Detailed Analysis of all the questions in general, upon trends, irregularities, etc

The past 5 years of the HSC Mathematics examination papers, shows a pattern/trend of question
asking under the topic Integration. The questions asked in this topic from the 1998 HSC exam
paper and up, shows a gradual change in question asking as years progressed on. The questions
from the 1998 HSC paper are very clear concise and blatant, it’s the type of questions which will
be generally be found in text books, and the level of difficulty is low. We then see as the years
progressed on the questions became slightly more difficult, with diagrams of graphs and a bit
more difficult to work out equations.
A irregularity of question asking was founded in the 1999 HSC paper (Question 5 (c)),
this question had a irregular type graph which had intimidated numerous people and also by not
providing the equation it hindered many people from solving it, it’s such a sudden question asked
that had not been previously asked in past HSC papers which caused such a irregularity.
We also clearly see that the examiners taking into consideration of the majorities weak
points and working around it to better make the question more flexible to do, for example
Question (7) ( c) of the 2000 HSC paper showed a graph and a line and the questioned asked for
an area, it showed that many people weren’t so comfortable with the region below the x-axis, as
stated in the examiner report, “candidates who were uncomfortable with a region below the x
axis was to translate both curves 2 units up before integration”. We then see Question 4 (d) in
the 2002 HSC paper, showing the exact same question in Question (7) ( c) of the 2000 HSC
paper, it shows that this time the question was written taking account of students who weren’t so
comfortable with the region below the x-axis so they have written the question so that the region
is above the x-axis and modifying the equations.
As the years progressed on the questions had been tailored more in a way which applies
to real life, for example Question 5 (d) of the 2001 HSC paper shows the use of the trapezoidal
rule being applied to find the approximate area of a creek.
Although the questions range every year in the HSC examination paper, it is blatant that
the level of difficulty for questions under the Integration topic in general aren’t high in
comparison to integration of logarithms and trigonometric values, so the basic trend can be seen
for this topic, it’s either a area or a volume question, in general observations.

Analysis of each question

HSC 1998 2/3 Unit Common

Question 1 (d)

The Question was a simple primitive function question worth 2 marks, the level of difficult of the
question was extremely low since as stated in the examiner report that, “This part was answered
correctly by an overwhelming majority of the candidature.” People who had answered the
question wrong had a high chance of not knowing what the term “Primitive” had meant as stated
in the examiner report as well, “Those making this error presumably did not understand
the meaning of the word primitive.”

Question 2(b)(i)

The question was a basic definite integral question that was worth two marks, it was stated that
many candidates had misinterpreted the question as being a logarithm integral as stated in the
examiner report,” A significant number of candidates thought the answer to the integral
 [
should be log x ]
2 2
1 .” The level of difficulty of the question was not high but minor errors were
made, including not reading the question carefully.

Question 2(b)(i)

In this question there had been numerous errors made which had resulted in a incorrect final
answer, no formulas were required besides finding the h value, the values can be calculated via
adding a additional row of values and multiplying them by the second row and adding them
together. As stated in the examiners report “a table of the supplied values with the weights
added in an extra column.”, and had also linked this method to a past HSC question in 1995
showing the similarities.

HSC 1999 2/3 Unit Common

Question 4 (c) (ii)

The level of difficulty of this question was low as most people were able to achieve the answer,
but although majority had worked out the right answer it showed the lack of thorough reading of
the question as stated in the examiner’s report “Some candidates differentiated instead of
integrating”.

Question 5 (c)

The level of difficulty of this question was by far low, as it required a little knowledge applied and
barely more than 2 lines of working, but without a given function it had confused many people.

HSC 2000 2 Unit Mathematics

Question 7 (c) (ii)

This question was relatively simple, the examiner reports showed that many people had made
solving the question more difficult for themselves, but this question marks another variety of
questions asked throughout the past HSC papers.

HSC 2001 2 Unit Mathematics

Question 5 d(i)

This question required a bit of thought towards it, it’s a irregular question compared to the other
past 5 HSC papers, as it applies the trapezoidal rule into context.

(ii)

The question had people using the integration volume methods, but this is a irregular question in
comparison to previous years.
Question 7 (a)

The level of difficulty of this question was average, the question’s difficulty was marked more
upon on algebra skills rather than integration skills. As stated in the examiner report “did not
make y2 the subject of the equation correctly or through algebraic or arithmetic errors”

HSC 2002 2 Unit Mathematics

Question 4 (d) (ii)

This question showed deep similarities to the question asked in the HSC 2000 paper Question 7
and the only modification made towards this question is the graph has been flipped and the
equations changed. This change had made the curve above the x-axis as stated in the examiner’s
report that “candidates who were uncomfortable with a region below the x axis was to translate
both curves 2 units up before integration.” So such change in 2002’s question was due to such
consideration.

