Chapter 2 Modelling

2.1 The modelling cycle

Key Skills:

p1 Be able to identify simplifying assumptions that allow a situation to be modelled.
p2 Be able to develop or choose a simple mathematical model for a real-world situation.
p3 Be able to use a model to make predictions or get information about a situation.
p4 Be able to compare the outcomes from a model with actual data, information, experience or common sense and comment on the appropriateness of the model.
p5 Be able to appraise the assumptions underlying a model critically.
p6 Understand that a simple model can give useful answers but may need to be improved.
p7 Be able to communicate mathematical results clearly and effectively.

Key Skills:

e1 Be able to make a rough estimate of a quantity from available information.
e2 Be able to use estimates when checking calculations.
e3 Be able to make and justify upper and lower bounds for a calculation.
e4 Be able to interpret and present error bounds or tolerances on diagrams and in writing, understanding that different levels of tolerance are appropriate in different situations.

Key Skills:

a1 Be able to represent a situation mathematically using a formula or equation.
a2 Be able to substitute values into a formula given in symbols, words or as a flow chart.
a3 Be able to solve equations and change the subject of a formula.

Key Skills:

m1 Be able to recognise and use relationships between lengths, areas, weights and volumes of similar figures to model real-world situations.
m2 Be able to work with time, length, area and volume to meet given regulations
m3 Be able to work with commonly used units and know that quantities being compared should have the same units; this includes compound units.
m4 Be able to interpret diagrams, maps and scale drawings and be able to use them in problem solving.
m5 Be able to work with representations of 3-D objects in 2-D.
m6 Understand the terms displacement, distance, velocity, speed and acceleration; perform associated calculations.

Key Skills: