AS LEVEL

Further
Mathematics A

AS LEVEL
Specification

FURTHER
MATHEMATICS A
H235
For first assessment in 2018

Version 1.3 (April 2020)

ocr.org.uk/aslevelfurthermaths
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Contents

1 Why choose an OCR AS Level in Further Mathematics A?2

1a. Why choose an OCR qualification? 2
1b. Why choose an OCR AS Level in Further Mathematics A? 3
1c. What are the key features of this specification? 4
1d. How do I find out more information? 5

2 The specification overview 6

2a. OCR’s AS Level in Further Mathematics A (H235) 6
2b. Content of AS Level in Further Mathematics A (H235) 7
2c. Content of Pure Core (Mandatory paper Y531) 13
2d. Content of Statistics (Optional paper Y532) 22
2e. Content of Mechanics (Optional paper Y533) 30
2f. Content of Discrete Mathematics (Optional paper Y534) 35
2g. Content of Additional Pure Mathematics (Optional paper Y535) 44
2h. Prior knowledge, learning and progression 51

3 Assessment of AS Level in Further Mathematics A 52

3a. Forms of assessment  52
3b. Assessment Objectives (AO) 54
3c. Assessment availability 55
3d. Retaking the qualification 56
3e. Assessment of extended response 56
3f. Synoptic assessment  56
3g. Calculating qualification results 56

4 Admin: what you need to know57

4a. Pre-assessment 57
4b. Special consideration 58
4c. External assessment arrangements 58
4d. Results and certificates 58
4e. Post-results services 59
4f. Malpractice  59

5 Appendices60
5a. Overlap with other qualifications 60
5b. Accessibility 60
5c. Mathematical notation 60
5d. Mathematical formulae and identities 66

Summary of updates 77

© OCR 2017
AS Level in Further Mathematics A 1
 1 Why choose an OCR AS Level in
Further Mathematics A?

1a. Why choose an OCR qualification?

1
Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through
boards. Our new AS Level in Mathematics course to the delivery of our specifications. This includes:
has been developed in consultation with teachers,
employers and Higher Education to provide learners • A wide range of high-quality creative resources
with a qualification that’s relevant to them and meets including:
their needs. o Delivery Guides
o Transition Guides
We’re part of the Cambridge Assessment o Topic Exploration Packs
Group, Europe’s largest assessment agency and o Lesson Elements
a department of the University of Cambridge. o …and much more.
Cambridge Assessment plays a leading role in
developing and delivering assessments throughout • Access to Subject Advisors to support you
the world, operating in over 150 countries. through the transition and throughout the
lifetime of the specifications.
We work with a range of education providers,
including schools, colleges, workplaces and other • CPD/Training for teachers including events to
institutions in both the public and private sectors. introduce the qualifications and prepare you
Over 13,000 centres choose our A Levels, GCSEs for first teaching.
and vocational qualifications including Cambridge
Nationals and Cambridge Technicals. • Active Results – our free results analysis
service to help you review the performance
Our Specifications of individual learners or whole schools.

We believe in developing specifications that help you • ExamBuilder – our new free online past papers
bring the subject to life and inspire your students to service that enables you to build your own
achieve more. test papers from past OCR exam questions
can be found on the website at:
We’ve created teacher-friendly specifications www.ocr.org.uk/exambuilder
based on extensive research and engagement with
the teaching community. They’re designed to be All AS level qualifications offered by OCR are
straightforward and accessible so that you can tailor accredited by Ofqual, the Regulator for qualifications
the delivery of the course to suit your needs. We offered in England. The accreditation number for
aim to encourage learners to become responsible for OCR’s AS Level in Further Mathematics A is
their own learning, confident in discussing ideas, QN603/1329/8.
innovative and engaged.

© OCR 2017
2 AS Level in Further Mathematics A
1b. Why choose an OCR AS Level in Further Mathematics A?
OCR’s AS Level in Further Mathematics A is a
coherent course of study that supports the
qualification. It consolidates and develops GCSE (9–1)
Mathematics and AS Level Mathematics and supports
1
development of mathematically informed transition to higher education or employment in any
individuals. It encourages learners to think and act of the many disciplines that make use of quantitative
mathematically, using mathematical skills and forms analysis, including the social sciences, business,
of communication to analyse situations within accounting and finance, mathematics, engineering,
mathematics and elsewhere. computer science, the sciences and economics.

The course provides a balance between breadth and This qualification is part of a wide range of OCR
depth of mathematical knowledge. The pure core mathematics qualifications, allowing progression
provides the foundations for further mathematical from Entry Level Certificate through GCSE to Core
study, onto which learners add two options taken Maths, AS and A Level.
from Statistics, Mechanics, Discrete Mathematics
and Additional Pure Mathematics. These options We appreciate that one size doesn’t fit all so we
provide flexibility, allowing OCR’s AS Level in Further offer two suites of qualifications in mathematics and
Mathematics to prepare students for further study and further mathematics.
employment in a wide range of highly mathematical
disciplines that require knowledge and understanding Mathematics A builds on our existing popular
of sophisticated mathematical ideas and techniques. course. We’ve based the redevelopment of our
current suite around an understanding of what works
OCR’s AS Level in Further Mathematics A is designed well in centres and have updated areas of content
for students who wish to study beyond an A Level in and assessment where stakeholders have identified
Mathematics, and provides a solid foundation for that improvements could be made. We’ve undertaken
progression into further study particularly in a significant amount of consultation through our
mathematics, engineering, computer science, the mathematics forums (which include representatives
sciences and economics. from learned societies, HE, teaching and industry)
and through focus groups with teachers.
OCR’s AS Level in Further Mathematics A is both
broader and deeper than A Level Mathematics. AS Mathematics B (MEI) has been developed in
Level Further Mathematics builds from GCSE (9–1) collaboration with Mathematics in Education
Mathematics and AS and A Level Mathematics. As and Industry, and is based on the existing suite
well as building on the algebra and calculus of qualifications assessed by OCR. This is a well-
introduced in AS and A Level Mathematics, the established partnership which provides a firm
AS Level Further Mathematics pure core content foundation for curriculum and qualification
introduces complex numbers and matrices; development. MEI is a long established, independent
fundamental mathematical ideas with wide curriculum development body; in developing
applications in mathematics, engineering, physical Mathematics B (MEI), MEI has consulted with
sciences and computing. The non-core content teachers and representatives from Higher Education
includes different options that can enable learners to decide how best to meet the long term needs of
to specialise in areas of mathematics that are learners.
particularly relevant to their interests and future
aspirations, and gives learners the opportunity to All of our specifications have been developed with
extend their knowledge in applied mathematics and subject and teaching experts. We have worked in
logical reasoning. close consultation with teachers and representatives
from Higher Education (HE).
AS Level Further Mathematics A can be co-taught
with the A Level Further Mathematics A as a separate

© OCR 2017
AS Level in Further Mathematics A 3
 Aims and learning outcomes

1 OCR’s AS Level in Further Mathematics A will

encourage learners to:
• recognise when mathematics can be used to
analyse and solve a problem in context

• understand mathematics and mathematical • represent situations mathematically and

processes in ways that promote confidence, understand the relationship between problems
foster enjoyment and provide a strong in context and mathematical models that may
foundation for progress to further study be applied to solve them

• extend their range of mathematical skills and • draw diagrams and sketch graphs to help
techniques explore mathematical situations and interpret
solutions
• understand coherence and progression in
mathematics and how different areas of • make deductions and inferences and draw
mathematics are connected conclusions by using mathematical reasoning

• apply mathematics in other fields of study and • interpret solutions and communicate their
be aware of the relevance of mathematics to interpretation effectively in the context of the
the world of work and to situations in society in problem
general
• read and comprehend mathematical
• use their mathematical knowledge to make arguments, including justifications of methods
logical and reasoned decisions in solving and formulae, and communicate their
problems both within pure mathematics and in understanding
a variety of contexts, and communicate the
mathematical rationale for these decisions • read and comprehend articles concerning
clearly applications of mathematics and communicate
their understanding
• reason logically and recognise incorrect
reasoning • use technology such as calculators and
computers effectively, and recognise when such
• generalise mathematically use may be inappropriate

• construct mathematical proofs • take increasing responsibility for their own

learning and the evaluation of their own
• use their mathematical skills and techniques to mathematical development.
solve challenging problems which require them
to decide on the solution strategy

1c. What are the key features of this specification?

The key features of OCR’s AS Level in Further progression through the course and supporting
Mathematics A for you and your learners are: co-teaching with A Level Mathematics A and A
Level Further Mathematics A.
• a specification developed by teachers
specifically for teachers, laying out the content • a simple assessment model featuring three
clearly in terms of topic area, showing clear papers of equal length and a free choice of two

© OCR 2017
4 AS Level in Further Mathematics A
 options from four, so that learners can follow • It will be a springboard for future progress and
the most appropriate pathway for their achievement in employment and in a variety
interests and aspirations. of subjects in Higher Education.
1
• a team of subject advisors, who can be Teacher-centred
contacted by centres for subject and
assessment queries. • OCR will provide clear communication and an
extensive teacher support package, including
This specification is: high-quality flexible resources, particularly for
the new AS Level Further Mathematics subject
Worthwhile areas and to support the use of technology,
proof, modelling and problem solving.
• Research, international comparisons and
engagement with both teachers and the • OCR’s support and resources will focus on
wider education community have been used empowering teachers, exploring teaching
to enhance the reliability, validity and appeal methods and classroom innovation alongside
of our assessment tasks in mathematics. more direct content-based resources.

• It will encourage the teaching of interesting • OCR’s assessment will be solid and dependable,
mathematics, aiming for mastery leading to recognising positive achievement in candidate
positive exam results. learning and ability.

Learner-focused Dependable

• OCR’s specification and assessment will • OCR’s high-quality assessments are backed up
consist of mathematics fit for the modern by sound educational principles and a belief
world and presented in authentic contexts. that the utility, richness and power of
mathematics should be made evident and
• It will allow learners to develop mathematical accessible to all learners.
independence built on a sound base of
conceptual learning and understanding. • An emphasis on learning and understanding
mathematical concepts underpinned by a
• OCR will target support and resources to sound, reliable and valid assessment.
develop fluency, reasoning and problem
solving skills

1d. How do I find out more information?

If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
Get in touch with one of OCR’s Subject Advisors:
If you are not already a registered OCR centre then
you can find out more information on the benefits of Email: [email protected]
becoming one at: www.ocr.org.uk
Customer Contact Centre: 01223 553998
If you are not yet an approved centre and would like
to become one go to: www.ocr.org.uk Visit our Online Support Centre at support.ocr.org.uk

© OCR 2017
AS Level in Further Mathematics A 5
 2 The specification overview

2a. OCR’s AS Level in Further Mathematics A (H235)

OCR’s AS Level in Further Mathematics A is a linear qualification in which all papers must be taken in the same
examination series.

All learners must take the mandatory Pure Core paper Y531 and any two* of the optional papers Y532, Y533,
Y534 and Y535 to be awarded OCR’s AS Level in Further Mathematics A.

2 The subject content consists of a mandatory Pure Core and four optional areas: Statistics, Mechanics, Discrete
Mathematics and Additional Pure Mathematics.

The Overarching Themes must be applied along with associated mathematical thinking and understanding,
across the whole of the subject content, see Section 2b.

*Learners may take more than two optional papers to increase the breadth of their course. For details of how
their grade will be awarded, see Section 3g.

Content Overview Assessment Overview

Mandatory Pure Core

Pure Core (Y531)
All learners will study the content of the 33⅓%
Pure Core. 60 marks
75 minutes
of total
Paper Y531 assesses the content of the
Pure Core and all of the Overarching written paper AS Level
Themes.

Two of:
• Statistics (Y532) 33⅓%
Optional Papers • Mechanics (Y533) of total
Learners will study any two* areas • Discrete AS Level
Mathematics (Y534)
chosen from Statistics, Mechanics,
Discrete Mathematics and Additional • Additional Pure
Mathematics (Y535)
Pure Mathematics.
These papers assess the relevant content
Each:
33⅓%
60 marks
area and all of the Overarching Themes. of total
75 minutes
written paper
AS Level

© OCR 2017
6 AS Level in Further Mathematics A
2b. Content of AS Level in Further Mathematics A (H235)
This AS level qualification builds on the skills, The italic text in the content statements provides
knowledge and understanding set out in the whole examples and further detail of the requirements of
GCSE subject content for mathematics for first this specification. All exemplars contained in the
teaching from 2015 and in the GCE AS Level subject specification under the heading “e.g.” are for
content for mathematics for first teaching from 2017. illustration only and do not constitute an exhaustive
All of this content is assumed, but will only be list. The heading “i.e.” is used to denote a complete
explicitly assessed where it appears in this list. For the avoidance of doubt an italic statement in 2
specification. square brackets indicates content which will not be
tested.
This is a linear qualification. The content is arranged
by topic area and exemplifies the level of demand at The expectation is that some assessment items
AS Level. Statements have a unique reference code. will require learners to use two or more content
For ease of comparison, planning and co-teaching the statements without further guidance. Learners are
content statements in this specification have expected to have explored the connections between
reference codes corresponding to the same their optional areas and the Pure Core. Learners may
statements in ‘Stage 1’ of OCR’s A Level in Further be required to demonstrate their understanding of
Mathematics A (H245). Any gaps in the alphabetic the Pure Core content, and/or the content of AS Level
referencing in this specification therefore refer to Mathematics (H230), within the optional papers, but
statements in similar topic areas in ‘Stage 2’ of OCR’s that content will not be explicitly assessed.
A Level in Further Mathematics A (H245).
The content in these statements is identical, but the Learners are expected to be able to use their
exemplification may differ as appropriate to the knowledge to reason mathematically and solve
qualification. problems both within mathematics and in context.
Content that is covered by any statement may be
This qualification is designed to be co-teachable required in problem solving, modelling and
with OCR’s AS Level in Mathematics. Occasionally, reasoning tasks even if that is not explicitly stated
knowledge and skills from the content of A Level in the statement.
Mathematics which is not in AS Level Mathematics
are assumed for this qualification; this is indicated in Problem solving, proof and mathematical modelling
the relevant content statements. will be assessed in further mathematics in the context
of the wider knowledge which students taking AS
The content is separated into five areas: the Pure Level further mathematics will have studied.
Core, Statistics, Mechanics, Discrete Mathematics and
Additional Pure Mathematics. All learners must study In Pure Core (section 2c) learners will extend and
the Pure Core and two of the remaining optional deepen their knowledge of proof, algebra and vectors
areas. Centres are free to teach the content in the studied in AS Level Mathematics. They will also
order most appropriate to their learners’ needs. broaden their knowledge into other areas of pure
mathematics that underpin the further study of
Sections 4, 5, 6, 7 and 8 cover the pure core, mathematics and other numerate subjects with
statistics, mechanics, discrete mathematics and complex numbers and matrices.
additional pure mathematics content of AS Level
Further Mathematics. In our mathematics In Statistics (section 2d) learners will explore the
specifications (H230 and H240) we have used the theory which underlies the statistics content in A
numbering 1, 2 and 3 to cover the pure mathematics, Level Mathematics, as well as extending their tool
statistics and mechanics sections in order to facilitate box of statistical concepts and techniques. This area
the co-teaching of both qualifications. covers, probability involving combinatorics,