Question 6 (c)

This question was fairly concise and simple, and its level of difficulty was average. Another type
of question that puts the question into context using a bowl to represent the rotating figure.
It was evident from the examiner report that many people could not tell the difference
between rotating about the x-axis or y-axis, “A great deal of confusion existed about whether to
rotate about the x-axis or the y-axis”

Below shows the level of difficulty in the questions ranging from 1998 – 2002 HSC papers:

4
3.5
3
2.5
2
1.5 Level of
1 difficulty
0.5
0
Medium

High
Low
Below shows the amount of the same questions asked ranging from 1998 – 2002 HSC papers:

3.5

2.5

1.5
Question Type
1

0.5

0
Definate Integrals
Volume
Area

Primitve
Approximate Methods
Example questions and answers on topic areas

Primitive Function:

Example 1:

f ' ( x) = 8 x 7 − 2 x
8x 8 2 x 2
f ( x) = − +C
8 2
f ( x) = x 8 − x 2 + C

Example 2:

f ' ( x) = (7 x − 2) 4
(7 x − 2) 5
f ( x) =
(7)(5)
(7 x − 2) 5
f ( x) = +C
35
1
f ( x) = (7 x − 2) 5 + C
35

The Definite Integral

Example 1:

3
∫x
4
dx
−2
3
⎡ x5 ⎤
=⎢ ⎥
⎣ 5 ⎦− 2
35 (−2) 5
= −
5 5
= 55
Example 2:

5
∫ (2 x + 5)
3
dx
0
⎡ (2 x + 5) ⎤
5

=⎢
⎣ 4.2 ⎥⎦ 0
(2.5 + 5) 4 (2.0 + 5) 4
= −
8 8
= 6250

The Indefinite Integral

Example 1:

∫ 3x
4
dx
3x 5
= +C
5

Example 2:

∫ (x − 4 x + 7)dx
3

x 4 4x 2
= − + 7x + C
4 2
x4
= − 2x 2 + 7x + C
4
 Trapezoidal Rule

Example 1:

2
Find an approximation for ∫ ( x 3 + 2)dx, with 5 sub − int ervals
1

2 −1
h=
5
0 .2
{ f (1) + 2 f (1.2) + 2 f (1.4) + 2 f (1.6) + 2 f (1.8) + f (2)}
2
= 0.1{(1) 3 + 2) + 2[(1.2) 3 + 2) + (1.4) 3 + 2) + (1.6) 3 + 2) + (1.8) 3 + 2)] +(2) 3 + 2)
= 0.1{3 + 2[3.728 + 4.744 + 6.096 + 7.832] + 10
= 0.1{3 + 2[22.43] + 10)
= 0.1(35.43)
= 3.543

∴ A ≈ 3.543

Example 2:

2
Find an approximate value for the area bounded by y = + 3, the x − axis and the ordinates at x = 2, x = 3.
x
With 5 Strips
3− 2
h= = 0.1
10
0.1 2 2 2 2 2 2 2 2 2 2 2
A≈ { + 2[( + 3) + { + 3) + ( + 3) + ( + 3) + ( + 3) + ( + 3) + ( + 3) + ( + 3) + ( + 3)] + }
2 2 2.1 2.2 2.3 2.4) 2.5 2.6 2.7 2.8 2.9 3
A ≈ 0.05{1 + 2[3.9523 + 3.9090 + 3.8695 + 3.8333 + 3.8 + 3.7692 + 3.7407 + 3.7142 + 3.6896] + 0.6}
A ≈ 0.05{1 + 2[34.2778] + 0.6}
A ≈ 0.05{1 + 68.5556 + 0.6}
A ≈ 0.05{70.1556}
A ≈ 3.50778
Simpsons Rule

Example 1

9
1
Use Simpson' s rule with three function values to approximate ∫ dx
1
x

9 −1 1+ 9
9
1
∫ x dx =
1
6
[ f (1) + 4 f (
2
) + f (9)

4 1 1 1
= [ + 4( ) + ]
3 1 5 9
= 2.5481481
= 2.5 (one decimal place)

