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https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/results-certificates/merit-lists/first-in-course

Depends what you want to do in terms of career, major or general interest. Don’t do a second degree just for the sake of it.

Not really. As far as I’m aware, the common questions are still being used as a “pilot” for research into formulating what a common scale might look like. The reporting and scaling should function in a similar manner to previous years.

I haven’t seen any official notice about reporting on a common scale. It’s still a future intention as far as I’m aware.

Looks like we’re most likely getting the Oxford vaccine at this rate. There’s only enough of the Pfizer vaccine ordered for 5 million people.

Part of it is that HSC marks are shown as rounded but ranks are based on unrounded marks. For example, you could’ve gotten 100 external mark but 99 internal mark (or vice versa). Even though that shows up as 100 as the total, it is actually 99.5 and would rank lower than someone who gets say 100...

Expanding and simplifying is the most efficient approach here. It’s not that bad lol. If you insist on not expanding cubics but happy to expand quadratics then the following manipulation can be done, but it’s longer and trickier than fully expanding. k^2(2k^2-1) + (2k+1)^3\\= k^2(2k^2-1) +...

In the HSC, the marking is always done with the benefit of the doubt given to the student. It is also done with the mindset of awarding marks, not deducting marks. For example, if the student does the working leading up to the correct answer say: <working> y = x + 1 x = y - 1 then as far as...

Your example doesn’t really describe having two answers with one “correct” and one “incorrect” because they are both technically correct, just expressed in different ways. Since there is no contradiction and the required expression (y in terms of x) is already given, you will get full marks.

For the line of best fit ymodel = mxdata + b The x-values of the line of best fit correspond to the x-values of the empirical data (the inputs). The y-values of the line correspond to the outputs of the linear model - which are not necessarily the same as the empirical y-values. Therefore, the...

Wherever it corresponds to the same x-value of the last point.

I think the most important attribute is making sure you understand the concepts in depth (as opposed to having a shallow understanding and just rote learning textbook techniques to solve problems). This is essential particularly in Ext2 as simply memorising ways to solve problems doesn’t get you...

No. If the subjects are identical and the HSC marks (both external and moderated internal) are identical then the ATAR will be identical. A school’s rank is never used in the ATAR calculation.

Put in the code for whatever you want to write up and post it. You can quote some of the posts above to see examples of what that code looks like. There is also a guide in the stickied thread (located in the Maths forum) below (a bit outdated but most of it is still relevant)...

After integration, rates of change and motion would be handy from the Advanced course to set up some basic groundwork for the Mechanics topic in Ext2.

LaTeX, it’s embedded in this forum using [ tex ] and [ /tex ] wrapped around the code (without the spaces)

Ah right, didn’t work it fully through in my head. I think your answer is correct.

When you put over a common denominator use the fact that z\bar{z}=|z|^2

English Advanced is 2 units out of 10 units (i.e. 20%) of the marks going to your ATAR. That means the direct impact of the one assessment task is 2.5% overall, not 12.5%.

An easier way to think of this is that if the directions are the same then they are positively related and if they are opposite then they are negatively related. When you resolve the gravitational force into its components (parallel/perpendicular to the plane), the direction of the component...