hello, can you tell me one thing 👇 that the range of f(x) =√x²-4x+6 is [√2,∞) My question is that a square root gives us both +ve and -ve value then why is the range only a +ve value ................ Please help me I am very much confused please........🙏
i am saying that For x=5.7416573868 we get x²-4x+6 = 16 So, f(x) = √16 which means f(x) should be equal to +4 and -4 .............then why the range do not include negative values if we get f(x) = -4 ???
Slightly worried he chose to differentiate the function 100 - a(x-b)^2 rather than identifying that x=b minimises the deduction from 100. And then 100 is obviously the maximum value just by looking at it. Unless he worked it through just to show the general principle. I guess he's a teacher so that's probably what happened.
My high school maths teacher started out by stating that "maths has nothing to do with numbers" - to the great relief of about half the class, myself included, who suck at mental arithmetic 😅
@Games Account er, no......I listened to a Cambridge Maths don's reply when asked about Maths at Oxford; "that's a coloured pencil subject over there isn't it?!!!
I'm glad that jobs are being more open to hiring people that tattoo themselves and express themselves with an external look. Really wouldn't expect a rocker look with tattoos to be a math professor at Oxford
Hi, A level Maths teacher here. I thought your video was really interesting, especially the cases where the you write maths is different to what would be expected of students in an A level exam. I thought you might be interested to know where an A level examiner would probably disagree with some of your (written) answers. I understand that you're well aware of all the details involved and you've just saved yourself a bit of time or considered the details to be trivial. Q2a: Your sketch and solution alone would probably score 1 or 2 out of 3. You described the reasoning for what you were writing verbally, but on a reason question like this the justification would have to be included in writing. You'd also possibly need to explain it's always positive, not just non-zero (probably by finding at least one value of the function for some x). Q2b: You score full marks, A level students would usually be trained to look for a counter-example alone and that would also score full marks. Q6a: For both marks, since the question says 'explain', you would probably need to not only find the profit is negative but also interpret that in context, so you'd need to write down why a negative value for P is a bad idea, not just say that it is (anything written about negative profit is a loss would do). Q6b: It's the SD button (surd to decimal) you're looking for here, as Im sure someone has told you :p. Since you're asked for a selling price, this would probably need to be in sensible units in the context of the question (pounds and pence) to score full marks. Q7: You've definately got full marks here, but I noticed you initially made the very common students' error of assuming the triangle was acute! You may also be interested to know that cosine rule used to be included in the formula booklet until 2017, and now students have to memorise it. Q9c you noted in the description Q11: Full marks, just some different methods. Since this is an AS (Year 12) paper, students would use a binomial expansion using coefficients generated by the choose function (nCr). The method you use is taught in year 13 now. Both formula are given in the formula book, though 'proper; taylor expnsion, involving derivatives, is only done in further maths. Q12a: You are definitely skirting the line on the minimum needed for a 'show that' question with 4 marks! In particular I wouldn't advise a student to have an incomplete line like your 3rd line. I would think your answer would get full marks though. Q12b: You forgot that since x is acute, 3x is up to 270 degrees, so there are multiple solutions (actually 3). This is a very common error. Also, students nowadays should solve the quadratic on a graphical calculator to save time. Q13b: You weren't quite specific enough with q, it is not just a rate of increase over time, it represents a percentage increase of approximately 12.2% every year. Depending on the mark scheme you might not need the percentage form, but you definately would need the 'every year' part. Q15: A definite integral like this could be done on a calculator too now! Thanks very much for making your video. I found it absolutely fascinating how many ideas from a level a higher educator would use and find normal and which ones they might not. I hope you find my comment an interest too and not something to knock or criticise you in any way. Hope you make more videos in the future. All the best.
When a marking scheme discourages creativity and thinking, then it is a failure. When I was in academia, the questions I set were simple in the sense that if you planned the attack well, it would be solved in less than 10mins. Otherwise, it would take about 30mins and the paper would unlikely be completed in time. That helps to weed thinkers and rote learners. Perhaps as a teacher, you may like to promote thinking?
Wow I would be upset if my answer 'the profit is negative' wasn't accepted (and the marking scheme confirms this only gets partial credit). That's literally the definition of a loss. Restating it as 'this is a loss' is truly redundant, it's a matter of using different words, clearly the concept is understood if they state this as the answer... The rest of the marking scheme seems fair to me, but god I hated losing marks because of the unstated expectations of the marker/scheme, rather than gaps in my understanding.
Thanks to everyone that joined the premiere and sorry I stopped replying at the end - my internet connection dropped and I was kicked out of my own premiere!
