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**Ordinary Level Maths Paper 2...Before/After**
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Mysteriouschic wrote: »Oh 'cause I just realised I used simpsons rule for that question I didn't really read the question I just saw the diagram and assumed it was the simpsons rule formula.
So did I :P
And I used squares as units, not millimetres to make thing worse :pac:
Be grand
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Yeah. That's the one I picked. And it's not a huge jump, but the diesel cars outsold petrol cars.The answer was C for Q6 C(ii). It can't be A because the cars haven't suddenly become very popular over the last 2 years. There's only an increase of around 3,000 diesel cars sold in 2010 compared to the amount sold in 2009. Not exactly a huge jump
Diesel cars have become very popular since car sales started to improve.0 -
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I know that post-mortems aren't really that useful, but after reviewing the OL paper 2 with a some of my students (one of whom seems to have posted here.....), I thought I'd better clear up a few points.
Part A was straightforward and as expected, but really didn't expect 2 Q's on Probability. Q 3 (line) & Q 4 (circle) both very quick and simple.
Q 5 was where the difficulty started, 5A not too bad; you should get full marks if you did incircle as well as circumcircle, but that was under old MS....
I haven't seen a reliable MS for any PM paper yet. At least it will make the marking conference at the end of the month somewhat interesting (if not downright intriguing....).
5B was very simple (about 4 lines) if you got it....; not many of mine did. Triangle CDP is isoscles.
Q. 6 and 7 were both difficult (& v. long) and had leading (or even misleading sub-questions). I would consider both as definitely of Higher Level standard, and quite a bit more tricky than the honours sample papers we had been given.
Q.6: a) i) simple bar-chart, II) mean is also a standard calculation, iii) also v. easy. iv) is a question that is almost impossible to answer well without an in-depth knowledge of how to use (& mis-use) stats. The wording alone and the misuse of the word 'average' should make the marking-scheme meeting, or maybe they wanted a treatise on misuse of stats. I'd wager that someone (a student who understands the potential misuse of such statements...) will print " average is a word that should not be used to muddy the waters; mean (over a period), median or even mode would have been better". I would add to it that maybe one should not use a measure of central tendency when commenting on or even guessing a trend. There are measures of trending that could have been used (by the examiner) more intelligently here. Maybe the person setting this hasn't used statistics that much. For a v), b i) & ii) this has more to do with changes in taxation than most else; will full marks be given to students who mention changes to Road Tax (based on emissions instead of engine size); If not I'd like to know why not (again this is good business knowledge, little to do with maths/stats). c ii) has to be read carefully - D should get full marks, some credit for B, rest nada.
d i) straightforward and predicted; ii) mean or median would do it. d iii) again tricky. How many calculated StdDev for both to show both better knowledge of spread measurement and it's use? Range isn't the biz here, but should get a partial credit.
Q. 7 - again not easy. The word scalene doesn't appear in most LC PM books and updates (it is taught at primary level and is on the 1st year commom course). b) GF can be found iteratively with 3 runnings of the ratio equation (it's 12.5). c) BD is a simple use of the Cosine rule, but why not have a simpler result? d) is definately HL standard - you need to calculate angle ACD, then CDB (or vice-versa...), the use the Sine rule to calculate OD. That is long, tedious and difficult; I got a fairly accurate measure by extending A & B to O and doing a scale calculation (I used 0.5cm = 1m).
Q.8 was lovely and it was a nice comfort blanket to see Simpson's Rule (last time ever?). You are aware it was used extensively in C18 Ireland when it was being mapped by the British military (Simpson used to work for 'em); see Maths isn't all useless. http://b-static.net/vbulletin/images/smilies/smile.gif
Hope it went well for you, and that partial credits are easy to come by (used to be attempts...)0 -
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OutsideLane wrote: »I know that post-mortems aren't really that useful, but after reviewing the OL paper 2 with a some of my students (one of whom seems to have posted here.....), I thought I'd better clear up a few points.
Part A was straightforward and as expected, but really didn't expect 2 Q's on Probability. Q 3 (line) & Q 4 (circle) both very quick and simple.
Q 5 was where the difficulty started, 5A not too bad; you should get full marks if you did incircle as well as circumcircle, but that was under old MS.... I haven't seen a reliable MS for any PM paper yet. At least it will make the marking conference at the end of the month somewhat interesting (if not downright intriguing....).
