Math Is Fun Forum

Cool matrix, thanks

Well, this is just my opinion, but I would go for Specialist Maths. I'm also doing VCE starting next year and the guide book says you will be studying Vectors and Mechanics in Specialist Maths, which is also used in Motion Physics. Chemistry ought to cover the atomic physics, and whatever is left hopefully shouldn't be too hard to catch up on yourself.
I picked Methods A 1&2, General A 1&2 and Olympiad Physics for next year.

Some info from my guide book:

Units 1 and 2: General Mathematics
General Mathematics provides courses for diverse groups of students and may be implemented in a number of ways. The areas of study are: Statistics and Probability, Arithmetic, Functions and Graph, Algebra, Geometry, and Trigonometry. General Mathematics (A) Units 1 and 2 topics: Algebra, Arithmetic, Functions, Graphs, Statistics, Probability, Geometry, Proof and Vectors. Students who intend to attempt Specialist Mathematics Units 3 and 4 are advised to choose this subject. General Mathematics (B) Units 1 and 2 topics: Algebra, Arithmetic, Functions, Graphs, Statistics, Probability and Geometry.

Units 3 and 4: Specialist Mathematics
Specialist Mathematics consists of the following areas of study: Coordinate Geometry, Circular (trigonometric) Functions, Algebra, Calculus, Vectors (in two and three-dimensions) and Mechanics.

The development of course content should highlight mathematical structure and proof. All of this material must be covered in a progression from Unit 3 to Unit 4 with an appropriate selection of content for each of Units 3 and 4.

The appropriate use of technology to support and develop the teaching and learning of mathematics is to be incorporated throughout each unit and course. This will include the use of some of the following technologies for various areas of study or topics: graphics calculators, spreadsheets, graphing packages, dynamic geometry systems, statistical analysis systems and computer algebra systems. In particular, students are encouraged to use graphics calculators, spreadsheets or statistical software for probability and statistics-related areas of study and graphics calculators, dynamic geometry systems, graphing packages or computer algebra systems, in the remaining areas of study systems, both in the learning of new material and the application of this material in a variety of contexts.

Physics:
Students develop skills of observation, research, analysis, interpretation and reporting by hands-on experiments, excursions and classroom discussion. Contextual knowledge and understanding are developed appropriately for a wide range of tertiary studies.
Unit 1: Wave-like properties of light, Nuclear and radioactivity Physics, and Energy from the nucleus.
Unit 2: Movement, Electricity, Alternative energy sources
Unit 3: Motion, Electronics and Photonics, Investigating materials and their use in structure
Unit 4: Electric Power Interaction of light and matter, and Sound.

Thanks George, I'll take a look at it. Although, my teacher probably didn't expect us to have a program like that, so I think I should try to find an exact answer too.

edit: I copied and pasted the code into JustBasic. The axes appeared but nothing else happened.

Thanks John, but what did you use to get that?

Thanks mathsyperson

Hi meebo0129!

I myself don't know of any websites that can graph 3D function, but if you go here you can download a free graphics calculator that will let you:

www.graphcalc.com

Nice joke! The girls' argument is more funny but neither side has a winning argument

No, I don't think it's because of the spin of the galaxies, but quantum mechanics. Just look it up anywhere, you could even read 'A Brief History of Time' which talks about it.

Wonderful! Perhaps you could start with:

point
line
lie on
between
congruent

I don't think there is any possible answer. This question implies a hypertask, that is, an infinite number of tasks to be completed in a finite amount of time. It has been concluded by many that this is not possible.

My math teacher told me that you can't enter cube roots as they are shown with the root sign in the TI-89.
If you want