Edexcel A2 C3 Mathematics 12th June 2015Watch

This discussion is closed.
3 years ago
#601
(Original post by Gilo98)
Thank you for all the time you give up to provide us all with the best resources possible, I'm sure a large proportion of whatever grade I may get this summer will be down to people like you, Arsey, Steve (m4ths.com) and examsolutions!!
my pleasure
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3 years ago
#602
(Original post by Kill3er)
Does anyone know anything the Casio fx-991ES PLUS is good for in C3/C4 besides checking integration and differentiation answers and vectors?
Nope, but those three topics you mentioned are the heaviest in terms of mark in C3/4. So do definitely buy the calculator.

If you do further maths, it's actually really really helpful. You can check your answers for matrices, complex numbers and summation.
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3 years ago
#603
How do people go about range and domain question, I always think I understand them but then I always get it wrong :| I draw out the diagram but still seem to get it wrong. How would you do this ? (Its the c3 practise paper 2)
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3 years ago
#604
(Original post by humayra.ac)
How do people go about range and domain question, I always think I understand them but then I always get it wrong :| I draw out the diagram but still seem to get it wrong. How would you do this ? (Its the c3 practise paper 2)
I guess you're talking about part b for the range?
Think of the graph for this. Use the domain (x>1). Can the fn ever be negative? What happens when x is really close to 1? What happens as x tends to infinity?
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3 years ago
#605
yes part b, hmm ok thanks. Would you apply this thought process for all questions

(Original post by Mr T Pities You)
I guess you're talking about part b for the range?
Think of the graph for this. Use the domain (x>1). Can the fn ever be negative? What happens when x is really close to 1? What happens as x tends to infinity?
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3 years ago
#606
(Original post by humayra.ac)
yes part b, hmm ok thanks. Would you apply this thought process for all questions
Something similar, yes, but particularly when there are fractions. If the fraction is 'top heavy' then divide it first, as it really helps! Always use the domain of the function if it's not just all the reals.
If the question involves anything about an inverse function, then know that you'll have to use the relationship between range and domain of functions and their inverse.
Cheeky, but keep an eye on the number of marks. A one marker indicates that no calculation is necessary so the chances are that the answer is in the question.
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3 years ago
#607
This website has everything you'll need check out the cheat sheet as it helps you realise the common mistakes per chapter and also check out the practice papers! Hope it helps

http://www.physicsandmathstutor.com/...-level-core-3/

(Original post by Kill3er)
Since our school has just finished teaching all the content for the Core 3 Edexcel exam, i think it would be a good time to get a thread going.

How's revision going? How are people doing with past papers? Which topics are you finding most difficult? Feel free to post any questions, and hopefully someone will be able to help.

Edexcel C3 - Friday 12th June 2015

Hopefully this thread will motivate us all, and help us to achieve the grades we deserve.

Specification - http://www.edexcel.com/migrationdocu...hs_Issue_3.pdf
Forumlae Booklet - http://www.edexcel.com/migrationdocu...cal-Tables.pdf
Offical Past Papers - http://www.mathspapers.co.uk/edexcel.html

Examsolutions - www.examsolutions.net
Maths247 - www.m4ths.com
C3 Solomon Papers - http://www.physicsandmathstutor.com/...rs/c3-solomon/
Gold/Silver/Bronze Papers - http://mathstallis.weebly.com/past-papers.html

If you have any other websites you'd like to add, post them below and i'll edit this post.

