with animations, and a short class practical slide.

✏️ Part 2: Questions & Practical Tasks

1. Multiple choice: A runner completes one lap of a 400 m circular track and returns to the start in 50 s. Which statements are correct? (Choose one)

Distance = 400 m; displacement = 400 m

Distance = 400 m; displacement = 0 m

Distance = 0 m; displacement = 400 m

2. Multiple response: Which of these affect average speed? (Tick all that apply)

Total distance travelled

Total time taken

Direction of travel

3. Short calculation: A car travels 180 km in 2 hours. Calculate its average speed in km/h and m/s. Show working.

4. Distinguish in one sentence: the difference between instantaneous speed and average speed.

5. Graph task: Draw a simple distance–time graph for a cyclist who: (a) rides 0–10 min steadily to cover 4 km, (b) rests for 5 min (no movement), (c) returns for 8 min covering 3 km back towards start. Label axes and indicate where displacement decreases.

6. Calculation + interpretation: A skateboarder moves 12 m east in 4 s, then 8 m west in 2 s. (a) Calculate the skateboarder’s average speed for the whole trip. (b) Calculate the average velocity (include direction).

7. Practical investigation plan (brief): Outline the steps to measure average speed of a small toy car along a straight 2.0 m track using a stopwatch. Include variables to control and one safety note.

8. Extension challenge (optional): Two cars travel the same route. Car A has higher average speed but ends at the same position as Car B. Explain how this is possible using distance vs displacement and speed vs velocity vocabulary.

🔬 Part 3: Practical Recording & Reflection

Investigation recording: Carry out the toy car trial (3 runs). Record time for each run (s), calculate average speed for each run (m/s), then calculate the mean average speed. Use the table below.

Reflection: What was one source of error in the experiment and how would you improve the method next time?

Teacher checklist: Success criteria tick-boxes: clear calculations, labelled graphs, investigation plan with controlled variables, consideration of uncertainty. Offer extension: convert speeds between m/s and km/h and include vector notation for velocity answers.