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Unformatted text preview: ossible score, and mean score for each
4. Topic /
8. Topic /
2.90 * For Topic, 1 refers to Problem Solving (A referring to Problem Set and Cross-Topic Problems), 2 refers to
Patterns and Relations (B referring to Sequences and Series, C referring to Polynomials, D referring to
Logarithms and Exponents, E referring to Quadratic Relations, F referring to Quadratic Systems), and 3 refers to
Shape and Space (G referring to Trigonometry, H referring to Geometry).
For Cognitive Level, K refers to knowledge, U refers to understanding and application, and H refers to higher
mental processes. Principles of Mathematics 12 Examination -2- April 2001 Report to Schools Raw Score Summary Maximum Possible Raw
Maximum Achieved Score
Mean Raw Score
Standard Deviation Multiple Choice
66.0 Written Response
34.0 Total Exam
18.06 Comments from the Markers
Below are topic areas and skills in which students seemed to be well-prepared (strengths) and those in
which students need improvement (weaknesses) according to the examination markers.
1. Areas of Strength
This was a well done question. Students
could find the zeros of a function using
the calculate menu on their graphers.
Windows were adjusted properly to
show the minimum point. Areas of Weakness
Some students gave only the zeros
and not the inequality regions. There
were many inequalities that were
expressed incorrectly. (reversed signs,
no equal signs, combining the
separate regions into a single
compound statement, etc.). Students
entering separate functions often did
not show the intersection points in
their sketches. Some answers were
expressed as ordered pairs. Other
errors included extra information in
the answer box, and there were some
sign errors when equating the
function to zero. 2. This was a well done question. Students
correctly set up a linear- quadratic
system and solved it by substitution. The
squaring of a binomial was well done. 3. This was a well done question. Students
demonstrated good knowledge of the
growth formula, and used logs effectively
to solve the equation. A few students could not derive an
equation involving the perimeter of a
triangle. x^2 + y^2 = 25 was a
common error, and x^2 + x^2 often
became x^4 instead of 2x^2.
The largest single error was incorrect
rounding. Occasionally, the base was
given as (1+2) or (1+0.5), and the
exponent of t/20 became 20/t. Principles of Mathematics 12 Examination -3- April 2001 Report to Schools 4. Students recognized that the locus was a
parabola. There was good use of the
distance formula although markers did
report a variety of successful methods.
As in question #2, the squaring of a
binomial was well done. Ther...
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This note was uploaded on 09/30/2013 for the course MATH Principles taught by Professor Ms.boersma during the Fall '07 term at Canadian Hs.
- Fall '07