| Arithmetic and numerical computation |
| Recognise and use expressions in decimal and standard form. | For example, converting data in standard form from a results table into decimal form in order to construct a pie chart. |
| Use ratios, fractions and percentages. | For example, calculating the percentages of cases that fall into different categories in an observation study. |
| Estimate results. | For example, commenting on the spread of scores for a set of data, which would require estimating the range. |
| Handling data |
| Use an appropriate number of significant figures. | For example, expressing a correlation coefficient to two or three significant figures. |
| Find arithmetic means. | For example, calculating the means for two conditions using raw data from a class experiment. |
| Construct and interpret frequency tables and diagrams, bar charts and histograms. | For example, selecting and sketching an appropriate form of data display for a given set of data. |
| Understand simple probability. | For example, explaining the difference between the 0.05 and 0.01 levels of significance. |
| Understand the principles of sampling as applied to scientific data. | For example, explaining how a random or stratified sample could be obtained from a target population. |
| Understand the terms mean, median and mode. | For example, explaining the differences between the mean, median and mode and selecting which measure of central tendency is most appropriate for a given set of data. Calculate standard deviation. |
| Use a scatter diagram to identify a correlation between two variables. | For example, plotting two variables from an investigation on a scatter diagram and identifying the pattern as a positive correlation, a negative correlation or no correlation. |
| Use a statistical test. | For example, calculating a non-parametric test of differences using data from a given experiment. |
| Make order of magnitude calculations. | For example, estimating the mean test score for a large number of participants on the basis of the total overall score. |
| Distinguish between levels of measurement. | For example, stating the level of measurement (nominal, ordinal or interval) that has been used in a study. |
| Know the characteristics of normal and skewed distributions. | For example, being presented with a set of scores from an experiment and being asked to indicate the position of the mean (or median, or mode). |
| Select an appropriate statistical test. | For example, selecting a suitable inferential test for a given practical investigation and explaining why the chosen test is appropriate. |
| Use statistical tables to determine significance. | For example, using an extract from statistical tables to say whether or not a given observed value is significant at the 0.05 level of significance for a one-tailed test. |
| Understand measures of dispersion, including standard deviation and range. | For example, explaining why the standard deviation might be a more useful measure of dispersion for a given set of scores, eg where there is an outlying score. |
| Understand the differences between qualitative and quantitative data. | For example, explaining how a given qualitative measure (for example, an interview transcript) might be converted into quantitative data. |
| Understand the difference between primary and secondary data. | For example, stating whether data collected by a researcher dealing directly with participants is primary or secondary data. |
| Algebra |
| Understand and use the symbols: =, <, <<, >>, >, ∝, ~. | For example, expressing the outcome of an inferential test in the conventional form by stating the level of significance at the 0.05 level or 0.01 level by using symbols appropriately. |
| Substitute numerical values into algebraic equations using appropriate units for physical quantities. | For example, inserting the appropriate values from a given set of data into the formula for a statistical test, eg inserting the N value (for the number of scores) into the Chi Square formula. |
| Solve simple algebraic equations. | For example, calculating the degrees of freedom for a Chi Square test. |
| Graphs |
| Translate information between graphical, numerical and algebraic forms. | For example, using a set of numerical data (a set of scores) from a record sheet to construct a bar graph. |
| Plot two variables from experimental or other data. | For example, sketching a scatter diagram using two sets of data from a correlational investigation. |
