Common Errors

Mission IIT
Common Errors & How to Avoid Them
Common Errors
& How to Avoid Them
Mission IIT, Classroom Coaching Classes for IIT JEE. Suite#1, 1st Floor, SFS Market, Ashok Vihar-IV, Delhi 110052. Telephone: 27307325 E-mail: response@missioniit.com | Website: www.missioniit.com
Mission IIT
Chapter: Arithmetic Progressions Type of Question - Finding Kth term from the end. Find number of terms ,given the general term find the sum of n terms Common Errors: (1) Students generally get confused by the terminology kth term from the end. Instead, they find the kth term from the beginning or they find the total number of terms and then count which term is the 10th term from last. This later method is time consuming. (2) Students also tend to confuse the nth term and n (3) Not able to decide which formula will be applicable Points to be emphasized (1) While finding the kth term from the end of an A.P., consider the A.P. in the reverse order. i.e. the new A.P. has the last term of the original A.P. as its first term and the negative of the common difference of the original A.P. as its common difference. Then find the Kth term from the beginning of the new A.P. This will be the Kth term from the end of the original A.P. For example: 10th term from end of the A.P. 4,9, 14,..254 (a = 4, d =5) is the 10th term from the beginning of the A.P.254, 249,,14,9,4 (a=254, d=-5) (2)It should be clear to you that in place of the nth term, you must put the value of the nth term. And in place of n you have to put the number of that term (3)Three things determine an AP - First term, common difference and number of terms; knowing these you can find the AP. Depending on data given, apply the appropriate formula and find the unknowns. Be careful with calculations. (4)The formula for the n-th term is
an=a1 + (n-1)d ; while, sum S of the first n values of an AP is given by S = the difference in co-efficient of a1 in both the equations.
n (2a1 + d(n-1)). Notice 2
Type of Question - Word Problems on A.P. Common Errors: (1) Students are generally not able to identify the application of Arithmetic progression in a word problem. Points to be emphasized Read the question carefully, analyse the give data. (1) If you are given an initial value which changes in a particular pattern, then
Mission IIT
you have to apply arithmetic progression to solve it. (2) For example: In a flower bed, there are 31 rose plants in the first row, 28 in the second, 25 in the third, and so on. There are 7 rose plants in the last row. How many rows are there in the flower bed? (3) In the above question, the initial value given is 31. Then the numbers of roses keep decreasing by 3 every time. This will form an A.P. with first term 31 and common difference -3. The total number of terms in the A.P. Is 7. We need to find the sum of all the terms in the A.P. Chapter: Coordinate Geometry Types of Question - Questions based on distance formula Common Mistakes (1) Error while substituting the coordinate points. Points to be emphasized In the ordered pair (a, b) order is important. Here 'a' represent x coordinate and 'b' represent y coordinate. Crosscheck whether you have correctly substituted the coordinates. Common Mistakes (1) Mistake while calculating the distance between two points. Points to be emphasized Revise the formula Do not perform many steps at a time. Solve systematically .i.e to compute distance between two points: 1.Write the formula first. 2.Substitute the values in formula. 3.Subtract 4.Square 5.Add 6.Take square root Common Mistakes Error in interpretation of the condition. 1. Vertices of right triangle 2. Vertices of square (forget to show that both the diagonals are equal) 3. Circum centre 4. Vertices of rectangle (forgets to show that angle between two sides is 900) Points to be emphasized You should know the conditions: 1. Vertices of right triangle: sides satisfy Pythagoras theorem.
Mission IIT
2. Vertices of square: All sides & both the diagonals are equal. 3. Circum centre: Distance between circum centre & point on circle is radius. 4. Vertices of rectangle: Opposite sides are equal & satisfies Pythagoras theorem (angle =90degree) Or diagonals are also equal Types of question - Questions based on section formula Common Mistakes Error in substitution
mx1 inplace of x 2 nx 2 inplace of x 1 mn my1 inplace of y 2 ny 2 inplace of y 1 mn

