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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
Contents
1 Introduction 5
1.1 Why choose AQA for A-level Mathematics 5
1.2 Support and resources to help you teach 5
2 Specification at a glance 7
2.1 Subject content 7
2.2 Assessments 8
3 Subject content 11
3.1 Overarching themes 11
3.2 A: Proof 12
3.3 B: Algebra and functions 13
3.4 C: Coordinate geometry in the ( x , y ) plane 14
3.5 D: Sequences and series 15
3.6 E: Trigonometry 16
3.7 F: Exponentials and logarithms 17
3.8 G: Differentiation 18
3.9 H: Integration 19
3.10 I: Numerical methods 20
3.11 J: Vectors 20
3.12 K: Statistical sampling 21
3.13 L: Data presentation and interpretation 21
3.14 M: Probability 22
3.15 N: Statistical distributions 23
3.16 O: Statistical hypothesis testing 23
3.17 P: Quantities and units in mechanics 24
3.18 Q: Kinematics 24
3.19 R: Forces and Newton’s laws 24
3.20 S: Moments 25
3.21 Use of data in statistics 26
4 Scheme of assessment 27
4.1 Aims 27
4.2 Assessment objectives 28
4.3 Assessment weightings 29
5 General administration 31
5.1 Entries and codes 31
5.2 Overlaps with other qualifications 31
5.3 Awarding grades and reporting results 31
5.4 Re-sits and shelf life 31
5.5 Previous learning and prerequisites 32
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5.6 Access to assessment: diversity and inclusion 32
5.7 Working with AQA for the first time 32
5.8 Private candidates 33
5.9 Use of calculators 33
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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
1 Introduction
1.1 Why choose AQA for A-level Mathematics
The changes to A-level Maths qualifications represent the biggest in a generation. They’ve also
given us the chance to design new qualifications, with even more opportunity for your students to
realise their potential.
Maths is one of the biggest facilitating subjects and it’s essential for many higher education
courses and careers. We’ve worked closely with higher education to ensure these qualifications
give your students the best possible chance to progress.
Teaching resources
Visit aqa.org.uk/7357 to see all our teaching resources. They include:
• route maps to allow you to plan how to deliver the specification in the way that will best suit
you and your students
• teaching guidance to outline clearly the possible scope of teaching and learning
• textbooks that are approved by AQA
• training courses to help you deliver AQA Mathematics qualifications
• subject expertise courses for all teachers, from newly qualified teachers who are just getting
started, to experienced teachers looking for fresh inspiration.
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Analyse your students' results with Enhanced Results Analysis (ERA)
Find out which questions were the most challenging, how the results compare to previous years
and where your students need to improve. ERA, our free online results analysis tool, will help you
see where to focus your teaching. Register at aqa.org.uk/era
For information about results, including maintaining standards over time, grade boundaries and our
post-results services, visit aqa.org.uk/results
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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
2 Specification at a glance
This qualification is linear. Linear means that students will sit all their exams at the end of the
course.
This A-level qualification builds on the skills, knowledge and understanding set out in the whole
GCSE (9–1) subject content for mathematics.
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2.2 Assessments
Paper 1
What's assessed
Any content from:
• A: Proof
• B: Algebra and functions
• C: Coordinate geometry
• D: Sequences and series
• E: Trigonometry
• F: Exponentials and logarithms
• G: Differentiation
• H: Integration
• I: Numerical methods
Questions
A mix of question styles, from short, single-mark questions to multi-step problems.
Paper 2
What's assessed
Any content from Paper 1 and content from:
• J: Vectors
• P: Quantities and units in mechanics
• Q: Kinematics
• R: Forces and Newton’s laws
• S: Moments
Questions
A mix of question styles, from short, single-mark questions to multi-step problems.
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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
Paper 3
What's assessed
Any content from Paper 1 and content from:
• K: Statistical sampling
• L: Data presentation and interpretation
• M: Probability
• N: Statistical distributions
• O: Statistical hypothesis testing
Questions
A mix of question styles, from short, single-mark questions to multi-step problems.
