Mathematics

Victorian Certificate of Education Study Design

Version 1: Updated February 2010

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Accredited by the Victorian Qualifications Authority

33 St Andrews Place, East Melbourne, Victoria 3002
Developed and published by the Victorian Curriculum and Assessment Authority
41 St Andrews Place, East Melbourne, Victoria 3002
This revised edition published 2010
Victorian Curriculum and Assessment Authority 2010
No part of this publication may be reproduced except as specified under the
Copyright Act 1968 or by permission from the VCAA. For more information go to:
www.vcaa.vic.edu.au/aboutus/policies/policy-copyright.html
The VCAA provides the only official, up-to-date versions of VCAA publications.
Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au
This publication may contain copyright material belonging to a third-party. Every
effort has been made to contact all copyright owners. If you believe that material
in this publication is an infringement of your copyright please email the Copyright
Officer: vcaa.copyright@edumail.vic.gov.au
Copyright in materials appearing at any sites linked to this document rests with the
author of those materials, subject to the Copyright Act. The VCAA recommends
you refer to copyright statements at linked sites before using such materials.
Edited by Ruth Learner
Cover designed by Chris Waldron of BrandHouse
Desktop published by Julie Coleman
Mathematics
ISBN 978-1-921702-15-0

Version 1: Updated February 2010

Contents

5 Important information
7 Introduction
Rationale
Aims
8 Structure
11 Entry
Duration
Changes to the study design
Monitoring for quality
Safety
12 Use of information and communications technology
13 Key competencies and employability skills
Legislative compliance
14 Assessment and reporting
Satisfactory completion
Authentication
Levels of achievement
16 Units 1 and 2: Foundation Mathematics
17 Areas of study
19 Outcomes
23 Assessment
24 Advice for teachers
36 Units 1 and 2: General Mathematics
37 Areas of study
44 Outcomes
48 Assessment
49 Advice for teachers
65 Unit 1: Mathematical Methods (CAS)
Areas of study
68 Outcomes
71 Assessment
73 Unit 2: Mathematical Methods (CAS)
Areas of study
75 Outcomes
78 Assessment
79 Advice for teachers (Units 1 and 2: Mathematical Methods (CAS))

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 95 Units 3 and 4: Further Mathematics
96 Areas of study
102 Outcomes
108 Assessment
112 Advice for teachers
127 Units 3 and 4: Mathematical Methods (CAS)
129 Areas of study
132 Outcomes
136 Assessment
141 Advice for teachers
159 Units 3 and 4: Specialist Mathematics
161 Areas of study
164 Outcomes
167 Assessment
172 Advice for teachers

Version 1: Updated February 2010

IMPORTANT INFORMATION

Accreditation period
Units 14: 20062014
The extended accreditation commences on 1 January 2010.

Other sources of information

The VCAA Bulletin VCE, VCAL and VET is the only official source of changes to regulations and
accredited studies. The VCAA Bulletin VCE, VCAL and VET, including supplements, also regularly
includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of
the VCAA Bulletin VCE, VCAL and VET. The VCAA Bulletin VCE, VCAL and VET is sent in hard
copy to all VCE providers. It is also available as an e-newsletter via free subscription on the Victorian
Curriculum and Assessment Authoritys website at www.vcaa.vic.edu.au
To assist teachers in assessing School-assessed Coursework in Units 3 and 4, the Victorian Curriculum
and Assessment Authority publishes online an assessment handbook that includes advice on the
assessment tasks and performance descriptors for assessment.
The current years VCE and VCAL Administrative Handbook contains essential information on
assessment processes and other procedures.

VCE providers
Throughout this study design the term school is intended to include both schools and other VCE
providers.

Photocopying
VCE schools only may photocopy parts of this study design for use by teachers.

5 Version 1: Updated February 2010

Introduction

Rationale

Mathematics is the study of function and pattern in number, logic, space and structure. It provides both
a framework for thinking and a means of symbolic communication that is powerful, logical, concise
and precise. It also provides a means by which people can understand and manage their environment.
Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving,
applying, investigating, modelling, and problem posing and solving.
This study is designed to provide access to worthwhile and challenging mathematical learning in a
way which takes into account the needs and aspirations of a wide range of students. It is also designed
to promote students awareness of the importance of mathematics in everyday life in a technological
society, and confidence in making effective use of mathematical ideas, techniques and processes.

Aims

It is an underlying principle of the Mathematics study that all students will engage in the following
mathematical activities:
1. Apply knowledge and skills: The study of aspects of the existing body of mathematical knowledge
through learning and practising mathematical algorithms, routines and techniques, and using them
to find solutions to standard problems.
2. Model, investigate and solve problems: The application of mathematical knowledge and skills
in unfamiliar situations, including situations which require investigative, modelling or problem-
solving approaches.
3. Use technology: The effective and appropriate use of technology to produce results which support
learning mathematics and its application in different contexts.
These three types of mathematical activity underpin the outcomes for each unit of Mathematics. They
are intended to both guide the work of teachers and students throughout Mathematics and to promote
and develop key aspects of working mathematically.

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Introduction mathematics

This study is designed to enable students to:

develop mathematical knowledge and skills;
apply mathematical knowledge to analyse, investigate, model and solve problems in a variety
of situations, ranging from well-defined and familiar situations to unfamiliar and open-ended
situations;
use technology as an effective support for mathematical activity.

Structure

The study is made up of the following units:

Foundation Mathematics Units 1 and 2
General Mathematics Units 1 and 2
Mathematical Methods (CAS*) Units 1 and 2
Further Mathematics Units 3 and 4
Mathematical Methods (CAS) Units 3 and 4
Specialist Mathematics Units 3 and 4
Each unit deals with specific content and is designed to enable students to achieve a set of outcomes.
Each outcome is described in terms of the key knowledge and skills students are required to
demonstrate.
Foundation Mathematics Units 1 and 2 provide continuing mathematical development of students
entering VCE who need mathematical skills to support their other VCE subjects, including VET studies,
and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year.
Foundation Mathematics Units 1 and 2 do not provide a basis for undertaking Unit 3 and 4 studies
in Mathematics.
General Mathematics Units 1 and 2 provide courses of study for a broad range of students and may
be implemented in a number of ways. Students intending to study Specialist Mathematics Units 3
and 4 should be provided with access to a rigorous implementation of General Mathematics Units 1
and 2, which emphasises mathematical structure and the justification of results through general case
arguments.
Mathematical Methods (CAS) Units 1 and 2 have a closely sequenced development of material,
intended as preparation for Mathematical Methods (CAS) Units 3 and 4. Mathematical Methods
(CAS) Units 3 and 4 may be taken alone or in conjunction with either Specialist Mathematics Units 3
and 4 or Further Mathematics Units 3 and 4, and provide an appropriate background for further study
in, for example, science, humanities, economics or medicine.
Further Mathematics Units 3 and 4 are intended to be widely accessible. They provide general
preparation for employment or further study, in particular, where data analysis is important. The assumed
knowledge and skills for Further Mathematics Units 3 and 4 are drawn from General Mathematics
Units 1 and 2. Students who have done only Mathematical Methods (CAS) Units 1 and 2 will also
have had access to assumed knowledge and skills to undertake Further Mathematics.
Specialist Mathematics Units 3 and 4 are normally taken in conjunction with Mathematical Methods
(CAS) Units 3 and 4, and the areas of study extend and develop material from Mathematical Methods
(CAS) Units 3 and 4. Specialist Mathematics Units 3 and 4 are intended for those with strong interests in
mathematics and those who wish to undertake further study in mathematics and related disciplines.

*Computer Algebra System

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mathematics Introduction

The structure of VCE Mathematics is summarised below.

Units 1 and 2

Foundation Mathematics Units 1 and 2 are an alternative to General

Foundation Mathematics
Mathematics Units 1 and 2, Mathematical Methods (CAS) Units
Unit 1 Unit 2
1 and 2. Students who take Foundation Mathematics Units 1 and
2 would not be taking Mathematical Methods (CAS) Units 1 and
2 in the same year, and would not proceed to study a Units 3 and
4 Mathematics in the following year. Some students may choose
to take Foundation Mathematics Units 1 and 2 in conjunction with
General Mathematics Units 1 and 2.

General Mathematics Units 1 and 2 may be taken alone or in

General Mathematics
Unit 1 Unit 2
conjunction with Mathematical Methods (CAS) Units 1 and 2.
They contain assumed knowledge and skills for related material in
Further Mathematics Units 3 and 4. They are strongly recommended,
in addition to Mathematical Methods (CAS) Units 1 and 2, as
preparation for Specialist Mathematics Units 3 and 4.

Mathematical Methods (CAS) Units 1 and 2 may be taken alone or in

Mathematical Methods (CAS)
conjunction with General Mathematics Units 1 and 2. They contain
Unit 3 Unit 4
assumed knowledge and skills for Mathematical Methods (CAS)
Units 3 and 4. Students may complete Mathematical Methods (CAS)
Unit 1 followed by General Mathematics Unit 2. Completing General
Mathematics Unit 1 followed by Mathematical Methods (CAS) Unit
2 is not generally advised without additional preparatory work.

Units 3 and 4

Further Mathematics Units 3 and 4 may be taken alone or in

Further Mathematics
conjunction with Mathematical Methods (CAS) Units 3 and 4. Unit
Unit 3 Unit 4
3 has a prescribed core (Data analysis) and one selected module.
Unit 4 has two selected modules.

Mathematical Methods (CAS) Units 3 and 4 may be taken alone or

Mathematical Methods (CAS)
in conjunction with either Further Mathematics Units 3 and 4 and/
Unit 3 Unit 4
or Specialist Mathematics Units 3 and 4.

Specialist Mathematics Units 3 and 4 are normally taken in

Specialist Mathematics
conjunction with Mathematical Methods (CAS) Units 3 and 4.
Unit 3 Unit 4
Mathematical Methods (CAS) Units 3 and 4 contain assumed
knowledge and skills for Specialist Mathematics Units 3 and 4.

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Introduction mathematics

Some possible combinations of Mathematics units

The following table gives some possible combinations of units for students who continue with
Mathematics at the Units 3 and 4 level.

Units 1 and 2 Units 3 and 4

General Mathematics 1 and 2 Further Mathematics 3 and 4

Foundation Mathematics 1 and Further Mathematics 3 and 4*

General Mathematics 2

Mathematical Methods (CAS) 1 and 2 Mathematical Methods (CAS) 3 and 4

General Mathematics 1 and 2 Mathematical Methods (CAS) 3 and 4, alone

Mathematical Methods (CAS) 1 and 2 or with Specialist Mathematics 3 and 4

General Mathematics 1 Mathematical Methods (CAS) 3 and 4*

Mathematical Methods (CAS) 2

General Mathematics 1 or 2 Mathematical Methods (CAS) 3 and 4, alone

Mathematical Methods (CAS) 1 and 2 or with Specialist Mathematics 3 and 4*

General Mathematics 1 or 2 Mathematical Methods (CAS) 3 and 4, alone

Mathematical Methods (CAS) 1 and 2 or with Specialist Mathematics 3 and 4*

Mathematical Methods (CAS) 1 Further Mathematics 3 and 4

General Mathematics 2

General Mathematics 1 and 2 Further Mathematics 3 and 4

Mathematical Methods (CAS) 1 and 2 Mathematical Methods (CAS) 3 and 4

General Mathematics 1 and 2 Further Mathematics 3 and 4

Mathematical Methods (CAS) 1 and 2 Mathematical Methods (CAS) 3 and 4
Specialist Mathematics 3 and 4

Mathematical Methods (CAS) 1 and 2 Further Mathematics 3 and 4

Mathematical Methods (CAS) 1 and 2 Further Mathematics 3 and 4

Mathematical Methods (CAS) 3 and 4

* for these combinations of units, students should discuss with their school what additional study is advisable with respect to assumed
knowledge and skills for the respective mathematics at Units 3 and 4 level.

In particular, students intending to study both Mathematical Methods (CAS) Units 3 and 4 and Specialist
Mathematics Units 3 and 4 should, in all but the most exceptional cases, prepare by studying both
Mathematical Methods (CAS) Units 1 and 2 and General Mathematics Units 1 and 2. Although it is
possible to prepare for Mathematical Methods (CAS) Units 3 and 4 by studying only Mathematical
Methods (CAS) Units 1 and 2, a much firmer basis is obtained by also studying General Mathematics
Units 1 and 2.

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mathematics Introduction

Entry

There are no prerequisites for entry to Foundation Mathematics Units 1 and 2, General Mathematics
Units 1 and 2 or Mathematical Methods (CAS) Units 1 and 2. However, students attempting
Mathematical Methods (CAS) are expected to have a sound background in number, algebra, function,
and probability. Some additional preparatory work will be advisable for any student who is undertaking
Mathematical Methods (CAS) Unit 2 without completing Mathematical Methods (CAS) Unit 1.
Units 3 and 4 of a study are designed to be taken as a sequence. Students must undertake Unit 3 of a
study before entering Unit 4 of that study.
Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in, or previous
completion of, Mathematical Methods (CAS) Units 3 and 4.
Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All
VCE studies are benchmarked against comparable national and international curriculum.

Duration

Each unit involves at least 50 hours of scheduled classroom instruction.

Changes to the Study design

During its period of accreditation minor changes to the study will be notified in the VCAA Bulletin VCE,
VCAL and VET. The VCAA Bulletin VCE, VCAL and VET is the only source of changes to regulations
and accredited studies and it is the responsibility of each VCE teacher to monitor changes or advice
about VCE studies published in the VCAA Bulletin VCE, VCAL and VET.

MONITORING FOR Quality

As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment
Authority will periodically undertake an audit of Mathematics to ensure the study is being taught and
assessed as accredited. The details of the audit procedures and requirements are published annually
in the VCE and VCAL Administrative Handbook. Schools will be notified during the teaching year of
schools and studies to be audited and the required material for submission.

Safety

This study may involve the handling of potentially hazardous substances and/or the use of potentially
hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in
relation to the health and safety of all students undertaking the study.

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Introduction mathematics

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses for this study teachers should incorporate information and communications
technology where appropriate and applicable to the teaching and learning activities. The Advice for
teachers section provides specific examples of how information and communications technology can
be used in this study.

Mathematics and technology

Developments in mathematics and technology have been linked throughout history. In some cases
developments in mathematics have led to the emergence of new technologies, while in other cases the
use of new technology has stimulated developments in mathematics and its theoretical and practical
applications.
Computation, proof, modelling and problem solving are key mathematical activities, both with respect
to investigation of the structure and theory of mathematics itself, and also in application to practical
contexts. Over time, various technologies have been developed and used to support and further these
investigations and applications, including drawing and construction tools and devices in geometry;
abacuses, counting boards, pen and paper algorithms, diagrams and schema and slide rules for arithmetic
and algebra; and mechanical calculators and devices for arithmetic, algebra, probability and calculus.
Until the 20th century, each of these technologies required human involvement at input, operation,
output and interpretation stages of the process. From the late 1930s, electro-mechanical and electronic
calculators and computers which automatically carry out computations were constructed. From the
1950s, these were further developed into the modern digital calculators and computers with which we
are familiar today. These can carry out various numerical, graphical and symbolic computations and
manipulations, depending on the range and combination of functionalities, programs and mathematically
able software they support. Such technologies have now been used in academia, industry, research,
business and commerce for several decades as tools for investigation, problem solving, modelling
and communication. Increasingly, from the latter part of the 1970s, they have been used in education
to support teaching and learning of the mathematics curriculum.
The use of technology in the senior mathematics curriculum, and in secondary schooling mathematics
assessments, in particular examinations, has evolved over the last several decades as different
technologies have become more widely available, affordable and integrated into mainstream teaching
and learning practice. From the late 1970s, scientific calculators have played a supporting role in
mathematics courses in the senior secondary school. In more recent years, mathematically able software
such as function graphers, spreadsheets, statistics analysis systems, dynamic geometry systems and
computer algebra systems (CAS), on hand-held and computer platforms, have created opportunities
for exploration and analysis not previously accessible to teachers and students.
The appropriate use of technology to support and develop the teaching and learning of mathematics
is to be incorporated throughout each VCE mathematics unit and course, and in related assessments.
This will include the use of some of the following technologies for various areas of study or topics:
graphics and CAS calculators, spreadsheets, graphing and numerical analysis packages, dynamic
geometry systems, statistical analysis systems, and computer algebra systems.
Teachers and students should use these technologies in the teaching and learning of new material,
skills practice, standard applications and investigative work. In conjunction with this, the development
of sound mental skills and by hand skills (that is, using a written algorithm or procedure) is essential
to ensure that students have access to a range of methods, understand the mathematical processes
implemented by technology and can make sensible choices about possible approaches and tools to
use in a given situation. Students also need to develop a strong sense of the reasonableness of results,

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mathematics Introduction

whether obtained with or without the assistance of technology, and be able to recognise equivalent
forms of representation of mathematical expressions. These are complementary aspects of working
mathematically, and a sound understanding of related concepts, skills and processes underpins their
efficient and effective application in different theoretical and practical contexts.
Students are expected to be able to apply concepts, skills and processes, involving computation,
construction, data analysis, symbolic manipulation, solving equations, graph sketching, drawing on
the content from the areas of study, and the key knowledge and skills of the outcomes for each unit and
course as applicable. This work should take place with a clear focus on key aspects of mathematical
reasoning formulation, solution, interpretation and communication.
The Victorian Curriculum and Assessment Authority will specify approved technology for Units 3
and 4 of the VCE Mathematics study on an annual basis.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

This study offers a number of opportunities for students to develop key competencies and employability
skills. The Advice for Teachers section provides specific examples of how students can demonstrate
key competencies during learning activities and assessment tasks.

LEGISLATIVE COMPLIANCE

When collecting and using information, the provisions of privacy and copyright legislation, such as
the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act
1988 and Copyright Act 1968 must be met.

vce study design 13 Version 1: Updated February 2010

 Assessment and reporting

SATISFACTORY COMPLETION

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students performance on assessment tasks designated for the unit. Designated
assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment
Authority publishes an assessment handbook that includes advice on the assessment tasks and
performance descriptors for assessment for Units 3 and 4.
Teachers must develop courses that provide opportunities for students to demonstrate achievement of
outcomes. Examples of learning activities are provided in the Advice for teachers section.
Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as
S (Satisfactory) or N (Not Satisfactory).
Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum
and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional
information on levels of achievement.

Authentication

Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their
knowledge, all unacknowledged work is the students own. Teachers need to refer to the current years
VCE and VCAL Administrative Handbook for authentication procedures.

LEVELS OF ACHIEVEMENT

Units 1 and 2
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and
Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive
statements or other indicators.

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MATHEMATICS Assessment and reporting

Units 3 and 4
The Victorian Curriculum and Assessment Authority will supervise the assessment of all students
undertaking Units 3 and 4.
In the study of Mathematics the students level of achievement will be determined by school-assessed
coursework and two end-of-year examinations. The Victorian Curriculum and Assessment Authority
will report the students level of performance on each assessment component as a grade from A+ to E
or UG (ungraded). To receive a study score, students must achieve two or more graded assessments
and receive S for both Units 3 and 4. The study score is reported on a scale of 050. It is a measure of
how well the student performed in relation to all others who took the study. Teachers should refer to the
current years VCE and VCAL Administrative Handbook for details on graded assessment and calculation
of the study score. Percentage contributions to the study score in Mathematics are as follows:
Further Mathematics
Unit 3 school-assessed coursework: 20 per cent
Unit 4 school-assessed coursework: 14 per cent
Units 3 and 4 examination 1: 33 per cent
Units 3 and 4 examination 2: 33 per cent
Mathematical Methods (CAS)
Unit 3 school-assessed coursework: 20 per cent
Unit 4 school-assessed coursework: 14 per cent
Units 3 and 4 examination 1: 22 per cent
Units 3 and 4 examination 2: 44 per cent
Specialist Mathematics
Unit 3 school-assessed coursework: 14 per cent
Unit 4 school-assessed coursework: 20 per cent
Units 3 and 4 examination 1: 22 per cent
Units 3 and 4 examination 2: 44 per cent
Examination 1 for Mathematical Methods (CAS) Units 3 and 4 and Examination 1 for Specialist
Mathematics Units 3 and 4 are technology free examinations. Details of the assessment program are
described in the sections on Units 3 and 4 in this study design.

vce study design 15 Version 1: Updated February 2010

 Units 1 and 2:
Foundation Mathematics

Version 1: Updated February 2010 16

Units 1 and 2: Foundation Mathematics

Foundation Mathematics provides for the continuing mathematical development of students entering
VCE, who need mathematical skills to support their other VCE subjects, including VET studies,
and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year.
Provision of this course is intended to complement General Mathematics and Mathematical Methods
(CAS). It is specifically designed for those students who are not provided for in these two courses.
Students completing this course would need to undertake further mathematical study in order to attempt
Further Mathematics Units 3 and 4.
In Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts
relating to everyday life, recreation, work and study. Students are encouraged to use appropriate
technology in all areas of their study. These units will be especially useful for students undertaking
VET studies.
The areas of study for Units 1 and 2 of Foundation Mathematics are Space, shape and design, Patterns
and number, Handling data and Measurement.
At the end of Unit 1, students will be expected to have covered material equivalent to two areas of
study. All areas of study will be completed over the two units. Unit 2 can be used to complement
Unit 1 in development of the course material. Some courses may be based on the completion of an
area of study in its entirety before proceeding to other areas of study. Other courses may consist of an
ongoing treatment of all areas of study throughout Units 1 and 2. It is likely that a contextual approach
will lead to the development of implementations that draw on material from all areas of study in each
semester.
In developing courses based on the following areas of study, teachers should give particular attention to
the opportunity for embedding content in contexts based on students VCE (VET) and VCAL studies,
work (part-time or work experience), personal or other familiar situations.

