We have a short Specialist post coming, and we’ll have more to write on the 2019 VCE exams once they’re online. But, for now, one more Mathematical Methods WitCH, from the 2019 (calculator-free) Exam 1:

# Tag: calculus

## WitCH 29: Bad Roots

This one is double-barrelled. A strange multiple choice question appeared in the 2019 NHT Mathematical Methods Exam 2 (CAS). We had thought to let it pass, but a similar question appeared in last’s weeks Methods exam (no link yet, but the Study Design is here). So, here we go.

First, the NHT question:

The examination report indicates the correct answer, C, and provides a suggested solution:

And, here’s last week’s question (with no examination report yet available):

## WitCH 28: Tone Deaf

We haven’t yet had a chance to go through the 2019 VCE exams, but this question was flagged to me independently by two colleagues: let’s call them Dr. Death and Simon the Likeable. It’s from Mathematical Methods Exam 2 (CAS). (No link yet.)

## WitCH 24: The Fix is In

We’ve finally found some time to take a look at VCAA’s 2019 NHT exams. They’re generally bad in the predictable ways, and they include some specific and seemingly now standard weirdness that we’ll try to address soon in a more systematic manner. WitCHwise, we were tempted by a number of questions, but we’ve decided to keep it to two or three.

Our first NHT WitCH is from the final question on Exam 2 (CAS) of Mathematical Methods:

As usual, the NHT “Report” indicates nothing of how students went, and little of what was expected. In regard to part f, the Report writes,

**p(x) = q(x) = x, p'(x) = q'(x) = 1, k = 1/e**

For part g, all that the Report provides is the answer, *k = 1*.

The VCAA also provides sample Mathematica solutions to schools trialling Methods CBE. For the questions above, these solutions are as follows:

Make of it what you will.

## WitCH 23: Speed Bump

Our second WitCH of the day also comes from the 2017 VCE Specialist Mathematics Exam 2. (Clearly an impressive exam, and we haven’t even gotten to the bit about using inverse trig functions to design a brooch.) It is courtesy of the mysterious SRK, who raised it in the discussion of an earlier WitCH.

Question 5 of Section B of the (CAS) exam concerns a boat and a jet ski. Though SRK was concerned with one particular aspect, the entire question is worth pondering:

The Examiner’s Report indicates an average student score of 1.4 on part a, and comments,

**Students plotted the initial positions correctly but significant numbers of students did not label the direction of motion or clearly identify the jet ski and the boat. Both requirements were explicitly stated in the question.**

For part i, the Report indicates an average score of 1.3, and comments,

**Most students found correct expressions for velocity vectors. The most common error was to equate these velocity vectors rather than equating speeds. **

For part ii, the Report gives the intended answer as (3,3). The Report indicates that slightly under half of students were awarded the mark, and comments,

*Some answers were not given in coordinate form.*

For part i, the Report suggests the answer (with the displayed answer adorned by a weird, extra root sign). The report indicates that a little over half of the students were awarded the mark, and comments,

*A variety of correct forms was given by students; many of these were likely produced by CAS technology, including expressions involving double angles. Students should take care when transcribing expressions from technology output as errors frequently occur, particularly regarding the number and placement of brackets. Some incorrect answers retained vectors in the expression.*

For Part ii, the Report indicates the intended answer of 0.33, and that 15% of students were awarded the mark for this question. The Report comments,

**Many students found this question difficult. Incorrect answers involving other locally minimum values were frequent.**

The Report indicates an average score of 1.3 on part d, and comments;

**Most students correctly equated the vector components and solved for t . Many went on to give decimal approximations rather than supplying the exact forms. Students are reminded of the instruction saying that an exact answer is required unless otherwise specified.**

Lots there. Get hunting.

## WitCH 22: Inflecting the Facts

We’re back, at least sort of. Apologies for the long silence; we were off visiting The Capitalist Centre of the Universe. And yes, China was great fun, thanks. Things are still tight, but there will soon be plenty of time for writing, once we’re free of those little monsters we have to teach. (Hi, Guys!) In the meantime, we’ll try to catch up on the numerous posts and updates that are most demanding of attention.

We’ll begin with a couple new WitChes. This first one, courtesy of John the Merciless, is a multiple choice question from the 2017 VCE Specialist Mathematics Exam 2:

The Examiners’ Report indicates that 6% of students gave the intended answer of E, and a little under half the students answered C. The Report also comments that

** f”(x) does not change sign at a**.

Have fun.

## WitCH 15: Principled Objection

OK, playtime is over. This one, like the still unresolved WitCH 8, will take some work. It comes from Cambridge’s ** Mathematical Methods 3 & 4 (2019).** It is the introduction to “When is a function differentiable?”, the final section of the chapter “Differentiation”.

## Update (12/08/19)

We wrote about this nonsense seven long years ago, and we’ll presumably be writing about it seven years from now. Nonetheless, here we go.