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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
3 Subject content
The subject content for A-level Mathematics is set out by the Department for Education (DfE) and
is common across all exam boards. The content set out in this specification covers the complete A-
level course of study.
OT1.2 Understand and use mathematical language and syntax as set out in the content.
OT1.3 Understand and use language and symbols associated with set theory, as set out
in the appendices.
Apply to solutions of inequalities and probability.
OT1.4 Understand and use the definition of a function; domain and range of functions.
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Content
OT2.3 Interpret and communicate solutions in the context of the original problem.
OT2.4 Understand that many mathematical problems cannot be solved analytically, but
numerical methods permit solution to a required level of accuracy.
OT2.7 Understand, interpret and extract information from diagrams and construct
mathematical diagrams to solve problems, including in mechanics.
OT3.2 Use a mathematical model with suitable inputs to engage with and explore
situations (for a given model or a model constructed or selected by the student).
OT3.3 Interpret the outputs of a mathematical model in the context of the original
situation (for a given model or a model constructed or selected by the student).
OT3.4 Understand that a mathematical model can be refined by considering its outputs
and simplifying assumptions; evaluate whether the model is appropriate.
3.2 A: Proof
Content
A1 Understand and use the structure of mathematical proof, proceeding from given
assumptions through a series of logical steps to a conclusion; use methods of
proof, including proof by deduction, proof by exhaustion.
Disproof by counter example.
Proof by contradiction (including proof of the irrationality of √2 and the infinity of
primes, and application to unfamiliar proofs).
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Content
B2 Use and manipulate surds, including rationalising the denominator.
Content
B3 Work with quadratic functions and their graphs; the discriminant of a quadratic
function, including the conditions for real and repeated roots; completing the
square; solution of quadratic equations including solving quadratic equations in a
function of the unknown.
Content
B4 Solve simultaneous equations in two variables by elimination and by substitution,
including one linear and one quadratic equation.
Content
B5 Solve linear and quadratic inequalities in a single variable and interpret such
inequalities graphically, including inequalities with brackets and fractions.
Express solutions through correct use of ‘and’ and ‘or’, or through set notation.
2
Represent linear and quadratic inequalities such as y > x + 1 and y > ax + bx + c
graphically.
Content
B6 Manipulate polynomials algebraically, including expanding brackets and collecting
like terms, factorisation and simple algebraic division; use of the factor theorem.
Simplify rational expressions including by factorising and cancelling, and algebraic
division (by linear expressions only).
Content
B7 Understand and use graphs of functions; sketch curves defined by simple
a a
equations including polynomials, the modulus of a linear function, y = x and y = 2
x
(including their vertical and horizontal asymptotes); interpret algebraic solution of
equations graphically; use intersection points of graphs to solve equations.
Understand and use proportional relationships and their graphs.
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Content
B8 Understand and use composite functions; inverse functions and their graphs.
Content
B9 Understand the effect of simple transformations on the graph of y = f x including
sketching associated graphs:
y = af x , y = f x + a , y = f x + a , y = f ax , and combinations of these
transformations.
Content
B10 Decompose rational functions into partial fractions (denominators not more
complicated than squared linear terms and with no more than 3 terms, numerators
constant or linear).
Content
B11 Use of functions in modelling, including consideration of limitations and
refinements of the models.
Content
C2 Understand and use the coordinate geometry of the circle including using the
2 2 2
equation of a circle in the form x − a + y − b = r ; completing the square to
find the centre and radius of a circle; use of the following properties:
• the angle in a semicircle is a right angle
• the perpendicular from the centre to a chord bisects the chord
• the radius of a circle at a given point on its circumference is perpendicular to
the tangent to the circle at that point.
Content
C3 Understand and use the parametric equations of curves and conversion between
Cartesian and parametric forms.
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Content
C4 Use parametric equations in modelling in a variety of contexts.
