Forces — Open Awards End-Point Assessment Applied Science Revision

    This topic covers natural forces, distinguishing between contact and non-contact forces, and their effects on objects. Learners will explore how forces can

    Topic Synopsis

    This topic covers natural forces, distinguishing between contact and non-contact forces, and their effects on objects. Learners will explore how forces can affect structure, function, and temperature.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Forces

    OPEN AWARDS
    vocational

    This subtopic introduces learners to the fundamental concept of forces as pushes or pulls that can change an object's motion or shape. It distinguishes between contact forces (where objects touch) and non-contact forces (acting at a distance), and explores their effects, including how friction can raise temperature. Understanding these basics is essential for everyday applications such as grip, magnetism, and gravity.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    Open Awards Entry Level Award in Science (Entry 3) (RQF)
    Open Awards Entry Level Certificate in Science (Entry 2) (RQF)
    Open Awards Entry Level Certificate in Science (Entry 3) (RQF)
    Open Awards Level 2 Diploma in Science (RQF)
    Open Awards Level 2 Award in Science (RQF)
    Open Awards Level 2 Certificate in Science (RQF)
    Open Awards Entry Level Award in Science (Entry 2) (RQF)

    Topic Overview

    The Open Awards Entry Level Award in Science (Entry 2) (RQF) is a foundational qualification designed to introduce students to key scientific concepts and skills. This award covers basic principles in biology, chemistry, and physics, helping learners develop a practical understanding of the world around them. Topics include living things, materials, energy, and forces, with an emphasis on simple experiments and observations. This qualification is ideal for students who are new to science or need a stepping stone to higher-level study, as it builds confidence and essential scientific literacy.

    In this course, you will explore how science applies to everyday life. For example, you'll learn about the characteristics of living organisms, the properties of common materials, and how forces affect motion. Practical activities are a core part of the award, allowing you to conduct simple investigations, record data, and draw conclusions. By the end, you'll be able to identify basic scientific terms, use simple equipment safely, and communicate your findings clearly. This award also prepares you for further study, such as Entry 3 or Level 1 qualifications in science.

    The Entry 2 level is tailored for students working at a foundation stage, with content broken down into manageable chunks. Assessment is typically through portfolio work, practical tasks, and short written responses, rather than formal exams. This makes it accessible for learners who may struggle with traditional testing. The qualification is recognised by schools, colleges, and training providers as evidence of basic scientific competence, and it can be a valuable addition to a CV or personal statement.

    Key Concepts

    Core ideas you must understand for this topic

    • →Living vs. non-living: Understand the seven life processes (movement, respiration, sensitivity, growth, reproduction, excretion, nutrition) and how to classify things as alive, dead, or never alive.
    • →Properties of materials: Know the difference between solids, liquids, and gases, and be able to describe simple properties like hardness, flexibility, and transparency.
    • →Forces and motion: Recognise that forces are pushes or pulls, and understand how they can change the shape, speed, or direction of an object.
    • →Energy sources: Identify common energy sources (e.g., sun, wind, electricity) and know that energy is needed for things to work.
    • →Simple experiments: Be able to follow instructions to carry out a practical task, make observations, and record results in a table or chart.

