The question below is from the second 2020 Specialist exam (not online), and was flagged by commenter John Friend in the discussion here. John has spelled out the problems, but the question is bad enough to warrant its own post, and there’s arguably a little more to be said.
Our previous post was on good guys making a silly, funny and inconsequential mistake. This post is not.
Question B1 of Exam 2 for 2018 Northern Hemisphere Specialist Mathematics begins innocently enough. In part (a), students are required to graph the function 
over its maximal domain. Then, things begin to get stupid.
In part (b), the graph of f is rotated around the y-axis, to model a vase. Students are required to find the volume of this stupid vase, by setting up the integral and then pushing the stupid buttons on their stupid calculators. So, a reasonable integration question lost in ridiculous pseudomodelling and brainless button-pushing. Whatever. Just standard VCE crap. Then, things stay stupid.
Part (c) is a related rates question. In principle a good problem, though it’s hard to imagine anyone ever requiring dh/dt when the water depth is exactly 
cm. Whatever. Standard VCE crap. Then, things get really, really stupid.
Part (d) of the problem has a bee climbing from the bottom of the vase to the top. Students are required to find the minimum distance the bee needs to travel.
Where to begin with this idiotic, 1-mark question. Let’s begin with the bee.
Why is it a bee? Why frame a shortest walk question in terms of a bug with wings? Sure, the question states that the bug is climbing, and the slight chance of confusion is overshadowed by other, much greater issues with the question. But still, why would one choose a flying bug to crawl up a vase? It’s not importantly stupid, but it is gratuitously, hilariously stupid.
Anyway, we’re stuck with our stupid bee climbing up our stupid vase. What distance does our stupid bee travel? Well, obviously our stupid, non-flying bee should climb as “up” as possible, without veering left or right, correct?
No and yes.
It is true that a bottom-to-top shortest path (geodesic) on a surface of revolution is a meridian. The proof of this, however, is very far from obvious; good luck explaining it to your students. But of course this is only Specialist Mathematics, so it’s not like we should expect the students to be inquisitive or critical or questioning assumptions or anything like that.
Anyway, our stupid non-flying bee climbs “up” our stupid vase. The distance our stupid bee travels is then the arc length of the graph of the original function f, and the required distance is given by the integral
![\[\boldsymbol{{\Huge \int\limits_{\frac12}^{\frac32}}\sqrt{1+\left[\tfrac{20}{1 - (2-2x)^2}\right]^2}}\ {\bf d}\boldsymbol{x}\]](https://mathematicalcrap.com/wp-content/ql-cache/quicklatex.com-6ac9438027329dbd8dac479b61752d8d_l3.svg "Rendered by QuickLaTeX.com")
The integral is ugly. More importantly, the integral is (doubly) improper and thus has no required meaning for Specialist students. Pretty damn stupid, and a stupidity we’ve seen not too long ago. It gets stupider.
Recall that this is a 1-mark question, and it is clearly expected to have the stupid calculator do the work. Great, sort of. The calculator computes integrals that the students are not required to understand but, apart from being utterly meaningless crap, everything is fine. Except, the calculators are really stupid.
Two brands of CAS calculators appear to be standard in VCE. Brand A will readily compute the integral above. Unfortunately, Brand A calculators will also compute improper integrals that don’t exist. Which is stupid. Brand B calculators, on the other hand, will not directly compute improper integrals such as the one above; instead, one first has to de-improper the integral by changing the limits to something like 0.50001 and 1.49999. Which is ugly and stupid. It also requires students to recognise the improperness in the integral, which they are supposedly not required to understand. Which is really stupid. (The lesser known Brand C appears to be less stupid with improper integrals.)
There is a stupid way around this stupidity. The arc length can also be calculated in terms of the inverse function of f, which avoid the improperness and then all is good. All is good, that is, except for the thousands of students who happen to have a Brand B calculator and who naively failed to consider that a crappy, 1-mark button-pushing question might require them to hunt for a Specialist-valid and B-compatible approach.
The idiocy of VCE exams is truly unlimited.