Cambridge IGCSE Mathematics
Syllabus code 0580
Cambridge IGCSE Mathematics (with coursework)
Syllabus code 0581
For examination in June and November 2012
Tuesday 27 December 2011
Friday 16 December 2011
About 30 years ago they were separate exams. The GCE O Level (General Certificate of Education "Ordinary" Level) was a direct precident to the GCE A (Advanced) Level exam. That is, you had to pass the O Level in a subject before being allowed to sit the A Level in the same subject.
GCE O Levels were purely examination based. The pupil had to study a (typically) 2 year course and the exam would be based on the whole syllabus. The exam was "sudden death" in that there was a Pass or Fail. You could get grades of Pass from A to C but these must not be equated to today's GCSE grades A to C because of the way the system was structured.
CSE (Certificate of Secondary Education) was run in parallel to the GCE O Level courses. It was intended for those who were academically poor at exams but were good at coursework. The grade of CSE was based on part coursework and part exam.
It was generally thought of an inferior in value to GCE O Level. This was partly because the percentage required before you were "failed" was inreadibly low. Therefore it was considered that a Grade A CSE was equivalent to a Grade C Pass at O level.
This gave many bright CSE pupils (they were not called students until they entered college in those days, the modern useage is an Americanism) who were bad at "memorising" a chance to study for A Level.
As a result of Political Correctness the Labour governments of the 1970's abolished the separate curriculums and merged them into the General Certificate of Secondary Education (GCSE).
They tried to abolish the GCE A Level too (it was called "elitist") but failed because it is used by Universities as an admission guide. Because universities have to have some means of determining who can join their courses (degrees are academically demanding - they have to be or they'd be worthless), the exam based A Level cannot be beaten.
The A Level exams are more than just a memory test. To get a good grade you have to demonstrate a thorough understanding of the subject, not just regurgitate memorised facts.
To be fairer to people who thrive on coursework but "freeze" in exams the AS Level was introduced which provides a safety net. This enables you to gain "points" which can count towards university admission.
Many have tried to find an alternative to A Levels but the only one that comes close is the International Baccalauriate, and that is one heck of a doozie of a course!
GCE O Levels were purely examination based. The pupil had to study a (typically) 2 year course and the exam would be based on the whole syllabus. The exam was "sudden death" in that there was a Pass or Fail. You could get grades of Pass from A to C but these must not be equated to today's GCSE grades A to C because of the way the system was structured.
CSE (Certificate of Secondary Education) was run in parallel to the GCE O Level courses. It was intended for those who were academically poor at exams but were good at coursework. The grade of CSE was based on part coursework and part exam.
It was generally thought of an inferior in value to GCE O Level. This was partly because the percentage required before you were "failed" was inreadibly low. Therefore it was considered that a Grade A CSE was equivalent to a Grade C Pass at O level.
This gave many bright CSE pupils (they were not called students until they entered college in those days, the modern useage is an Americanism) who were bad at "memorising" a chance to study for A Level.
As a result of Political Correctness the Labour governments of the 1970's abolished the separate curriculums and merged them into the General Certificate of Secondary Education (GCSE).
They tried to abolish the GCE A Level too (it was called "elitist") but failed because it is used by Universities as an admission guide. Because universities have to have some means of determining who can join their courses (degrees are academically demanding - they have to be or they'd be worthless), the exam based A Level cannot be beaten.
The A Level exams are more than just a memory test. To get a good grade you have to demonstrate a thorough understanding of the subject, not just regurgitate memorised facts.
To be fairer to people who thrive on coursework but "freeze" in exams the AS Level was introduced which provides a safety net. This enables you to gain "points" which can count towards university admission.
Many have tried to find an alternative to A Levels but the only one that comes close is the International Baccalauriate, and that is one heck of a doozie of a course!
GCE 'O'-level is still available and is an alternative to the GCSE exam which was introduced in the late 1980's to replace the CSE (certificate of secondary education) which was a much easier exam than GCE.
Oxford University will advise as to whether your 'intermediate' exams, taken in Pakistan, would be deemed as an acceptable equivalent to GCSE/GCE 'O'-level (the 'O' stands for 'ordinary' by the way; the 'A' in 'A'-level = 'Advanced'
You would be able to take one exam in the subject of your choice (mathematics) should you need to take it. If you go to the websites I've quoted below, you will be able to download past papers.
If you need further help/advice, feel free to e-mail me.
Check AQA and Edexcel website for more information.
