1. GCE Mathematics Support Event Tuesday 24th November 2015 Glenavon Hotel Cookstown Wednesday December 2 nd 2015 Stormont Hotel Belfast

2. AGENDA 0900 – 0915 Registration 0915 – 0940 Welcome 0940 – 1000 Introduction from Subject Officer 1000 – 1015 Break – tea/coffee 1015 – 1100 Reports on C1, C2, M1, S1 1110 – 1200Reports on C3, C4, (M2) 1200 – 1215Plenary/Questions 1215 – 1300 Lunch 1300 – 1315 Introduction to GCE Further Mathematics 1315 – 1500 Reports on F1, M3, M4, F2, F3, S4 1500 – 1530 Plenary/Questions

3. CCEA website

5. GCE Mathematics page

6. Mathematics microsite

7. GCE Mathematics Current specification will continue until at least 2017 The current AS will still be available for teaching in 2016 GCE A2 in 2016, 2017, 2018

8. No changes to specification since first teaching Sept 2004 – first award 2005 Examiner/student support Events Topic Tracker Past Papers/mark schemes/tips on web GCE Mathematics Centre support

9. On line marking from summer 2016 C1, C2, C3, C4, S1 & M1 Statistical analysis available Not for Further Maths GCE Mathematics Marker training to be rolled out No difference to candidates Answer booklet as usual

10. STATISTICS

11. GMT21 Question 16 Shape, Space and Measure & Algebra Cohort =5732 candidates

13. Revision of A Level Mathematics Specification written to meet the recommendations of the A Level Content Advisory Board (ALCAB) Modular structure retained 50% Pure Maths and 50% Applied Maths weighting likely Applied Maths probably 50% Statistics, 50% Mechanics Assessment model unclear as are assessment objectives Content based on current proposals for English Boards No option choices One resit opportunity per unit allowed Exams in the summer series only AS papers 90 marks; A2 papers 120 marks

14. Further Mathematics Further Mathematics content will be revised in line with the A level Mathematics content 50% of Pure Mathematics will be prescribed – ensuring consistency but retaining flexibility for students to specialise Content based on current proposals for English Boards Number of option choices One resit opportunity per unit allowed Exams in the summer series only Intent to set up a Further Mathematics support network

15. The Way Forward Very experienced writing panel Further consultation with HE and teachers Advisory panel from local universities Smaller focus groups(s) of teachers Interim review period for one year leading to revision of specification after 1 year if necessary

16. Information Day Summer Series 2015 Sara Neill Chief Examiner

17. GENERAL These are points that it was felt might be worth a mention again. M, W and MW marks Rubric 3 significant figures / accuracy Use of tables in S1 Number of questions on the paper Number of marks for each part of/or question Connected parts

18. M correct method tried W work correct MW both method and work correct Must show full development of answers Work to more than 3 s.f especially important in Statistics Only CCEA tables to be used when required – normal distribution GENERAL

19. Make sure that all the questions and parts of questions have been answered The number of marks for each part gives some indications of answer time Parts (i), (ii) etc. are connected and answers in earlier parts may be used to answer later parts Parts (a), (b) etc. are not connected GENERAL

20. Proofs Formulae in booklet Cancelled work Repeating solutions Trial and improvement Read questions carefully Units Answer layout Pencil GENERAL

21. The specification states which proofs are not required. Any others may be asked. Know what and where required formulae are in booklet and if unsure if a formula is correct look it up. Cancelled work will not be marked. Repeated solutions will all be marked and the best mark given provided that the examiner is not being ‘asked’ to pick the correct one e.g In double transformations where the candidate obviously does know which one to do first and does every possible combination/ not knowing for gradient whether to differentiate or integrate GENERAL

22. Trial and Improvement not accepted Answer the question asked not the one the candidate would perhaps like to answer/ this is happening more frequently than in the past. Watch that units are consistent. One part below the other No pencil

23. PURE Algebra: cancelling Numeracy Graphs Transformations MECHANICS Diagrams Units

24. Algebra continues to be poorly done/algebraic cancelling/squaring brackets/factorising Silly mistakes with numbers Graphs are not on the Spec. only sketches of graphs/graph paper is not required Often candidates who plot points do not show all of the relevant required features Learn which direction the transformation is in e.g Is – f(x) a reflection in x or y axis? Diagrams should be neat and of a reasonable size Watch that units are consistent GENERAL

25. Information Day Summer Series 2015 Eleanor Smylie Chair of Examiners

26. Areas of weakness Graph Sketching C1 Q 5(b), C2 Q6(a), 7 (b), 8 (a), C3 Q7 When to use radians [Trapezium & Simpson Rules] Reading questions carefully Showing full development of answers Poor notation e.g function notation [ f(x) = …. or f: x ….], [ ∫ dx ] Explanations/understanding Algebra e.g brackets

27. Graph sketching NOT on graph paper Shows the general shape of graph over range given Where curve crosses axes Any asymptotes Turning points on curve

28. Use of radians Arc length and sector area C2 Q3(b) Solution of trig equations C3 Q7(a)(ii), (b)(ii) Many candidates work in degrees and change at the end. Differentiation and integration C3 Q1 Trapezium and Simpson’s Rules C2 Q6(a)(ii), C3 Q1

29. Notation Integral sign often appears without the dx This leads to problems when integrating by substitution in C4 Function notation f(x) C1 Q1

30. Full development of answers Students are unwilling to use words e.g C1 Q8, C2 Q2, Q3(b), Q7(b), C3 Q2(iii) Students should indicate why one solution to an equation does not provide a solution to problem e.g C3 Q7(b)(iii), C2 Q6(b)

31. Read the question carefully C1 Q2(ii) Perpendicular bisector found or answer not given in correct form

32. C1 Summer Series 2015

33. Transformations and function notation Q1 Answers should have been written as 2f(x) and f(x) + 4 BUT these were often seen f + 4 2f fx + 4 f2x

34. Q5(a) Many students wrote 1 as (4x) -1 or 4x -1 before differentiating 4x (b) Curve sketch for 10 marks so turning points were needed. Shape, points (0, 0) and (1, 0) and turning points at (0, 0) and ( 2 / 3, -4 / 27 ) Some students had only sketch and no working Some students had working and no sketch If graph was simply plotted, less than half marks were available. Differentiation and curve sketching

35. Indices and inequality Q6(a) Indices Many tried to first multiply through by 5 or 25 which led nowhere (b) Quadratic inequality Many kept < right through to x < 2√2, x < 3√2 Often no method shown for finding range

36. Q7(i) Many tried r 2 = 81 - h 2 so r = 9 – h which led nowhere (ii) Many ignored the negative solution for h Many wrongly simplified the ratio to get 1:2 instead of 1:√2 Max /min problem

37. Q8 Many got to the stage b 2 – 4ac = 8k 2 + 1 but could not explain why this was always positive. Discriminant

38. C2 Summer Series 2015

39. Series Behaviour Q1 Could be answered very quickly though some took pages Some answered without using ‘converge’ ‘diverge’ or ‘oscillate’ Many could not find the limit

40. Coordinate geometry of the circle Q2(i) Well done (ii) Most found radius was 1 but did not get centre Students didn’t seem to use diagram to help though diagram was on question paper

41. Sine and Cosine Rules, Circular measure Q3 (a) Bearings was a problem for quite a few. The given diagram was only a help if bearings were understood. Led to wrong set up for (i) Having found angle in triangle for (ii), many could not get correct bearing Q3(b)(ii) Great difficulty in knowing which bits to put together to get perimeter.

