This PoSWW comes courtesy of a smart Year 11 VCE student who, it appears, may be a rich source of such nonsense. It’s an exercise in the Jacaranda text MathsQuest 11, Specialist Mathematics (2019).
To be honest, we’re not sure the exercise below is a PoSWW. It may simply be a minor error, the likes of which are inevitable in any text, and of which it is uninteresting and unfair to nitpick. But, for the life of us, we have no idea what the authors might have intended to ask. Make of it what you will:
UPDATE: For those hoping that context will help make sense of the exercise, the section of the text is an introduction to factoring over complex numbers. And, the text’s answer to the above exercise is A = 2, B = 5, C = -1, D = 2.
A while back we pointed out two issues with the 2018 Specialist Mathematics Exams. The Exam Reports (though, strangely, not Exam 1) are now online (here and here). (Update 27/02/19: Exam 1 is now also online.) Ignoring some fresh Hell suggested by the Exam 2 Report (B2(b), B3(c)(i), B6(e)), how did the VCAA address these issues?
Question 3(f) on Section B of Exam 2 was a clumsy and eccentrically worded question that covered material outside the curriculum. Unsurprisingly the Report made no mention of these issues. But, what about a blatant error by the Examiners? Would they remain silent in the face of such an error? Again?
Question 6 on Exam 1 (not online) required students to find the “change in momentum” of an accelerating particle. Unfortunately, the students were required to express this change in kg m s-2. The Exam had included the wrong units, just a careless typo, but a blatant error. The Report addressed this blatant error with the following:
Students who interpreted this question as asking for the average rate of change of momentum to be dimensionally consistent with the units and did this correctly were awarded marks accordingly.
That’s it. Not an honest word of having stuffed up. Not a hint of regret or apology. Just some weasely no-harm-no-foul bullshit.
This WitCH (as is the accompanying PoSWW) is an exercise and solution from Cambridge’s Mathematical Methods Units 1 and 2, and is courtesy of the Evil Mathologer. (A reminder that WitCH 2, WitCH3, Witch 7 and WitCH 8 are still open for business.)
As Number 8 and Potii pointed out, notation of the form AB is amtriguous, referring in turn to the line through A and B, the segment from A to B and the distance from A to B. (This lazy lack of definition appears to be systemic in the textbook.) And, as Potii pointed out, there’s nothing stopping A being the same point as C.
And, the typesetting sucks.
And, “therefore” dots suck.
This PoSWW (as is the accompanying WitCH) is from Cambridge’s Mathematical Methods Units 1 and 2. and is courtesy of the Evil Mathologer. (A reminder, we continue to post on Cambridge not because their texts are worse than others, but simply because their badness is what we get to see. We welcome all emails with any suggestions for PoSWWs or WitCHes.)
We will update this PoSWW, below, after people have had a chance to comment.
Similar to Witch 6, the above proof is self-indulgent crap, and obviously so. It is obviously not intended to be read by anyone.
One can argue how much detail should be given in such a proof, particularly in a subject and for a curriculum that systemically trashes the concept of proof. But it is difficult to see why the diagram below, coupled with the obvious equations and an easy word, wouldn’t suffice.
A reminder, WitCH 2, WitCH 3 and WitCH 7 are also open for business. Our new WitCH comes courtesy of John the Merciless. Once again, it is from Cambridge’s text Specialist Mathematics VCE Units 3 & 4 (2019). The text provides a general definition and some instruction, followed by a number of examples, one of which we have included below. Have fun.
With John the Impatient’s permission, I’ve removed John’s comments for now, to create a clean slate. It’s up for other readers to do the work here, and (the royal) we are prepared to wait (as is the continuing case for WitCh 2 and Witch 3).
This WitCH is probably difficult for a Specialist teacher (and much more so for other teachers). But it is also important: the instruction and the example, and the subsequent exercises, are deeply flawed. (If anybody can confirm that exercise 6G 17(f) exists in a current electronic or hard copy version, please indicate so in the comments.)
Our new WitCH, below, comes courtesy of Charlie the Enforcer. Once again, this WitCH is from the 2018 SCSA Mathematical Methods Exam (here and here): it’s the gift that keeps on giving. (And a reminder, WitCH 2 and WitCH 3 still require attention are still unresolved.)
Question 11 and the solution in SCSA’s marking key are below. Happy hunting.
John has pretty much caught it all. The killer issue is the use of the term “deceleration” in part (c) which, the solution implies, refers to the drone speeding up in the southerly direction. This is arguably permissible, since deceleration can be (though is far from universally) defined as a negative acceleration, and since way back in part (a) it was implied that North coincides with the positive x direction.
Permissible acts, however, can nonetheless be idiotic: voting Liberal or Republican, for example. And, to use “deceleration” on a high stakes exam to refer implicitly to increasing speed is idiotic. Moreover, to use “deceleration” in this manner immediately after explicitly indicating the “due south” direction of motion is truly ruly idiotic. Still not as idiotic as voting Liberal or Republican, but genuinely special-effort idiotic.
That’s enough to condemn the question, even by SCSA standards. But, the question is also awful in many other ways:
- The question is boring and butt ugly.
- No indication is given whether exact or numerical solutions are permitted or required.
- Having a drone an arbitrary 5m up in the sky for a 1D problem is asking for trouble. For example:
- The “displacement” of x(0) = 0 for a drone 5m up is pretty stupid.
- “Where is the drone in relation to the [mysterious] pilot?” Um, kind of uppish?
- “How far has the drone travelled …” is needlessly wordy and ambiguous. If you want a distance, for God’s sake say “distance”.
- Given the position function x(t) is at hand, part (c) can easily and naturally be solved by hand. But of course why think about things when you can do mindless calculator crap?
This Proof of Stupidity Without Words comes courtesy of a smart Year 11 VCE student. It’s an exercise in the Jacaranda text Maths Quest 11 Mathematical Methods (2019). (Just to clarify, the stupidity obviously contains plenty of words; it’s the proof of stupidity that requires no words.)