Dude Can't believe you came up on my recommended, I remember you talking about the 7 Millennium problems in the beginning of August 2018 at St John's College for the Inspire Programme which I found extremely interesting and even wrote about them in my Personal Statement, you ignited a spark for me to know more and more about maths, 3 years later and I am now in my 2nd Year of Maths at Exeter! Want to say thank you for being educative and entertaining, I remember you stood out the most, even showing us your all your math tattoos including the equation you modelled yourself as part of your PHD. All the best to you Tom and great content!
Being someone that has never done maths this technically I really enjoyed watching someone who really knows their stuff just jump around and totally smash their skills. I teach myself and by it’s very nature you need to spend so much time explaining how you got from point a to point b (which you still did a bit despite not needing to), so it was really cool to see you just hit it! I’d love to see more of this in other subjects too just to show what it looks like when you really know your stuff. We get it in physical endeavours but rarely in the mainstream about academic feats we can all relate to. Many thanks for posting!
You’re amazing 😂 such a class act, so smart and friendly, you got a personality and it’s like you can relate with the viewer. You break everything down and make it seem achievable
@@MicroageHD true geniuses buck the trends because they know real change doesn't come to conforming to a system, Einstein, Hawkings, Hendrix, Marley, Lovelace, van gogh, Picasso, Da vinci.
So youtube recommends did an amazing job today. Its been 10 years since i passed my equivalent exam and watching Prof Tom solve this A level and all his thought process reminded me of how much maths used to put my mind at ease (if that makes sense). So much so im seriously considering starting doing maths again just as a hobby. So thank you very much for this. You gave me something that I had no idea that I needed. Wish you best of luck
This is a good idea. I wonder whether there are any really brilliant mathematicians or math teachers who run these courses for math enthusiasts like myself??? I would seriously consider enrolling and learning math for fun/hobby.
Thanks for posting this. I used to teach Physics in tutorial colleges in Oxford (NB not the University - to be totally clear, very different) and due to staff shortages, one day the college said oh if you can teach Physics, then you can teach them A-level Maths too, your student's waiting for you in room 4. I hadn't even studied A-level Maths as a subject myself, and I told them that. These were very bright foreign students destined for Oxbridge, so there was no hiding place. Somehow I muddled through, so I totally appreciate you doing this flying by the seat of your pants approach. Although I work as a researcher/regulator now, I have a life-long love of calculus (and I never thought I'd write that ; ).
Being from Canada, I never ran into an assessment like this in high-school. At first it seemed pretty bland but I was impressed by some of the concepts it demanded later on. Not to mention the time squeeze. Definitely a decent test of a high-schoolers’s math skills.
I sadly never had my 2nd year a level math paper but seeing you breeze through it made it look so simple 😂 Even after a year of the paper I’m kinda amazed how much I haven’t forgotten lol.
Maths teacher here, I love it. I have a working theory that you would actually lose more marks with the GCSE paper (not that you will struggle much at all obviously). It would be fun to see you have a go at one of them under time pressure.
This was certainly true for me. I re did a few GCSE papers to get a solution bank for my tutees and made more errors than I did on the A-level equivalents.
I did A level maths in 1994 (I forget which syllabus) which had a stats module, mechanics module and a 3 hour pure maths exam. I'm not great at maths but managed to get myself a B (back then, the 2A's and a B I got was a pretty good score on the whole), and I'm sure I was able to do all this sort of thing, but now it might as well be an alien hieroglyphic language. I even had to do some maths at uni (some for engineering, some fluid dynamics, some physics, some oceanography-related) and I scraped through but it's all gone. I am in awe of your ability to do this stuff and remember it, sir! I guess it does help that maths *is* your job, but still, being a visual learner I had real problems with pure maths, especially around imaginary numbers.
JEE is extremely hard lol ... but the thing is, 30% is an amazing score in JEE, and the highest ever score is like 70% or something like that. In A Level 80s and 90s aren't uncommon whatsoever. So, yes it's harder, but you don't need to get a high mark. However, due to the high level, and incredibly competitiveness (millions take the exam), that's usually why people talk about JEE in such a way.
@@enejidjsi5939 There's just too many people who are too smart and competitive applying for very few prestigious places, that they have to make it hard, or else everybody gets 100%, and bad luck can ruin a person's life, and unis can't decide objectively.
Don’t know wtf ur on about since I’m still in gcse, I was watching this at 3 am cuz I ran out of things to watch, but I feel productive after watching this so thanks 👍
Math and physics are awesome, each problem is like a new puzzle to solve, really enjoyed showing up for tests in those Classes to troll the other students
Try the jee advanced exam (It’s the toughest engineering entrance exam in India ) And no calculators allowed This A level exam is kinda similar to 12th boards ( high school exam in India )
Hello there. Doing revision for A-Level exams and found this video, very helpful, i appreciate it. Also I’m pretty sure for 12) b) it asks for x between 0 and 90 degrees, meaning the range of values for 3x is 0 to 270 degrees. This then means there are more solutions, i got 4 distinct ones.
