C.0 Arithmetic and numerical computation

Recognise and use appropriate units in calculations, including identifying derived units and converting between units with different prefixes.

Use c.0.1—units in calculations to connect the rule to the data and decision in the question.

This matters because c.0.1—units in calculations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.0.1—units in calculations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.1—Units in calculations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Recognise and use decimal and standard form, including physical constants such as c = 3.00 × 10^8 m s−1.

Use c.0.2—decimal and standard form to connect the rule to the data and decision in the question.

This matters because c.0.2—decimal and standard form determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.0.2—decimal and standard form to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.2—Decimal and standard form is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use ratios, fractions and percentages, including efficiency and percentage uncertainty calculations.

Use c.0.3—ratios, fractions and percentages to connect the rule to the data and decision in the question.

This matters because c.0.3—ratios, fractions and percentages determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.0.3—ratios, fractions and percentages to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.3—Ratios, fractions and percentages is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Estimate results, including the effect of changing experimental parameters on measurable values.

Use c.0.4—estimating results to connect the rule to the data and decision in the question.

This matters because c.0.4—estimating results determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.0.4—estimating results to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.4—Estimating results is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use calculators for power functions. Exponential and logarithmic functions, including radioactive-decay calculations such as N = N0e^(−λt), are A2-only applications.

Use c.0.5—powers, exponentials and logarithms to connect the rule to the data and decision in the question.

This matters because c.0.5—powers, 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 c.0.5—powers, exponentials and logarithms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.5—Powers, exponentials and logarithms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use calculators for sin, cos and tan when angles are expressed in degrees or radians, including calculating the direction of resultant vectors.

Use c.0.6—trigonometric calculator functions to connect the rule to the data and decision in the question.

This matters because c.0.6—trigonometric calculator functions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.0.6—trigonometric calculator functions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.6—Trigonometric calculator functions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know and convert between the SI prefixes giga, mega, kilo, centi, milli, micro and nano, as clarified by Pearson for International A Level Physics candidates.

Use c.0.p—si unit prefixes to connect the rule to the data and decision in the question.

This matters because c.0.p—si unit prefixes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.0.p—si unit prefixes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.0.P—SI unit prefixes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.