Search results

quoting from elsewhere... Question 4 b) 50 x 1.2 = 60 (first application) 60 x 1.2 = 72 (second application) 72 x 1.2 = 86.4 (third) 86.4 x 1.2 = 103.68 (fourth) 103.68 x 1.2 = 124.416 (fifth) 124.416 x 1.2 = 149.2992 (sixth) 149.2992 x 1.2 = 179.159 (seventh) 179.159 x 1.2 = 214.49 (eighth)...

i didn't have to think about it. i worked it out without using formulas. the twelfth time i zoomed in (ie. multiplied by 1.2), i got a value higher than 400.

well, we're not there yet. but i spose i can kick my chugging brain into gear. i. complete the diagram. ii. p (gg) + p (gxg) + p (xgg) = 1/9 + 2/27 + 2/27 = 7/27 iii. 1 - p (gg) - p (xx) = 1 - 1/9 - 4/9 = 4/9 yeah? and i have to say, xena and gabrielle? lol! like gabrielle could beat xena.

this has already been argued. when working it out without any formulas, it comes out as 12. 50, the first value, is not a zooming in value and is therefore not part of the gp.

(i think i got these right. lol!) question two: a. i. 18x(x^2+3)^8 ii. 2xlnx + x iii. xcox + 4cox - sinx / (x+4)^2 b. M = (2, 6) x + 2y - 14 = 0 c. i. ln(x+5) + C ii. 1/3

\o/ couldn't remember the formulas, so that's what i did. :D

ohhhhhhhhhh snap. :D ps. ke2004 - scots is shit? i'd rather go there than "denison college".

let <ABD = x. let <DBC = y. <EBH = 360 - 90 - 90 - x - y. (revolution) <EBH = 180 - x - y. <ADB = y. (alternate angles) <BAD = 180 - x - y. therefore <BAD = <EBH therefore triangles congruent (S.A.S.). therefore BD=EH (congruent triangles). or sth like that?

scaling is done on the whole exam mark - not each individual question. didn't i already say that? edit: all right. so you get given marks for each question. say, added up, you get 90/120. then that mark is scaled. not all the little marks that added up to 90.

i dunno, some of the speakers in the house certainly resort to those sorts of comments if things aren't going their way.

no, it just means they have a different skill set. considering both 2u and 3u students sit this exam, the questions are set on a deliberate curve in order to separate the students. 2u students use q1-8 for mark hoarding and 9-10 for challenges - that's how it was presented to me. 3u students...

i highly doubt it. the way it works is that all the marks in the exam are added up, giving you your raw total, then you're scaled. scaling each individual question would be much too hard.

does that happen in any exam?

positive 6. the distance 's' is given as being below the surface anyway.

6b.

did you draw the acceleration graph? the curve (or line, really) hit the x-axis, ie. acceleration was zero, at the same point where the maximum turning point was on the velocity graph. at 6.

horizontal point of inflexion at 6,80 - top of the curve. right?

discussion among my classmates afterwards revealed 10a - integrating a log - wasn't something we're taught in 2u.

my class did speeches! and i agree, it was very easy. i just nattered on about socrates and king and how they were "masters of oratory" or some such rot. i was dreading pearson, to be honest - i cannot stand that speech and with my luck, it would have been the set one.

did 'em all in order - as per usual - but had the worst conclusion ever for my essay. i only needed like thirty more seconds! DX