This topic is an absolute joke, but you've really helped. Thank you so much, just wish I didn't have to revise this. I mean honestly, when will you be forced to analyse a data set without actually having the data set?
Yeah it’s hilarious lol, pretty much all teachers agree it’s a waste of time but clearly examiners love it for some reason. The good thing is at least we don’t need to know the data and if u know the variables off by heart then it’s an easy couple makes
2015 Location | Temperature degrees celcius | Windspeed Range Knots kn Cambourne 10-20 3-18 Heathrow 8-29 3-19 Hurn 6-24 2-19 Leeming 4-23 3-17 Leuchars 4-19 3-23 Jacksonville | Hotter than UK Beijing | Hotter than UK Perth | It's mostly winter during the time period Temperature in 1987 was like slightly lower for every location
Months included with 30 days: June, September Great storm of 1987 - October 1987 - effects UK locations Hurricane Floyd - October 1987 - effects Jacksonville Hurricane Joaquin - October 2015 - effects Jacksonville
Hi Sir, I understand the different variables that can be measured and presented in the data set but to what extent do we need to know about the conditions in each weather station ? For example, could they ask " what approx temperature reading would be measured in October at Beijing ? " etc Im not sure where the boundary is between " general knowledge" and unnessesary specifics . Thanks
>> could they ask " what approx temperature reading would be measured in October at Beijing ? " no (I don't think so) the general knowledge stuff is about the storms and the units
You don't have to memorise them as a list, but you should know about them. In past papers they have asked for instance what unit pressure is measured in (hPa), so knowing what units they are measured in and what the meaning of the variables are is expected. But you don't need to be able to list all the variables, you just need to understand them if they are mentioned in the paper
Apologies for this comment as its not directly related to the Large Data Set - wasn't too sure where I could hang this query. Could you please advise on if there is something you can point me at regarding if there is an A Level Maths "Mind Map" type creature out there? By this I mean, traditionally, GCSE and A Level Maths etc. has a syllabus, you slog your way through it and try to grasp the mechanics and concepts of all the tools identified. There doesn't seem to be, readily available (or indeed presented within Edexcel for example) a holistic view were, once you have gone through and acquired your toolkit, a map is presented that illustrates where tools are identified/employed in solving specific types of problems. A few examples to elucidate. a. Finding the Inverse Function of a Quadratic - use the "tool" of Completing the Square of the quadratic. b. Finding the equation of a circle (when given in the form of x^2 + y^2 + ax + by + c = 0) - again use the completing the square "tool". c. Intersections of Circles, Tangents, Lines, Triangles etc - Use the Discriminant to identify unknowns or number of real solutions. I hope this makes sense. Any ideas? If there isn't such a thing then, do you have any videos you could publish on YT? Many thanks.
If you think it would be a useful revision resource, I would suggest you build it up yourself. Building it yourself from scratch will have more impact than using something someone else has designed, especially a mind-map idea like this.
@@TLMaths Many thanks. Whilst I agree with your comment (and I do have an embryonic "map") I was hoping not to reinvent the wheel if you were aware of anything out there I could have leveraged from. Thanks for all the help and guidance your videos have provided (I've slogged my way through all the A Level videos so I realise and appreciate just how much effort you have put into creating them). Thing is, you've now given me the desire to start on Further Maths!! VBR
omg you are so right! The way the content is taught in school, there aren't many links to past topics and it makes it so annoying, as you have to piece it together which makes it confusing, and it takes a long time to actually understand. Especially for a subject like maths, it's really important to link everything together as topics are so intertwined. It would help so much if there was a mind map, like the one you were talking about, especially when it comes to revision for the final exams.
![A-Level Maths: K1-01 [Sampling: Population vs Sample]](http://i.ytimg.com/vi/W702aS8eXuM/mqdefault.jpg)
![A-Level Maths: K1-01 [Sampling: Population vs Sample]](/img/tr.png)
![A-Level Maths: L1-06 [Data: Histograms]](http://i.ytimg.com/vi/-mkWGFfq94w/mqdefault.jpg)
This topic is an absolute joke, but you've really helped. Thank you so much, just wish I didn't have to revise this. I mean honestly, when will you be forced to analyse a data set without actually having the data set?
