Work done on a body by a force Simulation
What the Simulation Does
This interactive simulation models the physics of work done by a force, covering the GCSE Physics equation:
W = F × d × cos θ
A wooden crate sits on a surface. Students drag it rightward to displace it, and the simulation calculates work done in real time. Three control panels let students adjust:
- Force (F) — 1 to 200 N, shown as a red arrow pushing the crate
- Friction (f) — toggleable kinetic friction (0–100 N) opposing motion, shown as an orange arrow and generating heat energy
- Angle (θ) — toggleable angle of applied force (0–75°), which reveals the cos θ component and shows why only the horizontal component of force does work
The cyan metre rule anchors at the crate’s starting position (0 m) so displacement reads directly from the scale. A vertical energy bar on the right fills as work accumulates. The readout panel at the top shows live values for F, d, W, and heat generated.
Suggested Class Activity
Title: Investigating Work Done — Simulation Lab
Suitable for: GCSE Physics, Year 10–11 (or Year 9 extension)
Duration: 45–60 minutes
Learning objectives:
- Calculate work done using W = F × d
- Explain why only the component of force parallel to displacement does work
- Distinguish between work done by applied force and energy lost to friction
Part 1 — Baseline (10 min)
Students set friction OFF, angle OFF, and drag the crate to exactly 2 m, 4 m, and 6 m for three different force values. They record results in a table and calculate W manually using W = F × d, then check against the simulation readout. This confirms the formula and builds confidence with the tool.
Part 2 — Friction Investigation (15 min)
Students turn friction ON and explore: at a given force and distance, how does increasing friction affect the “Work Done” and “Heat” readouts? Key discussion point — the applied force still does the same work (W = F × d), but friction converts some of that energy to heat. Ask: where does the energy go?
Part 3 — Angle Challenge (15 min)
Students turn the angle on and set θ to 30°, 45°, and 60° with the same force and distance. They record W at each angle and notice it decreases. Students calculate cos θ for each angle and verify that W = F × d × cos θ. Ask: what happens to W as θ approaches 90°? Why?
Part 4 — Exam question (10 min)
Present this scenario verbally or on the board:
A student pushes a 5 kg box with a force of 40 N at an angle of 30° above the horizontal. The box moves 3 m across a rough floor. Friction is 12 N. Calculate: (a) the work done by the applied force, (b) the energy transferred to heat.
Students solve it on paper first, then verify using the simulation.
SEND adaptations: The simulation’s large text, colour-coded arrows, and live readouts make it well-suited to students with processing difficulties. For dyslexic learners, the visual feedback from dragging the crate provides an embodied sense of what “doing work” means before any calculation is introduced. For lower-attaining students, Part 1 alone is a complete, accessible lesson.