42. Geometric Progression Q4 (i) Method not always clearly shown (ii) Poorly done. Many did not know the condition mod r < 1 (iii) Some had r > 1 but still tried sum to infinity formula

43. Binomial Q5 Minority gained full marks 2 methods used. Either (a + b) 9 or (1+ y) 9 (a + b) 9 method generally produced better marks (1+ y) 9 method gave problems taking the 2x out correctly Quite a number misunderstood ‘descending powers’

44. Binomial Q5 Biggest problem was use round the 2x, sometimes in all terms but also only incorrect in first term So sometimes 2x 9 stayed but 2x 8 became 256x 8 More care needed with brackets Also frequently negative sign was not dealt with correctly

45. Trigonometric graph, Trapezium Rule Q6(a) Sketch asked for so graph paper not needed. Incorrect range seen Poor graph shape e.g (b) h value did not match x values Degrees used instead of radians Formula not written and error in evaluation which loses M1

46. Trigonometric equation Q6(b) Wrong equation or wrong factors lost marks Solutions sin θ = 0.5 or -2 found Then 30 ⁰ and 150 ⁰ but -2 just ignored or ‘math error’ written. Need to indicate that -2 does not produce solution.

47. Q7 (a) caused problems. was written as 3x -1 by quite a number (a) divided by 2 also gave strange answers Answers should not be left as ‘3 layer fractions’ e.g Integration and application x3x3 x3x3 x32x32

48. Q7(b) Many did this as ∫ y dx some got 0 and left it Some got 0 and just changed middle sign with no explanation Many did not get 0 or Integration and application 4141 8383

49. Q8 (a) Many plots from x = - 1 to 3, some with x = 2.32 on x axis Very poor sketches, even straight lines joining (0, -4) to (2.32, 0) Needed to show y = - 5 as asymptote, (0, -4), (2.32, 0) and curve shape Exponential and logarithms

50. Q8 (b)(ii)Very poorly done. No attempt at using logarithmic laws (iii) Most tried change of base but often became (iv) Poor because of earlier errors (iv) Of those who did get k value, many did not find x value log 4 x log 4 2 Exponential and logarithms k2 k2

51. C3 Summer Series 2014

52. Simpson’s Rule Q1 Generally well done Main error was using degrees instead of radians Also some mismatch between h and x values Some miscalculated y from correct x Some not working to correct accuracy Some misquoted formula

53. Exponential growth Q2 Generally well done In (iii) many lost final mark because they did not relate the ‘rate of change’ to year 4 Many did not give an explanation at all

54. Algebraic fractions and Partial Fractions Q3 (a) Not well done generally Some used common denominator before factorising Led to errors in simplification Many had problems factorising the quadratic Many did not spot common factor in first fraction Many made error in subtraction in numerator. 6 - 2 x + 3 was common (b) Generally well done. No unusual errors.

55. Binomial Q4 Generally well attempted Main error was to use the ‘terms’ instead of ‘coefficients’ Having x in equations then caused difficulties Some did then remove the x Various algebraic errors also caused loss of marks

56. Parametric coordinates Q5 Least well answered question on the paper Various methods used t from x equation often but forgot negative solution and filled into y Filled t 2 into expression for y 2 but then omitted the ‘middle term’ Filled in for x and y in given equation and compared coefficients but omitted middle term of y 2 term

57. Parametric coordinates Q5 In (ii) incorrect a, b or c caused difficulties Some divided by t so losing (0, 0) answer Should explain why (0, 0) is not P

58. Application of differentiation Q6 Well done Few did not read carefully and so found tangent. Good to see few wrote ln x 2 as 2ln x This was more often correctly differentiated.

59. Trigonometry Q7 (a)(i) Sketching again Tried to plot several values but often did not get correct graph shape Did not know shape of tan graph Did not know how to deal with modulus (a)(ii) Did not realise from (i) that there were 4 solutions Often only 2 solutions Only worked with one equation so got 2 solutions Used 2 equations but with 1 solution each

60. Trigonometry Q7 (b)(i) well done In (ii) some did not use result from (i) Did not always use given range so included solution for tan x = 0 Did not explain why tan x = 0 did not produce valid solutions in this case Maybe not reading question carefully?

61. Calculus Q8 (a) Differentiation - generally well done (b) Integration - first and last terms caused most difficulty Many did not simplify trigonometry first Many did not recognise the simplified trig. terms as derivatives of trig. functions Some difficulty using ln for the 2 nd term and doing it correctly.

