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# AQA A2 Mathematics MPC4 Core 4 - 9th June 2015 [Discussion & unofficial markscheme] watch

1. Vector questions are always like me in bed

Gentle and calm foreplay before excessive violent shafting
2. (Original post by CD223)
Not very good! Prefer C4 haha! You?
Which history do you do? I'm doing Edexcel Kaiser to Fuhrer?

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Ah I'm on aqa, and cover the Cold War and international relations up to 2004! Really interesting. The thing I dislike about history tho is that I'll be mentioning the tiniest percentage of what I've learnt the whole year ... Feels like a waste (even tho it isnt).
3. I struggle with forming differential equations from wordy questions. this usuallyll leads to messing the whole question up. any tips?

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4. can somebody explain what I would do for 3c

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Attached Images

5. (Original post by 2014_GCSE)
Here you go:

Attachment 421419

Basically, B & C could be in either place. So you just solve it for both places.
And as it's a parallelogram, it is two pairs of equal sides (like a rectangle).
Hi, thanks for this. I'm just wondering if you are able to explain to me how and why the OC = OA+AC or something? I don't really understand that concept, thank you!!
6. (Original post by nairline)
Ah I'm on aqa, and cover the Cold War and international relations up to 2004! Really interesting. The thing I dislike about history tho is that I'll be mentioning the tiniest percentage of what I've learnt the whole year ... Feels like a waste (even tho it isnt).
I couldn't agree more. Best of luck!!

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7. (Original post by datpr0)
Yes, well, they certainly diminsh the point of learning certain graphs (i.e. inverse sin/cos/tan and the graphs for cosec/sec/cot). I assume, also, that their existence is the reasoning for having to explicitly state points of intersection with the axis to get the marks nowadays as anyone can draw a correctly shaped graph by copying it from their graphing calculator.

They're also the reason why many papers deal with the graph of y = f(x), where f(x) is undefined, so that your graphing calculator won't help; which, in turn, begs the question of why their use is even permitted in the first place ^^.
They tell you the points of intersection/min/max
8. we're looking at part 6)c)ii) boys and girls.

I've got PS as

and we know the coordinates of R, so RS is

and we also know RS is perpendicular to

and where PS and RS intersect, is S, which we're looking for.
Where do I go from here ...?
9. (Original post by LetMeInPlox)
we're looking at part 6)c)ii) boys and girls.

I've got PS as

and we know the coordinates of R, so RS is

and we also know RS is perpendicular to

and where PS and RS intersect, is S, which we're looking for.
Where do I go from here ...?
Its nice you read the question out lol
10. I'm confident with all the concepts of the vectors in terms of distance between 2 vectors, parallel, intersecting, skew lines...blah blah.

However, I always seem to be confused by what is often the final question of the section which most of the time asks you to apply your knowledge to a shape...

Has anyone got any tips when tackling these styles of questions? :/
11. (Original post by LetMeInPlox)
we're looking at part 6)c)ii) boys and girls.

I've got PS as

and we know the coordinates of R, so RS is

and we also know RS is perpendicular to

and where PS and RS intersect, is S, which we're looking for.
Where do I go from here ...?
Just did this myself

Sub PS into where you have m(abc) then dot product

A.B = Cos 90 (which as you know, is 0)

My problem with this is that I did the line SR when the mark scheme says I should have done line RS, why is this? Aren't they both supposed to be going outwards from the angle? PQ is. I came to this thread to ask why this is, can anyone help?
12. Just wondering how people do these sorts of question?
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13. (Original post by 8472)
Just wondering how people do these sorts of question?
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Mulitply everything by the (2x^2 -x +2) and you have that 4x^3 = 2AX^3 so you can see that A would be 2, then you use this value for A in 16x= 2Ax +4Bx to get the value for B which is 3
14. (Original post by 8472)
Just wondering how people do these sorts of question?
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I would use algebraic long division first. The result becomes the Ax and the remainder is the B(4x-1).

There's apparently a quicker/easier way according to the mark scheme though.
15. (Original post by 8472)
Just wondering how people do these sorts of question?
Spoiler:
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Polynomial long division :P
16. (Original post by Alexandrite)
I would use algebraic long division first. The result becomes the Ax and the remainder is the B(4x-1).

There's apparently a quicker/easier way according to the mark scheme though.

No idea how I did not see that my result was Ax. Awesome thanks.
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Repped you all.
17. (Original post by datpr0)
Yes ;D! I completely agree with that rant about Q2, like, I know we have graphing calculators but I was still waking up at that point - my brain was not yet functioning properly xD...
LOOOL IKR, at the end "I'll end up doing Dance at Slough with college dropouts"
18. (Original post by the_googly)
can somebody explain what I would do for 3c

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You just state the stricter of the two validity ranges from the two expansions you did in b. .
19. (Original post by Alexandrite)
Just did this myself

Sub PS into where you have m(abc) then dot product

A.B = Cos 90 (which as you know, is 0)

My problem with this is that I did the line SR when the mark scheme says I should have done line RS, why is this? Aren't they both supposed to be going outwards from the angle? PQ is. I came to this thread to ask why this is, can anyone help?
your PS is ACTUALLY OS, RS is then OS - OR
20. (Original post by LetMeInPlox)
we're looking at part 6)c)ii) boys and girls.

I've got PS as

and we know the coordinates of R, so RS is

and we also know RS is perpendicular to

and where PS and RS intersect, is S, which we're looking for.
Where do I go from here ...?
your PS is ACTUALLY OS, RS is then OS - OR

I think?

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