Points to be emphasized Remember the formula correctly. Coordinates of points P, dividing the line segment joining A(x1,y1) & B(x2,y2) internally in the ratio m:n m with point A & n with point B
On the other hand if coordinates of points P, dividing the line segment joining B(x2,y2) & A(x1,y1) internally in the ratio m:n then use
Common Mistakes Error in interpretation of the condition. Line segment bisected Line segment trisected Centroid of triangle Points to be emphasized Bisection means line segment divided into two equal parts & the coordinates of midpoints are:
x 2 x 1 y 2 y 1 , 2 2
Trisection means line segment divided into 3 equal parts (1:2 ratio) Find
Mission IIT
coordinates of point P (divided into 1:2) ratio.
Now, find coordinates of point Q by applying section formula with ratio 2:1(PB divided into 1:1 ratio by point Q Centroid of a triangle Centroid divides the median in a ratio of 2:1 & coordinates of centroid are given by:
Types of question - Area of triangle Common Mistakes 1. Forget to put
x 1x 2x 3 y 1 y 2 y3 , 2 3
Use section formula to solve such question: 1.Take ratio p : 1 and finding the ratio 2.Find the value of p
1 in the formula 2
2. Use Incorrect formula 3. Forget to take absolute value Points to be emphasized Remember the formula correctly. Compute area by: Area =
1 [x1(y2 y3) + x2(y3 y1) + x3(y1 - y2)] 2
Always remember that the coordinate points are rotating clockwise
Also area of a region is always a positive quantity and hence absolute value must be taken. So, do not worry if your answer is in the negative. But write it as the absolute value (without the negative sign). Common Mistakes Error in interpretation of condition:
Mission IIT
1. Area of a quadrilateral (Area quad ABCD =Sum of area of triangles) You should remember: To avoid confusion, For quad ABCD, Join either point A & C or B & D (not both) Compute Area of triangle separately & then add. Types of question - Short Methods Common Mistakes For proving the vertices to represent parallelogram Finding the value of k for which the three points are collinear. Proving the points to represent collinear points
Points to be emphasized
To prove that a quadrilateral with given vertices is a parallelogram using coordinate geometry, prove that the diagonals bisect each other. This can be done by finding the mid-points of the two diagonals separately and proving that both are same. If three vertices of a parallelogram are given and it is asked to find the fourth vertex, again use the fact that both the diagonals have the same mid-point. Remember that all other methods are lengthy. Students use distance formula or section formula for doing questions based on collinear points which involves lengthy calculations unless or until specified use the fact that area of triangle formed by collinear points is zero. Chapter: Surface Areas and Volumes Types of Question (i)Questions based on the surface area of combination of solids like cone, cylinder, hemisphere etc. -To find the area cost of the cloth required to make a tent in the shape of the combined solids -To find the cost of painting the surface of a vessel which is a combination of two or more solids Common Mistake (i) Misinterpreting the problem. Points to be emphasized (i) Drawing a correct figure with appropriate labels and dimensions written on it is very important. Not only it will help you to understand the problem easily but also give an idea to examiner.
Mission IIT Common Mistake
ii) Error in identifying what is to be calculated: Curved Surface Area or Total Surface Area. Points to be emphasized (ii) Remember to consider the visible surface for calculating the surface area for example let three solids Hemisphere, cylinder and cone are joined together
Here the total surface area is not the sum of total surface area of individual solids, but sum of the curved surface area of component solids. When the cloth required to make the solid is to be obtained the curved surface area of the solid is to be calculated and not the total surface area. Consider another example: Here surface area of the solid will be = CSA of the cone + base area of the cone base area of the cylinder
Common Mistake (iii) Error in identifying what needs to be calculated surface area or volume Points to be emphasized (iii) When cost of painting the solid or cloth required to make the tent is required then we need to find the surface area. If we need to find the mass of the pole, then we need to find Volume. Common Mistake (iv) Incorrect use of Formulae Points to be emphasized (iv) Remember the standard formulae of surface area and curved and total + volume of elementary solids Common Mistake (v) Not mentioning the units along with the answer Points to be emphasized (v) Write units along with answer.
Mission IIT Common Mistake
(vi) Not converting the different measurements to same units Points to be emphasized (vi) Always keep the dimensions in same measurement units. (e.g) if radius is in m and height is in cm then convert both to cms. Types of Question - A solid is melted and recast into a number of smaller solids with given dimensions. Find the number of smaller solids formed - A vessel whose dimensions are given is full of water. The water is emptied into another vessel of different shape with radius given. Find the height to which the water rises in the other vessel. Common Mistake (i) Students generally get confused whether the surface area of the big solid is equal to the SA of the smaller ones or its the volume that is equal. Points to be emphasized (i) When a solid is melted and converted to another, volume of both the solids remains the same, assuming there is no wastage in the conversions .i.e remember Volume before = volume after conversion We cant predict whether the surface area of the two solids are equal or not Common Mistake (ii) Error in considering the surface areas or the volumes of the two vessels equal Points to be emphasized (ii) Similarly when material is transferred from one solid to another, then also the volume of material in both the solids remains the same.i.e the volume of water, which is equal to the volume of the first vessel partially fills the second vessel. Hence, the volume of the first vessel is not equal to the volume of the 2nd vessel. For example: A conical vessel whose internal radius is 5 cm and height 24 cm is full of water. The water is emptied into a cylindrical vessel with internal radius 10 cm. Find the height to which the water rises in the cylindrical vessel. Here, Volume of cone = Volume of water = Volume of water in the cylinder Volume of the cylinder Common Mistake (ii) What should be taken as the value of
Mission IIT Points to be emphasized
