Goes through all the key parts to the subject running through some past papers and helping me to gain knowledge on the subject by going through things and offering me some guidance if I get stuck. Helps me to learn and remember some key points to Business. While making the lessons enjoyable therefore mixing the fun and work side together. Thanks Jethro. Adam.

Adam, Student

Excellent, we went through revision techniques and it was extremelly helpful as it showed me a variety of ways I had never thought of using before and what the advantages and diadvantages of using them are, as well as when I could use them to understand, learn, revise or recap content. Thank you, was a great session!

Claire, Student

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Usually we cover both subject knowledge and exam technique, although that can change depending on each individual student. Then we go through diagrams, and they ask questions, and we go from there.

Lots of students say that the classes are too big in school, or that they don't have time to ask teachers after lessons. In my tutorials, we take time to explore things in a little in a bit more detail.

I always look up the board my students are taking so the lessons are really relevant. Then we go through past papers or set texts, whatever the student finds helpful.

I use the shared whiteboard. We make diagrams together and label them, and often the student prints it off because they know it's right and they completely understand it.

After tutoring one girl went and told all her friends the new explanation I gave her. And she was so excited about what she wrote in the exam she emailed me immediately afterwards.

There was one girl who had her exam on Monday. She wanted tuition on Friday, Saturday and Sunday beforehand. It was very intense, but she said the exam went well.

The easiest way to complete questions of these types is to first sketch an Argand diagram. With 5√ 3 on the x (real) axis and -5 on the y (imaginary) axis, the modulus would be calculated simply by using pythagoras's theorem. Thus, the modulus of z would be equal to √((5√3)² + 5²) = √(75+25) = √100 = 10.
The argument is then found as the angle between the real axis and the vector of the complex number. This can once again be calculated with trigonometry. As we know the magnitude of all three edges of the triangle, any of sin cos and tan operations can be used. In this example, i will compute it using tan. thus, tan(θ)=opp/adj = Imimaginary/real components = -5/(5√3)
therefore arg(z)=arctan(-1/√3), which gives a value of -30° or -π/6
once we have both the modulus and the argument of the complex number, expressing it in modulus-argument form is straightforward. the complex number z= |z|((cos(arg(z) + isin(arg(z))) = 10(cos(-π/6) + isin(-π/6) ).

Answered by Chris P.

Studies Mechanical Engineering at Bristol

Even when you're super prepared for an exam, a subject like history can throw you a curve ball, so what can you do when you look at a question and think there's just no way you could answer it?
1. Put down your pen and breathe - just think if I write nothing, I get no marks. Writing something is better than panicking and leaving a paper blank.
2. Keeping calm and look at the question - What topic is it on? What do I know about this topic? What are the most important aspects/central themes? For example, when thinking about Britain’s success in the Napoleonic Wars, you will be looking to mention the navy, the riches of the Empire and Napoleon’s mistakes, as central aspects that could be worked into almost any answer.
3. Ask yourself about the key terms of the question and think about how to refer to these in your answer. For example if a question starts ‘To what extent…’ you would start/end your paragraphs with ‘to a great extent this impacted…’. With a question that starts ‘how convincing…’ you might start with ‘x is somewhat convincing, however, y is more so’. Use the key terms in your answer, for example, if a question asks ‘How important was the King’s influence in the election of Pitt the Younger?’ as obvious as it sounds, make sure to mention the King. Even in your other paragraphs refer to these words. Rather than saying ‘Pitt’s brilliance was the most important factor in his election…’ you could say ‘Pitt’s brilliance was more important in his election success than the King’s influence and was arguably the most important factor’. This signposts that you’re not trying to rewrite a previous essay and helps you remain focused on the question.
5. Think about what debates you know around these issues? How are historians engaged? What historiography can you use? For example in a question on Kennedy you might bring up how opinions on him have changed - perhaps how he was popular with contemporaries but revisionists may look back more critically and fear he has been over rated.
6. Think about how you could bring in other historical knowledge as a comparison. For example, a question might ask ‘Without ‘The Watergate Scandal’ Nixon would be remembered as a great president. Discuss’. Here would be the perfect opportunity to bring up other presidents who are remembered as ‘great’ and perhaps compare Nixon’s actions to Roosevelt’s.
7. Now pick up your pen and outline a brief plan of how you can include what you’ve been thinking about in your essay and how you want to structure it.
8. Now with a clear plan on how you can answer the question, start writing. Most importantly keep calm, focused and engaged. You may not be 100% confident with your answer but you’ve worked hard, know your stuff and know how to write a good response.

