admittedly I just thought to do the same when first looking at it , maybe because after doing so many binomial questions with n power it just comes to mind. If there was a x there instead of a n, I would have realised straight away...
I've seen even worse.I remember tutoring a student many many years back, and we were working on a problem where we had just found x = 100. Later in the question, it asks you to calculate what is, and, I kid you not, they wrote down . I was speechless at the sheer ingenuity of it.
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That and saying 'trivial' when the teacher asked you a question was the 2nd biggest meme at our school.the biggest meme in our school was saying "by inspection" whenever you didn't know the answer
Biggest meme for us was saying let u=x when given an integral to solve by u sub. Also the classic "expand this expression", then redrawing the question with the brackets more spaced out.the biggest meme in our school was saying "by inspection" whenever you didn't know the answer
or let u = the integrand (in the few instances where it actually legitimately works)Biggest meme for us was saying let u=x when given an integral to solve by u sub. Also the classic "expand this expression", then redrawing the question with the brackets more spaced out.
Lol well hey, that works with stuff like the integral of the square root of tan xor let u = the integrand (in the few instances where it actually legitimately works)
How do you view these band 2 answers? Sounds like an untapped meme goldmine lol.I've seen even worse.
One time in school I was looking at some of the band 2/3 answers for HSC Physics, and I kid you not some kid actually did this.
After that we literally made it into a meme and let's just say our teachers weren't too happy when we started pulling out stuff like that on purpose haha
https://arc.nesa.nsw.edu.au/go/hsc/std-packs/How do you view these band 2 answers? Sounds like an untapped meme goldmine lol.
We know that by ,apparently 5 people think that
Isn't that question a lot easier to do with cosine rule anyway?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 the parallelogram on an Argand diagram with point A on the origin, B represented by complex number z, D represented by complex number w and C represented by the complex number z+w.
A number of students who did this then made the following claims:
and then proceeded to expand. This is NOT correct because the lengths AC and BD are real numbers.
We say the vector AC (not the length of AC) is represented by the complex number z+w. In other words, z+w simply gives us the information to find the magnitude (through |z+w|) and direction (through arg(z+w)) of the the vector AC.
Lengths should always expressed in terms of the modulus of the complex numbers they represent, so it really should be:
which can then be expanded by breaking the modulus down into the product of a complex number and its conjugate.
Yeah, that was the other common approach.Isn't that question a lot easier to do with cosine rule anyway?