Science
Motion and forces concept map
Connect speed, force, weight and gravitational potential energy with linking phrases, equations and units. The two-page landscape A4 physics resource provides a partly completed model map and then asks pupils to build their own map and solve four calculations.
Trace how speed, force, weight and energy connect. Choose linking phrases from the complete worksheet.
Read the complete materialRead the material
Connect speed, force, weight and gravitational potential energy with linking phrases, equations and units. The two-page landscape A4 physics resource provides a partly completed model map and then asks pupils to build their own map and solve four calculations.
Complete resource. Use the preview for diagrams and layout.
Page 1
PHYSICS AGES 14 TO 16 CONCEPT MAP Concept map Finish the Motion and forces map with linking phrases. NAME CLASS DATE LEARNING GOAL Join ideas about motion, forces and energy with phrases that make true sentences. SUCCESS CRITERIA I can pick a linking phrase that reads as a true sentence. I can match an equation and a unit to each idea. E N T R Y 1 Write a linking phrase from the bank in each dashed box, then read each link aloud: does it make sense? Motion and forces Speed v = d ÷ t Force F = m × a Weight W = m × g Energy GPE: E = m × g × h is measured in metres per second (m/s) is measured in newton (N) seat belts crumple zones newton (N) is measured in joule (J) roller coasters LINKING-PHRASE BANK FACT g is about 10 N/kg on Earth, used on this sheet. GPE: gravitational potential energy, gained when lifted. KEY Oval: big idea. Pill: a unit. Square box: an application. Dashed box: you write. IS CALCULATED USING DEPENDS ON IS MEASURED IN IS AN EXAMPLE OF IS NEEDED FOR IS USED IN Concept map Page 1 of 2
Page 2
PHYSICS AGES 14 TO 16 YOUR MAP My own concept map NAME CLASS DATE E N T R Y 1 CONCEPT BANK mass acceleration weight kinetic energy gravitational potential energy height speed force seat belt parachute NOTES TO SELF DO THIS Pick 8 ideas from the bank, one per oval. Join them with arrows through the dashed boxes and write a phrase in each. One link I am proud of A question this map raises for me E N T R Y 2 Check my calculation: write the working, then the answer in the ring CHECK 1 F = m × a A 2 kg trolley accelerates at 3 m/s2. What is the force? Working N CHECK 2 W = m × g A person has a mass of 60 kg. Use g = 10 N/kg. What is the weight? Working N CHECK 3 E = m × g × h A 0.5 kg ball is lifted 2 m. Use g = 10 N/kg. What GPE does it gain? Working J CHECK 4 v = d ÷ t A car travels 150 m in 10 s. What is its speed? Working m/s Concept map Page 2 of 2
A teaching sequence
Explain relationships among motion, forces and energy using linking phrases, equations and units, then solve four associated calculations.
Trace how speed, force, weight and energy connect. Choose linking phrases from the complete worksheet.
Read the complete materialRead each map link as a sentence
Add a linking phrase to each dashed box in the model and read the completed statement aloud to check it is true.
Does the linking phrase make a true statement about the two ideas?
Build eight connected ideas
Use the concept bank to place eight ideas in the blank map and join them with labelled arrows.
What relationship does the label on this arrow explain?
Calculate with quantities and units
Complete the four calculations by identifying the quantities, substituting into the formula and writing the requested unit.
Are mass and weight distinguished in your formula and unit?
Review a link and a question
Record one link you are proud of and one question the map raises. Change one input and recalculate with the same formula and units to see the effect.
What changes if one input changes while the formula stays the same?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check that the linking phrases form true statements, equations match their quantities and units, and calculation steps are shown. Expected calculations from the stated values are 6 N, 600 N, 10 J and 15 m/s. Ask pupils to explain what would happen if one input changed.
Give a little support
Supply formula cards and a labelled unit bank. Work one calculation together, substituting values step by step, and provide linking phrases pupils can choose from before writing their own map.
Take the idea further
Ask pupils to change one value in a calculation, predict the effect and update the relevant map link. They can explain the conditions under which a formula is useful and identify information it does not include.
Things to keep in mind
The worksheet uses an approximate g value of 10 N/kg and simplified formula applications. Pupils need to distinguish mass from weight and apply units correctly. There is no separate answer page or external curriculum mapping.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Notes Between Bells
The motion-and-forces map asks pupils to link speed, force, weight and gravitational potential energy with phrases, equations and units. Page 2 then offers a blank map with a concept bank, so the worked relationships lead into independent connections.
Coffee Before Copies
The supplied formulas and units distinguish speed in metres per second, force and weight in newtons, and GPE in joules. The note that g is about 10 N/kg on Earth provides a stated assumption for the sheet’s calculations.
Good Question
Read each linking phrase as a complete sentence before choosing it; the sheet explicitly uses that as a check. A pupil can build the second map from eight selected terms rather than trying to connect every item in the bank.
Spare Pencil
The approximate Earth value for g is a task assumption, not a universal constant for all settings. Check equation use and units in each calculation, and do not accept a visually connected map unless its linking statements are scientifically true.