    Learning Objectives

    What you need to know and understand

    • Identify examples of contact forces in everyday situations.
    • Describe the effects of contact forces on the shape or motion of objects.
    • Explain how non-contact forces like magnetism affect objects.
    • State the force that can cause a temperature rise in objects.
    • Distinguish between contact and non-contact forces.
    • 1. Know what natural forces are 1.1 Give examples of a natural forces 1.2 Say what the difference is between contact and non-contact natural forces 2. Know about the effects of contact and non-contact natural forces on objects 2.1 State one effect of contact forces on objects 2.2 State one effect of non-contact forces on objects 3. Know how force can affect objects 3.1 State how contact and non-contact forces can affect the structure of objects 3.2 Explain how contact and non-contact forces can affect the function of objects 4. Know how force can be used to create increases in temperature in objects 4.1 Name the force that can cause an increase in the temperature of an object
    • Identify at least three everyday situations where contact forces are used to move or stop objects
    • Describe the role of non-contact forces in the functioning of a common household appliance
    • Compare the effects of a contact force and a non-contact force on the same object
    • Explain how friction can be both useful and a problem, using specific examples
    • Demonstrate understanding that force can cause a temperature rise by rubbing hands together
    • Outline how the structure of a material can be affected by repeated application of a force
    • Identify different types of forces acting on an object
    • Calculate the weight of an object using the equation W = mg
    • Describe the effect of balanced and unbalanced forces on the motion of an object
    • Explain the relationship between force, area, and pressure in solids
    • Investigate how pressure in a liquid varies with depth and density
    • Apply the particle model to explain pressure in gases
    • Know about forces Understand the effect of gravity on massesUnderstand foces and motionKnow about pressure in solids, liquids and gases
    • Identify common types of forces acting on objects
    • Calculate weight using the relationship between mass and gravitational acceleration
    • Analyse the effect of resultant force on an object's motion using Newton's second law
    • Describe balanced and unbalanced forces and their impact on motion
    • Calculate pressure exerted by solids using force and area
    • Explain pressure transmission in liquids and apply to hydraulic systems
    • Relate gas pressure to particle motion and changes in volume or temperature
    • 1. Know what natural forces are 1.1 Give examples of a natural forces 1.2 Say what the difference is between contact and non-contact natural forces 2. Know about the effects of contact and non-contact natural forces on objects 2.1 State one effect of contact forces on objects 2.2 State one effect of non-contact forces on objects 3. Know how force can affect objects 3.1 State how contact and non-contact forces can affect the structure of objects 3.2 Explain how contact and non-contact forces can affect the function of objects 4. Know how force can be used to create increases in temperature in objects 4.1 Name the force that can cause an increase in the temperature of an object

