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Looking for Mathematics past papers from around 1920s onwards

Last post 12/01/11 at 14:02 by Polecat, 245 replies
Post started by intuitionist1 on 02/01/11 at 00:40

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    Posted by: Karvol 07/01/2011 at 12:42
    Joined on 30/06/2008
    Posts 1,421

    Betamale:
    weebecka:

     

    You are confusing familiarity and sarcasm.

    Go sniff yourself.  Hard.  Actually think of that there's a rather ripe sack full of nappies in the hall you could move onto next.

     

    Becka

    I can't help thinking that being sucked into making such posts cannot be good for your professional status?

    I disagree strongly with the vast majority of what you have posted. There will be others though that may subscribe to them (and thats fine). I just think that as an 'expert' in so many fields of maths/education and someone who does training sessions, conferences and 'works' for some noted establishments, posting in the way you have may not be doing you any favours.

    If a school thought of using you, googled your background and found some of the posts you have made (openly under your real name) they may think twice.

    Perhaps Im being behind the times. It just seems a little odd to me.

     

    Who cares?

    Any school that is desperate enough to get someone as inexperienced and out of her depth as weebecka in to give a masterclass on teaching deserves what they get.

    The most disappointing thing is that her "insults" are so pathetic. I mean, what was that supposed to signify? It is an embarrassment to the originator. Even I felt embarrassed for her.

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    Posted by: Betamale 07/01/2011 at 16:30
    Joined on 31/07/2010
    Posts 513

    Karvol:

    Who cares?

    Any school that is desperate enough to get someone as inexperienced and out of her depth as weebecka in to give a masterclass on teaching deserves what they get.

    The most disappointing thing is that her "insults" are so pathetic. I mean, what was that supposed to signify? It is an embarrassment to the originator. Even I felt embarrassed for her.

    Yes I see your point.

    I suppose the organisations Becka associates with her are often seen as reputable ones and if I were at the top of any of them I would distance myself from anyone who was posted/spoken the way Becka has.

    Oh, I agree the insults are not the most cultured.

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    Posted by: curlygirly 08/01/2011 at 09:55
    Joined on 06/02/2004
    Posts 4,920
    I'm really lucky to have 2 maths specialists on my staff who are both now leading maths teachers.

    However, if I was looking for specific onset training, and I googled her name it would definitey make me think twice about the calibre of the trainers provided. It calls her own professionalism into question but also that of her peers.

    posting under your own name is very foolish. In factTES advises against it. Something she'd be aware of if she'd read the T and C before posting, which you'd expect anyone experienced in these matters to do.

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    Posted by: weebecka 08/01/2011 at 11:06
    Joined on 15/09/2010
    Posts 956

    curlygirly:
    In factTES advises against it.
     

    Hello Rebecca

    In answer to your question clearly it is beneficial in some ways if forum contributors use their real identity – It adds weight and credibility to their posts. However not all forum users want to be indentified and many of them use an anonymous name. This is also acceptable on the TES forums.

    Best wishes

    Gail

    Apparently not curls.  I was struggling for credibility early on, as you remember, so I asked them and this was my reply.

    Don't worry about my reputation darling, its just fine.  I've taught in six local schools and run a maths teachers group for my areas.  I've always been outspoken and my comments will not be a surprise to anyone here.  I'm responsible for two major projects beyond maths teaching in this area which have been transformational and are still running over ten years later.

    I've left your stamping ground alone.  You vacate mine please.

    Unless you know whether all oblongs are rectangles or not.....

     

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    Posted by: curlygirly 08/01/2011 at 11:09
    Joined on 06/02/2004
    Posts 4,920
    Errr this is a public forum, I'll go where I like. If you don't like it. Well that's tough frankly.
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    Posted by: weebecka 08/01/2011 at 11:14
    Joined on 15/09/2010
    Posts 956

    curlygirly:
    Errr this is a public forum, I'll go where I like. If you don't like it. Well that's tough frankly.
     

    Yes 

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    Posted by: intuitionist1 08/01/2011 at 12:11
    Joined on 10/11/2008
    Posts 42

    Hello,

    I am currently sitting in the British library. I have never seen it so quiet here, and there is a note on the desks from the Chief Executive explaining how the library is having to cope with massive budget cuts. Anyway, the reason I came was that many of the past papers that I am looking for are in fact available here. I have in front of me now bound sets of Oxford & Cambridge Higher Certificate Mathematical Papers for the years 1918-27, 1928-32, 1933-1937, 1938-42 and 1943-49.

    This is the first paper in the first book (I have tried my best to transcribe the mathematical expressions in a way that is understandable):

    ============================================

    Mathematics, Group III (Paper 1) and Subsidiary Subject (15a)

    Arithmetic, Algebra and Trigonometry. 1918. 2 1/2 Hours.

    Not more than NINE questions should be attempted by any Candidate. The easier Questions A, B, C, D, E should be attempted only by Candidates who offer SUBSIDIARY SUBJECT (15a), and must not be attempted by those who offer GROUP III as their Principal Subject.

     

    1. Using the tables of logarithms calculate the values of

    (1) 10^(-3/5)     (2)  (3/5)^(-10)

    Which of the two results is the greater? Can you give any general reason for anticipating which is the greater?

     

    2. If q^2 is approximately equal to p, so that p-q^2 is small, verify that the percentage error in taking q to represent the square root of p is nearly equal to 50(p - q^2) / p

    Hence, or by direct calculation, estimate the percentage error in taking 63/19 as the square root of 11.

     

    3. A boy thinks of an odd number: he multiplies the number by 3 and divides by 2, finding that the quotient is even. He again multiplies the quotient by 3 and divides by 2; and states that his result is 175. Prove that he is wrong: and, assuming that his only error is in taking the final figure to be 5, find what was the original number. Test your result.