Oxford University will advise as to whether your 'intermediate' exams, taken in Pakistan, would be deemed as an acceptable equivalent to GCSE/GCE 'O'-level (the 'O' stands for 'ordinary' by the way; the 'A' in 'A'-level = 'Advanced'
You would be able to take one exam in the subject of your choice (mathematics) should you need to take it. If you go to the websites I've quoted below, you will be able to download past papers.
If you need further help/advice, feel free to e-mail me.
Check AQA and Edexcel website for more information.
Source(s):
diff between exams of IGCSE and GCSE/
However, from what Ive heard, GCEs are harder... I personally took the GCEs and while studying we often used GCSE books and found the examinations and tets in it to be a piece of cake... Personally, I dont even think the GCEs are tough, if youre consistent... I did the same and I got straight As in both O and A levels... I also believe that solving and analyzing the past 10 years examinations helps a great deal... I saw lots of Multiple Choice Questions both in O and A levels that were repeated...
www.ucles.org
(Site for the university of cambridge local examinations syndicate)
www.cie.org.pk
(Site for Cambridge International Examinations, where u can find downloadable copies of the syllabi)
The best thing about Alevels in that you get credit at university level... I got 24 credits for my alevels, and that like more than what we take in one semester at college...
I'm surprised that you think otherwise. When I took O-Levels we were always told that GCSE was harder. And the topic came up a lot too because our college had shifted their affiliations from GCSE at Cambridge to GCE at London. Either way all Levels' systems are quite fantastic and are much better than FSc and Matric.
You are right about the bit that to get good grades in any Levels exam, do lots and lots of old exams. Frankly I found doing old exams more useful than actually doing course coverage. So people who are doing O/A Levels now, do lots of old exams and the A's will be flooding in.
The fact that IGCSEs have a grade higher than A (the A*) makes Grade A a little ummm... below par.
GCSE's are the General Certificate in Secondary Education in the Uk- equivalent of the " o" Levels - the IGCSE's are the International Version that are studied globally
They replaced the O level and were introduced in 1990 afer the Uk educational system was " Reorganised".....they are more modular and therefore coursework weighted.
also note that GCE's (are a-levels ) are studied after GCSE in uk. Thus GCE are meant to be hard than GCSE's
www.ucles.org
(Site for the university of cambridge local examinations syndicate)
www.cie.org.pk
(Site for Cambridge International Examinations, where u can find downloadable copies of the syllabi)
The best thing about Alevels in that you get credit at university level... I got 24 credits for my alevels, and that like more than what we take in one semester at college...
I'm surprised that you think otherwise. When I took O-Levels we were always told that GCSE was harder. And the topic came up a lot too because our college had shifted their affiliations from GCSE at Cambridge to GCE at London. Either way all Levels' systems are quite fantastic and are much better than FSc and Matric.
You are right about the bit that to get good grades in any Levels exam, do lots and lots of old exams. Frankly I found doing old exams more useful than actually doing course coverage. So people who are doing O/A Levels now, do lots of old exams and the A's will be flooding in.
The fact that IGCSEs have a grade higher than A (the A*) makes Grade A a little ummm... below par.
GCSE's are the General Certificate in Secondary Education in the Uk- equivalent of the " o" Levels - the IGCSE's are the International Version that are studied globally
They replaced the O level and were introduced in 1990 afer the Uk educational system was " Reorganised".....they are more modular and therefore coursework weighted.
also note that GCE's (are a-levels ) are studied after GCSE in uk. Thus GCE are meant to be hard than GCSE's
Cambridge IGCSE
Overview
Cambridge IGCSE is the world’s most popular international curriculum for 14-16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage.Schools worldwide have helped develop Cambridge IGCSE, which provides excellent preparation for the Cambridge Advanced stage including Cambridge International AS and A Levels and Cambridge Pre-U, as well as other progression routes. It incorporates the best in international education for learners at this level. It develops in line with changing needs, and is regularly updated and extended. Cambridge IGCSE teachers can draw on excellent resources, training and advice from subject experts.