© OCR 2017
AS Level in Further Mathematics A 7
 probability distributions for discrete random Use of calculators
variables, χ-squared tests, correlation and regression. Learners are permitted to use a scientific or
graphical calculator for all papers. Calculators are
In Mechanics (section 2e) learners extend their subject to the rules in the document Instructions for
knowledge of particles, kinematics and forces from Conducting Examinations, published annually by JCQ
A Level Mathematics, using their extended pure (www.jcq.org.uk).
mathematical knowledge to explore more complex
physical systems. The area covers dimensional It is expected that calculators available in the
2 analysis, work, energy, power, impulse, momentum assessment will include the following features:
and circular motion.
• An iterative function such as an ANS key.
Discrete Mathematics (section 2f) is the part of • The ability to perform calculations, including
mathematics dedicated to the study of discrete inversion, with matrices up to at least order
objects. Learners will study pure mathematical 3 # 3.
structures and techniques, and their application to • The ability to compute summary statistics and
solving real-world problems of existence, access probabilities from the binomial and
construction, enumeration and optimisation. Areas normal distributions.
studied include counting, graphs and networks,
algorithms, critical path analysis, linear programming, Allowable calculators can be used for any function they
and game theory. can perform.
When using calculators, candidates should bear
In Additional Pure Mathematics (section 2g) learners in mind the following:
will broaden and deepen their knowledge of pure
mathematics, studying both discrete and continuous 1. Candidates are advised to write down explicitly
topics which form the foundation of undergraduate any expressions, including integrals, that they
study in mathematics and mathematical disciplines. use the calculator to evaluate.
This area covers recurrence relations, number theory, 2. Candidates are advised to write down the
group theory, the vector product, surfaces and partial values of any parameters and variables that
differentiation. they input into the calculator. Candidates are
not expected to write down data transferred
Use of technology from question paper to calculator.
It is assumed that learners will have access to 3. Correct mathematical notation (rather than
appropriate technology when studying this course “calculator notation”) should be used; incorrect
such as mathematical and statistical graphing tools notation may result in loss of marks.
and spreadsheets. When embedded in the
mathematics classroom, the use of technology can Formulae
facilitate the visualisation of certain concepts and Learners will be given a Formulae Booklet in each
deepen learners’ overall understanding. The primary assessment, which includes the formulae given for
use of technology at this level is to offload OCR’s AS Level in Mathematics A. See section 5e for
computation and visualisation, to enable learners to the content of this booklet.
investigate and generalise from patterns. Learners are
not expected to be familiar with any particular Pre-release
software, but they are expected to be able to use There is no pre-released large data set for this
their calculator for any function it can perform, when qualification.
appropriate.

Suggested applications of technology to teaching and

learning may be found in the introduction to each
content area.
© OCR 2017
8 AS Level in Further Mathematics A
Simplifying expressions Show that
It is expected that learners will simplify algebraic and Learners are given a result and have to show that it is
numerical expressions when giving their final true. Because they are given the result, the
answers, even if the examination question does not explanation has to be sufficiently detailed to cover
explicitly ask them to do so. For example every step of their working.
e.g. Show that the curve y = x ln x has a stationary
3 JK 1
• 80 should be written as 40 3, 1 NO
2 point KKK e , - e OOO.
•
1 1
2 (1 + 2x) - 2 # 2 should be written as either Determine
L P 2
1 1 This command word indicates that justification
(1 + 2x) - 2 or ,
1 + 2x should be given for any results found, including
working where appropriate.
• ln 2 + ln 3 - ln 1 should be written as ln 6,
Verify
• t he equation of a straight line should be A clear substitution of the given value to justify the
given in the form y = mx + c or statement is required.
ax + by = c unless otherwise stated.
Find, Solve, Calculate
The meanings of some instructions used in These command words indicate, while working may
examination questions be necessary to answer the question, no justification
is required. A solution could be obtained from the
In general, learners should show sufficient detail of efficient use of a calculator, either graphically or using
their working to indicate that a correct method is being a numerical method.
used. The following command words are used to
indicate when more, or less, specific detail is required. Give, State, Write down
These command words indicate that neither working
Exact nor justification is required.
An exact answer is one where numbers are not given In this question you must show detailed reasoning.
in rounded form. The answer will often contain an When a question includes this instruction learners must
irrational number such as 3, e or π and these give a solution which leads to a conclusion showing a
numbers should be given in that form when an exact detailed and complete analytical method. Their solution
answer is required. should contain sufficient detail to allow the line of their
argument to be followed. This is not a restriction on a
The use of the word ‘exact’ also tells learners that learner’s use of a calculator when tackling the question,
rigorous (exact) working is expected in the answer to e.g. for checking an answer or evaluating a function at a
the question. given point, but it is a restriction on what will be
e.g. Find the exact solution of ln x = 2. accepted as evidence of a complete method.
The correct answer is e 2 and not 7.389 056.
e.g. Find the exact solution of 3x = 2. In these examples variations in the structure of the
2
The correct answer is x = 3 or x = 0.6o , not x = 0.67 answers are possible, for example; giving the integral
or similar. as ln ^ x + x 2 - 16 h in example 2, and different
intermediate steps may be given.
Prove
Example 1:
Learners are given a statement and must provide a
Express –4 + 2i in modulus-argument form.
formal mathematical argument which demonstrates
its validity. A formal proof requires a high level of The answer is 20 (cos2.68 + isin2.68),
mathematical detail, with candidates clearly defining but the learner must include the steps
variables, correct algebraic manipulation and a |-4 + 2i| = 16 + 4 = 20,
concise conclusion. arg (-4 + 2i) = r - tan -1 (0.5) = 2.68. Using a
© OCR 2017
AS Level in Further Mathematics A 9
 calculator in complex mode to convert to modulus- full credit, but that they may be more time-
argument form would not result in a complete consuming or complex.
analytical method. e.g. Show that (cos x + sin x) 2 = 1 + sin 2x for all x.
Hence, or otherwise, find the derivative of
Example 2:
5 (cos x + sin x) 2.
1
Evaluate y dx.
4 x - 16
2
You may use the result
The answer is ln(2), but the learner must include at When this phrase is used it indicates a given result
2 RS
SS
V5
JK x NOWW that learners would not normally be expected to
least lim Sar cosh KK OOWWW and the substitution know, but which may be useful in answering the
a"4S K 4 OW
SS L PWa question.
T X
The phrase should be taken as permissive; use of the
JK NO
K5 25 O given result is not required.
ln KK + - 1 OO - ln (1 + 0 ) . Just writing down the
K4 16 O
L P Plot
answer using the definite integral function on a
calculator would therefore not be awarded any Learners should mark points accurately on graph
marks. paper. They will either have been given the points or
have had to calculate them. They may also need to
Example 3: join them with a curve or a straight line, or draw a
Solve the equation 2x 3 - 11x 2 + 22x - 15 = 0. line of best fit through them.
e.g. Plot this additional point on the scatter diagram.
The answer is 1.5, 2 ! i, but the learner must include
steps to find a real root or corresponding factor, find Sketch
the factor (2x – 3) and factorise the cubic then solve Learners should draw a diagram, not necessarily to
the quadratic. Just writing down the three roots by scale, showing the main features of a curve. These
using the cubic equation solver on a calculator would are likely to include at least some of the following.
not be awarded any marks. • Turning points
• Asymptotes
Hence • Intersection with the y-axis
When a question uses the word ‘hence’, it is an • Intersection with the x-axis
indication that the next step should be based on • Behaviour for large x (+ or -)
what has gone before. The intention is that learners
should start from the indicated statement. Any other important features should also be shown.
e.g. 1
e.g. Sketch the curve with equation y =
You are given that f (x) = 2x 3 - x 2 - 7x + 6. (x - 1)
Show that (x - 1) is a factor of f (x). Draw
Hence find the three factors of f (x). Learners should draw to an accuracy appropriate
to the problem. They are being asked to make a
Hence or otherwise sensible judgement about the level of accuracy
This is used when there are multiple ways of which is appropriate.
answering a given question. Learners starting from e.g. Draw a diagram showing the forces acting
the indicated statement may well gain some on the particle.
information about the solution from doing so, and e.g. Draw a line of best fit for the data.
may already be some way towards the answer. The
command phrase is used to direct learners towards Other command words
using a particular piece of information to start from Other command words, for example “explain”, will
or to a particular method. It also indicates to learners have their ordinary English meaning.
that valid alternate methods exist which will be given

© OCR 2017
10 AS Level in Further Mathematics A
Overarching Themes

These Overarching Themes should be applied, along intended to direct the teaching and learning of AS
with associated mathematical thinking and Level Further Mathematics, and they will be reflected
understanding, across the whole of the detailed in assessment tasks.
content in this specification. These statements are

OT1 Mathematical argument, language and proof

2
Knowledge/Skill

OT1.1 Construct and present mathematical arguments through appropriate use of diagrams; sketching
graphs; logical deduction; precise statements involving correct use of symbols and connecting
language, including: constant, coefficient, expression, equation, function, identity, index, term,
variable
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 content
OT1.4 Not Applicable to AS Further Mathematics

OT1.5 Comprehend and critique mathematical arguments, proofs and justifications of methods and
formulae, including those relating to applications of mathematics

OT2 Mathematical problem solving

Knowledge/Skill

OT2.1 Recognise the underlying mathematical structure in a situation and simplify and abstract
appropriately to enable problems to be solved
OT2.2 Construct extended arguments to solve problems presented in an unstructured form, including
problems in context
OT2.3 Interpret and communicate solutions in the context of the original problem
OT2.4 Not Applicable to AS Further Mathematics
OT2.5 Not Applicable to AS Further Mathematics
OT2.6 Understand the concept of a mathematical problem solving cycle, including specifying the
problem, collecting information, processing and representing information and interpreting
results, which may identify the need to repeat the cycle
OT2.7 Understand, interpret and extract information from diagrams and construct mathematical
diagrams to solve problems

© OCR 2017
AS Level in Further Mathematics A 11
 OT3 Mathematical modelling

Knowledge/Skill

OT3.1 Translate a situation in context into a mathematical model, making simplifying assumptions
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)
2 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
OT3.5 Understand and use modelling assumptions

© OCR 2017
12 AS Level in Further Mathematics A
2c. Content of Pure Core (Mandatory paper Y531)
Introduction to the Pure Core. Assumed knowledge

In Pure Core learners will extend and deepen their Learners are assumed to know the content of GCSE
knowledge of proof, algebra, and vectors studied in (9–1) Mathematics and AS Level Mathematics. All of
AS Level Mathematics. They will also broaden their this content is assumed, but will only be explicitly
knowledge into other areas of pure mathematics assessed where it appears in this specification.
that underpin the further study of mathematics and 2
other numerate subjects with complex numbers and Occasionally, knowledge and skills from the content
matrices. of A Level Mathematics which is not in AS Level
Mathematics are assumed for this qualification;
4.01 Proof this is indicated in the relevant content statements.
Proof by induction is introduced, including its
application in proofs on powers of matrices and Use of technology
divisibility.
To support the teaching and learning of mathematics
4.02 Complex Numbers using technology, we suggest that the following
Complex numbers and their basic arithmetic are activities are carried out through the course:
introduced, including in modulus-argument form.
They are used to solve polynomial equations with real 1. Graphing tools: Learners should use graphing
coefficients and to define loci on the Argand diagram. software to investigate the relationships
between graphical and algebraic representations
4.03 Matrices of complex numbers and vectors.
Matrix arithmetic is introduced and applied to linear
transformations in 2-D, and some in 3-D, including the 2. Computer Algebra System (CAS): Learners
concept of invariance. Determinants and inverses of could use CAS software to investigate
2 # 2 and 3 # 3 matrices are found and used to solve algebraic relationships and matrices, and as an
matrix equations. investigative problem solving tool. This is best
done in conjunction with other software such
4.04 Further Vectors as graphing tools and spreadsheets.
Vector equations of lines are studied; methods for
finding angles and distances between points and 3. Visualisation: Learners should use appropriate
lines are developed. Scalar and vector products are software to visualise situations in 3-D
introduced, and used in a variety of geometrical relating to lines and planes, and to linear
problems. transformations.

4.05 Further Algebra 4. Spreadsheets: Learners should use spreadsheet

Relationships between roots of and coefficients of software for modelling and to generate tables
polynomials are explored. of values for functions.

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Content of the Pure Core (Mandatory paper Y531)
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Any gaps in the OCR ref. in this specification refer to statements in similar topic areas in ‘Stage 2’ of OCR’s A Level in Further Mathematics A (H245).

OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.01 Proof
4.01a Mathematical a) Be able to construct proofs using mathematical induction. A1
induction
This topic may be tested using any relevant content including divisibility, powers of matrices and results on powers,
exponentials and factorials.
e.g. JK Nn J N
KK1 0OOO KKK1 0OOO
Prove that K = for n ! Z +.
KK1 1OOO KKKn 1OOO
L P L P
Prove that 7 n - 3 n is divisible by 4 for n ! Z +.
Prove that 2 n > 2n for n $ 3, n ! Z.
4.02 Complex Numbers
4.02a The language of a) Understand the language of complex numbers. B2
complex numbers B5
Know the meaning of “real part”, “imaginary part”, “conjugate”, “modulus” and “argument” of a complex number.
B3
4.02b b) Be able to express a complex number z in either cartesian form z = x + iy, where i 2 =-1, or modulus-
argument form z = r (cosi + i sini) = [r, i] = rcisi, where r $ 0 is the modulus of z and i, measured in
radians, is the argument of z.
4.02c c) Understand and be able to use the notation: z, z*, Re (z), Im (z), arg (z), z .
Includes knowing that a complex number is zero if and only if both the real and imaginary parts are zero.
The principal argument of a complex number, for uniqueness, will be taken to lie in either of the intervals [0, 2r) or
AS Level in Further Mathematics A

(-r, r]. Learners may use either as appropriate unless the interval is specified.
Knowledge of radians is assumed: see H240 section 1.05d.
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.02e Basic operations e) Be able to carry out basic arithmetic operations (+ , - , # , ') on complex numbers in both cartesian and B2
modulus-argument forms. B5
B6
Knowledge of radians and compound angle formulae is assumed: see H240 sections 1.05d and 1.05l.
z1 r1
Learners may use the results z 1 z 2 = [r1 r2, i 1 + i 2]  and  z = ; r , i 1 - i 2E .
2 2

4.02f f) Convert between cartesian and modulus-argument forms.

