GCSE: Maths: Algebra Coursework

"An excellent piece of work. The writer attempts to find a solution to a tricky problem, which is to be commended. Work is set out very carefully, both tables and calculations are easy to read. The writer sets out his definitions at the start of the work, which is important to allow readers of all levels to understand. He follows sensible procedure to develop his ideas, trying examples and looking for patterns. The writer progresses towards a solution briskly, but without skipping vital steps. The solutions to the problems are stated in the conclusion, which is always good to see. All in all, this was a very impressive essay, one of the best I have read. Advanced content, covered in depth. TSR user: Edenr."

"The maths is most certainly correct, but viewed simplistically. The formulae are all retrofitted to correct results, but the author seems to think that the only justification necessary is using a higher number. For example, he devises the formula using results gained from empirical evidence on n = 1, 2, 3, 4 and then by showing that it works for n = 5, he seems content that it is a correct formula. The generalisation could have gone further to a very general case but, disappointingly, he seemed to stop at a very arbitrary point. The presentation of data is very clear, and the language shows the author has a clear understanding of what is going on. TSR User:DavyS"

"I was rather confused to find this in the maths section. Grammar, spelling and punctuation requires work, and the changes in size and font do the reader no favours. The story itself is decent enough, the writer is consistent with his use of perspectives and builds suspense fairly well. A touch on the short side, the events on the aeroplane could do with bulking out a bit. All in all, not bad, could be much improved in terms of professionalism with greater focus on and care with the basics - spelling, punctuation and grammar. TSR user: Edenr."

"A decent piece of work, the writer clearly understands what they are doing. Work is set out neatly, and is easy to follow. Importantly, they list exhaustively all possible rearrangements of words allowing the reader to see where the numbers come from (eg 60 rearrangements of a word, with each rearrangement given for the reader to check). A better understanding of when to use 'number' and when to use 'amount' would give the essay a more professional edge, but this is a minor criticism. In some places mathemtical notation is unclear, for instance the calculations with multiple divisions, but this is to be expected if there is unfamiliarity with mathematical software. TSR user: Edenr."

"Part of this low rating is not the author's fault: the graphs and exponents which are, essentially, a key part of this project are missing and that's merely due to the transfer to it going online. However, the maths isn't particularly strong. The results for the gradient of the tangents are way off and the fix for them to become "correct" seems magic and convenient. The evaluation is poor, and considering all it says is "measurements could go wrong: and did," really isn't contributing anything. The idea of proof is misguided. A formula is constructed from the data, and when tested against the data, the author asserts it is correct. At GCSE level a more concrete understanding is not necessary at any means, but this seems to me to be a real surface level understanding. No means of explanation or interpretation of the result is offered. TSR User:DavyS"