62. C4 Summer Series 2015

63. GENERAL C4 is a Synoptic paper and as it is the last of the ‘A’ level Pure papers can have questions that test content from C1, C2, and C3. Candidates continue to lose marks because of their lack of knowledge of earlier modules. It is also one of the 2 papers that contributes to the overall mark for the A* grade.

64. Module C4 Q1 Vectors are not generally well done but most candidates did well in this question. Candidates need to ‘dot’ the direction vectors but some used the position vectors. A silly numerical mistake was made by too many when ‘dotting’ the k components 0 x -1 = -1 ? Q2 Algebra let some down in this question when simplifying ( u - 1 )/√ u As this was Q2, dx = du and this was not always clearly stated. Some left expressions in u integrated w.r.t x but proceeded to do the correct integration.

65. Q2 (continued) It would be nice to see a correct expression. If a candidate wishes to change back to x at the end instead of changing the limits then it would be better if they left the limits off the integration sign when the expression was in u. Q3(a) involved work from C1 and C3 and apart from some finding dx/dy for the gradient the work was fine. (b) Usually implicit differentiation is not well done but this relatively easy one at the start of the paper was most pleasing! ( Module C4

66. Q4 When answering differential equations it is usually easier to keep the number on the numerator of one side, especially if it is a fraction. As usual ‘c’ was sometimes left out or limits not used. A number of candidates inserted numbers instead of using the letters on the paper and often got ‘confused’. The weaker candidate does not like these questions. Again C3 content was tested. Module C4

67. Q5 The set of graphs one of which was tested in part (a) need to be learned and sketched showing all of the relevant features. Plotting points does not help in one of these. Asymptotes are poorly done. Candidates also need to sketch within the required range. Part 5(b) was not well done. A mistake that happens in different situations occurred here. In changing the cot to tan the 3 went to the bottom line as well! This also happens for example in differentiating 1/3x. The 3 comes up with the x and sometimes does and sometimes does not move back down. The negative root towards the end also often disappeared. Module C4

68. Q6 Algebra let many down in this question when trying to find the expression to integrate (C1 content). Q7 Candidates do not seem to like function questions. This one was no exception. No asymptote was shown in (i) Often only one of the asymptotes was mentioned in(ii) Algebra let them down in (iv) (C1 content) Very few got (v) because of an incorrect answer to (iv) Notation is always poor Module C4

69. Q 8 differentiated between the more able candidates. Parts was required in (a) and too many used the wrong parts to differentiation or integration. The number of different approaches to (b) are too numerous too mention. It was such a pity that those who had no problem when answering this part give a decimal answer instead of the required exact answer. C2 and C3 content was tested here. Module C4

70. M1 Summer Series 2015

71. General comments Poor diagrams. Need to be large and show all forces clearly Some did not show force directions No marks can be gained if use diagram on question paper Many marks lost through basic algebraic errors or incorrect angles Need to read question carefully Lack of understanding shows up when setup of question is not the usual one Explanations could be better

72. Momentum and Impulse Q1 Not reading question Some had particles moving towards each other in (i) Some missed ‘particles coalesced’ in (ii) Some did not know to use only one particle for (i) Some confusion over direction of Impulse

73. Vertical motion under gravity Q2 First 2 parts well done (iii) tested distance and displacement. Various methods used. Some just found displacement when t = 3

74. Equilibrium Q3 Poor diagrams – many missed normal reaction at the wall Some had direction of 40N wrong despite it being on diagram

75. Velocity – time graphs Q4 (i) and (ii) were well done In (iii), most could get distance for freight train but not for the express

76. Acceleration as a function of time Q5 Some omitted +c in (i) which then simplified (ii)

77. Connected particles Q6 Needed to read carefully to discover direction of motion Some omitted forces or had them acting in wrong direction In (iv) some did not know to look for the resultant of the 2 tensions

78. Ladder equilibrium Q7 Did not know reaction at C was perpendicular to ladder; many had vertical or horizontal force Some included force at B or omitted friction force at A (iii) generally not well done partly due to wrong R

79. Motion on inclined plane Q8 This was a testing question as a final question is meant to be Needed to read the question carefully Many had X as force acting up the plane Some had incorrect angle of inclination Some did not have particle accelerating

80. S1 Summer Series 2015

81. GENERAL Candidates need to watch their accuracy in Statistics as not working to enough significant figures can throw the answers too far out. Some answers may be asked to a different accuracy than 3 significant figures so read the questions carefully. Mean and standard deviation can be found from the calculator but the CCEA tables must be used for normal distribution.