Example 2

2
Use Simpson' s Rule to give an approximation for ∫ x 2 dx
1

2 −1 1+ 2
A= { f (1) + 4 f ( ) + f (2)}
6 2
1 2 3
= {1 + 4( ) 2 + 2 2 }
6 2
1 9
= {1 + 4( ) + 4}
6 4
1
= {14}
6
7
=
3
Area Related to y-axis

Example:

Find the area bounded by y = x 3 , the y − axis and y = 1 and y = 7

y = x3
1

x = y 3 (cube root both sides)

7
A = ∫ f ( y )dy
1
7 `

= ∫ y3
1
7
⎡ 3 43 ⎤
=⎢ y ⎥
⎣ 4 ⎦1
3
= (13.39 − 0)
4
= 10.04
Area between two curves

Example

Find the area of the region bounded by f ( x) = x 2 and g ( x) = 3 x − 2

We need to find where the curve intersects :

x 2 = 3x − 2
x 2 − 3x + 2

∴ x = 1 or 2

2
A = ∫ {(3 x − 2) − x 2 }dx
1
2
⎡ 3x 2 x3 ⎤
= ⎢ − 2x − ⎥
⎣ 2 3 ⎦1
8 3 1
= (6 − 4 − ) − ( − 2 − )
3 2 3
2 5
= (− ) − (− )
3 6
1
=
6
Volumes of solid

Example 1

Find the volume of the solid of revolution formed by rotating the curve y = x 2 about the x − axis
between x = 2 and x = 4

b
V = ∫ πy 2 dx
a
4
= ∫ π ( x 2 ) 2 dx
2
4
= π ∫ x 4 dx
2
4
⎡ x5 ⎤
=π⎢ ⎥
⎣ 5 ⎦2
45 25
=π( − )
5 5
= 623.29198
= 623.3 units 3 (one decimal place)

Example 2

Find the volume when the curve y = x 2 between y = 0 and y = 4 is rotated about the y-axis

b
V = ∫ πx 2 dy
a
4
= π ∫ ( y )dy
0
4
⎡ y2 ⎤
=π⎢ ⎥
⎣ 2 ⎦0
42 02
=π( − )
2 2
= 8π units 3
Formulae’s for the topic Integration

Primitive Function formulae for:

y = ax n

ax n + 1
y= +C
n +1

Primitive Function formulae for:

y = (ax + b) n

(ax + b) n + 1 + C
1
y=
a(n + 1)

The Definite integral:

b
∫ f ( x)dx = F (b) − F (a)
a

Where F (x) is the primitive function of f(x)

The Indefinite integral:

∫ f ( x)dx = F ( x) + C

Where F(x) is a primitive function of f(x); and C is a constant

Trapezoidal Rule

b
b−a
∫ f ( x)dx ≈
a 2
[ f (a ) + f (b)]

OR

b
b−a
∫ ( y)dx ≈
a 2n
[ y 0 + 2( y1 + y 2 + ....) + yn]

Simpson’s Rule

b
b−a a+b
∫ f ( x)dx ≈
a 6
[ f (a) + 4 f (
2
) + f (b)]

OR

b
h
∫a ( y)dx ≈ 3[ y0 + yn + 2( y 2 + y 4 + ...) + 4( y1 + y3...)]

b−a
Where h =
n

Area related to the x-axis

b
A= ∫a f ( x)dx
Area related to the y-axis

b
A= ∫ f ( y)dy
a

Area between two curves

Where y = f ( x) and y = g ( x) are curves

b
A = ∫ {g ( x) − f ( x)}dx
a

Volume rotated about the x-axis and the y –axis

When the solid is rotated about the x − axis the general formula is :
b
V = π ∫ y 2 dx
a
And when the solid is rotated about the y − axis the general formula is :
b
V = π ∫ { f ( x)}2 dx
a
HSC 2001 Integration Working out Answers

QUESTION 5

(d)(i) We know that h = b- a

n

Where n is the number of sub-intervals (strips)

So known information:

• b –a = 4 + 4 + 4 (i.e. 12)
• n = 3 Strips
• Hence h = 12 / 3, thus equals 4

The trapezoidal formula:

h/2 { f(a) + 2 f(sub interval) + 2 f(sub interval)… + f(b) }

Our sub interval values are: 1.3 and 1.7 and our a and b values are 0 and 0
Thus applying the values into the formula

h = 4 , a = 0, b = 0 , sub interval(s) = 1.3, 1.7

Working Out:

4
{ f (0) + 2 f( 1.3 ) + 2 f( 1.7 ) + f( 0)}
2
= 2 { 2 ( 0 + 0 + 1.3 + 1.7 ) }
= 2 { 2 (3) }
=2 {6}
∴ A ≈ 12 units 2

(ii) We know that the general formula for finding the volume of something is V = A x length
and the formula for the length is length = speed x time.

