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!! HL Maths 2015 - predictions, guesses, Q & A, discussion ...

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    #32
    RoRo979
    Registered Users Posts: 476 ✭✭RoRo979


    We should really get this cleared by an examiner but I personally think if the right answer is there, then you get full marks. It like if it asks you to prove some cubic has 2 unreal roots and your left with lets say. 2 +- (sqr root)-16/-2 but you decide to simplify it further. if you did you would get -1 + 2i and -1 - 2i. But lets say you simplified it wrong. The part where the surd is is the correct answer so you will still yield full marks, even though your attempt to show off you can go further failed.

    Disclaimer: This may not be fact but my teacher said it and worked in tests i have done


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    #33
    Magnate
    Closed Accounts Posts: 877 ✭✭✭Magnate


    dazzadazza wrote: »
    I also heard that if you do a question once, put a line through it and attempt it again, they mark the one that gives you the most marks. I'm not sure about this though because I'd imagine that people would be quick to abuse this.

    I think it's the same for most subjects in any questions where surplus incorrect answers do not cancel out correct answers. Basically never scribble anything out, but instead put a line through it so that the examiner can still read it and award marks if it's correct.


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    #34
    Confused2015
    Registered Users Posts: 8 ✭Confused2015


    anyone know exactly which proofs could come up in which paper or is it just completely random?


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    #35
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    Confused2015 wrote: »
    anyone know exactly which proofs could come up in which paper or is it just completely random?

    Proofs will always be question 6 paper 2 (geometry ones anyway)
    On paper 1 they might ask to prove something by contradiction, i.e root 2 is irrational. They might ask you to prove demoivres theorem by induction.

    On paper two, they can ask the trig identity proofs which arent too difficult to learn honestly.

    http://www.boards.ie/vbulletin/showthread.php?t=2057221461&page=2 look in here...


    Also in relation to that thread, https://www.folens.ie/sites/default/files/resources/ML5310_AM4_Bk%201_Booklet.pdf apparently you need to be able to find the tangent to a circle by differentiation, so handy to do a few of those.


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    #36
    Blue giant
    Registered Users Posts: 1,336 ✭✭✭Blue giant


    Kremin wrote: »
    Proofs will always be question 6 paper 2 (geometry ones anyway)

    Just to point out that according to my teacher this doesn't have to be the case anymore. It more than likely will but he said that they could come up anywhere in paper 2 or none at all either.


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    #37
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    Blue giant wrote: »
    Just to point out that according to my teacher this doesn't have to be the case anymore. It more than likely will but he said that they could come up anywhere in paper 2 or none at all either.

    Really? I thought they just removed the option i.e do either 6A OR 6B


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    #38
    Blue giant
    Registered Users Posts: 1,336 ✭✭✭Blue giant


    Kremin wrote: »
    Really? I thought they just removed the option i.e do either 6A OR 6B

    I'm not certain but that's what I was told.


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    #39
    RoRo979
    Registered Users Posts: 476 ✭✭RoRo979


    implicit differentiation....... i was told by my teacher at the start of the year it was off our course, and now its back on, Think ill just learn the first 2 steps ang get attempt marks


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    #40
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    RoRo979 wrote: »
    implicit differentiation....... i was told by my teacher at the start of the year it was off our course, and now its back on, Think ill just learn the first 2 steps ang get attempt marks

    honestly it isnt that hard but yeah im sure anyone who didnt even have a knowledge of implicit differentiation could get most of the attempt marks.. the difficulty is changing dy^2/dx into a usable expression.


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    #41
    Troxck
    Closed Accounts Posts: 1,386 ✭✭✭Troxck


    Kremin wrote: »
    honestly it isnt that hard but yeah im sure anyone who didnt even have a knowledge of implicit differentiation could get most of the attempt marks.. the difficulty is changing dy^2/dx into a usable expression.

    Found this on the Project Maths site re: Implicit Differentiation...

    "Recently two supplements have appeared on the Folens website regarding extra material which they say can be examined in 2015 .

    One supplement involves Implicit Differentiation and gives the impression that differentiation of Implicit functions can be examined .