Building a curriculum
Cambridge IGCSE encourages learner-centred and enquiry-based approaches to learning. It develops learners’ skills in creative thinking, enquiry and problem solving, giving learners excellent preparation for the next stage in their education. Schools can build a core curriculum, extend it to suit their learners and introduce cross-curricular perspectives. Clearly defined learning outcomes and content, mean Cambridge IGCSE is compatible with other curricula and is internationally relevant and sensitive to different needs and cultures.Schools can offer any combination of subjects. Each subject is certificated separately. Over 70 subjects are available, including more than 30 language courses, offering a variety of routes for learners of different abilities. Cambridge IGCSE develops learner knowledge, understanding and skills in:
- Subject content
- Applying knowledge and understanding to familiar and new situations
- Intellectual enquiry
- Flexibility and responsiveness to change
- Working and communicating in English
- Influencing outcomes
- Cultural awareness
Assessment
Assessment for Cambridge IGCSE includes written and oral tests, coursework and practical assessment. Schools have the option of assessing learners using only external examinations or, in most subjects, combining examinations with coursework. Coursework is set and marked by the teacher and externally moderated by Cambridge.Teachers who have received training from Cambridge, or who possess suitable experience of marking coursework may carry out this assessment. In most subjects there is a choice between core and extended curricula, making IGCSE suitable for a wide range of abilities. Each learner’s performance is benchmarked using eight internationally recognised grades. There are clear guidelines which explain the standard of achievement for different grades. Cambridge IGCSE examination sessions occur twice a year, in May/June and October/November. Results are issued in August and January.
Cambridge progression
Cambridge offers routes candidates can follow from post-kindergarten stage through to university entrance. Cambridge's provision also includes first-class support for teachers through publications, online resources, training, workshops and professional development.University Cambrige
Differences between IGCSE and O' Level Mathematics
Differences between IGCSE and O' Level Mathematics
The main differences between O Level and IGCSE Mathematics are as follows:
- IGCSE Maths is available with or without Coursework, whereas O Level Maths is only available without Coursework.
- IGCSE has Core and Extended options (grades C-G and A* to E available respectively), O level has grades A to E available.
- O level Maths has a non-calculator paper whereas IGCSE Maths requires a calculator for both papers.
- Examining time: 4.5 hours for O' level Maths compared with 3 hours for Core IGCSE Maths and 4 hours for Extended IGCSE Maths.
- There is no question choice for IGCSE Maths; for O level Maths there is limited question choice in Paper 2.
- O level Maths question paper weighting is 50% per paper; IGCSE Maths is 35% for the first paper, 65% for the second.
Sunday 11 December 2011
Ratio
Ratio
A ratio is a comparison between two or more like quantities in the same units.
Note:
The ratio 1 : 2 is read as '1 to 2' or '1 is to 2'.Scale Factor
If the ratio is expressed in the form 1 : n, then n is called the scale factor.E.g. 5 : 20 = 1 : 4
So, 4 is the scale factor.
Note:
We can use ratios to compare more than two quantities conveniently. Fractions are not usually suitable for this.Ratios are used in areas including concentration of solutions, drug dosages, financial mathematics and gears.
Comparing Ratios
To compare ratios, write them as fractions. The ratios are equal if they are equal when written as fractions.Example:
Are the ratios 3 to 4 and 6:8 equal?
The ratios are equal if 3/4 = 6/8.
These are equal if their cross products are equal; that is, if 3 × 8 = 4 × 6. Since both of these products equal 24, the answer is yes, the ratios are equal.
proportion (Meaning)
pro·por·tion (pr
-pôr
shn, -p
r-)
-pôrshn, -pr-)n.
1. A part considered in relation to the whole.
2. A relationship between things or parts of things with respect to comparative magnitude, quantity, or degree: the proper proportion between oil and vinegar in the dressing.
3. A relationship between quantities such that if one varies then another varies in a manner dependent on the first: "We do not always find visible happiness in proportion to visible virtue" (Samuel Johnson).
4. Agreeable or harmonious relation of parts within a whole; balance or symmetry.
5. Dimensions; size. Often used in the plural.
6. Mathematics A statement of equality between two ratios. Four quantities, a, b, c, d, are said to be in proportion if a/b = c/d .
tr.v. pro·por·tioned, pro·por·tion·ing, pro·por·tions
1. To adjust so that proper relations between parts are attained.
2. To form the parts of with balance or symmetry.
Proportion
A proportion is an equation with a ratio on each side. It is a statement that two ratios are equal.
When one of the four numbers in a proportion is unknown, cross products may be used to find the unknown number. This is called solving the proportion.
We compare rates just as we compare ratios, by cross multiplying
Rate
A rate is a ratio
Problems involving rates typically involve setting two ratios equal to each other and solving for an unknown quantity, that is, solving a proportion.
When comparing rates, always check to see which units of measurement are being used. For instance, 3 kilometers per hour is very different from 3 meters per hour!
Problems involving rates typically involve setting two ratios equal to each other and solving for an unknown quantity, that is, solving a proportion.
When comparing rates, always check to see which units of measurement are being used. For instance, 3 kilometers per hour is very different from 3 meters per hour!
Important:
One of the most useful tips in solving any math or science problem is to always write out the units when multiplying, dividing, or converting from one unit to another.
