OCR · GCSE · Physics
Course version: J249 · Version from Sept 2018
Newton's First Law
Unlock top marks in OCR GCSE Physics by mastering Newton's First Law. This guide demystifies inertia and equilibrium, showing you how to link resultant forces to an object's motion and avoid common exam traps.
- 5 min read
- 3 worked examples
- 5 practice questions
- 6 key terms
Check what you remember
Read the wording for your board, then hide it and explain Resultant Force in your own words. Rough notes are fine. This is a self-check, with no mark or grade.
Reference: OCR
The single force that has the same effect as all the individual forces acting on an object combined.
Study Notes

Overview
Newton's First Law of Motion (Specification Point 1.8) is a cornerstone of physics, yet it's a topic where many candidates lose marks unnecessarily. This law describes how objects behave when forces are balanced or unbalanced. At its heart, it's about two key states: an object at rest will stay at rest, and an object moving at a constant velocity will continue to do so, unless a resultant force acts on it. Understanding this principle is crucial for explaining everything from a book sitting on a desk to a satellite orbiting the Earth. Examiners frequently test this by presenting scenarios with balanced forces (equilibrium) and asking candidates to predict the motion, or by asking for explanations of phenomena like terminal velocity. A solid grasp of the term 'resultant force' and the distinction between 'constant speed' and 'constant velocity' is essential for achieving the highest marks.
Key Concepts
Concept 1: Resultant Force
The resultant force (or 'net force') is the single force that has the same effect as all the other forces acting on an object combined. To find it, you add up forces acting in the same direction and subtract forces acting in opposite directions. If the forces are balanced, they cancel each other out, and the resultant force is zero. If they are unbalanced, there is a net force, and the object's motion will change.
Example: A parachutist has a weight of 800 N acting downwards and air resistance of 600 N acting upwards. The resultant force is 800 N - 600 N = 200 N downwards. Because there is a resultant force, the parachutist will accelerate downwards.

Concept 2: Inertia and Mass
Inertia is the tendency of an object to resist changes in its state of motion. It is not a force, but a property of all matter. The more mass an object has, the more inertia it has, meaning it is harder to start it moving, stop it, or change its direction. This is why it's much harder to push a car than a bicycle; the car has more mass and therefore more inertia.
Example: Imagine an empty shopping trolley and a full one. The empty trolley (low mass, low inertia) is easy to get moving and to stop. The full trolley (high mass, high inertia) requires a much larger force to start moving and is much harder to stop once it's going.

Concept 3: Equilibrium
An object is in equilibrium when the resultant force acting on it is zero. This can happen in two ways:
- Static Equilibrium: The object is stationary (not moving). For example, a lamp hanging from the ceiling is in static equilibrium. Its weight pulls it down, and the tension in the cable pulls it up. The forces are balanced, so it remains still.
- Dynamic Equilibrium: The object is moving at a constant velocity (constant speed in a straight line). For example, a car travelling at a steady 50 mph on a straight motorway is in dynamic equilibrium. The forward thrust from the engine is exactly balanced by the backward forces of air resistance and friction.
Concept 4: The Difference Between Speed and Velocity (Higher Tier)
This is a critical distinction for Higher Tier candidates. Speed is a scalar quantity – it only has magnitude (e.g., 30 m/s). Velocity is a vector quantity – it has both magnitude and direction (e.g., 30 m/s to the east). An object can be moving at a constant speed but still be accelerating if its direction is changing. This is because a change in direction is a change in velocity, and any change in velocity requires a resultant force.
Example: A planet orbiting the Sun at a constant speed is continuously changing direction. This means its velocity is always changing, so there must be a resultant force acting on it (gravity), pulling it towards the Sun. This is not a state of equilibrium.
Mathematical/Scientific Relationships
There are no complex formulas for Newton's First Law itself, as it's a descriptive law. The key relationship is conceptual:
- If Resultant Force (F_net) = 0 N, then acceleration (a) = 0 m/s² and velocity (v) = constant.
This concept is the foundation for Newton's Second Law, which you will also study:
- F_net = m × a (Force = mass × acceleration) - Must memoriseThis formula shows that if the resultant force is not zero, the object will accelerate.
Practical Applications
- Seatbelts: When a car stops suddenly, your body continues to move forward due to its inertia. A seatbelt provides the external resultant force needed to slow you down with the car, preventing injury.
- Terminal Velocity: When an object falls through a fluid (like air or water), the drag force increases with speed. Eventually, the drag force becomes equal and opposite to the object's weight. At this point, the resultant force is zero, and the object stops accelerating, falling at a constant maximum speed called terminal velocity. This is a classic example of dynamic equilibrium.