4.02g Solution of g) Know that, for a polynomial equation with real coefficients, complex roots occur in conjugate pairs. B1
equations B3
4.02h h) Be able to find algebraically the two square roots of a complex number.
e.g. By squaring and comparing real and imaginary parts.
4.02i i) Be able to solve quadratic equations with real coefficients and complex roots.
4.02j j) Be able to use conjugate pairs, and the factor theorem, to solve or factorise cubic or quartic equations with
real coefficients.
Where necessary, sufficient information will be given to deduce at least one root for cubics or at least one complex
root or quadratic factor for quartics.
4.02k Argand diagrams k) Be able to use and interpret Argand diagrams. B4
B6
e.g. To represent and interpret complex numbers geometrically.
Understand and use the terms “real axis” and “imaginary axis”.
4.02l l) Understand the geometrical effects of taking the conjugate of a complex number, and adding and
subtracting two complex numbers.
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OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.02o Loci o) Be able to illustrate equations and inequalities involving complex numbers by means of loci in an Argand B7
diagram.
i.e. Circle of the form z - a = k  , half-lines of the form arg (z - a) = b , lines of the form Re (z) = k  , Im (z) = k and
z - a = z - b , and regions defined by inequalities in these forms.
To include the convention of dashed and solid lines to show exclusion and inclusion respectively.
No shading convention will be assumed. If not directed, learners should indicate clearly which regions are included.
Knowledge of radians is assumed: see H240 section 1.05d.
p) Understand and be able to use set notation in the context of loci.
4.02p
e.g. The region z - a > k where z = x + iy , a = x a + iy a and k > 0 may be represented by the set
" x + iy : (x - x a) 2 + (y - y a) 2 > k 2 ,.
Knowledge of radians is assumed: see H240 section 1.05d.
AS Level in Further Mathematics A
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AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.03 Matrices
4.03a The language of a) Understand the language of matrices. C2
matrices
Understand the meaning of “conformable”, “equal”, “square”, “rectangular”, “m by n”, “determinant”, “zero” and
“null”, “transpose” and “identity” when applied to matrices.
Learners should be familiar with real matrices and complex matrices.
4.03b Matrix addition b) Be able to add, subtract and multiply conformable matrices; multiply a matrix by a scalar. C1
and multiplication
Learners may perform any operations involving entirely numerical matrices by calculator.
Includes raising square matrices to positive integer powers.
Learners should understand the effects on a matrix of adding the zero matrix to it, multiplying it by the zero matrix
and multiplying it by the identity matrix.
4.03c c) Understand that matrix multiplication is associative but not commutative.
Understand the terms “associative” and “commutative”.
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OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.03d Linear d) Be able to find and use matrices to represent linear transformations in 2-D. C3
transformations
Includes:
• reflection in either coordinate axis and in the lines y = ! x
• rotation about the origin
(defined by the angle of rotation i, where the direction of positive rotation is taken to be anticlockwise)
• enlargement centre the origin
(defined by the the scale factor)
• stretch parallel to either coordinate axis
(defined by the invariant axis and scale factor)
• shear parallel to either coordinate axis
(defined by the invariant axis and the image of a transformed point).
Includes the terms “object” and “image”.
4.03e e) Be able to find and use matrices to represent successive transformations.
Includes understanding and being able to use the result that the matrix product AB represents the transformation
that results from the transformation represented by B followed by the transformation represented by A.
4.03f f) Be able to use matrices to represent single linear transformations in 3-D.
3-D transformations will be confined to reflection in one of the planes x = 0, y = 0, z = 0 or rotation about one
of the coordinate axes. The direction of positive rotation is taken to be anticlockwise when looking towards the
origin from the positive side of the axis of rotation.
Includes the terms “plane of reflection” and “axis of rotation”.
Knowledge of 3-D vectors is assumed: see H240 section 1.10b.
AS Level in Further Mathematics A
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AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.03g Invariance g) Be able to find invariant points and lines for a linear transformation. C4
Includes the distinction between invariant lines and lines of invariant points.
[The 3-D transformations in section 4.03f are excluded.]
4.03h Determinants h) Be able to find the determinant of a 2 # 2 matrix with and without a calculator. C5
a b
Use and understand the notation or M or det M.
c d
4.03i i) Know that the determinant of a 2 # 2 matrix is the area scale factor of the transformation defined by that
matrix, including the effect on the orientation of the image.
Learners should know that a transformation preserves the orientation of the object if the determinant of the
matrix which represents it is positive and that the transformation reverses orientation if the determinant is
negative, and be able to interpret this geometrically.
4.03j j) Be able to find the determinant of a 3 # 3 matrix with and without a calculator.
4.03k k) Know that the determinant of a 3 # 3 matrix is the volume scale factor of the transformation defined by that
matrix, including the effect on the preservation of the orientation of the image.
Learners should know that the sign of the determinant determines whether or not the corresponding transformation
preserves orientation, but do not need to understand the geometric interpretation of this in 3-D.
4.03l l) Understand and be able to use singular and non-singular matrices.
Includes understanding the significance of a zero determinant.
4.03m m) Know and be able to use the result that det (AB) = det (A) # det (B).
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OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.03n Inverses n) Be able to find and use the inverse of a non-singular 2 # 2 matrix with and without a calculator. C6
4.03o o) Be able to find and use the inverse of a non-singular 3 # 3 matrix with and without a calculator.
4.03p p) Understand and be able to use simple properties of inverse matrices.
e.g. The result that (AB) -1 = B -1 A -1.
4.03q q) Understand and be able to use the connection between inverse matrices and inverse transformations.
4.03r Solution of r) Be able to solve two or three linear simultaneous equations in two or three variables by the use of an C7
simultaneous inverse matrix, where a unique solution exists.
equations
4.04 Further Vectors
4.04a Equation of a a) Understand and be able to use the equation of a straight line, in 2-D and 3-D, in cartesian and vector form. F1
straight line
Learners should know and be able to use the forms:
x - a1 y - a2 z - a3
y = mx + c , ax + by = c and r = a + mb in 2-D and u1 = u 2 = u 3 (= m) and r = a + mb in 3-D.
Includes being able to convert from one form to another.
4.04c Scalar product c) Be able to calculate the scalar product and use it both to calculate the angles between vectors and/or lines, F3
and also as a test for perpendicularity. F4
Includes the notation a.b
4.04e Intersections e) Be able to find, where it exists, the point of intersection between two lines.  F5
Includes determining whether or not lines intersect, are parallel or are skew.
AS Level in Further Mathematics A
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should… DfE Ref.

4.04g Vector product g) Be able to use the vector product to find a vector perpendicular to two given vectors. Essential
content for
Includes the notation a # b.
F2, F3, F5,
When the vector product is required, either a calculator or a formula may be used. The formula below will be C6
given:
JKa 1NO JKb 1NO i a 1 b 1 JKa 2 b 3 - a 3 b 2NO
KK OO KK OO KK OO
K O KK OO KK O
a # b = KKa 2OO # Kb 2O = j a 2 b 2 = Ka 3 b 1 - a 1 b 3OO .
KK OO KK OO KK OO
Ka O KKb OO k a b KK
a b - a 2 b 1O
O
L 3P L 3P 3 3
L 1 2 P
[The magnitude of the vector product is excluded.]
4.05 Further Algebra
4.05a Roots of equations a) Understand and be able to use the relationships between the symmetric functions of the roots of D1
polynomial equations and the coefficients.
Up to, and including, quartic equations.
b c
e.g. For the quadratic equation ax 2 + bx + c = 0 with roots a and b, a + b =- a and ab = a  .

4.05b Transformation of b) Be able to use a substitution to obtain an equation whose roots are related to those of the original D2
equations equation.
Equations will be of at least cubic degree.
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 2d. Content of Statistics (Optional paper Y532)
Introduction to Statistics. Hypothesis Tests

In Statistics learners will explore the theory Hypotheses should be stated in terms of parameter
which underlies the statistics content in AS Level values (where relevant) and the meanings of symbols
Mathematics, as well as extending their tool box of should be stated. For example,
statistical concepts and techniques. This area covers “ H 0 : p = 0.7, H 1 : p < 0.7, where p is the population
2 probability involving combinatorics, probability proportion in favour of the resolution”.
distributions for discrete random variables,
chi-squared tests, correlation and regression. Conclusions should be stated in such a way as to
reflect the fact that they are not certain. For example,
5.01 Probability “There is evidence at the 5% level to reject H0. It is
The work on probability in A Level Mathematics likely that the mean mass is less than 500 g.”
is extended to include problems involving “There is no evidence at the 2% level to reject H0.
arrangements and selections. There is no reason to suppose that the mean journey
time has changed.”
5.02 Discrete Random Variables
The general concept of a discrete random variable Some examples of incorrect conclusion are as follows:
introduced in AS Level Mathematics is further “H0 is rejected. Waiting times have increased.”
developed, along with the calculation of expectation “Accept H0. Plants in this area have the same height
and variance. The discrete uniform, binomial, as plants in other areas.”
geometric and Poisson distributions are studied.
Assumed knowledge
5.06 Chi-squared Tests
The use of a chi-squared test to test for independence Learners are assumed to know the content of GCSE
and goodness of fit is explored, including the (9–1) Mathematics and AS Level Mathematics. They
interpretation of the results. are also assumed to know the content of the Pure
Core (Y531). All of this content is assumed, but will
5.08 Correlation only be explicitly assessed where it appears in this
The concept of correlation introduced in AS Level section.
Mathematics is formalised and explored further,
including the study of rank correlation. Occasionally, knowledge and skills from the content
of A Level Mathematics which is not in AS Level
5.09 Linear Regression Mathematics are assumed for this qualification;
Regressions lines are calculated and used in context this is indicated in the relevant content statements.
for estimation.

© OCR 2017
22 AS Level in Further Mathematics A
Use of technology 2. Hypothesis tests: Learners should use
spreadsheets or statistical software to carry
To support the teaching and learning of mathematics out hypothesis tests using the techniques in
using technology, we suggest that the following this paper.
activities are carried out through the course:
3. Probability: Learners should use random
1. Learners should use spreadsheets or statistical number generators, including spreadsheets,
software to generate tables and diagrams, and to simulate tossing coins, rolling dice etc, and
to perform standard statistical calculations. to investigate probability distributions. 2

© OCR 2017
AS Level in Further Mathematics A 23
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Content of Statistics (Optional paper Y532)
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Any gaps in the OCR ref. in this specification refer to statements in similar topic areas in ‘Stage 2’ of OCR’s A Level in Further Mathematics A (H245).

OCR Ref. Subject Content AS Level learners should…

5.01 Probability
5.01a Probability a) Be able to evaluate probabilities by calculation using permutations and combinations.
Includes the terms “permutation” and “combination”.
Includes the notation n Pr = n Pr and n C r = n C r .
For underlying content on probability see H230 section 2.03.
5.01b b) Be able to evaluate probabilities by calculation in contexts involving selections and arrangements.
Selection problems include, for example, finding the probability that 3 vowels and 2 consonants are chosen when 5 letters are
chosen at random from the word ‘CALCULATOR’.
Arrangement problems only involve arrangement of objects in a line and include:
1. repetition, e.g. the probability that the word ‘ARTIST’ is formed when the letters of the word ‘STRAIT’ are chosen at random.
2. restriction, e.g. the probability that two consonants are (or are not) next to each other when the letters of the word ‘TRAITS’
are placed in a random order.
AS Level in Further Mathematics A
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AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

5.02 Discrete Random Variables

5.02a Probability a) Understand and be able to use discrete probability distributions.
distributions for
Includes using and constructing probability distribution tables and functions relating to a given situation involving a discrete
general discrete
random variable.
random variables
Any defined non-standard distribution will be finite.
5.02b b) Understand and be able to calculate the expectation and variance of a discrete random variable.
Includes knowing and being able to use the formulae
n = E (X) = | x i p i
v 2 = Var (X) = | (x i - n) 2 p i = | x 2i p i - n 2.
[Proof of these results is excluded.]
5.02c c) Know and be able to use the effects of linear coding on the mean and variance of a random variable.
5.02d The binomial d) Know and be able to use the formulae n = np and v 2 = np (1 - p) for a binomial distribution.
distribution
[Proof of these results is excluded.]
For the underlying content on binomial distributions, see H230 sections 2.04b and 2.04c.
5.02e The discrete uniform e) Know and be able to use the conditions under which a random variable will have a discrete uniform distribution, and be
distribution able to calculate probabilities and the mean and variance for a given discrete uniform distribution.
Includes use of the notation X + U (n) for the uniform distribution over the interval [1, n].
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OCR Ref. Subject Content AS Level learners should…

5.02f The geometric f) Know and be able to use the conditions under which a random variable will have a geometric distribution.
distribution
Includes use of the notation X + Geo (p), where X is the number of trials up to and including the first success.
5.02g g) Be able to calculate probabilities using the geometric distribution.
Learners may use the formulae P (X = x) = (1 - p) x - 1 p and P (X > x) = (1 - p) x .
1 1-p
5.02h h) Know and be able to use the formulae n = p and v 2 = for a geometric distribution.
p2
[Proof of these results is excluded.]
5.02i The Poisson i) Understand informally the relevance of the Poisson distribution to the distribution of random events, and be able to use
distribution the Poisson distribution as a model.
Includes use of the notation X + Po (m), where X is the number of events in a given interval.
mx
5.02j j) Understand and be able to use the formula P (X = x) = e - m .
x!
5.02k k) Be able to calculate probabilities using the Poisson distribution, using appropriate calculator functions.
Learners are expected to have a calculator with the ability to access probabilities from the Poisson distribution.
[Use of the Poisson distribution to calculate numerical approximations for a binomial distribution is excluded.]
5.02l l) Know and be able use the conditions under which a random variable will have a Poisson distribution.
Learners will be expected to identify which of the modelling conditions [assumptions] is/are relevant to a given scenario and to
explain them in context.
5.02m m) Be able to use the result that if X + Po (m) then the mean and variance of X are each equal to m.
5.02n n) Know and be able to use the result that the sum of independent Poisson variables has a Poisson distribution.
AS Level in Further Mathematics A
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AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

5.06 Chi-squared Tests

5.06a Contingency tables a) Be able to use a chi-squared ( | 2) test with the appropriate number of degrees of freedom to test for independence in a
contingency table and interpret the results of such a test.
Rows or columns, as appropriate, should be combined so that each expected frequency is at least 5, and Yates’ correction should
be used in the special case of a 2 # 2 table.
A table of critical values of the | 2 distribution will be provided.
Includes calculation of expected frequencies and contributions to the test statistic.
Questions may require candidates to calculate some expected frequencies and contributions to the test statistic, but will not
involve lengthy calculations.
5.06b Fitting a theoretical b) Be able to fit a theoretical distribution, as prescribed by a given hypothesis involving a given ratio, proportion or discrete
distribution uniform distribution, to given data.
Questions may require candidates to calculate some expected frequencies, but will not involve lengthy calculations.
5.06d Goodness of fit test d) Be able to use a | 2 test with the appropriate number of degrees of freedom to carry out the corresponding goodness of
fit test.
Where necessary, adjacent classes should be combined so that each expected frequency is at least 5.
A table of critical values of the | 2 distribution will be provided.
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OCR Ref. Subject Content AS Level learners should…

5.08 Correlation
5.08a Pearson’s product- a) Be able to calculate the product-moment correlation coefficient (pmcc) for a set of bivariate data; raw data or
moment correlation summarised data may be given.
coefficient
Use of appropriate calculator functions is expected.
Learners will not be required to enter large amounts of data into a calculator during the examination.
5.08b b) Understand that the value of a correlation coefficient is unaffected by linear coding of the variables.
5.08c c) Understand Pearson’s product-moment correlation coefficient as a measure of how close data points lie to a straight line.
5.08d Hypothesis tests d) Use and be able to interpret Pearson’s product-moment correlation coefficient in hypothesis tests, using either a given
using Pearson’s critical value or a p-value and a table of critical values.
product-moment
When using Pearson’s coefficient in a hypothesis test, the data may be assumed to come from a bivariate normal distribution.
correlation
coefficient A table of critical values of Pearson’s coefficient will be provided.
5.08e Spearman’s rank e) Be able to calculate Spearman’s rank correlation coefficient for a maximum of 10 pairs of data values or ranks.
correlation
Includes being able to draw basic conclusions about the meaning of a value of the coefficient in relation to the ranks before, or
coefficient
without, carrying out a hypothesis test.
Includes understanding the conditions under which the use of rank correlation may be appropriate.
[Tied ranks are excluded.]
5.08f Hypothesis tests f) Be able to carry out a hypothesis test for association in a population.
using Spearman’s
Includes understanding that this is a non-parametric test, as it makes no assumptions about the population.
coefficient
Tables of critical values of Spearman’s coefficient will be provided.
5.08g Comparison of g) Be able to choose between Pearson’s product-moment correlation coefficient and Spearman’s rank correlation coefficient
coefficients for a given context.
AS Level in Further Mathematics A

Includes interpreting a scatter diagram and distinguishing between linear correlation and association.
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

5.09 Linear Regression

5.09a Dependent and a) Understand the difference between an independent (or controlled) variable and a dependent (or response) variable.
independent
Includes appreciating that, in a given situation, neither parameter may be independent.
variables
5.09b Calculation of the b) Understand the concepts of least squares and regression lines in the context of a scatter diagram.
equation of the
regression line
5.09c c) Be able to calculate, both from raw data and from summarised data, the equation of the regression line of y on x, where
the independent variable (if any) is x.
[The regression line of x on y is excluded in the case when x is independent.]
5.09d d) Understand the effect on a regression line of linear coding on one or both variables.
5.09e Use of the regression e) Be able to use, in the context of a problem, the regression line of y on x to estimate a value of y, and be able to interpret
line in context the uncertainties of such an estimate.
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 2e. Content of Mechanics (Optional paper Y533)
Introduction to Mechanics. not in the AS Level Mathematics content assumed,
but it is a vital underlying skill in the more advanced
In Mechanics learners extend their knowledge of mechanics topics met in this paper. It is therefore
particles, kinematics and forces from A Level taken as assumed knowledge, though it will not be
Mathematics, using their extended pure assessed in isolation. This includes both being able to
mathematical knowledge to explore more complex express a force as two mutually perpendicular
2 physical systems. The area covers dimensional components, and being able to find the resultant of
analysis, work, energy, power, impulse, momentum two or more forces acting at a point. See sections
and circular motion. 6.02b, 6.02l and 6.05c.