Content
D2 Work with sequences including those given by a formula for the n th term and
those generated by a simple relation of the form xn + 1 = f xn ; increasing
sequences; decreasing sequences; periodic sequences.
Content
D3 Understand and use sigma notation for sums of series.
Content
D4 Understand and work with arithmetic sequences and series, including the
formulae for n th term and the sum to n terms.
Content
D5 Understand and work with geometric sequences and series including the formulae
for the n th term and the sum of a finite geometric series; the sum to infinity of a
convergent geometric series, including the use of r < 1 ; modulus notation.
Content
D6 Use sequences and series in modelling.
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3.6 E: Trigonometry
Content
E1 Understand and use the definitions of sine, cosine and tangent for all arguments;
1
the sine and cosine rules; the area of a triangle in the form 2 absin C
Work with radian measure, including use for arc length and area of sector.
Content
E2 Understand and use the standard small angle approximations of sine, cosine and
tangent
�2
sin � ≈ �, cos � ≈ 1 − 2 , tan � ≈ � where � is in radians.
Content
E3 Understand and use the sine, cosine and tangent functions; their graphs,
symmetries and periodicity.
π π π π
Know and use exact values of sin and cos for 0, 6 , 4 , 3 , 2 , π and multiples
π π π
thereof, and exact values of tan for 0, 6 , 4 , 3 , π and multiples thereof.
Content
E4 Understand and use the definitions of secant, cosecant and cotangent and of
arcsin, arccos and arctan; their relationships to sine, cosine and tangent;
understanding of their graphs; their ranges and domains.
Content
E5 sin�
Understand and use tan � ≡ cos�
Content
E6 Understand and use double angle formulae; use of formulae for
sin A ± B , cos A ± B and tan A ± B ; understand geometrical proofs of these
formulae.
Understand and use expressions for acos � + bsin � in the equivalent forms of
rcos � ± � or rsin � ± �
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Content
E7 Solve simple trigonometric equations in a given interval, including quadratic
equations in sin, cos and tan and equations involving multiples of the unknown
angle.
Content
E8 Construct proofs involving trigonometric functions and identities.
Content
E9 Use trigonometric functions to solve problems in context, including problems
involving vectors, kinematics and forces.
Content
F2 kx kx
Know that the gradient of e is equal to ke and hence understand why the
exponential model is suitable in many applications.
Content
F3 x
Know and use the definition of loga x as the inverse of a , where a is positive and
x≥0
Know and use the function ln x and its graph.
x
Know and use ln x as the inverse function of e
Content
F4 Understand and use the laws of logarithms:
x k
loga x + loga y ≡ loga xy ; loga x − loga y ≡ loga y ; k loga x ≡ loga x
1
(including, for example, k = − 1 and k = − 2 )
Content
F5 x
Solve equations of the form a = b
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Content
F6 n
Use logarithmic graphs to estimate parameters in relationships of the form y = ax
x
and y = kb , given data for x and y .
Content
F7 Understand and use exponential growth and decay; use in modelling (examples
may include the use of e in continuous compound interest, radioactive decay, drug
concentration decay, exponential growth as a model for population growth);
consideration of limitations and refinements of exponential models.
3.8 G: Differentiation
Content
G1 Understand and use the derivative of f x as the gradient of the tangent to the
graph of y = f x at a general point ( x , y ); the gradient of the tangent as a limit;
interpretation as a rate of change; sketching the gradient function for a given
curve; second derivatives; differentiation from first principles for small positive
integer powers of x and for sin x and cos x
Understand and use the second derivative as the rate of change of gradient;
connection to convex and concave sections of curves and points of inflection.
Content
G2 n
Differentiate x , for rational values of n , and related constant multiples, sums and
differences.
kx kx
Differentiate e and a , sin kx , cos kx , tan kx and related sums, differences
and constant multiples.
Understand and use the derivative of ln x
Content
G3 Apply differentiation to find gradients, tangents and normals, maxima and minima
and stationary points, points of inflection.