@@marcodigiammarino5880 You can’t be stupid if your here learning, it’s the best thing we can do. When you get the values of 3x, you get 48.19 and 228.19 for cos3x = 2/3 and 120 and 150 for cos3x = -0.5
Nothing more quintesstialy british than a ALT-guy, who looks like MGK and has some amazing skinny boy energy who is acctually a maths professor at oxford.
This was a great speedrun. Very impressive Taylor series strat in Q11. You could have saved a few frames in Q2-(ii) by just finding two examples, one where statement is true and another where it's false, instead of finding the general solution. I'm something of a math speedrunner myself but I play the any% category: fastest possible time, minimum possible grade :D
Oxford Maths Professor doing an A-Level maths paper is equivalent to asking Gordon Ramsey to make chips. If you want ideas for content - I would say get 1 American, 1 Brit. 1 Aussie and 1 Singaporean and get them to sit each others A-level Advanced Maths equivalent exams.
@@jackhenderson2562 Singapore has the best math curriculum in the world. It's taught in an intuitive way (i.e. the bar method) and is just as rigorous.
As a GCSE student in Year 11, I found that I could potentially solve quite a few of them and get somewhere with some of them. Some of them went over my head especially integrals, logarithms and all of those.
problem 6: using the negative value for the cosine immediately you see that the triangle is obtuse so longest side is = SQRT (9 +14) == 14.31,( 14 is 10 plus the side of the triangle that has hypotenuse 5 and one side 3, so other side is 4!) no need to use cosine law!!
It has been about 10 years since I took my A Level math paper, and assuming the things they tested haven’t changed too much over the years, I am currently amazed at what I knew back then. Because everything in this video is looking like rocket science to me. Other than the numerals.
And now I have scrolled further down in the comments to see that this corresponds to O Level Math in Singapore? Not sure if it’s E or A Math, which I got an A2 in both, which means I actually could do this once upon a time??? Mind. Blown.
You did Q7 wrong. The value of cos theta will be positive only as the angle is acute. The ither value of theta will come from taking the side with length 10 as the base and finding the new height and thus the new theta.
He's the coolest looking professor I've ever seen and he teaches at Oxford. I wish I could look half as cool as him, but genetics wasn't kind to me when I turned 20(lost my hair) and don't even have 1% of the mental capicity this guy has. 😭 Awesome video though!
Watching this reminds me of watching a Tennis Game. It looks so simple and i am sure that it can't be that hard. Until i get on the Court and the balls fly all over the place... Same with the numbers in my math exams...
@@StillTypical I don’t know where these made up figures are coming from. From the official edexcel website their boundaries are 70% for an A and 80% for an A* 50% is and always has been a D
@@d6853 last time i checked which was today an A is 65% in 2018 and 55% in 2019 so i cant possibly be making these grades from considering i did a 2019 mock in school and got an A with 58%
I read the title once then skipped to the question part immediately and was like "Why are Oxford University math questions easier than at my university?" then I read the title for the 2nd times..."Oh, that made sense,"
Should be easy for an Oxford math professor. I Haven't done a math exam, or opened a math text, even much longer, but that 1:06 first problem result is 2/3 x^4/4 - 6 x^3/2/ 3/2 + x Answer= x^4/6 + 4x^3/2 +x + c (the constant) 1:45 Edit: A student needs to pass at least 3 A- level to get into Oxford. 22% of UK students obtained at least 3. In the US 22% of students obtained a 1220 SAT score or more (or an average of 610 each ).
I have no doubt that this guy knows exactly what he is talking about and is highly competent and talented. However, I take serious exception to the way he presents himself. Show a little respect to the hallowed institution in which you teach. Not to mention respect for yourself. A grown man and professor should not look like a rebellious 16 year old. A little decorum man.
A quadratic is symetrical around -b/ 2a and thangives 9 as the préviens answer was 9+- something , i think it is faster than diffrentiating thé quadratic
Wait. That's A-Levels? Where are the complex numbers question, the three-dimensional vectors questions, the integration by parts question and the cumulative repetition question that I did in my A-Levels?
In ques 2 just having imaginary roots proves that the equation cannot be zero but I believe there should be more needed to explain that the equation will always be greater than zero making the equation a complete square will be a more easy way.
But he did give the extra premise he needed(the shape of the graph) to prove it, even if he didn’t explicitly state why that shows it can’t be negative.
A lot of laypeople (I don’t mean it in a derogatory way) don’t understand that the real nature of mathematics is proof, not necessarily computation. So if you see a mathematician taking a while to do a rudimentary calculation, it’s because it is absolutely vital that they not mess it up, because the crux of an entire proof can lie on a single calculation.
