IIT JAM MATH 2019 Question Paper | Sourav Sir's ClassesSOURAV DAS
IIT JAM Preparation Strategy
IIT JAM Math Previous Year Question Paper
IIT JAM Math 2019 Question Paper
For full solutions contact us.
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IIT JAM MATH 2019 Question Paper | Sourav Sir's ClassesSOURAV DAS
IIT JAM Preparation Strategy
IIT JAM Math Previous Year Question Paper
IIT JAM Math 2019 Question Paper
For full solutions contact us.
Call - 9836793076
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Home assignment II on Spectroscopy 2024 Answers.pdf
ALGEBRA FOR IGCSE STUDENTS GOOD MARKING SCHEME
1. Guidance
Notes
AO Element
Marks
Answer
Question
B1 for 14x or 13y as
answers
2
final answer
1
If 0 scored, SC1 for
correct answer seen then
spoilt
1
Diagram 4 correctly drawn
2(a)
1
28
2(b)
M1 for
or
2
8n − 4 oe final answer
2(c)
M1 for
their (a)(iii) = 300
provided their (a)(iii) is
linear
2
38
2(d)
M1 for 7 × 7 × 14
or 0.07 × 0.07 × 0.14
or 70 × 70 × 140 oe
3
B2 for 686
2(e)
Units must be consistent
with working or
numerical answer
B1 for cm3
M1 for
oe
2
18a final answer
3(a)
M1 for
2
14a 2
final answer
3(b)
/
- Mark Scheme
2. Guidance
Notes
AO Element
Marks
Answer
Question
B1 for 2 correct
or 5 6 9
2
6 9 14
4
B2 for 4 or 5 correct
3
−4 −6 −12 6 4 3
5(a)
or B1 for 2 or 3 correct
B3FT for 9 or 10 points
correctly plotted
4
Correct curve
5(b)
or B2FT for 7 or 8 points
correctly plotted
or B1FT for 5 or 6 points
correctly plotted
1
Correct ruled line drawn
5(c)
FT their curve and their
line
1
1.3 to 1.7
5(d)
M1 for oe
or
2
or final answer
6
/
- Mark Scheme
3. Guidance
Notes
AO Element
Marks
Answer
Question
oe
3
M1 for correct method seen to
eliminate one variable
7
A1 for x = 4
If M0 scored, SC1 for 2
values that substitute to
give
y – 3x rounding to 13.0,
or
y – 7x rounding to
−3.0
A1 for y = 25
or
SC1 if no working
shown, but 2 correct
answers given
M1 for 90 ÷ their time
for A to B [× 60]
2
120
8(a)(i)
or B1 for 2[km/min]
1
10
8(a)(ii)
1
Ruled line from (1440, 90) to
(1520, 155)
8(a)(iii)
1
A [and] B
8(a)(iv)
M1 for 155 ÷ 62
2
2 [hours] 30 [minutes]
8(b)(i)
FT their (b)(i) + 1245
1
1515
8(b)(ii)
/
- Mark Scheme
4. Guidance
Notes
AO Element
Marks
Answer
Question
1
Ruled line from (1245, 155) to
(their (b)(ii), 0)
8(b)(iii)
FT their crossing
point
1
58 to 63
8(b)(iv)
B1 for 2 correct
2
−3 5 2
9(a)
B3FT for 6 or 7 points
correct
4
Correct curve
9(b)
or B2FT for 4 or 5 points
correct
or B1FT for 2 or 3 points
correct
1
Ruled line x = 1 drawn
9(c)(i)
1
x = 1
9(c)(ii)
B1 for each
2
−0.5 to −0.3 and 2.3 to 2.5
9(d)
If 0 scored, B1 for y = 4
drawn
1
Correct ruled continuous line
9(e)(i)
/
- Mark Scheme
5. Guidance
Notes
AO Element
Marks
Answer
Question
B2 for [y =] 2x + k
3
[y =] 2x + 4
9(e)(ii)
or M1 for
B1 for kx + 4 , k ≠ 0,
or c = 4
1
80
10(a)
M1 for or
or better
2
7
10(b)
M1 for
or
3
2.2 oe
10(c)
M1 for second correct
step
B1 for
or
2
final answer
11
M1 for 4 × 32
+ 3 × −2
or better
2
30
12
/
- Mark Scheme
6. Guidance
Notes
AO Element
Marks
Answer
Question
B3 for 14x = 315
4
22.5
13
or M2 for
45 + 3x + 5x + 6x = 360
oe
or M1 for
45 + 3x + 5x + 6x oe
or 14x
If 0 scored and
45 + bx = 360 or better
seen then
SC1 for
oe
OR
B3 for
or B1 for 14
and B1 for 360 − 45 oe
1
3
14(a)
B1 for 3 or 4 correct
2
_ _ _ 10
14(b)
_ 1 _ 6
_ _ 9 16
1
[t =] n 2
oe
14(c)
/
- Mark Scheme
7. Guidance
Notes
AO Element
Marks
Answer
Question
2
M1 for
or
14(d)
A1 for [=] 6
3
B1 for [w =] 120
14(e)
B1 for [g =] 105
If final two B marks not
scored, award B1 if
their w + their g = their t
or FT(c) for their t if
their (c) is quadratic
B1 for [t =] 225
1
y = −2 drawn, ruled
15(a)
1
y = −2x drawn, ruled
15(b)
M1 for a correct equation
in terms of x or y.
