Homeschool Guide: These lesson plans are a guide for parents. Content may contain errors — always cross-reference with official exam board specifications.

P18: Stopping Distances

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4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: Stopping Distances

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

3 quick questions to activate prior knowledge about stopping distances. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Stopping Distances.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Stopping Distances. Goal: by the end you can when brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Stopping Distances is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle: - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. What is asked? When
  2. Recall knowledge:
  3. Apply: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Break down: Separate parts?
  2. Solve each: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using stopping distances
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Stopping Distances work this way?"
A: Analogy: "When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Stopping Distances in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to P17-newtons-laws-and-momentum / P19-forces-and-elasticity
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on stopping distances, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 2: Core Concepts: Stopping Distances

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on stopping distances. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Stopping Distances.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Stopping Distances. Goal: by the end you can when brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Stopping Distances is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle: - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. What is asked? When
  2. Recall knowledge:
  3. Apply: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Break down: Separate parts?
  2. Solve each: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using stopping distances
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Stopping Distances work this way?"
A: Analogy: "When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Stopping Distances in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to P17-newtons-laws-and-momentum / P19-forces-and-elasticity
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on stopping distances, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 3: Application: Stopping Distances

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on stopping distances. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Stopping Distances.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Stopping Distances. Goal: by the end you can when brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Stopping Distances is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle: - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. What is asked? When
  2. Recall knowledge:
  3. Apply: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Break down: Separate parts?
  2. Solve each: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using stopping distances
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Stopping Distances work this way?"
A: Analogy: "When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Stopping Distances in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to P17-newtons-laws-and-momentum / P19-forces-and-elasticity
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on stopping distances, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Lesson 4: Exam Practice: Stopping Distances

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on stopping distances. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: Stopping Distances.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Stopping Distances. Goal: by the end you can when brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:, using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Stopping Distances is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle: - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. What is asked? When
  2. Recall knowledge:
  3. Apply: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Break down: Separate parts?
  2. Solve each: A car of mass 1000 kg is travelling at 20 m/s. The braking force is 8000 N. Calculate the braking distance. If a car's speed doubles from 10 m/s to 20 m/s, explain why the braking distance increases by a factor of 4.
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using stopping distances
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does Stopping Distances work this way?"
A: Analogy: "When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Stopping Distances in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: When brakes are applied, the work done by the braking force must equal the kinetic energy of the vehicle:

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to P17-newtons-laws-and-momentum / P19-forces-and-elasticity
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on stopping distances, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

📝 Mark Scheme Guidance

How examiners mark P18: Read the command word carefully — State = one word/phrase (1 mark), Describe = pattern or detail (2 marks), Explain = reason with "because" (2–3 marks), Compare = similarities AND differences, Evaluate = both sides + conclusion. Method marks are awarded for correct working even if the final answer is wrong. Always show your working — unexplained answers score zero for AO2.

Success on P18 questions: Underline the command word, count the marks (one mark per point expected), and answer in the format the command word demands.

Board Notes & Revision Links

This lesson is examined by: AQA 8463 | Edexcel 1PH0 | OCR J249 | CCEA units. Tier and paper details vary - always check your board's current specification.

Follow-up revision: P17-stopping-distances on GCSE Revise (notes, flashcards and auto-graded target tests for this exact topic).

📐 Reference Diagram

Object Thrust 50N → ← Friction 30N Normal ↑ ↓ Weight (mg)

✏️ Draw-Along Instructions

Parent/teacher: Draw a rectangle (the object). Draw arrows outward from each side: up (normal force), down (weight = mg), right (thrust), left (friction). Label each arrow with its force name and value in newtons.

Display the reference diagram (or draw it live) while pupils copy. Check each label as it is added.

Homework & Consolidation

Recommended Resources

🎓 Smart Lesson (Guided)