User talk:Krackpipe

A-level Mathematics
Hi!

I see you've been doing some work on A-level Mathematics. Looks good but there is one change that I'd like to ask you about. You removed differentation from A-level Mathematics/C1 stating that "it's in c2, not c1". On the OCR specification that I've been working from (see the link on A-level Mathematics), it is in fact in C1.

Which specification are you working from, and is there any reason for using it instead of the OCR one?

Thanks -- mattrix 20:07, 1 August 2005 (UTC)
 * reply by krackpipe

A-level Physics
Noticed that you deleted my race winner example in Homogeneous Equations, but your comment for that change did not reflect it, and you had kept it through many earlier revisions.

Was this a mistake, or intentional? Intentional is fine, I just thought that testing for homogeneity should have both positive and negative examples for pedagogical reasons. A different negative example would be fine too - this was just the first one that came into my head.

Keep up the good work! Wrolf 00:56, 30 September 2005 (UTC)


 * The change was intentional, sorry for not saying so in the comment box. Looking through the history, it appears that I made another change which I felt I had to explain, and completely forgot about the text that I deleted.


 * I used your text as an idea to include the section about homogenous equations, but I thought it would be better to use equations that were related to the early modules of the course. I agree that there should be a negative example, and maybe a good way to show this is to incorrectly rearrange an equation (such as $$F=ma$$ to $$a=\frac {m}{F}$$ to find acceleration), and have the units come out wrong-this is how most students make the mistake of not having the units equal.


 * Thanks for your contributions! --Krackpipe 11:36, 9 October 2005 (UTC)

You might want to review A-level Physics/Electrons and Photons/Quantum physics. An anon user has added some info that appears to be useful, but is quite opinionated and rude about normal physics instruction. AlbertCahalan 03:30, 13 November 2005 (UTC)


 * Just checked it, it looks like someones letting off steam or something! I'll probably edit a lot, though most of it seems to be information that is irrelevant to the course. Thanks for the heads up! --Krackpipe 23:31, 13 November 2005 (UTC)
 * Just saw the modules's talk page, he's a little crazy, i'm just going to revert it, especially since he thinks that whats being taught is wrong, which isn't open for debate since the specification wants students to learn "dumbed down physics", and thats what really matters to the students at the end of the day. The tone also seems somewhat bitter about something...

A-level Computing
Hi Krackpipe,

Thanks for correcting some of my work on the ALevel Computing Book. Nice to see someone else showing interest in it. I've been meaning to put a lot of work into it as I've started teaching it and despise the Heatcoate book. Sadly all i've managed to do so far is use the Maths book as a template, but watch that space! Best of luck with the January Exam --Pluke 00:29, 31 December 2005 (UTC)
 * I've been putting quite a bit of work into the book over the last few days and would appreciate someone to have a gander and rip it apart and/or offer constructive feedback. If you could oblige Pluke 21:31, 26 September 2006 (UTC)

A-level Mathematics Completing the square form.
Hello Mate, I was wondering if your teacher wrote the completing the square form as $$y=a(x - h)^2 + k$$ or $$a(x+d)^2 + e$$? Keytotime 14:14, 27 May 2006 (UTC)

Question About C2 Integration Section e
(e) use the trapezium rule to estimate the area under a curve, and use sketch graphs, in simple cases, to determine whether the trapezium rule gives an over-estimate or an under-estimate. What exactly is sketch graphs?