(The order of delivery over the 2 years may differ from this depending on the needs of the individual teaching group)
Complex Numbers; Series; Methods in Calculus; Volumes of Revolution; Polar Coordinates; Hyperbolic Functions; Methods in Differentiation; Modelling with Differential Equations
This is a link to some useful maths notation Please refer also to Edexcel AL Maths Specification (https://qualifications.pearson.com) Appendix 2 for a full list of notation required for Maths and Further Maths AS and AL
Develop the ability to: construct rigorous mathematical arguments (including proofs) make deductions and inferences assess the validity of mathematical arguments explain their reasoning use mathematical language and notation correctly translate problems in mathematical and non-mathematical contexts into mathematical processes interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations translate situations in context into mathematical models use mathematical models evaluate the outcomes of modelling in context recognise the limitations of models and, where appropriate, explain how to refine them.
Communication – active listening, oral communication, written communication. Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.
(The order of delivery over the 2 years may differ from this depending on the needs of the individual teaching group)
Momentum and impulse
Work, energy and power
Elastic collisions in one dimension
This is a link to some useful maths notation Please refer also to Edexcel AL Maths Specification (https://qualifications.pearson.com) Appendix 2 for a full list of notation required for Maths and Further Maths AS and AL
Develop the ability to: construct rigorous mathematical arguments (including proofs) make deductions and inferences assess the validity of mathematical arguments explain their reasoning use mathematical language and notation correctly translate problems in mathematical and non-mathematical contexts into mathematical processes interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations translate situations in context into mathematical models use mathematical models evaluate the outcomes of modelling in context recognise the limitations of models and, where appropriate, explain how to refine them.
Communication – active listening, oral communication, written communication. Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.
Further Mechanics 1
(The order of delivery over the 2 years may differ from this depending on the needs of the individual teaching group)
Momentum and impulse (part 2)
Elastic strings and springs and elastic energy
Elastic collisions in two dimensions
Momentum as a vector (i, j problems)
• Impulse-momentum principle in vector form
• Hooke’s law and definition of modulus of elasticity. Derivation of elastic potential energy formula.
• Problem solving: equilibrium and using the work-energy principle
• Oblique impact of a smooth sphere with a fixed surface Successive oblique impacts of a sphere with smooth plane surfaces
• Oblique impact of two smooth spheres of equal radius
This is a link to some useful maths notation Please refer also to Edexcel AL Maths Specification (https://qualifications.pearson.com) Appendix 2 for a full list of notation required for Maths and Further Maths AS and AL
Develop the ability to: construct rigorous mathematical arguments (including proofs) make deductions and inferences assess the validity of mathematical arguments explain their reasoning use mathematical language and notation correctly translate problems in mathematical and non-mathematical contexts into mathematical processes interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations translate situations in context into mathematical models use mathematical models evaluate the outcomes of modelling in context recognise the limitations of models and, where appropriate, explain how to refine them.
Communication – active listening, oral communication, written communication. Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.
Revision of Y12 and Y13 work
This is a link to some useful maths notation Please refer also to Edexcel AL Maths Specification (https://qualifications.pearson.com) Appendix 2 for a full list of notation required for Maths and Further Maths AS and AL
Develop the ability to: construct rigorous mathematical arguments (including proofs) make deductions and inferences assess the validity of mathematical arguments explain their reasoning use mathematical language and notation correctly translate problems in mathematical and non-mathematical contexts into mathematical processes interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations translate situations in context into mathematical models use mathematical models evaluate the outcomes of modelling in context recognise the limitations of models and, where appropriate, explain how to refine them.
Communication – active listening, oral communication, written communication. Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation.