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Word, that was an amazing concert. I was really impressed how every member of the band played at least three different instruments at different times to create all the different sounds and atmospheres. The light and projector show was pretty cool as well. Like, the blurry, monochrome, slow...

That seems pretty damn close to me... well done!

I think this is your problem: "m = b/asinθ" , --> at P dy/dx = bsecθ/atanθ = m a.m.tanθ - bsecθ = 0 (1) as you said: amsecθ - btanθ = -k (2) (1)² = a²m²tan²θ + b²sec²&theta...

Personally I've found that MX2 helps a lot with MX1. It really extends you mathematically, from what you're doing in MX1, and i've found that I come across a lot of thigns which I now find easy but which I would have found reasonably challenging had I not done MX2. If you can take it I reckon...

It's really interesting reading about the differences people have found in moving between selective and comprehensive. I've noticed the culture difference between the two school types but I've never had the first hand experience of going to any highschool other than a selective one. It's...

If we're also including non-assesible class topic tests then I also managed to fail a circle geometry one :p

I was getting pretty average marks, around 70%-80%, for most of year 11. This was partly due to some crap situations for a lot of my assessments like being really sick and the family cat dying but on the whole I wasn't working very hard. I then realised that I needed to put a bit of work into...

I can't think of a really solid algebraic way to do i) but basically since the variable point goes through one revolution every second it's rate of change is 2π radians per second i.e. dθ/dt = 2π radians s^-1 ii) Area of triangle = 1/2.a.b.sinC where a = 1 , b = 1 , C...

I think your best two options to check out would be yours standard BSc Bachelor of Science or a Medical Science degree. Both UNSW and USyd have a bit of information that you could read for the Med Science degree to get a feel for the content...

As in, I have 6 a week in a 3U class and 2 a week in a 4U class whereas most students doing 4U spend all their time in a 4U class and I think they get to spend a lot more time on 4U material and the links between 3U and 4U.

At my school we have quite a lot who do it but my class only has 3 people in it. One could argue that the extra teacher time is a bonus but we're pretty much in the same place given our reduced number of periods.

I think it's nice to have multiple answers, especially for conics when you have so many different paths you can take. edit: damn, you should post it back up. Mine isn't that great in the first place.

I havn't done this kind of conics questions for a while but I remember that they really used to piss me off, here goes. Consider the fact that m = -1/t² [gradient of (cp, c/p) point of contact] so: mct + c/t = 0 (1) (cp, c/p) satisfies y = mx + k so: mct - c/t = -k (2) (1)...

I don't think the honours year gives you instant recognition as a psychologist, it just gets you a step closer. I'm pretty sure that you need a certain amount of experience first or a masters before they will give you your accreditation.

Or the pleasures of being a smart ass ;) :http://mathworld.wolfram.com/PiFormulas.html Seriously though, in my other reply I wasn't trying to simply 'answer the question'. There are a lot of etheral techniques that people use for complex locus questions so I figured it might be helpful for...

π = ∑ [ 2(-1)^k3^{1/2 - k}]/[2k+1] from zero to ∞

Use the fact that |z - (a + ib)| = (x - a)² + (y - b)² and you should end up shading the region where -π/4 ≤ arg z ≤ π/4 and x ≤ 1 both hold. |z| ≤ |z - 2| where z = x + iy x² + y² ≤ (x - 2)² + y²...

They could always institute 5U maths.

I like it, thanks slide.

If language communicates the intended meaning then what's the big deal?