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Copyright © UCLES 2019

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Contents

Introduction ...................................................................................................................................................... 4
Experiment: Equilibrium of Forces ................................................................................................................... 5
Briefing lesson: Equilibrium ............................................................................................................................. 6
Planning lesson: Coplanar forces ................................................................................................................... 7
Lab lesson: Investigating coplanar forces ........................................................................................................ 8
Teacher notes .................................................................................................................................................. 9
Teacher method ............................................................................................................................................. 11
Debriefing lesson: Resolving forces .............................................................................................................. 12
Debriefing lesson: continued ......................................................................................................................... 13
Worksheets and answers.............................................................................................................................. 14

Icons used in this pack:

Briefing lesson

Planning lesson

Lab lesson

Debriefing lesson
Teaching Pack: Investigating coplanar forces

Introduction
This pack will help you to develop your learners’ experimental skills as defined by assessment
objective 3 (AO3 Experimental skills and investigations) in the course syllabus.

Important note
Our Teaching Packs have been written by classroom teachers to help you deliver
topics and skills that can be challenging. Use these materials to supplement your
teaching and engage your learners. You can also use them to help you create
lesson plans for other experiments.
This content is designed to give you and your learners the chance to explore practical skills. It
is not intended as specific practice for Paper 3 (Advanced Practical Skills) or Paper 5 (Planning,
Analysis and Evaluation).

This is one of a range of Teaching Packs and each pack is based on one experiment. The packs
can be used in any order to suit your teaching sequence.

The structure is as follows:

Briefing lesson (1 hour*)

This lesson reinforces the key concepts, relevant skills, knowledge and
understanding linked to the experiment.

Planning lesson (1 hour*)

This lesson focuses on planning an experiment.
It ends with a demonstration video of the experiment.

Lab lesson (1 hour*)

This lesson focuses on carrying out the experiment including the collection and
recording of observations, measurements and estimates.

Debriefing lesson (1 hour*)

This lesson focuses on the analysis and interpretation of data.
This includes making conclusions, evaluating methods and the quality of data and
how improvements could be made.
* the timings are a guide only; you may need to adapt the lessons to suit your circumstances.

In this pack you will find lesson plans, worksheets and teacher resource sheets.

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 Teaching Pack: Investigating coplanar forces

Experiment: Investigating coplanar forces

This Teaching Pack focuses on an experiment to investigate the coplanar forces that produce
equilibrium.

Objects are in equilibrium when all of the forces acting on the object are balanced. In this
experiment, a vertical force of weight, a horizontal force of tension and a diagonal force measured
by a newton meter all act on an object to produce equilibrium.

The experiment covers the following experimental skills, as listed in AO3: Experimental skills
and investigations:

 plan experiments and investigations

 collect, record and present observations, measurements and estimates
 analyse and interpret data to reach conclusions
 evaluate methods and quality of data and suggest improvements.

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Teaching Pack: Investigating coplanar forces

Briefing lesson: Equilibrium

Resources  Worksheet A
 Ramp and block
 Mass hanger, string and retort stands
 Glass, card, scissors and access to water

Learning By the end of the lesson:

objectives  all learners should be able to identify the forces in a free body
force diagram.
 most learners should be able to calculate the magnitude and
direction of forces in a free body force diagram.
 some learners will be able to draw accurate free body force
diagrams.

Timings Activity
Starter / Introduction
Use Activity 1 and 2 on Worksheet A to recap basic ideas on vectors and
equilibrium.

Mind map variables in Physics and then sort them into scalars and vectors. Discuss
methods for identifying variables as scalars or vectors: consider units, the definition,
real world examples, how it is measured, etc.

Define equilibrium before setting the learners to brainstorm examples. These can
then be labelled as free body force diagrams and considered in more depth by the
learners.
Main lesson
Use activities 3 and 4 on Worksheet A to practise calculations and scale diagrams.

Learners find drawing scale free body force diagrams time-consuming and difficult.
Help learners through the questions on Worksheet A to ensure learners are
confident and accurate in their work. Understanding these diagrams will be crucial
in the upcoming experiment.

Some simple examples could be set in the lab e.g. blocks on a ramp or masses on
strings.
Plenary
Demonstrate and discuss a simple example of equilibrium.

Use the glass and card to demonstrate an example of equilibrium. Fill the glass with
water and cut the card so it is bigger than the cup. Place the card on top of the
glass and gently flip the glass upside down. Take your hand away carefully and the
water should stay in place. Ask learners to identify and explain the forces producing
the equilibrium of the stationary water.