The first thing to say is that the text is wrong. To the extent that there is a discernible method, that method is fundamentally invalid. Indeed, this is just about the first nonsense whacked out of first year uni students.

The second thing to say is that the text is worse than wrong. The discussion is clouded in gratuitous mystery, with the long-delayed discussion of “differentiability” presented as some deep concept, rather than simply as a grammatical form. If a function has a *derivative* then it is *differentiable*. That’s it.

Now to the details.

The text’s “first principles” definition of differentiability is correct and then, immediately, things go off the rails. Why is the function f(x) = |x| (which is written in idiotic Methods style) not differentiable at 0? The wording is muddy, but example 46 makes clear the argument: f’(x) = -1 for x < 0 and f’(x) = 1 for x > 0, and these derivatives don’t match. This argument is unjustified, fundamentally distinct from first principles, and it can easily lead to error. (Amusingly, the text’s earlier, “informal” discussion of f(x) = |x| is exactly what is required.)

The limit definition of the derivative f’(a) requires looking precisely *at *a, at the gradient [f(a+h) – f(a)]/h as h → 0. Instead, the text, with varying degrees of explicitness and correctness, considers the limit of f’(x) *near *a, as x → a. This second limit is fundamentally, conceptually different and it is not guaranteed to be equal.

The standard example to illustrate the issue is the function f(x) = x^{2}sin(1/x) (for x≠ 0 and with f(0) = 0). It is easy to to check that f’(x) oscillates wildly near 0, and thus f’(x) has no limit as x → 0. Nonetheless, a first principles argument shows that f’(0) = 0.

It is true that if a function f is continuous at a, and if f’(x) has a limit L as x → a, then also f’(a) = L. With some work, this non-obvious truth (requiring the mean value theorem) can be used to clarify and to repair the text’s argument. But this does not negate the conceptual distinction between the required first principles limit and the text’s invalid replacement.

Now, to the examples.

Example 45 is just wrong, even on the text’s own ridiculous terms. If a function has a nice polynomial definition for x ≥ 0, it does *not* follow that one gets f’(0) for free. One cannot possibly know whether f’(x) exists without considering x on both sides of 0. As such, the “In particular” of example 46 is complete nonsense. Further, there is the *sotto voce* claim but no argument that (and no illustrative graph indicating) the function f is continuous; this is required for any argument along the text’s lines.

Example 46 is wrong in the fundamental wrong-limit manner described above. it is also unexplained why the magical method to obtain f’(0) in example 45 does not also work for example 46.

Example 47 has a “solution” that is wrong, once again for the wrong-limit reason, but an “explanation” that is correct. As discussed with Damo in the comments, this “vertical tangent” example would probably be better placed in a later section, but it is the best of a very bad lot.

And that’s it. We’ll be back in another seven years or so.

## WitCH 12: Duplicitous

The following WitCH comes from the VCE 2014 Specialist Exam 1:

The Examiners’ Report indicates that 81%, 48% and 45% of students received full marks for parts (a), (b) and (c), respectively.

## WitCH 10: Malfunction

It’s a long, long time since we’ve had a WitCH. They have been not-so-slowly accumulating, however. And now, since we’re temporarily free of the Evil Mathologer, it is the WitCHing hour.

Due mostly to the hard work of Damo, all of the outstanding WitCHes have been resolved, with the exception of WitCH 8. That one will take time: it’s a jungle of half-maths. Our new WitCHes are not so tricky, although there is perhaps more to be said than indicated at first glance.

The first of our new batch of WitCHes is from the VCE 2018 Specialist Exam 1:

The Examiners’ Report gives the answer as . The Report also indicates that the average score on this question was 1.3/5, with 98% of students scoring 3 or lower, and over a third of students scoring 0.

Happy WitCHing.

## Signs of the Times

Our second sabbatical post concerns, well, the reader can decide what it concerns.

Last year, diagnostic quizzes were given to a large class of first year mathematics students at a Victorian tertiary institution. The majority of these students had completed Specialist Mathematics or an equivalent. On average, these would not have been the top Specialist students, nor would they have been the weakest. The results of these quizzes were, let’s say, interesting.

It was notable, for example, that around 2/5 of these students failed to simplify the likes of 81^{-3/4}. And, around 2/3 of the students failed to solve an inequality such as 2 + 4x ≥ x^{2} + 5. And, around 3/5 of the students failed to correctly evaluate or similar. There were many such notable outcomes.

Most striking for us, however, were questions concerning lists of numbers, such as those displayed above. Students were asked to write the listed numbers in ascending order. And, though a majority of the students answered correctly, about 1/4 of the students did not.

What, then, does it tell us if a quarter of post-Specialist students cannot order a list of common numbers? Is this acceptable? If not, what or whom are we to blame? Will the outcome of the current VCAA review improve things, or will it make matters worse?

Tricky, tricky questions.