Hey man this is incredibly helpful. I can't believe you only have a few views [for now]. Your ability to explain things demonstrates your high level of understanding. Thanks!
Hey Jesse, I just wanted to say that your material is exceptional! This is so so useful in preparation for the GAMSAT. The fact that you give tips and tricks for each section, highlighting the important topics/formulas to remember is extremely helpful. I can't believe I've only found your channel now...!! From all the GAMSAT books/online courses I've purchased your materials have been the most useful tools! You're doing a great job, thanks heaps!
You are actually doing wonders❤ thank you so much for this. you never know how much you make people happy. Allah bless you. Best regards from the Middle East😇
Hi, silly question, but at around 21min 27sec ish you have an equation, and I can't work out how you got 180... I thought 20(10) = 200 therefore 200-200 is 0. Could you please clarify for me? I am really enjoying these videos, they are very informative, and with high school many years behind me, you explain the concepts really well and concisely enough for me not to be bored or overwhelmed! I am comfortable with "doing" the maths again and definitely more confident that I can do those style questions! Thanks Jesse.
Hey Suzanne! Yep, you're absolutely right, it should be zero. A mistake on my part, I must've just forgotten to multiply the 20 by 10 so I subtracted 20 from 200 to get 180 haha oops! Really glad to hear that these are helping too! :)
@@jesseosbourne Hey Jesse, thank you for the amazing video. But I can not really figure out where we got this equation from? or is it something random you chose for example?
@@tiarnybourke7504 it’s basically the equation we use for a straight line. In this example , we had an exponential growth curve and to find a gradient on this we draw a tangent line. From this we can sub in the values for our Y=mx+c. Jesse used 200 as Y and calculated m (gradient) to be 10. Thus, 200= 10(x)+c. We can rearrange to find our Y intercept, if say we were asked how many viral particles are present at day 5. We can consider 5 as x and say 200= 10(5) +c . Thus, C is 200-10x5 = 200-50 which is 150. Therefore, at day 5, we would have 10+150 viral particles = 170 particles at day 5.
Hey Jesse, Sorry to be rather basic on the maths front (it's been a very long time since I've studied maths/studied at all). But in your rearranging equations worksheet, Q5 line 3, why are you multiplying kt by (Qt/Qt)? Thank you in advance and also, thank you for creating these in the first place. You've made this rather daunting task a little less daunting.
Hi Jesse! Firstly, thanks for the video. I just have one question- why did you place a bracket around k+h? Aren't brackets used to increase clarity about the order of operations? Shouldn't there rather be brackets around h x a/x? i.e. if we had 3 + 2 x 1/2, the answer according to the order of operations = 4. If we instead follow put a bracket around the addition term we would get 2.5.
Hey there! Yep, so they are used to maintain an order of operations but in this case, I'm diving across the x/a term to the other side in rearranging the equation. I'm doing this by multiplying the reciprocal (a/x) but because I am multiplying this to the RHS which is k+h, the entirety of k+h is being multiplied and so it needs to be prioritised or grouped into brackets. In maths terms: (k+h)/(x/a) = (k+h)*(a/x) Hopefully this helps clear things up
Neither. It's a performance score that ACER determine using their own process. This means that we really don't have a good gauge of what number of correct questions gets what score. We know that they use Item Response Theory (meaning that they adjust their marking in each sitting based on the responses from each cohort, and they assign weightings to some questions more than others, meaning two candidates who each total up 60 questions correctly out of 75 for section 3 may not actually receive the same s3 score). With results, you are given a percentile curve for that sitting but this has been shifting pretty dramatically since 2020 because of the changes to the tests and interruptions. It is also only a percentile for the overall weighted GASMAT score but doesn't necessarily reflect the distributions for any one of the three sections individually. I'd imagine just because of the sheer volume of candidates that 100 in section 3 is either all 75 questions right or very close to it, but that'd be an educated guess. I felt pretty confident with my answers in March 21 but who knows haha
Hey Gabrielle, the gas law can be quoted using different units for some of the variables but realistically this knowledge is not something you’d need for the exam. The stem will either clarify which units are being used or it will imply the units for pressure based on the units of R that is given in the stem so no stress on that. For references, the SI unit of pressure is Pa but because it’s such a small unit, the common go to in the gas law is kPa or sometimes atm