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 Teaching Pack: Investigating coplanar forces

Planning lesson: Coplanar forces

Resources  equipment as outlined in the Teacher notes – only one set for
demonstration purposes

Learning By the end of the lesson:

objectives  all learners should produce a method to follow for the lab lesson.
 most learners should be able to draw the free body force diagram
for the experiment.
 some learners will be able to identify potential sources of error for
the experiment.

Timings Activity
Starter / Introduction
Introduce your learners to the equipment they will be using in the experiment. You
should set up the equipment step by step to model the process. Encourage your
class to make notes and ask questions during the process.
Main lesson
Ask learners to identify the forces present in the set up equipment. Learners should
draw a free body force diagram of the equipment.

Distribute Worksheet B to learners. Learners assess their own diagram in

comparison to the diagram on Worksheet B. Alternatively, if the equipment cannot
be set up for this lesson, start by giving out Worksheet B and identifying the forces
on the diagram. Now direct learners to write two mathematical expressions to
describe the horizontal and vertical forces separately as shown in the diagram.

Explain that the learners will use this equipment to investigate coplanar forces next
lesson. Ask learners to identify what measurements must be taken to investigate the
relationship between the vertical force and the diagonal force. Ask learners to
identify sources of error and how to reduce them during the experiment. Discuss use
of repeat readings and how they can eliminate random error.

Direct learners to write a full method for the experiment.

Video
Show your learners the master video.

Plenary
Ask learners to evaluate their method based on the video and make any changes.

Ask learners to additional sources of error based on observation of the video. This
can be played again with the sound off so that learners can point out difficulties they
expect to encounter when carrying out the experiment next lesson.

Cambridge International AS & A Level Physics (9702) 7

Teaching Pack: Investigating coplanar forces

Lab lesson: Investigating coplanar forces

Resources  equipment as listed in the Teacher notes

Learning By the end of the lesson:

objectives  all learners should follow their method to collect results.
 most learners should be able to discuss how the results relate to
each other via a free body force diagram.
 some learners will consider how to minimise potential sources of
error during the experiment.

Timings Activity
Starter / Introduction
Recap the following through questioning of learners or small group discussion:
 equipment set up
 outline of method
 sources of error and how to reduce these
 safety hazards e.g. take care with mass hangers to avoid them falling and
ensure learners wear suitable footwear in the laboratory.
Main lesson
Direct learners to set up the experiment and follow their method to collect and record
measurements. Encourage the learners to note observations throughout.

Assist learners with set up as needed.

Safety
Circulate the classroom at all times during the experiment so that you can make sure that
your learners are safe and that the data they are collecting is accurate.

Plenary
Ask the learners to tidy up their workspace and return all equipment to you. They
could then spend time discussing the data they have collected and the issues they
encountered in preparation for the next lesson.

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 Teaching Pack: Investigating coplanar forces

Teacher notes

Watch the Equilibrium of Forces video (teacher version) and read these notes.

Each group will require:

 ball of string
 scissors
 set squares (x2)
 metre rules (x2)
 retort stand, boss and clamp (x2)
 G clamps (x2)
 100g masses and hanger
 Newtonmeters
 free-standing vertical board
 graph paper
 adhesive tape
 bright lamp
 protractor

Safety
The information in the table below is a summary of the key points you should consider before
undertaking this experiment with your learners.
 stands must be securely fixed to the bench using the G clamps
 protect bench and feet from falling masses.

It is your responsibility to carry out an appropriate risk assessment for this experiment.

Hazard First aid

Masses falling onto feet. Apply ice immediately after the injury. Ice the
bruise for 10 minutes at a time.

Cambridge International AS & A Level Physics (9702) 9

Teaching Pack: Investigating coplanar forces

Experiment set-up

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 Teaching Pack: Investigating coplanar forces

Teacher method

This is your version of the method for this experiment that accompanies the Teacher walkthrough
video.

Do not share this method with learners.

Before you begin

Plan how you will group your learners during the experiment session.

Think about:
 the number of groups you will need (group size 2–3 learners)
 the amount of equipment required
 the amount of space required for each group to set up the experiment.

Experiment

Walk around the learners during the experiment in case they encounter any difficulties.
Steps Notes
1. Learners should collect the equipment
they require from the front of the
class.
2. They should find a space in the
Learners may need to be reminded
classroom where the equipment can
about safe handling of the mass
be assembled safely. hangers to avoid them falling onto
feet.

