AQA · GCSE · Combined Science

    Course version: 8464 · Version from Sept 2018

    Students should be able to draw distance–time graphs from measurements and…

    Full specification wording

    The distance–time relationship: Students should be able to draw distance–time graphs from measurements and extract and interpret lines and slopes of distance–time graphs, translating information between graphical and numerical form.

    Distance–time graphs show how far an object has travelled from a start point over time.

    Checked against the AQA 8464 specification (opens in a new tab) on .

    • Point 4 of 5
    • 4 key terms

    Study notes

    From the checked teaching notes for this specification point.

    The idea

    Distance–time graphs show how far an object has travelled from a start point over time. To draw one, record distance at regular times, choose scales, plot points, then join them with straight lines or smooth curves. The slope (gradient) tells you speed: a steeper line means faster motion, a horizontal line means stationary, and a straight line means constant speed. You must also translate between graph and numbers: read distance and time values from axes, calculate speed as distance ÷ time, and use the gradient to describe motion. For example, if a cyclist travels 100 m in 20 s, the gradient is 100 m ÷ 20 s = 5 m/s. Interpreting lines includes identifying acceleration (curve getting steeper), deceleration (curve getting shallower), and rest (flat line). Always label axes with quantity and unit, and use a ruler for straight lines.

    What earns the marks

    • Plot distance on the y-axis and time on the x-axis with sensible scales and labelled units.
    • Draw a line or curve of best fit through plotted points, using a ruler for straight sections.
    • Calculate gradient as change in distance divided by change in time, including correct units.
    • Interpret a horizontal line as stationary, a straight sloping line as constant speed, and a curve as changing speed.
    • Translate between graph and numerical form by reading values from axes and substituting into speed = distance ÷ time.
    • Describe motion in words using gradient: steeper slope means greater speed, shallower slope means lower speed.

    Common mistakes and how to put them right

    • Plotting time on the y-axis and distance on the x-axis.

      Put it right by putting distance on the y-axis and time on the x-axis.

    • Calculating gradient as time ÷ distance instead of distance ÷ time.

      Put it right by using gradient = change in y ÷ change in x, which gives speed.

    • Joining points with a jagged line rather than a line of best fit.

      Put it right by drawing a single straight line or smooth curve that best represents the trend.

    Exam tips

    • Always label axes with quantity and unit, for example distance / m and time / s, before plotting points.
    • When finding speed from a graph, choose two points on the line that are far apart to reduce reading error, then show the subtraction clearly.
    • Check the units on both axes and convert if necessary, for example cm to m or minutes to seconds, before calculating speed.

    Try the lesson

    The start of the The distance–time relationship: Students should be able to draw distance–time graphs from measurements and extract and interpret lines and slopes of distance–time graphs, translating information between graphical and numerical form. lesson, made from checked teaching notes for this specification point.

    Have a go first

    A cyclist records the distance travelled every 10 seconds. After 0 s the distance is 0 m, after 10 s it is 30 m, after 20 s it is 60 m and after 30 s it is 90 m. On a distance–time graph, what shape is the line joining these four points?

    Listen

    Distance–time graphs show how far an object has travelled from a start point over time. To draw one, record distance at regular times, choose scales, plot points, then join them with straight lines or smooth curves. The slope (gradient) tells you speed: a steeper line means faster motion, a horizontal line means stationary, and a straight line means constant speed. You must also translate between graph and numbers: read distance and time values from axes, calculate speed as distance ÷ time, and use the gradient to describe motion. For example, if a cyclist travels 100 m in 20 s, the gradient is 100 m ÷ 20 s = 5 m/s. Interpreting lines includes identifying acceleration (curve getting steeper), deceleration (curve getting shallower), and rest (flat line). Always label axes with quantity and unit, and use a ruler for straight lines. A strong answer earns marks for these points. Plot distance on the y-axis and time on the x-axis with sensible scales and labelled units. Draw a line or curve of best fit through plotted points, using a ruler for straight sections. Calculate gradient as change in distance divided by change in time, including correct units. Interpret a horizontal line as stationary, a straight sloping line as constant speed, and a curve as changing speed. A common slip: Plotting time on the y-axis and distance on the x-axis. Instead, putting distance on the y-axis and time on the x-axis. Exam tip: Always label axes with quantity and unit, for example distance / m and time / s, before plotting points.

    See it

    A top-down flowchart. The first box says record distance at regular times, and an arrow leads to choose scales and label axes with distance on the y-axis and time on the x-axis. An arrow leads to plot points, then to join with straight lines or a smooth curve of best fit. From that box an arrow leads to read gradient as change in distance divided by change in time, then to gradient gives speed. Three further arrows lead from the joining box to three separate boxes: horizontal line means stationary, straight sloping line means constant speed, and curve means changing speed.
    The steps for drawing a distance–time graph and what the gradient and line shapes tell you about motion.

    Key words

    Say what each word means before you turn the card.

    Gradient

    Try answering aloud or in your head before turning the card.

    Stationary

    Try answering aloud or in your head before turning the card.

    Constant speed

    Try answering aloud or in your head before turning the card.

    Changing speed

    Try answering aloud or in your head before turning the card.

    See every definition
    Gradient
    A measure of speed found as change in distance divided by change in time, with a steeper line meaning faster motion.
    Stationary
    Shown on a distance–time graph by a horizontal line, meaning the object is not moving.
    Constant speed
    Shown on a distance–time graph by a straight sloping line.
    Changing speed
    Shown on a distance–time graph by a curve, including acceleration when the curve gets steeper and deceleration when it gets shallower.

    Label the diagram

    Some boxes have lost their names. Pick the right name for each number.

    The diagram again, with 3 boxes numbered instead of named. A top-down flowchart. The first box says record distance at regular times, and an arrow leads to choose scales and label axes with distance on the y-axis and time on the x-axis. An arrow leads to plot points, then to join with straight lines or a smooth curve of best fit. From that box an arrow leads to read gradient as change in distance divided by change in time, then to gradient gives speed. Three further arrows lead from the joining box to three separate boxes: horizontal line means stationary, straight sloping line means constant speed, and curve means changing speed.

    • 1Box 1

    • 2Box 2

    • 3Box 3

    0 of 3 labelled

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