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award marks for clearly naming a contact force such as friction or tension.
    • Expect learners to describe that a force can change an object's speed, direction, or shape.
    • Look for correctly identifying that friction generates heat.
    • Credit responses that give a valid non-contact force example, e.g., gravity or magnetism.
    • Require mention that non-contact forces act without direct touch.
    • Award credit for correctly identifying at least two examples of natural forces, such as gravity, wind, or magnetic force (LO1.1).
    • Award credit for clearly stating that contact forces require physical touch (e.g., pushing a door) while non-contact forces act at a distance (e.g., gravity) (LO1.2).
    • Award credit for accurately describing one effect of contact forces, such as causing an object to change shape or move (LO2.1).
    • Award credit for accurately describing one effect of non-contact forces, such as a magnet attracting a paperclip without touching it (LO2.2).
    • Award credit for explaining how forces can alter an object's structure (e.g., bending a paperclip) or function (e.g., slowing down a moving toy car) (LO3.1, 3.2).
    • Award credit for naming friction as the force that can increase an object's temperature and giving a simple example like rubbing hands together (LO4.1).
    • Award credit for correctly listing at least two contact forces and two non-contact forces with clear examples
    • Look for a logical explanation linking the type of force to a specific change in an object's structure or function
    • Expect identification of friction as the force responsible for a temperature rise, with a simple practical example
    • Credit should be given for using appropriate scientific vocabulary such as 'deformation', 'acceleration', or 'thermal energy'
    • Assess the ability to link force effects to everyday observations, such as tyre wear or hand-warming
    • Award credit for correctly calculating weight from mass and gravitational field strength, including correct units
    • Expect clear distinction between mass (kg) and weight (N) in explanations
    • Look for accurate vector representation of forces in free-body diagrams
    • Assess the ability to predict motion outcomes given balanced or unbalanced forces
    • Credit for using the pressure equation (P = F/A) with appropriate units and rearrangement
    • Award credit for explaining that pressure in liquids acts equally in all directions and increases with depth
    • Look for a link between gas pressure and particle collisions in a closed container
    • Award credit for accurately identifying and describing the effect of gravity on masses, including correct use of weight formula W=mg with appropriate SI units.
    • Credit should be given for correctly applying Newton's laws of motion to explain scenarios involving balanced and unbalanced forces, acceleration, and deceleration.
    • Expect evidence of understanding pressure as force per unit area, with ability to calculate pressure in solids using P=F/A and explain pressure variations in liquids (depth and density) and gases (atmospheric pressure).
    • Assessors should look for ability to construct and interpret free-body diagrams, accurately representing force vectors and calculating resultant forces.
    • Award points for correctly linking changes in motion to resultant forces, including use of F=ma and demonstration of understanding of inertia.
    • Award credit for correctly identifying forces in diagrams and stating their direction
    • Credit for using the formula W = mg with correct units and conversion of mass to kilograms
    • Marks for determining resultant force from free-body diagrams and linking to acceleration or equilibrium
    • Expectation of accurate use of Pressure = Force / Area with squared units for area
    • Credit for explaining Pascal's principle in hydraulic systems with reference to pressure equality
    • Recognition of gas pressure changes in terms of particle collisions and container walls
    • Gives correct examples of natural forces (e.g., gravity, friction).
    • Correctly distinguishes between contact and non-contact forces.
    • States one effect of contact and one of non-contact forces on objects.
    • Explains how forces can affect the structure and function of objects.
    • Names the force that can increase temperature (friction).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use simple real-world examples like kicking a ball (contact) and a magnet attracting a paperclip (non-contact).
    • 💡Remember that friction opposes motion and warms surfaces.
    • 💡For effects on objects, consider changes in speed, direction, or shape.
    • 💡When giving examples, ensure you clearly explain why they are contact or non-contact.
    • 💡Use everyday examples in your answers: for contact forces, recall pushing a door; for non-contact, a magnet picking up a pin.
    • 💡When describing effects, be specific: say 'the forces squashed the can' (structure) or 'the car slowed down' (function) rather than vague statements.
    • 💡Link temperature increase to friction by remembering times you rubbed your hands together to warm them up – that's friction at work.
    • 💡Always pair each force example with a clear effect on an object to demonstrate full understanding
    • 💡Use simple, labelled diagrams to illustrate how a force changes an object's shape or direction
    • 💡For temperature rise questions, recall that rubbing or grinding actions involve friction and always produce heat
    • 💡Read questions carefully: if asked to 'state', a short, precise answer is sufficient; if 'explain', provide a reason
    • 💡Relate answers to personal experience or common scenarios to make them more convincing and accurate
    • 💡Always write down the formula before substituting values to gain method marks even if the final answer is incorrect
    • 💡Draw and label force arrows clearly, ensuring their lengths represent relative magnitudes
    • 💡When explaining pressure in gases, use the particle model to describe collisions with walls
    • 💡Check that units are consistent, especially when calculating pressure (force in N, area in m²)
    • 💡For extended response questions on motion, state whether forces are balanced or unbalanced and the resulting effect
    • 💡Always show formula substitution and include correct units in calculations to gain full marks even if the final answer is slightly off.
    • 💡When explaining motion scenarios, use precise terminology such as 'resultant force', 'acceleration', and 'inertia' to demonstrate depth of understanding.
    • 💡For pressure problems, clearly distinguish between solid, liquid, and gas contexts, using diagrams where applicable to illustrate force distribution or depth effects.
    • 💡In free-body diagram questions, draw arrows proportionally to magnitudes and label all forces to ensure clarity and earn method marks.
    • 💡Relate theoretical concepts to real-world applications (e.g., hydraulic brakes, weather patterns) to show vocational relevance and secure higher-grade criteria.
    • 💡Always show working and units in calculations; refer to formula sheets when provided
    • 💡Draw clear free-body diagrams to identify forces and their directions before solving problems
    • 💡Use the term ‘resultant force’ explicitly and state its direction when analysing motion
    • 💡For pressure questions, ensure area is converted to m² if force is in newtons
    • 💡In gas pressure explanations, link particle behaviour to observable changes in volume or temperature
    • 💡Use simple, clear examples for each type of force.
    • 💡Remember that friction is the force that causes temperature increase.
    • 💡Use correct scientific vocabulary: In your assessments, always use terms like 'observe', 'measure', 'predict', and 'conclude'. This shows you understand the scientific method and can earn you extra marks.
    • 💡Label diagrams clearly: When drawing or labelling diagrams (e.g., a plant or a simple circuit), make sure your labels are accurate and spelled correctly. This demonstrates attention to detail.
    • 💡Show your working: For any calculations or measurements, write down the steps you took. Even if your final answer is wrong, you may get marks for the correct method.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing gravity as a contact force.
    • Thinking that a force always causes visible movement.
    • Believing that only moving objects experience friction.
    • Stating that temperature rise is caused by non-contact forces rather than friction.
    • Confusing gravity as a contact force because we feel weight; gravity is non-contact.
    • Thinking that non-contact forces cannot cause visible movement, when magnets can move objects without touch.
    • Believing that only contact forces can change an object's shape, forgetting that non-contact forces like magnetism can also deform objects under certain conditions.
    • Forgetting that friction generates heat; associating temperature increase only with thermal sources like fire.
    • Confusing weight with mass: stating that mass changes when an object is taken to the moon, rather than weight
    • Believing that non-contact forces require a medium or physical connection to act
    • Assuming friction always opposes motion without recognising it is necessary for movement (e.g., walking)
    • Overgeneralising that all forces cause objects to move, overlooking forces that maintain equilibrium
    • Misunderstanding that temperature rise only comes from 'hot' objects, not realising friction generates heat
    • Confusing mass with weight, using kilograms as a unit of force
    • Assuming that an object with zero resultant force must be stationary (ignoring constant velocity)
    • Thinking that pressure increases when the surface area increases for a constant force
    • Believing that gas pressure is only exerted downwards, ignoring its presence in all directions
    • Using incorrect units for pressure, e.g., writing N/m instead of N/m² or Pascals
    • Misunderstanding that liquid pressure depends on the shape of the container rather than depth
    • Students often confuse mass and weight, incorrectly assuming they are the same and interchanging units (kg and N).
    • A common error is neglecting the direction of forces in free-body diagrams, leading to incorrect net force calculations.
    • Many learners mistakenly think that pressure in liquids depends on the volume of liquid rather than depth, or that atmospheric pressure acts only downwards.
    • Misapplication of F=ma by using mass in grams without conversion to kilograms, resulting in magnitude errors in acceleration.
    • Forgetting that pressure in gases is isotropic and depends on temperature and volume in enclosed systems, not just altitude.
    • Confusing mass (kg) and weight (N), often using mass as weight without multiplying by g
    • Assuming that a constant velocity requires a continuing resultant force
    • Misapplying pressure formula by using incorrect units or confusing force and pressure
    • Believing that hydraulic systems multiply force without considering area ratios
    • Ignoring the inverse relationship between volume and pressure in gases at constant temperature
    • Confusing contact and non-contact forces (e.g., gravity as contact).
    • Stating effects without linking to specific forces.
    • Misconception: 'All metals are magnetic.' Correction: Only a few metals, like iron, nickel, and cobalt, are magnetic. Many metals, such as aluminium and copper, are not magnetic.
    • Misconception: 'Plants are not living things because they don't move.' Correction: Plants are living because they carry out life processes like growth, reproduction, and respiration. They do move, but very slowly (e.g., towards sunlight).
    • Misconception: 'Energy is a thing that can be used up.' Correction: Energy cannot be created or destroyed; it only changes form. For example, electrical energy changes to light and heat in a bulb.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills: You should be able to read simple instructions, write short sentences, and count up to 20. This helps with recording observations and understanding tasks.
    • •Familiarity with everyday science: Having a general awareness of common materials, animals, and weather can provide a helpful foundation for the course content.

