C1 and progress towards S.T.E.P and A.E.A

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TeeEm
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I am going to write two papers which will be based on the current EDEXCEL syllabus C1 module.

The questions will be very hard to offer practice to individuals that have limited mathematical knowledge in topics but want to access questions above the standard difficulty of the usual C1 papers.

My target is "Early Year 12 students" which will eventually be doing STEP or AEA.

Please post comments & suggestions etc before I start on Thursday.
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DFranklin
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To be honest, I think it would be more productive to go through existing STEP / AEA questions and categorize what modules of knowledge are required.

I am also somewhat wary about your plan of offering "very hard" questions - in the past, this has usually ended up with people posting questions way harder than anything you would get in STEP, which is not terribly helpful to people just starting out.

By all means give it a go and prove me wrong though.
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newblood
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I can see this just being BMO questions which dont really require anything beyond gcse. However, i would also like to see this as if you can make STEP like questions on an early syllabus then i commend that. Its a nice idea, just dont know if it will work out.

Perhaps post the first paper youve madr and then we could critique it?
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DFranklin
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(Original post by newblood)
i would also like to see this as if you can make STEP like questions on an early syllabus then i commend that. Its a nice idea, just dont know if it will work out.
Note that there's a fair number of STEP questions that don't require much A-level specific knowledge.

E.g. From the advpcm.pdf question list:

Sample Question 2,
Q3, Q4, Q11, Q13, Q14, Q15, Q17, Q21, Q22, Q24.

(I stopped checking at Q25, so that's 10 questions out of 25, so quite a high proportion. On t'other hand, I think the earlier questions in the advpcm document *tend* to need less knowledge than later ones. On the gripping hand, I was pretty strict when deciding what "only required C1", there were a couple of others I think people only doing C1 could make reasonable stabs at).
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davros
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My personal suggestion (not a criticism of what you're attempting, particularly) is that if students want more challenging questions, then it might be worthwhile directing them towards existing MAT papers. The MAT assumes no more than C2 knowledge, so I'd expect there to be some questions in there that are just C1 knowledge plus a bit of lateral thinking.

Also, if a student is finding C1 a total breeze, would it not be better to get them to start looking at some C2 material where they'll begin to learn some useful techniques (as opposed to C1 which is basically just GCSE A* material "with knobs on"!)?
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TeeEm
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(Original post by DFranklin)
To be honest, I think it would be more productive to go through existing STEP / AEA questions and categorize what modules of knowledge are required.

I am also somewhat wary about your plan of offering "very hard" questions - in the past, this has usually ended up with people posting questions way harder than anything you would get in STEP, which is not terribly helpful to people just starting out.

By all means give it a go and prove me wrong though.

(Original post by newblood)
I can see this just being BMO questions which dont really require anything beyond gcse. However, i would also like to see this as if you can make STEP like questions on an early syllabus then i commend that. Its a nice idea, just dont know if it will work out.

Perhaps post the first paper youve madr and then we could critique it?

(Original post by davros)
My personal suggestion (not a criticism of what you're attempting, particularly) is that if students want more challenging questions, then it might be worthwhile directing them towards existing MAT papers. The MAT assumes no more than C2 knowledge, so I'd expect there to be some questions in there that are just C1 knowledge plus a bit of lateral thinking.

Also, if a student is finding C1 a total breeze, would it not be better to get them to start looking at some C2 material where they'll begin to learn some useful techniques (as opposed to C1 which is basically just GCSE A* material "with knobs on"!)?
all the comments are welcome.

I am not trying to imitate STEP. I will follow the structure of a C1 EDEXCEL paper in context and style as much as possible.
the only thing I will be putting material not usually accessible to below A/A* level.

Anyway

I hope for more suggestions before I start on Thursday

[P.S. I will also write these papers for one of my one students]
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StayCoolGuys
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This sounds very similar to Solomon Papers, I believe they are also for the more A/A* level. Here's a link to the C1 papers : http://papers.xtremepapers.com/Edexc...ed/C1/Solomon/

I think papers geared more at problem solving and lateral thinking rather than rote process applying would be needed in preparation for STEP/AEA.
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TeeEm
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(Original post by StayCoolGuys)
This sounds very similar to Solomon Papers, I believe they are also for the more A/A* level. Here's a link to the C1 papers : http://papers.xtremepapers.com/Edexc...ed/C1/Solomon/

I think papers geared more at problem solving and lateral thinking rather than rote process applying would be needed in preparation for STEP/AEA.
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I understand what you are saying ...


I will create something which is not imitating STEP or AEA but it will be far harder than Solomon.

I will put the draft on line tomorrow and we shall see.
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TeeEm
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16.17

I am almost done...


THE TIME IS NIGH
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TeeEm
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My house is mad today so I will upload Paper S first in about 10 minutes and Paper T a bit later
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tiny hobbit
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(Original post by TeeEm)
Before I attach the papers I want to say a few things because from some of the comments I received I concluded maybe I have not explained what this practice papers are all about.

These Papers, …
…have no problem solving genres no maths challenge stuff, IMO etc
…have no similarity to STEP in structure or style.
…do not resemble an AEA paper either

These papers…
… follow the structure and style of a standard EDEXCEL C1 paper
… “look like” a standard EDEXCEL C1 paper until you try them.



My objective is to give “C1 topical practice” to EDEXCEL (and why not other boards) candidates. My experience shows that very few students attempt hard questions until the second year of the mathematics A levels. One could argue this is probably better as they have higher mathematical maturity by then. Nevertheless there are sometimes exceptions.