Hey man, I really appreciate your content and I think they're all very informative and easy to take in; thank you! I had a question regarding section 3 study strategies though as I think I've left this until a little too late. Do you recommend doing repetitions of question banks? Or would there be an alternative (and hopefully more effective and engaging) strategy? Thanks loads :)
Hey mate, thanks for the feedback! Glad to see it's helping you. I generally found that doing questions, then reviewing errors, then spot checking any theory or skills based on errors before coming back to more questions again worked well for me. It's definitely very repetitive but it mixes up the tasks a little compared to just continuing to only do questions. If you are repeating questions, I'd say only really repeat ACER stuff and spend that time not learning how to do that question but understanding what the principles are behind it, so that you could extrapolate it to other possible questions. For example, if you get a question about gravitation, rather than just focussing on the algebraic steps that got you to the answer, think about what other relationships exist within the question or reflect on whether it was a 'maths' question or a 'quantitative reasoning/comprehension' question and what the prompts were in the question that told you this. This is much more useful given that you'll have to adapt your learning to similar but new stems and questions in the real thing. If you haven't already caught it, this video from a few weeks ago might be helpful as well. It says NSB but I also include an adaptation for those with a science background too th-cam.com/video/2FQwKdohNso/w-d-xo.html Best of luck!
Hey Ruby, I can't say I have any specific resources to plug that I know are targeted towards GAMSAT. Some people have said that mathaids. com is good but to me it seems less aligned with gamsat. I do have a couple of maths worksheets on my resources page that might be handy, otherwise any high school maths textbook should have chapters dedicated to these topics that could be useful for drilling the skills (Year 9-10 would be ideal). The Leah4Sci TH-cam channel also has some really good explainers for mental maths strategies (I think there's an MCAT playlist that is pretty relevant). You might be able to pause and work through problems there too
Thank you for this! Do you have any resources for scrubbing up on high school math? I feel like my mind has completely wiped itself clean of anything math related since finishing uni
Awesome! This is actually something I'm working on at the moment. Give me till about the end of this weekend, and I'll update this video's description with a link. I'm planning it to be a series of skills worksheets that are still aligned with the GAMSAT (rearranging equations and using log laws etc with a science context rather than just broad maths questions). They'd be freely available. What do you think? The best resources are obviously the ACER materials but brushing up on skills like this can be really helpful with targeted worksheets.
@@jesseosbourne Mate, I ended up getting an S3 score beyond anything I could have ever expected. Your material and approach to GAMSAT was enormously influential on my prep leading into March and it's worked a treat. Some peers of mine have also had great improvements re. scores and are fans of your content. I've said it once and Ill say it again man, you're a legend!
![[UNCUT]“ฅนตื่นธรรม”ปะทะ“หมอปลา-ปู่มหามุนี-อั๋นโอกิ”สะเทือนกระทรวงเวทมนตร์ Iคนดังนั่งเคลียร์I10 ตค.67](http://i.ytimg.com/vi/peMD_SAkwNc/mqdefault.jpg)
Hey man this is incredibly helpful. I can't believe you only have a few views [for now].
Your ability to explain things demonstrates your high level of understanding.
Thanks!
Thanks, Alexander! Sorry for the wait on a reply until I returned from the break.
Hey Jesse, I just wanted to say that your material is exceptional! This is so so useful in preparation for the GAMSAT. The fact that you give tips and tricks for each section, highlighting the important topics/formulas to remember is extremely helpful. I can't believe I've only found your channel now...!! From all the GAMSAT books/online courses I've purchased your materials have been the most useful tools! You're doing a great job, thanks heaps!
This is great to hear, Sofia! All the best with your preparation
Thanks for this Jesse, congrats on 1k subs the other day. This will blow up soon.
Thanks Brendan! :)
You are actually doing wonders❤ thank you so much for this. you never know how much you make people happy. Allah bless you. Best regards from the Middle East😇
Thanks, Jesse. These videos are great - commenting for alogrithm.
