If your Bio teacher wasn't joking or provoking the class at that time, then s/he is a loser for now and in years to come. But here are some responses you can use to destroy his/her belief, when used consecutively.

(1) All fail or just someone?

(2) How exactly will that happen?

(3) How do you choose to think we will fail when you can do something about it?

(4) We are destined to fail? No matter what we do? Or what you do...?

Gotta learn how to change your Bio teacher's mind or doomed.

This post has been edited by Critical_Fallacy: Apr 2 2013, 01:25 AM

Your Bio-Teacher made a rule without anybody having responsibility for it. Who is it who thinks they should care about passing Paper 3? Designing a suitable experiment to test a hypothesis takes some ingenuity and skill.

Why need to memorize things you don't know? Your Biology teacher doesn't “teach” you anything on how to study Biology effectively, do s/he?

Imagine your Bio Teacher gives you a list of student names from Form 1 to Form 5. How many can you memorize? I bet only a few or at least for those whom you're familiar with.

Similarly, you cannot expect to memorize a bunch of biological things that you don't really know or understand. Therefore, you need to condition your mind just like you get to know new friends in your class; you talk to them and you find out their personalities. For example, “Who” is Medulla Oblongata? “Where” does he live? “What” does he do? “Why” does he act like this? “How” does he interact with others?

Your Bio teacher probably tells you to read textbooks and reference book. This is the procedure. But without the mechanism of knowing how it works, you would only succeed in the hard way, not SMART way.

Pelaksanaan Kerja Projek Matematik Tambahan (KPMT) 2013

JOHOR EDUCATION DEPARTMENT



Figures and estimates are from the International Monetary Fund World Economic Outlook Database, April 2012.

20 richest countries



20 poorest countries

Can you notice that it has nothing to do with integration? You can call this a tricky question or mini puzzle.

TASK 1: Big area minus small area. There you earn [2 marks].

This post has been edited by Critical_Fallacy: Apr 30 2013, 10:49 PM

Maths should be easy and fun. Think of it like solving IQ puzzle.

Because you can analyze geometric properties of almost any functions.

I generally enjoy Numerical Methods. You learned Newton–Raphson method the other day. It’s a powerful technique for solving equations numerically.

Numerical methods are techniques by which mathematical problems are formulated so that they can be solved with arithmetic operations. They are extremely powerful problem-solving tools.

And they are capable of handling large systems of equations, nonlinearities, and complicated geometries that are not uncommon in engineering practice and that are often impossible to solve analytically. As such, they greatly enhance your problem-solving skills.

Assumptions
(1) The resistance of a bulb does not change, assuming it does not change their resistance with temperature.
(2) The brightness of a lightbulb depends on the power it dissipates.
(3) A power rating indicates a maximum appropriate power for the bulb to dissipate, but the bulb may dissipate more or less power when it is connected to different voltage sources. A bulb dissipates more than the rated power might cause it to burn out.

To prove Bulb D is the brightest, you need to show Bulb D dissipates more power than the rest. Ohm’s law by itself is not sufficient to analyze linear circuits. However, when it is coupled with Kirchhoff’s two laws (current law & voltage law) and the Power formulas, you have a sufficient, powerful set of tools for analyzing a large variety of electric circuits.

Please show your working first so that you can benefit from other constructive comments on your method and level of understanding in math. You probably won't learn much with merely attached working because they are exactly the same as what described or shown in the textbooks.

TASK 1: List down all relevant formulas required to find the volume of a solid of revolution.

TASK 2: Determine the intersection coordinate of the region of interest.

TASK 3: Formulate an equation to calculate the shade area with respect to y-axis.

TASK 4: REVOLVE now.

Please complete TASK 3. Read the instruction carefully (especially the last 3 words) and refer to your textbook. Think correctly, but don't solve. Show me the formula first. You probably won't understand even if others give you the formula straightaway. You need to comprehend the first time for yourself.

Have you ever noticed either ∫ f(x) dx or ∫ g(y) dy? The integral ∫ g(y) dx in your case is invalid.

More importantly, you learned how to comprehend a subject and solve a technical problem on your own with minimal guidance. Recall the “Eureka” moment and you will put a dent in your memory. Most of the time, the answer can be found in the textbook. It depends on how you tap on your cognitive power to unlock it.

The same way you showed mooney.

But DO NOT forget that the angle in Pythagorean trigonometric identity can be positive or negative (±√). Because θ in this case is an obtuse angle, so you need to apply the minus sign (−√).

sin² θ + cos² θ = 1

The reference angle that you refer is usually an acute angle or ∠0° < α < ∠90°. Probably you are not familiar when the angle is an obtuse angle, ∠90° < θ < ∠180°. Nevertheless, you can express sin (180° + θ) in terms of the acute angle α, and then convert it to back to obtuse angle θ.

You’ve got a good starting guess! Can’t you think of the solution for the 3rd question Q9 using the following Laws of Logarithms you learned in Form 3 PMR?

I am not maximR, but I can tell you that your methods of analysis are correct.

Using a scientific calculator, you can verify the answers by back-substitution.

Theoretically, it can be shown that the brightness of the bulb is unchanged when Switch S2 is closed, if and only if the parallel resistors are having negative resistance (−R).

Shouldn't you question the answer given by your Physics teacher if your common sense tells something is wrong? You unconsciously misled the readers that D is the true answer, though work_tgr managed to point out what really happens to the brightness of the bulb when Switch S2 is closed.

No worries. See the explanation below.

maximR is probably busy preparing for his mid-year exams.

The answer D is not only wrong for S2 is closed, but also incorrect when S1 is closed.

A multiple choice question usually does not require extensive mathematical calculations or proofs. If manutd96 can imagine the series and parallel circuits and understand the principle of voltage division in series circuits and the principle of current division in parallel circuits, he does not need much calculating effort to infer that the brightness of the bulb is unchanged when only Switch S1 is closed, and the brightness of the bulb decreases when only Switch S2 is closed.

The fact only applies because the students truly understand the fundamental working principles like you do. Likewise, Intermediate maths is easier to grasp than Advanced maths because it is built upon and extend students’ previous learning of Fundamental maths.

Hi maximR,

I obtained the original documents yesterday and so I added some inputs. Have you received them in your region?

SELANGOR EDUCATION DEPARTMENT

ADDITIONAL MATHEMATICS PROJECT WORK 1/2013



This post has been edited by Critical_Fallacy: May 16 2013, 12:49 PM