Susan Whitehouse
@susanwhitehouse
A Level Maths and Further Maths teacher, education consultant, co-author of "Teaching A level Maths" and of Hodder education A level Maths textbooks. She/her.
You'll never guess what they've accused the bears of getting up to in the woods
An interesting sign to see by a car park...we are in Italy so perhaps the implications were not fully understood
This is exactly what started this whole thread. I accept a scalar doesn't have direction, but it doesn't have 'only magnitude'
That is my own approach at home - this is the desk I am sitting at at the moment!
Stats people, is this the correct meaning of a controlled variable? I had it in my head that it was a variable that was held constant while observations take place, not just the independent or non-random variable, but that may just be me #ALevelMaths #MathsToday
Yes, definitely. Apologies for the shameless self-publicity, but in our book, @mrsouthernmaths.bsky.social and I talk a lot about how we introduce different topics at A level, and out favourite resources to use.
I like it up to the green line. Then I think you can do something like this (apologies for failure to type the arrows) and say that the AB.AB bit will be zero, so end up with a twelfth
If you take point O as the centre, you have three points that are 2 units away from it so must lie on the circle, with the vertical line being a diameter. At point A, you have a 90 degree angle subtended by the diameter, so that point also lies on the circle.
I like using this. I just start by asking my A-level students to use it to prove perpendicular gradients multiply to -1. Sometimes that is enough, sometimes they need a bit more prompting 😀
AI thinks it's true...I don't know if that makes it more or less likely
There's this in my resources...not sure if they are the right sort of thing
I used Autograph to check my numbers...but what is going on with the red curve after x=1? (Desmos draws it as I would expect)
But, in this question, it just says calculate the standard deviation of the data, and you are meant to know that, because it is a sample, then we want the sample standard deviation. I don't see any reason why we might not want the "real" standard deviation of this data itself.
My old friend the second derivative, we've been expecting you...
The last bit of the q. is this - binomial or Poisson - which maybe means we are going back to it being a sample? But I still don't like the conclusion. Binomial is rejected (fair enough) but either these were the only 2 options, in which case why test for Poisson, or we haven't shown it is Poisson.
Here, we seem to be looking at the whole population rather than a sample, and deciding if a distribution is "a good fit". I'm not quite comfortable with the conclusion...if this were a sample we would be saying insufficient evidence...have we just decided that this is what we mean by "a good fit"?
I would say that there are two very different things being talked about here: rigorous mathematical proof and verbally convincing others of the validity of your approach. They are both important skills for our students to develop, but they should not be equated #ALevelMaths #MathsToday
Surface area of cone (and sphere) is in the formula booklet. The only mensuration formulae that the Edexcel specs say students should know are these ones.
My interpretation is that they only secured the funding because the government has an AI bee in its bonnet, but the AMSP will do its best to keep it as sane as possible and to focus on "related areas" rather than AI. This may be an overly charitable interpretation.
Obviously all women would be absolutely delighted with such a gift #Everydaysexism