UPDATE”:- Here’s a link to some Americans, who also like me object to the deliberate obscuring of how to to “math”.
UPDATE1:- WE talk about the A-level maths papers here.
This is “module 1” (you do it in bite-size, topic-related bytes now.)
And the mark scheme is…
And this is “module 3”:-
And here’s the answers as directed that you should give them:-
Do you want to see _2 papers_ for the poor individuals who are perhaps not so smart? here it is: remember, these people are usually 16:-
Oh, I forgot: if you do rubbish in it, you can “retake” that modile as many times as you want to. (But it will of course have different questions in it the next time around.)
I will not waste time putting up the answers for these as you will all do them in about 3 minutes.
I have to say that nothing was this bad even in 2001, let alone in 1997 when the Nazis came to power here. Using text books from the 1990s spooks today’s students, even some of the brighter ones, for the books contain topics and concepts with which they are entirely unfamiliar. Like, for example, the graphs of y=sin x, y=cos x, y=tan x, and transformations of the same. The concept of angular velocity, as a property of trig functions and the units of radians, are now only dealt with in the second or third modules of A-level maths. I’m not sire they even properly understand it even then. I can do it with the bright ones, That’s merely what came to mind on the spur of the moment.
Oh and they don’t know what a logarithm is until at least halfway through their first year of A-level maths. They have no clue who computed logarithms first, or why, or which logs he calculated and on what base: they are not really told what these things are for, economically.
Those of you of 60 or over will know that we all did differentiation and integration for O-level. These are now “advanced” concepts in “AS” and “A2”.