And given that speed at which water flows in is 0.5 m per second, and we want to know
the speed at which water flows through per hour so by using the length formula we
substitute our values:

Length = 0.5 x (60) This gives the speed at which it flows per minute
 Length = 0.5 x (60 x 60) This gives the speed at which it flows per hour
So we got our length, which worked out, is 1800 m, thus referring back to the question
V = A x length

V = 12 x 1800

V ≈ 21600 m 3
wanting us to find the approximate volume, we use the general volume formula

QUESTION 7

(a) First of all we need to get our values for the integral of the equation.

So we know that the curve crosses the y-axis at 2√ 2when x = 0

(0) 2
+ y2 = 8
2
y2 = 8
y =2 2

Working:

And we know that the curve crosses the x-axis at 4 when y = 0

Working:

x2
+ ( 0) 2 = 8
2
x2
=8
2
x 2 = 16
x =± 4

The question asks to find the volume when the curve is rotated about the x-axis
So when it rotates about the x-axis we know that the function must be y^2 equating to a
equation so in this case the function will be:

x2
y2 = 8 −
2
So now that we have got our equation we can form our integral equation with all the known
facts found, so hence we end up with:

4 2
x
π ∫8 −
0 2

So now we can clearly solve it by integrating the function and substituting the values into the
integrated function and multiply it by the Pi value

4
⎡ x3 ⎤
= π ⎢8 x − ⎥
⎣ 6 ⎦0
(4) 3 (0) 3
= π {(8(4) − ) − (8(0) − )}
6 6
64
= π {(32 − ) − (0 − 0)}
6
32
= π {(32 − )}
3
64
= π {( )}
3
64π
∴V = units 3
3
HSC 2002 Integration Working out Answers

Question 4

(d)(ii) We know our integral values are 0 and 4 because the two curves intersect the points
0 and 4

So we now form our equation(s):

4 4
= ∫ (6 x − x )dx − ∫ (2 x)dx
2

0 0

4
= ∫ (4 x − x 2 )dx
0

Now we integrate the equation and sub in our values and solve:

4
⎡ x3 ⎤
= ⎢2 x − ⎥
⎣ 3 ⎦0
(4) 3
= (2(4) 2 − − (0)
3
64
= 32 −
3
3(32) − (1)(64)
=
3
96 − 64
=
3
32
= units 2
3
Question 6

(c)

The question asks for the volume when the formed shaped is rotated about the y-axis so
therefore the function must be x^2. So we must first convert the given equation so that we
make x^2 the subject.

x4
y= Multiply both sides by 4
4

4 y = x 4 Square root both sides

x2 = 2 y

So now we have our equation, now we have to form the equation with all the information:

4 1
= π ∫ 2 y 2 dy
0

4 1
= 2π ∫ y 2
0
4
⎡ 32 ⎤
= 2π ⎢
2y ⎥
⎢ 3 ⎥
⎣⎢ ⎦⎥ 0

⎡2 3
⎤
= 2π ⎢ (4) 2 − 0⎥
⎣3 ⎦

⎡2 ⎤
= 2π ⎢ X 8⎥
⎣3 ⎦

⎡16 ⎤
= 2π ⎢ ⎥
⎣3⎦

32π
∴V = units 3
3
HSC 2003 2 unit Mathematics (Question Prediction)

Tom lies a length of rope on the floor, being mathematically inclined, he notices it roughly
represents a parabola, then his artistic side kicks in and he grabs another piece of rope, making
another parabola like representation and placing the new one sideways overlapping the original
one. Tom finds the overlapping of these two parabolic shapes makes out an interesting figure.
Given that the equation of the original parabola is y = x and the parabola positioned sideways
2

is y = x ; and hence the formed equation is y = x − x 2 .

Could we help Tom investigate its properties?