82. Q1 Candidates were told to use the Poisson model and most completed the question successfully. A few did not change λ in (ii) Candidates need to read these histogram questions carefully to know to what accuracy the numbers are being taken. So the table should have been set up as on the mark scheme. Part (iii) was the part that caused the problems as candidates are still unsure of how to tackle finding the median. As the diagram was given the ratio should be 20:20 Module S1

83. Q2 Continuous random variable questions are well done although as on previous papers some candidates did not know the formula for Var(X). Q4 Most candidates used Binomial with a few using Poisson again. A number used 5 days instead of 7 days in a week. Candidates were better at recognising ‘at most’ and ‘at least’ than previously. Errors were often due to a lack of accuracy or a simple silly slip. Module S1

84. Q5 When answering normal distribution questions those who draw diagrams are usually the more successful. The answers to these questions have been improving but we still see candidates who use the tables the wrong way round or find the wrong area. Reading the question carefully should have led fewer candidates to round their answer down when it should have been rounded up in (ii). Module S1

85. Q6 Far too many candidates in this question could not solve the quadratic equation that they set up in (i) and even if they could the negative value was excluded without a reason being given. (see mark scheme). Again the full formula for the Var ( X ) was not always used. In (iii), a was not always squared to find the new variance. Module S1

86. Q7 Probability questions are in general poorly done. If a candidate can imagine the set up clearly they can work out exactly what they need to find and so answer the question correctly. They just need to go slowly and concentrate. Parts (i) and (ii) were ok. If in (iii) candidates tried to list the outcomes they often left at least one out. Those who tried 1 - P(none) were generally successful. Part (iv) was poorly done. The set up was poorly understood. Module S1

87. M2 Summer series 2015

88. General points Good performances Read questions carefully Show full development of answer Explain carefully

89. Vector differentiation Q1 Explanation needed in (i) In (iii) few left velocity and did not find speed

90. Vector quantities Q2 (i) was not well done. Many did not find F1 and F2 in vector form and then add them Using (ii) to answer (i) did not earn full marks for (i)

91. Work and Energy Q3 In (ii) some found work done by resistance rather than against Many did not apply the Work Energy principle correctly either omitting the work done against resistance or having incorrect signs within the equation

92. Power Q4 Many did not read carefully and so used g = 9.8 Most errors were algebraic ones

93. Projectiles Q5 Not well done Some confused horizontal and vertical components of speed Some used standard formulae for projectile projected at an angle Assumption caused difficulties Repeated assumption given in question ie particle If given, particle assumption, this infers no spin, no air resistance Needed to look for other assumptions e.g horizontal ground or motion takes place in vertical plane

94. Variable acceleration Q6 Well done Most errors were in (iii) Incorrect separating variables Omitting or incorrect evaluation of +c

95. Circular motion Q7 Needed to realise the tensions were different. This should have been on the diagram Some didn’t spot this till (iii) and then did not change the diagram in (i) Some did not see to use simple trig. to answer(ii) Method for (iii) generally correct but Some used wrong angle when resolving Some had all angles 45 ⁰ Some did not correctly solve the simult. eqns

96. F1 Summer series 2015

97. GENERAL Candidates are in general able and very well prepared for the Further modules. However, there are a number of candidates who fail to read questions carefully. A number of these able candidates have poor algebraic skills that in some cases stop them from correctly completing a question.