Identify where functions are increasing or decreasing.
Content
G4 Differentiate using the product rule, the quotient rule and the chain rule, including
problems involving connected rates of change and inverse functions.
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Content
G5 Differentiate simple functions and relations defined implicitly or parametrically, for
first derivative only.
Content
G6 Construct simple differential equations in pure mathematics and in context,
(contexts may include kinematics, population growth and modelling the
relationship between price and demand).
3.9 H: Integration
Content
H1 Know and use the Fundamental Theorem of Calculus.
Content
H2 n
Integrate x (excluding n = −1 ), and related sums, differences and constant
multiples.
kx 1
Integrate e , x , sin kx , cos kx and related sums, differences and constant
multiples.
Content
H3 Evaluate definite integrals; use a definite integral to find the area under a curve
and the area between two curves.
Content
H4 Understand and use integration as the limit of a sum.
Content
H5 Carry out simple cases of integration by substitution and integration by parts;
understand these methods as the inverse processes of the chain and product
rules respectively.
(Integration by substitution includes finding a suitable substitution and is limited to
cases where one substitution will lead to a function which can be integrated;
integration by parts includes more than one application of the method but
excludes reduction formulae).
Content
H6 Integrate using partial fractions that are linear in the denominator.
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Content
H7 Evaluate the analytical solution of simple first order differential equations with
separable variables, including finding particular solutions (Separation of variables
may require factorisation involving a common factor).
Content
H8 Interpret the solution of a differential equation in the context of solving a problem,
including identifying limitations of the solution; includes links to kinematics.
Content
I2 Solve equations approximately using simple iterative methods; be able to draw
associated cobweb and staircase diagrams.
Solve equations using the Newton-Raphson method and other recurrence
relations of the form xn + 1 = g xn
Content
I3 Understand and use numerical integration of functions, including the use of the
trapezium rule and estimating the approximate area under a curve and limits that
it must lie between.
Content
I4 Use numerical methods to solve problems in context.
3.11 J: Vectors
Content
J1 Use vectors in two dimensions and in three dimensions.
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Content
J2 Calculate the magnitude and direction of a vector and convert between
component form and magnitude/direction form.
Content
J3 Add vectors diagrammatically and perform the algebraic operations of vector
addition and multiplication by scalars, and understand their geometrical
interpretations.
Content
J4 Understand and use position vectors; calculate the distance between two points
represented by position vectors.
Content
J5 Use vectors to solve problems in pure mathematics and in context, including
forces and kinematics.
Content
K1 Understand and use the terms ‘population’ and ‘sample’.
Use samples to make informal inferences about the population.
Understand and use sampling techniques, including simple random sampling and
opportunity sampling.
Select or critique sampling techniques in the context of solving a statistical
problem, including understanding that different samples can lead to different
conclusions about the population.
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Content
L2 Interpret scatter diagrams and regression lines for bivariate data, including
recognition of scatter diagrams which include distinct sections of the population
(calculations involving regression lines are excluded).
Understand informal interpretation of correlation.
Understand that correlation does not imply causation.
Content
L3 Interpret measures of central tendency and variation, extending to standard
deviation.
Be able to calculate standard deviation, including from summary statistics.
Content
L4 Recognise and interpret possible outliers in data sets and statistical diagrams.
Select or critique data presentation techniques in the context of a statistical
problem.
Be able to clean data, including dealing with missing data, errors and outliers.
3.14 M: Probability
Content
M1 Understand and use mutually exclusive and independent events when calculating
probabilities.
Link to discrete and continuous distributions.
Content
M2 Understand and use conditional probability, including the use of tree diagrams,
Venn diagrams, two-way tables.
Understand and use the conditional probability formula.
P A∩B
P A B = P B
Content
M3 Modelling with probability, including critiquing assumptions made and the likely
effect of more realistic assumptions.
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Content
N2 Understand and use the Normal distribution as a model; find probabilities using
the Normal distribution.
Link to histograms, mean, standard deviation, points of inflection and the binomial
distribution.