6.01 Dimensional Analysis Use of technology

The relationships between physical quantities are To support the teaching and learning of mathematics
analysed by considering their dimensions (length, using technology, we suggest that the following
mass and time), in order to construct or check activities are carried out through the course:
models.
1. Spreadsheets: Learners should use
6.02 Work, Energy and Power spreadsheets to generate tables of values for
The fundamental concepts of work, energy and functions and to investigate functions
power are introduced, including kinetic energy and numerically.
gravitational potential energy. The principle of
conservation of mechanical energy is used to solve 2. Graphing Tools: Learners should use graphing
problems. software for modelling, including kinematics
and projectiles, and in visualising physical
6.03 Impulse and Momentum systems.
Problems involving collisions in a straight line are
studied, using the principal of conservation of linear 3. Computer Algebra System (CAS): Learners
momentum and Newton’s experimental law. could use CAS software to investigate algebraic
relationships, including derivatives and
6.05 Motion in a circle integrals, and as an investigative problem
The motion of a particle in a horizontal or vertical solving tool. This is best done in conjunction
circle is explored, including using energy with other software such as graphing tools and
considerations to study motion with variable speed. spreadsheets.

Assumed knowledge 4. Complex problem solving: Learners could use

CAS to perform computation when solving
Learners are assumed to know the content of GCSE complex problems in mechanics, including
(9–1) Mathematics and AS Level Mathematics. They those which lead to equations or systems that
are also assumed to know the content of the Pure they cannot solve analytically.
Core (Y531). All of this content is assumed, but will
only be explicitly assessed where it appears in this 5. Practical mechanics: Learners could use
section. computers and/or mobile phones to enrich
practical mechanics tasks, using them for data
The technique of resolving forces is found in ‘Stage 2’ logging, to create videos of moving objects, or
of the A Level mathematics content, and therefore to share and analyse data.

© OCR 2017
30 AS Level in Further Mathematics A
 Content of Mechanics (Optional paper Y533)
AS Level in Further Mathematics A
© OCR 2017

Any gaps in the OCR ref. in this specification refer to statements in similar topic areas in ‘Stage 2’ of OCR’s A Level in Further Mathematics A (H245).

OCR Ref. Subject Content AS Level learners should…

6.01 Dimensional Analysis

6.01a Dimensional analysis a) Be able to find the dimensions of a quantity in terms of M, L and T, and understand that some quantities are
dimensionless.
Includes understanding and using the notation [d] for the dimension of the quantity d.
Learners are expected to know or be able to derive the dimensions of any quantity for which they know the units. Dimensions of
other quantities will be given, or their derivation will be the focus of assessment.
6.01b b) Understand and be able to use the relationship between the units of a quantity and its dimensions.
6.01c c) Be able to use dimensional analysis as an error check.
e.g. Verify the relationship that power is proportional to the product of the driving force and the velocity.
6.01d d) Be able to use dimensional analysis to determine unknown indices in a proposed formulation.
e.g. Determine the period of oscillation of a simple pendulum in terms of its length, mass and the acceleration due to gravity, g.
6.01e e) Be able to formulate models and derive equations of motion using a dimensional argument.
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6.02 Work, Energy and Power

6.02a Work a) Understand the concept of work done by a force.
6.02b b) Be able to calculate the work done by a constant force.
The force may not act in the direction of motion of the body and so learners will be expected to resolve forces in two dimensions.
6.02d Energy d) Understand the concept of the mechanical energy of a body.
i.e. The kinetic and potential energy.
1
6.02e e) Be able to calculate the gravitational potential energy (mgh) and kinetic energy ( 2 mv 2) of a body.
6.02i Conservation of i) Understand and be able to use the principle of the conservation of mechanical energy and the work-energy principle for
energy dynamic systems, including consideration of energy loss.
Learners will only need to consider kinetic and gravitational potential energy.
6.02k Power k) Understand and be able to use the definition of power (the rate at which a force does work).
work done
Includes average power = .
time elapsed
6.02l l) Be able to use the relationship between power, the tractive force and velocity (P = Fv) to solve problems.
e.g. Motion on an inclined plane.
Includes maximum velocity and speed.
Learners will be required to resolve forces in two dimensions.
AS Level in Further Mathematics A
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

6.03 Impulse and Momentum

6.03a Linear momentum a) Recall and be able to use the definition of linear momentum in one dimension.
6.03b b) Understand and be able to apply the principle of conservation of linear momentum in one dimension applied to two
particles.
Includes using the formula m 1 u 1 + m 2 u 2 = m 1 v 1 + m 2 v 2 .
6.03e Impulse e) Understand and be able to use the concept of the impulse imparted by a force.
6.03f f) Be able to use the relationship between the instantaneous impulse of a force and the change in momentum
(I = mv - mu).
The instantaneous impulse is the impulse associated with an instantaneous change in velocity.
Learners will only be required to apply this to instantaneous events in one dimension.
e.g.
The direct impact of two smooth spheres.
An impulsive force acting in the direction of an inelastic string.
Questions involving collision(s) between particles may include multiple collisions and the conditions under which further
collisions occur.
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OCR Ref. Subject Content AS Level learners should…

6.03i Restitution i) Recall and be able to use the definition of the coefficient of restitution, including 0 # e # 1.
[Superelastic collisions are excluded.]
6.03j j) Understand and be able to use the terms “perfectly elastic” (e = 1) and “inelastic” (e = 0) for describing collisions.
Learners should know that for perfectly elastic collisions there will be no loss of kinetic energy and for inelastic collisions the
bodies coalesce and there is maximum loss of kinetic energy.
6.03k k) Recall and be able to use Newton’s experimental law in one dimension for problems of direct impact.
e.g. Between two smooth spheres (v 1 - v 2 =-e (u 1 - u 2)) and a smooth sphere with a fixed plane surface (v = -eu), where u and v
are the velocities before and after impact.
6.05 Motion in a Circle
6.05a Uniform motion a) Understand and be able to use the definitions of angular velocity, velocity, speed and acceleration in relation to a particle
in a circle moving in a circular path, or a point rotating in a circle, with constant speed.
Includes the use of both ~ and io .
v2
6.05b b) Be able to use and apply the relationships v = rio and a = r = rio 2 = vio for motion in a circle with constant speed.
6.05c c) Be able to solve problems regarding motion in a horizontal circle.
e.g.
Motion of a conical pendulum.
Motion on a banked track.
Problems will be restricted to those involving constant forces but learners will be required to resolve forces in two dimensions.
6.05d Motion in a vertical d) Understand the motion of a particle in a circle with variable speed.
circle
Learners will be expected to use energy considerations to calculate the speed of a particle at a given point on a circular path but
AS Level in Further Mathematics A

knowledge of the radial and tangential components of the acceleration will not be required.
© OCR 2017
2f. Content of Discrete Mathematics (Optional paper Y534)
Introduction to Discrete Mathematics. 7.06 Graphical Linear Programming
The concept of linear programming is explored as a
Discrete Mathematics is the part of mathematics tool for optimisation. Linear programmes are solved
dedicated to the study of discrete objects. Learners graphically.
will study pure mathematical structures and
techniques, and their application to solving real-world 7.08 Game Theory
problems of existence, construction, enumeration Problems of conflict and cooperation are explored 2
and optimisation. Areas studied include counting, using game theory, including both pure and mixed
graphs and networks, algorithms, critical path strategies.
analysis, linear programming and game theory.
Assumed knowledge
7.01 Mathematical Preliminaries Learners are assumed to know the content of GCSE
Learners are introduced to the fundamental (9–1) Mathematics and AS Level Mathematics. They
categorisation of problems as existence, are also assumed to know the content of the Pure
construction, enumeration and optimisation. Core (Y531). All of this content is assumed, but will
They are also introduced to counting techniques only be explicitly assessed where it appears in this
that have a wide application across Discrete section.
Mathematics.
The use of algorithms
7.02 Graphs and Networks Learners will only be expected to use specific
Graphs and networks are introduced as mathematical algorithms if instructed to do so in the question. For
objects that can be used to model real world systems example a list may be sorted by inspection unless a
involving connections and relationships. The pure question specifically asks for the use of a sorting
mathematics of graph theory is studied including algorithm, and lengths of shortest paths may be
isomorphism and Eulerian graphs. found by inspection unless a question specifically
asks for the use of Dijkstra’s algorithm.
7.03 Algorithms
The algorithmic approach to problem solving in The Formulae Booklet contains sketches of some of
introduced via sorting and packing problems. The the algorithms found in this area. The focus of the
run-time and order of an algorithm are studied. study of algorithms in this area should be on
understanding the theory and processes, not on
7.04 Network Algorithms memorisation or practising the rote application of
Problems involving networks are introduced: shortest algorithms by hand. In the classroom, technology
path and minimum connector. should be used to demonstrate the power of these
Standard network algorithms are studied and used to algorithms in large scale problems; in the assessment,
solve these problems. learners will be asked to demonstrate the application
of algorithms to small scale problems only.
7.05 Decision Making in Project Management
Networks are applied to decision making, in particular
to activity networks and critical path analysis,
including scheduling.

© OCR 2017
AS Level in Further Mathematics A 35
 Use of technology 3. Algorithms: Learners could use spreadsheets or
a suitable programming language to implement
To support the teaching and learning of mathematics simple algorithms and to understand how to
using technology, we suggest that the following create algorithms to perform simple tasks.
activities are carried out through the course:
4. Computer Algebra System (CAS): Learners
1. Graphing tools: Learners could use graphing could use CAS software to draw and manipulate
software to perform graphical linear graphs, to explore algebraic relationships. This
2 programming, and to investigate the effects on is best done in conjunction with other software
the solution of changing coefficients and such as graphing tools and spreadsheets.
parameters.
5. Simulation: Learners could use spreadsheets to
2. Networks and network algorithms: Learners simulate contexts in game theory, including
could use software to investigate networks and investigating the long term effects of particular
to implement network algorithms, in particular strategies.
for networks which are too large to work with
by hand.

© OCR 2017
36 AS Level in Further Mathematics A
 Content of Discrete Mathematics (Optional paper Y534)
AS Level in Further Mathematics A
© OCR 2017

Any gaps in the OCR ref. in this specification refer to statements in similar topic areas in ‘Stage 2’ of OCR’s A Level in Further Mathematics A (H245).

OCR Ref. Subject Content AS Level learners should…

7.01 Mathematical Preliminaries

7.01a Types of problem a) Understand and be able to use the terms “existence”, “construction”, “enumeration” and “optimisation” in the context of
problem solving.
Includes classifying a given problem into one or more of these categories.
7.01b Set notation b) Understand and be able to use the basic language and notation of sets.
Includes the term “partition” and counting the number of partitions of a set including with constraints.
7.01c The pigeonhole c) Be able to use the pigeonhole principle in solving problems.
principle
7.01d Arrangement and d) Understand and use the multiplicative principle.
n
selection problems
Includes knowing that the number of arrangements of n distinct objects is % r = n!.
r=1
7.01e e) Be able to enumerate the number of ways of obtaining an ordered subset (permutation) of r elements from a set of n
distinct elements.
Includes using the notation n Pr = n Pr .
7.01f f) Be able to enumerate the number of ways of obtaining an unordered subset (combination) of r elements from a set of n
distinct elements.
Includes using the notation n C r = n C r .
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OCR Ref. Subject Content AS Level learners should…

7.01g g) Be able to solve problems about enumerating the number of arrangements of objects in a line, including those involving:
1. repetition, e.g. how many different eight digit numbers can be made from the digit of 12333210?
2. r estriction, e.g. how many different eight digit numbers can be made from the digits of 12333210 if the two 2s cannot
be next to each other?
7.01i i) Be able to solve problems about selections, including with constraints.
e.g. Find the number of ways in which a team of 3 men and 2 women can be selected from a group of 6 men and 5 women
7.01k The inclusion- k) Be able to use the inclusion-exclusion principle for two sets in solving problems.
exclusion principle
e.g. n(A , B) = n (A) + n (B) - n (A + B) .
Venn diagrams may be used.
e.g. How many integers in " 1, 2, ..., 100 , are not divisible by 2 or 3?
7.02 Graphs and Networks
7.02a Terminology and a) Understand the meaning of the terms “vertex” (or “node”) and “arc” (or “edge”).
notation
Includes the concept of the “degree” of a vertex as the number of arcs “incident” to the vertex.
Includes the term “adjacent” for pairs of vertices or edges.
7.02b b) Understand the meaning of the terms “tree”, “simple”, “connected” and “simply connected” as they refer to graphs.
Includes understanding and using the restrictions on the vertex degrees implied by these conditions.
7.02c c) Understand the meaning of the terms “walk”, “trail”, “path”, “cycle” and “route”.
A “walk” is a set of arcs where the end vertex of one is the start vertex of the next.
A “trail” is a walk in which no arcs are repeated.
AS Level in Further Mathematics A

A “path” is a trail in which no nodes are repeated.