Yeah it’s hilarious lol, pretty much all teachers agree it’s a waste of time but clearly examiners love it for some reason. The good thing is at least we don’t need to know the data and if u know the variables off by heart then it’s an easy couple makes
beaufort scale:
0 - calm (less than 1 knot)
1-3 - light (1-10 knot)
4 - moderate (11-16 knot)
5 - fresh (17-21 knot)
6 - strong breeze (22-27 knot)
7-9 gale (28-47 knot)
10-11 storm (48-63 knot)
12 - hurricane (64+ knot)
note: you probably don't need to know 6-11
2015 Location | Temperature degrees celcius | Windspeed Range Knots kn
Cambourne 10-20 3-18
Heathrow 8-29 3-19
Hurn 6-24 2-19
Leeming 4-23 3-17
Leuchars 4-19 3-23
Jacksonville | Hotter than UK
Beijing | Hotter than UK
Perth | It's mostly winter during the time period
Temperature in 1987 was like slightly lower for every location
Months included with 30 days: June, September
Great storm of 1987 - October 1987 - effects UK locations
Hurricane Floyd - October 1987 - effects Jacksonville
Hurricane Joaquin - October 2015 - effects Jacksonville
@@68m8rz my guy
9mins of TH-cam is so much better than my math class, its so much better than my math teacher at school
I missed the lessons on it so I just been doing exams without knowing what’s what 😂😂
Thanks so much! I needed help with the data set
Thank you Jack. This is very helpful. Linda
Broooooo Youve saved my AS exam
dank video m9
Hi, please could you do a video on the OCR large data set for our a level monday?
thank you! lifesaver!
Really helpful. Thanks!
Hi Sir, I understand the different variables that can be measured and presented in the data set but to what extent do we need to know about the conditions in each weather station ? For example, could they ask " what approx temperature reading would be measured in October at Beijing ? " etc
Im not sure where the boundary is between " general knowledge" and unnessesary specifics .
Thanks
>> could they ask " what approx temperature reading would be measured in October at Beijing ? "
no (I don't think so)
the general knowledge stuff is about the storms and the units
Last minute cramping lolz @2022 applied
Thank you so much this was so helpful :)
Do you have to remember all of the variables?
Yes. It’s bollocks
You don't have to memorise them as a list, but you should know about them. In past papers they have asked for instance what unit pressure is measured in (hPa), so knowing what units they are measured in and what the meaning of the variables are is expected. But you don't need to be able to list all the variables, you just need to understand them if they are mentioned in the paper
very helpful video
Apologies for this comment as its not directly related to the Large Data Set - wasn't too sure where I could hang this query.
Could you please advise on if there is something you can point me at regarding if there is an A Level Maths "Mind Map" type creature out there? By this I mean, traditionally, GCSE and A Level Maths etc. has a syllabus, you slog your way through it and try to grasp the mechanics and concepts of all the tools identified. There doesn't seem to be, readily available (or indeed presented within Edexcel for example) a holistic view were, once you have gone through and acquired your toolkit, a map is presented that illustrates where tools are identified/employed in solving specific types of problems.
A few examples to elucidate.
a. Finding the Inverse Function of a Quadratic - use the "tool" of Completing the Square of the quadratic.
b. Finding the equation of a circle (when given in the form of x^2 + y^2 + ax + by + c = 0) - again use the completing the square "tool".
c. Intersections of Circles, Tangents, Lines, Triangles etc - Use the Discriminant to identify unknowns or number of real solutions.
I hope this makes sense. Any ideas? If there isn't such a thing then, do you have any videos you could publish on YT?
Many thanks.
If you think it would be a useful revision resource, I would suggest you build it up yourself. Building it yourself from scratch will have more impact than using something someone else has designed, especially a mind-map idea like this.
@@TLMaths Many thanks. Whilst I agree with your comment (and I do have an embryonic "map") I was hoping not to reinvent the wheel if you were aware of anything out there I could have leveraged from.
Thanks for all the help and guidance your videos have provided (I've slogged my way through all the A Level videos so I realise and appreciate just how much effort you have put into creating them). Thing is, you've now given me the desire to start on Further Maths!!
VBR
I don't actually know of a pre-existing one. If you do come across one, I'd be interested in seeing it.
As for Further Maths - do it!
omg you are so right! The way the content is taught in school, there aren't many links to past topics and it makes it so annoying, as you have to piece it together which makes it confusing, and it takes a long time to actually understand. Especially for a subject like maths, it's really important to link everything together as topics are so intertwined. It would help so much if there was a mind map, like the one you were talking about, especially when it comes to revision for the final exams.
most useless topic
Pro media