I am a third year engineering student at the University of Warwick, I enjoy maths and physics. I am patient, reliable and flexible to suit you but the focus of my tutoring is instilling confidence into a student as they work. I believe that the most important thing in education is being confident in the work or answers that you produce. In tutorial sessions, I aim to set and explain questions while also encouraging students to attempt questions that may challenge them. I will explain in detail and always make sure the tutee fully understands any material we cover. I would hope to make students confident in their own work and ensure they are able to explain the material not just reiterate it. However, I do believe that there is no alternative to working and would hope that tutees would be willing to learn and commit time to understanding topic material.

I am a third year engineering student at the University of Warwick, I enjoy maths and physics. I am patient, reliable and flexible to suit you but the focus of my tutoring is instilling confidence into a student as they work. I believe that the most important thing in education is being confident in the work or answers that you produce. In tutorial sessions, I aim to set and explain questions while also encouraging students to attempt questions that may challenge them. I will explain in detail and always make sure the tutee fully understands any material we cover. I would hope to make students confident in their own work and ensure they are able to explain the material not just reiterate it. However, I do believe that there is no alternative to working and would hope that tutees would be willing to learn and commit time to understanding topic material.

Generally, in tutorials, I go over questions that the tutee brings, or go over exam past paper questions. I try to get the tutee to solve as many of the questions themselves,I try to assist with explanations where necessary.

Generally, in tutorials, I go over questions that the tutee brings, or go over exam past paper questions. I try to get the tutee to solve as many of the questions themselves,I try to assist with explanations where necessary.

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4.8from 16 customer reviews

Saffron (Parent)

June 7 2016

Good tutorial

Saffron (Parent)

June 3 2016

Good tutorial

Saffron (Parent)

May 20 2016

Another good tutorial

Saffron (Parent)

May 14 2016

Made excellent progress

This question is asking us to split up the fraction into two separate fractions.

To begin we use one of the standard forms for solving partial fractions, this is (A/(X+1))+(B/(X+2)).

To solve set the first equation equal to the standard form and then solve as shown below.

X/((X+1)(X+2)= (A/(X+1))+(B/(X+2))

X=A(X+2)+B(X+1)

We can solve this equation by substituting in values for X, shown below:

X=-1

The second bracket is cancelled out and so we are left with:

-1=A

And

X=-2

The first bracket is cancelled out and so we are left with:

B=2

Putting all of this back together gives:

(2/(X+2)) –(1(X+1))

Apologies for the style of the equations the website currently doesn’t support words equation editor.

This question is asking us to split up the fraction into two separate fractions.

To begin we use one of the standard forms for solving partial fractions, this is (A/(X+1))+(B/(X+2)).

To solve set the first equation equal to the standard form and then solve as shown below.

X/((X+1)(X+2)= (A/(X+1))+(B/(X+2))

X=A(X+2)+B(X+1)

We can solve this equation by substituting in values for X, shown below:

X=-1

The second bracket is cancelled out and so we are left with:

-1=A

And

X=-2

The first bracket is cancelled out and so we are left with:

B=2

Putting all of this back together gives:

(2/(X+2)) –(1(X+1))

Apologies for the style of the equations the website currently doesn’t support words equation editor.

To work this out we need to calculate the percentage of boys in year 10 and year 11. Then we can compare them to find which year has the greater proportion of boys.

For Year 10 there are 110 boys out of 200 students so we find the fraction and multiply it by 100 to get a percentage, shown below:

(110/200)*100=55%

For Year 11 there are 140 boys out of 250 students so we do the same as above and then compare the values, shown below:

(140/250)*100=56%

therefore there is a higher proportion of boys in year 11 as 56%>55%.

To work this out we need to calculate the percentage of boys in year 10 and year 11. Then we can compare them to find which year has the greater proportion of boys.

For Year 10 there are 110 boys out of 200 students so we find the fraction and multiply it by 100 to get a percentage, shown below:

(110/200)*100=55%

For Year 11 there are 140 boys out of 250 students so we do the same as above and then compare the values, shown below:

(140/250)*100=56%

therefore there is a higher proportion of boys in year 11 as 56%>55%.