A “cycle” is a closed path.
A “route” can be a walk, a trail or a path, or may be a closed walk, trail or path.
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

7.02d Complete graphs d) Understand and be able to use the term “complete” and the notation K n for a complete graph on n vertices.
1
Includes knowing that K n has 2 n (n - 1) arcs.
7.02e Bipartite graphs e) Understand and be able to use bipartite graphs and the notation K m, n for a complete bipartite graph connecting m vertices
to n vertices.
Includes knowing that K m, n has mn arcs.
7.02g Eulerian graphs g) Use the degrees of vertices to determine whether a given graph is Eulerian, semi-Eulerian or neither. Understand what these
terms mean in terms of traversing the graph.
7.02j Isomorphism j) Understand what it means to say that two graphs are isomorphic. Construct an isomorphism either by a reasoned argument
or by explicit labelling of vertices.
Includes understanding that having the same degree sequence (ordered list of vertex degrees) is necessary but not sufficient to
show isomorphism.
Includes the term “non-isomorphic”.
7.02k Digraphs k) Understand and be able to use digraphs.
Includes the terms “indegree” and “outdegree”.
7.02p Using graphs and p) Understand that a network is a weighted graph. Use graphs and networks to model the connections between objects.
networks
Graphs and networks may be directed or undirected.
7.02q q) Use an adjacency matrix representation of a graph and a weighted matrix representation of a network.
7.02r r) Be able to model problems using graphs or networks, and solve them.
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OCR Ref. Subject Content AS Level learners should…

7.03 Algorithms
7.03a Definition of an a) Understand that an algorithm has an input and an output, is deterministic and finite.
algorithm
Includes the use of a counter and the use of a stopping condition in an algorithm.
Be familiar with the terms “greedy”, “heuristic” and “recursive” in the context of algorithms.
7.03b Awareness of the b) Appreciate why an algorithmic approach to problem-solving is generally preferable to ad hoc methods, and understand the
uses and practical limitations of algorithmic methods.
limitations of
Includes understanding that algorithmic methods are used by computers for solving large scale problems and that small scale
algorithms
problems are only being used to demonstrate how a given algorithm works.
7.03c Working with c) Trace through an algorithm and interpret what the algorithm has achieved. Algorithms may be presented as flow diagrams,
algorithms listed in words, or written in simple pseudo-code.
Includes understanding and being able to use the functions INT (x) and ABS (x). Learners may find it useful to have a calculator
with these functions, but large numbers of repeated applications will not be required in the assessment.
Includes adapting or altering an algorithm to achieve a given purpose, and adjusting a short set of instructions to create an
algorithm.
[Programming skills will not be required.]
7.03d The order of an d) Use the order of an algorithm to calculate an approximate run-time for a large problem by scaling up a given run-time.
algorithm
Includes understanding that when the “maximum run-time” of an algorithm is represented as a function of the “size” of the
problem, the order of the algorithm, for very large sized problems, is given by the dominant term.
n
Learners should know that the sum of the first n positive integers is | r = 2 n (n + 1).
1

r=1
Learners should be familiar with the notation O (n 4) and the concept of dominance in an informal sense only.
AS Level in Further Mathematics A
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

7.03e Efficiency and e) Compare the efficiency of two algorithms that achieve the same end result by considering a given aspect of the run-time in
complexity a specific case.
e.g. The number of swaps or comparisons to sort a given list.
7.03f f) Calculate worst case time complexity, the “maximum run-time” T (n) , as a function of the size of a problem by considering
the worst case for a specific problem.
Includes cases of the algorithms for sorting and standard network problems studied in this specification.
Includes an informal understanding that, for example T (n) = n 2 + n 4 is order n 4, or equivalently O (n 4).
7.03g g) Be familiar with O (n k) , where n is a measure of the size of the problems and k = 0,1, 2, 3 or 4.
7.03j Strategies for j) Be able to sort a list using bubble sort and using shuttle sort.
sorting
Bubble sort and shuttle sort will start at the left-hand end of the list, unless specified otherwise in the question.
Includes knowing that, in general, sorting algorithms have quadratic order as a function of the length of the list.
7.03l Strategies for l) Be familiar with the next-fit, first-fit, first-fit decreasing and full bin methods for one-dimensional packing problems.
packing
Includes knowing that these are heuristic algorithms.
Includes the terms “online” and “offline”.
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OCR Ref. Subject Content AS Level learners should…

7.04 Network Algorithms

7.04a Least weight path a) Be able to use examples to demonstrate understanding and use of Dijkstra’s algorithm to find the length and route of a least
between two weight (shortest) path.
vertices
Solve problems that require a least weight (shortest) path as part of their solution.
Know that Dijkstra’s algorithm has quadratic order (as a function of the number of vertices).
7.04b Least weight set of b) Be able to use examples to demonstrate understanding and use of Prim’s algorithm (both in graphical and tabular/matrix
arcs connecting all form) and Kruskal’s algorithm to find a minimum connector (minimum spanning tree) for a network.
vertices
Solve problems that require a minimum spanning tree as part of their solution.
Includes adapting a solution to deal with practical issues.
Know that Prim’s algorithm and Kruskal’s algorithm have cubic order (as a function of the number of vertices).
7.04f Network problems f) Be able to choose an appropriate algorithm to solve a practical problem.
Includes adapting an algorithm or a solution to deal with practical issues.
7.05 Decision Making in Project Management
7.05a Critical path a) Be able to construct and interpret activity networks using activity on arc.
analysis
Appreciate that a path of critical activities (a critical path) is a longest path in a directed network.
7.05b b) Be able to carry out a forward pass to determine earliest start times and find the minimum project completion time, and to
carry out a backward pass to determine latest finish times and find the critical activities.
Includes understanding and using the terms “burst” and “merge”.
7.05c c) Understand, and be able to calculate, (total) float.
AS Level in Further Mathematics A
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

7.06 Graphical Linear Programming

7.06a Formulating LP a) be able to set up a linear programming formulation in the form “maximise (or minimise) objective subject to inequality
problems constraints, and trivial constraints of the form variable $ 0 ”.
Includes:
1. identifying relevant variables, including units when appropriate,
2. formulating constraints in these variables, including when the information is given in ratio form,
3. writing down an objective function and stating whether it is to be maximised or minimised.
7.06c Working with c) Be able to investigate constraints and objectives in numerical cases using algebra and ad hoc methods.
constraints
7.06d Graphical solutions d) Be able to carry out and interpret a graphical solution for problems where the objective is a function of two variables,
including cases where integer solutions are required.
The region where each inequality is not satisfied will be shaded, leaving the feasible region as the unshaded part of the graph.
7.08 Game Theory
7.08a Pay-off matrix a) Understand the idea of a zero-sum game and its representation by means of a pay-off matrix.
Includes converting a game to a zero-sum form, where appropriate.
7.08b b) Be able to reduce a matrix using a dominance argument.
7.08c Pure strategies c) Be able to identify play-safe strategies and stable solutions and understand what they represent.
7.08e Mixed strategies e) Be able to determine an optimal mixed strategy for a game with no stable solution by reducing to two variables and using
simultaneous equations or a graphical method, where possible.
Includes knowing that the optimum may occur at an extreme value (pp = 0 or p = 1).
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 2g. Content of Additional Pure Mathematics (Optional paper Y535)
Introduction to Additional Pure Mathematics. All of this content is assumed, but will only be
explicitly assessed where it appears in this section.
In Additional Pure Mathematics learners will Occasionally, knowledge and skills from the content
broaden and deepen their knowledge of pure of A Level Mathematics which is not in AS Level
mathematics, studying both discrete and continuous Mathematics are assumed for this qualification; this is
topics which form the foundation of undergraduate indicated in the relevant content statements.
2 study in mathematics and mathematical disciplines.
This area covers recurrence relations, number theory, Use of technology
group theory, the vector product, surfaces and partial
differentiation. To support the teaching and learning of mathematics
using technology, we suggest that the following
8.01 Sequences and Series activities are carried out through the course:
Recurrence relations are explored, including their
long term behaviour and solution of first order 1. Graphing tools: Learners could use
recurrence relations. graphing software to investigate the
relationships between graphical and
8.02 Number Theory algebraic representations, including 3-D plots
Number theory is introduced through number bases, of surfaces and solids of revolution.
modular arithmetic, divisibility algorithms and solving
linear congruences. 2. Computer Algebra System (CAS): Learners
could use CAS software to investigate algebraic
8.03 Groups relationships, including manipulation of
Group axioms and examples of finite groups of small matrices, evaluating integrals, solving
order are studied, including cyclic groups. recurrence systems and solving equations and
as an investigative problem solving tool. This is
8.04 Further Vectors best done in conjunction with other software
The concept of vector product introduced in the Pure such as graphing tools and spreadsheets.
Core is developed and extended to finding areas and
solving problems using vector methods. 3. Visualisation: Learners could use appropriate
software to visualise situations in 3-D relating
8.05 Surfaces and Partial Differentiation to surfaces, and to linear transformations and
Surfaces in 3-D are explored, including contours and invariance.
sections, and applying partial differentiation to find
stationary points. 4. Spreadsheets: Learners could use spreadsheet
software to investigate sequences and series,
Assumed knowledge for modelling and to generate tables of values
Learners are assumed to know the content of GCSE for functions.
(9–1) Mathematics and AS Level Mathematics. They
are also assumed to know the content of the Pure
Core (Y531).

© OCR 2017
44 AS Level in Further Mathematics A
 Content of Additional Pure Mathematics (Optional paper Y535)
AS Level in Further Mathematics A
© OCR 2017

Any gaps in the OCR ref. in this specification refer to statements in similar topic areas in ‘Stage 2’ of OCR’s A Level in Further Mathematics A (H245).

OCR Ref. Subject Content AS Level learners should…

8.01 Sequences and Series

8.01a Recurrence a) Be able to work with general sequences given as recurrence relations or by position-to-term (closed form) formulae
relations u n = f (n).
The notation " u n , for sequences, which may or may not include a zeroth term, should be recognised.
8.01b b) Use induction to prove results relating to both sequences and series.

8.01c Properties of c) Understand and be able to describe various possibilities for the behaviour of sequences.
sequences
Learners are expected to be able to use the terms “periodic”, “convergence”, “divergence” “oscillating”, “monotonic”.
Note that a periodic sequence with period two may be referred to as “oscillating”, but that both convergent and divergent
sequences can oscillate. “Divergence” can refer to sequences that are bounded or unbounded.
8.01d d) Identify and be able to use the limit of the nth term of a sequence as n " 3, including steady-states.
Includes forming sequences from other sequences, for example, finding differences or ratios of successive terms of a sequence.
[Rates of convergence are excluded.]
8.01e Fibonacci and e) Be able to work with the Fibonacci numbers (and other Fibonacci-like sequences, such as the Lucas numbers), and
related numbers understand their properties.
Includes recognising and using the properties of z, both numerical and algebraic, and its role in the Fibonacci sequence.
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OCR Ref. Subject Content AS Level learners should…

8.01f Solving recurrence f) Be able to solve a first-order linear recurrence relation with constant coefficients, using the associated auxiliary equation
systems and complementary function.
Includes finding both general and particular solutions.
Includes homogeneous and non-homogeneous recurrence relations of the form u n + 1 = au n + f (n), where f (n) may be a polynomial
function or of the form dk n.
Includes knowing the terms, “closed form” and “position-to-term”.
Includes understanding that a “recurrence system” consists of a “recurrence relation”, an “initial condition” and the range of the
variable n.
8.01h Modelling h) Be able to apply their knowledge of recurrence relations to modelling.
Includes birth- and/or death-rates and the use of the INT (x) function for discrete models. Learners may find it useful to have a
calculator with this function, but large numbers of repeated applications will not be required in the assessment.
8.02 Number Theory
8.02a Number bases a) Understand and be able to work with numbers written in base n, where n is a positive integer.
The standard notation for number bases will be used.
i.e. 2013 n will denote the number 2n 3 + n + 3 (with n > 3 in this example) and the letters A–F will be used to represent the integers
10–15 respectively when 11 # n # 16.
8.02b Divisibility tests b) Be able to use (without proof) standard tests for divisibility by 2, 3, 4, 5, 8, 9 and 11.
Includes knowing that repeated tests can be used to establish divisibility by composite numbers.
8.02c c) Be able to establish suitable (algorithmic) tests for divisibility by other primes less than 50.
AS Level in Further Mathematics A

For integers a and b, the notation a | b will be used for “a divides exactly into b” (“a is a factor of b”, “b is a multiple of a”, etc.).
© OCR 2017
AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

8.02d The division d) Appreciate that, for any pair of positive integers a, b with 0 < b # a , we can uniquely express a as a = bq + r where q
algorithm (the quotient) and r (the residue, or remainder, when a is divided by b) are both positive integers and r < b .
8.02e Finite (modular) e) Understand and be able to use finite arithmetics (the arithmetic of integers modulo n for n $ 2).
arithmetics
8.02f f) Be able to solve single linear congruences of the form a x / b (mod n) .
8.02i Prime numbers i) Understand the concepts of prime numbers, composite numbers, highest common factors (hcf), and coprimality (relative
primeness).
Knowledge of the fundamental theorem of arithmetic will be expected, but proof of the result will not be required.
8.02j j) Know and be able to apply the result that a | b and a | c & a | ^bx + cy h for any integers x and y.
Includes using this result, for example to test for common factors or coprimality.
8.02k Euclid’s lemma k) Know and be able to use Euclid’s lemma: if a | rs and hcf (a, r) = 1 then a | s.
8.03 Groups
8.03a Binary operations a) Be able to work with binary operations and their properties when defined on given sets.
Includes knowing and understanding the terms “associativity” and “commutativity”.
8.03b b) Be able to construct Cayley tables for given finite sets under the action of a given binary operation.
Multiplicative notation and/or terminology will generally be used, when appropriate.
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OCR Ref. Subject Content AS Level learners should…

8.03c Definition of a c) Recall and be able to use the definition of a group, for example to show that a given structure is, or is not, a group.
group
e.g. Questions may be set on groups of integers modulo n (for n $ 2), functions, matrices, transformations, the symmetries of given
geometrical shapes and complex numbers.
Groups may be referred to in either of the forms:
1. by the given set and associated binary operation (G, %),
2. as “G”, where the operation is understood, or
3. as “the set G with the operation %”.
To include knowing the meaning of the terms “identity” and “closed”, and that in an abelian group the operation is commutative.
8.03d d) Recognise and be able to use the Latin square property for group tables.
8.03e Orders of elements e) Recall the meaning of the term “order”, as applied both to groups and to elements of a group, and be able to determine the
and groups orders of elements in a given group.
Includes knowing and being able to use the fact that the order of an element is a factor of the order of the group.
8.03f Subgroups f) Understand and be able to use the definition of a subgroup, find subgroups and show that given subsets are, or are not,
proper subgroups.
8.03g Cyclic groups g) Recall the meaning of the term “cyclic” as applied to groups.
8.03h Generators h) Understand that a cyclic group is generated by “powers” of a single element (generator), that there may be more than one
such element within a group, and that other (non-cyclic) groups may be generated by two or more elements along with
their “powers” and “products”.
8.03i Properties of i) Be familiar with the structure of finite groups up to, and including, order seven, and be able to apply this knowledge in
groups solving problems.
AS Level in Further Mathematics A
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AS Level in Further Mathematics A
© OCR 2017

OCR Ref. Subject Content AS Level learners should…

8.04 Further Vectors

8.04a Vector product a) Understand and be able to use the definition, in geometrical terms, of the vector product and be able to form the vector
product in magnitude and direction, and in component form.
Includes use of the formula a # b = a b sin i nt , where a, b, nt , in that order (and the vectors i, j, k, in that order) form a right-
handed triple.
8.04b b) Understand the anti-commutative and distributive properties of the vector product.
8.04c c) Be able to use the vector product to calculate areas of triangles and parallelograms.
8.04d d) Understand the significance of a # b = 0.
e.g. The equation of a line in the form ^r - a h # d = 0.
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OCR Ref. Subject Content AS Level learners should…

8.05 Surfaces and Partial Differentiation

8.05a 3-D surfaces a) Be able to work with functions of two variables, given either explicitly in the form z = f (x, y) or implicitly in the form
g (x, y, z) = c, and understand and use the fact that this equation, and its partial derivatives, relate to a 3-D surface.
An informal understanding only of how the partial derivatives relate to the surface is required.
Functions f ^ x, yh will involve sums and products of powers of x and y only. Issues relating to domains and ranges will not be
x
considered beyond the appreciation that, for example the surface z = y  has no point at which y = 0.

