Jon Lipscombe

[Jon Lipscombe @JonLipscombe]

@TLMaths There has been a recent trend to include questions of the form sin(A) = sin(B) and similar.
A candidate could be taught to use the FB results to turn this into a product of trig = 0?
Not our favoured approach, though

[Jon Lipscombe @JonLipscombe]

@HoneywillTim @TheMathsBazaar Uses Qs inspired by/taken from a variety of sources - AQA, Madas, old spec Edexcel

[Jon Lipscombe @JonLipscombe]

@HoneywillTim @TheMathsBazaar I have put together a paper this year again but I'm not too happy with the quality - my students dealt with it, but I don't think I've got the balance quite right.

I haven't put together a mark scheme for it, unfortunately - teething 6 month old!

https://t.co/VEnX6DdTfJ

[Jon Lipscombe @JonLipscombe]

@TheJoyofMaths @Sheena2907 Might have to look into this when I have the time - I'm currently an INDEX/MATCH fan for this kind of thing

[Jon Lipscombe @JonLipscombe]

@Adil11235 @mrsouthernmaths @Whitehughes This means that we have 4 problematic nodes: D, E, H for being odd when we want them to be even, and K for being even when we want it to be odd. 2/2

[Jon Lipscombe @JonLipscombe]

@Adil11235 @mrsouthernmaths @Whitehughes This is a common trend in recent Route Inspection problems.
The best way I have of describing it is as follows:
We are looking for a semi-Eulerian route as we are starting and finishing at different vertices.
This means we want A and K to be odd, and all other nodes even. 1/2

[Jon Lipscombe @JonLipscombe]

@NickyAnscombe @taylorda01 I think the line might be that shadow papers are designed to be kept out of the public domain so that centres can use them for mocks etc.

It's a shame, because the example/problem pair they form was really useful!

[Jon Lipscombe @JonLipscombe]

@JohnRubinstein1 An older version of the classwiz used to be very slow at calculating the binomial cumulative distribution for large n, so my motivation was "this reduces the number of calculations required which speeds things up dramatically"
Unfortunately, current calc does binomial very fast!

[Jon Lipscombe @JonLipscombe]

@matemdiscreta @Ridermeister I'd also argue that this gives students a good opportunity to demonstrate 'interview technique' - clarifying the notation used in the question with the interviewer!

[Jon Lipscombe @JonLipscombe]

@LorHRL @Miss_M_Maths Seconding MadasMaths as a good source of irritating questions.
Equally, university entrance exams (MAT, TMUA, etc.) are a good source of challenging problems in a variety of topics: benefit of MAT Q1 and TMUA is that they are multiple choice and accessible for 1st years

[Jon Lipscombe @JonLipscombe]

@Miss_M_Maths Nothing exciting, but I shoehorn it in when doing any Stats topics where possible just to maintain familiarity. Not particularly inspiring, unfortunately!

[Jon Lipscombe @JonLipscombe]

@Adil11235 @Whitehughes @mrsouthernmaths I played around with these results this academic year: sum of roots cubed has been asked before for Edexcel Core Pure: students were expected to just quote the result, but the derivations are somewhat fun (if abstract)

[Jon Lipscombe @JonLipscombe]

@Miss_M_Maths It ought to be escalated by a marker to their team lead in the first instance, but it should then get approved at that stage.
I am writing based on my personal experience of marking for Edexcel and not in my capacity as one of their assessment associates! 3/3

[Jon Lipscombe @JonLipscombe]

@Miss_M_Maths I would argue that this subsequent manipulation makes the Taylor approach more laborious! Assuming they end up with an expression in powers of x rather than (x-a) I don't see any issues in this.
This isn't a common approach so it would not be in mark scheme notes. 2/?

[Jon Lipscombe @JonLipscombe]

@Ridermeister I enjoyed taking a look at it while invigilating - one of my A2s said it felt do-able but she wasn't in the right frame of mind to give it her best shot.

[Jon Lipscombe @JonLipscombe]

@MrsNiddyNoddy @ChrisFMaths @Miss_M_Maths If they define the ending condition they are looking for at the start, it's okay provided they conclude briefly at the end. If we saw "=0 as required/QED" etc. I'd give 2/2 here - but we don't see any conclusion so M1A0.

[Jon Lipscombe @JonLipscombe]

@Mrrismithmaths @mrsknoxmaths I think this is likely to be the case: extending a pattern/technique taught in lessons to an impressive/intimidating problem.

The issue being, of course, that families are not present to see what happens in lessons and thus are not usually equipped to help!

[Jon Lipscombe @JonLipscombe]

@Ridermeister Having looked at it more closely, I have a minor quibble with the LP question not stating the objective in words!

[Jon Lipscombe @JonLipscombe]

@Ridermeister D1 also a good paper - some testing questions but nothing hugely out of kilter with expected content.
I did have Ss complain that their calculator couldn't cope with the simplex tableau as a matrix, which was sad!

[Jon Lipscombe @JonLipscombe]

@Whitehughes et al: What are your opinions on assuming the client in an LP problem wants to maximise profit?
It is an understandable assumption in context, but I would prefer it to be explicitly stated as part of an initial brief.