AREAS OF STUDY

1. Space, shape and design

This area of study covers the geometric properties of lines and curves, shapes and solids and their
graphical and diagrammatic representations. Consideration of scale, and labelling and drawing
conventions enables students to interpret domestic, industrial and commercial plans and diagrams.

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Foundation Mathematics Units 1 and 2 MATHEMATICS

This area of study will include:

properties of two-dimensional shapes, including angles and symmetry;
enlargement and reduction of diagrams and models;
two-dimensional scaled plans and diagrams, and plans of three-dimensional objects, including nets
and perspective diagrams;
diagrams which incorporate scale and labelling conventions of relevant dimensions;
plans, models and diagrams and how accurately they depict the object represented.

2. Patterns and number

This area of study covers basic number operations and the representation of patterns in number in
different forms. Consideration of approximation strategies and standard calculations enable students
to obtain estimates and exact values in a variety of common contexts.
This area of study will include:
practical problems requiring basic number operations;
place value in decimal fractions and related metric measures;
decimals and common vulgar fractions and their use in practical contexts;
practical problems containing decimal fractions, fractions and percentages, particularly in making
decisions about money and time in familiar situations;
simple rates in practical contexts such as average speed for a journey, wages for hours worked;
application of approximation strategies to achieve, for example, estimates of materials to be ordered,
travelling time, conversions between units;
the application of formulas to obtain required information in specific contexts (such as the cost of
a taxi fare or the capacity of a swimming pool);
the use of simple symbolic expressions to represent patterns in number and formulas related to
practical applications.

3. Handling data
This area of study covers the collection, presentation and basic analysis of data. Consideration of
different forms of data representation enables students to create appropriate and effective data summaries
and critically interpret common media presentations.
This area of study will include:
the common features, conventions and basic terminology used when interpreting and preparing
information in graphical or tabular form;
interpretation and use of graphs, graphics and tables, including flow charts, timetables, maps and
plans; for example, to:
follow the sequence of operations in a production flow chart;
plan a travel or delivery route;
plan a travel itinerary;
arrange furniture/equipment/stores in accordance with a floor plan;
common methods of presenting data, including:
simple frequency tables;
simple graphs, for example bar and line graphs and pie graphs;
use and interpretation of average (mean, median and mode) and range of a set of data in practical
situations and in the media;
application of technology such as calculators, graphics calculators, computer packages to the
display of data in various forms such as bar graphs, line graphs and pie graphs.

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mathematics Foundation Mathematics Units 1 and 2

4. Measurement
This area of study covers the use of the metric system in familiar and everyday measurement activities.
Consideration of conventions and practices for degree of accuracy and the use of appropriate units
enable students to make measurements relevant to a variety of common contexts.
This area of study will include:
measurement and the metric system;
reading, recording and analysing digital and analog instrument scales;
workplace problems involving metric measurement with consideration of required accuracy and
tolerances, rounding and approximation strategies;
measurement applications, including:
using counting and estimating strategies to determine the amount of items/parts/products
purchased or produced;
quantity calculations and estimations of required materials from plans and specifications; for
example, determination of amount of carpet from a plan;
providing estimates of time for task completion;
measuring and estimating required quantities for specific activities, including cases where
original quantities are increased or decreased; for example, determine ingredients for a meal
for six people from a recipe for four people.

OUTCOMES

For each unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all of the selected areas of study for each unit. For each of Unit 1 and Unit 2,
the outcomes apply to the content from the areas of study selected for that unit.

Outcome 1
On completion of this unit the student should confidently and competently use mathematical concepts
and skills from the areas of study.

Space, shape and design

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.

Key knowledge
This knowledge includes
names and properties of common geometric shapes in two dimensions and three dimensions;
forms of two-dimensional representations of three-dimensional objects, including nets and
perspective diagrams;
symbols and conventions for the representation of geometric objects; for example, point, line, ray,
angle, diagonal, edge, curve, face and vertex;
symbols and conventions for related measurement units.

Key skills
These skills include the ability to
interpret plans, diagrams and their conventions;
represent three-dimensional objects in diagrams;

vce study design 19 Version 1: Updated February 2010


Foundation Mathematics Units 1 and 2 MATHEMATICS

assemble three-dimensional objects from plans, instructions or kits;

describe objects using accurate and appropriate geometric language;
create patterns based on regular two-dimensional shapes and combinations of these shapes;
use drawing equipment, computer drawing packages or geometry software to create and modify
shapes and designs.

Patterns and number

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
decimal place value basis of number scales;
arithmetic operations and what they represent (sum, difference, product, quotient);
equivalent forms for expressing the same quantity; for example, fractions, decimals, percentages;
levels of accuracy required for a particular problem or context;
relationship between quantities and related formulas.

Key skills
These skills include the ability to
apply arithmetic operations, according to their correct order;
decide whether answers to mathematical problems are reasonable;
use leading digit approximation to obtain estimates of calculations;
use a calculator for multi-step calculations;
check results of calculations for accuracy;
recognise the significance of place value after the decimal point;
evaluate decimal fractions to the required number of decimal places;
round up or round down numbers to the required number of decimal places;
convert vulgar fractions into equivalent decimal fractions, using a calculator;
compare and order decimal fractions;
calculate percentages using a calculator;
solve problems which require the application of decimal fractions; for example, the calculation of
money in relation to practical contexts;
substitute correct values into formulas and perform related calculations.

Handling data
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.

Key knowledge
This knowledge includes
features of graphs, tables, maps and plans;
key terminology used in relation to graphs, maps, sketches, plans, charts and tables;
purposes for using different forms of data;
conventions for correct labelling of graphs, choice of scales and units;

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mathematics Foundation Mathematics Units 1 and 2

data collection in a variety of contexts and for a variety of purposes; for example, keeping personal
records for budgeting, keeping records for taxation purposes, gathering opinions through surveys
and questionnaires for determining customer/employee satisfaction, monitoring quality control of
a production process;
key features which pertain to a range of visual presentations;
types of data (categorical and numerical) and appropriate forms of representation;
use and interpretation of mean and median as average, and range as spread;
categories into which information can be sorted.

Key skills
These skills include the ability to
present information in appropriate visual forms and distinguish between information presented in
graphical and tabular formats;
distinguish between graphs, maps, sketches, plans, charts and tables;
use key terminology in relation to graphs, maps, sketches, plans, charts and tables;
accurately read graphs, maps, sketches, plans, charts and tables of common objects;
determine mean, median and range of a set of data using technology;
transfer information from one form of representation to another (for example, table to graph and
vice versa).

Measurement
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 4.

Key knowledge
This knowledge includes
definitions of common metric units of length, area, volume, and mass;
relative scale of metric units, for example mm, cm, m, km;
rules for rounding to a specified degree of accuracy;
conversion factors for representing common metric quantities in decimal form;
procedures for estimation and calculation.

Key skills
These skills include the ability to
identify common notation for metric measurement;
use a variety of metric units for capacity (mL, L);
use the metric length system with a variety of metric units (mm, cm, km);
estimate metric weight using appropriate units;
demonstrate an appropriate unit for measurement for particular applications;
select appropriate standard measurement for length, width, perimeter, area, surface area, volume,
height and weight;
calculate and interpret areas, surface areas and volumes;
use standard units and common conversions;
calculate accurately and efficiently;
use decimals and metric measure, for example money, weight and/or capacity to make calculations.

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Foundation Mathematics Units 1 and 2 MATHEMATICS

Outcome 2
On completion of this unit the student should be able to apply and discuss mathematical procedures to
solve practical problems in familiar and new contexts, and communicate their results.

To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.
Key knowledge
This knowledge includes
the use of relevant and appropriate mathematics in areas relating to their study, work, social or personal
contexts;
commonly encountered uses of mathematics in aspects of everyday life;
commonly used methods of presenting and communicating mathematics in everyday life (for example,
charts, graphs, maps, tables and plans).

Key skills
These skills include the ability to
identify and recognise how mathematics can be used in everyday situations and contexts, making
connections between mathematics and the real world;
undertake a range of mathematical tasks, applications and processes, including measuring, counting,
estimating, calculating, drawing, modelling and discussing;
interpret results and outcomes of the use and application of mathematics in a context, including
how appropriately and accurately they fit the situation;
represent, communicate and discuss the results and outcomes of the use and application of
mathematics in context.

Outcome 3
On completion of this unit the student should be able to select and use technology to apply mathematics
in a range of practical contexts.

To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.
Key knowledge
This knowledge includes
order of operations built into technology;
limits of settings which are required for effective use of technology; for example, viewing windows
for graphs, dimensions of lists, and related menus;
forms of data representation using technology;
the appropriate selection of technology for a given context.

Key skills
These skills include the ability to
use a calculator for computation whenever necessary;
produce tables of values, graphs, diagrams or collections of data which relate to specific
contexts;
organise and present information in a clear and useful form;
interpret and discuss data produced by different technologies in various tabular, graphical or
diagrammatic forms.

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mathematics Foundation Mathematics Units 1 and 2

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1and 2 must be based on the students performance on
a selection of assessment tasks. Where teachers allow students to choose between tasks they must
ensure that the tasks they set are of comparable scope and demand.
Demonstration of achievement of Outcomes 1 and 2 must be based on a selection of the following
tasks:
investigations and projects; for example, a report on an application or use of mathematics such as,
costing of a birthday party, budgeting for a holiday, a survey of types of television programs, or
design of a car park;
assignments, summary or review notes of mathematics that students have encountered in their
work or study; for example, a written or multimedia or an oral presentation of wages calculations,
materials estimation for a task, personal budgeting; and
tests of mathematical skills developed from investigations.
For each unit demonstration of achievement of Outcome 3 must be based on the students performance
on a selection of tasks which incorporate the effective and appropriate use of technology in contexts
related to topics in the selected material from the areas of study. This could, for example, include use
of a CAD package in a design task, or presentation software to report on an investigation.
The achievement of this outcome should be assessed on student demonstration of the key knowledge
and skills in carrying out technology-based mathematical tasks within the assessment tasks for
Outcomes 1 and 2.

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 Advice for teachers (Foundation
Mathematics Units 1 and 2)

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the knowledge required for
the demonstration of each outcome. Outcomes are introduced by summary statements and are followed
by the key knowledge and skills which relate to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to develop
the knowledge and skills identified in the outcome statements in each unit.
For Units 1 and 2, teachers must select assessment tasks from the list provided. Tasks should provide a
variety and the mix of tasks should reflect the fact that different types of tasks suit different knowledge
and skills, and different learning styles. Tasks do not have to be lengthy to make a decision about
student demonstration of achievement of an outcome.
In determining a course of study for Foundation Mathematics teachers are encouraged to embed content
in contexts which are meaningful and of interest to the students. A variety of approaches could be
used to achieve this. Sometimes teachers will use an extended, practical investigation that could be
undertaken to develop specific mathematical knowledge and skills related to the course. At other times,
teachers may introduce the key knowledge and skills associated with part of the area of study and then
provide opportunities to apply the knowledge and skills in shorter projects and investigations.
Two approaches to course organisation are shown here to highlight alternative approaches that can
deliver a suitable program. Both sample courses could be used in either semester to enable all outcomes
to be demonstrated.

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mathematics Foundation Mathematics Units 1 and 2

Sample course A

Topic 1: Cars
Weeks 1 to 3 Cars: Buying a car Areas of study

Investigate the costs of buying a used car, given a realistic Patterns and number
budget and income, and using at least two different modes Handling data
of paying off the purchase (cash; personal loan, credit card,
finance company, etc.); take into account deposit and ability
to pay off the outstanding debt. Document the two methods
and report on the differences, and discuss advantages and
disadvantages of each.
Supporting teaching activities:
demonstrate and discuss how mathematics is embedded
in everyday situations in order to be able to identify what
maths to use in order to solve problems
revise fractions, decimals, percentages and related
calculations, and use of calculators and spreadsheets.
model and discuss methods of reporting and
communicating results of mathematical investigations.

Weeks 4 and 5 Extension and follow up applications students negotiate a Areas of study
project along the lines of:

Prepare a budget and plan for an end of term BBQ for between Patterns and number
100 people and 200 students. Include a timeline of tasks to be Handling data
completed. Work out a cost per student that includes a profit in
order to donate it to a good cause.
Investigate and report on drink driving issues such as:
standard drinks and driving on P-Plates
accidents and drink driving research, find and report on
statistics of accidents and drink driving.
Investigate mobile telephone charges. Make a comparison of
costs for a given number of calls or a given time of calls in a
year, include cost of purchasing the phone, rental or service
charge as well as call costs.

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Foundation Mathematics Units 1 and 2 MATHEMATICS

Topic 2: Gardening and landscaping

Weeks 6 to 8 Students select a garden area of the school yard (or a local Areas of study
community venue such as a kindergarten, primary school, Space, shape and design
hall) that needs redevelopment and replanting. They design Patterns and number
and cost for its redesign with a scale plan with specified Measurement
dimensions, and include costs for edging the garden beds,
new soil or bark chips and plants. Costs are researched by
visiting suppliers or using the Internet.
Supporting teaching activities:
demonstrate and discuss how mathematics is embedded
in everyday situations in order to be able to identify what
maths to use in order to solve problems
review common geometric shapes, and similarity and
symmetry properties. Identify these shapes in common
objects such as in containers, packaging and design
review and teach about scale drawings and plans
revise metric measurements and calculation of areas and
volumes
model and discuss methods of reporting and
communicating results of mathematical investigations.

Weeks 9 and 10 Extension and follow up applications students choose a Areas of study
project along the lines of:
Plan and cost for the painting of a room in the school or their Space, shape and design
own room at home (or at the same venue as above). Include Patterns and number
an estimate of the time needed to undertake the task. Use a Measurement
scale drawing of the rooms to calculate the areas of walls to
be painted. Base it on actual costs researched by visiting
hardwares or from information gathered from the Internet.
Plan and cost for sowing grass in an area of the school yard
(or a local community venue such as a kindergarten, primary
school, hall). Design and cost a backyard with specified
dimensions, including paving, laying lawn, edging garden beds
and providing service area for rubbish bins or compost.

Topic 3: Sport
Areas of study
Weeks 11 to 14 Investigate your favourite sport and undertake the following
types of analysis and reporting:
Draw a scale plan of a playing field/area for the sport Space, shape and design
accompanied by a written description. Patterns and number
Investigate and analyse the scoring system for your sport, Handling data
and generalise the scoring into an algebraic sentence and Measurement
equation.
Write (and draw/illustrate) an explanation for the scoring in
the game for someone who has never seen a game of your
sport before.
Research and find statistics for one team in your
chosen sport in at least two different games in the same
competition. Compare the two results. Represent them
graphically and analyse them in terms of averages (mean,
median and mode).

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mathematics Foundation Mathematics Units 1 and 2

Supporting teaching activities:

Demonstrate and discuss how mathematics is embedded
in everyday situations in order to be able to identify what
maths to use in order to solve problems.
Teach, review and model data and statistical analysis tools,
including data collection and representation (raw data,
tables, graphs) and mean and median.
Review and teach how data can be displayed graphically,
e.g. by using technology, spreadsheet or graphics
calculator.
Review, teach and model how algebra can be used to
generalise in familiar activities and how you can substitute
into such formula to calculate results for any situation.
Model and discuss methods of reporting and
communicating results of mathematical investigations.

Weeks 15 and 16 Reflection and/or follow up: Areas of study

Students prepare and present a brief individual report to the Depends on topics chosen
whole class on their favourite maths project/investigation
for the semester, reflecting on why they liked it and what
mathematics they learned and applied. The presentation can
be oral, visual or written.
And/or:
Students actually undertake one of the projects they
investigated, like planting the garden, holding the BBQ, etc.

Sample course B

In this outline, each area is studied sequentially with two weeks allotted to teaching knowledge and
skills and then two weeks for investigations which incorporate this mathematics.

Space, shape and design

Weeks 1 and 2 Review common geometric shapes, and similarity and
symmetry properties. (Circles, squares, triangles, cuboids,
cylinders and pyramids.) Identify these shapes in common
objects, in containers, packaging and design.
Identify features of buildings from perspective drawings and
floor plans.
Revise metric measurements and calculation of areas and
volumes.

Weeks 3 and 4 A selection of investigations, culminating in a written report, a

chart or display prepared on a computer, or an oral report.

Investigations
Classroom space
In an investigation of the classroom space and the playground
space in a school, the following questions are posed:
Do students have the same amount of space in different
classrooms?
What are the key features that determine the amount of
space available to students?

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Foundation Mathematics Units 1 and 2 MATHEMATICS

When agreement is reached on the meaning of space in these

questions, students begin collecting appropriate data. Working
in groups and sharing the tasks may be an efficient way to
work. The teacher may provide some data such as class sizes,
ceiling heights, a scaled plan of the school. The students will
make some measurements, and in some cases they may
estimate distances by pacing out the perimeters of the spaces.
Students then investigate ways of maximising the space
available for specific purposes. For example:
What room dimensions are possible for a given amount of
wall space? What dimensions would be recommended?
Consideration should be given to a range of factors besides
simple maximisation of floor area or room volume. The
findings may be presented in a written or an oral report. Some
diagrams or scale drawings with appropriate use of units of
measurement may be required.

Energy efficient houses

An investigation of energy efficiency in houses.

Houses with most of the windows facing north will be warmer
in winter and cooler in summer than houses with south facing
windows (cold in winter) or west (hot in summer).
Students are required to measure the area of the windows in
their house and show the aspect of their house from each of
the four compass points in sketches or scale drawings.
Calculations of the proportion of window area facing north
for the whole house can be made, and all results for the class
combined. Some decisions on how to group the data will be
needed.
Teachers may need to collect some house plans to give to
students who are unable to make their own measurements.

Parklands

How green is our local area? Use a transparent grid overlay to

estimate the fraction of parkland shown on a page of a street
directory. Using the scale shown in the street directory, find
the areas represented by a page. Calculate the area of the
parkland from the fraction.
A comparison of different suburbs can be made if class results
are shared.

Centres of shapes

Finding the centre of a triangle. Mark a triangle in the long

jump pit and bury a chocolate bar at the centre. Each student
has one chance to dig with a small spade to find the centre of
the triangle. Students can use paper triangles and fold from a
vertex to the midpoint of the opposite side to find the centre.
They may also use folding of other shapes to find the centre
which may be defined as the balance point.

Scale and area

A spreadsheet or dynamic geometry systems can be used

to investigate the changes in area of circles, triangles, and
rectangles as their dimensions are doubled, halved or trebled.
Geometric designs with given or calculated proportions can be
produced.

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mathematics Foundation Mathematics Units 1 and 2

Paving plans

Draw up a plan to pave a BBQ area with rectangular pavers or

a mixture of square and rectangular pavers.

Patterns and number

Weeks 5 and 6 Revise simple fractions, decimals, percentages, and ratio as an
extension of fractions.
Basic calculations, order or operations (calculators are used for
all operations).
Test on skills and their applications in routine questions.

Weeks 7 and 8 Investigations

Booklists
Use the school booklist for Year 11 with the new price of
books, to prepare a price list for the second-hand book sale.
Assumptions need to be discussed, a reasonable price may
be two-thirds of the original price, prices may be given to the
nearest dollar to make giving change easier.
The odd cents
Collect a detailed docket from a supermarket with at least
twenty items. Calculate the price if all individual items are
rounded to the nearest five cents. Write out a new docket with
the rounded prices, calculate the total. Compare it with the
original total; express the difference as a percentage. Collect
all the data from the class and determine what proportion of
dockets have a lower total if the prices are rounded item by
item.
Costing a party
This investigation can be extended or reduced and is suitable
for group work.
Investigate the cost of an eighteenth birthday for say 50 or
100 guests at three different venues: at home, fully catered at
a commercial venue or a less formal arrangement as in hiring
a local hall and contracting out the catering. Assumptions
need to be discussed such as quantities of food and drink per
person, and provision of music. A unit cost can be calculated
and compared for the six cases.
For each case, express the component costs as percentages.
A spreadsheet may be used to present the information.

Handling data
Weeks 9 and 10 Review the ways in which data can be displayed graphically.
Information given can be displayed graphically using
technology, spreadsheets or graphing calculators.
Convert tables to a graphical display, and present information
given in a graphical display as a table or chart either in full or
for a selected purpose.

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Foundation Mathematics Units 1 and 2 MATHEMATICS

Investigations
Data collection and analysis
Use data provided to show the distribution of road accidents
month by month and according to the age of drivers.
Measure reaction time of class members using the dropped
ruler method for each member of the class, display and
analyse results.
Measure body lengths such as hand-span, shoulder height,
arm length and then group data to display results. Provide a
picture of the average person.
Interpreting flowcharts
Set up flowcharts for tasks such as developing a photograph,
colouring hair, cleaning and oiling a skateboard, mending a
bicycle tyre puncture, assembling ingredients and cooking a
cake.