(iii) Value of if not specified can be taken as 22/7 if radius or height are multiples of 7. Also see if you can cancel out when equating the volumes. Common Mistake (iv) calculation errors Points to be emphasized (iv) Be careful while calculating look for simplifying the things before getting in actual calculations calculate till 2 decimal places. Types of Question - A solid of given dimension is dropped in a vessel (cylinder), partly filled with water. If the solid is completely submerged in water, the water level in the vessel rises by a certain height. Find the radius of the vessel (cylinder). Common Mistake (1) Error in using the dimensions given in different units during calculations. Points to be emphasized (1) Before doing calculations, Always make the units of all dimensions uniform so as to avoid committing mistakes. Common Mistake (2) Students may consider the given height of displaced water as the total height of the water after rising by certain amount. Points to be emphasized (2) The given height of displaced water is the total height of water after rising by a certain amount the original height of water in the vessel. Common Mistake (3) Error in considering the surface area of the displaced water as equal to the surface area of the submerged solid. Points to be emphasized (3) In such questions, the volume of the displaced water is equal to the volume of the submerged solid. Not the surface area. Types of Question - Finding the metal used to make a bucket in the form of a frustum of a cone of given dimensions Also, finding the cost of the bucket if the cost of metal sheet
Mission IIT
10
used is given in rupees per 100 cm2. Common Mistake (1) Misinterpreting the question and hence finding the TSA or CSA of the frustum of the cone. Points to be emphasized 1) The metal used to make the bucket will be = CSA of frustum + area of smaller base of the frustum.
This is because, the top of the bucket is open and hence no metal is used there. So, TSA will not be calculated. The bottom of the bucket is closed and hence metal is used there. So, only CSA will not give the correct answer. Don t forget to mention the units.
Common Mistake 2) Error in calculating the cost of metal used. Points to be emphasized (2) If the rate of metal is given in Rs. 15 per 100 cm2. So if the area of metal used is calculated as 1000 cm2. Its cost will be Rs. 1000 x 15 / 100 = Rs. 150 and not Rs. 1000 x 15 Common Mistake 3) Incorrect use of formula Points to be emphasized (3) Remember the formulae.
Chapter: Statistics & Probability Types ofQuestion - Questions based on calculation of mean Common Mistakes (1) Error in formula - Forgot to write formula
Mission IIT Points to be emphasized
11
Remember and write the correct formula while answering the questions on arithmetic mean. Common Mistakes Calculation mistakes in finding fixi & sum of fixi Points to be emphasized Use the method specified in the question or otherwise choose the appropriate method by carefully observing the figures given. Common Mistakes Not using the specified method Points to be emphasized If the values are large and all dis have a common factor, use step deviation method. Calculate upto two decimal places Common Mistakes (1) Calculation mistake while finding the missing frequencies Points to be emphasized Remember that only like terms can be combined. Common Mistakes (2) Add the value of p along with the data e.g. 250+10p = 260p Points to be emphasized While finding the sum you should add the unknown frequency with known frequency. Common Mistakes (3) Multiply f while finding the sum of frequency(fi) & fixi Points to be emphasized Calculate upto two decimal places Types of Question - Question based on mode
Mission IIT Common Mistakes
12
(1) Forget to write the formula (2) Error in writing the formula (3) Substituting wrong values of f0, f1, f2 Points to be emphasized Remember the correct formula : For grouped frequency distribution Mode = +
f 1 f 0 2f 1 f 0 f 2
xh
f0: frequency of the class preceding the modal class f1: frequency of modal class f2: frequency of class succeeding the modal class : Lower limit of modal class h: class size Now remember that f1 is the frequency of the modal class 0 comes before 1 so fo is the frequency of previous class and 2 comes after 1so the frequency of next class. Types of Question - Questions based on Median Common Mistakes (1) Forget to write the formula (2) Error in identification of median class (3) Substitute the cumulative frequency of median class in place of cumulative frequency of preceding class. Substitute incorrect frequency in place of frequency of median class. (4) Error in converting less than and more than data types to standard frequency tables Points to be emphasized (1) Identifying the median class is of prime importance to these questions as the whole formula depends on that. (2) Convert less than and more than type distribution carefully (3) Remember the formula and the terminologies correctly For grouped data Now find median class by locating the class whose cumulative frequency is
Mission IIT greater than ( and nearest to )
13
n 2
cf: cumulative frequency of class preceding the median class f: frequency of the median class : lower limit of median class h: class size Types ofQuestion - Questions based on represent in g the cumulative frequency distribution graphically Common Mistakes Error in representation of curve (1) Join the points of the curve with ruler (scale) (2) Forget to write the quantities represented on the horizontal & vertical axis. (3) Error while plotting the respective points. Points to be emphasized (1) Join all the points of the curve with free hand (smooth curve). (2) Mark the upper limit/ lower limit of the class interval on the horizontal (x axis) & their corresponding cumulative frequencies on the vertical axis (y axis) (3) Plot the lower/upper limit with their corresponding frequencies (4) Quick points to determine whether the curve is less than ogive or more than ogive Less than ogive 1. Upper limit represented on x axis 2. Rising curve 3. Values of cumulative frequency would decrease with increasing values of upper limit More than ogive 1. Lower limit represented on y axis 2. Fall in curve 3. Values of cumulative frequency would increase with increasing values of lower limit.
(5) The median of grouped data is the x coordinate of the point of intersection of less than & more than ogive (6) Practise questions Common Mistakes (1) Forget to compute the cumulative frequency
Mission IIT (2) Calculation mistake Points to be emphasized
14
(1) The first step is to compute the cumulative frequency then only you can comment on nature of curve. (2) Double check after finding the corresponding cumulative frequency. (3) Practise questions Types ofQuestion - Questions based finding the Probability Common Mistakes (1) Dont write the total outcomes of the event (2) Forget to write the formula (3) Error while counting of outcomes in case of cards e.g. in case of cards numbered from 15 to 30, they count it as 15 instead of 16 Points to be emphasized (1) Write total outcomes, favourable outcomes, the formula and then calculate the probability (2) For card questions remember the card type split up.
Mission IIT
15
NOTES
Mission IIT
16

