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Let y=v^2 and notice that all you are doing is trying to find the equation of the parabola by subsituting the points that you know lie on that parabola. That’s pretty much what the solution is doing.

Working on it. Usually aim for few days before the HSC exam.

My understanding is that the direct analytical solution is actually impossible to derive, so obviously they won't ask for it in the exam. From my reading of this, the only part that is 'outside' the syllabus is the "let's make some simplifying assumptions" part. The rest is just algebra bashing...

They went easy on the outgoing syllabus topics in this paper 😮

Tbf I don’t like perms/combs because I’m not the best at coming up with counting techniques but this question is not perms/combs. The result in itself is nice using the golden ratio. Not to mention to get there it merges the concepts of probability, geometric series (if my solution to it is...

I like the probability question

How do New Senior Maths and Maths in Focus approach it when they mention it? It is possible that the questions could be limited to say finding the acceleration equations, not solving all the way to the displacement equations. It's like the integral of e^{-x^2}. The syllabus doesn't explicitly...

Why does it matter though? Does it require the learning of new concepts or just applying existing concepts already mentioned in the syllabus (i.e. deriving the motion equations)? My interpretation of the new syllabus dotpoint is that students should be able to handle any resisted projectile...

Soz for the delay. Here is the latest version of the Mathematics Extension 2 paper (updated to fix minor errors and better structure questions and marks) as well as the solutions and results. Enjoy and best of luck for the exam tomorrow! :)

Yes, just finalising solutions by later tonight

Would encourage students to check this out for Maths.

Yeah, that was the other common approach.

Almost done for Mathematics Extension 2, expect it to be released in the next 2-3 days. One remark I would like make when marking Q12, was that students need to distinguish between complex numbers, vectors and magnitudes. They are NOT the same thing. A common response to Q12c)i) was to define...

You were probably taught it implicitly without knowing. It basically formalises the ability to take reciprocals of derivatives - for example when finding the solution to dN/dt = kN

It is in the syllabus, but in a slightly different format. Students are expected to be taught that (dy/dx)(dx/dy) = 1 so they can then do reciprocals of derivatives (e.g to solve differential equations). This is basically how you find the derivative of the inverse function.

The problem is that it’s pretty damn hard to come up with a good creative circular motion question that’s still confined within the HSC syllabus. It was a struggle for us coming up with good questions on this topic for the BoS trials (that hasn’t been done before) so I would imagine the writers...

Since some people asked at the seminars today, if you want to know the answer to a particular question please ask in this forum. The full solutions will take some time to put together because we have to structure and check everything properly in LaTeX with diagrams and all - so please be...

Thanks to those that attended today! Hope you found the seminars informative and useful for your studies. That was also one of the biggest turnouts we’ve ever had for our HSC seminars! :)

Thanks to everyone that attended on the day! Hopefully you guys found some challenging and interesting questions to practice on. Massive thanks to the rest of the team who helped put the questions and paper together (Paradoxica (esp for the diagrams!), iso1234, jjlim7, Carrotsticks, sharky564...

Bump! This is in two days! Still spots available, particularly for the Prelim/HSC sessions.