Measurement
Weeks 13 and 14 Review measurement in metric units from previous work.
Measure temperatures in degrees Celsius.
Review scale for plans and drawings.
Calculate costs for multi-task projects.
Estimate time to complete multi-task projects.

Weeks 15 and 16 Investigation

Given the floor plan of a house and a price list for different floor
finishes and coverings, set up a spreadsheet to calculate the
cost for each room and the total cost. Use the spreadsheet to
investigate the cost by varying the type of material used such
as using carpet instead of polishing the floors.

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for Foundation Mathematics, teachers should
make use of applications of information and communications technology and new learning technologies,
such as computer-based learning, multimedia and the World Wide Web, where appropriate and
applicable to teaching and learning activities.
The World Wide Web will often be the source of mathematical information and data that forms the
basis of students research as part of data collection and investigative tasks.
In Foundation Mathematics the student should be able to select and use appropriate technology to
apply mathematics to a range of practical contexts. These skills include the ability to:
use a calculator for computation whenever necessary;
produce tables of values, graphs, diagrams or collections of data which relate to specific
contexts;
organise and present information in a clear and useful form;
interpret and discuss data produced by different technologies in various tabular, graphical or
diagrammatic forms.

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mathematics Foundation Mathematics Units 1 and 2

Students should also know:

order of operations built into technology;
limits of settings which are required for effective use of technology; for example, viewing windows
for graphs, dimensions of lists, and related menus;
forms of data representation using technology;
the appropriate selection of technology for a given context.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the study, typically demonstrate the following key competencies and employability
skills.

Assessment task Key competencies and employability skills

Investigations and projects Planning and organising, problem solving, using mathematical ideas and techniques,
(written) communication, self management, team work, use of information and
communications technology

Assignments and analysis tasks Planning and organising, problem solving, using mathematical ideas and techniques,
use of information and communications technology

Tests Using mathematical ideas and techniques, use of information and communications
technology

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. Extended examples
are highlighted by a shaded box. The examples that make use of information and communications
technology are identified by this icon .

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Foundation Mathematics Units 1 and 2 MATHEMATICS

Units 1 and 2: Foundation Mathematics

Area of study 2: Patterns and number

Outcome 1 Examples of learning activities

Confidently and identify correct order of operations and check results with an appropriate
competently use calculator
mathematical skills
from the areas of convert metric distances (e.g. on a floor plan) from millimetres to metres
study.
divide a given amount of money (less than $100) ten ways (or five ways) without a
calculator

divide an amount of money or a metric distance (e.g. three or seven ways) and
round results to two decimal places using a calculator

use a given formula to calculate the area of a triangle to a given degree of

accuracy

practice rounding off the cost of supermarket items

list qualities for the ingredients of a standard recipe which has been increased (or
decreased)

calculate wages due for a work period that includes overtime or above-award time

compare different cost/rental schemes for mobile phones

Area of study 1: Shape, space and design

Outcome 2 Examples of learning activities

Apply and discuss identify geometrical shapes used in a variety of tiling patterns
mathematical
procedures to solve develop several tiling patterns (or tesselations) using a combination of (regular)
practical problems geometric shapes
in familiar and
new contexts, and devise a scaled floor plan of a classroom or room in a house
communicate their
results. use isometric conventions to represent a three-dimensional object

contrast and evaluate several tourist maps of the central business district

compare pencil and paper procedures for drawing a regular polygon

(e.g. a hexagon) with those required for a computer drawing package

estimate the amount of parkland in a given area of a town or city

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mathematics Foundation Mathematics Units 1 and 2

Area of study 1: Space, shape and design

Outcome 3 Examples of learning activities

Select and use use a spreadsheet to represent a formula (e.g. area of a circle) and to calculate
technology to apply specific values given other known values
mathematics to a range
of practical contexts. use timetables (e.g. air, rail or bus) obtained from a web page to plan a journey
allowing sufficient time for changeover between different modes

devise procedures to draw different regular polygons using a computer drawing

package

investigate changes in areas of circles, triangles and rectangles as their

dimensions are doubled, trebled or halved

generate different net representations of a given three-dimensional object

use several computer-generated perspectives of an object or location

use a computer drawing package to create a family of related shapes or to modify

a given shape

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Foundation Mathematics Units 1 and 2 MATHEMATICS

Investigation 1: Gardening and landscaping

Detailed example

Sample Course A, Topic 2

Students select a garden area of the school yard (or 7. Visit a hardware store or use the Internet to find
a local community venue such as a kindergarten, the prices and cost of materials and plants.
primary school, local hall) that needs redevelopment
8. Use the prices to calculate the total cost of the
and replanting.
job.
Start with an initial class discussion of the task
9. If practical and resources can be found or
and decide what it involves consider the various
financed, undertake the task.
tasks in order for the redevelopment and replanting
of a garden or a lawn. Explain that the task is to 10. Record and report on the task, include plans,
be undertaken by students preferably working in costings and photos if possible.
small groups. Use this as an opportunity to identify
Supporting teaching activities:
the maths skills required to complete the task,
in readiness for intergrating the teaching of the Demonstrate and discuss what mathematics
necessary maths skills as they progress through the is involved in an everyday situation such as
activity. landscaping and gardening, including drawing
scale diagrams, in estimating and measuring,
Establish with the group that the task includes the
in calculating areas and volumes, in calculating
following stages (which could be drawn up as a
costs, etc.
worksheet of instructions, depending on student
skill levels): Review common geometric shapes, and
similarity and symmetry properties. Identify
1. Choose the area to be redeveloped/planted and
these shapes in common objects in buildings,
get teacher approval.
containers, packaging and design. Link to
2. Draw a scale plan of the area with annotated Stages 2 and 3.
dimensions.
Review and teach about scale drawings and
3. Describe and name the design and shapes of plans. Link to Stage 2.
the area.
Revise metric system, estimating and taking
4. Specify details of what work needs to be measurements and calculation of areas and
completed and what materials would be volumes. Link to Stages 2, 4, 5, 6 and 7.
required (e.g. soil, sand, bark chips, edging,
Review, teach and model how algebra can be
plants, lawn seeds, etc.).
used in familiar situations and how you can
5. Calculate actual lengths, areas and volumes of substitute into formula to calculate in this case
materials needed. areas and volumes. Link to Stages 4, 5, 6 and 8.
6. Determine the number of plants or lawn seeds Revise fractions, decimals and related
required, taking into account the space each calculations. Link to Stages 2, 4, 5, 6, 7 and 8.
requires etc.

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mathematics Foundation Mathematics Units 1 and 2

Investigation 2: Medication dose

Detailed example

A particular medication is manufactured in solid and 5 12 Elixir (48mg/1mL 100mL bottle)

liquid forms. Liquid forms are used in particular for
children, as either drops or elixir, with different Age (years) Average weight (kg) Dose (mL)
concentrations and dosages depending on age
range and weight. There are four main age ranges: 56 18.5 20.5 6

0 1 Drops 67 20.5 22.5 67

1 5 Elixir (24mg/1mL 100mL bottle)
78 22.5 25.0 78
Age (years) Average weight (kg) Dose (mL)
89 25.0 28.5 89
12 10.2 12.6 68
9 10 28.5 32.5 9 10
23 12.6 14.7 89
10 11 32.5 37.0 10 11
34 14.7 16.5 9 10
11 12 37.0 41.5 11 12
45 16.5 18.5 10 12
Where the weight of the child exceeds 41.5 kg, the medication
dose is to be calculated at a rate of 15mg/kg of body weight.
5 18.5 20.5 12 13
a) Construct a line graph which could be used to
Where the weight of the child exceeds 20.5 kg, the medication predict the dose for different weights within the
dose is to be calculated at a rate of 15mg/kg of body weight. average weight range listed above, and use it to
a) Construct a line graph which could be used to predict the doses for several different weights
predict the dose for different weights within the within this range.
average weight range listed above, and use it to b) Calculate the dose for a 55 kg child.
predict the doses for several different weights
within this range. c) Compare the doses for a child weighing 20.5 kg
for both tables.
b) Calculate the dose for a 25 kg child.
d) Find a simple formula for calculating the
c) What would be the predicted dose for an 8 kg medication dose for a child in this weight range.
child, if this relationship were to be used? Check the predicted dose from your formula
d) Find a simple formula which can be used to with that of your graph, for several different
calculate the dose for a child in this weight average weight values.
range. Check the predicted dose from your e) What would be the required dose for a person
formula with that of your graph, for several of your own body weight?
different average weight values.
12 Adults (Tablets)
e) What would be the required dose for a person
of your own body weight? Other areas for consideration

As children grow older, it is not practical to keep Students could investigate dose rates associated
increasing the volume of the dose, since it will with well-known medications, such as pain
gradually become too much to comfortably swallow. relievers, across different weight and age groups,
For older children the concentration of the elixir is and in different formulations.
increased, and the volume of the dose adjusted
In particular, technology could be used to create
accordingly.
tables and graphs to display data, and to predict
values from formulas.

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 Units 1 and 2:
General Mathematics

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Units 1 and 2: General Mathematics

General Mathematics provides courses of study for a broad range of students and may be implemented
in a number of ways. Some students will not study Mathematics beyond Units 1 and 2, while others
will intend to study Further Mathematics Units 3 and 4. Others will also be studying Mathematics
Methods (CAS) Units 1 and 2 and intend to study Mathematical Methods (CAS) Units 3 and 4 and,
in some cases, Specialist Mathematics Units 3 and 4 as well. The areas of study for Unit 1 and Unit 2
of General Mathematics are Arithmetic, Data analysis and simulation, Algebra, Graphs of linear
and non-linear relations, Decision and business mathematics and Geometry and trigonometry.
Units 1 and 2 are to be constructed to suit the range of students entering the study by selecting material
from the six areas of study using the following rules:
for each unit, material covers four or more topics selected from at least three different areas of
study;
courses intended to provide preparation for study at the Units 3 and 4 level should include selection
of material from areas of study which provide a suitable background for these studies;
selected material from an area of study provide a clear progression in key knowledge and key skills
from Unit 1 to Unit 2.
The appropriate use of technology to support and develop the teaching and learning of mathematics is to
be incorporated throughout the 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.

AREAS OF STUDY

1. Arithmetic
This area of study covers applications of arithmetic involving natural numbers, integers, rational
numbers, real numbers and complex numbers, matrices and sequences and series.

Matrices
This topic will include:
definition of a matrix;
matrix addition, subtraction, multiplication by a scalar and multiplication of matrices;
identity and inverse matrices and their properties;

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applications of matrices in contexts such as stock inventories, solving simultaneous linear equations,
transformations of the plane or networks;
calculator or computer applications for higher-order matrices.

Integer and rational number systems

This topic will include:
review of properties and computation with natural numbers, integers, and rational numbers;
forms of representation including, for example, products of powers of primes, decimal place value,
equivalence of decimal and fractional forms (terminating and infinite recurring decimals for rational
numbers);
geometric representation of natural numbers, integers and rational numbers (by similarity) on a
number line;
application of integer arithmetic and rational number arithmetic to:
divisibility and modular arithmetic, clocks, calendars and time zones;
computation in practical situations involving small and large numbers using scientific
notation;
ratio, proportion and percentage applications such as map scales, dilution factors, medicine
doses, gear ratios, currency exchange rates, measurement conversion rates and other rates of
change.

Real and complex number systems

This topic will include:
definition and properties of real and complex number systems;
irrational numbers and complex numbers as roots to quadratic equations;
the golden ratio , its geometric interpretation, and rational approximations to its exact value;
geometric representation of irrational numbers that are roots to quadratic equations on the real
number line and representation of complex numbers on an argand diagram;
operations with irrational numbers of the form a + bn where a, b are rational numbers and n is a
positive integer which is not a perfect square;
operations with complex numbers of the form a + bi where a, b are rational numbers and i2 = -1.

Sequences and series

This topic will include:
sequences and series as maps between the natural numbers and the real numbers, and the use of
technology to generate sequences and series and their graphs;
sequences generated by recursion: arithmetic (tn + 1 = tn + d), geometric (tn + 1 = rtn) and fixed point
iteration (for example t1 = 2, tn + 1 = tn2; t1 = 0.5, tn + 1 = 0.8tn(1 tn));
practical applications of sequences and series, such as financial arithmetic, population modelling
and musical scales.

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2. Data analysis and simulation

This area of study covers the display, summary, and interpretation of univariate and bivariate data,
and the design, construction and evaluation of probability simulation models.

Univariate data
This topic will include:
categorical data and numerical data;
data displays and their interpretation: frequency tables and bar charts for categorical data; dot plots,
stemplots, frequency tables and histograms (including relative frequency, percentage frequency
and cumulative frequency) for numerical data;
summary of numerical data using measures of central tendency and spread: mean, median and
mode, range, interquartile range (IQR), variance and standard deviation;
five-number summary for a set of data {minimum, Q1, Q2 = median, Q3, maximum} and its
graphical representation by boxplot.

Bivariate data
This topic relates to work in the Linear graphs and modelling topic from the Graphs of linear and
non-linear relations area of study and will include:
scatterplots;
informal interpretation of patterns and features of scatterplots;
correlation and regression:
use and interpretation of the quadrant, q, correlation coefficient;
fitting a line to data with an appropriate linear association for a dependent variable with respect to
a given independent variable, by eye and using the two mean method, determining the equation
of this line, and using this equation for prediction. Informal consideration of closeness of fit
(how close the data points are to the fitted line).

Simulation
This topic will include:
random experiments, events and event spaces;
probability as an expression of long run proportion;
stages in using a simulation in a mathematical model: formulation, solution, interpretation,
validation, improvement of model;
types of simulations:
bernoulli and markov trials;
simple queueing problems;
multi-event problems (for example, traffic lights, games, lotto, card collecting).

3. Algebra
This area of study includes linear and non-linear relations and equations and algebra and logic.

Linear relations and equations

This topic will include:
substitution and transposition in linear relations, such as temperature conversion;
the solution of linear equations, including literal linear equations;
developing formulas from word descriptions, substitution of values into formulas;

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the construction of tables of values from a given formula using technology;

linear relations defined recursively and simple applications;
the algebraic and graphical solution of simultaneous linear equations in two variables;
solution of worded problems involving a linear equation or simultaneous linear equations in two
variables.

Non-linear relations and equations

This topic will include:
substitution and transposition in non-linear relations, such as volume mensuration formulas,
radiation intensity and distance and simple logarithmic scales;
developing formulas from word descriptions, substitution of values into formulas;
the construction of tables of values from a given formula by use of calculator, computer algebra
system or spreadsheet;
the solution of non-linear equations using algebra, tables, graphs and simple numerical approaches
such as bisection, secants or simple iteration (including the use of continued fractions to approximate
the irrational roots of a quadratic equation) to determine a root for an equation over an interval in
which it is known to exist;
solution of word problems using non-linear equations;
the solution of simultaneous equations arising from the intersection of a line with a parabola, circle
or rectangular hyperbola, and their solution using algebra, graphs, tables and simple iteration.

Algebra and logic

This topic will include:
propositions, connectives and truth tables;
tautologies, validity and proof patterns;
the application of proof to number patterns and algebra;
electronic gates and circuits;
laws and properties of boolean algebra;
boolean algebra and its application to circuit simplification.

4. Graphs of linear and non-linear relations

This area of study covers the sketching and interpretation of linear and non-linear graphs, modelling
with linear and non-linear graphs, variation and a numerical and graphical approach to rectilinear
motion.

Linear graphs and modelling

This topic will include:
determining gradients, intercepts and the equations of straight lines from graphs;
plotting and sketching straight lines given an equation;
determining points of intersection of straight line graphs by graphical and algebraic methods;
simple applications of linear modelling, such as fitting a line of best fit by eye to data values,
identifying the equation of best fit, use of this line for prediction, informal discussion of closeness
of fit;
the construction and interpretation of line segment graphs;
graphs of linear inequalities.

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Sketching and interpreting linear and non-linear graphs

This topic will include:
sketching relations in the cartesian plane from descriptions, equations or formulas and identifying
their key features;
sketching relations in the cartesian plane from rules and tables of values;
polar coordinates and polar graphs;
interpreting graphical representations of practical data;
graphical representation of circles, ellipses, parabolas and hyperbolas; sketch graphs, including
focus-directrix properties;
sketching graphs by addition of ordinates; identifying asymptotes;
sketching the graph of reciprocal and square relations from the graph of a simple relation.

Variation
This topic will include:
numerical, graphical and algebraic approaches to direct, inverse and joint variation;
transformation of data to establish relationships between variables, for example, x2, 1x to linear;
modelling of given non-linear data using the relationships y = kx2 + c, y = kx + c, where k is a
positive real number;
modelling of data using the logarithmic function y = alog10(x) + b, where a is a positive real
number.

Kinematics
This topic will include:
diagrammatic and graphical representation of empirical position-time data for a single particle in
rectilinear motion, including examples with variable velocity (data may be obtained by a student
moving along a 100 metre tape according to a given set of instructions, data logging or previous
experimental data);
graphical modelling and numerical analysis of position-time and velocity-time relationships based
on continuous hybrid functions formed by straight line segments, including consideration of average
velocity and distance traveled over an interval;
modelling and analysis of rectilinear motion under constant acceleration, including use of constant
acceleration formulas: v = u + at, v2 = u2 + 2as, s = 12 (u + v)t and s = ut + 12 at2;
qualitative graphical analysis of the relationship between position-time, velocity-time and
acceleration time graphs for simple cases of rectilinear motion involving variable acceleration;
numerical approximation to instantaneous rate of change of a function f at time t = a by evaluation
of the central difference f (a + h) f (a h) for small values of h using technology; and its
2h
application to approximate evaluation of instantaneous velocity and instantaneous acceleration in
simple cases of rectilinear motion involving variable velocity and variable acceleration;
approximation of velocity-time relationships by step functions; and its application to approximate
evaluation of distance travelled in simple cases of rectilinear motion involving variable velocity
and variable acceleration, as a sum of areas of rectangles, using technology.

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5. Decision and business mathematics

This area of study covers definitions and applications of undirected graphs, linear programming and
financial arithmetic.

Networks
This topic will include:
description of networks in terms of faces (regions), vertices and edges;
faces (regions) and the application of eulers formula;
traversibility of a network by considering the order of vertices in the network and rules for
following a path: eulerian paths and circuits and applications, and hamiltonian paths and circuits
and applications;
applications of networks to simple distance or time minimisation problems;
trees and minimum spanning trees and applications.

Linear programming
This topic will include:
graphs of relations from linear equations and linear inequalities;
the solution of simultaneous linear equations by algebraic, numerical and graphical methods;
graphical approaches to solving simple optimisation problems using linear programming.

Financial arithmetic
This topic will include:
cash flow in common savings and credit accounts including interest calculations;
applications of simple interest and compound interest formulas;
comparison of purchase options, including cash, credit card, bank loan, time payments (hire
purchase) and store cards;
appreciation and depreciation of assets, including investment of money, capital gains of physical
assets, and depreciation of assets by inflation.

6. Geometry and trigonometry

This area of study includes shape and measurement, coordinate geometry, trigonometry, vectors and
geometry in two dimensions and three dimensions.

Shape and measurement

This topic will include:
mensuration (angle, length, boundary, area, surface area and volume);
pythagoras theorem in two dimensions and simple examples in three dimensions;
similarity and symmetry in two dimensions and applications to maps, art, tessellations, plans;
similarity in three dimensions and application to scale models;
tests for similarity and symmetry.

Geometry in two and three dimensions

This topic will include:
angle sum of a triangle and of polygons;
straight edge and compass constructions such as:
construction of a line parallel to a given line;
bisecting a given angle;

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perpendicularly bisecting a line segment;

construction of a perpendicular to a given line from a point not on the line;
construction of exact angles of 60, 30, 45;
construction and investigation of various regular and star polygons;
construction and investigation of polyhedra, platonic solids;
geometry in art and design, tessellations, patterns, perspective;
theorems relating to angles in a circle, such as:
the angle subtended at the circumference is half the angle subtended at the centre by the same
arc;
angles in the same segment of a circle are equal (and converse);
opposite angles in a cyclic quadrilateral are supplementary;
the alternate segment theorem;
theorems on intersecting chords where the chords intersect inside or outside the circle (as secants),
as well as the limiting case, where one of the lines is a tangent.

Coordinate geometry
This topic will include:
pythagoras theorem and its application to finding the distance between two points;
calculation of coordinates of the mid-point of a line segment;
gradients of parallel and perpendicular lines;
finding equations of straight lines (including vertical lines) from given information;
cutting a line segment internally and externally in a given ratio;
application of coordinate geometry: for example, design, orienteering, navigation and geometrical
proofs.

Vectors
This topic will include:
concept of the position vector of a point in the cartesian plane;
the representation of plane vectors as ordered pairs (a, b);
plane vectors as directed line segments;
the representation of a vector (a, b) in the form a~i + b j where ~i and j are the standard orthogonal
~ ~
unit vectors;
the magnitude of a plane vector (a, b) and its calculation;
addition of plane vectors, using components or the parallelogram rule;
simple vector algebra (addition, subtraction, multiplication by a scalar);
applications of vectors; for example, geometric proofs, orienteering, navigation, and statics.

