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The article is subjective and expresses the personal opinion of the author.
Mathematics (basic level)
- Of particular concern is the low percentage of fulfillment of the practice-oriented stereometric task No. 13. 60% of graduates did not cope with this task.
- There are problems with solving problems No. 14–16 for a visual representation of the derivative.
- Geometric problems No. 15 and No. 16 on the relationships in a right-angled triangle and the calculation of a figure element in space are difficult for both participants in the basic level exam and for participants in the profiled level exam.
- Tasks No. 19 and No. 20 for the construction of a simple mathematical model require an organized enumeration of options or logical analysis.
- The low level of success was demonstrated by the exam participants when performing a practice-oriented task in stereometry for calculating body volume (tasks No. 13 and 20).
Mathematics (profile level)
General conclusion: tasks in geometry remain the most difficult for participants in the exam. Now a list of the main mistakes and spaces:
- Task number 2: misunderstanding the difference between comparing negative numbers and their modules.
- Task number 6: many students over the years of studying geometry have not developed a correct relationship to the geometric pattern as an image of the relative position of the elements, they refer to it as a drawing, where all sizes are met.
- Task number 7: many graduates give answers at random, without having learned what the derivative is and how to see it in the drawing.
- Task number 8: error visual solutions. In order not to be mistaken, solve the problem in two ways: visual, followed by verification by the formula, achieving the same results with two solution methods.
- Task number 9: the incorrect use of the property of degrees, the lack of sufficient practice with logarithms
- Task number 12: in preparation, you should give more tasks where you need to explore the zeros of the derivative, pay attention to the development of visual representations about the relationship between the behavior of the function and its derivative.
Physics
1. Traditionally, tasks on the law of gravity and the law of Coulomb are poorly performed using minimal calculations.
2. Among the tasks for calculating the total resistance of a circuit section, tasks for “shorting" one of the resistors turned out to be difficult.
3. Tasks for checking the law of radioactive decay cause difficulties when they are asked about the number of decayed, and not remaining, non-decayed nuclei.
4. Low results for tasks for calculating steam pressure.
5. Worse than last year, tasks were performed to determine the period of oscillation of the oscillatory circuit using the formula for changing the voltage on the capacitor plates.
6. Tasks for mechanical vibrations perform better, but there are problems with the transfer of existing knowledge about mechanical oscillatory processes to electromagnetic vibrations.
7. For 56% of graduates, groups of tasks to determine the relative speed from the graph of the dependence of the distance between bodies on time turned out to be difficult.
8. More than half of the graduates could not cope with the task of combining two sections with different patterns of change in current strength.
9. Difficulties were caused by tasks for recognizing graphs of uniformly accelerated motion, given by the dependence of the coordinate on time. Here the main mistake was in determining the sign of the projection of the velocity and acceleration of the body.
10. Tasks for electromagnetic oscillations in the oscillatory circuit: there were difficulties in recognizing the initial conditions (the graph of the current is confused with the graph of the charge, and the graph of the energy of the electric field of the capacitor with the graph of the energy of the magnetic field of the coil).
11. The phenomena of the photoelectric effect and the propagation of electromagnetic waves: poorly recognized graphs of the dependence of the energy of photoelectrons on the frequency of incident light and the energy of photons on wavelength.
12. The most difficult tasks were to determine the direction of the Lorentz force for a charged particle moving along a current conductor.
13. The group of tasks for the analysis of changes in the physical quantities characterizing the processes in the oscillatory circuit can be classified as problematic.
The classification of stars according to their characteristics as red giants and supergiants also caused difficulties. More difficult were the tasks using the table with the characteristics of the stars, among which the average density was indicated.
Difficulty causes the assignment of stars to giants, white dwarfs and stars of the main sequence in comparison of their densities
In addition, without a hint in the form of a Hertzsprung-Russell diagram, a significant part of the exam participants is difficult to determine the spectral class of a star by its surface temperature.
15. The challenges to applying the first law of thermodynamics to the isobaric process remain challenging. Among the tasks in electrodynamics, the lowest results were demonstrated for problems on electromagnetic oscillations in an oscillatory circuit.
16. High-quality tasks: two groups of tasks turned out to be the most difficult. The first of them, already encountered in versions of the Unified State Examination, suggested an explanation of the nature of the motion of a closed copper ring suspended near a coil connected to a current source through a rheostat when the resistance of the rheostat changes. Less than 10% of graduates coped with it.
17. Among the tasks in mechanics, the following tasks turned out to be difficult (the average percentage of completion does not exceed 10%):
- statically with a stick partially immersed in a liquid;
- the balance of two goods on a rod fixed on two supports;
- to the rebound of a freely falling body from an inclined plane with subsequent movement at an angle to the horizon;
- to an absolutely inelastic collision of two bodies with their subsequent rebound from a compressed spring.
18. In molecular physics, difficulties have arisen with the task of applying the heat balance equation.
19. In electrodynamics, many failed to cope with the problems of motion in a magnetic field of a conical pendulum with a charged ball.
20. Problems in quantum physics: the problem of the photoelectric effect caused difficulties.
Informatics and ICT
- Not all graduates know the basic principles of addressing in a computer network and the basic concepts and laws of mathematical logic.
- Many do not know how to execute a recursive algorithm, analyze algorithms and programs, build and transform logical expressions, create their own programs for solving problems of medium complexity.
- 48% of graduates had difficulty assigning, testing the ability to determine the amount of memory needed to store graphic information. Children confused the number of binary bits (bits), the minimum necessary for storing integer values from a given range (palette), with the number of these values - this is a typical substantive error of the subjects.
- Only 38.6% of graduates completed the recursive algorithm task. The main substantive error when performing this type of tasks at the basic level is the inability to build the correct sequence of recursive calls.
- The same number (38.6%) of participants completed the task, testing knowledge of the basic principles of addressing on the network. One of the reasons for meaningful mistakes made when performing this type of task is the lack of a correct idea of the format of the network mask (from left to right in its binary digits, first followed by ones, then zeros). Another common cause of errors is the insufficient formation of a meta-subject skill in analyzing simple mathematical operations typical of a computer science course, which include a bitwise conjunction.
- More than 50% did not complete the task, testing the ability to build truth tables and logic circuits.
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