8.05c Sections and c) Be able to sketch sections and contours, and know how these are related to the surface.
contours
i.e. Sections of the form z = f (a, y) or z = f (x, b) and contours of the form c = f (x, y).
8.05d Partial d) Be able to find first and second derivatives, including mixed derivatives.
differentiation
Learners will be expected to recognise and use both notations for first- and second-order partial derivatives, including mixed ones.
2f 2 2 f
e g. ,  and fx , fxy .
2x 2x2y
22 f 22 f
Includes the Mixed derivative theorem; namely, that = or fxy = f yx for suitably well-defined, continuous functions f.
2x2y 2y2x
8.05e Stationary points 2f 2f
e) Understand and be able to apply the concept that stationary points of z arise when = = 0 (or fx = f y = 0) and that
2x 2y
these can be maxima, minima or saddle-points.
Learners should know and understand the basic properties of these stationary points.
Learners will only be required to find stationary points, but will not be required to determine their natures.
AS Level in Further Mathematics A
© OCR 2017
2h. Prior knowledge, learning and progression
• It is assumed that learners are familiar with the particularly relevant to their interests
content of GCSE (9–1) Mathematics for first and future aspirations. AS Level Further
teaching from 2015 and the content of GCE AS Mathematics provides a valuable breadth
Level Mathematics for first teaching from and depth of study for supporting the
September 2017. Occasionally knowledge and transition to degree level work and
skills from the content of A Level Mathematics employment in disciplines that make use
which is not in AS Level Mathematics are of quantitative analysis, including the social 2
assumed; this is indicated in the relevant sciences, business, accounting and finance,
content statements. mathematics, engineering, computer science,
the sciences and economics.
• OCR’s AS Level in Further Mathematics A is
designed for learners who wish to study • Some learners may wish to follow a further
more mathematics alongside an AS Level in mathematics course only up to AS Level, in
Mathematics, and provides a solid foundation order to broaden their curriculum, and to
for progression into further study particularly develop their interest and understanding of
in mathematics, engineering, computer different areas of the subject.
science, the sciences and economics.
• A Level Further Mathematics A can be
• OCR’s AS Level in Further Mathematics A co-taught with AS Level Further Mathematics
is both broader and deeper than AS Level A as a separate qualification. It consolidates
Mathematics. AS Level Further Mathematics and develops GCSE (9–1) Mathematics,
builds from GCSE (9–1) Mathematics and AS A Level Mathematics and AS Level Further
Level Mathematics. As well as building on the Mathematics, and prepares students for
algebra and calculus introduced in AS Level further study and employment in highly
Mathematics, the AS Level Further mathematical disciplines that require
Mathematics pure core content introduces knowledge and understanding of
complex numbers and matrices, and gives sophisticated mathematical ideas and
learners the opportunity to extend their techniques.
knowledge in applied mathematics and logical
reasoning. The non-core content includes There are a number of Mathematics specifications at
different options that can enable learners to OCR. Find out more at www.ocr.org.uk
specialise in areas of mathematics that are

© OCR 2017
AS Level in Further Mathematics A 51
 3 Assessment of AS Level in Further Mathematics A

3a. Forms of assessment

OCR’s AS Level in Further Mathematics A consists of All examinations have a duration of 75 minutes.
one mandatory paper and two optional papers all of
which are externally assessed. Allowable calculators can be used for any function
they can perform.
OCR’s AS Level in Further Mathematics A is a linear
qualification in which all papers must be taken in the In each question paper, learners are expected to
same examination series. support their answers with appropriate working.

Mandatory Pure Core See Section 2b for use of calculators.

3 All learners will study the content of the Pure Core. Pure Core (Y531)
This Pure Core is assessed through one paper and This paper is worth 33⅓% of the total AS Level. All
synoptically within the optional papers as questions are compulsory and there are 60 marks in
appropriate. total. The paper assesses content from the Pure Core
section of the specification, in the context of all
Optional papers of the Overarching Themes. The assessment has an
increasing gradient of difficulty through the paper
Learners will study at least two areas chosen from and consists of a mix of short and long questions.
Statistics, Mechanics, Discrete Mathematics and
Additional Pure Mathematics. Each area is assessed Statistics (Y532)
in a single paper. This paper is worth 33⅓% of the total AS Level. All
questions are compulsory and there are 60 marks in
All five papers (Y531 – Y535) contain assessment of total. The paper assesses content from the Statistics
the Overarching Themes and some extended section of the specification, and synoptically from the
response questions. Pure Core, in the context of all of the Overarching
Themes. The assessment has an increasing gradient
Any valid combination of three papers will include at of difficulty through the paper and consists of a mix
least one unstructured problem solving question, of short and long questions.
which addresses multiple areas of the problem
solving cycle as set out in the Overarching Themes in
section 2b.

Any valid combination of three papers will include at

least two problem solving questions, which address
the first two bullet points of Assessment Objective
3 in combination and at least two modelling
questions, which address the last three bullet
points of Assessment Objective 3 in combination.
See Section 3b.

© OCR 2017
52 AS Level in Further Mathematics A
Mechanics (Y533) synoptically from the Pure Core, in the context
This paper is worth 33⅓% of the total AS Level. of all of the Overarching Themes.
All questions are compulsory and there are 60 marks
in total. The assessment has an increasing gradient of
difficulty through the paper and consists of a mix
The paper assesses content from the Mechanics of short and long questions.
section of the specification, and synoptically from
the Pure Core, in the context of all of the Additional Pure Mathematics (Y535)
Overarching Themes. This paper is worth 33⅓% of the total AS Level.
All questions are compulsory and there are
The assessment has an increasing gradient of 60 marks in total.
difficulty through the paper and consists of a mix of
short and long questions. The paper assesses content from the Additional 3
Pure Mathematics section of the specification, and
Discrete Mathematics (Y534) synoptically from the Pure Core, in the context of all
This paper is worth 33⅓% of the total AS Level. All of the Overarching Themes.
questions are compulsory and there are 60 marks
in total. The assessment has an increasing gradient of
difficulty through the paper and consists of a
The paper assesses content from the Discrete mix of short and long questions.
Mathematics section of the specification, and

© OCR 2017
AS Level in Further Mathematics A 53
 3b. Assessment Objectives (AO)
There are 3 Assessment Objectives in OCR AS Level in Further Mathematics A. These are detailed in the table
below.

Weightings
Assessment Objectives
AS Level

AO1 Use and apply standard techniques 60%

Learners should be able to: (±2%)
3 •
•
select and correctly carry out routine procedures; and
accurately recall facts, terminology and definitions.
AO2 Reason, interpret and communicate mathematically At least 10%
Learners should be able to: for any valid
• construct rigorous mathematical arguments (including proofs); combination
• make deductions and inferences; of papers
• assess the validity of mathematical arguments;
• explain their reasoning; and
• use mathematical language and notation correctly.
Where questions/tasks targeting this assessment objective will also credit
learners for the ability to ‘use and apply standard techniques’ (AO1) and/or to
‘solve problems within mathematics and other contexts’ (AO3) an appropriate
proportion of the marks for the question/task will be attributed to the
corresponding assessment objective(s).
AO3 Solve problems within mathematics and in other contexts At least 10%
Learners should be able to: for any valid
• translate problems in mathematical and non-mathematical contexts into combination
mathematical processes; of papers
• 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; and
• evaluate the outcomes of modelling in context, recognise the limitations of
models and, where appropriate, explain how to refine them.
Where questions/tasks targeting this assessment objective will also credit
learners for the ability to ‘use and apply standard techniques’ (AO1) and/or to
‘reason, interpret and communicate mathematically’ (AO2) an appropriate
proportion of the marks for the question/task will be attributed to the
corresponding assessment objective(s).

© OCR 2017
54 AS Level in Further Mathematics A
AO weightings in AS Level in Further Mathematics

The target number of marks allocated to each AO for The number of marks for AO2 and AO3 reflects the
each paper, out of a total of 60 for each paper, is appropriate balance of assessment for the content in
given in the table below. each paper.

Number of marks
Paper
AO1 AO2 AO3

Pure Core (Y531) 35–37 Marks 14–16 Marks 8–10 Marks

Statistics (Y532) 35–37 Marks 11–13 Marks 11–13 Marks 3
Mechanics (Y533) 35–37 Marks 5–7 Marks 17–19 Marks
Discrete Mathematics (Y534) 35–37 Marks 11–13 Marks 11–13 Marks
Additional Pure Mathematics (Y535) 35–37 Marks 14–16 Marks 8–10 Marks

Each set of assessments which constitutes a valid Each of these sets of assessment gives an overall
combination will achieve the weighting shown in the percentage of 60% (±2%) for AO1 and at least 10% for
following table. each of AO2 and AO3 as required.

% of overall AS Level in
Further Mathematics A (H235)
Pure Core + choice of two options
AO1 AO2 AO3

Statistics and Mechanics 105–111 marks 30–36 marks 36–42 marks

Statistics and Discrete Mathematics 105–111 marks 36–42 marks 30–36 marks
Statistics and Additional Pure Mathematics 105–111 marks 39–45 marks 27–33 marks
Mechanics and Discrete Mathematics 105–111 marks 30–36 marks 36–42 marks
Mechanics and Additional Pure Mathematics 105–111 marks 33–39 marks 33–39 marks
Discrete Mathematics and Additional Pure
105–111 marks 39–45 marks 27–33 marks
Mathematics
Total 60% (±2%) At least 10% At least 10%

3c. Assessment availability

There will be one examination series available each All examined papers must be taken in the same
year in May/June to all learners. examination series at the end of the course.
This specification will be certificated from the June
2018 examination series onwards.
© OCR 2017
AS Level in Further Mathematics A 55
 3d. Retaking the qualification
Learners can retake the qualification as many times combination of papers for the qualification as
as they wish. They must retake a complete valid detailed in section 2a.

3e. Assessment of extended response

The assessment materials for this qualification responses are integrated into the marking criteria.
provide learners with the opportunity to demonstrate Tasks which offer this opportunity will be found
their ability to construct and develop a sustained and across all five papers.
3 coherent line of reasoning and marks for extended

3f. Synoptic assessment

Mathematics is by nature, a synoptic subject. The order to address problems which require both
assessment in this specification allows learners to breadth and depth of understanding in order to reach
demonstrate the understanding they have acquired a satisfactory solution.
from the course as a whole and their ability to
integrate and apply that understanding. This level of Learners will be expected to reflect on and interpret
understanding is needed for successful use of the solutions, drawing on their understanding of different
knowledge and skills from this course in future life, aspects of the course.
work and study.
Tasks which offer this opportunity will be found in all
In all the examination papers, learners will be papers.
required to integrate and apply their understanding in

3g. Calculating qualification results

A learner’s overall qualification grade for AS Level in Where learners take more than the required number
Further Mathematics A will be calculated by adding of optional papers, the combination of papers that
together their marks from the three papers taken to result in the best grade will be used.
give their total raw mark. This mark will then be
compared to the qualification level grade boundaries Note: this may NOT be the combination with the
that apply for the combination of papers taken by the highest number of raw marks.
learner and for the relevant exam series to determine
the learner’s overall qualification grade. The total raw mark will be the total from the
combination that leads to the best grade.

© OCR 2017
56 AS Level in Further Mathematics A
4 Admin: what you need to know

The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration.

4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.

Final entries 4
Final entries provide OCR with detailed data for each All learners take Y531 and at least two of the optional
learner, showing each assessment to be taken. It is papers Y532, Y533, Y534 and Y535 to be awarded
essential that you use the correct entry code, OCR’s AS Level in Further Mathematics A.
considering the relevant entry rules.
Where learners take more than the required number
Final entries must be submitted to OCR by the of optional papers, the combination of papers that
published deadlines or late entry fees will apply. result in the best grade will be used.

All learners taking an AS Level in Further Mathematics

Note: this may NOT be the combination with the
must be entered for H235.
highest number of raw marks.
All learners must also be entered for each of the
papers they are taking using the relevant entry codes. The total raw mark will be the total from the
combination that leads to the best grade.
Paper entry codes are given in the table below.

Entry Title Paper code Paper title Assessment type

code

H235 Further Mathematics A Y531 Pure Core External Assessment

(Mandatory)
Y532 Statistics External Assessment
(Optional)
Y533 Mechanics External Assessment
(Optional)
Y534 Discrete Mathematics External Assessment
(Optional)
Y535 Additional Pure External Assessment
Mathematics (Optional)

© OCR 2017
AS Level in Further Mathematics A 57
 4b. Special consideration
Special consideration is a post–assessment Detailed information about eligibility for special
adjustment to marks or grades to reflect temporary consideration can be found in the JCQ publication
injury, illness or other indisposition at the time the A guide to the special consideration process.
assessment was taken.

4c. External assessment arrangements

Regulations governing examination arrangements are
3 contained in the JCQ Instructions for conducting
examinations.

4 Head of centre annual declaration

The Head of Centre is required to provide a to provide the Head of Centre Annual Declaration will
declaration to the JCQ as part of the annual NCN result in your centre status being suspended and
update, conducted in the autumn term, to confirm could lead to the withdrawal of our approval for you
that the centre is meeting all of the requirements to operate as a centre.
detailed in the specification. Any failure by a centre

Private candidates

Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
A private candidate is someone who pursues a host them as a private candidate. The centre may
course of study independently but takes an charge for this facility and OCR recommends that
examination or assessment at an approved the arrangement is made early in the course.
examination centre. A private candidate may
be a part-time student, someone taking a distance Further guidance for private candidates may be found
learning course, or someone being tutored privately. on the OCR website: http://www.ocr.org.uk
They must be based in the UK.

4d. Results and certificates

Grade Scale

AS Level qualifications are graded on the scale: A, B, Papers are graded on the scale a, b, c, d, e, where a is
C, D, E, where A is the highest. Learners who fail to the highest. Learners who fail to reach the minimum
reach the minimum standard for E will be Unclassified standard for e with be unclassified (u). Individual
(U). Only subjects in which grades A to E are attained paper results will not be recorded on certificates.
will be recorded on certificates.

© OCR 2017
58 AS Level in Further Mathematics A
Results

Results are released to centres and learners for The following supporting information will be
information and to allow any queries to be resolved available:
before certificates are issued.
• raw mark grade boundaries for each paper
Centres will have access to the following results
information for each learner: • raw mark grade boundaries for all
combinations of paper.
• the grade for the qualification
Until certificates are issued, results are deemed to be
• the raw mark for each paper provisional and may be subject to amendment.

• the total raw mark for the qualification. A learner’s final results will be recorded on an OCR
certificate.
4
The qualification title will be shown on the certificate
as ‘OCR Level 3 Advanced Subsidiary GCE in Further
Mathematics A’.

4e. Post-results services

A number of post-results services are available: • Missing and incomplete results – This service
should be used if an individual subject result
• Review of marking – If you are not happy with for a learner is missing, or the learner has been
the outcome of a learner’s results, centres may omitted entirely from the results supplied.
request a review of marking. Full details of the
• Access to scripts – Centres can request access
post-results services are provided on the OCR
to marked scripts.
website.

4f. Malpractice
Any breach of the regulations for the conduct of Detailed information on malpractice can be
examinations and non-exam assessment work found in the JCQ publication Suspected Malpractice
may constitute malpractice (which includes in Examinations and Assessments: Policies and
maladministration) and must be reported to Procedures.
OCR as soon as it is detected.

