Assessed mathematical skills and measurement conventions

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.

Use an appropriate number of significant figures and report results consistently with the precision of raw data and the least accurate measurement.

Use c.1.1—significant figures to connect the rule to the data and decision in the question.

This matters because c.1.1—significant figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.1.1—significant figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.1.1—Significant figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate arithmetic means, including a mean value from repeated experimental readings.

Use c.1.2—arithmetic means to connect the rule to the data and decision in the question.

This matters because c.1.2—arithmetic means determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.1.2—arithmetic means to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.1.2—Arithmetic means is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand simple probability, including probability in radioactive decay as an A2 application.

Use c.1.3—simple probability to connect the rule to the data and decision in the question.

This matters because c.1.3—simple probability determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.1.3—simple probability to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.1.3—Simple probability is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Make order-of-magnitude calculations, including evaluating equations whose variables have different orders of magnitude.

Use c.1.4—order-of-magnitude calculations to connect the rule to the data and decision in the question.

This matters because c.1.4—order-of-magnitude calculations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.1.4—order-of-magnitude calculations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.1.4—Order-of-magnitude calculations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Identify measurement uncertainties and determine uncertainty when data are combined by addition, subtraction, multiplication, division or powers.

Use c.1.5—combined measurement uncertainty to connect the rule to the data and decision in the question.

This matters because c.1.5—combined measurement uncertainty determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.1.5—combined measurement uncertainty to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.1.5—Combined measurement uncertainty is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand and use =, <, ≪, ≫, >, ∝, ≈ and Δ in physical relationships.

Use c.2.1—mathematical symbols to connect the rule to the data and decision in the question.

This matters because c.2.1—mathematical symbols determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.2.1—mathematical symbols to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.2.1—Mathematical symbols is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Change the subject of equations, including non-linear equations such as rearranging E = mc².

Use c.2.2—changing the subject of equations to connect the rule to the data and decision in the question.

This matters because c.2.2—changing the subject of equations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.2.2—changing the subject of equations 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.

Substitute numerical values into algebraic equations using appropriate units for physical quantities.

Use c.2.3—substitution into equations to connect the rule to the data and decision in the question.

This matters because c.2.3—substitution into equations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.2.3—substitution into equations 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.

Solve algebraic equations, including quadratic equations and kinematic equations for constant acceleration.

Use c.2.4—solving algebraic equations to connect the rule to the data and decision in the question.

This matters because c.2.4—solving algebraic equations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.2.4—solving algebraic equations 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.

Use logarithms for quantities spanning several orders of magnitude and interpret real-world logarithmic scales.

Use c.2.5—logarithmic quantities to connect the rule to the data and decision in the question.

This matters because c.2.5—logarithmic quantities determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.2.5—logarithmic quantities to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.2.5—Logarithmic quantities is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Translate information between graphical, numerical and algebraic forms, including using stress–strain graphs to calculate Young modulus.

Use c.3.1—translating between data forms to connect the rule to the data and decision in the question.

This matters because c.3.1—translating between data forms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.1—translating between data forms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.1—Translating between data forms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Plot two variables from experimental or other data, including extension against applied force.

Use c.3.2—plotting two variables to connect the rule to the data and decision in the question.

This matters because c.3.2—plotting two variables determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.2—plotting two variables to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.2—Plotting two variables is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that y = mx + c represents a linear relationship and compare physical equations with that form.

Use c.3.3—linear relationships to connect the rule to the data and decision in the question.

This matters because c.3.3—linear relationships determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.3—linear relationships to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.3—Linear relationships is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Determine the slope and intercept of a linear graph and interpret their physical significance.

Use c.3.4—slope and intercept to connect the rule to the data and decision in the question.

This matters because c.3.4—slope and intercept determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.4—slope and intercept to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.4—Slope and intercept is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate rate of change from a graph showing a linear relationship, such as acceleration from a velocity–time graph.

Use c.3.5—rate from a linear graph to connect the rule to the data and decision in the question.

This matters because c.3.5—rate from a linear graph determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.5—rate from a linear graph to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.5—Rate from a linear graph is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Draw and use the slope of a tangent to a curve as a measure of rate of change.

Use c.3.6—tangents and instantaneous rates to connect the rule to the data and decision in the question.