Visual Resources
5 diagrams and illustrations
Interactive Diagrams
2 interactive diagrams to visualise key concepts
Conceptual Flow Outline
This flowchart shows the decision-making process for applying Newton's Laws. Start by determining if a resultant force is present. If not, Newton's First Law applies. If there is, Newton's Second Law describes the resulting acceleration.
Conceptual Flow Outline
A concept map summarising the key ideas linked to Newton's First Law, including the two main scenarios (zero and non-zero resultant force), the concept of inertia, and common exam mistakes.
Worked Examples
3 worked examples — open one to explore the question and available guidance.
Practice Questions
Try the question, then reveal an answer plan or example response
A hockey puck slides across an ice rink at a constant velocity. Explain why it continues to move without slowing down, referencing the forces involved. (3 marks)
Hint: Think about the surfaces. What can you say about the amount of friction on an ice rink?
A crane lifts a 1500 kg steel girder at a constant speed of 0.5 m/s. Calculate the tension in the crane's cable. (g = 9.8 N/kg) (4 marks)
Hint: First, calculate the weight of the girder. Then, consider what 'constant speed' tells you about the resultant force.
A car is stationary at a traffic light. The driver then accelerates uniformly to a speed of 15 m/s. Describe the resultant force on the car at three stages: a) while stationary, b) while accelerating, and c) after reaching 15 m/s and maintaining that speed. (3 marks)
Explain, in terms of forces and inertia, why a passenger in a bus feels thrown forward when the bus suddenly brakes. (4 marks)
Hint: Think about the motion of the bus versus the motion of the passenger. What force acts on the bus? What force acts on the passenger initially?
(Higher Tier) A tug-of-war team pulls to the right with a force of 2500 N. The opposing team pulls to the left with a force of 2500 N. The rope does not move. A commentator says 'This is a great example of Newton's First Law'. A second commentator says 'This is a great example of Newton's Third Law'. Evaluate these two statements. (6 marks)
Hint: Newton's First Law is about a single object. Newton's Third Law is about the interaction between two objects. Analyse the situation from both perspectives.
Exam technique
How to turn what you know into marks
How to approach the question
1. Read the question twice and underline key terms like 'constant velocity', 'at rest', 'accelerates'. 2. Draw a quick free-body force diagram to visualise the forces. 3. Identify if the resultant force is zero or non-zero. 4. Explicitly state Newton's First Law in your explanation.
How to structure your answer
For 'Explain' questions (3+ marks), use the PEE structure: Point (state the physics principle, e.g., 'The object is at constant velocity, so the resultant force is zero.'), Evidence (provide values from the question, e.g., 'The driving force is 1500 N.'), Explanation (link them together, e.g., 'Therefore, the resistive forces must also be 1500 N to balance the driving force.').
Timing
Approximately 1 minute per mark, so a 4-mark question should take about 4-5 minutes, including reading and thinking time.
Common pitfalls
- Asserting that a constant driving force is needed to maintain constant velocity. This is the Aristotelian misconception and is always marked as incorrect.
- Stating that an object with zero resultant force must be stationary. This is only half the answer; it could also be moving at a constant velocity.
- (Higher Tier) Confusing 'constant speed' with 'constant velocity' when analysing objects in circular motion. A change in direction is a change in velocity.
- Failing to use the specific term 'resultant force' or 'net force'. Vague answers like 'the forces are equal' may not get full credit.
What the command words want
- Compare
- Identify both similarities and differences. E.g., 'Compare static and dynamic equilibrium.' Similarity: both have zero resultant force. Difference: one is stationary, the other moves at constant velocity.
- Explain
- Provide the 'how' or 'why'. You must link a cause to an effect, using words like 'because' or 'therefore'. E.g., 'The resultant force is zero, therefore the object does not accelerate.'
- Describe
- Say what is happening. For example, 'Describe the motion of the car.' Answer: 'The car moves at a constant velocity of 20 m/s'.
- Evaluate
- Make a judgement backed by evidence. For the satellite question, you must judge the student's statement as correct or incorrect and then provide the physics reasoning to support your judgement.
- Calculate
- Write down the formula, substitute the values, and give the final answer with the correct units. Show all your working.
- State/Give
- A concise, factual answer. For Newton's First Law, this means writing out the definition verbatim.
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