Trigonometric ratios and their applications

This topic will include:
right-angled triangles and solutions to problems involving right-angled triangles using sine, cosine
and tangent;
the relationships sin2() + cos2() = 1, cos() = sin(90 ()) and sin() = cos(90 ()) ;
two-dimensional applications including angles of depression and elevation;
exact values of sine, cosine and tangent for 30, 45 and 60;
solution of triangles by the sine and cosine rules;

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areas of triangles, including the formula A = s ( s a )( s b)( s c);

circle mensuration: radian measure, arc length, areas of sectors and segments;
applications, for example, navigation and surveying in simple contexts.

OUTCOMES

For each unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all of the selected areas of study for each unit.

Outcome 1
On completion of this unit the students should be able to define and explain key concepts in relation
to the topics from the selected areas of study, and apply a range of related mathematical routines and
procedures.

Arithmetic
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.

Key knowledge
This knowledge includes
representations of number in various structures and contexts, such as matrices, number systems
and sequences;
knowledge of special forms such as identity, inverse, conjugate, limit value;
operations on number and algorithms for computation in a variety of contexts;
strategies for approximation and estimation of the results of computation.

Key skills
These skills include the ability to
define and represent number in various structures and contexts such as integer, rational, real and
complex number systems, ordered sets of numbers such as sequences and series and matrices;
identify and determine special forms such as identity, inverse, conjugate, reciprocal, limit value;
perform computations and apply algorithms in various structures and contexts and interpret
results;
form estimates for the results of computations and calculate approximate results to a specified
accuracy.

Data analysis and simulation

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
representations of different data types;
key statistics and their interpretation in various contexts;
the notion of randomness;
uses of simulation models.

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Key skills
These skills include the ability to
represent different types of data using a variety of graphs and/or diagrams;
represent events and event spaces using graphs, lists and tables and/or diagrams;
generate random numbers or a random sequence of events;
estimate likely frequency of outcomes involving multiple events from simulation results.

Algebra
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.

Key knowledge
This knowledge includes
symbols and formulas used to express linear or non-linear algebraic relations;
laws and rules for symbolic manipulation of these expressions in various structures;
types of problems in various contexts where algebra can be used to express relationships and obtain
solutions.

Key skills
These skills include the ability to
use symbols and formulas to construct expressions involving linear or non-linear algebraic
relations;
use algebraic laws and rules to manipulate these expressions correctly in various structures;
write algebraic expressions and use them to solve a variety of problems in different contexts.

Graphs of linear and non-linear relations

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 4.

Key knowledge
This knowledge includes
the graphical forms of linear and/or non-linear relations and their key features;
methods for fitting curves to a set of points;
contexts for which particular types of relations can be used to model and solve problems;
definition of functions and relations and their key properties.

Key skills
These skills include the ability to
find equations which represent particular relations or functions and use these relations to find values
for the variables involved;
represent these functions and relations using suitable graphs, and clearly identify key features of
these graphs;
use linear and/or non-linear functions and relations to model data in a variety of different situations,
and solve particular problems related to those situations.

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Decision and business mathematics

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 5.

Key knowledge
This knowledge includes
key terms and definitions used in graphical and/or algebraic formulation of optimisation and
decision-making problems;
procedures and algorithms for solving optimisation and decision-making problems;
contexts in which relevant optimisation and decision problems occur.

Key skills
These skills include the ability to
formulate and construct diagrams, graphs, and/or algebraic representations in application
contexts;
apply procedures, algorithms and carry out computations to solve problems in application
contexts;
interpret solutions in contexts.

Geometry and trigonometry

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 6.

Key knowledge
This knowledge includes
key geometric and/or trigonometric terms, properties, relationships and theorems as they apply to
related structures, objects, constructions and operations;
algorithms and computations for solving geometric and/or trigonometric problems;
standard application contexts for geometric structures, objects, constructions and manipulations.

Key skills
These skills include the ability to
define key geometric and/or trigonometric terms, relationships, objects and constructions;
apply key concepts and theorems to solve geometric and/or trigonometric problems;
use geometric and/or trigonometric structures, objects, properties and constructions, operations or
manipulations to model a variety of application contexts.

Outcome 2
On completion of this unit the student should be able to apply mathematical processes in non-routine
contexts, and analyse and discuss these applications of mathematics in at least three areas of study.

To achieve this outcome the student will draw on knowledge and related skills outlined in at least
three areas of study.

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Key knowledge
This knowledge includes
the application of mathematical content from one or more areas of study in a given context for
investigation;
specific and general formulations of concepts used to derive results for analysis within a given
context for investigation;
the role of examples, counter-examples and general cases in developing mathematical analysis;
inferences from analysis and their use to draw valid conclusions related to a given context for
investigation.

Key skills
These skills include the ability to
specify the relevance of key mathematical content from one or more areas of study to the
investigation of various questions in a given context;
develop mathematical formulations of specific and general cases used to derive results for analysis
within a given context for investigation;
make inferences from analysis and use these to draw valid conclusions related to a given context
for investigation;
communicate conclusions using both mathematical expression and everyday language; in particular,
the interpretation of mathematics with respect to the context for investigation.

Outcome 3
On completion of this unit the student should be able to use technology to produce results and carry out
analysis in situations requiring problem-solving, modelling or investigative techniques or approaches
in at least three areas of study.

To achieve this outcome the student will draw on knowledge and related skills outlined in at least
three areas of study.
Key knowledge
This knowledge includes
exact and approximate technological specification of mathematical information such as numerical
data, graphical forms and the solutions of equations;
domain and range requirements for the technological specification of graphs of functions and
relations;
the relation between numerical, graphical and symbolic forms of information about functions and
equations and the corresponding features of those functions or equations;
the similarities and differences between formal mathematical expressions and their representation
in various technology applications;
the appropriate selection of a technology application in a variety of mathematical contexts.

Key skills
These skills include the ability to
distinguish between exact and approximate presentations of mathematical results, and interpret
these results to a specified degree of accuracy;
produce results using technology which identify examples or counter-examples for propositions;
produce tables of values, families of graphs or collections of other results which support general
analysis in problem-solving, investigative or modelling contexts;

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use appropriate domain and range technological specifications which illustrate key features of
graphs of functions and relations;
identify the relation between numerical, graphical and symbolic forms of information about functions
and equations, and the corresponding features of those functions or equations;
specify the similarities and differences between formal mathematical expressions and their
representation in various technology applications;
make appropriate selections for technology applications in a variety of mathematical contexts, and
provide a rationale for these selections;
relate the results from a particular application to a mathematical task (investigative, problem solving
or modelling).

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1 and 2 must be based on the students performance on
a selection of assessment tasks. Where teachers allow students to choose between tasks they must
ensure that the tasks they set are of comparable scope and demand.
Demonstration of achievement of Outcome 1 must be based on a selection of the following tasks:
assignments;
tests;
summary or review notes.
Demonstration of achievement of Outcome 2 must be based on a selection of the following tasks:
projects;
short written responses;
problem-solving tasks;
modelling tasks.
These tasks may also have relevance to the assessment of Outcome 1.
For each unit, demonstration of achievement of Outcome 3 must be based on the students performance
on a selection of tasks completed in demonstrating achievement of Outcomes 1 and 2, which incorporate
the effective and appropriate use of technology in contexts related to topics in the selected material
from the areas of study.

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Advice for teachers (General
Mathematics Units 1 and 2)

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the learning context and the
knowledge required for the demonstration of each outcome. Outcomes are introduced by summary
statements and are followed by the key knowledge and skills which relate to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to develop
the knowledge and skills identified in the outcome statements in each unit.
For Units 1 and 2, teachers must select assessment tasks from the list provided. Tasks should provide a
variety and the mix of tasks should reflect the fact that different types of tasks suit different knowledge
and skills, and different learning styles. Tasks do not have to be lengthy to make a decision about
student demonstration of achievement of an outcome.

SAMPLE COURSES

Following are four sample course outlines which meet the needs and interests of different groups of
students. In constructing courses, teachers may well choose to incorporate more areas of study and/or
topics studied in a unit than are illustrated in the sample courses.

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Sample course 1: A General Mathematics course with a financial/business orientation

Unit 1 Unit 2

Area of study Topic Area of study Topic

Arithmetic Integer and rational number Decision and business Financial arithmetic
systems mathematics

Data analysis and Univariate data Data analysis and Bivariate data
simulation simulation

Graphs of linear and Linear graphs and Decision and business Linear programming
non-linear relations modelling mathematics

Algebra Linear relations and Arithmetic Matrices

equations

Data analysis and Simulation Another topic selected as appropriate if time permits
simulation

4 areas of study, 5 topics 3 areas of study (possibly 4), 4 topics (possibly 5)

For students with an interest in art or design, the topics selected from the Arithmetic area of study could
be replaced by topics selected from the Geometry and trigonometry area of study, and/or included as
an additional topic.

Sample course 2: A General Mathematics course as preparation for Further Mathematics Units 3
and 4 with, for example, Networks and decision mathematics, Geometry and trigonometry and
Matrices as the three selected modules.

Unit 1 Unit 2

Area of study Topic Area of study Topic

Data analysis and Univariate data Geometry and Trigonometric ratios and
simulation trigonometry their applications

Data analysis and Bivariate data Geometry and Shape and measurement
simulation trigonometry

Graphs of linear and Linear graphs and Geometry and Geometry in two and
non-linear relations modelling trigonometry three dimensions

Algebra Linear relations and Decision and business Networks

equations mathematics

Decision and business Financial arithmetic Arithmetic Matrices

mathematics

4 areas of study, 5 topics 3 areas of study, 5 topics

If, for example, the Graphs and relations module was to be selected instead of the Networks and
decision mathematics module in the intended Further Mathematics course, two of the Geometry and
trigonometry topics in Unit 2 could be replaced by the topics Linear programming and Variation.

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Sample course 3: A General Mathematics course, which, in conjunction with Mathematical Methods
(CAS) Units 1 and 2, would provide a possible preparation for Mathematical Methods (CAS) Units
3 and 4, respectively.

Unit 1 Unit 2

Area of study Topic Area of study Topic

Data analysis and Univariate data Data analysis and Simulation

simulation simulation

Geometry and Coordinate geometry Geometry and Shape and measurement

trigonometry trigonometry

Graphs of linear and Linear graphs and Geometry and Trigonometric ratios and
non-linear relations modelling trigonometry their applications

Algebra Linear relations and Algebra Non-linear relations and

equations equations

Graphs of linear and Variation Arithmetic Sequences and series

non-linear relations

4 areas of study, 5 topics 4 areas of study, 5 topics

There are alternative topics which could be selected for either Unit 1 or Unit 2, for example, Matrices,
Real and complex number systems or Sketching and interpreting linear and non-linear graphs.

Sample course 4: A General Mathematics course, which, in conjunction with Mathematical Methods
(CAS) Units 1 and 2, prepares students for Specialist Mathematics Units 3 and 4.

Unit 1 Unit 2

Area of study Topic Area of study Topic

Arithmetic Real and complex Graphs of linear and Sketching and interpreting
number systems non-linear relations linear and non-linear graphs

Geometry and Coordinate geometry Geometry and Geometry in two and three
trigonometry trigonometry dimensions

Geometry and Trigonometric ratios and Geometry and Vectors

trigonometry their applications trigonometry

Algebra Non-linear relations and Graphs of linear and Kinematics

equations non-linear relations

Arithmetic Matrices Algebra Algebra and logic

3 areas of study, 5 topics 3 areas of study, 5 topics

The emphasis in this course is to provide opportunities for access to a rigorous exploration of aspects
of mathematical structure and proof. Teachers may wish to include some Data analysis and simulation
topics or select them as alternative topics to some of those listed above.

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Sample course 5: A General Mathematics Units 1 and 2 course, which, in conjunction with
Mathematical Methods (CAS) Units 1 and 2, would provide a preparation for subsequent concurrent
study of Further Mathematics Units 3 and 4 (with, for example, Number patterns, Geometry and
trigonometry, and Matrices as the three selected modules), Mathematical Methods (CAS) Units 3 and
4 and Specialist Mathematics Units 3 and 4.

Unit 1 Unit 2

Area of study Topic Area of study Topic

Data analysis and Univariate data Data analysis and Bivariate data
simulation simulation

Geometry and Trigonometric ratios and Geometry and Geometry in two and three
trigonometry their applications trigonometry dimensions

Arithmetic Real and complex numbers Arithmetic Sequences and series

Arithmetic Matrices Geometry and Vectors

trigonometry

Graphs of linear and non- Sketching and interpreting Graphs of linear and non- Kinematics
linear relations linear and non-linear graphs linear relations

4 areas of study, 5 topics 4 areas of study, 5 topics

This course, in conjunction with Mathematical Methods (CAS) Units 1 and 2, covers the assumed
knowledge and skills for study of the Further Mathematics Data analysis core and for Specialist
Mathematics. It also provides valuable and important background for the three selected modules for
Further Mathematics Units 3 and 4 and work on functions, relations and graphs (including ellipses and
hyperbolas), complex numbers, vectors and kinematics in Specialist Mathematics Units 3 and 4.
From their study of Mathematical Methods (CAS) Units 1, students would have access to the assumed
knowledge and skills for linear graphs, modelling, linear relations and equations for the Further
Mathematics Data analysis core. Inclusion of the Matrices topic in Unit 1 of the sample course would
also support work on matrices in Mathematical Methods (CAS) Units 14.
There is a range of variations that could be made to this sample course which also meet these design
aims, for example:
the topic Sketching and interpreting linear and non-linear graphs from the Graphs of linear and non-
linear relations area of study could be replaced with the topic Non-linear relations and equations
from the Algebra area of study
the topic Matrices from the Arithmetic area of study could be replaced by the topic Algebra and
logic from the Algebra area of study
the topic Matrices from the Arithmetic area of study could be replaced by the topic Variation
from the Graphs of linear and non-linear relations area of study, or the topic Networks or the
topic Financial arithmetic from the Decision and business mathematics area of study, leading to
an alternative elected module of Graphs and relations or Networks and decision mathematics or
Business-related mathematics respectively in Further Mathematics Units 3 and 4
the topic Bivariate data in Unit 2 could be interchanged with the topic Trigonometric ratios and
their applications in Unit 2 (this would reduce the number of areas of study covered to three in
each unit).

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Sample teaching sequence

The following teaching sequence for Sample course 2 is based on the assumption of 18 effective
teaching weeks in a semester. Teachers will need to vary this sequence based on their selection of
areas of study and topics. The amount of time taken to cover a particular topic, and the sequence of
topic coverage, will vary depending on teaching approaches and the mathematics background of the
group of students.

Unit 1 Unit 2

Topic Weeks Topic Weeks

Financial arithmetic 3 Shape and measurement 4

Univariate data 4 Geometry in two and three dimensions 4

Linear graphs and modelling 4 Trigonometric ratios and their 4

applications

Linear relations and equations 3 Networks 3

Bivariate data 4 Matrices 3

The following teaching sequence for Sample course 5 is based on the assumption of 18 effective
teaching weeks in a semester. Teachers will need to vary this sequence based on their selection of areas
of study and topics. The amount of time taken to cover a particular topic, and the sequence of topic
coverage, will vary depending on teaching approaches and the mathematics background of the group
of students. Some possible assessment tasks for each topic have also been included.

Unit 1 Unit 2

Topic Weeks Topic Weeks

Univariate data Bivariate data

Assessment: statistical report, e.g. 4 Assessment: data analysis application 4
house rental prices task and test

Trigonometric ratios and their Geometry in two and three

applications 4 dimensions 4
Assessment: surveying assignment Assessment: design project

Real and complex numbers Sequences and series

Assessment: test 3 Assessment: multiple choice item 3
response analysis task

Matrices Vectors
Assessment: modelling task 3 Assessment: a collection of vector 3
proof problems

Sketching and interpreting linear and Kinematics

non-linear graphs 4 Assessment: motion data-logging 4
Assessment: test investigation and related analysis
questions

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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for General Mathematics Units 1 and 2, teachers
should make use of applications of information and communications technology and new learning
technologies, such as computer-based learning, multimedia and the World Wide Web, where applicable
to teaching and learning activities.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the study, typically demonstrate the following key competencies and employability
skills.

Assessment task Key competencies and employability skills

Assignments Use of information and communications technology

Tests Self management, use of information and communciations technology

Summary or review notes Self management

Projects Communication, team work, self management, planning and organisation, use of
information and communciations technology, initiative and enterprise

Short written responses Communication, problem solving

Problem-solving tasks Communication, problem solving, team work, use of information and
communciations technology

Modelling tasks Problem solving, planning and organisation, use of information and communciations
technology

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. The examples that
make use of information and communications technology are identified by this icon .

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Units 1 and 2: General Mathematics

Outcome 1 Examples of learning activities

Define and explain key skills practice on standard mathematical routines through work on an appropriate
concepts in relation selection of exercises (e.g. computations and applications associated with
to the topics from different number systems)
the selected areas
of study, and apply construction of summary or review notes related to a topic or area of study (e.g.
a range of related the use of coordinate geometry and/or vectors in situations where information can
mathematical routines be readily specified in coordinate form)
and procedures.
assignments structured around the development of samples cases of standard
applications of mathematical skills and procedures in readily recognisable
situations (e.g. the use of sample proportions to provide information about the
population from which the sample was drawn, such as polling of voting intentions)

exercises such as the identification of key statistics related to interpretation of

samples of data from a particular context (e.g. rental prices in different suburbs) in
univariate statistics, or patterns in data sets which suggest suitable relationships
to select for transformation of data to linearity in variation (where the information
used may have been produced by relevant technology)

Outcome 2 Examples of learning activities

Apply mathematical investigative projects; e.g. exploring the construction of different possible lines of
processes in non- good fit, and their closeness of fit, for economic data, or the application of matrix
routine contexts, and algebra in simple price, stock and cost situations, or the logistic function as an
analyse and discuss example of a sequence generated by fixed point iteration
these applications of
mathematics in at least collections of related problem-solving tasks, e.g. determining optimal values
three areas of study. in network applications (minimising cost of cable connections), or the use of
trigonometry in surveying tasks (constructing a new series of walks in a national
park, orienteering)

modelling tasks, e.g. the use of linear programming techniques in running a small
manufacturing business

a set of applications questions requiring analysis and extended response related

to a particular context, e.g. the use of geometry in architecture and design, a
report on item response analysis for a collection of multiple-choice questions (this
would involve a clear and detailed explanation as to why other alternatives did
not provide an appropriate response to the question asked, for example, why is a
particular simulation suitable for a given set of conditions, and related probabilities)

presentation on research into a particular application of mathematics, such as the

use of boolean algebra in electrical circuit theory, devising a simple calculator (this
could involve the use of presentation information technologies)

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Outcome 3 Examples of learning activities

Use technology to The use of technology should be developed as an integral part of the range of
produce results and learning activities for Outcomes 1 and 2. In particular, these can include:
carry out analysis in
situations requiring investigations based on the production of collections of diagrams which support
problem-solving, the development of geometric results or theorems (e.g. using CAD or a dynamic
modelling or geometry system) and their possible application in various contexts or the
investigative techniques exploration of graphical images produced by using non-cartesian coordinate
or approaches in at based specification of relations (e.g. using a computer algebra system)
least three of the areas
of study. activities based on the application of a variety of different techniques to a
particular type of task, e.g. different technologies can be used to implement
various graphical, tabular, numeric and analytic approaches associated with
solving appropriate equations involving both linear and non-linear relations

workshop type sessions where, for example, spreadsheets are used to explore
various finance-related situations (such as the performance of share market
investment portfolios) and/or the behaviour of different types of sequences and
series

APPROACHES TO COURSE DEVELOPMENT

The following are examples of approaches to course development, including how the use of various
technologies may be integrated with the development of key knowledge and skills, and approaches
to assessment for selected topics from the sample courses.

