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November 08, 2025, 05:20:21 am

Author Topic: difficulty of getting 35 for methods  (Read 6803 times)  Share 

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Over9000

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Re: difficulty of getting 35 for methods
« Reply #15 on: November 04, 2009, 11:09:04 pm »
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just a question directed at people who do specialist. if for example they ask a question in the exam and dont specify the method to be used can we use a method from the specialist course. example. second deriviative to find nature of stationary point.

no...especially since the second derivative as it is not part of the methods course. according to an examiner, methods must be shown which can be related back to what has been taught in the course.

harsh yes, and frankly the second derivative method should be in the methods course anyhow (hassle-free compared to some sloppy gradient table)
I think your wrong, its as THem has stated, I know ive used spesh method in sacs before and have gotten full marks.

And btw, the difficulty for getting a 35 is moderately hard, on a scale of 1-10 it wud be 7.5
« Last Edit: November 04, 2009, 11:13:08 pm by Over9000 »
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ngRISING

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Re: difficulty of getting 35 for methods
« Reply #16 on: November 05, 2009, 12:31:56 am »
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i find exam 1 ridiculously easy now :P. nah jk. they're just not as bad as exam 2 imo. exam 1 i can pull off a 34-40/40. exam 2 = crash and burn. 50-60/80 :S. think i can get a 35+? sacs on 57/100 :S
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naved_s9994

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Re: difficulty of getting 35 for methods
« Reply #17 on: November 05, 2009, 09:29:27 am »
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 They drag your sac marks up/down 'greatly' depending on your exams.
Say on Sacs your getting B/B+/C average out to B . and on exams you get 1 A+ (Ex1) and An A (Exam 2)
Then your will get bumped up to an B+ / A depending on your performance on the exams.

Hence Exams are crucial !

why 35?
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jiranab

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Re: difficulty of getting 35 for methods
« Reply #18 on: November 05, 2009, 01:37:25 pm »
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from what i got told. If they don't specify the method then any will do. But if they say something like solve using calculus. then u have to use calculus and etc.. not specialist.
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