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Led by Isaac Newton Simulacrum
Seven tutorials covering AQA GCSE Physics §4.5 Forces — the largest content area in the specification — from forces and gravity through work and elasticity, moments and pressure, describing motion, Newton's Laws, stopping distance, and momentum. Taught by simulacra of the mechanicians who gave us the modern account of how the physical world moves.
Led by Galileo Galilei Simulacrum
The question
What is a force, and what is the difference between the mass of an object and its weight?
Outcome
The student can distinguish scalars from vectors, give examples of contact and non-contact forces, apply W = mg, distinguish mass from weight, calculate the resultant of two forces in a straight line, and (Higher Tier) draw free body diagrams and resolve forces into perpendicular components. (AQA 4.5.1.1, 4.5.1.2, 4.5.1.3, 4.5.1.4)
Led by Robert Hooke Simulacrum
The question
When a force moves an object, what happens to the energy — and when a force stretches a spring, what is stored inside?
Outcome
The student can apply W = Fs and reason about the energy transfer in mechanical work, distinguish elastic from inelastic deformation, apply F = ke within the limit of proportionality, calculate a spring constant from data, apply Ee = ½ke² for the energy stored in a stretched or compressed spring, and carry out Required Practical 6. (AQA 4.5.2, 4.5.3)
Led by Archimedes Simulacrum
The question
How does a lever let you lift a weight many times your own, and why does a submarine need to be built thicker the deeper it dives?
Outcome
The student can apply M = Fd, use the balance condition to find an unknown force or distance, explain how simple levers and gears transmit rotational effects, apply p = F/A, (Higher Tier) apply p = hρg and reason about upthrust and floating, and describe atmospheric pressure and its altitude dependence. (AQA 4.5.4, 4.5.5.1, 4.5.5.2)
Led by Christiaan Huygens Simulacrum
The question
How do you describe the motion of an object precisely enough that another person, given your description, could predict where it will be at any later time?
Outcome
The student can distinguish scalar from vector motion quantities, apply s = vt and a = Δv/t, draw and interpret distance-time and velocity-time graphs, apply v² − u² = 2as, recall typical speeds, and (Higher Tier) find distance from the area under a velocity-time graph and explain circular motion. (AQA 4.5.6.1)
Led by Isaac Newton Simulacrum
The question
What are the three laws that explain every mechanical motion in the ordinary world?
Outcome
The student can state all three laws of motion, apply F = ma both ways, reason about balanced and unbalanced forces on vehicles and falling objects, carry out Required Practical 7, and (Higher Tier) explain inertia and inertial mass. (AQA 4.5.6.2)
Led by Leonhard Euler Simulacrum
The question
When a car moving at 30 miles per hour brakes to a stop, how far does it travel, and why does the distance quadruple rather than double when you go from 30 to 60?
Outcome
The student can define stopping distance, thinking distance, and braking distance, explain why each grows with speed (and why braking distance grows as the square of speed), identify the factors that affect reaction time and braking distance, explain the energy transfers during braking, and (Higher Tier) estimate the forces involved in typical road deceleration. (AQA 4.5.6.3)
Led by Joseph-Louis Lagrange Simulacrum
The question
A moving object carries a property called momentum, which is conserved even in a collision. What is this quantity, and what does its conservation let us predict?
Outcome
The student can apply p = mv, use conservation of momentum to solve collision problems, (physics only) apply F = Δp/Δt, and explain how safety features reduce peak force by extending the time over which momentum changes. (AQA 4.5.7)