Average Rate of Speed
The average rate of speed for a trip is the total distance traveled divided by the total time of the trip.Increasing or Decreasing a Quantity in a Given Ratio |
| If the ratio of a new quantity to an old quantity can be expressed as an improper fraction, then the new quantity is greater than the old quantity. Applying this ratio to the old quantity is known as increasing the old quantity in a given ratio. If the ratio of a new quantity to an old quantity can be expressed as a proper fraction, then the new quantity is less than the old quantity. Applying this ratio to the old quantity is known as decreasing the old quantity in a given ratio. |
Example 8
Increase 20 in the ratio 3 : 2.
Solution:
Example 9
Decrease 32 in the ratio 3 : 4.
Using a Ratio to Solve Problems |
If the ratio of two quantities is known and one of the quantities is given, then the other quantity can be calculated.
A company wants to reduce its operating cost in the ratio 2 : 3. |
Saturday 10 December 2011
Percentages (%)
When you say "Percent" you are really saying "per 100"
And 25% means 25 per 100
Formula for percentage
Examples #1:
25 % of 200 is____
In this problem, of = 200, is = ?, and % = 25
We get:
is/200 = 25/100
Since is in an unknown, you can replace it by y to make the problem more familiar
y/200 = 25/100
Cross multiply to get y × 100 = 200 × 25
y × 100 = 5000
Divide 5000 by 100 to get y
Since 5000/100 = 50, y = 50
So, 25 % of 200 is 50
Now, we will take examples to illustrate how to use the formula for percentage on the right
Examples #4:
To use the other formula that says part and whole, just remember the following:
The number after of is always the whole
The number after is is always the part
If I say 25 % of___ is 60, we know that the whole is missing and part = 60
Your proportion will will like this:
60/whole = 25/100
After cross multiplying, we get:
whole × 25 = 60 × 100
whole × 25 = 6000
Divide 6000 by 25 to get whole
6000/25 = 240, so whole = 240
Therefore, 25 % of 240 is 60
Examples #2:
What number is 2% of 50 ?
This is just another way of saying 2% of 50 is___
So, set up the proportion as example #1
Examples #3:
24% of___ is 36
This time, notice that is = 36, but of is missing
After you set up the formula, you get:
36/of = 24/100
Replace of by y and cross multiply to get:
36/y = 24/100
http://www.basic-mathematics.com/formula-for-percentage.html
25 % of 200 is____
In this problem, of = 200, is = ?, and % = 25
We get:
is/200 = 25/100
Since is in an unknown, you can replace it by y to make the problem more familiar
y/200 = 25/100
Cross multiply to get y × 100 = 200 × 25
y × 100 = 5000
Divide 5000 by 100 to get y
Since 5000/100 = 50, y = 50
So, 25 % of 200 is 50
Now, we will take examples to illustrate how to use the formula for percentage on the right
Examples #4:
To use the other formula that says part and whole, just remember the following:
The number after of is always the whole
The number after is is always the part
If I say 25 % of___ is 60, we know that the whole is missing and part = 60
Your proportion will will like this:
60/whole = 25/100
After cross multiplying, we get:
whole × 25 = 60 × 100
whole × 25 = 6000
Divide 6000 by 25 to get whole
6000/25 = 240, so whole = 240
Therefore, 25 % of 240 is 60
Examples #2:
What number is 2% of 50 ?
This is just another way of saying 2% of 50 is___
So, set up the proportion as example #1
Examples #3:
24% of___ is 36
This time, notice that is = 36, but of is missing
After you set up the formula, you get:
36/of = 24/100
Replace of by y and cross multiply to get:
36/y = 24/100
Percentage increase and decrease
Sometimes due to inconsistent usage, it is not always clear from the context what a percentage is relative to. When speaking of a "10% rise" or a "10% fall" in a quantity, the usual interpretation is that this is relative to the initial value of that quantity. For example, if an item is initially priced at $200 and the price rises 10% (an increase of $20), the new price will be $220. Note that this final price is 110% of the initial price (100% + 10% = 110%).
Some other examples of percent changes:
- An increase of 100% in a quantity means that the final amount is 200% of the initial amount (100% of initial + 100% of increase = 200% of initial); in other words, the quantity has doubled.
- An increase of 800% means the final amount is 9 times the original (100% + 800% = 900% = 9 times as large).
- A decrease of 60% means the final amount is 40% of the original (100% − 60% = 40%).
- A decrease of 100% means the final amount is zero (100% − 100% = 0%).
(New Value / Old Value) * 100 = % Value
http://www.basic-mathematics.com/formula-for-percentage.html
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