This matters because c.3.6—tangents and instantaneous rates determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.6—tangents and instantaneous rates to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.6—Tangents and instantaneous rates is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Distinguish between instantaneous and average rates of change and interpret them physically.

Use c.3.7—instantaneous and average rates to connect the rule to the data and decision in the question.

This matters because c.3.7—instantaneous and average rates determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.7—instantaneous and average rates to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.7—Instantaneous and average rates is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret and calculate or estimate the physical significance of the area between a curve and the x-axis. A2 applications include energy stored under a capacitor voltage–charge graph.

Use c.3.8—area under a graph to connect the rule to the data and decision in the question.

This matters because c.3.8—area under a graph determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.8—area under a graph to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.8—Area under a graph is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Apply concepts underlying calculus without explicit differentiation or integration by solving rate-of-change equations graphically or with spreadsheet modelling.

Use c.3.9—graphical calculus concepts to connect the rule to the data and decision in the question.

This matters because c.3.9—graphical calculus concepts determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.9—graphical calculus concepts to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.9—Graphical calculus concepts is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret logarithmic plots, including obtaining a capacitor-discharge time constant from log voltage against time.

Use c.3.10—interpreting logarithmic plots to connect the rule to the data and decision in the question.

This matters because c.3.10—interpreting logarithmic plots determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.10—interpreting logarithmic plots to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.10—Interpreting logarithmic plots is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use logarithmic plots to test exponential and power-law variations, including radioactive decay and capacitor charging or discharging.

Use c.3.11—testing laws with logarithmic plots to connect the rule to the data and decision in the question.

This matters because c.3.11—testing laws with logarithmic plots determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.11—testing laws with logarithmic plots to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.11—Testing laws with logarithmic plots is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Sketch relationships modelled by reciprocal, inverse-square, square, linear, trigonometric and exponential functions. Exponential and squared-trigonometric forms are A2-only applications.

Use c.3.12—sketching modelled relationships to connect the rule to the data and decision in the question.

This matters because c.3.12—sketching modelled relationships determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.3.12—sketching modelled relationships to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.3.12—Sketching modelled relationships is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use angles in regular two- and three-dimensional structures, including interpreting force diagrams.

Use c.4.1—angles in regular structures to connect the rule to the data and decision in the question.

This matters because c.4.1—angles in regular structures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.1—angles in regular structures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.1—Angles in regular structures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Visualise and represent two- and three-dimensional forms, including two-dimensional representations and force diagrams.

Use c.4.2—representing two- and three-dimensional forms to connect the rule to the data and decision in the question.

This matters because c.4.2—representing two- and three-dimensional forms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.2—representing two- and three-dimensional forms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.2—Representing two- and three-dimensional forms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate triangle and circle areas, circumferences, and surface areas and volumes of blocks, cylinders and spheres.

Use c.4.3—areas and volumes to connect the rule to the data and decision in the question.

This matters because c.4.3—areas and volumes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.3—areas and volumes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.3—Areas and volumes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use Pythagoras' theorem and the angle sum of a triangle, including resultant-vector calculations.

Use c.4.4—pythagoras and triangle angles to connect the rule to the data and decision in the question.

This matters because c.4.4—pythagoras and triangle angles determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.4—pythagoras and triangle angles to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.4—Pythagoras and triangle angles is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use sin, cos and tan in physical problems, including resolving forces into components.

Use c.4.5—trigonometry in physical problems to connect the rule to the data and decision in the question.

This matters because c.4.5—trigonometry in physical problems determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.5—trigonometry in physical problems to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.5—Trigonometry in physical problems is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use small-angle approximations sin θ ≈ θ, tan θ ≈ θ and cos θ ≈ 1 where appropriate, including interference-fringe calculations.

Use c.4.6—small-angle approximations to connect the rule to the data and decision in the question.

This matters because c.4.6—small-angle approximations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.6—small-angle approximations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.6—Small-angle approximations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the relationship between degrees and radians and convert between them.

Use c.4.7—degrees and radians to connect the rule to the data and decision in the question.

This matters because c.4.7—degrees and radians determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c.4.7—degrees and radians to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: C.4.7—Degrees and radians is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.