Content
N3 Select an appropriate probability distribution for a context, with appropriate
reasoning, including recognising when the binomial or Normal model may not be
appropriate.
Content
O2 Conduct a statistical hypothesis test for the proportion in the binomial distribution
and interpret the results in context.
Understand that a sample is being used to make an inference about the
population and appreciate that the significance level is the probability of incorrectly
rejecting the null hypothesis.
Content
O3 Conduct a statistical hypothesis test for the mean of a Normal distribution with
known, given or assumed variance and interpret the results in context.
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3.17 P: Quantities and units in mechanics
Content
P1 Understand and use fundamental quantities and units in the SI system: length,
time, mass.
Understand and use derived quantities and units: velocity, acceleration, force,
weight, moment.
3.18 Q: Kinematics
Content
Q1 Understand and use the language of kinematics: position; displacement; distance
travelled; velocity; speed; acceleration.
Content
Q2 Understand, use and interpret graphs in kinematics for motion in a straight line:
displacement against time and interpretation of gradient; velocity against time and
interpretation of gradient and area under the graph.
Content
Q3 Understand, use and derive the formulae for constant acceleration for motion in a
straight line; extend to 2 dimensions using vectors.
Content
Q4 Use calculus in kinematics for motion in a straight line:
dr dv d2r
v= dt
,a = dt = 2 , r = ∫ v dt , v = ∫ a dt ; extend to 2 dimensions using vectors.
dt
Content
Q5 Model motion under gravity in a vertical plane using vectors; projectiles.
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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
Content
R2 Understand and use Newton’s second law for motion in a straight line (restricted
to forces in two perpendicular directions or simple cases of forces given as 2D
vectors); extend to situations where forces need to be resolved (restricted to 2
dimensions).
Content
R3 Understand and use weight and motion in a straight line under gravity;
gravitational acceleration, g , and its value in SI units to varying degrees of
accuracy.
(The inverse square law for gravitation is not required and g may be assumed to
be constant, but students should be aware that g is not a universal constant but
depends on location).
Content
R4 Understand and use Newton’s third law; equilibrium of forces on a particle and
motion in a straight line (restricted to forces in two perpendicular directions or
simple cases of forces given as 2D vectors); application to problems involving
smooth pulleys and connected particles; resolving forces in 2 dimensions;
equilibrium of a particle under coplanar forces.
Content
R5 Understand and use addition of forces; resultant forces; dynamics for motion in a
plane.
Content
R6 Understand and use the F ≤ �R model for friction; coefficient of friction; motion of
a body on a rough surface; limiting friction and statics.
3.20 S: Moments
Content
S1 Understand and use moments in simple static contexts.
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3.21 Use of data in statistics
As set out in the Department for Education’s Mathematics: AS and A-level content document,
students studying A-level Mathematics must:
• become familiar with one or more specific large data set(s) in advance of the final
assessment (these data must be real and sufficiently rich to enable the concepts and skills of
data presentation and interpretation in the specification to be explored)
• use technology such as spreadsheets or specialist statistical packages to explore the data
set(s)
• interpret real data presented in summary or graphical form
• use data to investigate questions arising in real contexts.
This requirement is common to all exam boards.
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4 Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at
aqa.org.uk/pastpapers
This specification is designed to be taken over two years.
This is a linear qualification. In order to achieve the award, students must complete all
assessments at the end of the course and in the same series.
A-level exams and certification for this specification are available for the first time in May/June
2018 and then every May/June for the life of the specification.
All materials are available in English only.
Our A-level exams in Mathematics include questions that allow students to demonstrate their ability
to:
• recall information
• draw together information from different areas of the specification
• apply their knowledge and understanding in practical and theoretical contexts.
