Download files
Complete book:
Individual page:
Thumbnail gallery: Grid view | List view
![(97)](https://deriv.nls.uk/dcn17/1308/0029/130800298.17.jpg)
Marks
7. Find all the values of 8 between 0° and 360° which satisfy
the equation
cos 8 (2 — cos2 8) = 2 sin 28. (6)
8. It was suspected that the relationship between two quantities
x and y could be expressed in the form y = kxn, where k
and n are constants. From corresponding values of x and
y, log10y was plotted against log10x and a best-fitting straight
line was drawn through the points as shown in the accom¬
panying diagram. Show that the assumption was a reason¬
able one, and find k and n. (6)
Page three
7. Find all the values of 8 between 0° and 360° which satisfy
the equation
cos 8 (2 — cos2 8) = 2 sin 28. (6)
8. It was suspected that the relationship between two quantities
x and y could be expressed in the form y = kxn, where k
and n are constants. From corresponding values of x and
y, log10y was plotted against log10x and a best-fitting straight
line was drawn through the points as shown in the accom¬
panying diagram. Show that the assumption was a reason¬
able one, and find k and n. (6)
Page three
Set display mode to:
Universal Viewer |
Mirador |
Large image | Transcription
Images and transcriptions on this page, including medium image downloads, may be used under the Creative Commons Attribution 4.0 International Licence unless otherwise stated.
Scottish school exams and circulars > Scottish Certificate of Education > 1963 > (97) |
---|
Permanent URL | https://digital.nls.uk/130800296 |
---|---|
![]() |
Attribution and copyright: |
|
---|---|
![]() |
Shelfmark | GEB.16 |
---|---|
Additional NLS resources: | |
![]() |
Description | Examination papers for the School Leaving Certificate 1888-1961 and the Scottish Certificate of Education 1962-1963. Produced by the Scotch (later 'Scottish') Education Department, these exam papers show how education developed in Scotland over this period, with a growing choice of subjects. Comparing them with current exam papers, there are obvious differences in the content and standards of the questions, and also in the layout and use of language |
---|---|
Additional NLS resources: |
|
![]() |