Grade 99 Edexcel Combined Science: Physics Paper 1, Most detailed notes you'll ever find, better than the textbook bro
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Vak
Science
Instelling
GCSE
**NOT A SUMMARY, THIS IS IN COMPLETE DETAIL**
I attained 99 in Combined Science solely through this self made resource of mine. I have painstakingly gathered information from every EDEXCEL specific resource I could lay my hands on (including seneca, pmt, savemyexams, lit every single video on each...
PHYSICS Paper 1
**NOT A SUMMARY, THIS IS IN COMPLETE DETAIL**
I attained 99 in Combined Science solely through this self made resource of mine. I have painstakingly
gathered information from every EDEXCEL specific resource I could lay my hands on (including seneca,
pmt, savemyexams, lit every single video on each topic i could find and the EDEXCEL textbook itself) in
order to create this incredibly precise document. It meets every single specification point in meticulous
detail, including diagrams and lengthy explanations where needed. It is the boiling pot of absolutely every
single thing you need to know, nothing more nothing less, to seize your 99 in GCSE Combined Science.
→ (Specifically with physics, as most kids find this to be the most challenging, i’ve included an
array of questions after each topic concludes.)
Key:
- Boldened: Specification point itself.
Topic 1: Key concepts Paper 1 and Paper 2
1.1 Recall and use the SI unit for physical quantities, as listed in Appendix 5
1.2 Recall and use multiples and submultiples of units, including giga (G), mega (M), kilo (k), centi (c), milli
(m), micro (μ) and nano (n)
1.3 Be able to convert between different units, including hours to seconds
1.4 Use significant figures and standard form where appropriate
(this is all of key concepts, its very short and basic)
PHYSICS Paper 1
Topic 2: Motion and forces:
Intro: What is mechanics?
Mechanics is the branch of physics concerned with the movement of physical objects often seeking to explain the
relationship between force and motion.
2.1 Explain that a scalar quantity has magnitude (size) but no specific direction
2.2 Explain that a vector quantity has both magnitude (size) and a specific direction
,2.3 Explain the difference between vector and scalar quantities
All quantities can be one of two types:
Scalar: These are quantities that have only magnitude and NO direction ie mass or distance.
Vector: These are quantities that have BOTH magnitude and direction ie velocity
2.4 Recall vector and scalar quantities, including:
a displacement/distance
b velocity/speed
c acceleration
d force
e weight/mass
f momentum
g energy
Distance: This is how far an object moves or travels between a starting and finishing point ie a car traveled 10km, so
it is a scalar quantity.
Displacement: This is the direction AND distance an object moves in a straight line from a starting point to a finishing
point ie a car traveling 10km north, so it is a vector quantity.
Speed: This is the rate of change of distance and is calculated by s = d / t. It is a scalar quantity because it has
magnitude but no direction.
Velocity: This is the rate of change in distance in a stated direction i.e. a car travels 60 km/hr north so it is a vector
quantity. It can be calculated by v = displacement / t
Acceleration: This is the rate of change in velocity, aka how quickly something speeds up or slows down, as it uses
velocity which is a vector quantity, acceleration is also a vector quantity.
Force: This is a push or pull that can change the direction, speed or shape of an object, and as it has a magnitude (ie
10N) and a direction (ie downwards) it is a vector quantity.
Mass: This is the amount of matter an object contains, ie 10kg, so it is a scalar quantity
Weight: This is a force due to the pull of gravity on an object. As forces are vectors, weight is a vector.
Momentum: This is a measurement of mass in motion i.e. how much mass is in how much motion. Ie 1200 kg
traveling at 10m/s north, therefore it is a vector quantity.
Energy: This is defined as the ability to do work, which is the ability to exert a force causing displacement of an
object. It only has magnitude i.e. 10J, but no specific direction.
2.5 Recall that velocity is speed in a stated direction
,2.6 Recall and use the equations:
a (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s)
b distance travelled (metre, m) = average speed (metre per second, m/s) × time (s)
2.7 Analyse distance/time graphs including determination of speed from the gradient
https://www.youtube.com/watch?v=4iI7f4xw0Bk&t=12s
A straight (not horizontal, that is different) line = .constant speed
The slope of the straight line represents the magnitude of speed:
● A very steep slope means the object is moving at a large speed
● A shallow slope means the object is moving at a small speed
● A flat horizontal line means the object is stationary
However, sometimes objects can have changing speeds, which is shown by a curve in the graph like this:
The curve means the slope of the line will be changing:
, If the slope is increasing, the speed is increasing (accelerating)
If the slope is decreasing, the speed is decreasing, (decelerating)
The speed of a moving object can be calculated from the gradient of the line on a distance time graph: Gradient =
rise/run where the rise is the change in y (distance) and the run is the change in x (time)
2.8 Recall and use the equation:
acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) ÷ time taken
(second, s)
Question: A car accelerates at 3m/s^2 causing velocity to increase from 13m/s to 22m/s.
Calculate the distance traveled by the car while it is accelerating
2.9 Use the equation: (final velocity)2 ((metre/second)2, (m/s)2) – (initial velocity)2 ((metre/second)2, (m/s)2) =
2 × acceleration (metre per second squared, m/s2) × distance (metre, m)
Question: A tracker runs around a 400m track, 4 times in 3 minutes and 10 seconds:
Speed of the tracker = 1600 / (3 x 60 and + 10) = =
Velocity of the tracker = As the displacement at the end of the run is 0m (they end up where they started) so average
velocity would be zero.
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