Linearity, functions, graphs and equations

There are two main situations where linear functions are used to model trends in a set of data: the first
is when the data exhibits essentially linear behaviour (that is, constant difference between consecutive
values of the dependent or output variable), the second is when a scatterplot of the data exhibits
some linearity, and where a reasonable line of best fit is possible. In the latter context, a line of best
fit is obtained by sight or, alternatively, by using various statistical fitting methods. In each case the
coordinates of two key points are used to determine a gradient for the line, and the coordinates of a
point which is required to lie on the line are used to determine the value of the y axis intercept.
If the coordinates of two points are:
(x1, y1) and (x2, y2)
then the line which contains these two points has the equation:
y = mx + c
and gradient:
y y
m = x2 x1
2 1

The value of the y axis intercept can then be evaluated as:

c = y1 mx1
This can be readily done by hand if the coordinates have integer values, to obtain an equation where
m and c will be rational numbers. Given:
m= a
b

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a is interpreted as the rise and b as the run of the gradient. This and the value of c can be used to
both sketch the graph of the function and interpret such sketches. The gradient m, is interpreted in
modelling contexts as being representative of the constant rate of change in the variable y with respect
to the variable x. If the values of the coordinates involved are decimal values, a calculator is generally
used to find m and c. An alternative method for finding the values of m and c is to solve the system
of simultaneous equations:
y1 = mx1 + c and y2 = mx2 + c
for m and c. This approach can be generalised to quadratic and other polynomial functions. The use
of technology to solve the system of equations (using matrices or built-in equation solver functions)
may or may not be appropriate, depending on the nature of the coordinates. Where the process is to be
repeated several times, and analysis is intended to focus on the change in key features of the graph (with
respect to variation of coordinate values), a graphics calculator, CAS or spreadsheet can be a useful
support for developing student understanding of the behaviour of linear functions in this form.
Various dynamic geometry software packages are capable of plotting pairs of points and the line
segments joining them on grids and coordinate axes. The values of rise, run, gradient, angle to the
horizontal and y axis intercept can be calculated and automatically re-calculated as the position of
a point is varied, enabling students to see how these quantities change with changes in position of a
point. Alternatively, function graphers and computer algebra systems can be used to define a general
linear function in terms of the parameters m and c and an investigation of the graphs of these functions
and key features such as coordinates of axis intercepts undertaken by systematic variation of these
parameters. Whichever approach or combination of approaches is taken, students need to develop a
sound understanding of the relation between the gradient and y axis intercepts of a linear function, the
graph of this function, and modelling interpretations of these parameters to support work on finding
trend lines of best fit for data represented in a linear looking scatterplot.
Correlation values provide a measure, on a scale from 1 to 1, of the degree of linear association
between data relating two sets of variables. Some correlation measures are relatively robust (changes
in the location of a point or points has little effect on the correlation, such as quadrant, or q, correlation)
while others are very sensitive (such as Pearsons correlation, the r correlation measure produced by
calculators). A qualitative analysis of a scatterplot can provide the basis for estimating an approximate
correlation value. Graphics calculators, spreadsheets and statistical software are very useful for
developing conceptual understanding of the behaviour of correlation in terms of the distribution of
points on a scatterplot. A useful activity is to start with a set of 20 points, originally all lying on a
straight line (e.g. with a perfect positive correlation of 1), and then by arbitrarily varying the location
of one point, explore the change in correlation. This can be extended to a fixed subset of points from
the original collection (to what extent does it matter from where these points are selected?) and finally
rearrangements of all points in the original set. Students could be asked to obtain arrangements with
a particular correlation value, for example a correlation of around 0.25.
Students could investigate suitable application contexts where the work on correlation is combined
with work on regression analysis. This could include comparison of different approaches to finding
lines of best fit and their usefulness as predictors in different situations. Data can be provided for
suitable contexts, or students could be asked to hypothesise situations in which they believe a certain
correlation value is likely to occur (e.g. a slight negative correlation). This analysis will then involve
discussing the reasons which led to the proposed hypothesis, and hence the relationship between
correlation and cause. An investigative assessment task based on this type of activity could cover two
areas of study, through the Linear graphs and modelling topic from the Graphs of linear and non-
linear relations area of study and the topic Bivariate data from the Data analysis and simulation area
of study. If this activity involves the use of technology, it will substantively address key knowledge

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and skills for Outcomes 2 and 3. Another application task from a third area of study, for example an
assignment on modelling investment strategies in the Financial arithmetic topic from the Decision
and business mathematics area of study could, in conjunction with the previous task, provide the
basis for assessing student achievement of Outcomes 2 and 3. Similar combinations of tasks can be
organised for other selections of topics and areas of study. The assessment of student achievement of
Outcome 1 could be based on a collection of approximately four tests or assignments related to topics
from the selected areas of study as well as summary or review notes where appropriate. This may
include two or three standard facts and skills tests that incorporate some or all of multiple-choice,
short-answer or extended-response items and one or two exercise type assignments. For example, there
could be tests on the topics Univariate data, Bivariate data, and Linear graphs and modelling, with
an assignment on Linear relations and equations. This assignment could be based around exploration
of analytical, graphical and numerical approaches to solving equations and simultaneous equations.
Graphics calculators, spreadsheets, function graphers and computer algebra systems could all be used,
in particular when comparing exact solutions to approximate values for solutions, and observing the
effect of variation in gradient and intercept on the location of the point of intersection of the lines
involved, when the lines do in fact intersect. For example, the solution of the equation:
ax + b = c
can be seen as a special case of the simultaneous linear equation system:
y = ax + b and y = mx + c
where m has the value 0. Hence a single equation is interpreted as the intersection of a horizontal line
(gradient, m = 0) with the line y = ax + b. It may be appropriate for students to produce a summary or
a review of key definitions and worked examples for typical problems.

Practical computation using matrices

Consider three stores A-Mart, B-Mart, and C-Mart, all of which stock Item 1, Item 2, Item 3 and Item 4
(these could be soap, shampoo or any common product in the store stock inventory). To analyse the
state of the market, the sales of these items are monitored over a period of several weeks. Matrices are
rectangular arrays of data which can be used to support this analysis. The figures for the first week of
sales are given in the following table:

Table 1 Week 1 Sales

Store Item 1 Item 2 Item 3 Item 4

A-Mart 28 14 6 11

B-Mart 18 22 8 13

C-Mart 21 19 4 12

This information can be stored as a 3 4 matrix, which can later be manipulated using matrix algebra
to provide other sorts of information. We will call this matrix A.

This data can be stored as a calculator or computer array. While calculations for problems involving
matrices of small order can be readily manipulated by hand, the relevant computations quickly become
very time consuming for higher order matrices. In this example a graphics calculator has been used;
however, spreadsheets and computer algebra systems also have efficient functionality for dealing with
matrix algebra more generally.

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The sale data for Week 2 is shown in the table below:

Table 2 Week 2 Sales

Store Item 1 Item 2 Item 3 Item 4

A-Mart 14 18 5 14

B-Mart 18 17 5 11

C-Mart 17 21 6 18

This data can similarly be stored in matrix B. The total sales (for each store and item) across both
weeks can be calculated as A + B to obtain the following matrix:

If the Week 1 sales were doubled, then 2 A can be evaluated to obtain:

Consider price List 1 of recommended retail prices (RRP) for each of the items as given in the table
below:

Table 3 List 1 RRP

Item Price

1 1.78

2 0.93

3 5.80

4 2.33

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This can be represented as a 4 1 cost matrix C. Matrix multiplication is defined in such a way that
it automatically computes the value for the total sales across all items for each store in Week 1. The
answer matrix T =A C will then need to be a 3 1 matrix, listing the total value of all sales for each
store. Hence:
1.78
28 14 6 11
0.93
T = 18 22 8 13
5.80
21 19 4 12
2.33
To evaluate the first value for T which represents the total sales for the A-Mart store
28 1.78 + 14 0.93 + 6 5.80 + 11 2.33 = 123.29 is calculated. This gives the first value in the
matrix T:

A Mart : total 123.29

B Mart : total =

C Mart : total

Computing T = A C gives:

If the RRP remains the same for Week 2 the corresponding total sales matrix can also be computed.
The combined sales for Week 1 and Week 2, for this common RRP, can be evaluated in two different
ways:
(A + B) C or (A C) + (B C)
which exemplifies the distributive property of multiplication over addition for these matrices. There
are many possible variations on this theme. Scalar multiples of the appropriate matrices can be used
to represent price discounts and corresponding percentage sale increases. The differences between
old and new sales can be computed. Alternatively, List 1 RRP could apply to Week 1 sales and List 2
RRP (shown in Table 4 below) applies to Week 2 sales.

Table 4 List 2 RRP

Item Price

1 1.58

2 1.11

3 5.50

4 2.49

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The sales performance for each of the stores with respect to the different RRP Lists (List 1 and List 2)
can also be obtained by matrix multiplication. The sales for both weeks can be compared using a
4 2 matrix which combines both RRP Lists. These can be obtained by computing the matrix
product:
1.78 1.58
28 14 6 11
18 22 8 13 0.93 1.11
5.80 5.50
21 19 4 12
2.333 2.49

A range of different scenarios lead students through a practical introduction to key elements of matrix
algebra, while combining experience of by hand manipulation with a broader exploration of key
elements of matrix algebra with the assistance of technology. Variations on such an approach can be
used to relate learning activities to each of the three outcomes.

Generating sequences using technology

Technology can be used to generate sequences recursively and to plot corresponding graphs in
activities that draw on key knowledge and skills from all three outcomes. For example, the arithmetic
sequence where the first term is a = 3 and each term is obtained by an addition of constant difference
d = 2 to the previous terms, can be generated recursively, where u(1) = a and u(n) = u(n 1) + d, using
a graphics calculator as shown below:

The built-in calculator function u(m, n, s) starts at the mth term and lists n values of the sequence
in steps of s. The following graph also shows the specific point corresponding to the 6th term in the
sequence, (6, 13):

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This approach can also be used to generate other sequences by fixed point iteration such as u(1) = a,
u(n) = (u(n 1))2 for different initial values of a:

a=2

a = 1 a = 0.9

The logistic function, where u(1) = a, and u(n) = ku(n 1) (1 u(n 1)) has applications to population
modelling and can be used to illustrate sensitivity in terms of the initial condition and defining parameter.
The following graph shows the case where a = 0.1 and k = 2.9:

An assessment task related to this material could be an investigation on the nature of the graph produced
for different values of these for the logistic function, leading to the construction of web-diagrams and
consideration of convergent, divergent, oscillating and chaotic behaviour.

APPROACHES TO ASSESSMENT

In General Mathematics Units 1 and 2 teachers must select assessment tasks from those designated
for these units. Assessment tasks are likely to assess key knowledge and skills related to more than
one outcome; however, certain types of task will be especially suited to providing students with the
opportunity to demonstrate key knowledge and skills related to achievement of a particular outcome
or outcomes. There should be a clear link between the nature of learning activities and corresponding
elements of assessment tasks.

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A summary of a possible assessment program for Sample course 2 is given below

Unit 1 Unit 2

Univariate data Test Trigonometric ratios and Test

their applications

Bivariate data Test, investigative task Shape and measurement Test, design problem task

Linear graphs and Test Geometry in two and three Assignment

modelling dimensions

Linear relations and Assignment Networks Modelling task

equations

Financial arithmetic Review and summary Matrices Assignment

of sample problems

Other combinations of tasks are possible, both in terms of the intended student group and the particular
implementation of General Mathematics. When tests and assignments are used, teachers may decide to
specify or construct components of these tasks where graphics calculators, CAS or other technologies are
not to be used (or not able to be used), while requiring student use of technology on other components
of the assessment. Summary or review notes constructed from various learning activities, or possibly
in preparation for each test, could be used to assess key knowledge and skills related to Outcome 1.
These could include definitions of key concepts, statements of important results or formulas, and
sample solutions to routine problems. Where these also incorporate samples of work which technology
is used to produce (for example, tables of values, graphs or solution of equations) this would provide
feedback on student achievement on related key knowledge and skills for Outcome 3.
In work on practical applications of Geometry and trigonometry this could, for example, include
a flow diagram for identification of types of shapes and their properties, along with procedures for
identifying what information is given or to be found with respect to these shapes (right-angled, non-
right-angled triangles, included or non-included angles) and where decisions are to be made about the
order in which information is to be obtained in the solution process. A worked collection of typical
problem cases could be related to key knowledge and skills for Outcome 1, while an assignment
based on application of this to unseen examples as part of usual practice activity could be related to
key knowledge and skills for Outcome 2.
Alternatively, an assignment based on a collection of questions requiring progressively more complex
and detailed analysis could be used to provide feedback on key knowledge and skills for Outcomes
2 and 3. For example, an assignment could be structured around a collection of contexts involving
variation. This may initially involve analysis of which type of variation matches up with a range of
tables of values, and subsequently lead to investigating which of several possible models best fits a
limited collection of empirical data points derived from experiment (such as the law of allometry in
science). Graphics calculators, spreadsheets, statistical software or computer algebra systems can all
be used to explore readily the behaviour of the distribution in terms of these parameters through rules,
tables and graphs. This will provide students with the opportunity to demonstrate understanding of
key knowledge and skills related to Outcome 3.

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Mathematical Methods (CAS)

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Unit 1: Mathematical Methods (CAS)

Mathematical Methods (CAS) Units 1 and 2 are designed as preparation for Mathematical Methods
(CAS) Units 3 and 4. The areas of study for Unit 1 are Functions and graphs, Algebra, Rates
of change and calculus and Probability. At the end of Unit 1, students will be expected to have
covered the material outlined in each area of study given below, with the exception of Algebra which
should be seen as extending across Units 1 and 2. This material should be presented so that there is a
balanced and progressive development of skills and knowledge from each of the four areas of study
with connections among and across the areas of study being developed consistently throughout both
Units 1 and 2.
Students are expected to be able to apply techniques, routines and processes involving rational and real
arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration
with and without the use of technology, as applicable. Students should be familiar with relevant mental
and by hand approaches in simple cases.
The appropriate use of computer algebra system (CAS) technology to support and develop the teaching
and learning of mathematics, and in related assessments, is to be incorporated throughout the unit.
Other technologies such as spreadsheets, dynamic geometry or statistical analysis software may also
be used, as appropriate, for various topics from within the areas of study for the course.
Familiarity with determining the equation of a straight line from combinations of sufficient information
about points on the line or the gradient of the line and familiarity with pythagoras theorem and its
application to finding the distance between two points is assumed. Students should also be familiar
with quadratic and exponential functions, algebra and graphs, and basic concepts of probability.

AREAS OF STUDY

1. Functions and graphs

This area of study covers the graphical representation of functions of a single real variable and the study
of key features of graphs of functions such as axis intercepts, domain (including maximal domain)
and range of a function, asymptotic behaviour and symmetry.
This area of study will include:
distance between two points in the cartesian plane, coordinates of the midpoint of a line segment,
and gradients of parallel and perpendicular lines;
use of the notation y = (x) for describing the rule of a function and evaluation of (a), where a is
a real number or a symbolic expression;

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graphs of power functions y = xn for n N and n = 1, 2, 12 and transformations of these to the

form y = a (x + b)n + c where a, b and c R;
graphs of polynomial functions to degree 4;
qualitative interpretation of features of graphs, and families of graphs, including an informal
consideration of rates of change, including:
graphs of functions that have been obtained empirically, such as heart rate data during an
exercise sequence, economic trend data;
relations as models for data, such as the weight-height index I = w2 kg/m2;
h
the vertical line test and its use to determine whether a relation is a function;
graphs of relations including those specified by conditions or constraints, such as arcs of circles
or a region defined by an inequality, for example the set of all points whose distance from a fixed
point (a, b) is less than a given value;
graphs of inverse relations.

2. Algebra
This area of study supports material in the Functions and graphs, Rates of change and calculus
and Probability areas of study and this material is to be distributed between Units 1 and 2. In Unit 1
the focus is on the algebra of polynomial functions to degree 4. Content introduced in Unit 1 may be
revised and further developed in Unit 2.
This area of study will include:
use of symbolic notation to develop algebraic expressions and represent functions, relations and
equations;
substitution into, manipulation, expansion and factorisation of algebraic expressions, including
the remainder and factor theorems;
recognition of equivalent expressions and simplification of algebraic expressions involving functions
and relations, including use of exponent laws and logarithm laws;
determination of rules of simple functions and relations from given information, including
polynomial functions to degree 4 and of transformations (dilation, reflection and translation) of
the square root and circle relations;
solution of polynomial equations to degree 4, analytically, numerically and graphically;
use of inverse functions to solve equations;
solution of equations of the form A(bx) + c = k, where A, b, c and k R, and is sine, cosine,
tangent or a x using exact or approximate values on a given domain, and interpretation of these
equations;
the connection between factors of (x), solutions of the equation (x) = 0 and the horizontal axis
intercepts of the graph of the function ;
solution and interpretation of simultaneous equations involving two functions by numerical,
graphical and analytical methods;
use of parameters to represent a family of functions and general solutions of equations involving
these functions;
development of polynomial models, for example by the use of finite difference tables or solution
of a system of simultaneous linear equations obtained from values of a function, or a simple
combination of values of a function;
index laws and logarithm laws, including their application to the solution of simple exponential
equations;

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application of matrices to transformations of points in the plane (dilation from the coordinate axes;
reflection in the coordinate axes and the line y = x, and translation from the coordinate axes), and
the solution of systems of simultaneous linear equations in up to four unknowns.

3. Rates of change and calculus

This area of study covers constant and average rates of change and an informal treatment of instantaneous
rate of change of a function in familiar contexts, including graphical and numerical approaches to the
measurement of constant, average and instantaneous rates of change.
This area of study will include:
average and instantaneous rates of change:
rate of change of a linear function, use of gradient as a measure of rate of change;
average rate of change, use of the gradient of a chord of a graph to describe average rate of
change of y = (x) with respect to x, over a given interval, practical examples of average rates
of change such as average speed on a bush walk and average slope of a hill from bottom to
top;
the measurement of rates of change of polynomials functions; achieved by finding successive
numerical approximations to the gradient of a polynomial function at a point by taking another
point very close to it on either side of the graph of the function, and finding the gradient of the
line joining the two points, and then repeating this procedure, leading to an informal treatment
of the gradient of the tangent as a limiting value of the gradient of a chord;
tangents to curves and local linearity of differentiable curves, use of gradient of a tangent at a
point on the curve to describe instantaneous rate of change of y = (x) with respect to x, practical
examples of instantaneous rates of change, such as speedometer readings and revolution counters
and other applications of rates of change:
graphs of functions and interpretation of the rate of change of a function, where the rate of
change is positive, negative, or zero, relationship of the gradient function to features of the
original function;
motion graphs, construction and interpretation of displacementtime and velocitytime graphs
and informal treatment of the relationship between displacementtime and velocitytime
graphs;
use of rates of change and corresponding graphs in other contexts, such as describing the rate
of change of heartbeat during an exercise sequence or the rate of change of the height of water
in a container that is being filled at a constant rate.

4. Probability
This area of study covers introductory probability theory, including the concept of events, probability
and representation of event spaces using various forms such as lists, grids, venn diagrams, karnaugh
maps, tables and tree diagrams. Impossible, certain, complementary, mutually exclusive, conditional and
independent events involving one, two or three events (as applicable), including rules for computation
of probabilities for compound events.
This area of study will include:
random experiments, events and event spaces;
probability as an expression of long run proportion;
simulation using simple generators such as coins, dice, spinners, random number tables and
technology;
display and interpretation of results of simulations;

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probability of simple and compound events;

lists, grids, venn diagrams, karnaugh maps and tree diagrams;
the addition rule for probabilities;
A B)
conditional probability, Pr(A|B) = Pr(Pr( B)
;
independence, and the multiplication rule for independent events, Pr(A B) = Pr(A).Pr(B) when
A and B are independent events.

OUTCOMES

For this unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all of the areas of study for the unit.

Outcome 1
On completion of this unit the student should be able to define and explain key concepts as specified
in the content from the areas of study, and apply a range of related mathematical routines and
procedures.

To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.
Key knowledge
This knowledge includes
the definition of a function, the concepts of domain and range, and notation for specification of the
domain, range and rule of a function;
equation and features of a straight line, including gradient and axis intercepts, midpoint of a line
segment and parallel and perpendicular lines;
key features and properties of power and polynomial functions and their graphs;
the effect of transformations (dilation from the coordinate axes; reflection in the coordinate axes
and the line y = x, and translation) and simple combinations of these transformations, on the graphs
of linear and power functions;
equations of circles at the origin and translations of these;
factorisation patterns, the quadratic formula and discriminant, the remainder and factor theorems
and the null factor law;
matrix representation of systems of simultaneous linear equations involving up to four unknowns,
matrix specification of linear transformations of the plane;
operations of matrix addition and multiplication;
index (exponent) laws and logarithm laws;
average and instantaneous rates of change and their interpretation with respect to the graphs of
functions;
probability as long run proportion;
forms of representation of an event space;
probabilities for a given event space are non-negative and the sum of these probabilities is one;
rules for computing probabilities of compound events from simple events, in particular, cases
involving mutual exclusiveness, independence and conditional probability.

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mathematics Mathematical Methods (CAS) Unit 1

Key skills
These skills include the ability to
determine by hand the length of a line segment and the coordinates of its midpoint; the equation
of a straight line given two points or one point and gradient; and the gradient and equation of lines
parallel and perpendicular to a given line through some other point;
specify the rule, domain and range of a relation and identify a relation which is also a function;
substitute integer, simple rational and exact irrational values into formulas, including the rules of
functions and relations and evaluate these by hand;
rearrange simple algebraic equations and inequalities by hand;
expand and factorise linear and simple quadratic expressions with integer coefficients (including
difference of perfect squares and perfect squares) by hand;
express ax2 + bx + c in completed square form where a, b and c are integers by hand;
express a cubic polynomial, with integer coefficients, as the product of a linear factor (x a), where
a is an integer, and a quadratic factor, by hand;
use a variety of analytical, graphical and numerical approaches, including the factor theorem, to
determine and verify solutions to equations over a specified interval;
apply index (exponent) laws and logarithm laws to manipulate and simplify expressions and solve
simple equations involving these terms, by hand in simple cases;
set up and solve systems of simultaneous linear equations involving up to four unknowns, by hand
for a system of two equations in two unknowns;
sketch by hand graphs of linear, quadratic and cubic polynomial functions, and quartic polynomial
functions in factored form (approximate location of stationary points only for cubic and quartic
functions);
sketch by hand graphs of power functions y = x n, n = 2, 1, 12 , 1, 2, 3 and 4, simple transformations
of these and sketch by hand circles of a given centre and radius;
draw graphs of polynomial functions to degree 4 (approximate location of stationary points only
for cubic and quartic functions), power functions and circles of a given centre and radius;
describe the effect of transformations (dilation from the coordinate axes; reflection in the coordinate
axes and the line y = x, and translation), and simple combinations of these transformations, on the
graphs of linear functions and power functions;
use finite difference tables to obtain polynomial models for sets of data where there are constant
first, second or third differences;
apply matrix addition and multiplication, by hand in simple cases, to the computation of images
of point under transformation in the cartesian plane;
use graphical, numerical and analytical approaches to find an approximate value or the exact value
(as appropriate) for the gradient of a secant or tangent to a curve at a given point;
describe the notion of randomness and its relation to events;
define and calculate probability as an expression of long run proportion;
calculate probabilities for compound events by hand in simple cases;
use rules for computing the probabilities of compound events from simple events, including the
concepts of mutual exclusiveness, independence and conditional probability.