5B was very simple (about 4 lines) if you got it....; not many of mine did. Triangle CDP is isoscles.
Q. 6 and 7 were both difficult (& v. long) and had leading (or even misleading sub-questions). I would consider both as definitely of Higher Level standard, and quite a bit more tricky than the honours sample papers we had been given.
Q.6: a) i) simple bar-chart, II) mean is also a standard calculation, iii) also v. easy. iv) is a question that is almost impossible to answer well without an in-depth knowledge of how to use (& mis-use) stats. The wording alone and the misuse of the word 'average' should make the marking-scheme meeting, or maybe they wanted a treatise on misuse of stats. I'd wager that someone (a student who understands the potential misuse of such statements...) will print " average is a word that should not be used to muddy the waters; mean (over a period), median or even mode would have been better". I would add to it that maybe one should not use a measure of central tendency when commenting on or even guessing a trend. There are measures of trending that could have been used (by the examiner) more intelligently here. Maybe the person setting this hasn't used statistics that much. For a v), b i) & ii) this has more to do with changes in taxation than most else; will full marks be given to students who mention changes to Road Tax (based on emissions instead of engine size); If not I'd like to know why not (again this is good business knowledge, little to do with maths/stats). c ii) has to be read carefully - D should get full marks, some credit for B, rest nada.
d i) straightforward and predicted; ii) mean or median would do it. d iii) again tricky. How many calculated StdDev for both to show both better knowledge of spread measurement and it's use? Range isn't the biz here, but should get a partial credit.
Q. 7 - again not easy. The word scalene doesn't appear in most LC PM books and updates (it is taught at primary level and is on the 1st year commom course). b) GF can be found iteratively with 3 runnings of the ratio equation (it's 12.5). c) BD is a simple use of the Cosine rule, but why not have a simpler result? d) is definately HL standard - you need to calculate angle ACD, then CDB (or vice-versa...), the use the Sine rule to calculate OD. That is long, tedious and difficult; I got a fairly accurate measure by extending A & B to O and doing a scale calculation (I used 0.5cm = 1m).
Q.8 was lovely and it was a nice comfort blanket to see Simpson's Rule (last time ever?). You are aware it was used extensively in C18 Ireland when it was being mapped by the British military (Simpson used to work for 'em); see Maths isn't all useless. http://b-static.net/vbulletin/images/smilies/smile.gif
Hope it went well for you, and that partial credits are easy to come by (used to be attempts...)
Cheers this was really helpful 0 -
It's all behind us now but I'm curious if someone could tell me (can't remember the question number) but It was the one where the scale changed by 1.2 if I can remember correctly (or got it correct
)
Does anyone know where the point O was ?
On the diagram is was like find the distance from O to B but I couldn't see any O :P0 -
It's all behind us now but I'm curious if someone could tell me (can't remember the question number) but It was the one where the scale changed by 1.2 if I can remember correctly (or got it correct)
Does anyone know where the point O was ?
On the diagram is was like find the distance from O to B but I couldn't see any O :P
it was off the page but you had to use the other measurements and scale to get it0 -
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I did it a very complicated and unorthodox way (divided the length of the base of the scalene triangle by 1.25 repeatedly until I got a very small number and then I added everything together) and I left my answer as 34m. Would you say they'll accept that as a method and accept my answer?
Yes. I was the only person in my year to do it the method I did.
There was a few who did it your method and my Maths teacher was sortof confused by it. She told me I was wrong when I came out of the exam and that adding all the triangles together would be the appropriate method.
I may be wrong though. I just assumed a sort of continuous exponential growth of the full scale. Which was the k constant; and used that.
I have yet to be shown another method though.0 -
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Yes. I was the only person in my year to do it the method I did.
There was a few who did it your method and my Maths teacher was sortof confused by it. She told me I was wrong when I came out of the exam and that adding all the triangles together would be the appropriate method. I may be wrong though. I just assumed a sort of continuous exponential growth of the full scale. Which was the k constant; and used that.
I have yet to be shown another method though.
Ahh found a method to do it now. Work out all the angles of the triangle |AOB| and then use the Sine Rule. Twas easier than I thought :rolleyes:0 -
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What answer did you get? 
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