Hello sir I have one question Question. "Well-ordering principle" Every nonempty subset S of N has a least element. That is, (1) There exist m in S such that for all k in S, m =< k (2) For all k in S, there exist m in S such that m =< k Which is "True" (1) or (2) ?
I made a slight error in Q9 (c) (ii) where I said 2x=-2 means x=-4, when I clearly mean x=-1... what can I say - the pressure got to me.
OK sir got that I'm pleased that you improve at this level also 😀
You had more than an hour to go with the exam. More than enough time to redo each question and hopefully spot the mistake.
And also for g
hello, can you tell me one thing 👇
that the range of f(x) =√x²-4x+6 is [√2,∞)
My question is that a square root gives us both +ve and -ve value
then why is the range only a +ve value ................
Please help me I am very much confused please........🙏
i am saying that
For x=5.7416573868
we get x²-4x+6 = 16
So, f(x) = √16
which means f(x) should be equal to +4 and -4 .............then why the range do not include negative values if we get f(x) = -4 ???
You know he's high up in mathematics when he easily reasons weird concepts, but takes several seconds to do -2 + 3
Slightly worried he chose to differentiate the function 100 - a(x-b)^2 rather than identifying that x=b minimises the deduction from 100. And then 100 is obviously the maximum value just by looking at it. Unless he worked it through just to show the general principle. I guess he's a teacher so that's probably what happened.
@@DeShark88 Under time pressure, which he kinda was feeling, it's cognitively easier to go for the sure method than for the "unreliable" inspiration.
My high school maths teacher started out by stating that "maths has nothing to do with numbers" - to the great relief of about half the class, myself included, who suck at mental arithmetic 😅
Actually it's me .
Most grad level pure math courses include very few numbers. Topology, Functional Analysis, Differential Geometry, etc…
imagine going to Oxford and thinking your professor is gonna be some old guy and this dude shows up
That really was the best part.. dude showed up living his best life.
@Games Account er, no......I listened to a Cambridge Maths don's reply when asked about Maths at Oxford; "that's a coloured pencil subject over there isn't it?!!!
when someone's appearance doesn't feel like it matches their profession, you know there's some genius involved.
I'm glad that jobs are being more open to hiring people that tattoo themselves and express themselves with an external look. Really wouldn't expect a rocker look with tattoos to be a math professor at Oxford
love how you're talking yourself thru the problems. wish more teachers did that--it's really helpful to hear the thought process in real time
Glad you found it helpful Patrick!
Most teachers follow a script. Go off script and they think you are disruptive :)
Hi, A level Maths teacher here. I thought your video was really interesting, especially the cases where the you write maths is different to what would be expected of students in an A level exam. I thought you might be interested to know where an A level examiner would probably disagree with some of your (written) answers. I understand that you're well aware of all the details involved and you've just saved yourself a bit of time or considered the details to be trivial.
Q2a: Your sketch and solution alone would probably score 1 or 2 out of 3. You described the reasoning for what you were writing verbally, but on a reason question like this the justification would have to be included in writing. You'd also possibly need to explain it's always positive, not just non-zero (probably by finding at least one value of the function for some x).
Q2b: You score full marks, A level students would usually be trained to look for a counter-example alone and that would also score full marks.
Q6a: For both marks, since the question says 'explain', you would probably need to not only find the profit is negative but also interpret that in context, so you'd need to write down why a negative value for P is a bad idea, not just say that it is (anything written about negative profit is a loss would do).
Q6b: It's the SD button (surd to decimal) you're looking for here, as Im sure someone has told you :p. Since you're asked for a selling price, this would probably need to be in sensible units in the context of the question (pounds and pence) to score full marks.
Q7: You've definately got full marks here, but I noticed you initially made the very common students' error of assuming the triangle was acute! You may also be interested to know that cosine rule used to be included in the formula booklet until 2017, and now students have to memorise it.
Q9c you noted in the description
Q11: Full marks, just some different methods. Since this is an AS (Year 12) paper, students would use a binomial expansion using coefficients generated by the choose function (nCr). The method you use is taught in year 13 now. Both formula are given in the formula book, though 'proper; taylor expnsion, involving derivatives, is only done in further maths.
Q12a: You are definitely skirting the line on the minimum needed for a 'show that' question with 4 marks! In particular I wouldn't advise a student to have an incomplete line like your 3rd line. I would think your answer would get full marks though.
Q12b: You forgot that since x is acute, 3x is up to 270 degrees, so there are multiple solutions (actually 3). This is a very common error. Also, students nowadays should solve the quadratic on a graphical calculator to save time.
