You need to also consider that the 'why' is what shift as you transition from year 11 to 12. Most will see year 11 as an opportunity to coast and gradually test some new strategies or techniques, and once they reach year 12, most end up seeing reality for what it is. It's now or never. There are no redoes. You either go all in, and you work as hard as possible to get the atar you want for the course you want, or you lose. You either win or you lose. Its up to you to decide what path you want to take. It's a harsh reality, but the quicker you come to terms with it, the easier it will be. Good luck

One more thing I'd like to add is that the people you surround yourself with can make a massive difference. If you talk to and hang around people who share your ambition and your goals, it will be much easier. Of course at some schools, a culture of hard work and high performance almost forces you to feel the need to conform to the high standards, but if you don't have access to that kind of culture, it's your responsibility to find people who want to also go where you want to go.

Thank you @Ryan Khan for the kind words. Cheers to new beginnings 🤝.

Hi @David Sun I didn't really conceptually understand how to get into solving this titration question. I asked Mr Tu and this is the working he used to walk me through it and it makes sense now, but the only part I didn't quite get is why the excess number of moles of HCOOH is the value we use to calculate its initial concentration. Procedurally we did quite a few of these problems in year 11 but conceptually I'm struggling to grasp how this works and why the excess amount informs us of its initial concentration. How do you get into these types of questions? Unlike CUs in methods and spec, where its much easier to get into the problem and start solving for things, these titration questions are more challenging because of how heavily solving the question required recognizing that there is an excess of formic acid.

When Mr Tu was explaining it, it largely made sense, but I think fundamentally recognizing the utility of the information provided in the question stem in a completely unfamiliar context ( before seeking help from teacher) was the main bottleneck for me.

6th subject. Wasn't the biggest priority.

This is probably a very commonly asked question, but, with the maths and science externals especially, what mindset should one enter the exam with? I could imagine most getting stressed out and making little errors or full on blanking just from the nerves alone. Would you say the right mindset comes from the experience and confidence you gain by sitting dozens of past papers alone?