“Examwatch 2024: Insights on the recent Leaving Cert and Junior Cycle examinations
Students encountered kind questions rooted in the new curriculum materials in the high-level applied mathematics exam, despite occasional unanticipated queries drawn from the old curriculum. This exam marked the end of this year’s Leaving Certificate which has drawn to a close.
Offering his analysis, Brendan Williamson, who teaches applied maths at the Institute of Education, pointed out that the exam strayed little from previous ones, especially the June and deferred 2023 sessions. “When students first looked at the question paper, they’ll have been relieved to find queries that could’ve been lifted directly from their study materials,” he commented.
He explained further that the initial question was straightforward, devoid of any unprecedented complications to fret about. Indeed, part (b) mirrored the 2023 exam almost exactly, even part (ii), although it feigned to throw a curveball, followed traditional ideas.
The unexpected situation dawned with Q2, an ‘out-of-the-norm’ scenario. Students might have found themselves grappling with the static hitch forces in part (a)(i) or the intricate ideas of (a)(ii). The latter had simple algebra but required students to contemplate discreetly before approaching it. As a silver lining, the paper provided part (b) which was a rather familiar pulley question from previous exams.”
Mr Williamson further elaborated that the third query obligated students to use integration by parts on an artificial example. “However, the question was helpful by precisely instructing the ‘by parts’ approach,” he added. “This clear instruction wasn’t replicated in succeeding questions, making its presence here quite useful.
Similarly, question five (a) was entirely routine, but counterbalanced by a chaotic algebra heavy part (b), potentially entangling students with unknowns. Six was a classic, exemplifying those seen in the June and deferred exams of 2023.”
Relating to the novelty of the course, he stated, “The deferred paper is an invaluable asset. Those students who painstakingly scrutinised it will recognise its elements in this exam.
Question seven was reminiscent of the old curriculum and could’ve found its place in any exam over the past decade. However, a question about circular motion triggered by friction, not seen since 2006, could boggle students who focused excessively on past exams and not sufficiently on the syllabus,” concluded Mr Williamson.
Mr. Williamson suggested that question 8(a) which required the utilisation of ‘Bellman’s principle of optimality’ – more commonly recognised as ‘dynamic programming’ – would likely bring a brief pause and flicker of worry for many, due to its complexity. Unlike usual, project scheduling didn’t form the entirety of question 10, yet he didn’t foresee it creating substantial difficulties for the students.
Despite there being certain tough elements within the exam paper, Mr. Williamson expressed that it was balanced by a sufficient mix of familiar and choice-based questions. This, he believed, would enable the students to adequately exhibit their command over applied maths.