Appendix B: Maths requirements and examples
In order to be able to develop their skills, knowledge and understanding in Environmental Science, students need to have been taught, and to have acquired competence in, the appropriate areas of mathematics as indicated in the table of coverage below.
Overall at least 10% of the marks in assessments for Environmental Science will require the use of mathematical skills. These skills will be applied in the context of environmental science and will be at least the standard of higher tier GCSE mathematics.
The following tables illustrate where these mathematical skills may be developed during teaching or could be assessed.
This list of examples is not exhaustive. These skills could be developed or assessed in other areas of specification content. Other areas where these skills could be developed have been exemplified throughout this specification.
Mathematical skill number | Mathematical skills | Exemplification of mathematical skill in the context of A-level Environmental Science (examples are not limited to those given below) |
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MS 0.1 | Recognise and make use of appropriate units in calculations |
Students should demonstrate their ability to:
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MS 0.2 | Recognise and use expressions in decimal and standard form |
Students should demonstrate their ability to:
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MS 0.3 | Use ratios, fractions and percentages |
Students should demonstrate their ability to:
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MS 0.4 | Estimate results |
Students should demonstrate their ability to:
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MS 0.5 | Use calculators to find and use power, exponential and logarithmic functions |
Students should demonstrate their ability to:
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Mathematical skill number | Mathematical skills | Exemplification of mathematical skill in the context of A-level Environmental Science (examples are not limited to those given below) |
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MS 1.1 | Use an appropriate number of significant figures |
Students should demonstrate their ability to:
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MS 1.2 | Find arithmetic means |
Students should demonstrate their ability to:
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MS 1.3 | Construct and interpret frequency tables and diagrams, bar charts and histograms |
Students should demonstrate their ability to:
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MS 1.4 | Understand simple probability | Students should demonstrate their ability to:
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MS 1.5 | Understand the principles of sampling as applied to scientific data |
Students should demonstrate their ability to:
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MS1.6 | Understand the terms mean, median and mode |
Students should demonstrate their ability to:
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MS 1.7 |
Use a scatter diagram to identify a correlation between two variables |
Students should demonstrate their ability to:
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MS 1.8 | Make order of magnitude calculations |
Students should demonstrate their ability to:
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MS 1.9 |
Select and use a statistical test |
Students should demonstrate their ability to select and use:
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MS 1.10 |
Understand measures of dispersion, including standard deviation and range |
Students should demonstrate their ability to:
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MS 1.11 | Identify uncertainties in measurements and use simple techniques to determine uncertainty when data are combined |
Students should demonstrate their ability to:
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Mathematical skill number | Mathematical skills | Exemplification of mathematical skill in the context of A-level Environmental Science (examples are not limited to those given below) | ||||
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MS 2.1 | Understand and use the symbols : = < << >> > and ~. | No exemplification required. | ||||
MS 2.2 | Change the subject of an equation |
Students should demonstrate their ability to:
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MS 2.3 | Substitute numerical values into algebraic equations using appropriate units for physical quantities |
Students should demonstrate their ability to:
to assess the impact of a new habitat management regime. |
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MS 2.4 | Solve algebraic equations |
Students should demonstrate their ability to:
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MS 2.5 |
Use logarithms in relation to quantities that range over several orders of magnitude |
Students should demonstrate their ability to:
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Mathematical skill number | Mathematical skills | Exemplification of mathematical skill in the context of A-level Environmental Science (examples are not limited to those given below) |
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MS 3.1 | Understand data presented in a variety of graphical forms |
Students should demonstrate their ability to:
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MS 3.2 | Translate information between graphical numerical and algebraic forms |
Students should demonstrate their ability to:
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MS 3.3 | Plot two variables from experimental or other data |
Students should demonstrate their ability to:
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MS 3.4 |
Understand that y = m x + c represents a linear relationship |
Students should demonstrate their ability to:
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MS 3.5 | Determine the intercept of a graph |
Students should demonstrate their ability to:
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MS 3.6 | Calculate rate of change from a graph showing a linear relationship |
Students should demonstrate their ability to:
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MS 3.7 |
Draw and use the slope of a tangent to a curve as a measure of rate of change |
Students should demonstrate their ability to:
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Mathematical skill number | Mathematical skills | Exemplification of mathematical skill in the context of A-level Environmental Science (examples are not limited to those given below) |
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MS 4.1 |
Calculate the circumferences, surface areas and volumes of regular and irregular shapes |
Students should demonstrate their ability to:
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