     

    4. Verify that if ps=qr, the value of the fraction (p+qx)/(r+sx) does not depend on the value of x.

    Show further that, if ad=bc, the value of the fraction

    (bcd+cda+dab+abc+x(a+b)(c+d))/((a+c)(b+d)+x(a+b+c+d))

    is independent of the value of x

     

    5. A motor-boat can travel at 12 miles an hour in still water. It makes a trip on a river of 15 miles down-stream and returns against the current; show that, whatever may be the speed of the current, the trip takes longer than the boat would take over the same distance in still water.

    Find the speed of the current, if the extra time taken is 10 minutes.

     

    6. Prove that 1.2+2.3+3.4+...+n(n+1) = n(n+1)(n+2) / 3

    and that

    1.3+3.5+5.7+...+(2n-1)(2n+1) = n(4n^2 + 6n - 1) / 3

     

    7. If w = (sqrt(13) - 1) / 2, prove that

    w^2 + w = 3,     (2 - w)(3 + w) = 3;

    and that

    (5 - w) / (2 - w) = 4 + w

     

    8. By means of the binomial theorem, right down the expanded form of (1+x)^5; and prove that its value for x=1/20 is slightly less than 40/31.

    Deduce or prove in any way that War Savings Certificates, which may be bought for 15s. 6d., and are worth £1 at the end of 5 years, give a better investment than compound interest at 5 per cent. per annum.

     

    9. Write down the series for log_e (1 +x) in ascending powers of x, stating the limits of x in order that the expansion may be valid.

    Prove that, if n>2,

    1/2 log_10 ((n + 2)/(n-2)) - log_10 ((n + 1)/(n - 1)) = m (1/z + (1/3).(1/z^3) + (1/5).(1/z^2) + ...),

    where z=1/2 (n^3 - 3n) and m=log_10 (e).

    Verify this result from the tables when n=6, taking m to be 0.4343.

     

    10. If  t = tan x, verify that

    sin 2x = 2t/(1=t^2),  cos 2x = (1-t^2)/(1+t^2)

    Prove that if

    sec 2x + tan 2x = v,

    then

    t = (v - 1)/(v + 1),

    and find expressions for sin 2x and cos 2x in terms of v.

     

    11. The relation between y, the angle of refraction, and x, the angle of incidence, of a ray of light on a block of glass, is given by

    sin y = (2 sin x) / 3

    Plot a graph of y as x varies from 0 to 90 degrees, taking an inch to represent 10 degrees.

    Find from the graph the value of the angle x, at which

    x - y = 30 degrees,

    and show from the form of the graph that x - y is greatest when x=90 degrees

     

    A. A man's salary is fixed at the rate of £15 a month; after deduction of income-tax, he receives £13. 13s. 9d. At what rate in the pound does he pay income-tax?

     

    B. Find the factors of

    42x^2 + xy - 30y^2

    Verify that  2x - a  is a factor of

    4x^3 - 3a^2 x + a^3,

    and obtain all the factors.

     

    C. Solve the equations:

    (1)  2/x + y/2 = 1 = 3/x + y/3

    (2)  x (y - 1) = 8,     y (x - 1) = 9

     

    D. Plot graphs of

    (1) y = x^2               (2) y = 30x

    from x = -2.5  to  x = +2.5, using the same lines of reference and taking an inch to represent unity.

    Deduce the approximate values of the roots of the quadratic

    x^2 + x = 3.

    E. A tower AB is observed by a man C standing on the roof of a house 400 feet away (horizontal distance). The height of C above the level of B is 40 feet and the angle ACB is observed to be 20 degrees. Calculate the height of the tower to the nearest foot.

    Verify by means of a diagram drawn to the scale of one inch to 100 feet.

    ================================

    Best wishes,

    Sabbir.

  • Offline
    88
    Posted by: DM 08/01/2011 at 12:19
    Joined on 12/05/2003
    Posts 5,434

    Nice research Sabbir.

    I'm actually surprised at how straightforward those questions are.   I would have expected them to be more challenging.   The other thing that would cause me difficulty there is the pre-decimal money.

    Do they have any copies of the old Special papers there?   I would imagine they would be considerably harder.

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    89
    Posted by: DM 08/01/2011 at 12:20
    Joined on 12/05/2003
    Posts 5,434

    That should have said "The only thing" not "The other thing".   I wish we could edit posts and insert LaTeX.

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    90
    Posted by: Karvol 08/01/2011 at 12:51
    Joined on 30/06/2008
    Posts 1,421

    weebecka:

    curlygirly:
    In factTES advises against it.
     

    Hello Rebecca

    In answer to your question clearly it is beneficial in some ways if forum contributors use their real identity – It adds weight and credibility to their posts. However not all forum users want to be indentified and many of them use an anonymous name. This is also acceptable on the TES forums.

    Best wishes

    Gail

    Apparently not curls.  I was struggling for credibility early on, as you remember, so I asked them and this was my reply.

    Don't worry about my reputation darling, its just fine.  I've taught in six local schools and run a maths teachers group for my areas.  I've always been outspoken and my comments will not be a surprise to anyone here.  I'm responsible for two major projects beyond maths teaching in this area which have been transformational and are still running over ten years later.

    I've left your stamping ground alone.  You vacate mine please.

    Unless you know whether all oblongs are rectangles or not.....

     

     

    I have no problem with people using their real names. Of course teachers shouldn't do it, as anything they write is in a personal capacity and may not reflect the views of the place they teach. Therefore they have to be careful not to misrepresent their employer. If one is self-employed, or perhaps not even employed, then no such problem exists.

    As for the response from Gail, any response is dependent upon the question that was initially posed.

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