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Outcome 2
On completion of this unit the student should be able to apply mathematical processes in non-routine
contexts, and analyse and discuss these applications of mathematics.
To achieve this outcome the student will draw on knowledge and related skills outlined in one or more
areas of study.

Key knowledge
This knowledge includes
key mathematical content from one or more areas of study relating to a given context for
investigation;
specific and general formulations of concepts used to derive results for analysis within a given
context for investigation;
the role of examples, counter-examples and general cases in developing mathematical analysis;
inferences from analysis and their use to draw valid conclusions related to a given context for
investigation.

Key skills
These skills include the ability to
specify the relevance of key mathematical content from one or more areas of study to the
investigation of various questions in a given context;
develop mathematical formulations of specific and general cases used to derive results for analysis
within a given context for investigation;
use a variety of techniques to verify results;
make inferences from analysis and use these to draw valid conclusions related to a given context
for investigation;
communicate conclusions using both mathematical expression and everyday language, in particular,
the interpretation of mathematics with respect to the context for investigation.

Outcome 3
On completion of this unit the student should be able to select and use a computer algebra system and
other technology to develop mathematical ideas, produce results and carry out analysis in situations
requiring problem-solving, modelling or investigative techniques or approaches.
To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.

Key knowledge
This knowledge includes
exact and approximate specification of mathematical information such as numerical data, graphical
forms and general or specific forms of solutions of equations produced by use of a computer algebra
system;
domain and range requirements for a computer algebra systems specification of graphs of functions
and relations;
the role of parameters in specifying general forms of functions and equations;
the relation between numerical, graphical and symbolic forms of information about functions and
equations and the corresponding features of those functions or equations;

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the similarities and differences between formal mathematical expressions and their computer
algebra system representation;
the appropriate selection of a technology application, in particular, computer algebra systems, in
a variety of mathematical contexts.

Key skills
These skills include the ability to
distinguish between exact and approximate presentations of mathematical results produced by a
computer algebra system, and interpret these results to a specified degree of accuracy;
produce results using a computer algebra system which identify examples or counter-examples for
propositions;
produce tables of values, families of graphs or collections of other results using a computer algebra
system, which support general analysis in problem-solving, investigative or modelling contexts;
use appropriate domain and range specifications to illustrate key features of graphs of functions
and relations;
identify the relation between numerical, graphical and symbolic forms of information about functions
and equations and the corresponding features of those functions or equations;
specify the similarities and differences between formal mathematical expressions and their computer
algebra system representation, in particular, equivalent forms of symbolic expressions;
make appropriate selections for a computer algebra system and other technology applications in
a variety of mathematical contexts, and provide a rationale for these selections;
relate the results from a particular application to the nature of a particular mathematical task
(investigative, problem solving or modelling) and verify these results;
specify the process used to develop a solution to a problem using a computer algebra system, and
communicate the key stages of mathematical reasoning (formulation, solution, interpretation) used
in this process.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1 and 2 must be based on the students performance on
a selection of assessment tasks. Where teachers allow students to choose between tasks they must
ensure that the tasks they set are of comparable scope and demand.

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Demonstration of achievement of Outcome 1 must be based on a selection of the following tasks:

assignments;
tests;
summary or review notes.
Demonstration of achievement of Outcome 2 must be based on a selection of the following tasks:
projects;
short written responses;
problem-solving tasks;
modelling tasks.
Demonstration of achievement of Outcome 3 must be based on the students performance on a
selection of tasks completed in demonstrating achievement of Outcomes 1 and 2, which incorporate
the effective and appropriate use of computer algebra system technology in contexts related to the
content of the areas of study.

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Unit 2: Mathematical Methods (CAS)

The areas of study for Unit 2 are Functions and graphs, Algebra, Rates of change and calculus,
and Probability. At the end of Unit 2, students will be expected to have covered the material outlined
in each area of study. Material from the Functions and graphs, Algebra, Rates of change and
calculus, and Probability areas of study should be organised so that there is a clear progression of
skills and knowledge from Unit 1 to Unit 2 in each area of study.
Students are expected to be able to apply techniques, routines and processes involving rational and real
arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration
with and without the use of technology, as applicable. Students should be familiar with relevant mental
and by hand approaches in simple cases.
The appropriate use of computer algebra system (CAS) technology to support and develop the teaching
and learning of mathematics, and in related assessments, is to be incorporated throughout the unit.
Other technologies such as spreadsheets, dynamic geometry or statistical analysis software may also
be used, as appropriate, for various topics from within the areas of study for the course.

AREAS OF STUDY

1. Functions and graphs

This area of study covers graphical representation of functions of a single real variable and the study
of key features of graphs of functions such as axis intercepts, domain (including maximal domain)
and range of a function, asymptotic behaviour, periodicity and symmetry.
This area of study will include:
revision of trigonometric ratios and their applications to right-angled triangles, including exact
values for sine, cosine and tangent of 30, 45 and 60;
radians: unit circle definition, conversion between radians and degrees;
the unit circle and definition of the sine, cosine and tangent functions as functions of a real variable,
including exact values for n and n4 , n Z;
6
sin( x)
the relationships sin2(x) + cos2(x) = 1 and tan(x) = cos( x)
;
symmetry properties, complementary relations and periodicity properties for the sine, cosine and
tangent functions;

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graphs of circular functions of the form y = a(bx) + c, where is the sine, cosine or tangent
function, and a, b and c R;
simple applications of circular functions of the above form to model tidal heights, sound waves,
bio-rhythms, ovulation cycles, temperature fluctuations during a day and the interpretation of
period, amplitude and mean value in these contexts and their relationship to the parameters a, b
and c;
graphs of y = Aakx + C, where a R +, for simple cases of a, A, k and C R;
the graph of y = loga(x) as the graph of the inverse function of y = ax, including the relationships
aloga(x) = x and loga(ax) = x;
simple applications of exponential functions of the above form to model growth and decay
in populations and the physical world, appreciation and depreciation of value in finance; the
interpretation of initial value, rate of growth or decay and long run value in these contexts and
their relationship to the parameters A, k and C.

2. Algebra
This area of study provides an opportunity for the revision and further development of content prescribed
in Unit 1, as well as the study of related algebra material introduced in the other areas of study in Unit 2
including circular functions, exponential functions and logarithmic functions. The content as described
in the Algebra area of study in Unit 1 is to be distributed across Units 1 and 2.

3. Rates of change and calculus

This area of study covers first principles approach to differentiation, formal differentiation and anti-
differentiation of polynomial functions and power functions and related applications, including graph
sketching.
This area of study will include:
the derivative as the gradient of the graph of a function at a point and its representation by a gradient
function;
notation for derivatives: Dx(), dy , (x) d ((x));
dx dx
graphical and numerical approaches to approximating the value of the gradient function for simple
polynomial functions and power functions at a given point in the domain of the function;
first principles approach to finding the gradient function for (x) = xn, n Z and simple polynomial
functions;
derivatives of simple power functions and polynomial functions;
applications of differentiation:
finding rates of change;
determining maximum or minimum values of functions, including interval endpoint maximum
and minimum values and their application to simple maximum/minimum problems;
use of the gradient function, to assist in sketching graphs of simple polynomials, in particular,
the identification of stationary points;
anti-differentiation as the reverse process of differentiation and identification of families of curves
with the same gradient function;
application of anti-differentiation to problems involving straight-line motion, including calculation
of distance travelled.

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4. Probability
This area of study covers introductory counting principles and techniques and their application to
probability, the law of total probability in the case of two events, and the application of transition
matrices to conditional probabilities.
This area of study will include:
addition and multiplication principles for counting;
n
combinations: concept of a selection and computation of Cr and for pascal's triangle;
applications of counting techniques to probability;
the law of total probability for two events Pr(A) = Pr(A|B)Pr(B) + Pr(A|B)Pr(B);
use of 2 2 transition matrices to calculate probabilities of two state markov chains (consideration
of steady state not required).

OUTCOMES

For this unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all of the areas of study for the unit.

Outcome 1
On completion of this unit the student should be able to define and explain key concepts as specified
in the content from the areas of study, and apply a range of related mathematical routines and
procedures.

To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.
Key knowledge
This knowledge includes
p p p p
exact values of sine, cosine and tangent for 0, 6 , 4 , 3 , 2 (and their equivalents in degrees) and
integer multiples of these;
key features and properties of the circular functions sine, cosine, and tangent and their graphs;
the effect of transformations (dilation from the coordinate axes; reflection in the coordinate axes
and vertical translation) and simple combinations of these transformations on the graphs of sine,
cosine, tangent and exponential functions;
characteristics of data which suggest the use of circular functions or exponential functions as an
appropriate type of model for a given context;
exponential and logarithmic functions and properties of their graphs;
the relationship between an exponential function to a given base and the logarithmic function to
the same base as inverse functions;
the derivative function as the rate of change or gradient function of a given function ;
informal concept of a limit and the limit definition of the derivative function;
the sign of the gradient at and near a point and its interpretation in terms of key features of the
graph of simple polynomial functions;
rules for finding derivatives and anti-derivatives of simple power functions and polynomial
functions;
counting techniques and their rules of application;
representation of conditional probabilities using transition matrices.

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Key skills
These skills include the ability to
sketch by hand graphs of the sine, cosine and exponential functions, and simple transformations
of these, sketch by hand graphs of loga(x) and the tangent function;
draw graphs of circular, exponential and simple logarithmic functions over a given domain and
identify and discuss key features and properties of these graphs;
describe the effect of transformations (dilation from the coordinate axes; reflection in the coordinate
axes and vertical translation) and simple combinations of these transformations on the graphs of
the sine, cosine, tangent and exponential functions;
solve simple equations over a specified interval related to these functions using graphical, numerical
and analytical approaches;
recognise characteristics of data in tabular or graphical form which suggest the selection of one of
these types of functions as an appropriate model for the data, and obtain a corresponding function
as a model for the data;
evaluate limits for polynomial expressions and simple rational expressions;
use a variety of approaches (numerical, graphical, first principles or by rule) to find the value of
the derivative of a function at a given point;
find by hand the derivative function and an antiderivative function for a simple power function or
a polynomial function up to degree four;
use derivatives to assist in the sketching of graphs of simple polynomial functions and to solve
simple maximum/minimum optimisation problems;
find a family of anti-derivative functions for a given power or polynomial function;
apply counting principles and manipulations to solve problems in contexts where repetition may
or may not be allowed, and order may or may not be important, including cases involving simple
restrictions;
calculate probabilities for compound events, by hand in simple cases;
calculate matrix products involving 2 2 transition matrices, by hand in simple cases;
use transition matrices to calculate combinations of probabilities involving non-independent
events.

Outcome 2
On the completion of this unit the student should be able to apply mathematical processes in non-
routine contexts, and analyse and discuss these applications of mathematics.

To achieve this outcome the student will draw on knowledge and related skills outlined in one or more
areas of study.
Key knowledge
This knowledge includes
key mathematical content from one or more areas of study relating to a given context for
investigation;
specific and general formulations of concepts used to derive results for analysis within a given
context for investigation;
the role of examples, counter-examples and general cases in developing mathematical analysis;
inferences from analysis and their use to draw valid conclusions related to a given context for
investigation.

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mathematics Mathematical Methods (CAS) Unit 2

Key skills
These skills include the ability to
specify the relevance of key mathematical content from one or more areas of study to the
investigation of various question in a given context;
give mathematical formulations of specific and general cases used to derive results for analysis
within a given context for investigation;
use a variety of techniques to verify results;
make inferences from analysis and use these to draw valid conclusions related to a given context
for investigation;
communicate conclusions using both mathematical expression and everyday language, in particular,
interpretation of mathematics with respect to the context for investigation.

Outcome 3
On completion of each unit the student should be able to select and use a computer algebra system and
other technology to develop mathematical ideas, produce results and carry out analysis in situations
requiring problem-solving, modelling or investigative techniques or approaches.
To achieve this outcome the student will draw on knowledge and related skills outlined in the areas
of study.

Key knowledge
This knowledge includes
exact and approximate specification of mathematical information such as numerical data, graphical
forms and general or specific forms of solutions of equations produced by use of a computer algebra
system;
domain and range requirements for a computer algebra systems specification of graphs of functions
and relations;
the role of parameters in specifying general forms of functions and equations;
the relation between numerical, graphical and symbolic forms of information about functions and
equations and the corresponding features of those functions or equations;
the similarities and differences between formal mathematical expressions and their computer
algebra system representation;
the appropriate selection of a technology application, in particular, computer algebra systems, in
a variety of mathematical contexts.

Key skills
Theses skills include the ability to
distinguish between exact and approximate presentations of mathematical results produced by a
computer algebra system, and interpret these results to a specified degree of accuracy;
produce results using a computer algebra system which identify examples or counter-examples for
propositions;
produce tables of values, families of graphs or collections of other results using a computer algebra
system, which support general analysis in problem-solving, investigative or modelling contexts;
use appropriate domain and range specifications to illustrate key features of graphs of functions
and relations;
identify the relation between numerical, graphical and symbolic forms of information about functions
and equations and the corresponding features of those functions or equations;

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specify the similarities and differences between formal mathematical expressions and their computer
algebra system representation, in particular, equivalent forms of symbolic expressions;
make appropriate selections for a computer algebra system and other technology applications in
a variety of mathematical contexts, and provide a rationale for these selections;
relate the results from a particular application to the nature of a particular mathematical task
(investigative, problem solving or modelling) and verify these results;
specify the process used to develop a solution to a problem using a computer algebra system, and
communicate the key stages of mathematical reasoning (formulation, solution, interpretation) used
in this process.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1 and 2 must be based on the students performance on
a selection of assessment tasks. Where teachers allow students to choose between tasks they must
ensure that the tasks they set are of comparable scope and demand.
Demonstration of achievement of Outcome 1 must be based on a selection of the following tasks:
assignments;
tests;
summary or review notes.
Demonstration of achievement of Outcome 2 must be based on a selection of the following tasks:
projects;
short written responses;
problem-solving tasks;
modelling tasks.
Demonstration of achievement of Outcome 3 must be based on the students performance on a
selection of tasks completed in demonstrating achievement of Outcomes 1 and 2, which incorporate
the effective and appropriate use of computer algebra system technology in contexts related to the
content of the areas of study.

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Advice for teachers (Units 1 and 2:
Mathematical Methods (CAS))

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the knowledge required for
the demonstration of each outcome. Outcomes are introduced by summary statements and are followed
by the key knowledge and skills which relate to the outcomes.
In particular, it should be noted that the key skills for Outcome 1 include routines that students are
expected to be able to carry out by hand without the use of technology. In some instances these will
only require writing down of a result obtained by application of a general rule or pattern, for example
differentiation of a polynomial function, in other instances several steps of manipulation may be
required, for example re-expression of the rule of a cubic polynomial function in terms of a specified
linear factor (x a) by equating coefficients. Students should be conversant with such mental and by
hand routines.
For Units 1 and 2, teachers must select assessment tasks from the lists provided. Tasks should provide
a variety and the mix of tasks should reflect the fact that different types of tasks suit the assessment of
different knowledge and skills. For example, analysis of the behaviour of a function, such as the location
of its minimum value over a given interval in terms of changes in the values of its coefficients, could
be assessed by a short and focused investigation, and incorporate the required use of technology, while
the development of by hand skills could be assessed either by a test, an assignment or a component
of an investigation. Tasks do not have to be lengthy to make a decision about student demonstration
of achievement of an outcome.

Sample teaching sequence

The following sample course outline is based on the assumption of 17 teaching weeks per semester,
allowing time for review and assessment. Teachers are likely to draw on material from across the
areas of study in covering content related to different topics in various ways, and should adjust the
time allocated accordingly.

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Topics and possible assessment

Unit 1

Topic Weeks Assessment

Polynomial and power functions 6 Test (week 5)

Project fitting curves to data (week 6)

Functions and relations 4 Solving equations assignment (week 3)

Test (week 4)

Rates of change 4 Test (week 3)

Rates problem solving/modelling task (week 4)

Probability 1 (Introductory probability) 3 Short written response simulation task (week 4)

Summary notes (week 3)

Unit 2

Probability 2 (Counting principles, transition 3 Short written response transition matrices (week 1)
matrices and applications to probability) Test (week 3)

Exponential and logarithmic functions 4 Growth and decay assignment (week 3)

Test (week 4)

Circular functions 5 Test (week 4)

Project modelling with circular functions (week 5)

Differentiation and anti-differentiation of polynomial 5 Test (week 4)

functions Maximum/minimimum optimisation problem-solving
task or straight line motion assignment (week 5)

Description of topics and related CAS functionality

Unit 1

Approximate
Topic CAS functionality
time

Polynominal and power functions 6 weeks

Use of the notation y = (x) for describing the Definition of (x) and evaluation of (a), where a is
rule of a function and evaluation of (a), where a numeric or symbolic.
is a real number or a symbolic expression. Production of table of values for (a), where a is
Graphs of power functions (x) = xn for n N numeric or symbolic, over a given interval. Drawing
and n = 1, 2, 21 (where x 0 when n = 21 ) and the graph of (x) over a given domain.
2 weeks
transformations* of these to the form: Production of a family of graphs using a parameter
(x) = a(x + b)n + c where a, b and c R. in the definition of (x).
Use of parameters to represent a family of Solution of a (x + b)n + c = k where k is a real
power functions and general solutions of number.
equations involving these functions.

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Unit 1 (continued)

Approximate
Topic CAS functionality
time

Polynominal and power functions 6 weeks

Application of matrices to transformations Specification of matrices and evaluation of sum,

of points in the plane (dilation, reflection and difference, product and inverse solution of matrix
translation)* and the solution of systems of 1 week equations of the form AX = B.
simultaneous linear equations# in up to four Solution of a system of simultaneous linear
unknowns. equations.

Graphs of polynomial functions to degree 4. Simplification of algebraic expressions and

Substitution into, and expansion and polynomial division.
factorisation of, algebraic expressions, including Expansion and factorisation of polynomial algebraic
the remainder and factor theorems. expressions.
Solution of polynomial equations to degree 4, 2 weeks Solution of polynomial equations numerically,
analytically, numerically and graphically. analytically and graphically.
Connection between factors of (x), solutions
of the equation (x) = 0 and the horizontal axis
intercepts of the graph of the function .

Development of polynomial models for sets of Evaluation of difference between consecutive

data, for example, by the use of finite difference values in a table or list.
tables or solution of a system of simultaneous Solution of system of simultaneous equations:
1 week
linear equations# obtained from values of a {(x1) = y1 , (x2) = y2, , (xn) = yn}.
function, or a simple combination of values of a
function.

Functions and relations 4 weeks

Qualitative interpretation of features of graphs, Drawing graphs of relations that are not functions,
and families of graphs including an informal including inequalities.
consideration of rates of change. Determination of the rule of an inverse function or
Use of symbolic notation to develop algebraic relation.
expressions and represent functions, relations Drawing the graph of an inverse function or relation.
and equations. 2 weeks
Calculation of coordinates of the midpoint of
a line segment, and gradients of parallel and
perpendicular lines.
Graphs of relations specified by conditions or
constraints, and the graphs of inverse relations.

Determination of rules of simple functions Substitution of values into algebraic expressions

and relations from given information, and and simplification of these expressions.
of transformations (dilation, reflection and Analytical solution of equations using inverse
translation) of the square root and circle functions.
relations.
Analytical and numerical solution of
Use of inverse functions to solve equations, 2 weeks (x) = g(x). Identification of points of
including consideration of equations involving intersection of corresponding curves.
functions that are not one-to-one.
Solution and interpretation of simultaneous
equations involving two functions by analytical,
numerical and graphical methods.

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Unit 1 (continued)

Approximate
Topic CAS functionality
time

Rates of change 4 weeks

f ( x + h) f ( x )
Rate of change of a linear function, use of Evaluation of gradient of chord as:
f ( x ) f ( x h) h
gradient as a measure of rate of change;
and as:
average rate of change, use of the gradient of h
a chord of a graph to describe average rate
Production of tables of values for gradient of chord
of change of y = (x)) with respect to x, over a
for different x and h.
given interval. f ( x + h) f ( x )
1 week Evaluation of the limiting value of
The measurement of rates of change of h
as h 0.
polynomials functions by finding successive
numerical approximations to the gradient of a Evaluation of (x) as a limit expression.
polynomial function at a point, leading to an
informal treatment of the gradient of the tangent
as a limiting value of the gradient of a chord
(formed on either side at a given point).

Tangents to curves, use of gradient of a Determination of (x) .

tangent at a point on the curve to describe Drawing the graph of (x) and (x) for a given
instantaneous rate of change of y = (x) with function over a specified domain.
respect to x.
Graphs of functions and interpretation of the 2 weeks
rate of change of the function, where the rate of
change is positive, negative, or zero, relationship
of the gradient function of a function to features
of the original function.

