jrub.bsky.social
Teacher of A level maths and further maths. Ex-principal of a sixth form college. Now a Londoner but still loyal to Hull.
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Love the polynomial roots question
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And now the Romanian president too!
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I think we will plan to provide students with a list of topics/sub-topics and they can focus on those questions from the mixed exercises and review exercises
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The turnaround is too quick for me. We won’t even see the core 1 paper until the next day. It’s annoying they are so close together.
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Apparently (I took a party of students to Oxford recently and got told this) he used to meet up with Tolkien regularly in a pub in Oxford called the Eagle & Child, which they nicknamed the Bird & Baby.
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He was famously a maths professor at Oxford, a logician
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Revenge, by Coralie Fargeat. It’s on Prime, I think.
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Oh dear, they are getting worse 😂
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Popes are supposed to understand sin. This one understands cos and tan too!
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I was once a ‘revisor’ for one of the exam boards, AEB I think. That meant I got sent the exam paper a year or more in advance and was asked to do it and give any comments.
It was top secret work!
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Haha! Nicely put.
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Not at all
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No!!!! Don’t delete. It’s all good stuff. People try to get their heads round such things, say why they like it or don’t like it, and it all helps us to a clearer understanding of the concepts and how to teach them. I am sorry if you felt discouraged by my post. If anyone deletes, it should be me.
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There’s a lot of practice papers around. I might try to construct a predicted Pure 2 paper once we have seen Pure 1. Likewise Core 2 once we have seen Core 1.
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I don’t mind a flow chart, etc, but if it has too much detail I lose a sense of understanding of what is going on. This one could be simplified a bit, I think.
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I love you very much (from a distance) … but this seems just a little bit complicated to me.
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Pure poetry
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If a lot of your students don’t do physics then it takes a while for the mechanics concepts to settle in, so there’s an argument to do some mechanics in Year 1. If they all do Physics, no problem.
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Fair enough. I wish we were finishing when you do rather than two weeks earlier.
We get nine hours per fortnight. How about you?
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23 May gives you a bit more time. But some of our students have A level papers before then so they go on study leave on May 9.
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Finished the last lesson before Easter - I always aim for then to give a few weeks revision after Easter.
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I’m interested in this. My Y2s have like just over a week left before study leave. If I still had projectiles to teach I think I would be panicking a bit.
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So what’s the difference between a trapezium and a trapezoid? Is it that one has exactly one pair of parallel sides and the other has at least one?
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Aha, thank you! I see!
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Is there a ‘simple’ proof that if the coefficients are integers, then roots come in ‘conjugate surd pairs’, but not if the coefficients are irrational?
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Same. (Or similar)
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😂
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So is this Paddy’s Theorem?
If a cubic with real, integer coefficients has a root p+√q then p-√q is also a root. However, a cubic with real, irrational coefficients does not possess this property.
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It’s finding the other roots that is the work, not finding p and q
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I give up!
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Ooh!
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It led to an interesting discussion in my class today around this question:
If a cubic has real integer coefficients and one root is a+√b, does it follow that a-√b is also a root?
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Yes, good. And then solve simultaneous equations to get the other two roots having found the value of p?
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Isn’t that what I said: one root 3 - √2 and two complex conjugate roots
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Yes I think you’re right. But it isn’t self evident to me either, so I think I would just solve the problem without making the assumption that the second root is obvious
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How about if the other two roots were √2/2 ± 3i
Then the sum of roots would be real and rational
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Discuss revision strategies. Many good teachers struggle to plan good revision lessons.
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You know, I have been teaching A level maths since 1986 and I don’t think I have ever had marking to do over the Easter holidays.