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In the syllabus it requires us to conduct an "analysis of the content, values and attitudes conveyed through a range of readings" Does anyone know what this "range of readings" refers to? Is it like different interpretations - for BOTH texts? And if so, what are they?

As in only make notes on those points mentioned in the syllabus. There is a lot of stuff in textbooks which you could never be asked in multiple choice or short answer questions. But as i said, its good to do a bit extra, as it provides better understanding. For other subjects, the sciences...

definitely notes. make them according to the syllabus, but because the syllabus isn't as specific as the science ones its better to include as much info as possible (make sure you understand your notes - they are worthless otherwise). Cross-referencing with different textbooks is also good -...

Through fiction composers represent and readers respond to worlds that would otherwise be closed to them. How effectively does your prescribed text represent a particular world and its values? Textual integrity requires a composer to be constantly aware of all the elements of a work...

Updated Economics by Bulmer is also a pretty good series of books - they go into depth where the others don't. good as supplementary reading.

Can somebody confirm what operational feasability is, because different textbooks have different opinions on it. also, what Sam Davis' book says is totally different to what is said on the New HSC Online site.

Does anyone have the exemplar responses to the essay questions for last year's HSC paper? I couldn't find any in the eco section of this site and don't know any other place where I can get them from.....

Ah, damn. Thanks.

(i) Evaluate the integral of 1/x from 1 to 2 (ii) Use Simpson's rule with 3 function values to approximate the above integral. (iii) Use your results to parts (i) and (ii) to obtain an approximation for e. Give your answer correct to 3 decimal places. I can do parts (i) and (ii), but...

Hmm....from what I can see from the dot point, it only requires you to observe the radiation emitted - not describe the way in which it was transmitted or to describe the way in which it was observed. So really, if you know what emitted radiation looks like, that's all you need!

the electrostatic force of repulsion is much much greater than the gravitaional force of attraction. that's why the strong nuclear force was needed.

Re: Re: Photoelectric effect and semiconductors that doesn't make sense to me. i think you mean transistors. Hmm....that seems quite possible. could be just a typo in the book. Does anyone know if there are any natural elemets that are semiconductors? Because if there are, they would...

but the next dot point in the syllabus says: "Discuss the BCS theory". which is why i was confused as to what the previous dot point meant. Anyone have an explanation?

I'm stuck on this dot point in I2I - superconductors. Help would be appreciated. "Describe the occurence in superconductors below their critical temperature of a population of electron pairs unaffected by electrical resistance" What's there to describe?

what does electrons moving from the valence band to the conduction band have to do with the discovery of semicoductors?? The band theory is just a way of explaining conduction and the movement of electrons in substances. What I want to know, is that how did the discovery of the...

How did the discovery of the photoelectric effect lead to the discovery of semiconductors?

THIS is what I was talking about: http://www.smh.com.au/articles/2003/06/06/1054700387631.html as you can see, gittins is much better at explaining things than I am. but the basic concept was the same.

isn't one of the basic assumptions of economics that people behave rationally? And isn't the basis of this rationality that people behave in ways that serve their own interests - thus meaning buying a present for someone (with no expectation of a return favour) is totally irrational?!? So...

Is it just me, or is economics a really cynical subject?