Tom wants the following properties of the interesting figure found:

(i) Find the point(s) of intersection of the two parabola’s

(ii) Find the indefinite integral

(iii) Find the approximate area using the Simpson’s rule

(iv) Find the exact area

(v) The two overlapping parabolas is rotating about the x-axis between x = 0 and x = 1.
Find the volume of the shaped formed.
HSC 2003 2 unit Mathematics (Worked Answers to predicted question)

(i) y = x2 , y = x

y 2 = x4 , y2 = x

x4 = x

x4 − x = 0

x( x 3 − 1) = 0

x = 0, x 3 = 1
x =1

∴x = 0 , x = 1
(ii)

∫( x − x 2 ) dx

1
= ∫ ( x 2 − x 2 ) dx
3
2 2 x3
= x − + C
3 3

(iii)

b−a a+b
Simpson' s Rule : { f (a) + 4 f ( ) + f (b)}
6 2
a = 0, b = 1

1− 0 1+ 0
= { f ( 0) + 4 f ( ) + f (1)}
6 2
1
= {0 + 4(0.457106781) + 0}
6
1
= (1.828427125)
6
∴ A ≈ 0.304737854
(iv)

∫(
0
x − x 2 )dx

1
⎡ 2 3 x3 ⎤
= ⎢ x2 − ⎥
⎣3 3 ⎦0
3 3
2 2 (1) 3 2 2 (0) 3
= ( (1) − ) − ( (0) − )
3 3 3 3
2 1
= ( − ) − (0)
3 3
1
= units 2
3

(v)

It is stated that the shape is rotating about the x − axis, so we must make y 2 the subject

y = x − x2
2
y =( x−x )
2 2

y 2 = x − 2x 2 x + x 4
1
π ∫ (x − 2x 2 x + x 4 )
0
1
⎡ 2 7
⎤
⎢ x 4 x 2
x5 ⎥
=π − +
⎢2 7 5⎥
⎢⎣ ⎥⎦ 0
7
(1) 2 4(1) 2 (1) 5
=π( − + ) − ( 0)
2 7 5
1 4 1
= π ( − + ) − ( 0)
2 7 5
9
=π( )
70
9π
=
70
= 0.40 units 3 (2 Decimal Places)
Common Errors which are expected to occur

The most common errors which people will stumble across in this question is as follows:

• Not being able to find the points of intersection and thus not being able to proceed on with
solving other questions without the values to substitute into.

• Forgetting to add the +C, constant identifier when finding the definite integral of a function

• Stating the answer for the found approximate value as the definite value, not using correct
symbols, i.e. approximately equal to sign

• Substituting in the wrong limits into the integrated function

• Changing the equations subject incorrectly, whether it’s algebraically or just not identifying to
2
make the subject y when it’s rotated about the x-axis

• Forgetting to multiply the integrated function by the Pi value when finding the volume

• Simpson’s rule usually not used correctly, getting mixed up with the trapezoidal rule

• General algebra errors, expanding binomials incorrectly resulting into different equation

• Taking into account the scale of the diagram, and doubting their worked answers, i.e. the
limits, 0 and 1

• Not providing answers in correct unit measurement

• Not utilising the standard integral sheet given

Past HSC Questions

HSC 1998 2/3 UNIT (COMMON)

QUESTION 1

QUESTION 2

QUESTION 4
HSC 1999 2/3 UNIT (COMMON)

QUESTION 4
QUESTION 5
HSC 2000 2/3 UNIT (COMMON)

QUESTION 7
HSC 2001 2 UNIT Mathematics

QUESTION 5 (d)

QUESTION 7
HSC 2002 2 UNIT Mathematics

QUESTION 4

QUESTION 6
Pre-requisite knowledge from the preliminary course

Basic Arithmetic and Algebra

The assumed knowledge of some common skills from the Basic Arithmetic and Algebra
Preliminary topic is required, when solving problems in the topic Integration. The syllabus
reference of Basic Arithmetic and Algebra is listed below:

1.1 Review of arithmetical operations on rational numbers and quadratic surds.

1.2 Inequalities and absolute values.
1.3 Review of manipulation of and substitution in algebraic expressions, factorisation, and
operations on simple algebraic fractions.

It should be assumed the skills of manipulation and substitution in algebraic expressions are
needed to modify equations subject, for example solving volume requires modifying the equation
so that x^2 or y^2 is the subject.

When dealing with finding areas under the curve, there may be occasional questions where
areas turn out to be a negative value and which negative areas do not exist, it is when
absoluting the value occurs so thus this is also a assumed knowledge.

Real Functions

Some simple knowledge of the domain and range and graphing skills are needed to graph
equations to find what out what the area is required between two curves.

4.1 Dependent and independent variables. Functional notation. Range and domain.
4.2 The graph of a function. Simple examples.
4.3 Algebraic representation of geometrical relationships. Locus problems.