Motion graphs, construction and interpretation Drawing graphs of x(t) and x(t).
of displacementtime and velocitytime graphs
and informal treatment of the relationship
between displacementtime and velocitytime 1 week
graphs.
Use of rates of change and corresponding
graphs in other contexts.

Probability (introduction) 3 weeks

Random experiments, events and event week Generation of random numbers and tables of values
spaces. Probability as an expression of long run of random numbers.
proportion. Simulation using simple generators
such as coins, dice, spinners, random number
tables and computers. Display and interpretation
of results of simulations.

Probability of simple and compound events. 1 week

Lists, grids, venn diagrams, karnaugh maps and
tree diagrams.

The addition rule for probabilities. Conditional 1 weeks Evaluation of probabilities for sequences of
probability and independence, law of repeated trials.
total probability, the multiplication rule for
independent events. Probabilities involving
sequences of repeated experiments for
independent or conditional events.

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Unit 2

Approximate
Topic CAS functionality
time

Probability 2 (applications of probability) 3 weeks

Counting principles, combinations and the Expansion of expressions of the form (x + a)n.
relationship of combinations to pascals triangle. 1 weeks
Applications to probability.

Use of transition matrices to calculate Evaluation of matrix powers Tn and application to

probabilities of combinations of successive non- 1 weeks computation of probabilities: Tn+1 = Tn S0.
independent events (two-state markov chains).

Exponential and logarithmic functions 4 weeks

Recognition of equivalent expressions and Manipulation and simplification of algebraic

simplification of algebraic expressions involving expressions involving exponential or logarithmic
1 week
functions and relations, including use of terms.
exponent and logarithm laws.

Graphs of y = Aakx + B, where a R+, a 1, for Transformation of (x) = ax, production of families of
simple cases of A and B R, the graph of graphs of exponential functions based on variation
y = logax as the inverse of y = ax, for simple 1 week of parameters used to define rule, determination of
cases of a where a R+, a 1, informal rules for inverse functions.
discussion of the inverse relationship.

Solution of equations of the form A(kx) + B = C, Analytic, numeric and graphical solution of equations
where A, B, C and k R, and (x) = ax for a R+, involving exponential functions, including general
1 week
a 1, using exact or approximate values and cases in terms of parameters used to specify these
interpretation of these equations. equations.

Illustration of the application of exponential Generation of sequences of values with constant

functions of the form y = Aakx + B , for simple ratio between successive terms.
cases of A, k and B R, in data modelling such
as growth and decay models in populations
and the physical world, appreciation and 1 week
depreciation of value in finance and the
interpretation of initial, value, rate of growth or
decay and long run value in these contexts and
their relationship to parameters A, k and B.

Circular functions 5 weeks

Revision of trigonometric ratios and their Computation of exact values for circular functions
n n
applications to right-angled triangles, including where the independent variable is 6 and 4 , n Z
exact values for sine, cosine and tangent of and approximate values for all x R.
30, 45 and 60; radians: unit circle definition,
1 week
conversion between radians and degrees; the
unit circle and definition of sine, cosine and
tangent functions as functions of a real variable,
n n
including exact values for 6 and 4 , n ZZ.

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Unit 2 (continued)

Approximate
Topic CAS functionality
time

The relationships sin2(x) + cos2(x) = 1, Use of symmetry, complementarity and periodicity

sin( x ) to identify families of values of x for which (x) = k,
tan(x) = , symmetry properties,
cos( x ) k R.
complementary relations and periodicity 1 week Manipulation of expressions involving circular
properties for sine, cosine and tangent
functions to identify equivalent expressions using
functions, symmetry properties of sine, cosine
specified relationships and formulas.
and tangent over the interval [0, 2].

Graphs of circular functions of the form Transformation of (x) = sin(x), (x) = cos(x) and
y = a(bx) + c where is sine, cosine or tangent, (x) = tan(x) to produce families of graphs of circular
1 week
and a, b and c R. functions based on variation of parameters used to
define rules.

Solution of equations of the form a(bx) + c = k, Analytic, numeric and graphical solution of equations
where a, b, c and k R, and is sine, cosine or involving sine, cosine and tangent, including general
tangent using exact or approximate values 1 week cases in terms of parameters used to specify these
over one period and interpretation of these equations.
equations.

Illustration of the application of circular Draw graphs of transformed circular functions of sine
functions of the form y = a(bx) + c, where and cosine.
is sine or cosine for simple values of a, b and
c R, in data modelling such as tidal heights,
sound waves, bio-rhythms, ovulation cycles, 1 week
temperature fluctuations during a day and the
interpretation of period and amplitude in these
contexts and their relationship to the parameters
a, b and c.

Differentiation and anti-differentiation of

5 weeks
power and polynomial functions

The derivative as the gradient of the graph at Evaluation of numerical approximations to the
a point and its representation by a gradient gradient function at x = a by:
function; notation for derivatives: Dx(), f ( b) - f ( a )
dy d for b close to a, or by:
,. (x), dx
dx
. (x)). b- a

Graphical and numerical approaches to f ( x + h) - f ( x ) for small values of h.

h
approximating the value of the gradient function
1 week Determination of derivatives from first principles
for simple polynomial and power functions at a
using limits.
given point in the domain of the function.
Finding (x), evaluation of (a).
First principles approach to finding the
gradient function for (x) = xn, n Z and simple
polynomial functions.
Derivatives of simple power functions and
polynomial functions

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mathematics Mathematical Methods (CAS) Units 1 and 2

Unit 2 (continued)

Approximate
Topic CAS functionality
time

Applications of differentiation Drawing graphs of and .

finding rates of change Solution of (x) = k, in particular where k = 0.
determining maximum or minimum values
Simplification of a set of algebraic expressions in
of functions, including interval endpoint
several variables to a function of a single variable.
maximum and minimum values and their
application to simple maximum/minimum 2 weeks Identification of maximum and minimum values of
problems over its domain.
use of the gradient function to assist in
sketching graphs of simple polynomials,
in particular, the identification of stationary
points.

Anti-differentiation as the reverse process of Determination of an anti-derivative for a given

differentiation and identification of families of function. Specification of a general family of anti-
curves with the same gradient function. 1 week derivatives for a given function, determination of a
specific anti-derivative for a given function satisfying
suitable boundary conditions.

Application of anti-differentiation to problems Evaluation of expressions for distance in terms of

involving straight line motion, including differences in position (which may involve turning
1 week
calculation of distance travelled (possible use of points).
modulus function).

COURSE DEVELOPMENT

An introduction to polynomial functions

Polynomial functions provide one of the simplest types of functions for modelling in a wide range
of situations and for introducing the mathematical processes which a computer algebra system can
apply (its functionality).
When a computer algebra system is used to define a polynomial function , or more specifically its rule
(x) as a formal symbolic object, this can then be used as a unifying construct that underpins many
aspects of the course. At the simplest level, a computer algebra system can be used to carry out
processes such as evaluate (x) when numerical and/or algebraic expressions are substituted for the
variable x; construct a table for a specified sequence of values of x; plot a graph of (x) over a given
interval; solve equations such as (x) = x, differentiate (x) and integrate (x).
Computer algebra system functionality can be combined so that several processes are carried out
together, for example to solve (x) = 0 for x, to produce a table of expressions for (x + h) (x)
and (x) (x h) where (x) = xn for a sequence of values of n; or to produce a collection of
graphs that illustrate the effect of varying a parameter used in the definition of a function, such as for
(x) = x(x 2)(x k) where k takes integer values of from 4 to 4. Many of these processes apply
equally well to other types of functions.
Computer algebra system functionality can be used in transformations of graphs, algebraic re-expression
of mathematical expressions in equivalent forms, addition of ordinates, solving simultaneous equations,
rates of change and differentiation from first principles and evaluation of powers of matrices.

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Polynomial functions are readily evaluated by combinations of arithmetic operations, are everywhere
continuous and differentiable and their behaviour is relatively simple to describe graphically. They are
used to approximate other functions such as circular functions, to construct curves through points such
as by a computer-assisted drawing package and to develop quantitative models for sets of data such as
the bending of a beam under load or for trend data and coding of electronic communications. Relevant
data may have been obtained from various sources, including experiments or records, possibly from
other VCE studies, journals, magazines, websites or newspapers. This type of source material can be
used to develop an integrated approach to key concepts, skills and processes related to the study of
polynomial functions.
An important property of polynomial functions is that for any set of n distinct points (which do not
all lie on a straight line), there is a polynomial function of degree n 1 whose graph will pass exactly
through these n points. If there are n points:

x1 x2 x3 x4 ... xn

y1 y2 y3 y4 ... yn

and p is a polynomial function of degree n 1 with rule p(x), then the set of simultaneous linear
equations: {y1 = p(x1), y2 = p(x2) yn = p(xn)} can be solved to determine the coefficients of the powers
of p. In the case of a quadratic function, q, the coordinates of three such points would be required to
determine the coefficients a, b and c of q(x) = ax2 + bx + c. If the coordinates of the three points are
(1, 3), (4, 0) and (0.30, 2.67).
This results in the set of simultaneous linear equations: {q(1) = 3, q(4) = 0, q(0.30) = 2.67} or
equivalently {3 = a + b + c, 0 = 16a 4b + c, 2.67 = 0.09a + 0.30b + c}.
Such a system of equations can be solved by hand; however, the equation-solving facilities of many
computer algebra systems (or the use of their matrix algebra functions) will easily carry out this process
for both integer and non-integer values of the coordinates involved. The following screen dumps provide
an illustrative output (note that the coefficients a, b and c of the original rule become the values to be
determined (unknowns) of the system of equations, which are represented by the variables x, y and z
respectively in the calculator format).

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In this case the function q would have the particular rule q(x) = 1.74 x2 + 5.83x + 4.58, where the
coefficients are correct to two decimal places. A suitable domain of interpretation would need to be
specified with respect to the context under consideration.
This approach also extends to situations where more complicated systems of equations are required
to be solved. While students should be able to apply the relevant processes by hand in straightforward
cases, modelling real data using this method will require the appropriate support of technology to
obtain solutions to this type of problem efficiently. A computer algebra system can be used to find
these coefficients, draw the corresponding graph and perform related analysis of key features (such as
axis intercepts, maximum/minimum values); however, an algebraic approach is required to establish
general results. Solving the general equation for q(x) = 0 gives a stationary point when 2ax + b = 0
b
or x = . The corresponding maximum or minimum value (depending on the sign of a) can then
2a
b
be found by evaluating q . Knowledge of this general result facilitates the analysis of maximum
2a
and minimum values of data modelled by quadratic functions.
The solutions of a quadratic equation of the form q(x) = k can be found by reference to the quadratic
formula, which is based on the completion of the square process. Any quadratic function with rule
q(x) = ax2 + bx + c can be re-expressed in the completed square form q(x) = A(x + B)2 + C where
A = a, which can also be used to sketch its graph as a sequence of transformations of the graph of
y = x2.
For the case of cubic polynomial functions there is no simple formula like the quadratic formula
(although there is a complicated general formula which involves the use of complex numbers) since
not all graphs of cubic polynomial functions are transformations of the graph of the basic function with
rule y = x3. Thus, while: c(x) = ax3 + bx2 + cx + d and c(x) = (x k) (lx2 + mx + n) + r are general forms
of the rule for a cubic polynomial function, this is not the case for the form: c(x) = A(x + B)3 + C
The second form is found by re-expressing c(x) in terms of (x k) and leads to the remainder theorem,
c(k) = r and its corollary the factor theorem: if c(k) = 0 then (x k) is a factor of c(k). This re-expression
can be carried out by polynomial division, or by equating coefficients of the powers of x in the cubic
polynomial, for example: x3 3x2 + 6x 7 = x2 (x 2) x (x 2) + 4(x 2) + 1 = (x 2) (x2 x + 4) + 1
In many exercises, students deal with cases where r = 0 and the quadratic expression (lx2 + mx + n)
has simple integer or rational factors. They should be able to identify intervals within which a root
to the equation c(x) = 0 must lie, and could also seek to identify whether such a root is rational. For
example if it is assumed that the particular cubic polynomial function with rule c(x) = 2x3 + 3x2 22x 33
has at least one linear factor (ux + v) which leads to a rational root then: c(x) = 2x3 + 3x2 22x 33
= (ux + v) (lx2 + mx + n) where u and v are integers such that ul = 2 and vn = 33. Hence u would a

factor of 2 and v a factor of 33, so it is only necesary to test whether c uv = 0 for the possible

rational combinations of p = 1, 2 with q = 1, 3, 11, 33. Inspection reveals that c 23 = 0,
hence (2x + 3) is a linear factor of c(x).
Re-expression gives x2 11 = ( x + 11)( x 11) as the other factor. While approximate numerical
values of key features of cubic polynomial functions can be identified using technology (such as
coordinates of axis intercepts and stationary points), description of the general behaviour of these
functions requires an analytic approach. The nature and existence of stationary points can be obtained
from examination of the quadratic equation related to the derivative function. Students could be asked
to investigate under what conditions a cubic polynomial function will have rational x axis intercepts
and rational x values for its stationary points.

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Mathematical Methods (CAS) Units 1 and 2 MATHEMATICS

An approach to developing the general rule for the derivative of xn

A computer algebra system can be readily used to develop a numerical approach for conjecturing a
limit value for the gradient of a function at a specific x value. If the function with the rule (x) = x2 is
considered, then both the following expressions can be evaluated for various values of x:
f ( x + h) f ( x ) f ( x ) f ( x h)
right secant gradient = and left secant gradient =
h h
For example, if x = 2, a numerical approximation for (2) can be obtained by considering a table of
values for these expressions where h varies from say 0.1 to 0.0001. The values in the table below can
be seen to strongly suggest convergence to a limiting value of 4 for (2). Initially this can be done by
hand as a collection of individual calculations to develop student familiarity with the process. For the
particular function with the rule (x) = x2 when x = 2 these expressions simplify to:
( 2 + h) 2 4 4 ( 2 h) 2
right secant gradient = h and left secant gradient =
h

h Left secant gradient Right secant gradient

0.1 3.9 4.1

0.01 3.99 4.01

0.001 3.999 4.001

0.0001 3.9999 4.0001

When a sufficient range of x values has been systematically investigated the rule for (x) can be
conjectured as likely to be (x) = 2x. A similar approach can be taken for other functions of the form
(x) = xn. An advantage of this approach is that it enhances the ability to deal effectively with an
important concept, that the derivative is defined when two limits (the limiting values as h tends to 0 of
both the left secant gradient and the right secant gradient) have an identical value, that is the gradient
of the unique tangent at a given in the domain of the function. An informal notion of differentiability
arises naturally from such considerations.
This can then lead to the development of a first principles approach where one of these limits is applied
to simple power functions such as (x) = 1, (x) = x, (x) = x2 and (x) = x3 . Computer algebra systems
can be used to develop these ideas further where students have previously worked through the cases
for n = 1, 2 and 3 by hand.
If the more general case (x) = xn is considered, then it is possible for computer algebra system
functionality to produce summaries of related computations such as:
Table[{n,[x],Expand Limit h0}, {n,0,10}]
f[x + h]- f[x] f[x + h]- f[x]
[ ], [ ],
h h
0 1 0 0

1 x 1 1

2 x2 h+ 2x 2x

3 x3 h2 + 3hx + 3x2 3x2

4 x4 h3 + 4h2x + 6hx2 + 4x3 4x3

5 x5 h4 + 5h3x + 10h2x2 + 10hx3 + 5x4 5x4

6 x6 h5 + 6h4x + 15h3x2 + 20h2x3 + 15hx4 + 6x5 6x5

7 x7 h6 + 7h5x + 21h4x2 + 35h3x3 + 35h2x4 + 21hx5 + 7x6 7x6

8 x8 h7 + 8h6x + 28h5x2 + 56h4x3 + 70h3x4 + 56h2x5 + 28hx6 + 8x7 8x7

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mathematics Mathematical Methods (CAS) Units 1 and 2

These can then be used to lead into the general case result for xn based on expansion of (x + h)n.
A combination of numerical, graphical and analytical approaches could be used to extend this work
to polynomial functions, where again students can tackle simple first principles linear and quadratic
function examples by hand. The following could then be used as an analysis task to apply these ideas
to the graphs of cubic polynomial functions:
sketch the graph of the function with the rule (x) = x3 4x + 7, identifying important features
consider the function g with the rule g(x)= x3 4x + d; find the value of d for which g has only one
x axis intercept and three x axis intercepts respectively
identify any values of d for which g has a stationary point of inflection
consider the function h, with the rule h(x) = x3 + bx2 + 4x + 3. Explore the nature of the graph of
h in terms of different values of b.

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for Mathematical Methods (CAS) Units 1 and 2,
teachers should make use of applications of information and communications technology and new
learning technologies, such as computer-based learning, multimedia and the World Wide Web, where
applicable to teaching and learning activities.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the study, typically demonstrate the following key competencies and employability
skills.

Assessment task Key competencies and employability skills

Assignments Learning, use of information and communications technology

Tests Self management, use of information and communications technology

Summary or review notes Self management

Projects Communciation, team work, self management, planning and organisation, use of
information and communications technology, initiative and enterprise

Short written responses Communication, problem solving

Problem-solving tasks Communication, problem solving, team work, use of information and
communications technology

Modelling tasks Problem solving, planning and organisation, use of information and communications
technology

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. The examples that
make use of information and communications technology are identified by this icon .

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Mathematical Methods (CAS) Units 1 and 2 MATHEMATICS

Units 1 and 2: Mathematical Methods (CAS)

Outcome 1 Examples of learning activities

Define and explain key skills practice on standard mathematical routines through work on an appropriate
concepts as specified selection of exercises (e.g. difference tables, transition matrices)
in the content from the
areas of study, and construction of summary or review notes related to a topic or area of study
apply a range of related (e.g. quadratic and cubic factorisation techniques, conditional probability and
mathematical routines independence)
and procedures.
assignments structured around the development of samples cases of standard
applications of mathematical skills and procedures in readily recognisable
situations

exercises such as the identification of key features of graphs of functions and

relations on graphs produced using technology (e.g. location of axes intercepts
and any stationary points, interval(s) over which a function is increasing or
decreasing) and special features of particular functions and relations (e.g.
asymptotic behaviour, periodicity, location of centres of circles)

Outcome 2 Examples of learning activities

Apply mathematical investigative projects, such as exploring the properties of graphs of families
processes in non- of related functions or relations (e.g. the rate at which a container fills, given a
routine contexts, and constant rate of flow)
analyse and discuss
these applications of collections of problem-solving tasks, such as determining optimal values for
mathematics. problems related to application contexts (e.g. maximising or minimising area or
volume)

modelling tasks, such as using functions to model experimental data from other
areas of study, or make predictions based on modelling of trend data (e.g. circular
functions applied to periodic patterns in weather, long run probabilities in two-
state markov chains)

a set of applications questions requiring analysis and extended response on a

particular context (e.g. seating arrangements with various restrictions)

a report on item response analysis for a collection of multiple-choice questions

(this would involve a clear and detailed explanation as to why other alternatives did
not provide an appropriate response to the question asked, that is did not account
for all the information provided)

presentation on research into a particular application of mathematics (this could

involve the use of presentation information technologies, an historical treatment of
the development of key ideas of calculus)

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mathematics Mathematical Methods (CAS) Units 1 and 2

Outcome 3 Examples of learning activities

Select and use a the use of computer algebra systems should be developed as an integral part
computer algebra of the range of learning activities for Outcomes 1 and 2; in particular, these can
system and other include:
technology to develop
mathematical ideas, investigations based on the production of collections of tables of values or graphs
produce results and for families of functions, and analysis of the behaviour of this type of function in
carry out analysis in terms of key defining parameters such as the effect of the parameters a, b, c and
situations requiring d on graphs of functions with rules of the form (x) = a(x b)(x c)(x d); summary
problem-solving, of the effects of variation of these parameters
modelling or
investigative techniques activities based on the application of a variety of different techniques to a
or approaches. particular type of task, e.g. use a computer algebra system to implement various
graphical, tabular, numerical and analytical approaches associated with solving
appropriate equations of the form: (x) = 0 or (x) = k or (x) = g(x)

workshop type sessions where, for example, students explore the relationship
between a function and its derivative function using analytical, graphical and
numerical approaches

APPROACHES TO ASSESSMENT

In Units 1 and 2 of the study teachers must select assessment tasks from those designated for each
unit.
When tests are used teachers may decide to specify or construct components of a test where CAS
calculators are not to be used (or not able to be used), while allowing or expecting students use on
other components of the test. Summary or review notes constructed in preparation for each test could
be part of the required material for assessment of Outcome 1. These could include definitions of key
concepts, statements of important results or formulas, and sample routine problems. Where these
also incorporate samples of work where technology is used to produce, for example, tables of values,
graphs or solve equations, this would provide feedback on student achievement of related aspects of
Outcome 3. In the work on Probability this could, for example, include a flow diagram for identification
of types of problems involving counting principles, where decisions are to be made about whether
repetition is allowed or not, whether some elements of a set are to be grouped or not, and whether all
elements are distinguishable or not. The development and use of this flow diagram could be related
to assessing student achievement of Outcome 1, while an assignment based on application of this to
unseen examples could be related to assessing student achievement of Outcome 2.
Alternatively, an assignment based on a collection of questions requiring progressively more complex
and detailed analysis could be used to assess student achievement of aspects of Outcomes 2 and 3.
For example, an assignment could be structured around a context incorporating transition matrices.
This may involve analysis of variations on a theme related to sampling problems, or investigating the
behaviour of different initial probabilities values and teachers may wish to extend this to the steady
state for the transition matrix, Tn+1 S Tn S. Such a task would provide students with the opportunity
to demonstrate key knowledge and skills related to Outcome 3.