    Projectmaths.com has been in contact with the NCCA

    This is their reply “It’s worth noting that the syllabus dos not specifically mention implicit differentiation. Thus, it cannot be assumed that students have studied this approach (but may of course use it validly) and an exam question would be set or scaffolded in such a way that the student is able to apply the required differentiation. The specific learning outcome relates to finding the slope of a tangent to a circle, and the type of representation of a circle that is relevant is stated in Section 2.2 (co-ordinate geometry). In a follow up question to clarify the previous answer we received the following”

    ”Since implicit differentiation is not specified in the learning outcome, the student will not be asked to differentiate x^2 + y^2 + 2gx + 2fy + c. ”"

    So, it's not on it, right?


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    #42
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    Troxck wrote: »
    Found this on the Project Maths site re: Implicit Differentiation...

    "Recently two supplements have appeared on the Folens website regarding extra material which they say can be examined in 2015 .

    One supplement involves Implicit Differentiation and gives the impression that differentiation of Implicit functions can be examined .

    Projectmaths.com has been in contact with the NCCA

    This is their reply “It’s worth noting that the syllabus dos not specifically mention implicit differentiation. Thus, it cannot be assumed that students have studied this approach (but may of course use it validly) and an exam question would be set or scaffolded in such a way that the student is able to apply the required differentiation. The specific learning outcome relates to finding the slope of a tangent to a circle, and the type of representation of a circle that is relevant is stated in Section 2.2 (co-ordinate geometry). In a follow up question to clarify the previous answer we received the following”

    ”Since implicit differentiation is not specified in the learning outcome, the student will not be asked to differentiate x^2 + y^2 + 2gx + 2fy + c. ”"

    So, it's not on it, right?
    Well according to that it's not, which is good I guess :p.

    --heres hoping they do ask it for 25 marks and then they realise it wasnt actually in the syllabus and everyone gets 25 marks by default.


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    #43
    NLPcrunchy
    Registered Users Posts: 4 ✭NLPcrunchy


    Anyone know if we are allowed use integration by substitution?


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    #44
    Peregrine
    Moderators, Education Moderators Posts: 26,399 Mod ✭✭✭✭Peregrine


    NLPcrunchy wrote: »
    Anyone know if we are allowed use integration by substitution?

    Don't take my word for it but I don't think you'd be marked down for a valid method even if it's not on the syllabus.

    But I can't see why you would ever have to use it.


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    #45
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    NLPcrunchy wrote: »
    Anyone know if we are allowed use integration by substitution?

    Doubt they'd mark you down for it but any integration question that comes up will just be one by following a rule in the tables, why bother with substitution?


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    #46
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    Does anyone here have the educate.ie exam papers by any chance?? Need help with a question


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    #47
    RPR
    Registered Users Posts: 6 ✭RPR


    They have solutions for free on educate website


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    #48
    Hon the Dubs
    Registered Users Posts: 160 ✭✭Hon the Dubs


    Ye what question Kremin?


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    #49
    SB22
    Registered Users Posts: 20 ✭SB22


    Any good sites for financial maths or inferential statistics? Got stick with a sub teacher who might as well be a student . Hopeless at explaining even the most simple things


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    #50
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    Hon the Dubs wrote: »
    Ye what question Kremin?

    Question 7 Sample 2 Paper 1... mainly just part f....

    Actually wait, just looked at the answers and I realised I actually have the right answer...
    I dont understand why it tells you the rate of change of the volume now... it's not relevant at all?


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    #51
    DublinArnie
    Closed Accounts Posts: 2,823 ✭✭✭DublinArnie


    Can't find a solution this question.... 2011 phase 2 project maths sample paper.

    Anyone want to give this a try?


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    #52
    skippy1977
    Registered Users Posts: 284 ✭✭skippy1977


    (a)
    a.jpg
    (b)
    b.jpg
    (c)
    c.jpg
    (d)
    d.jpg
    (e)
    e.jpg

    Hope this makes sense.


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    #53
    Peregrine
    Moderators, Education Moderators Posts: 26,399 Mod ✭✭✭✭Peregrine


    DublinArnie wrote: »
    Can't find a solution this question.... 2011 phase 2 project maths sample paper.

    Anyone want to give this a try?

    Ah..I remember that question :)

    Which part?