Hi, silly question, but at around 21min 27sec ish you have an equation, and I can't work out how you got 180... I thought 20(10) = 200 therefore 200-200 is 0. Could you please clarify for me?
I am really enjoying these videos, they are very informative, and with high school many years behind me, you explain the concepts really well and concisely enough for me not to be bored or overwhelmed! I am comfortable with "doing" the maths again and definitely more confident that I can do those style questions!
Thanks Jesse.
Hey Suzanne! Yep, you're absolutely right, it should be zero. A mistake on my part, I must've just forgotten to multiply the 20 by 10 so I subtracted 20 from 200 to get 180 haha oops!
Really glad to hear that these are helping too! :)
@@jesseosbourne Hey Jesse, thank you for the amazing video. But I can not really figure out where we got this equation from? or is it something random you chose for example?
@@jesseosbourne could you please show how the equation is supposed to work?
@@tiarnybourke7504Is this the y= mx+c?
@@tiarnybourke7504 it’s basically the equation we use for a straight line. In this example , we had an exponential growth curve and to find a gradient on this we draw a tangent line. From this we can sub in the values for our Y=mx+c. Jesse used 200 as Y and calculated m (gradient) to be 10. Thus, 200= 10(x)+c. We can rearrange to find our Y intercept, if say we were asked how many viral particles are present at day 5. We can consider 5 as x and say 200= 10(5) +c . Thus, C is 200-10x5 = 200-50 which is 150. Therefore, at day 5, we would have 10+150 viral particles = 170 particles at day 5.
Thank you so much for the videos and emails. I am immensely grateful for these tips and insights. Keep up the great work.
Fantastic to hear!
Thanks so much Jesse, great teaching as usual
No worries, Ben! Hope the study is coming along swimmingly!
Hey Jesse,
Sorry to be rather basic on the maths front (it's been a very long time since I've studied maths/studied at all). But in your rearranging equations worksheet, Q5 line 3, why are you multiplying kt by (Qt/Qt)? Thank you in advance and also, thank you for creating these in the first place. You've made this rather daunting task a little less daunting.
Great videos, do you offer private tutoring for S3 in general? :) Cheers, Denise
awesome video! thank you Jesse :)
No worries, glad it helped!
Hi Jesse! Firstly, thanks for the video. I just have one question- why did you place a bracket around k+h? Aren't brackets used to increase clarity about the order of operations? Shouldn't there rather be brackets around h x a/x? i.e. if we had 3 + 2 x 1/2, the answer according to the order of operations = 4. If we instead follow put a bracket around the addition term we would get 2.5.
Hey there! Yep, so they are used to maintain an order of operations but in this case, I'm diving across the x/a term to the other side in rearranging the equation. I'm doing this by multiplying the reciprocal (a/x) but because I am multiplying this to the RHS which is k+h, the entirety of k+h is being multiplied and so it needs to be prioritised or grouped into brackets.
In maths terms:
(k+h)/(x/a) = (k+h)*(a/x)
Hopefully this helps clear things up
You have the correct mind and handwriting of a doctor.
Jokes aside thanks for you help!
Hey Luke! Haha a lot of my high school students pull me up on this haha
Also wondering, is the gamsat scores a percentile? E.g 100 on section 3 means all correct or is it points per correct answer ect?
Neither. It's a performance score that ACER determine using their own process. This means that we really don't have a good gauge of what number of correct questions gets what score. We know that they use Item Response Theory (meaning that they adjust their marking in each sitting based on the responses from each cohort, and they assign weightings to some questions more than others, meaning two candidates who each total up 60 questions correctly out of 75 for section 3 may not actually receive the same s3 score).
With results, you are given a percentile curve for that sitting but this has been shifting pretty dramatically since 2020 because of the changes to the tests and interruptions. It is also only a percentile for the overall weighted GASMAT score but doesn't necessarily reflect the distributions for any one of the three sections individually.
I'd imagine just because of the sheer volume of candidates that 100 in section 3 is either all 75 questions right or very close to it, but that'd be an educated guess. I felt pretty confident with my answers in March 21 but who knows haha
@@jesseosbourne that’s cooked
Thanks mate
Thank you so much for this!