Q13b: You weren't quite specific enough with q, it is not just a rate of increase over time, it represents a percentage increase of approximately 12.2% every year. Depending on the mark scheme you might not need the percentage form, but you definately would need the 'every year' part.
Q15: A definite integral like this could be done on a calculator too now!
Thanks very much for making your video. I found it absolutely fascinating how many ideas from a level a higher educator would use and find normal and which ones they might not. I hope you find my comment an interest too and not something to knock or criticise you in any way. Hope you make more videos in the future. All the best.
Get off your knees mate
Not sure what a marking scheme is. Sounds to me like something that would stifle thinking about a problem.
@@trainer778 No, it's something to ensure that the thousands of assessment papers are marked consistently.
When a marking scheme discourages creativity and thinking, then it is a failure. When I was in academia, the questions I set were simple in the sense that if you planned the attack well, it would be solved in less than 10mins. Otherwise, it would take about 30mins and the paper would unlikely be completed in time. That helps to weed thinkers and rote learners. Perhaps as a teacher, you may like to promote thinking?
Wow I would be upset if my answer 'the profit is negative' wasn't accepted (and the marking scheme confirms this only gets partial credit). That's literally the definition of a loss. Restating it as 'this is a loss' is truly redundant, it's a matter of using different words, clearly the concept is understood if they state this as the answer... The rest of the marking scheme seems fair to me, but god I hated losing marks because of the unstated expectations of the marker/scheme, rather than gaps in my understanding.
You are the true definition of "never judge a book by its cover". You are very talented.
thanks!
Thanks to everyone that joined the premiere and sorry I stopped replying at the end - my internet connection dropped and I was kicked out of my own premiere!
It'd be interesting to see you try this with a further maths paper!
Interested to see you do the Singapore H2 A level Maths paper. :) It is much harder than the actual A levels.
Internet connection
L
Dude Can't believe you came up on my recommended, I remember you talking about the 7 Millennium problems in the beginning of August 2018 at St John's College for the Inspire Programme which I found extremely interesting and even wrote about them in my Personal Statement, you ignited a spark for me to know more and more about maths, 3 years later and I am now in my 2nd Year of Maths at Exeter! Want to say thank you for being educative and entertaining, I remember you stood out the most, even showing us your all your math tattoos including the equation you modelled yourself as part of your PHD. All the best to you Tom and great content!
This is amazing!! Thank you for sharing - it's so great to hear you're dong well :)
👍
Being someone that has never done maths this technically I really enjoyed watching someone who really knows their stuff just jump around and totally smash their skills. I teach myself and by it’s very nature you need to spend so much time explaining how you got from point a to point b (which you still did a bit despite not needing to), so it was really cool to see you just hit it!
I’d love to see more of this in other subjects too just to show what it looks like when you really know your stuff. We get it in physical endeavours but rarely in the mainstream about academic feats we can all relate to.
Many thanks for posting!
You’re amazing 😂 such a class act, so smart and friendly, you got a personality and it’s like you can relate with the viewer. You break everything down and make it seem achievable
Thanks!
Seeing you write "
Timestamp?
@@ernest4525 11:30
""
Crazy as this isn’t the ‘typical’ professor look. Looks good 👍🏽
That's how you know true genius
@@succatash True geniuses usually have the typical professor look tho
@@MicroageHD true geniuses buck the trends because they know real change doesn't come to conforming to a system, Einstein, Hawkings, Hendrix, Marley, Lovelace, van gogh, Picasso, Da vinci.
Yh seems like a cool guy too. Live long and prosper my friend.
So youtube recommends did an amazing job today. Its been 10 years since i passed my equivalent exam and watching Prof Tom solve this A level and all his thought process reminded me of how much maths used to put my mind at ease (if that makes sense). So much so im seriously considering starting doing maths again just as a hobby. So thank you very much for this. You gave me something that I had no idea that I needed. Wish you best of luck
Go for it!!
Same here and just started AS-level Maths, (Edexcel), for that very reason.
This is a good idea. I wonder whether there are any really brilliant mathematicians or math teachers who run these courses for math enthusiasts like myself??? I would seriously consider enrolling and learning math for fun/hobby.
@@bjohnthomas There are tons of options online, Khan Academy, Coursera, various universities.
Thanks for posting this. I used to teach Physics in tutorial colleges in Oxford (NB not the University - to be totally clear, very different) and due to staff shortages, one day the college said oh if you can teach Physics, then you can teach them A-level Maths too, your student's waiting for you in room 4. I hadn't even studied A-level Maths as a subject myself, and I told them that. These were very bright foreign students destined for Oxbridge, so there was no hiding place. Somehow I muddled through, so I totally appreciate you doing this flying by the seat of your pants approach. Although I work as a researcher/regulator now, I have a life-long love of calculus (and I never thought I'd write that ; ).