    Key Terminology

    Essential terms to know

    • Contact and non-contact forces
    • Effects of forces on objects
    • Force-related temperature rise
    • Real-world force examples
    • 1. Know what natural forces are 1.1 Give examples of a natural forces 1.2 Say what the difference is between contact and non-contact natural forces 2. Know about the effects of contact and non-contact natural forces on objects 2.1 State one effect of contact forces on objects 2.2 State one effect of non-contact forces on objects 3. Know how force can affect objects 3.1 State how contact and non-contact forces can affect the structure of objects 3.2 Explain how contact and non-contact forces can affect the function of objects 4. Know how force can be used to create increases in temperature in objects 4.1 Name the force that can cause an increase in the temperature of an object
    • Contact vs. Non-Contact Forces
    • Force Effects on Objects
    • Friction and Heat Generation
    • Practical Applications of Forces
    • Gravitational force and weight
    • Forces and motion
    • Pressure in solids
    • Pressure in liquids
    • Pressure in gases
    • Know about forces Understand the effect of gravity on massesUnderstand foces and motionKnow about pressure in solids, liquids and gases
    • Types and recognition of forces
    • Gravity, mass and weight
    • Resultant forces and Newton's laws of motion
    • Pressure in solids
    • Pressure in liquids and hydraulic systems
    • Gas pressure and particle behaviour
    • 1. Know what natural forces are 1.1 Give examples of a natural forces 1.2 Say what the difference is between contact and non-contact natural forces 2. Know about the effects of contact and non-contact natural forces on objects 2.1 State one effect of contact forces on objects 2.2 State one effect of non-contact forces on objects 3. Know how force can affect objects 3.1 State how contact and non-contact forces can affect the structure of objects 3.2 Explain how contact and non-contact forces can affect the function of objects 4. Know how force can be used to create increases in temperature in objects 4.1 Name the force that can cause an increase in the temperature of an object

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