10 12 a ii, v and vi might be difficult as they all B2 2 B1 for identifying some examples with a valid reason M involve squaring a term. B1 for clear identification and explanation of classic The typical error made in ii will be to errors calculate half of and then to square at that. The same error can be found in vi where 2πr can be calculated first and then squared. b B2 B1 for identifying some examples with a valid reason ii and vi are also difficult to rearrange B1 for clear identification and explanation of classic as they involve a quadratic element errors and not easy to make each variable it’s the subject of the formula. Typical errors in rearranging the s ut at2 equation = + to make a the subject include: incorrect sign when changing s ut at2 sides, e.g. + = incorrect removal of fraction, e.g. t) at2. to leave (s + = 4
10 12 a b ii, v and vi might be difficult as they all involve squaring a term. The typical error made in ii will be to calculate half of at and then to square that. The same error can be found in vi where 2πr can be calculated first and then squared. ii and vi are also difficult to rearrange as they involve a quadratic element and it’s not easy to make each variable the subject of the formula. Typical errors in rearranging the equation s = ut + at2 to make a the subject include: incorrect sign when changing sides, e.g. s + ut = at2 incorrect removal of fraction, e.g. to leave (s + t) = at2. B2 B2 2 B1 for identifying some examples with a valid reason B1 for clear identification and explanation of classic errors B1 for identifying some examples with a valid reason B1 for clear identification and explanation of classic errors M 4
Higher_Skills_Algebra_MarkScheme_Edexcel.docx