Being from Canada, I never ran into an assessment like this in high-school. At first it seemed pretty bland but I was impressed by some of the concepts it demanded later on. Not to mention the time squeeze. Definitely a decent test of a high-schoolers’s math skills.
14 years since you sat a levels! You've aged like fine wine sir
14 year rule in indi of ritesh in japan
what do u mean aged like fine wine fella didn't age a day beyond 21
To switch between fraction and decimal press the sd key just above the delete button.
This is the different between an engineer and a mathematician they Do not even need a cal so they forget how to use it
On mine it’s approximately above the 8, and says “F⭤D”
Nothing matters when you have such a beautiful mind and passion for maths... impressed...Subscribed..
I sadly never had my 2nd year a level math paper but seeing you breeze through it made it look so simple 😂
Even after a year of the paper I’m kinda amazed how much I haven’t forgotten lol.
This is an AS paper
Maths teacher here, I love it. I have a working theory that you would actually lose more marks with the GCSE paper (not that you will struggle much at all obviously). It would be fun to see you have a go at one of them under time pressure.
This was certainly true for me. I re did a few GCSE papers to get a solution bank for my tutees and made more errors than I did on the A-level equivalents.
It's a truism but the toughest thing about mathematics is not making errors
I did A level maths in 1994 (I forget which syllabus) which had a stats module, mechanics module and a 3 hour pure maths exam. I'm not great at maths but managed to get myself a B (back then, the 2A's and a B I got was a pretty good score on the whole), and I'm sure I was able to do all this sort of thing, but now it might as well be an alien hieroglyphic language. I even had to do some maths at uni (some for engineering, some fluid dynamics, some physics, some oceanography-related) and I scraped through but it's all gone. I am in awe of your ability to do this stuff and remember it, sir! I guess it does help that maths *is* your job, but still, being a visual learner I had real problems with pure maths, especially around imaginary numbers.
He looks like that guy who doesn‘t fit in but is extremely intelligent
EXACTLY WHAT I ASPIRE TO ACHIEVE
He's a punk
He loves math.
What's there more to ask. I subbed.
Love the reference here :)
Here before Indians and Singaporeans going to brag about how hard their high school exams are. (Especially Indians with their JEE).
🤣🤣
JEE is extremely hard lol ... but the thing is, 30% is an amazing score in JEE, and the highest ever score is like 70% or something like that. In A Level 80s and 90s aren't uncommon whatsoever. So, yes it's harder, but you don't need to get a high mark. However, due to the high level, and incredibly competitiveness (millions take the exam), that's usually why people talk about JEE in such a way.
To be honest the difficulty seems very similar to Singaporean O'Level A Math. Nothing much to brag.
Sort of sad us Indians have gained this reputation :/
@@enejidjsi5939 There's just too many people who are too smart and competitive applying for very few prestigious places, that they have to make it hard, or else everybody gets 100%, and bad luck can ruin a person's life, and unis can't decide objectively.
Seeing this after I have taken several Uni calculus/physics courses makes me chuckle... Why did this seem so difficult at the time? 😂😂😂
Because at the time it was
You could say the same about why 2 + 2 seemed so difficult at kindergarten for example
@@etrain757 but it's even difficult for me now
Watching this brings back a lot of old memories.
Don’t know wtf ur on about since I’m still in gcse, I was watching this at 3 am cuz I ran out of things to watch, but I feel productive after watching this so thanks 👍
You're very welcome :)
I have a masters degree in engineering and sometimes I think my brain was much faster in solving problems when I entered college compared to now.
To go from an exact answer to a decimal, there’s a button just above the on button labelled S - D which stands for surds to decimal !
I have 0 idea wtf he’s actually writing down here but I can’t stop watching it
as long as you're having fun :)
Would like to see you try a STEP paper next! Great video :)
Math and physics are awesome, each problem is like a new puzzle to solve, really enjoyed showing up for tests in those Classes to troll the other students
u know you're overqualified when you choose to Taylor expand instead of binomial expand
This guy is too awesome to be real.
Try the jee advanced exam
(It’s the toughest engineering entrance exam in India )
And no calculators allowed
This A level exam is kinda similar to 12th boards ( high school exam in India )
Jee was easy as compared to SCRA in 2012, is it still the same brother?
This exam is barely grade 10 honestly.
Jee is in a different league this exam is nothing compared to it
@Goku 1080 Ti
I never came across Integration and log
Until 12th grade
Unless if ur an isc student
CBSE students have it in their 12th grade
@@nitinpramod4133 I studied integrals in 10th and logarithms in 9th
Hello there. Doing revision for A-Level exams and found this video, very helpful, i appreciate it.
Also I’m pretty sure for 12) b) it asks for x between 0 and 90 degrees, meaning the range of values for 3x is 0 to 270 degrees. This then means there are more solutions, i got 4 distinct ones.