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    #54
    DublinArnie
    Closed Accounts Posts: 2,823 ✭✭✭DublinArnie


    skippy1977 wrote: »
    (a)
    a.jpg
    (b)
    b.jpg
    (c)
    c.jpg
    (d)
    d.jpg
    (e)
    e.jpg

    Hope this makes sense.

    Huge thanks! I got the method right, but I don't know why for the length, you divide the first expression by 2?

    I've been pulling hairs doing the question for a hour... Thanks :o.


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    #55
    skippy1977
    Registered Users Posts: 284 ✭✭skippy1977


    Yeah so when we take the 1 and the two h's away from 31 we are left with 30-2h....but there are two portions left that represent the length so we divide by 2 to find the length of one. We didn't need to do that for the width as there was only one piece left when we subtracted the two h's and two 1's, if you get me?

    f.jpg


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    #56
    DublinArnie
    Closed Accounts Posts: 2,823 ✭✭✭DublinArnie


    skippy1977 wrote: »
    Yeah so when we take the 1 and the two h's away from 31 we are left with 30-2h....but there are two portions left that represent the length so we divide by 2 to find the length of one. We didn't need to do that for the width as there was only one piece left when we subtracted the two h's and two 1's, if you get me?

    f.jpg

    Dammit! thanks. Just saw my mistake... For some reason I made the grey flap at the end (the 1) a h so I had decimals When simplifying.

    Thanks, will read question and diagram more carefully next time. :)


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    #57
    Troxck
    Closed Accounts Posts: 1,386 ✭✭✭Troxck


    Does anyone have general tips on how to just do well on the exam? I am fairly confident on Paper One, mostly because I have spent the most time on it. I feel like Paper Two will be my downfall. I'm decent at Trig but I am fairly useless at The Line/Circle and Geometry. Any guidance on how to best approach these two sections? I have exam questions done with the help of the book but sometimes I'm not exactly sure how to start them, once I do I usually know what to do!


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    #58
    Bah_Humbug
    Registered Users Posts: 45 ✭Bah_Humbug


    Can anyone suggest definitions I should learn, like things about statistics and stuff that come up in paper 2? They're a pain.. a big list would be nice :)


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    #59
    Kremin
    Registered Users Posts: 944 ✭✭✭Kremin


    Troxck wrote: »
    Does anyone have general tips on how to just do well on the exam? I am fairly confident on Paper One, mostly because I have spent the most time on it. I feel like Paper Two will be my downfall. I'm decent at Trig but I am fairly useless at The Line/Circle and Geometry. Any guidance on how to best approach these two sections? I have exam questions done with the help of the book but sometimes I'm not exactly sure how to start them, once I do I usually know what to do!

    I was about to help you - until you said you need help with paper 2...
    that's the one I downfall on too....

    I can help you with co-ordinate geometry though, I hope! Do you have any questions you need help with? Honestly I expect a question like find the equation of a circle given its centre is on this line, and touches both axes.


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    #60
    Troxck
    Closed Accounts Posts: 1,386 ✭✭✭Troxck


    Kremin wrote: »
    I was about to help you - until you said you need help with paper 2...
    that's the one I downfall on too....

    I can help you with co-ordinate geometry though, I hope! Do you have any questions you need help with? Honestly I expect a question like find the equation of a circle given its centre is on this line, and touches both axes.

    I feel Paper One is just easier to study for. I'm not great with Proof by Induction or Sequences but I can at least get high attempt marks in them.

    I'm going to go through my Papers tomorrow and might PM you with questions I'm not sure about, if that's okay? When in doubt I usually just get the centre, radius, slope etc and see where I can go from there! I'm surprisingly good with Stats on Paper Two idk why.

    The question you think will come up are the ones I struggle with, how would you approach it? Sorry for all the questions but Maths is such an important subject!


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    #61
    lostatsea
    Registered Users Posts: 320 ✭✭lostatsea


    Kremin wrote: »
    Question 7 Sample 2 Paper 1... mainly just part f....

    Actually wait, just looked at the answers and I realised I actually have the right answer...
    I dont understand why it tells you the rate of change of the volume now... it's not relevant at all?

    Here is the solution


This discussion has been closed.
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