98. This summer candidates did not always use the most appropriate method to answer a question. This is unusual. Often their method was more time consuming and allowed candidates to make silly arithmetic or algebraic errors. Module F1

99. Q1 In part (ii) candidates very often did not show the full development of their answer and often failed to give the eigenvalue. The method used to answer (iii) was often flawed and an answer of a = - 2 was given when it should have been 4. Q2 If candidates drew a clear diagram when answering Q2(ii), answers were usually correct. This was one question where candidates tried a longer method of trying to first find ‘c’. This took longer and required greater algebraic skill. Module F1

100. Q3 Some candidates failed to give a complete answer to part (ii) of the question saying that a = -2 means that there is no solution (see mark scheme). The only other point to note is that in (iii) candidates need to write out the general solution at the end. Module F1

101. Q4 Group questions of this type are often poorly done. Only a small number of candidates gained full marks for this question (see mark scheme for template). Q5(a) The matrix should consist of numbers not sin/cos. Q5(b) A very common error was to write the image point as ( x, -mx ) when it should have been ( t, -mt ). This did lose candidates a significant number of marks. Module F1

102. Q6 Calculation errors often spoilt candidates’ answers to both parts of (a). The parts were labelled (i) and (ii) and so the answer to (i) should have helped when answering (ii) but some did not see the link. The diagrams drawn in (b)(i) were really clear. An improvement on previous years. Only the most able were successful in answering (ii). Some candidates had forgotten circle/tangent properties. Some tried to use the answer to work backwards. Again (i) was there to help and if candidates had used their diagrams then they only had to use Pythagoras and trig. to complete the question. Module F1

103. F2 Summer series 2015

104. Candidates taking this paper were very well prepared and very able. However, their lack of algebraic competence did cause them to lose marks. Module F2

105. Q2 The least successful method of changing all to tan x defeated all who tried it in this question. Most changed it into tan 2x and were usually successful. Q4 The Maclaurin series in part (i) was well done although a number made mistakes in finding the 2 nd derivative. In (ii) some did not know that tan (- x) = – tan x Basic mistakes led candidates to lose marks. Module F2

106. Q5 The structure of an induction proof has greatly improved - well done. However, candidates’ algebra in going from k to k +1 was often unconvincing. Algebra again! Q6 In part (a), finding P and Q caused few problems but finding M proved difficult for some. Loci remain a mystery to many. Q6(b) was poorly done as many had forgotten about using the discriminant (see mark scheme). Module F2

107. Q7 Differential equations have become well done and many gained most of the 13 marks. This was the best done question on the paper. Q8 The error in Q8(a) was in not simplifying r to √2 In (b) candidates, although they did get finished, did seem tight for time and their responses to this part were rather mixed. As well as the solution in the mark scheme those who equated real and imaginary parts were equally successful.

108. F3 Summer series 2015

109. Again candidates were very able and very well prepared. The first 5 questions were straightforward and accessible to most. As in F2 some fell down on simple things like completing the square in Q2. Module F3

110. Q1 If candidates had learnt off the formula for the angle between a line and a plane in this question, they needed to think if their answer was the required one. Q2 Some candidates could not correctly complete the square (see mark scheme). Module F3

111. Q3 Their manipulation of the algebra let candidates down in this question. Too many could not tidy their answer up. Q4 In Q4(b) some candidates did not know the volume formula – one they need to learn. Q5 It was disappointing that some could not do the first part of this question. The easiest way to tackle (ii) was to set up simultaneous equations and many did not spot this. Module F3

112. Q6 Some candidates did not know how to prove the simple identity in part (i). In contrast (ii) was very well done. To answer (iii) candidates were required to split the integral and then use the answer to (ii) to help them complete the question. Many did not spot the connection to (ii) and gave themselves extra work to do (labelled parts). Module F3

113. Q7 The best way to tackle this question was to first find the equation of the plane ABCD as containing the lines AB and BC. Then find the line CD as the intersection of the planes ABCD and CDE. Many took a much more complicated route to the answer but eventually got there. Q8 If candidates knew to split and introduce a 1 and use parts or use a substitution then the majority were able to do well and complete this difficult integration. These candidates were good and well taught. Module F3

114. M3 Summer series 2015

115. M3 General points There was a wide range of ability in the candidates taking this paper. The relative velocity question generally proves difficult for many. Q3, on energy, was not as well done as it usually is. However, many excellent scripts were seen from able and well taught candidates.