No worries! glad it's helpful :)
@@jesseosbourne Could you please explain how c=180?
Whoops! Good catch. It should actually be c=0.
I accidentally subtracted 20 from 200, instead of subtracting 200 (20x10) from 200.
In PV=nRT, is pressure measured in kPa or Pa? I've found conflicting answers depending where I look
Hey Gabrielle, the gas law can be quoted using different units for some of the variables but realistically this knowledge is not something you’d need for the exam.
The stem will either clarify which units are being used or it will imply the units for pressure based on the units of R that is given in the stem so no stress on that.
For references, the SI unit of pressure is Pa but because it’s such a small unit, the common go to in the gas law is kPa or sometimes atm
Wow fantastic stuff
Hey man, I really appreciate your content and I think they're all very informative and easy to take in; thank you! I had a question regarding section 3 study strategies though as I think I've left this until a little too late. Do you recommend doing repetitions of question banks? Or would there be an alternative (and hopefully more effective and engaging) strategy? Thanks loads :)
Hey mate, thanks for the feedback! Glad to see it's helping you. I generally found that doing questions, then reviewing errors, then spot checking any theory or skills based on errors before coming back to more questions again worked well for me. It's definitely very repetitive but it mixes up the tasks a little compared to just continuing to only do questions.
If you are repeating questions, I'd say only really repeat ACER stuff and spend that time not learning how to do that question but understanding what the principles are behind it, so that you could extrapolate it to other possible questions. For example, if you get a question about gravitation, rather than just focussing on the algebraic steps that got you to the answer, think about what other relationships exist within the question or reflect on whether it was a 'maths' question or a 'quantitative reasoning/comprehension' question and what the prompts were in the question that told you this. This is much more useful given that you'll have to adapt your learning to similar but new stems and questions in the real thing.
If you haven't already caught it, this video from a few weeks ago might be helpful as well. It says NSB but I also include an adaptation for those with a science background too
th-cam.com/video/2FQwKdohNso/w-d-xo.html
Best of luck!
Hi Jesse, do you recommend any resources to practice these skills, before applying them to GAMSAT questions?
Hey Ruby, I can't say I have any specific resources to plug that I know are targeted towards GAMSAT. Some people have said that mathaids. com is good but to me it seems less aligned with gamsat. I do have a couple of maths worksheets on my resources page that might be handy, otherwise any high school maths textbook should have chapters dedicated to these topics that could be useful for drilling the skills (Year 9-10 would be ideal). The Leah4Sci TH-cam channel also has some really good explainers for mental maths strategies (I think there's an MCAT playlist that is pretty relevant). You might be able to pause and work through problems there too
@@jesseosbourne Thank you so much :)
Thank you for this! Do you have any resources for scrubbing up on high school math? I feel like my mind has completely wiped itself clean of anything math related since finishing uni
Awesome! This is actually something I'm working on at the moment. Give me till about the end of this weekend, and I'll update this video's description with a link. I'm planning it to be a series of skills worksheets that are still aligned with the GAMSAT (rearranging equations and using log laws etc with a science context rather than just broad maths questions). They'd be freely available. What do you think?
The best resources are obviously the ACER materials but brushing up on skills like this can be really helpful with targeted worksheets.
@@jesseosbourne that would be amazing, thank you so much for putting in all of this effort! It is genuinely the most helpful thing I’ve come across!
Legend
🤜🏻🤛🏻
@@jesseosbourne Mate, I ended up getting an S3 score beyond anything I could have ever expected. Your material and approach to GAMSAT was enormously influential on my prep leading into March and it's worked a treat. Some peers of mine have also had great improvements re. scores and are fans of your content. I've said it once and Ill say it again man, you're a legend!
Absolutely incredible to hear this, Jake! Congratulations on a job well done 🎉
Hopefully it brings you an interview this year!
Was it just me or could I hear a farting noise throughout the video? Great explanation though, keep the GAMSAT material coming.
haha oh god I'm not hearing anything? Could it be my dog making noise in the background?