2
[x =] 3.5, [y =] 3
with supporting working
16
If 0 scored SC1 for both
answers correct.
1
cao
17(a)
1
cao
17(b)
/
- Mark Scheme
8. Guidance
Notes
AO Element
Marks
Answer
Question
M1 for ,
or or
or
2
18
as final
answers
1
4 tables and 14 chairs correctly
drawn
19(a)
B1 for 2 correct
or k, k + 2, k + 4
2
14, 16, 18
19(b)
B1 for 2t + j
or kt + 6 , k ≠ 0
2
2t + 6 oe final answer
19(c)
M1 for 18 correctly
substituted into their (c),
2
42 cao
19(d)
provided a linear
expression
M1 for their (c) = 80
2
37 cao
19(e)
1
55
20(a)
M1 for oe
2
108
20(b)
/
- Mark Scheme
9. Guidance
Notes
AO Element
Marks
Answer
Question
4
Correct graph
Ruled lines
20(c)
B1 for ruled lines
(0955, 31.5) to
(1030, 31.5)
and (1030, 31.5) to
(1050, 30)
(0955, 31.5) to (1030, 31.5)
(1030, 31.5) to (1050, 30)
B1 for ruled line from
(their 1050, 30) to
(their 1050+20, 12)
(1050, 30) to (1110, 12)
B1 for ruled line from
(their 1110, 12) to
(their 1110+10, 12)
(1110, 12) to (1120, 12)
B1 for ruled line
(their 1120, 12) to
(their 1120+15, 0)
or for 15 mins soi
(1120, 12) to (1135, 0)
B1 for each
3
–28, –4, 2
21(a)
B3FT for 6 or 7 correct
plots
4
correct smooth curve
21(b)
or B2FT for 4 or 5
correct plots
or B1FT for 2 or 3
correct plots
accept (x, y) where
1 < x < 2 and 2 < y < 4
1
(1.5 , 2.25)
21(c)
/
- Mark Scheme
10. Guidance
Notes
AO Element
Marks
Answer
Question
B1 for or
2
final answer
22
B1 for 25 or 12
2
37
23
1
cao
24
1
1025
25(a)
B1 for line from
(1055, 9) to (1120, 9)
2
Graph completed correctly
25(b)
B1 FT for line from
(their 1120, 9) to
(their 1120 + 30 min,
0)
B1 for 5x – 15 or 6x + 2
or for answer of 11x + j
or kx – 13
2
11x – 13 final answer
26
1
23
27(a)
B1 for 3n + j or kn + 5,
k ≠ 0
2
3n + 5 oe
27(b)
/
- Mark Scheme
11. Guidance
Notes
AO Element
Marks
Answer
Question
4
M1 for multiplying both equations
to get a common coefficient
28
M1 for correctly adding or
subtracting their equations
A1 for [x = ] 10
If zero scored then SC1
for two answers which
A1 for [y = ] 8
satisfy one of the original
equations or for 2 correct
answers with no
working
If zero scored, SC1 for 2
values satisfying one of
3
M1 for correctly eliminating one
variable
29
the original equations or
A1 for [x = ] 3
for 2 correct answers
with no working
A1 for [y = ] −2
1
45
30
B1 for 6n + c or kn – 10
(k ≠ 0)
2
6n – 10 oe
31
/
- Mark Scheme
12. Guidance
Notes
AO Element
Marks
Answer
Question
Examples
3
M1 for any example of equivalence
from the conversion graph
32
Pounds (£)
Dollars ($)
3.5
5
7
10
14
20
21
30
28
40
5
7
10
14 to 14.5
15
21
20
28 to 29
A1 for [£]81 to [£]87 or
[$]126 to [$]138
A2 for shop and [£]81 to [£]87
or [$]126 to [$]138 nfww
If M0 allow SC1 for
[$]120 = [£]81 to [£]87
or [£]90 = [$]126 to
[$]138 with ‘shop’ as the
answer
B1 for −3p or −4q
2
−3p – 4q final answer
33
M1 for or
or better
2
13
34
/
- Mark Scheme
13. Guidance
Notes
AO Element
Marks
Answer
Question
M1 for first correct
step
3
0.7 or
35
M1 for second correct
step, FT their first step
1
y(1 – 2y) final answer
36
M1 for 3x + x + x + 15 or
better
4
3x + x + x + 15 = 180 or better
leading to
[x = ] 33
37
M1 for their expression
= 180
M1 for rearranging their
equation to ax = b
If 0 scored, SC2 for 33
nfww
M1 for x – 3 = 8
or 7x – 21 = 56 or
better
2
11
38
M1 for or
2
oe
39
M1 for or
better
2
32
40
/
- Mark Scheme