3. Learners should take readings of

force, using the Newtonmeter, and
angle, using a protractor.
4. Mass should be added to the hanger.
5. Steps 3 and 4 should be repeated
Learners should ensure that they do
until a minimum of 6 sets of data is
not exceed the maximum reading
collected. on the Newtonmeter. A
Newtonmeter with a different scale
may be used if necessary.

6. Make sure your learners have

recorded all of the relevant data
before packing away.

Clean-up
After the experiment learners should:
 tidy up their work space
 return all equipment to you.

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Teaching Pack: Investigating coplanar forces

Debriefing lesson: Resolving forces

Resources  The results from the lab lesson

Learning By the end of the lesson:

objectives  all learners should plot a graph and find the gradient.
 most learners should be able to explain how the graph relates to
the free body diagram for the experiment.
 some learners will be able to explain how the sources of error for
the experiment affect the results.

Timings Activity
Starter / Introduction
Ask your learners for sources of error and limitations of the experiment. Possible
prompts:
 What parts of the experiment were difficult to carry out?
 What method was best for measuring the angle?
 How precise are the Newtonmeter measurements?
 Did the angle vary during the experiment? If so, why?
 What was limiting about the experiment?
Analysis
Learners should begin the analysis of the results from the lab lesson by calculating
the weight on the mass hanger (W = mg).

Interpretation
Using the results and calculations they have carried out of weight, learners should
now plot a graph of weight on the y-axis against force on the x-axis.

Learners should find the gradient of the graph using a large triangle and discuss
what the value represents. They should compare the value of the gradient to the
sine of the average angle.

Learners should go on to consider:

 What do the results suggest?
 Are there any alternative interpretations?
 What conclusions can be drawn?
Evaluation
Learners should calculate the error in their measurements. They should consider the
absolute error in each measurement, the percentage error in each measurement
and any compound errors.

Give learners Worksheet C if learners need support with the calculations.

12 Cambridge International AS & A Level Physics (9702)

 Teaching Pack: Investigating coplanar forces

Debriefing lesson: continued

Timings Activity
Quality of data
Ask learners to discuss, and subsequently make notes, on the quality of data.
Learners should consider the following:
 Were there any systematic errors and how did these affect the recorded
data?
 Were there any obvious random errors in measurements?
 Was there an expectation that the angle would change during the
experiment? If so, how did this affect the results?
 What modifications to the experimental arrangement or procedure could be
made that would improve the accuracy of the experiment? Ensure that these
modifications are achievable in the context of your school laboratory. Can
you relate improvements to the sources of uncertainty you have already
identified?
 Could you extend the investigation to answer a new question?
Plenary
Ask learners to discuss the following points to summarise their findings:
 Results. What conclusions can be drawn? Discuss the quality of data and
relate this to the percentage error in the results.
 Improvements. If they ran the experiment again, what would the learners do
differently? How would these changes affect the results and the error in the
results?
 The precision and the accuracy of the experiment. How can we judge the
precision and the accuracy of the experiment? Was it possible to take
repeats of the same scenario?

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Teaching Pack: Investigating coplanar forces

Worksheets and answers

Worksheet Answers

For use in Briefing lesson:

A: Identifying forces 15 18

For use in Planning lesson:

B: Coplanar forces 16 19

For use in Debriefing lesson:

C: Calculating the error in a measurement 17 –

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 Teaching Pack: Investigating coplanar forces

Worksheet A: Identifying Forces

Activity 1:

(a) With a partner list as many of the measurable variables you have learnt about in Physics
already e.g. time, wavelength, electric field strength.

(b) Sort your list of variables into two: scalar or vector.

Perhaps you think of a criteria or easy way to work out if a variable is a scalar or a vector.

Activity 2:

(a) With a partner, think of at least three varied everyday examples of equilibrium
e.g. this piece of paper resting on the desk in front of you.

(b) Draw a rough sketch of your examples and label the forces. Try to be precise when
estimating the approximate size and direction of each force.

Activity 3:
For the following examples, draw scale diagrams and use the diagram to find the missing
information.

(a) A box is pulled with a force that is at an angle of 35° to the horizontal surface it travels
along. How much force is applied if it moves at a constant speed and there is a frictional
force of 200N?

(b) A car that weighs 15 000 N travels down a hill. The hill forms an angle of 10° to the
horizontal. What is the magnitude and direction of the friction required to keep the car
moving at a constant velocity?

(c) A rock climber has a weight of 600 N and hangs from a rope at 15° to the vertical cliff face
with a tension of 450 N. What is the magnitude and direction of the force the climber exerts
with their body to the wall?

