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It also presents example questions and lesson activity ideas, including a starter activity flowchart and activities aligned to the use of standard form, with mark scheme references and progression notes across KS3, GCSE and 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\n\n| Contents | Page |\n| --- | --- |\n| Links to online resources | 4 |\n| Example questions used in the presentation | 5 |\n| Starter activity flowchart | 11 |\n| Example lesson activities relating to use of standard form | 12 |\n| Progression of demand in other maths skills in science | 14 |\n| Hub resources on the website | 32 |\n\nLinks to online resources  \nBelow are links to the resources cited in the presentation:  \n•  Focus on success: Maths in science  \n•  GCSE Maths skills teaching guides  \n• Lesson activity: GCSE to A-level progression:  \no  Biology  \no  Chemistry  \no  Physics  \no  Environmental Science  \n•  Maths skills briefings for A-level sciences  \n•  Exampro  \n• ASE: The Language of Mathematics in Science  \nExample questions used in the presentation  \nUse of standard form is not specifically mentioned at KS3 science.  \nFrom the programme of study for KS3 maths:  \nPupils should be taught to interpret and compare numbers in standard form A × 10n 1 ≤ A \u003C 10, where n is a positive or negative integer or zero  \nFrom the GCSE Maths criteria (basic Foundation criteria: no extra criteria for Higher tier) : N9 calculate with and interpret standard form A × 10n 1 ≤ A \u003C 10, where n is an integer (with and without a calculator)  \nFrom the GCSE science maths criteria:  \n1b Recognise and use expressions in standard form  \nFrom the A-level science maths criteria:  \nAO2 Recognise and use expressions in standard form  \nNational curriculum in England: mathematics programme of study-Key Stage 3 Used under the Open Government Licence v3.0.  \nRemember that:  \n• GCSE Foundation tier level of maths must ‘not be lower than that which is expected of learners at Key Stage 3, as outlined in the Department for Education’s document Mathematics programmes of study: Key stage 3.’  \n• GCSE Higher tier level of maths must ‘not be lower than that of questions and tasks in assessments for the foundation tier in a GCSE Qualification in Mathematics.’  \n• On GCE (AS and A-level) papers, mathematical skills must be ‘at level 2 or above’(ie equivalent to Higher tier GCSE mathematics or above) .  \nGCSE Subject Level Conditions and Requirements for Combined Science (2021) and GCE Subject Level Conditions and Requirements for Science. Used under the Open Government Licence v3 .0.  \nExample 1  \nKS3 maths  \nIn this question, students need to convert a very large number into standard form (9 .43 × 1012 km) .  \nExample 2  \nQ7.5, Biology 2F, June 2019  \nIn this Standard demand question, students need to calculate the area of a pond, then multiply the area by the number they had calculated in the previous question. The resulting large number needs to be converted to standard form, which is equivalent to the demand of KS3 and what we ask at Standard demand GCSE.  \nMark scheme  \nExample 3  \nQ7.4, Synergy 3 H, 2019  \nIn this High demand question, students need to multiply a number in standard form by 1000 and quote the resulting number correctly in standard form. Negative indices are involved. This is a step up from the KS3 criteria and matches GCSE Maths.  \nMark scheme  \nExample 4  \nQ2.1, AS Chemistry Paper 1, June 2018  \nThe first parts of this calculation involve students multiplying a number in standard form (negative indices) by 42, to give an answer in 1 g of material, then multiplying that answer by 1000 to gain the amount in 1 kg of material. Compare the demand with that of Example 3.  \nMark scheme  \nExample 5  \nChemistry 2H, 2018  \nIn this High demand question, students need to recognise the 2:1 ratio and divide the number in standard form by 2 to choose the correct option. This is a step up from KS3 , in that students are doing more than simply interpreting numbers in standard form.  \nExample 6  \nQ2.2, AS Chemistry Paper 1, June 2018  \nIn this question, students need to multiply the number in standard form by 75 then by 1000 to determine an answer in milligrams. 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