IMPORTANT
Do not pay too much attention to the time allowed (not checked yet)
Proper marks allocation is not done either, individually or as a total! (I need to moderate, produce solutions and then marking scheme, before a sensible mark allocation is determined).



Attachment 332547



This is where these two papers fit into my full package of papers.

For the Edexcel Syllabus I set 2 years ago to create 26 papers A to Z, one for each letter of the alphabet, for the popular core modules C1, C2, C3 and C4.

Papers A to R were designed for “general student consumption”.
(Some easy and occasionally hard)

Papers U to Z were designed for “mathematical heavyweights”.
(The response I had from those papers when tried with “standard” students was OMG, but with strong students OK)

Papers S and T were missing. (a bad word play on STep)
I designed these for “mathematical Sumos”, i.e. even harder than U to Z.

I have no idea what the response will be, but it is certainly no waste as I will certainly find use with some of my own students.

I hope you find them useful. Any comments welcome



[PS1: please help with obvious typos or problems, as I knocked those in a big hurry]
[PS2: I have no idea how soon I will be able to provide solutions/very busy at present]
[PS3: For at least two months C1, IYGB, paper S and T are only available through the Student Room!]
[PS4: …erm Playstation4]
On a quick read through, you've said in the last question that (1,1) is a minimum. I assume you meant maximum.
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DFranklin
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(Original post by TeeEm)
..
Some comments based on a fairly quick look through.

Q6: Possibly I'm being stupid, but it's not totally obvious to me what you mean by "The curve meets the y axis at y =18 but has no x intercepts.". (in particular, does x intercepts mean "meets the x axis", or "meets the line x = 0"). I suspect it would become clear once doing the question but I don't think the ambiguity is good.

Q7: I really don't like this question - I'm left thinking "OK, now I don't know what I can assume." E.g. can I assume that "if I start on one line, travel in a perpendicular direction to that line until I reach the other line, then the distance travelled is the shortest distance"?

In general, I felt you overused things like "show clearly" - unless there's a very good reason for such a phrase I think it's one best avoided.

In terms of difficulty, I felt it was a fair bit easier than AEA (let alone STEP).
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TeeEm
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(Original post by tiny hobbit)
On a quick read through, you've said in the last question that (1,1) is a minimum. I assume you meant maximum.
obvious typo
I will eventually correct
many thanks
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Sir Cumference
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(Original post by TeeEm)
Paper
Looks like a good paper although not as hard as I thought it was going to be. And I agree with DFranklin about Q7: you'd never see a question like that in an official exam where you're told that you cannot use a certain formula.

One mistake I noticed: you're missing an x\in \mathbb{R} for q3.
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TeeEm
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(Original post by DFranklin)
Some comments based on a fairly quick look through.

Q6: Possibly I'm being stupid, but it's not totally obvious to me what you mean by "The curve meets the y axis at y =18 but has no x intercepts.". (in particular, does x intercepts mean "meets the x axis", or "meets the line x = 0"). I suspect it would become clear once doing the question but I don't think the ambiguity is good.

Q7: I really don't like this question - I'm left thinking "OK, now I don't know what I can assume." E.g. can I assume that "if I start on one line, travel in a perpendicular direction to that line until I reach the other line, then the distance travelled is the shortest distance"?

In general, I felt you overused things like "show clearly" - unless there's a very good reason for such a phrase I think it's one best avoided.
points taken

...I was in a hurry this morning...
... English is not my first language ...
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TeeEm
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(Original post by DFranklin)

In terms of difficulty, I felt it was a fair bit easier than AEA (let alone STEP).

(Original post by notnek)
Looks like a good paper although not as hard as I thought it was going to be.

this is a very hard C1 paper (no STEP or AEA)
Its target is an able 17 year old with roughly 3 months experience at A level Mathematics.
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TeeEm
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(Original post by notnek)

One mistake I noticed: you're missing an x\in \mathbb{R} for q3.
i will correct
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newblood
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Not as difficult as i thought u might make it but thats a good thing. Its nice because theres not long slogs of algebra but just non-standard questions which dont rely on any advanced topics.you dont really need to think about them, but i think for the intended audience of strong year 12 mathematicians it fits the bill.

Nice job. Have you thought about extending this to other modules where you dont need alot of specialist knowledge and they dont really scratch beyond the surfacex say FP1?
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newblood
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(Original post by TeeEm)
i will correct
I know you said you havent given much thought to a time limit. But 3 hours is certainly excessive. I just completed full solutions to the whole paper in less than an hour. Perhaps 1 hr30 as with Alevel papers is more appropriate
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TeeEm
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(Original post by newblood)
Not as difficult as i thought u might make it but thats a good thing. Its nice because theres not long slogs of algebra but just non-standard questions which dont rely on any advanced topics.you dont really need to think about them, but i think for the intended audience of strong year 12 mathematicians it fits the bill.

Nice job. Have you thought about extending this to other modules where you dont need alot of specialist knowledge and they dont really scratch beyond the surfacex say FP1?
You must be the only person that read my comments about the intended difficulty and the target audience!
the second point is I will produce 2 papers for each of CORE modules.
People have little understanding of the time and effort it takes to produce a paper.
the biggest enemy is syllabuses which change all the time...


(Original post by newblood)
I know you said you havent given much thought to a time limit. But 3 hours is certainly excessive. I just completed full solutions to the whole paper in less than an hour. Perhaps 1 hr30 as with Alevel papers is more appropriate

Note this is a draft
time and marks see comments I made in my long post.
Without having done solutions I think also it does not need as long... I just typed a number until I moderate the paper.
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