Activity 4:

(a) Using a mathematical approach, solve the questions from Activity 3.

(b) Which method do you think is more accurate? Explain why we might use both methods.

Copyright © UCLES 2019 Cambridge International AS & A Level Physics (9702) 15

Teaching Pack: Investigating coplanar forces

Worksheet B: Coplanar forces

Below is a diagram of the equipment used to investigate coplanar forces:

Activity 1: Identifying forces

(a) Identify and label the forces in the diagram above.

(b) Draw a simple free body force diagram of the forces in the above diagram.
(c) Considering the components of force carefully, write mathematical expressions to
describe the horizontal and vertical forces separately.

Activity 2: Planning

(a) Identify the measurements that need to be taken to investigate the relationship between
the vertical force and the diagonal force.
(b) Identify sources of error in this experiment and note down simple methods of reduction.
(c) Explain the benefit of taking repeat readings.
(d) Write a full method for the experiment bearing in mind the previous points.

16 Cambridge International AS & A Level Physics (9702) Copyright © UCLES 2019

 Teaching Pack: Investigating coplanar forces

Worksheet C: Calculating the error in a measurement

Absolute error is defined as the range / 2.

So for the values: 7.2 7.4 7.3 7.0 7.1

The range = largest value – the smallest value

Range = 7.4 – 7.0 = 0.4

Absolute error = 0.4 / 2 = 0.2

However, we must also consider the error in our instruments. Error in the instrument is defined as
the smallest division. For example, the smallest division on a metre rule is  1 mm. If the error in
the instrument is bigger than the range / 2, we must use this as the absolute error instead.

Percentage error for a value is calculated from the absolute error. We divide the absolute error by
the value and multiply by 100 to get a percentage:

A
%A   100% where A = Absolute error and A = Value
A

When calculating the percentage error of a value such as F where F = m  a and m and a are
measured variables, the percentage error in m and a must be calculated as above and then used
to calculate the percentage error of F. This is known as compound error.

The percentage error is calculated by adding the percentage errors of all the values in the
equation. Constants can be ignored when calculating compound percentage error.

Example: A = BC

What is the percentage error in A? Simply add the percentage error of B and C.

%ΔA = %ΔB + %ΔC

Copyright © UCLES 2019 Cambridge International AS & A Level Physics (9702) 17

Teaching Pack: Investigating coplanar forces

Worksheet A: Answers

Activity 1:

Scalar Vector

charge displacement

current field strength

distance force

energy moment

frequency momentum

mass velocity

power

pressure

speed

temperature

time

volume

Activity 2:

More examples could include:

 A person sitting on a chair.
 A car travelling at 70mph on the motorway.
 A bird gliding in the sky.
 The International Space Station orbiting the Earth.

Rough sketches of the examples should have labelled forces and appropriately sized arrows
pointing in the right direction.

Activity 3 and 4:

(a) The pulling force is 244N.

(b) The friction is 2605N opposite to the direction of the car’s movement. The angle
would be 10° above the horizontal, parallel to the slope.
(c) The force is 202N away from the vertical wall at 55° above the horizontal.

The mathematical method is more accurate, but the scale diagram can help us to understand the
directions and give us good estimates of magnitudes.

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 Teaching Pack: Investigating coplanar forces

Worksheet B: Answers

Activity 1: Identifying forces

(a) There is the vertical force of weight of the mass hanger, the horizontal force of tension in
the spring and the diagonal force being measured by the Newtonmeter.
(b) Free body force diagram:

(c) Horizontal: T = F cosϑ

Vertical: mg = F sinϑ

Activity 2: Planning

(a) Measure the diagonal force, F, on the Newtonmeter, the angle, ϑ, and mass on the mass
hanger, m.
(b) Sources of error in this experiment may include, but not be limited to, difficulty in
measuring the angle, inaccuracy in the horizontal string being truly horizontal and
inaccuracies in assumed mass on mass hanger. Learners may discuss alternative ways
of measuring the angle, such as using a bright lamp to cast a shadow onto a screen.
Learners may suggest using a combination of multiple metre rule measurements, set
squares or a spirit level app in ensuring the horizontal string is truly horizontal. Learners
may suggest finding the mass of each mass hanger increment using a top pan balance.
(c) Learners should be able to explain the benefit of taking repeat readings referring to
eliminate random error and reduce percentage error.
(d) The learners’ methods can be compared to the master video of the experiment.

Cambridge International AS & A Level Physics (9702) 19