Hmmm I only got three solutions (16.1, 40, 80). Please let me know if I’m being stupid.
@@marcodigiammarino5880 You can’t be stupid if your here learning, it’s the best thing we can do. When you get the values of 3x, you get 48.19 and 228.19 for cos3x = 2/3 and 120 and 150 for cos3x = -0.5
the button you were looking for is the one with | SD | on it
Superb Tom. I'm a teacher and will show this to the kids.
Nothing more quintesstialy british than a ALT-guy, who looks like MGK and has some amazing skinny boy energy who is acctually a maths professor at oxford.
This was a great speedrun. Very impressive Taylor series strat in Q11. You could have saved a few frames in Q2-(ii) by just finding two examples, one where statement is true and another where it's false, instead of finding the general solution.
I'm something of a math speedrunner myself but I play the any% category: fastest possible time, minimum possible grade :D
You should try the Singapore A Level H2 Math & Further Math papers!
These questions are O level (Additional) Mathematics :P
@@MegaSportsluver I was wondering why this look like Olevels HAHAHA
@@MegaSportsluver wait, then why does the description state that these are A-level questions then?
@@french_cries_ because this is UK A levels, which is not Singapore A levels
@@MegaSportsluver oh, so a level standard uk questions are o level standard singapore questions then?
Such a cool professor
hello Philippines!
Dr Tom Crawford?! This guy is smarter than Freeman Dyson!
Oxford Maths Professor doing an A-Level maths paper is equivalent to asking Gordon Ramsey to make chips. If you want ideas for content - I would say get 1 American, 1 Brit. 1 Aussie and 1 Singaporean and get them to sit each others A-level Advanced Maths equivalent exams.
Why singaporean, not knocking singapore but theyre not the most obvious choice is it cos youre saying theyre smart?
@@jackhenderson2562 Singapore has the best math curriculum in the world. It's taught in an intuitive way (i.e. the bar method) and is just as rigorous.
@@AJ-ds5gf ahh okay sounds like a pretty cool idea then
@@jackhenderson2562 Its known to be one of the hardest Maths Exams at 18, also it's in English. You could add an Australian in there too.
As a GCSE student in Year 11, I found that I could potentially solve quite a few of them and get somewhere with some of them. Some of them went over my head especially integrals, logarithms and all of those.
Missed some solutions for question 12.b., I think. You used the bound 0
Spent more time figuring out how to use the calculator than solving questions
man just does intergrations and things ive never heard of in seconds makes me want to re-learn maths!
problem 6: using the negative value for the cosine immediately you see that the triangle is obtuse so longest side is = SQRT (9 +14) == 14.31,( 14 is 10 plus the side of the triangle that has hypotenuse 5 and one side 3, so other side is 4!) no need to use cosine law!!
You should try the A2 papers which are sat in the second year of 6th form. Theyre more fun and challenging!
Simple solution for Q2: x^2 - 8x + 17 = (x-4)^2 + 1 > 0
This was fun! A little refresher
for question 2i, you could just complete the square for the equation to show it is always positive😉
The way this man solved number 9(b) is the most gangster thing I've ever seen on a maths paper 😂😂 I hope somebody did that in the actual exam...
High school math exam:
Me: The mitochondria
Impressive! I’d really like to see you try the 2019 Australian VCE Specialist Math exam if you could, id like to see your thoughts on it :)
i second this... 2 years later
So machine gun kelly is a math professor at Oxford in his spare time 🤔
Can confirm this to be 100% true.
you can also use newtons coffient for this expansion 31:01, it is the much simpler way, Rather than using the general formula!
It has been about 10 years since I took my A Level math paper, and assuming the things they tested haven’t changed too much over the years, I am currently amazed at what I knew back then. Because everything in this video is looking like rocket science to me. Other than the numerals.
And now I have scrolled further down in the comments to see that this corresponds to O Level Math in Singapore? Not sure if it’s E or A Math, which I got an A2 in both, which means I actually could do this once upon a time??? Mind. Blown.
You did Q7 wrong. The value of cos theta will be positive only as the angle is acute.
The ither value of theta will come from taking the side with length 10 as the base and finding the new height and thus the new theta.
When youve levelled up from all the side quests before doing the boss level
Is that Dr stones hair i see under the shirt?
Really enjoyed that on a Saturday afternoon.