116. Q1 This was a centre of mass and suspension question that was generally well done. Unfortunately a number of candidates took the L shape to be a lamina and not 6 rods. Perhaps first questions need reading more than once. A number of candidates took the masses of the rods to be the same. Module M3

117. Q2 The main problem for candidates was in drawing a correct diagram for part (ii). They did not know that the relative velocity was at 45 0 below the horizontal (see mark scheme). The less able candidate had very little understanding of what to do in (iii). A good diagram in (ii) would have been a great help. If candidates used a purely vector approach then it was their algebra that was liable to let them down. Module M3

118. Q3 Some candidates used an SHM approach when answering this question. The main mistake in all 3 parts was to leave one of the energies out e.g in (ii) leaving out the EPE or GPE at the start. Q4(iii) Many candidates were unable to correctly use the appropriate quadrant for the angle. Module M3

119. Q5 The first 4 parts of the question were well done although in (i) some candidates had an extra force on the ring or friction in the wrong direction. These are not mistakes which you expect at this level. The inequality in part (v) often did not appear at the beginning of the answer but as it was on the paper suddenly appeared at the end of a solution. Candidates needed to start with the inequality. Module M3

120. Q6 The work done by a constant force in part (a) was well done although some did not show a full development of their answer to (i). Part (b) was not so well done. The integration was not well done in (i). In (ii) very few knew that the acceleration was zero and so could not find x in order to finish the question. Module M3

121. M4 Summer series 2015

122. Elastic impact Q1 First 2 parts well done In (iii) some looked at each collision separately or even just at one collision Maybe did not read carefully or did not fully understand

123. Frameworks Q2 Explanation generally not good i.e not related to smooth contact. No diagram on answer paper made it difficult to identify their forces. Perhaps used diagram on question paper?

124. Gravitation Q3 Well done Some had wrong value in (iv)

125. System of forces and couple Q4 Well done Only best remembered to consider both clockwise and anticlockwise direction for the couple

126. Centre of Mass and toppling Q5 Incorrect or incomplete solutions to (i) indicated a lack of understanding of standard method? Only best students were able to find correct moment of P

127. Dimensions Q6 Parts (i) (ii) (iii) well done standard questions Only the best students understood the significance of ‘being independent of.. ’ for (iv)and (v)

128. Motion in a vertical circle Q7Q7 Q7

129. S4 Summer series 2014

130. The examiner on this paper stated ‘that a well-prepared cohort of intelligent students dealt successfully with this paper’. What better could be said? ‘Wordy’ parts of questions are generally less well done than the number manipulations. As in all Statistics papers candidates need to work to more than 3 sig. figures Module S4

131. Q1(a) Candidates seemed to believe that the answers to the 2 parts should be different. In fact both should have been ‘no effect’. Q2 As usual in part (ii), it was the new variance that caused mistakes to be made as happens in S1. Q3 Candidates should have written the event as L - (V +V) not L - 2V. Those who did this usually continued to the correct variance. However, some had 36 + 4 x 16. This again showed a problem with the idea of what a variance is. Module S4

132. Q4 It was parts (ii) and (iv), the explanation parts, that were least well done. The answer to (ii) should have related back to the context of the question as should the answer to (iv). (see mark scheme) Q6 Again in this question the event should have been set up as X+X+……+X+Y not 10X+Y as again this led some to an incorrect variance. Module S4

133. Q8 Again the words to answer (i) were not correct (see mark scheme). Otherwise this question was well done. Module S4

134. Joe McGurk – Telephone 9026 1443 – Email jmcgurk@ccea.org.ukjmcgurk@ccea.org.uk Nuala Braniff (Specification Support Officer) – Telephone 9026 1200 extension 2292 – Email nbraniff@ccea.org.uknbraniff@ccea.org.uk Contact Details