Common Errors

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Common Errors

Uploaded by

Copyright:

Available Formats

Mission IIT

Common Errors & How to Avoid Them

& How to Avoid Them

Common Errors & How to Avoid Them

n (2a1 + d(n-1)). Notice 2

Common Errors & How to Avoid Them

Common Errors & How to Avoid Them

mx1 inplace of x 2 nx 2 inplace of x 1 mn my1 inplace of y 2 ny 2 inplace of y 1 mn

Common Errors & How to Avoid Them

coordinates of point P (divided into 1:2) ratio.

Types of question - Area of triangle Common Mistakes 1. Forget to put

1 [x1(y2 y3) + x2(y3 y1) + x3(y1 - y2)] 2

Always remember that the coordinate points are rotating clockwise

Common Errors & How to Avoid Them

Mission IIT Common Mistake

Common Errors & How to Avoid Them

Mission IIT Common Mistake

Common Errors & How to Avoid Them

Mission IIT Points to be emphasized

Common Errors & How to Avoid Them

Common Errors & How to Avoid Them

Mission IIT Points to be emphasized

Common Errors & How to Avoid Them

Mission IIT Common Mistakes

Common Errors & How to Avoid Them

Mission IIT greater than ( and nearest to )

Common Errors & How to Avoid Them

Mission IIT (2) Calculation mistake Points to be emphasized

Common Errors & How to Avoid Them

Common Errors & How to Avoid Them

Common Errors & How to Avoid Them

You might also like