Mathematical, data, formula and circuit-symbol skills

Use decimal and standard form notation, calculators, means, powers, roots, trigonometric functions, justified significant figures and approximations to check calculated magnitudes.

Use m.1-arithmetic, standard form and significant figures to connect the rule to the data and decision in the question.

This matters because m.1-arithmetic, standard form and significant figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.1-arithmetic, standard form and significant figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.1-Arithmetic, standard form and significant figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Change the subject of equations, solve simple and simultaneous equations, use the quadratic formula, substitute quantities with consistent units, check dimensional consistency, use percentages and interpret mathematical symbols.

Use m.2-algebra, models, units and dimensional consistency to connect the rule to the data and decision in the question.

This matters because m.2-algebra, models, units and dimensional consistency determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.2-algebra, models, units and dimensional consistency to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.2-Algebra, models, units and dimensional consistency is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use areas, volumes, Pythagoras, triangle similarity, trigonometric relationships, vector addition and resolution into perpendicular components in physical contexts.

Use m.3-geometry, trigonometry and vectors to connect the rule to the data and decision in the question.

This matters because m.3-geometry, trigonometry and vectors determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.3-geometry, trigonometry and vectors to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.3-Geometry, trigonometry and vectors is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Select variables and scales, determine gradients/intercepts/intersections, draw best-fit or curved trend lines, recognise common graph forms, use tangents to curves and use area under a curve where physically meaningful.

Use m.4-graphs, gradients, intercepts and areas to connect the rule to the data and decision in the question.

This matters because m.4-graphs, gradients, intercepts and areas determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.4-graphs, gradients, intercepts and areas to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.4-Graphs, gradients, intercepts and areas is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use radians, small-angle approximations, exponentials and logarithms, recognise logarithmic forms of products, quotients, powers and exponentials, and use logarithmic plots to test exponential or power-law variation.

Use m.5-a level radians, exponentials and logarithms to connect the rule to the data and decision in the question.

This matters because m.5-a level radians, exponentials and logarithms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.5-a level radians, exponentials and logarithms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.5-A Level radians, exponentials and logarithms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use the syllabus conventions for base quantities and common physical quantities, including usual symbols and units for mechanics, waves, electricity, fields, thermal physics, quantum/nuclear physics, medical physics and astronomy.

Use q.1-base quantities, symbols and si units to connect the rule to the data and decision in the question.

This matters because q.1-base quantities, symbols and si units determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply q.1-base quantities, symbols and si units to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Q.1-Base quantities, symbols and SI units is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret and write physical quantities with appropriate symbols, prefixes, derived units and dimensions, and distinguish quantities that use similar symbols in different contexts.

Use q.2-quantity notation and unit interpretation in answers to connect the rule to the data and decision in the question.

This matters because q.2-quantity notation and unit interpretation in answers determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply q.2-quantity notation and unit interpretation in answers to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Q.2-Quantity notation and unit interpretation in answers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use supplied constants such as g, c, e, u, particle masses, Avogadro constant, gas constant, Boltzmann constant, gravitational constant, permittivity of free space, Planck constant and Stefan-Boltzmann constant.

Use d.1-supplied constants and data to connect the rule to the data and decision in the question.

This matters because d.1-supplied constants and data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d.1-supplied constants and data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: D.1-Supplied constants and data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Select and apply supplied AS formulae for uniformly accelerated motion, hydrostatic pressure, upthrust, sound-wave Doppler effect, electric current and resistor combinations where relevant.

Use d.2-as formulae supplied in papers 1, 2 and 4 to connect the rule to the data and decision in the question.

This matters because d.2-as formulae supplied in papers 1, 2 and 4 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d.2-as formulae supplied in papers 1, 2 and 4 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Select and apply supplied A Level formulae for gravitational potential, ideal gases, simple harmonic motion, electric potential, capacitors, Hall voltage, alternating current, radioactive decay, acoustic impedance, Stefan-Boltzmann law and Doppler redshift.

Use d.3-a level formulae supplied in paper 4 to connect the rule to the data and decision in the question.

This matters because d.3-a level formulae supplied in paper 4 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d.3-a level formulae supplied in paper 4 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Decide whether a supplied formula is appropriate, identify each variable, convert units, rearrange correctly and explain the physical meaning of the result rather than relying on substitution alone.

Use d.4-choosing formulae without losing physical reasoning to connect the rule to the data and decision in the question.

This matters because d.4-choosing formulae without losing physical reasoning determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d.4-choosing formulae without losing physical reasoning to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Recognise, use and interpret the circuit symbols that may appear in examination papers, including cells, batteries, power supplies, switches, conductors, lamps, resistors, thermistors, LDRs, meters, diodes, capacitors, oscilloscopes and transducers.

Use c.1-circuit symbols used in examination papers to connect the rule to the data and decision in the question.

This matters because c.1-circuit symbols used in examination papers determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.1-circuit symbols used in examination papers to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.1-Circuit symbols used in examination papers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Draw and interpret circuit diagrams using the official symbol set, connecting symbol recognition to current, potential difference, resistance, component behaviour and measurement choices.

Use c.2-drawing and interpreting circuit diagrams to connect the rule to the data and decision in the question.

This matters because c.2-drawing and interpreting circuit diagrams determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.2-drawing and interpreting circuit diagrams to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.2-Drawing and interpreting circuit diagrams is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.