When graphing a equation for integration it is good to know what Range and domain is.

And it’s important to know the simple shape and how common graphs appear to be.

Linear Functions and Lines

It is important to be able to graph normal linear functions, and also be able to fine the co-
ordinates of a intersection of two graphs or lines:

6.1 The linear function y = mx + b and its graph.

6.3 Intersection of lines: intersection of two lines and the solution of two linear equations in two
unknowns; the equation of a line passing through the point of intersection of two given lines.
The Tangent to a Curve and the Derivative of a Function

This topic is an extremely important topic to understand before stepping into Integration as
Integration is the reverse of differentiation so there is the need to know how to derive functions
and the logic behind how it works.
Trouble spots and handy hints

General Trouble spots in Integration

The general trouble spots that are easily identified with Integration are listed below:

• Not thoroughly reading what the question is asking

• When solving volumes most people tend to have problems in the algebra side with changing
the equations subject e.g. making subject y^2 when shape is revolving around the x-axis
• When solving volumes most people tend to miss out the multiplying the integrated value by
the Pi value.
• Integrating the equation incorrectly causing a error in the final answer
• A few people still providing answers in squared units, showing no understanding of volume
unit calculation
• When solving area questions some people have problems with changing the subject of the
equation depending if the question was in relation to the x-axis or y-axis e.g. changing the
subject so the subject is x.
• Generally when finding areas it is better off sketching the basic graph to know where the
region lies, some tend to make errors in the sketching and resulting into wrong values to
substitute into the integrated equation.
• Some people finding the area of each equation separately and adding them together instead
of using the area between two curves method
• People not understanding the terms correctly, not knowing what the term Primitive means
• People need to understand the difference between the definite and indefinite integral
• Getting mixed up with differentiation and integration
• Forgetting to absolute the area if it’s below the x-axis and the area’s result is negative
• Trouble finding the h value in the approximate methods
• Not able to find the approximate area when given a table of values and no given function
• Getting mixed up with odds and evens with what multiplies by 4 or 2 in the Simpson’s rule
• Cannot identify the difference between standard integration and logarithmic integration i.e.
1/x

General Handy hints in Integration

• Making sure you know the difference between integrating and differentiating
• Read the question thoroughly, making sure you know what’s being asked
• Know your terms, Primitive, Definite/Indefinite integral
• Understand the difference between finding the area and the volume
• Know how the relation of the area between two graphs
• Know the subject the equation has to be made upon rotating about the x-axis or y-axis
• Remember to absolute the answer when the worked out solution for the area is negative
• Practice on simple algebra skills and making things the subject.
• If sketching graphs is too hard then try finding the points of interception through solving the
two equations simultaneously
• Use the given standard integrals page provided during examination
• When working out the exact area or definite integral, never assume when one of the limit
values is 0, don’t try to assume the result of the substitution will equate to 0
• When there is a constant term attached onto the integrated function you can bring that term
out as a common term.
Used References:

Books:

Book #1:

Combined 2 Unit Course or Simplified 3 Unit Course - Volume 1 Revised Edition, A Higher School
Certificate Course in Mathematics, Author: J.Coroneos

Book #2:

Excel HSC Mathematics (Complete Course), Pascal Press, Revised Edition 2001, Author: Lyn
Baker

Book #3:

2 unit mathematics Book 2, S.B.Jones, K.E.Couchman, Shakespeare Head Press, First published
1983

Book #4:

3 UNIT HSC COURSE, Understanding YEAR 12 MATHS, Accelerated Maths Learning,Dr. Max Shur,
First Printed 1995

Book #5:

SUCCESS ONE HSC Mathematics, Past HSC Papers 1986-2002 Worked Answers (NEW 2003
EDITION), Aaron Butler Publishing

Websites/Sources/Links

- http://www.boredofstudies.org – Independent organization with no affiliation with

the board of studies, run by University students, received help from the online
forum on the website from other ex-HSC students.

- IRC Channel – Random Austnet (AU) Servers, #HSC Channel- Internet Relay Chat run by
the bored of studies people, allowing question asking in the chat room

- http://hsc.csu.edu.au/maths/mathematics/integration/ - Charles Sturt HSC Mathematics

section online

- http://mathforum.org/dr.math/ - Online Forum for asking about mathematics problems

- http://www.boardofstudies.nsw.edu.au – Official board of studies website, used for

downloading examiner reports and past examination papers