4.1 Aims
Courses based on this specification must encourage students to:
• understand mathematics and mathematical processes in a way that promotes confidence,
fosters enjoyment and provides a strong foundation for progress to further study
• extend their range of mathematical skills and techniques
• understand coherence and progression in mathematics and how different areas of
mathematics are connected
• apply mathematics in other fields of study and be aware of the relevance of mathematics to
the world of work and to situations in society in general
• use their mathematical knowledge to make logical and reasoned decisions in solving
problems both within pure mathematics and in a variety of contexts, and communicate the
mathematical rationale for these decisions clearly
• reason logically and recognise incorrect reasoning
• generalise mathematically
• construct mathematical proofs
• use their mathematical skills and techniques to solve challenging problems which require
them to decide on the solution strategy
• recognise when mathematics can be used to analyse and solve a problem in context
• represent situations mathematically and understand the relationship between problems in
context and mathematical models that may be applied to solve them
• draw diagrams and sketch graphs to help explore mathematical situations and interpret
solutions
• make deductions and inferences and draw conclusions by using mathematical reasoning
• interpret solutions and communicate their interpretation effectively in the context of the
problem
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• read and comprehend mathematical arguments, including justifications of methods and
formulae, and communicate their understanding
• read and comprehend articles concerning applications of mathematics and communicate
their understanding
• use technology such as calculators and computers effectively and recognise when such use
may be inappropriate
• take increasing responsibility for their own learning and the evaluation of their own
mathematical development.
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5 General administration
You can find information about all aspects of administration, as well as all the forms you need, at
aqa.org.uk/examsadmin
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5.5 Previous learning and prerequisites
There are no previous learning requirements. Any requirements for entry to a course based on this
specification are at the discretion of schools and colleges.
However, we recommend that students should have the skills and knowledge associated with a
GCSE Mathematics or equivalent.
Special consideration
We can give special consideration to students who have been disadvantaged at the time of the
assessment through no fault of their own – for example a temporary illness, injury or serious
problem such as family bereavement. We can only do this after the assessment.
Your exams officer should apply online for special consideration at aqa.org.uk/eaqa
For more information and advice visit aqa.org.uk/access or email
accessarrangementsqueries@aqa.org.uk
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AQA A-level Mathematics 7357. A-level exams June 2018 onwards. Version 1.3 31 January 2018
6 Appendix A: mathematical
notation
The tables below set out the notation that must be used by AS and A-level mathematics and
further mathematics specifications. Students will be expected to understand this notation without
need for further explanation.
Mathematics students will not be expected to understand notation that relates only to further
mathematics content. Further mathematics students will be expected to understand all notation in
the list.
For further mathematics, the notation for the core content is listed under sub headings indicating
‘further mathematics only’. In this subject, awarding organisations are required to include, in their
specifications, content that is additional to the core content. They will therefore need to add to the
notation list accordingly.
AS students will be expected to understand notation that relates to AS content, and will not be
expected to understand notation that relates only to A-level content.
1.1 ∈ is an element of
1.3 ⊆ is a subset of
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1 Set notation Meaning
1.16 ℚ
p
the set of rational numbers q : p ∈ ℤ, q ∈ ℤ+
1.17 ∪ union
1.18 ∩ intersection
2.1 = is equal to
2.5 ∞ infinity
2.6 ∝ is proportional to
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2.7 ∴ therefore
2.8 ∵ because
2.22 ≅ is isomorphic to
6.3 Operations
3 Operations Meaning
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3 Operations Meaning
3.3 a × b , ab , a . b a multiplied by b
3.4 a ÷ b, ab a divided by b
n
3.5 ∑ ai a1 + a2 + … + an
i=1
n
3.6 ∏ ai a1 × a2 × … × an
i=1
3.9 n! n factorial: n! = n × n − 1 × … × 2 × 1, n ∈ ℕ; 0! = 1
n!
the binomial coefficient r ! n − r !
n for n , r ∊ ℤ+0 , r ⩽ n
n
3.10 , Cr , Cr
n n n−1 … n−r+1
r or r!