Edexcel C4 June 2015 - Official Thread
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3 years ago
#608
ok thanks

(Original post by Mr T Pities You)
Something similar, yes, but particularly when there are fractions. If the fraction is 'top heavy' then divide it first, as it really helps! Always use the domain of the function if it's not just all the reals.
If the question involves anything about an inverse function, then know that you'll have to use the relationship between range and domain of functions and their inverse.
Cheeky, but keep an eye on the number of marks. A one marker indicates that no calculation is necessary so the chances are that the answer is in the question.
0
3 years ago
#609
(Original post by edothero)

where temperature
Spoiler:
Show
+25...
I still don't fully understand this. It saids can't fall below 20 degrees, but the formula gives +25
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3 years ago
#610
Can anyone explain question 4d to me on this paper:
http://eiewebvip.edexcel.org.uk/Repo...e_20060612.pdf
When t tends to infinity, the 400e^t becomes very small approaching 0 . Since the constant is 25, the temperature can never fall below 20.
1
3 years ago
#611
Are we meant to revise proof by contradiction and counter-example?
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3 years ago
#612
And could someone tell me what's going on with Q6b, is that integration in a C3 paper? If someone could help me out that would be great. Here's the link: https://aeb44e76c1fb598b02a447aec286...%20Edexcel.pdf
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3 years ago
#613
(Original post by zed963)
When t tends to infinity, the 400e^t becomes very small approaching 0 . Since the constant is 25, the temperature can never fall below 20.
Ok thanks
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3 years ago
#614
(Original post by MasonPye)
Are we meant to revise proof by contradiction and counter-example?
They aren't on the syllabus so no.
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3 years ago
#615
(Original post by MasonPye)
And could someone tell me what's going on with Q6b, is that integration in a C3 paper? If someone could help me out that would be great. Here's the link: https://aeb44e76c1fb598b02a447aec286...%20Edexcel.pdf
integrate it first then sub all x values with 3
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3 years ago
#616
(Original post by MasonPye)
And could someone tell me what's going on with Q6b, is that integration in a C3 paper? If someone could help me out that would be great. Here's the link: https://aeb44e76c1fb598b02a447aec286...%20Edexcel.pdf
Looks like it! It is pretty basic C1 integration so technically they are allowed to include it, I doubt they would in an actual C3 exam though.
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3 years ago
#617
(Original post by MasonPye)
Are we meant to revise proof by contradiction and counter-example?
Haha, do you ask this because of that solomon paper? I had no idea how to do that question!! Although not specifically on the syllabus maybe they could ask it as it is briefly mentioned at GCSE, albeit much simplified?? I don't think we need to worry about it though
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3 years ago
#618
(Original post by luckystar1900)
Haha, do you ask this because of that solomon paper? I had no idea how to do that question!! Although not specifically on the syllabus maybe they could ask it as it is briefly mentioned at GCSE, albeit much simplified?? I don't think we need to worry about it though
Hope they don't - we didn't even hint at that in CIE IGCSE, but counter example sounds intuitive enough (just find a value for which the statement isn't true), whilst contradiction may (or may not) be a case of algebraic fiddling until RHS isn't equal to LHS so maybe if they do decide to give it to us we can figure it out on the spot without previous experience. At least that's the impression I got from the questions in Solomon.

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3 years ago
#619
(Original post by luckystar1900)
Haha, do you ask this because of that solomon paper? I had no idea how to do that question!! Although not specifically on the syllabus maybe they could ask it as it is briefly mentioned at GCSE, albeit much simplified?? I don't think we need to worry about it though
Someone else posted before that their teacher had emailed edexcel about counter example contradiction etc as they aren't in the textbook and they were told that they are no longer part of our specification

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3 years ago
#620
(Original post by aersh8)
Hope they don't - we didn't even hint at that in CIE IGCSE, but counter example sounds intuitive enough (just find a value for which the statement isn't true), whilst contradiction may (or may not) be a case of algebraic fiddling until RHS isn't equal to LHS so maybe if they do decide to give it to us we can figure it out on the spot without previous experience. At least that's the impression I got from the questions in Solomon.

Posted from TSR Mobile
Indeed, this is the question I was referencing. It is from the Solomon papers which are based on the edexcel syllabus but are meant to be a bit more challenging. I'm not sure how old they are so perhaps it is from the old syllabus where someone else said they used to have proof by counter example etc

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