Physics · KS3 and GCSE · Interactive lesson
Motion graphs and stopping distance
Read distance–time and velocity–time graphs. Follow an animated journey, recognise stops and explore thinking and braking distance.
Choose your view
Explore an interactive example, then try the questions at your own pace.
KS3 / GCSE · start with the idea
By the end of this lesson: Read motion from the shape of a graph.
The interactive diagram and controls are in Stage 2, “Explore one example”. Read the idea here, then try it next.
- On a distance–time graph, time runs across and total distance travelled runs up.
- A rising line means distance is increasing. A flat line means the object is stopped.
- A steeper rising line means more distance each second: a greater speed.
Useful starting points
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What do the words mean?
- Gradient
- How much the vertical value changes for each unit of horizontal change.
- Velocity
- Speed with a direction. Here the object only moves forwards or stops.
- Acceleration
- How quickly velocity changes, measured in m/s².
Change the example
This is the lesson example. Your practice question uses its own numbers.
Something to try
Change the speed. Read the new distances and the vertical-axis numbers. What happens to the total distance? Does the length of the stop change?
Notice what changes
How particle motion works +
Starts paused. Press Play, then add energy to see the warmer particles move faster.
Particles keep the same size. Liquid particles move around; solid particles vibrate around fixed positions. This is a simplified model, with the change in motion exaggerated to make it easier to see.
About the playback +
About this model
The line shows total distance, not the shape of the road. There is a stop from 4 s to 6 s; a speed of zero also adds no distance in either travel interval. Axis scales adapt; compare gradients only with the scales in mind. Use Play or the time slider to match the orange graph point to the object below. The route is straight; the graph is not the shape of the route. Playback takes two real seconds for each second shown and stops at 10 s. Read the route labels: its scale changes with the example.
More about this diagram
Still picture. Play particle motion in Stage 2.
Distance after 10 s = 24 m
Still picture of the example from Stage 2. Use the back arrow to change it.
Work through it
Starting example: read the steps below
- In the first 4 s, speed is 3 m/s: distance = 3 × 4 = 12 m.
- From 4 s to 6 s, the line is flat. No more distance is added.
- In the last 4 s, speed is 3 m/s: another 12 m is travelled.
- Total distance = 12 + 12 = 24 m. The whole journey lasts 10 s, including the stop.
Try on your own
Your turn. No rush.
Question 1
On a distance–time graph, what does a flat segment mean?
About these questions
Questions appear in a mixed order. Work at your own pace and stop whenever you like.
These questions use their own numbers, separate from the lesson example. You can stop whenever you like. Answers last for this visit to the page.
A good place to pause
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Can you read the axis labels and explain what a rising or flat line means for that graph?
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Notes for parents and tutors
These lessons cover selected KS3 and GCSE ideas for England; they are not a complete course. The level notes explain where GCSE methods or optional extensions begin. Maurice can help you choose material for your course and exam board.
The content draws on the DfE Maths curriculum, DfE Science curriculum and AQA GCSE Physics specification. Level labels are guidance, not exam-board endorsements. For AQA Radioactivity, calculating net decline as a ratio is Higher-tier work. Net means the overall change; ask Maurice whether this extension is relevant to your course. Explanations and practice were reviewed during development on 21 October 2026; Maurice should check their fit before assigning work.
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