for n ∊ ℚ , r ∊ ℤ+0
6.4 Functions
4 Functions Meaning
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4 Functions Meaning
4.6 Δ x, �x an increment of x
dy
4.7 dx the derivative of y with respect to x
dn y
4.8 the nth derivative of y with respect to x
dxn
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6.6 Trigonometric functions
6 Trigonometric functions Meaning
6.3 ° degrees
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8.1 M a matrix M
6.9 Vectors
9 Vectors Meaning
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9 Vectors Meaning
a
9.7 , ai + b j column vector and corresponding unit vector notation
b
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11 Probability and statistics Meaning
6.12 Mechanics
12 Mechanics Meaning
12.1 kg kilogram
12.2 m metre
12.3 km kilometre
12.7 N newton
12.9 t time
12.10 s displacement
12.13 a acceleration
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Appendix B: mathematical
formulae and identities
Students must be able to use the following formulae and identities for AS and A-level mathematics,
without these formulae and identities being provided, either in these forms or in equivalent forms.
These formulae and identities may only be provided where they are the starting point for a proof or
as a result to be proved.
Pure mathematics
Quadratic equations
2
− b ± b − 4ac
ax2 + bx + c = 0 has roots 2a
Laws of indices
axa y ≡ ax + y
ax ÷ a y ≡ ax − y
y
ax ≡ axy
Laws of logarithms
x = an n = loga x for a > 0 and x > 0
loga x + loga y ≡ loga xy
x
loga x − loga y ≡ loga y
k loga x ≡ loga xk
Coordinate geometry
A straight line graph, gradient m passing through x1, y1 has equation
y − y1 = m x − x1
Straight lines with gradients m1 and m2 are perpendicular when m1m2 = − 1
Sequences
General term of an arithmetic progression: un = a + n − 1 d
n−1
General term of a geometric progression: un = ar
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Trigonometry
In the triangle ABC
a b c
Sine rule: sin A
= sin B
= sin C
2 2 2
Cosine rule: a = b + c − 2bccos A
1
Area = 2 absin C
cos2 A + sin2 A ≡ 1
sec2 A ≡ 1 + tan2 A
cosec2 A ≡ 1 + cot2 A
sin 2 A ≡ 2sin Acos A
Mensuration
Circumference and Area of circle, radius r and diameter d :
C = 2πr = πd
A = πr2
Pythagoras’ Theorem: In any right-angled triangle where a , b and c are the lengths of the sides
and c is the hypotenuse:
c2 = a2 + b2
1
Area of a trapezium = 2 a + b h , where a and b are the lengths of the parallel sides and h is their
perpendicular separation.
Volume of a prism = area of cross section × length
For a circle of radius r , where an angle at the centre of � radians subtends an arc of length s and
encloses an associated sector of area A :
s = r�
A = 12 r2�
xn nxn − 1
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Function Derivative
sin kx k cos kx
cos kx − k sin kx
ekx kekx
ln x 1
x
f x +g x f ′ x + g′ x
f xgx f ′ x g x + f x g′ x
fgx f ′ g x g′ x
Integration
Function Integral
xn
n+1
1
xn + 1 + c, n ≠ − 1
cos kx 1
sin kx + c
k
sin kx 1
− k cos kx + c
1 kx
ekx k
e +c
1
ln x + c, x ≠ 0
x
f ′ x + g′ x f x +g x +c
f ′ g x g′ x f g x +c
Vectors
xi + y j + zk = x2 + y2 + z2
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Mechanics
Forces and equilibrium
Weight = mass × g
Friction: F ≤ �R
Newton’s second law in the form: F = ma
Kinematics
For motion in a straight line with variable acceleration:
dr
v= dt
dv d2r
a= dt
=
dt2
r = ∫ v dt
v = ∫ a dt
Statistics
∑x ∑fx
The mean of a set of data: x̅ = n = ∑f
X −� 2
The standard Normal variable: Z = �
where X N �, �
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Get help and support
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You can talk directly to the Mathematics subject team:
E: maths@aqa.org.uk
T: 0161 957 3852
aqa.org.uk
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