I just did this past paper to revise for my mock exams, small world huh
He was using a rocket launcher to kill a fly for some of the questions lol there were many shortcuts to be taken here. Great video regardless
Just brilliant well done you
He's the coolest looking professor I've ever seen and he teaches at Oxford. I wish I could look half as cool as him, but genetics wasn't kind to me when I turned 20(lost my hair) and don't even have 1% of the mental capicity this guy has. 😭
Awesome video though!
me: what am I doing here as an English major instead of doing my readings
also me: he cute
Maths will get to you! I need to come up with something more coming but that’s all I could think of LMAO
My alarm just went off amongst people. Im just curious why i had alarm now, sleeping in one toom, one bathroom
Watching this reminds me of watching a Tennis Game.
It looks so simple and i am sure that it can't be that hard. Until i get on the Court and the balls fly all over the place...
Same with the numbers in my math exams...
the level of difficulty of this paper is similar to 'o' level A and E maths in singapore. strange
this is AS level maths meaning the first year maths not the final year of school. Second year maths is incredibly harder where 50% is an A grade
@@StillTypical no, 70% is an A grade, where did 50 come from? Unless you are on a weird exam board.
@@d6853 2019 Edexcel, its actually i found 55%
@@StillTypical I don’t know where these made up figures are coming from. From the official edexcel website their boundaries are 70% for an A and 80% for an A*
50% is and always has been a D
@@d6853 last time i checked which was today an A is 65% in 2018 and 55% in 2019 so i cant possibly be making these grades from considering i did a 2019 mock in school and got an A with 58%
I read the title once then skipped to the question part immediately and was like "Why are Oxford University math questions easier than at my university?"
then I read the title for the 2nd times..."Oh, that made sense,"
Dr. Tom. You’re a genius.
Hello
Dan TDM?
side project
Should be easy for an Oxford math professor. I Haven't done a math exam, or opened a math text, even much longer, but that 1:06 first problem result is 2/3 x^4/4 - 6 x^3/2/ 3/2 + x
Answer= x^4/6 + 4x^3/2 +x + c (the constant) 1:45
Edit: A student needs to pass at least 3 A- level to get into Oxford. 22% of UK students obtained at least 3. In the US 22% of students obtained a 1220 SAT score or more (or an average of 610 each ).
I have never seen a rugged-looking math professor like this man lolll
Nice video! For 2(i) noting that (x-4)^2 = x^2-8x+16 is prettier
You use calculators for solving, In India we don't use it.
Calculating is clearly not the main focus of this exam, i.e. it would be a waste of time if you have to calculate everything.
A PhD in mathematics from Oxbridge is impressive. But I don't see anywhere where you were awarded a professorship.
I have no doubt that this guy knows exactly what he is talking about and is highly competent and talented. However, I take serious exception to the way he presents himself. Show a little respect to the hallowed institution in which you teach. Not to mention respect for yourself. A grown man and professor should not look like a rebellious 16 year old. A little decorum man.
f(128)=(374+bx)(512+0.2x)
now i see why people say that maths is the hardest a-level
This is the AS Past paper, that’s I’ve been rinsing through
A quadratic is symetrical around -b/ 2a and thangives 9 as the préviens answer was 9+- something , i think it is faster than diffrentiating thé quadratic
tfw it takes him longer to try to change the settings of his calculator than it does to solve most questions
Calculators are tricky...
great video. you just have to remember that its the ENG button because engineers don't like fractions (how I remember it as an eng tech)
Wait. That's A-Levels?
Where are the complex numbers question, the three-dimensional vectors questions, the integration by parts question and the cumulative repetition question that I did in my A-Levels?
Year 1 paper
In ques 2 just having imaginary roots proves that the equation cannot be zero but I believe there should be more needed to explain that the equation will always be greater than zero making the equation a complete square will be a more easy way.
But he did give the extra premise he needed(the shape of the graph) to prove it, even if he didn’t explicitly state why that shows it can’t be negative.
It is possible he wouldn’t get full marks for missing that out though.
i like your style and i got very smart today.
(x+2)(16x2 + 175)
A lot of laypeople (I don’t mean it in a derogatory way) don’t understand that the real nature of mathematics is proof, not necessarily computation. So if you see a mathematician taking a while to do a rudimentary calculation, it’s because it is absolutely vital that they not mess it up, because the crux of an entire proof can lie on a single calculation.
Dear Tom whether it is possible foryou to send model question paper pls
Hello sir I have one question
Question. "Well-ordering principle"
Every nonempty subset S of N has a least element. That is,
(1) There exist m in S such that for all k in S, m =< k
(2) For all k in S, there exist m in S such that m =< k
Which is "True" (1) or (2) ?
Iv not had enough beer for this
This is the type of the guy who looks like a maths professor and a lead singer of a punk rock band at the same time hahaha. Nice stuff man
Now if only I had some musical talent...
Struggling with the calculator with the tattoo "I'm okay" on show, in case we were worried..?
a=-128+bx(512+0.2x)
Fortunately ,none of us needs to know everything . Stated by my Math professor , the Headmaster. .