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1.
6 minutes 42 seconds
3
= 2 minutes 14 seconds
Lixins mean time =
6 minutes29 seconds
3
6 minutes
3
= 2 minutes
Based on the mean timings, Nora is the fastest swimmer. Moreover, her
timings are consistent because they differ from her mean timing of 2 : 00 by at
most one second. Hence, Nora should be selected to participate in the swimming
competition.
The median is not used as the three students had only 3 attempts and the
number of data is too low to consider the median as a basis for selection.
Similarly, the mean is not used as the number of data is too low and no
times were repeated.
For weaker students, more scaffolding questions can be given, for
example:
(i) For the 1st attempt, who is the fastest swimmer? Explain how you got
your answer.
(Fastest swimmer shortest time)
(ii) What criteria would you use to select the participant for the swimming
competition?
(a)
Fastest overall, i.e. Kate has the shortest time overall (1 : 50)
1
(b) Fastest based on mean timing, i.e. Nora has the shortest mean
time (2 : 00)
Teachers may wish to ask students who should be selected to participate
in the swimming
competition if the fastest timing of each student is
considered and the potential drawback
for the choice.
The following conclusions may be made:
(a) Noras timing is the most consistent among the three students.
(b) Noras timing may not improve much.
(c) Kates timing may improve with training as her best time is much
better than Noras.
2.
(i)
(ii)
1
3
1
3
35 35 20.6
= 8411 3
(iii)
m3
Slant height, l =
35 2
+20.62
2
1
2
35 27.03
17
153 , number of
18 )
3.
(a)
In 2010,
percentage of reported cases where victims were cheated
=
175
346
100%
183
298
100%
181
327
100%
In 2010,
mean amount of money cheated =
3 800 000
175
6 400 000
183
7 400 000
181
Teachers may wish to note that for each of the given years, the
mean amount of
money cheated per case is an estimate because
the total amount of money cheated
per case is correct to 2 significant
figures. Thus unless we want each of the answers
to be corrected to 1
significant figure (which we prefer not to because we would like
to obtain
$35 000 for the mean amount of money cheated per case for the year 2011,
we have to write it as an estimate to the nearest thousand, knowing it
may not be
accurate to the nearest thousand. Notice also that the
question requires students to
leave their answers to the nearest
thousand, not correct to the nearest thousand.
(c)
Yes, the lucky draw scams should be a concern for the police. The
total amount of
money cheated has been increasing and the mean
amount of money cheated has
been increasing for the past 3 years.
Beside the total amount of money cheated and the mean amount of
money cheated,
teachers may prompt students to look at the other
data given and computed
(i) Number of reported cases
(ii) Number of cases where victims were successfully cheated
(iii) Percentage of cases where victims were successfully cheated
and decide if these should also be a cause for concern for the
police.
4.
5
60
5=
5
12
km
650 m
Teachers can change the scenario to one situated near their school. Then,
the students can verify the claim by walking along the route and recording
their timings. They can then
compute the timings of the class statistically
and make relevant conclusions.
5.
(i)
Ethans method is obviously wrong. Since the cross section of the
lower half of the
glass is smaller than the cross section of its upper half,
the volume of the wine will
be less than half the volume of the glass.
(ii)
Teachers may conduct a poll to find out students guesses. It is
likely that most
students will think that either Jun Weis or
Michaels method is correct.
(iii)
Let the height and the radius of the glass be H and R respectively.
Let the height and the radius of the cocktail be h and r respectively.
Volume of glass =
1
2
3 R H
Volume of cocktail =
1
2
3 r h
r h
=
R H
r 2 h2
= 2
2
R H
----- (1)
Volume of cocktail 1
=
Volume of glass
2
1 2
r h
3
1
=
1
2
R2 H
3
2
r h 1
=
2
R H 2
----- (2)
h2 h 1
=
2
H H 2
h3 1
=
H3 2
h 3 1
=
H
2
( )
h 31
=
H
2
1
2
3
1
h= 3 H
2
1
5
4
5
lower part.
6.
(a)
If the speed just before the brakes are applied doubles, the braking
distance does
not always double.
From the tables, when the speed of the car just before the brakes
are applied
increased from 20 km/h to 40 km/h, the braking
distance increases from
2 m to 8 m.
When the speed of the car just before the brakes are applied
increased from
(i)
(ii)
(c)
The quadratic trendline provides a better model of the braking
distance of the car as
the quadratic curve is a better fit to the points
than the linear trendline.
Moreover, from (b), we observe that it is unlikely that the braking
distance and the
speed of the car just before the brakes are applied are
in direct proportion because
if the speed of the car just before the
brakes are applied doubles, the braking
distance does not
always double.
9
(d)
Speed (km/h)
0
Braking distance 0
(m)
Distance
0
Speed (km/h)
60
70
80
travelled (m)
Braking distance
(m)
Distance
travelled (m)
10
1
20
2
30
5
40
8
50
12
5.5
90
6
11.
10
1
0
45
16.
7
22.
2
27.
8
17
24
31
38
33.
3
38.
9
44.
4
50
55.
6
Regardless of
the speed the car it is
travelling, the braking distance of the car is
always less than the
distance travelled in 2 seconds. Hence, the car will always be
able to
come to a stop in time if the driver follows the two-second rule.
Teachers may also wish to note that the braking time is not used to
determine whether the car is able to come to a stop in
time, as the speed of the car is
not constant after the brakes are applied.
As the braking distance of the car is much less than its distance
travelled in 2 seconds,
it is tempting to think that the two-second rule
can be shortened. However, it is not
possible for the driver to apply the
brakes immediately when he sees that the vehicle
in front has started to
slow down or stop, i.e. we need to take into account his
reaction
time before he applies the brakes.
Teachers should note that the reaction time of the driver is not
considered in this
question. The reaction time is determined by the
alertness of the driver, and will
affect and determine if he can keep
a safe distance from the vehicle in front.
7.
(a)
follows:
o
o
The width of the river may not be the same for this stretch of the
river (the bridge is longer than the line BC in the figure in (b)).
The far bank at this part of the river should preferably have an
object to act as a point of reference since it is too troublesome,
or sometimes not feasible, to travel across the river by boat or
by another bridge at other parts of the river, to the far bank to
erect a pole as a point of reference. Otherwise, a person has no
choice but to travel across the river to the far bank to erect a
pole as a point of reference.
(b)
The figure shows a drawing of the river. B represents a tree near the
edge of the
river on the far bank (see the photo in the problem).
10
(not to scale)
The points C, A and E represent vertical poles on the railing on the
near bank near
the edge of the river. CAE is parallel to the river. If
there is no railing on the near
bank, poles can be erected at C, A and E.
C is directly opposite B.
We walk inland from E perpendicular to the railing CAE until we see
that the pole at
A coincides with the tree at B. This will be the position
of the point D where a
vertical pole will be erected, i.e. DAB is a
straight line.
B
Singapore
River
2m
10 m
11.2 m
D
Measure the lengths of CA, AE and DE,
i.e.
BC AC
=
DE AE
BC 10
=
11.2 2
BC =
10
2
11.2
= 56 m
Width of this stretch of Singapore River 56 m
11
(c)
The mathematical solution may not be the same as the solution for
the real-world
problem because there is a need to take into account
the first assumption made in
and the railing
CAE
into
(d)
Some examples of alternative methods of solution which may not
be feasible are as
follows:
o
(not to scale)
Singapore
River
12