Answered by Daniela C.

Studies History at Warwick

We have to use the chain rule here. If we set u to the inside of the bracket, u = x^2 + 3 and differentiating we get du/dx = 2x.
Now the original expression becomes y = u^2. Differentiating this with respect to x, dy/dx = du/dx * dy/du using the chain rule.
dy/du = 2u and du/dx is 2x so the final answer dy/dx = 2x*2(x^2 + 3) = 4x(x^2 + 3).

Answered by Matthew H.

Studies Computer Science and Maths at Exeter

In base-10 (denary) representation numbers are represented by saying how many units, tens, hundreds, thousands etc... there are from right to left. So for 74 there are 7 tens and 4 units. In binary, each digit (read from right to left) is a power of 2 starting from the 0th power i.e. the first digit is 2^0 (1), the second digit is 2^1 (2), third digit 2^2 (4) and so on. For 8-bit binary the largest digit can be of 2^7 (128). Furthermore, in binary, you can only ever have 1 or 0 of each digit.
Now to convert from denary 74 to binary we start by seeing if the 2^7 bit which is 128 can go into 74. It can't so the 128 bit is 0. The next lowest bit is 2^6 = 64. 64 can go into 74 once so the 64 bit is 1. Now, the remainder of the number left to represent is found by subtracting 64 from 74 to give 10.
Continuing to look at each bit in sequence comparing to the remainder 10:
2^5 bit = 32 does not go into 10 so is 0.
2^4 bit = 16 does not go into 10 so is 0.
2^3 bit = 8 does go into 10 so is 1 and the remainder to find is 10-8 = 2.
2^2 bit = 4 does not go into 2 so is 0.
2^1 bit =2 does go into 2 so is 1 and the remainder to find is 2-2 = 0.
As we have nothing left tor represent the last remaining bit 2^0 = 1 is 0.
Putting this altogether we can write the binary number as
01001010 which is the 8-bit binary representation of 74.

Answered by Matthew H.

Studies Computer Science and Maths at Exeter

In French, to talk in the past about an event, a precise action (that didn't last), we use the perfect tense. It is basically formed using two components : an auxiliary verb and a past participle. There are two auxiliary verbs: "être" and "avoir" conjugated in the present tense. The use of these auxiliary verbs depends on the situation, and the same past participle with a different verb would have a totally different meaning. For instance, she has eaten would be "Elle a mangé" and she is eaten would be "Elle est mangée" - it is quite similar as in English in the end.
Another really important point here is to notice that the past participle of the verb "manger" (to eat) doesn't always agree with the subject ; using "être", the past participle always agrees in gender and number with the subject (here "elle" is feminine, therefore we get "mangée”). On the contrary, using “avoir”, the past participle doesn’t always agree with the subject (here we had “mangé”, even with a feminine subject).
Note: Under certain conditions, the past participle agrees with the subject even using “avoir”. Also we need to be able to form correctly the past participle for every verb, which can sometimes be formed using basic rules, but for some has to be learnt by heart.

Answered by Virgile T.

Studies Physics with Astrophysics at Exeter

Chlorine, Cl, and Florine, F are both in group 7 of the periodic table so they have 7 electrons in the outer energy level, called valence electrons. Each fluorine atom makes one covalent bond to the chlorine atom so 1 more electron is added to the outer energy level for each. Now there are 7 + 3 = 10 valence electrons. But each covalent bond is made by sharing a pair of electrons so dividing 10 by 2 gives the number of pairs of electrons. 10 / 2 = 5. So there are 5 pairs of valence electrons. The 5 pairs of electrons will arrange themselves around the atom to get as far apart as possible because they repel each other. This leads to a shape called a trigonal bipyramid which has angles of 90 and 120 degrees between bonds. However, there are only 3 bonds to other atoms so there must be 2 lone pairs. 5 - 3 = 2. The geometry will still be approximately the same but there will be some atoms missing from the shape. Lone pairs repel each other more than bonding pairs do, so they are placed furthest from other atoms. In the trigonal bipyramid shape this is in the triangle of the pyramid so the shape in the end is a t-shape with bond angles of 90 degrees.

Answered by Eleanor C.

Studies Chemistry at Durham

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