© OCR 2017
AS Level in Further Mathematics A 59
 5 Appendices

5a. Overlap with other qualifications

This qualification overlaps with A Level Further Mathematics A and with other specifications in A Level Further
Mathematics and AS Further Mathematics.

5b. Accessibility
Reasonable adjustments and access arrangements The A Level qualification and subject criteria have
allow learners with special educational needs, been reviewed in order to identify any feature which
disabilities or temporary injuries to access the could disadvantage learners who share a protected
assessment and show what they know and can do, Characteristic as defined by the Equality Act 2010. All
without changing the demands of the assessment. reasonable steps have been taken to minimise any
Applications for these should be made before the such disadvantage.
examination series. Detailed information about
eligibility for access arrangements can be found in the
JCQ Access Arrangements and Reasonable
Adjustments.

5
5c. Mathematical notation
The tables below set out the notation that must be used by AS Level Mathematics and Further Mathematics
specifications. Learners will be expected to understand this notation without need for further explanation.
Any additional notation required is listed in the relevant content statement in section 2 of the specification.

1 Set Notation

1.1 ! is an element of
1.2 " is not an element of
1.3 3 is a subset of
1.4 1 is a proper subset of
1.5 {x 1, x 2, f} the set with elements x 1, x 2, f
1.6 {x : f} the set of all x such that f
1.7 n (A) the number of elements in set A
1.8 Q the empty set
1.9 f the universal set
1.10 Al the complement of the set A
1.11 N the set of natural numbers, {1, 2, 3, f}
1.12 Z the set of integers, {0, !1, ! 2, !3, f}
1.13 Z+ the set of positive integers, {1, 2, 3, f}

© OCR 2017
60 AS Level in Further Mathematics A
 1.14 Z0
+ the set of non-negative integers, {0, 1, 2, 3, …}
1.15 R the set of real numbers
p
1.16 Q the set of rational numbers, ' q : p ! Z, q ! Z + 1

1.17 , union
1.18 + intersection
1.19 (x, y) the ordered pair x, y
1.20 [a, b] the closed interval {x ! R : a # x # b}
1.21 [a, b) the interval {x ! R : a # x < b}
1.22 (a, b] the interval {x ! R : a < x # b}
1.23 (a, b) the open interval {x ! R : a < x < b}
1.24 C the set of complex numbers

2 Miscellaneous Symbols

2.1 = is equal to
5
2.2 ! is not equal to
2.3 / is identical to or is congruent to
2.4 . is approximately equal to
2.5 3 infinity
2.6 ? is proportional to
2.7 ` therefore
2.8 a because
2.9 < is less than

2.10 G,# is less than or equal to, is not greater than

2.11 > is greater than

2.12 H,$ is greater than or equal to, is not less than

2.13 p&q p implies q (if p then q)
2.14 p%q p is implied by q (if q then p)
2.15 p+q p implies and is implied by q ( p is equivalent to q)

3 Operations

3.1 a+b a plus b

3.2 a-b a minus b
3.3 a # b, ab, a. b a multiplied by b

© OCR 2017
AS Level in Further Mathematics A 61
 3.4 a a divided by b
a ÷ b,
b
n
3.5 |a i a1 + a2 + f + an
i=1

n
3.6 %a i a1 # a2 # f # an
i=1

3.7 a the non-negative square root of a

3.8 a the modulus of a

3.9 n! n factorial: n! = n # (n - 1) # ... # 2 # 1, n ! N; 0! = 1

n!
the binomial coefficient   for n, r ! Z+0 , r G n
JKnNO r! (n - r) !
3.10  
KK OO, n C r , n C r
n (n - 1) f (n - r + 1)
LrP or   for n ! Q, r ! Z+0
r!

4 Functions
5 4.1 f (x) the value of the function f at x
4.2 f:x 7 y the function f maps the element x to the element y

4.5 lim
x"a
f (x) the limit of f (x) as x tends to a

4.6 Dx, dx an increment of x

4.7 dy the derivative of y with respect to x

dx

4.8 dn y the nth derivative of y with respect to x

dx n
the first, second, ..., nth derivatives of f (x) with
4.9 f l(x), f m(x), f, f (n) (x)
respect to x
4.10 xo , xp , f the first, second, ... derivatives of x with respect to t

4.11 y y dx the indefinite integral of y with respect to x

b the definite integral of y with respect to x between

4.12 ya
y dx the limits x = a and x = b

5 Exponential and Logarithmic Functions

5.1 e base of natural logarithms
5.2 e x, exp x exponential function of x
5.3 log a x logarithm to the base a of x
5.4 ln x, log e x natural logarithm of x

© OCR 2017
62 AS Level in Further Mathematics A
 6 Trigonometric Functions

sin, cos, tan,

6.1 2 the trigonometric functions
cosec, sec, cot
sin -1, cos -1, tan -1
6.2 2 the inverse trigonometric functions
arcsin, arccos, arctan
6.3 ° degrees
6.4 rad radians

7 Complex Numbers

7.1 i, j square root of –1

7.2 x + iy complex number with real part x and imaginary part y
7.3 r (cos i + i sin i) modulus argument form of a complex number with
modulus r and argument i
7.4 z a complex number, z = x + iy = r (cos i + i sin i)
7.5 Re (z) the real part of z, Re (z) = x
5
7.6 Im (z) the imaginary part of z, Im (z) = y
7.7 z the modulus of z, z = x 2 + y 2
7.8 arg (z) the argument of z, arg (z) = i, -r < i # r
7.9 z* the complex conjugate of z, x - iy

8 Matrices

8.1 M a matrix M
8.2 0 zero matrix
8.3 I identity matrix
8.4 M -1 the inverse of the matrix M
8.5 MT the transpose of the matrix M
8.6 Δ, det M or |M| the determinant of the square matrix M
8.7 Mr image of column vector r under the transformation
associated with the matrix M

9 Vectors

a, a, a~ the vector a, a, a~ ; these alternatives apply throughout

9.1
section 9

AB the vector represented in magnitude and direction by

9.2
the directed line segment AB

© OCR 2017
AS Level in Further Mathematics A 63
 9.3 â a unit vector in the direction of a
i, j, k unit vectors in the directions of the cartesian
9.4
coordinate axes
9.5 a , a the magnitude of a

9.6 AB , AB the magnitude of AB

JKaNO
9.7 KK OO, ai + bj column vector and corresponding unit vector notation
KKbOO
L P
9.8 r position vector
9.9 s displacement vector
9.12 a.b the scalar product of a and b

11 Probability and Statistics

11.1 A, B, C, etc. events

P (A) probability of the event A
5 11.4
11.5 Al complement of the event A
11.7 X, Y, R, etc. random variables
11.8 x, y, r, etc. values of the random variables X, Y, R etc.
11.9 x 1, x 2, f observations
frequencies with which the observations x 1, x 2, f
11.10 f 1, f 2 , f
occur
11.11 p(x), P(X = x) probability function of the discrete random variable X
p 1, p 2, f probabilities of the values x 1, x 2, f of the discrete
11.12
random variable X
11.13 E (X) expectation of the random variable X
11.14 Var (X) variance of the random variable X
11.15 + has the distribution
binomial distribution with parameters n and p, where
11.16 B (n, p) n is the number of trials and p is the probability of
success in a trial
11.17 q q = 1 - p for binomial distribution
11.22 n population mean
11.23 v2 population variance
11.24 v population standard deviation
11.25 x sample mean

© OCR 2017
64 AS Level in Further Mathematics A
 11.26 s2 sample variance
11.27 s sample standard deviation
11.28 H0 Null hypothesis
11.29 H1 Alternative hypothesis
11.30 r product-moment correlation coefficient for a sample
product-moment correlation coefficient for a
11.31 t
population

12 Mechanics

12.1 kg kilograms
12.2 m metres
12.3 km kilometres
12.4 m/s, m s–1 metres per second (velocity)
12.5 m/s2, m s–2 metres per second per second (acceleration)
12.6 F force or resultant force 5
12.7 N Newton
12.8 Nm Newton metre (moment of a force)
12.9 t time
12.10 s displacement
12.11 u initial velocity
12.12 v velocity or final velocity
12.13 a acceleration
12.14 g acceleration due to gravity
12.15 n coefficient of friction

© OCR 2017
AS Level in Further Mathematics A 65
 5d. Mathematical formulae and identities
Learners must be able to use the following formulae These formulae and identities may only be provided
and identities for AS Level Further Mathematics, where they are the starting point for a proof or as a
without these formulae and identities being provided, result to be proved.
either in these forms or in equivalent forms.

Pure Mathematics
Quadratic Equations
-b ! b 2 - 4ac
ax 2 + bx + c = 0 has roots
2a
Laws of Indices
ax a y / ax+y
ax ' a y / ax-y
(a x) y / a xy

5 Laws of Logarithms
x = a n + n = log a x for a > 0 and x > 0
log a x + log a y / log a (xy)
JK x NO
log a x + log a y / log a KKK y OOO
L P
k log a x / log a (x k)

Coordinate Geometry
A straight line graph, gradient m passing through (x 1, y 1) has equation
y - y 1 = m (x - x 1)
Straight lines with gradients m 1 and m 2 are perpendicular when m 1 m 2 =-1

Trigonometry
In the triangle ABC
a b c
Sine rule: = =
sin A sin B sin C
Cosine rule: a 2 = b 2 + c 2 - 2bc cos A
1
Area = ab sin C
2
cos 2 A + sin 2 A / 1

sin 2A / 2 sin A cos A

cos 2A / cos 2 A - sin 2 A

2tan A
tan 2A /
1 - tan 2 A
© OCR 2017
66 AS Level in Further Mathematics A
 Mensuration
Circumference and area of circle, radius r and diameter d
C = 2rr = rd A = rr 2
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 = (a + b) h, where a and b are the lengths of the parallel sides and h is their
2
perpendicular separation
Volume of a prism = area of cross section × length
For a circle of radius r, where an angle at the centre of i radians subtends an arc of length l and encloses
an associated sector of area a
1 2
l = ri a= r i
2
Complex Numbers
For two complex numbers z 1 = r1 e ii1 and z 2 = r2 e ii2
z 1 z 2 = r1 r2 e i^i1 + i2h
5
z 1 r1
i^i 1 - i 2h
z 2 = r2 e
Loci in the Argand diagram
z - a = r is a circle radius r centred at a
arg ^ z - a h = i is a half line drawn from a at angle i to a line parallel to the positive real axis

Matrices
JK N
KKa b OOO a b
For a 2 by 2 matrix K O the determinant D = = ad - bc
KK c d OO c d
L P
JK NO
1 K d -bOO
the inverse is KK O
D KK-c a OO
L P
The transformation represented by matrix AB is the transformation represented by matrix B followed by
the transformation represented by matrix A.
For matrices A, B:
^AB h-1 = B -1 A -1

Algebra
n 1
|r = 2 n (n + 1)
r=1

For ax 2 + bx + c = 0 with roots a and b:

-b c
  a + b = a ab = a

© OCR 2017
AS Level in Further Mathematics A 67
 For ax 3 + bx 2 + cx + d = 0 with roots a, b and c:
-b c -d
|a = a | ab = a abc = a

Calculus and Differential Equations

Differentiation
Function Derivative
xn nxn – 1
e kx ke kx
f (x) + g (x) f l(x) + gl(x)

Integration
Function Integral
1 n+1
xn x + c, n ! -1
n+1
f l(x) + gl(x) f (x) + g (x) + c
b

y y dx (y $ 0)
5 Area under a curve =
a

Vectors

xi + yj = x 2 + y 2
xi + yj + zk = x 2 + y 2 + z 2

JKa 1NO JKb 1NO

KK OO KK OO
K O K O
Scalar product of two vectors a = KKa 2OO and b = KKb 2OO is
KK OO KK OO
Ka O KKb OO
JKa 1NO KJb 1NO L 3P
L 3P
KK OO KK OO
KKa OO . KKb OO = a b + a b + a b = a b cos i
KK 2OO KK 2OO 1 1 2 2 3 3
KK OO KK OO
K O
La 3P Lb 3P
where i is the angle between the vectors a and b
The equation of the line through the point with position vector a parallel to vector b is

r = a + tb

Mechanics
Forces and Equilibrium
Weight = mass # g
Newton’s second law in the form: F = ma

© OCR 2017
68 AS Level in Further Mathematics A
 Kinematics
For motion in a straight line with variable acceleration
dr dv d 2 r
v= a= = 2
dt dt dt
r = y v dt v = y a dt

ds dv d 2 s
v= a= = 2
dt dt dt
s = y v dt v = y a dt

Statistics
| x | fx
The mean of a set of data: x = n =
|f

© OCR 2017
AS Level in Further Mathematics A 69
 Learners will be given the following formulae in the Formulae Booklet in each assessment.

Pure Mathematics
Binomial series
(a + b) n = a n + n C 1 a n - 1 b + n C 2 a n - 2 b 2 + f + n C r a n – r b r + f + b n (n ! N),
KJKnONO n!
where n C r = n C r = KK OO =
K r O r! (n - r) !
L P
Matrix transformations
JK 0 !1NO
K OO
Reflection in the line y = ! x : KK
K!1 0 OO JK N
L P KKcos i -sin iOOO
Anticlockwise rotation through i about O: K
KK sin i cos i OOO
L P
Rotations through i about the coordinate axes. The direction of positive rotation is taken to be anticlockwise
when looking towards the origin from the positive side of the axis of rotation.
JK1 0 0 NO
KK OO
R x = KK0 cos i - sin iOO
KK O
5 L
K0 sin i cos i OO
P
JK N
KK cos i 0 sin i OOO
K O
R y = KKK 0 1 0 OOO
KK O
K- sin i 0 cos iOO
L P
JK NO
KKcos i - sin i 0OO
K O
R z = KKK sin i cos i 0OOO
KK O
K 0 0 1OO
L P
Differentiation from first principles
f (x + h) - f (x)
f l(x) = lim
h"0 h
Complex numbers

Circles: z - a = k

Half lines: arg (z - a) = a

Lines: z - a = z - b
Vectors and 3-D coordinate geometry

Cartesian equation of the line through the point A with position vector a = a 1 i + a 2 j + a 3 k in direction
x - a1 y - a2 z - a3
u = u 1 i + u 2 j + u 3 k is u = u = u (= m)
1 2 3

JKa 1NO JKb 1NO i a 1 b 1 JK a 2 b 3 - a 3 b 2 NO

KK OO KK OO KK OO
K O KK OO K
Vector product: a # b = KKa 2OO# Kb 2O = j a 2 b 2 = KKa 3 b 1 - a 1 b 3OOO
KK OO KK OO KK O
Ka O KKb OO k a b Ka 1 b 2 - a 2 b 1 OO
L 3P L 3P 3 3 L P
© OCR 2017
70 AS Level in Further Mathematics A
 Statistics

Standard deviation

| (x - x) 2
|x 2 | f (x - x) 2
| fx 2

n = n - x or
2
= - x2
|f |f
Discrete distributions
X is a random variable taking values xi in a discrete distribution with P(X = xi ) = pi

Expectation: n = E (X) = | x i p i

Variance: v 2 = Var (X) = | (x i - n) 2 p i = | x 2i p i - n 2

P(X = x) E(X) Var(X)

Binomial B(n, p) ` n j p x (1 - p) n - x np np(1 – p)
x

Uniform distribution over 1, 2, …, n U(n) 1 n +1 1 2

n 2 12
(n - 1)
5
Geometric distribution Geo( p) (1 - p) x - 1 p 1 1- p
p p2

Poisson Po(m) mx
e-m m m
x!

Non-parametric tests
(O i - E i) 2
Goodness-of-fit test and contingency tables: | + | 2v
Ei

© OCR 2017
AS Level in Further Mathematics A 71
 Correlation and regression

For a sample of n pairs of observations (xi , yi)

_| x i i _| y i i
2 2

S xx = | (x i - x) = | x - n , S yy = | (y i - y) = | y i -
2 2
n ,
2 2
i

| xi | yi
S xy = | (x i - x) (y i - y) = | x i y i - n
|x |y
S xy |x y - n
i i
i i

Product-moment correlation coefficient: r = =

_ | x i ONOJKK _ | y i OONWW
S xx S yy RSJ 2 V 2
SSKK
SK| x - OK| y -
i i
2 OWW
2
i n n i
TL PL PX
S xy | (x i - x) (y i - y)
The regression coefficient of y on x is b = =
S xx | (x - x)
i
2

Least squares regression line of y on x is y = a + bx where a = y - bx

6 | d 2i
5 Spearman’s rank correlation coefficient: rs = 1 -
n (n 2 - 1)

© OCR 2017
72 AS Level in Further Mathematics A
AS Level in Further Mathematics A
© OCR 2017

Critical values for the product moment correlation coefficient, r Critical values for Spearman’s rank correlation coefficient, rs
1-Tail 1-Tail
5% 2½% 1% ½% 5% 2½% 1% ½% 5% 2½% 1% ½% 5% 2½% 1% ½%
Test Test
2-Tail 2-Tail
10% 5% 2% 1% 10% 5% 2% 1% 10% 5% 2% 1% 10% 5% 2% 1%
Test Test
n n n n
1 – – – – 31 0.3009 0.3550 0.4158 0.4556 1 – – – – 31 0.3012 0.3560 0.4185 0.4593
2 – – – – 32 0.2960 0.3494 0.4093 0.4487 2 – – – – 32 0.2962 0.3504 0.4117 0.4523
3 0.9877 0.9969 0.9995 0.9999 33 0.2913 0.3440 0.4032 0.4421 3 – – – – 33 0.2914 0.3449 0.4054 0.4455
4 0.9000 0.9500 0.9800 0.9900 34 0.2869 0.3388 0.3972 0.4357 4 1.0000 – – – 34 0.2871 0.3396 0.3995 0.4390
5 0.8054 0.8783 0.9343 0.9587 35 0.2826 0.3338 0.3916 0.4296 5 0.9000 1.0000 1.0000 – 35 0.2829 0.3347 0.3936 0.4328
6 0.7293 0.8114 0.8822 0.9172 36 0.2785 0.3291 0.3862 0.4238 6 0.8286 0.8857 0.9429 1.0000 36 0.2788 0.3300 0.3882 0.4268
7 0.6694 0.7545 0.8329 0.8745 37 0.2746 0.3246 0.3810 0.4182 7 0.7143 0.7857 0.8929 0.9286 37 0.2748 0.3253 0.3829 0.4211
8 0.6215 0.7067 0.7887 0.8343 38 0.2709 0.3202 0.3760 0.4128 8 0.6429 0.7381 0.8333 0.8810 38 0.2710 0.3209 0.3778 0.4155
9 0.5822 0.6664 0.7498 0.7977 39 0.2673 0.3160 0.3712 0.4076 9 0.6000 0.7000 0.7833 0.8333 39 0.2674 0.3168 0.3729 0.4103
10 0.5494 0.6319 0.7155 0.7646 40 0.2638 0.3120 0.3665 0.4026 10 0.5636 0.6485 0.7455 0.7939 40 0.2640 0.3128 0.3681 0.4051
11 0.5214 0.6021 0.6851 0.7348 41 0.2605 0.3081 0.3621 0.3978 11 0.5364 0.6182 0.7091 0.7545 41 0.2606 0.3087 0.3636 0.4002
12 0.4973 0.5760 0.6581 0.7079 42 0.2573 0.3044 0.3578 0.3932 12 0.5035 0.5874 0.6783 0.7273 42 0.2574 0.3051 0.3594 0.3955
13 0.4762 0.5529 0.6339 0.6835 43 0.2542 0.3008 0.3536 0.3887 13 0.4835 0.5604 0.6484 0.7033 43 0.2543 0.3014 0.3550 0.3908
14 0.4575 0.5324 0.6120 0.6614 44 0.2512 0.2973 0.3496 0.3843 14 0.4637 0.5385 0.6264 0.6791 44 0.2513 0.2978 0.3511 0.3865
15 0.4409 0.5140 0.5923 0.6411 45 0.2483 0.2940 0.3457 0.3801 15 0.4464 0.5214 0.6036 0.6536 45 0.2484 0.2945 0.3470 0.3822
16 0.4259 0.4973 0.5742 0.6226 46 0.2455 0.2907 0.3420 0.3761 16 0.4294 0.5029 0.5824 0.6353 46 0.2456 0.2913 0.3433 0.3781
17 0.4124 0.4821 0.5577 0.6055 47 0.2429 0.2876 0.3384 0.3721 17 0.4142 0.4877 0.5662 0.6176 47 0.2429 0.2880 0.3396 0.3741
18 0.4000 0.4683 0.5425 0.5897 48 0.2403 0.2845 0.3348 0.3683 18 0.4014 0.4716 0.5501 0.5996 48 0.2403 0.2850 0.3361 0.3702
19 0.3887 0.4555 0.5285 0.5751 49 0.2377 0.2816 0.3314 0.3646 19 0.3912 0.4596 0.5351 0.5842 49 0.2378 0.2820 0.3326 0.3664
20 0.3783 0.4438 0.5155 0.5614 50 0.2353 0.2787 0.3281 0.3610 20 0.3805 0.4466 0.5218 0.5699 50 0.2353 0.2791 0.3293 0.3628
21 0.3687 0.4329 0.5034 0.5487 51 0.2329 0.2759 0.3249 0.3575 21 0.3701 0.4364 0.5091 0.5558 51 0.2329 0.2764 0.3260 0.3592
22 0.3598 0.4227 0.4921 0.5368 52 0.2306 0.2732 0.3218 0.3542 22 0.3608 0.4252 0.4975 0.5438 52 0.2307 0.2736 0.3228 0.3558
23 0.3515 0.4132 0.4815 0.5256 53 0.2284 0.2706 0.3188 0.3509 23 0.3528 0.4160 0.4862 0.5316 53 0.2284 0.2710 0.3198 0.3524
24 0.3438 0.4044 0.4716 0.5151 54 0.2262 0.2681 0.3158 0.3477 24 0.3443 0.4070 0.4757 0.5209 54 0.2262 0.2685 0.3168 0.3492
25 0.3365 0.3961 0.4622 0.5052 55 0.2241 0.2656 0.3129 0.3445 25 0.3369 0.3977 0.4662 0.5108 55 0.2242 0.2659 0.3139 0.3460
26 0.3297 0.3882 0.4534 0.4958 56 0.2221 0.2632 0.3102 0.3415 26 0.3306 0.3901 0.4571 0.5009 56 0.2221 0.2636 0.3111 0.3429
27 0.3233 0.3809 0.4451 0.4869 57 0.2201 0.2609 0.3074 0.3385 27 0.3242 0.3828 0.4487 0.4915 57 0.2201 0.2612 0.3083 0.3400
28 0.3172 0.3739 0.4372 0.4785 58 0.2181 0.2586 0.3048 0.3357 28 0.3180 0.3755 0.4401 0.4828 58 0.2181 0.2589 0.3057 0.3370
29 0.3115 0.3673 0.4297 0.4705 59 0.2162 0.2564 0.3022 0.3328 29 0.3118 0.3685 0.4325 0.4749 59 0.2162 0.2567 0.3030 0.3342
30 0.3061 0.3610 0.4226 0.4629 60 0.2144 0.2542 0.2997 0.3301 30 0.3063 0.3624 0.4251 0.4670 60 0.2144 0.2545 0.3005 0.3314
73

5
 Critical values for the |2 distribution

If X has a |2 distribution with v degrees of freedom

S
then, for each pair of values of p and v, the table gives
the value of x such that
P (X # x) = p.

R [

p 0.01 0.025 0.05 0.90 0.95 0.975 0.99 0.995 0.999

v=1 0.031571 0.039821 0.023932 2.706 3.841 5.024 6.635 7.879 10.83
2 0.02010 0.05064 0.1026 4.605 5.991 7.378 9.210 10.60 13.82
3 0.1148 0.2158 0.3518 6.251 7.815 9.348 11.34 12.84 16.27
4 0.2971 0.4844 0.7107 7.779 9.488 11.14 13.28 14.86 18.47
5 0.5543 0.8312 1.145 9.236 11.07 12.83 15.09 16.75 20.51
6 0.8721 1.237 1.635 10.64 12.59 14.45 16.81 18.55 22.46
7 1.239 1.690 2.167 12.02 14.07 16.01 18.48 20.28 24.32
8 1.647 2.180 2.733 13.36 15.51 17.53 20.09 21.95 26.12
5 9 2.088 2.700 3.325 14.68 16.92 19.02 21.67 23.59 27.88
10 2.558 3.247 3.940 15.99 18.31 20.48 23.21 25.19 29.59
11 3.053 3.816 4.575 17.28 19.68 21.92 24.73 26.76 31.26
12 3.571 4.404 5.226 18.55 21.03 23.34 26.22 28.30 32.91
13 4.107 5.009 5.892 19.81 22.36 24.74 27.69 29.82 34.53
14 4.660 5.629 6.571 21.06 23.68 26.12 29.14 31.32 36.12
15 5.229 6.262 7.261 22.31 25.00 27.49 30.58 32.80 37.70
16 5.812 6.908 7.962 23.54 26.30 28.85 32.00 34.27 39.25
17 6.408 7.564 8.672 24.77 27.59 30.19 33.41 35.72 40.79
18 7.015 8.231 9.390 25.99 28.87 31.53 34.81 37.16 42.31
19 7.633 8.907 10.12 27.20 30.14 32.85 36.19 38.58 43.82
20 8.260 9.591 10.85 28.41 31.41 34.17 37.57 40.00 45.31
21 8.897 10.28 11.59 29.62 32.67 35.48 38.93 41.40 46.80
22 9.542 10.98 12.34 30.81 33.92 36.78 40.29 42.80 48.27
23 10.20 11.69 13.09 32.01 35.17 38.08 41.64 44.18 49.73
24 10.86 12.40 13.85 33.20 36.42 39.36 42.98 45.56 51.18
25 11.52 13.12 14.61 34.38 37.65 40.65 44.31 46.93 52.62
30 14.95 16.79 18.49 40.26 43.77 46.98 50.89 53.67 59.70
40 22.16 24.43 26.51 51.81 55.76 59.34 63.69 66.77 73.40
50 29.71 32.36 34.76 63.17 67.50 71.42 76.15 79.49 86.66
60 37.48 40.48 43.19 74.40 79.08 83.30 88.38 91.95 99.61
70 45.44 48.76 51.74 85.53 90.53 95.02 100.4 104.2 112.3
80 53.54 57.15 60.39 96.58 101.9 106.6 112.3 116.3 124.8
90 61.75 65.65 69.13 107.6 113.1 118.1 124.1 128.3 137.2
100 70.06 74.22 77.93 118.5 124.3 129.6 135.8 140.2 149.4

© OCR 2017
74 AS Level in Further Mathematics A
 Mechanics
Kinematics
v = u + at
1
s = ut + at 2
2
1
s = (u + v) t
2
v 2 = u 2 + 2as
1
s = vt - at 2
2
Newton’s experimental law
Between two smooth spheres v 1 - v 2 =- e (u 1 - u 2)
Between a smooth sphere with a fixed plane surface v = - eu

Motion in a circle

Tangential velocity is v = rio 5

v2
Radial acceleration is r or rio 2 towards the centre

Tangential acceleration is vo = rip

Discrete Mathematics
Sorting algorithms
Bubble sort:
Start at the left hand end of the list unless specified otherwise.
Compare the first and second values and swap if necessary. Then compare the (new) second value with
the third value and swap if necessary. Continue in this way until all values have been considered.
Fix the last value then repeat with the reduced list until either there is a pass in which no swaps occur or
the list is reduced to length 1, then stop.
Shuttle sort:
Start at the left hand end of the list unless specified otherwise.
Compare the second value with the first and swap if necessary, this completes the first pass. Next
compare the third value with the second and swap if necessary, if a swap happened shuttle back to
compare the (new) second with the first as in the first pass, this completes the second pass.
Next compare the fourth value with the third and swap if necessary, if a swap happened shuttle back to
compare the (new) third value with the second as in the second pass (so if a swap happened shuttle
back again). Continue in this way for n – 1 passes, where n is the length of the list.

© OCR 2017
AS Level in Further Mathematics A 75
 Network algorithms
Dijkstra’s algorithm
START with a graph G. At each vertex draw a box, the lower area for temporary labels, the upper left
hand area for the order of becoming permanent and the upper right hand area for the permanent label.
STEP 1 Make the given start vertex permanent by giving it permanent label 0 and order label 1.
STEP 2 For each vertex that is not permanent and is connected by an arc to the vertex that has just
been made permanent (with permanent label = P), add the arc weight to P. If this is smaller
than the best temporary label at the vertex, write this value as the new best temporary label.
STEP 3 Choose the vertex that is not yet permanent which has the smallest best temporary label. If
there is more than one such vertex, choose any one of them. Make this vertex permanent and
assign it the next order label.
STEP 4 If every vertex is now permanent, or if the target vertex is permanent, use ‘trace back’ to find
the routes or route, then STOP; otherwise return to STEP 2.
Prim’s algorithm (graphical version)
START with an arbitrary vertex of G.
STEP 1 Add an edge of minimum weight joining a vertex already included to a vertex not already
5 included.
STEP 2 If a spanning tree is obtained STOP; otherwise return to STEP 1.
Prim’s algorithm (tabular version)
START with a table (or matrix) of weights for a connected weighted graph.
STEP 1 Cross through the entries in an arbitrary row, and mark the corresponding column.
STEP 2 Choose a minimum entry from the uncircled entries in the marked column(s).
STEP 3 If no such entry exists STOP; otherwise go to STEP 4.
STEP 4 Circle the weight wij found in STEP 2; mark column i; cross through row i.
STEP 5 Return to STEP 2.
Kruskal’s algorithm
START with all the vertices of G, but no edges; list the edges in increasing order of weight.
STEP 1 Add an edge of G of minimum weight in such a way that no cycles are created.
STEP 2 If a spanning tree is obtained STOP; otherwise return to STEP 1.

Additional Pure Mathematics

Vector product
a # b = a b sin int , where a, b, nt , in that order, form a right-handed triple.

© OCR 2017
76 AS Level in Further Mathematics A
Summary of updates
Date Version Section Title of section Change
June 2018 1.1 Front cover Disclaimer Addition of Disclaimer
September 1.2 Multiple Correction of minor
2019 typographical errors

2b Content of AS Level in Insertion of additional command

Further Mathematics A words
(H235)
April 2020 1.3 1d How do I find out more Insertion of the Online Support
information? Centre link

© OCR 2017
AS Level in Further Mathematics A 77
 © OCR 2017
78 AS Level in Further Mathematics A
© OCR 2017
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 © OCR 2017
80 AS Level in Further Mathematics A
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