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Mathematical Methods (CAS) Units 1 and 2 MATHEMATICS

A sample summary of an assessment program for Units 1 and 2 follows:

Unit 1

Algebra Test

Functions and relations Investigative task

Rates of change Rates problem-solving task

Probability 1 Test

Unit 2

Probability 2 Multiple-choice analysis

Differentiation and anti-differentiation of polynomial functions Modelling problem

Circular functions Periodic motion modelling task

Exponential and logarithmic functions Test

Other tests and assignments could be utilised throughout the course in order to monitor student progress.
Teachers should consider where technology can most effectively be used in assessment, in particular
what tasks, or parts of tasks, are most suited to assessment of mental, by hand and technology assisted
approaches. Summary or review notes constructed in preparation for prescribed tests could be part of
the required material for assessment of Outcome 1. These could include definitions of key concepts,
statements of important results or formulas, and sample routine problems. Alternatively, an assignment
based on a collection of questions requiring progressively more sophisticated and detailed analysis
could be used to assess student achievement of aspects of Outcomes 2 and 3.

Detailed examples

Algebra some sample Unit 1 technology free questions

1. Determine the mid-point and length of the line segment from (6, 3) to (2, 5).
2. Solve x + 2y = 8 and 2x y = 11 simultaneously for x and y.
3. Express x2 + 4x 6 in completed square form and hence state the exact solutions for x2 + 4x 6 = 0.
4. Find the remainder when 2x4 3x3 6x2 + 4x 5 is divided by x + 1.
5. Show that (x 2) is a factor of p(x) = x3 3x 2 and hence determine all linear factors of p(x) over R.
6. a) Use finite differences to determine the degree of the polynomial function which has been
used to generate this set of data:

x 2 3 4 5 6 7 8
y 4 2 4 14 28 46 68

b) Hence work out the rule of the polynomial function.

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Functions and graphs a sample Unit 1 investigation

The purpose of this task is to provide a context which can be use to select and carry out function fitting
processes to trend data and analyse these trends.

Summary of key concepts and processes

Concisely but clearly define the terms function, model and trend.
Outline the processes that can be used to fit a function to a set of data as a trend curve and discuss the
strengths and limitations of each approach.

Application of these processes to a selection of data from a variety of different contexts

Obtain a set of data for each of the following situations: a linear looking trend, a quadratic looking
trend and a cubic looking trend, and draw a corresponding graph of the data (include one set of data
trend which could well be modelled by a function with a negative coefficient of its highest power).
For each set of data find a function of good fit. Use a different approach in each case. Plot the function
of good fit on the original graph and discuss how well the function describes the pattern or trend of
the original data. Comment on how well you believe your fitted function will perform as a predictor
of future values.

Analysis of a given context to predict possible future trends using several different ap-
proaches
Provide an article to students on current data on market share value, and the graphical projections of
several different institutions for future directions. Have students draw a graph for the known data.
Fit a linear, quadratic, cubic and quartic trend function to this data. Decide which type of trend function
matches up most closely to the forecast of each institution. Comment on which forecast you believe
is most likely to be accurate.

Development of quantitative and qualitative criteria for assessing goodness of fit,

and consideration of the appropriateness of a particular approach in a given context
Consider your fitted functions from the previous section of work. With respect to the known data,
give a qualitative analysis that shows how you would select the function which provides the best fit,
and identify this function.
Construct a numerical measure that shows how you would select the function which provides the
best fit, and identify this function.
Comment on the selection of a function of best fit in both cases.
Possible approaches to finding a function of good fit include: relating key features of the function
to relevant information in the data (for example, a clear maximum value in a symmetric rise and
fall situation to the vertex of a parabola, linking x axis intercepts to natural zero values form the
context); difference equations (where an essentially constant 1st, 2nd or 3rd difference is identified
for consecutive data points), selecting key points according to some rationale and using simultaneous
equations to determine the coefficients of an appropriate polynomial or using built-in least square
fitting algorithms. A graphics calculator or other suitable technology can be used to assist students in
exploring different possibilities through the capability to recalculate rules and re-draw graphs where
selected points or other data are varied.

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Mathematical Methods (CAS) Units 1 and 2 MATHEMATICS

Rates of change and calculus: a sample Unit 1 problem-solving task

Students are asked to determine the time it takes to fill a variety of shaped containers with water from
a tap that pours at a constant rate of 0.1L/s, graph the corresponding depth of water versus time graph
and present their findings in a brief written report. For example, the containers could be:

Container Description

A Rectangular prism 140 cm long, 60 cm wide and 40 cm high.

B Cylinder 40 cm deep and has a radius of 40 cm.

C Trapezoidal prism 140 cm long, 50 cm wide at the base, 70 cm wide at the top and 40 cm
high.

D Inverted truncated rectangular prism (a simple common bath shape) that is 40 cm deep,
150 cm long at the top and 130 cm long at the base, 50 cm wide at the base and 70 cm
wide at the top.

E The dimensions of a bath and determining a reasonable flow rate from your tap (use a
measuring jug and determine the volume over 10 seconds).

Probability: a sample Unit 2 multiple-choice items response analysis question

Students analyse a small collection of probability related multiple-choice questions. This involves
determining the correct response and identifying possible reasons that would lead to the selection of
at least two of the other incorrect responses for each question.
For example:
Amy plays tennis. Amy gets her first service in play 60% of the time. If she gets her first service in play
she has a 80% chance of winning the point. If Amy has a second serve she gets that in play 90% of the
time but she only has a 50% chance of winning the point. For example, the following is a conditional
probability question that can be effectively tackled using a tree diagram.
The probability that Amy wins the first point of a match is:
A. 0.48 B. 0.93 C. 0.18 D. 1.3 E. 0.64

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 Units 3 and 4:
Further Mathematics

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 Units 3 and 4: Further Mathematics

Further Mathematics consists of a compulsory core area of study Data analysis and then a selection
of three from six modules in the Applications area of study. Unit 3 comprises the Data analysis area
of study which incorporates a statistical application task, and one of the selected modules from the
Applications area of study. Unit 4 comprises the two other selected modules from the Applications
area of study.
Assumed knowledge and skills for the Data analysis area of study are contained in the topics:
Univariate data, Bivariate data, Linear graphs and modelling, and Linear relations and equations from
General Mathematics Units 1 and 2.
The appropriate use of technology to support and develop the teaching and learning of mathematics is
to be incorporated throughout the units. This will include the use of some of the following technologies
for various areas of study or topics: graphics calculators, spreadsheets, graphing packages, statistical
analysis systems, dynamic geometry systems, and computer algebra systems. In particular, students are
encouraged to use graphics or CAS calculators, computer algebra systems, spreadsheets or statistical
software in Data analysis, dynamic geometry systems in Geometry and trigonometry and graphics
calculators, graphing packages or computer algebra systems in the remaining areas of study, both in
the learning of new material and the application of this material in a variety of different contexts.

AREAS OF STUDY

There are two areas of study:

1. Data analysis core material
2. Applications module material:
Module 1: Number patterns
Module 2: Geometry and trigonometry
Module 3: Graphs and relations
Module 4: Business-related mathematics
Module 5: Networks and decision mathematics
Module 6: Matrices

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1. Data analysis
This area of study covers the presentation, summary, description and analysis of univariate and bivariate
sample data. This area of study includes:

Displaying, summarising and describing univariate data, including:

types of data: numerical and categorical; discrete and continuous;
review of methods for displaying data: dot plots, stemplots (including the use of split stems),
barcharts (including barcharts segmented appropriately using percentages) and frequency
histograms), description in terms of shape, including symmetry and skewness (positive and
negative), centre and spread and possible outliers where appropriate;
review of summary sample statistics: mode and range; mean and standard deviation; and median
and interquartile range (IQR) for describing the centre and spread of a univariate numerical data
set, and conditions for their use;
the use and interpretation of boxplots (including boxplots with outliers, and the Q1 1.5 IQR
and Q3 + 1.5 IQR criterion for identifying possible outliers);
modelling bell shaped distributions by the normal distribution; the 68-95-99.7% rule and its
use in giving meaning to the standard deviation and determining appropriate percentages and
intervals, including standard z scores and their application to comparing data values from different
distributions;
random numbers and their use to draw simple random samples from a population; display,
appropriately summarise and describe these samples.

Displaying, summarising and describing relationships in bivariate data, including:

identification of dependent (response) and independent (explanatory) variable (where appropriate);
back-to-back stemplots and their use in displaying a relationship between a numerical variable (for
example, height) and a two-valued categorical variable (for example, gender), and parallel boxplots
to display a relationship between a numerical variable and a two or more level categorical variable
(for example, age group);
the relationship between a numerical variable and a categorical variable using summary
statistics;
tables and/or associated barcharts segmented appropriately using percentages, and their use in
displaying and describing the relationship between two categorical variables (for example, voting
intention and gender);
scatterplots and their use in displaying and describing, in terms of direction (positive, negative),
form (linear, non-linear) and strength (strong, moderate, weak), the association between two
numerical variables (for example, height and weight);
approximation of pearsons product-moment correlation coefficient, r, from a scatterplot and use
of technology with bivariate statistics to calculate this correlation coefficient;
use and interpretation of r;
correlation and causation;
calculation of the coefficient of determination, r2, and interpretation of this coefficient in terms of
explained variation.

Introduction to regression, including:

independent and dependent variables, fitting lines to bivariate numerical data, by eye, the three
median line (as a graphical technique) and the least squares methods, interpretation of slope and
intercepts, and use of lines to make predictions; extrapolation and interpolation; residual analysis
to check quality of fit (residual value defined as actual value predicted value);

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estimation of the equation of an appropriate line of best fit from a scatterplot, use of the formulas
s
b = r sxy and a = y bx ; and use of technology with bivariate statistics to determine the
coefficients of the corresponding equation, y = a + bx, of the least squares regression line;
transformation of some forms of non-linear data to linearity by transforming one of the axes scales
using a square, log or reciprocal transformation.

Displaying, summarising and describing time series data, including:

qualitative analysis of time series; recognition of trend, seasonal, cyclic and random patterns;
seasonal adjustments; seasonal effects and indices, deseasonalisation of the data using yearly
averages;
median smoothing (as a graphical technique) and smoothing using a moving average with
consideration of the number of terms required and centring where required;
fitting a trend line to data by eye, by three median fit (as a graphical technique) or by the least
squares method;
forecasting using trend lines (with the data deseasonalised where necessary).

2. Applications
Students must undertake one of the following modules in Unit 3 and two of the following modules in
Unit 4. This area of study covers the application of number, geometry and trigonometry, graphs and
relations, business-related mathematics, networks and decision mathematics and matrices in a variety
of practical contexts. This area of study includes:

Module 1: Number patterns

This module covers arithmetic and geometric sequences, first order linear difference equations, fibonacci
and related sequences and the solution of related equations numerically or graphically (algebraic
approaches may be used where applicable but are not required).

Arithmetic and geometric sequences, including:

the recognition of arithmetic sequences and the evaluation of terms and the sum of a finite number
of terms and applications;
the recognition of geometric sequences, the evaluation of terms and the sum of a finite number of
terms; applications, including growth models;
infinite geometric sequences and the sum of an infinite geometric sequence;
contrasting arithmetic and geometric sequences through the use of graphs involving a discrete
variable.

Difference equations, including:

generation of the terms of a sequence from a difference equation, graphical representation of such
a sequence and interpretation of the graph of the sequence;
arithmetic and geometric sequences as specific cases of first-order linear difference equations;
other first-order linear difference equations used to model change;
setting up and using difference equations to represent practical situations such as growth models
in various contexts (numerical and graphical solution of related equations);
fibonacci and related sequences and applications (numerical and graphical solution of related
equations).

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Module 2: Geometry and trigonometry

This module covers the application of geometric and trigonometric knowledge and techniques to
various two-dimensional and three-dimensional practical spatial problems.
Familiarity with the trigonometric ratios sine, cosine and tangent, similarity and congruence, pythagoras
theorem, basic properties of triangles and applications to regular polygons, corresponding, alternate
and co-interior angles and angle properties of regular polygons is assumed.

Geometry, including:
pythagoras theorem in two and three dimensions and the use and applications of similarity;
calculation of surface area and volume of regular and composite solids;
application of the effect of changing linear dimensions (that is, if the linear scale factor is k, then
the area scale factor is k2 and the volume scale factor is k3).

Trigonometry, including:
the solution of right-angled triangles using trigonometric ratios;
the solution of triangles using the sine and cosine rules;
1
evaluation of areas of non-right-angled triangles using the formulas A = 2 absin(C) and
A = s ( s a )( s b)( s c).

Applications, including:
specification of location (distance and direction) in two dimensions using three figure bearings;
calculation of angles and distances in a vertical plane (that is, finding or using angles of elevation
and depression);
interpretation and use of a contour map to calculate distances and the average slope between two
points;
calculation of unknown angles and distances given triangulation measurements.

Module 3: Graphs and relations

This module covers the graphical representation and analysis of linear and non-linear relations as
models for various practical contexts as well as graphical and algebraic approaches to solving equations
and inequalities.
Familiarity with plotting and sketching straight lines and methods of determining the equation of a
straight line given the coordinates of two points on the line, or gradient and one point on the line, is
assumed.

Construction and interpretation of graphs, including:

the construction and interpretation of straight-line graphs, line segment graphs and step graphs to
represent practical and everyday situations (which could include, for example, conversion graphs,
income tax schedules, and postal charges);
graphical and algebraic solution of simultaneous linear equations in two unknowns; applications
which could include, for example, break-even analysis, where cost and revenue functions are
linear;
the interpretation of given non-linear graphs that represent practical and familiar situations,
including significance of intercepts, slope, maximum/minimum points and average rate of change;
for example, distance-time graphs, tidal heights, pulse rates at different levels of exercise;
non-linear graphs and their construction from tables of data; interpolation and extrapolation to
predict values; estimation of maximum/minimum values and location; reading coordinates of
points of intersection for applications such as break-even analysis; interpretation of slope;

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graphical representation of relations of the form y = kxn for n = 2, 1, 1, 2, 3; obtaining a linear

graph by plotting y against xn; applications to determining the constant of proportionality and testing
the appropriateness of a particular model for a given set of data, for example, braking distances,
volumes, light intensity.

Linear programming, including:

the transfer from a description of an optimisation problem to its mathematical formulation, including
the introduction of variables, constraints and an objective function;
systems of linear inequalities and their graphs;
the use of graphical methods to solve simple linear programming problems with two decision
variables, such as blending and manufacturing problems.

Module 4: Business-related mathematics

This module covers the application of numerical computations and graphical techniques to the
formulation and solution of various problems in business and financial contexts, including the solution
of related equations.

Financial transactions and asset value, including:

financial computations involving multiple transactions (such as bank account balances), percentage
changes and charges (such as discounting, capital gains, stamp duty, GST);
graphical and tabular representation and calculation of the value of money for a series of consumer
price changes (inflation);
the use and comparison of flat rate, reducing balance and unit cost methods of calculating
depreciation.

Loans and investments, including:

use and comparison of simple and compound interest in investment and loan applications without
periodic payments;
annuity investments involving a series of regular and equal deposits; consideration of the effects of
initial and periodic deposit values, frequency of deposits, interest rate, and length of investment;
the ordinary perpetuity as a series of regular payments from an investment that continues
indefinitely;
reducing balance loans as particular applications of annuities, with applications including housing
loans, time payment plans (hire purchase) and credit/store cards; consideration of the effects of
varying the repayment amount, the frequency of repayments, and the interest rate on the total
repayment time and total interest paid;
determination of effective interest rates from nominal interest rates.

Module 5: Networks and decision mathematics

This module covers the use of undirected and directed graphs (networks) to the modelling of situations
involving the spatial representation of relationships and the optimisation of various measures such as
coverage, flow, time and allocation.

Undirected graphs and networks, including:

graphical and matrix representation of graphs (networks);
planar graphs and applications of eulers formula;
eulerian and hamiltonian paths and their applications;
shortest path(s) between two given points in a network by informal methods;
trees and minimum spanning trees and applications to minimum connector problems by use of
prims algorithm.

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Directed graphs and networks, including:

graphical and matrix representation of directed graphs (networks), including application to
dominance and reachability;
critical path analysis, including network construction (with activity as edge), location of the critical
path by forward and backward scanning;
network flow; minimum cut-maximum flow theorem;
assignment problems, for example, representation by bipartite graph; optimal allocation including
use of the hungarian algorithm.
In this module it is expected that students will have developed a working knowledge of the following
terms: graph, subgraph, vertex (= node), edge, degree of a vertex, loop, isolated vertex, connected graph,
circuit, tree, spanning tree, complete graph, simple graph, bipartite graph, digraph, reachable, hamiltonian
and eulerian paths (lines) and circuits, network, cut-set, capacity, planar graph, adjacency matrix
(loop = 1 edge) critical path, dummy activity, earliest and latest start and finish times, crashing (as
a means of shortening the critical path) and float (slack) in non-critical activities. Matrix arithmetic
is not required but may be used.

Module 6: Matrices
This module covers the matrix representation of discrete data in rectangular arrays, and the application
of matrix arithmetic to the analysis of problems in practical situations. Technology is to be used to
carry out computations as applicable.

Matrix representation and its application, including:

matrix representation of data from a variety of situations in a rectangular array whose order is
defined by the number of rows and columns in the array;
application of matrix arithmetic (sum, difference, scalar multiple, product) to solving practical
problems, for example stock inventories, total value of sales, mark-ups and discounts;
application of simultaneous linear equations in practical situations, and their solution using the
inverse matrix method.

Transition matrices, including:

application of simple transition matrices up to 4 4 to analyse practical situations such as consumer
preferences in shopping, including an informal consideration of steady state (no noticeable change
from one state to the next).
In this module it is expected that students will have developed a working knowledge of the following
terms: matrix, vector (as a row matrix or column matrix), scalar, row, column, order, inverse, state,
initial state, transition matrix and steady-state (state vectors should be represented as column vectors).
State vectors should be represented as column vectors. Students should use technology to carry out
matrix arithmetic as applicable. Matrix multiplication should be developed from the notion of a sum
of products of weighted values. Generally, matrices of low order, with up to five rows or columns
would be used. However, for modelling tasks and problems in coursework, and related assessment,
higher order matrices could be considered.

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UNIT 3 OUTCOMES

For this unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass Data analysis area of study and one module from the Applications area of
study.

Outcome 1
On completion of this unit the student should be able to define and explain key terms and concepts as
specified in the content from the areas of study, and use this knowledge to apply related mathematical
procedures to solve routine application problems.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Data analysis
Key knowledge
This knowledge includes
the standard statistical terms and techniques used to display, summarise and describe univariate
data for both categorical and numerical data;
the concept of sample and population and the use of random numbers as a means of selecting a
simple random sample of data from a population;
the standard terms and techniques used to display and describe associations in bivariate data for
both categorical and numerical data;
the technique of regression as a means of modelling the relationship between two numerical
variables with a straight line;
the role of residual analysis and the coefficient of determination in making decisions about the
appropriateness of a particular regression model;
the concept of data linearisation through transformation;
the terms used to describe standard patterns in time series in qualitative terms, the role of smoothing
and deseasonalisation in helping to identify these patterns, and some simple techniques for
quantifying these patterns and enabling forecasting of future values;
the assumptions and/or limitations that underlie the applications of statistical techniques.

Key skills
These skills include the ability to
use a range of standard statistical techniques and terms to display, summarise, describe and interpret
patterns in both univariate and bivariate data, and outline the assumptions and/or limitations relating
to the application of these skills;
obtain a simple random sample from a given population using a table of random numbers or an
alternative random number generator;
use the technique of linear regression to model a relationship between two numerical variables
and use residual analysis in conjunction with the coefficient of determination (where appropriate)
to test the suitability of this model;
interpret the parameters in a linear regression equation in relation to the situation being
modelled;
use one of the listed data transformations (square, log, reciprocal), where appropriate, to linearise
a set of bivariate data as a means of improving the fit of a regression model;

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display a time series (which may have been smoothed where necessary) graphically and use this
to identify and describe any possible trend patterns and predict future values;
use a range of simple techniques to describe features such as seasonality and trend in time
series.
The description of the key knowledge and key skills required to be demonstrated for the selected
Applications module are contained in the details of Unit 4.

Outcome 2
On completion of this unit the student should be able to use mathematical concepts and skills developed
in the Data analysis area of study to analyse a practical and extended situation, and interpret and
discuss the outcomes of this analysis in relation to key features of that situation.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Key knowledge
To achieve this outcome the student should demonstrate knowledge of the statistical concepts and
techniques that apply in a given practical situation and the assumptions and/or limitations that underlie
their application.

Key skills
These skills include the ability to
use a range of appropriate statistical techniques to analyse a practical situation and to draw valid
conclusions from analysis;
present the various mathematical outcomes of analysis in a logical and organised manner;
draw together the results of analysis in relevant conclusions and communicate these in a coherent
manner.

Outcome 3
On completion of this unit the student should be able to select and appropriately use technology to
develop mathematical ideas, produce results and carry out analysis in situations requiring problem-
solving, modelling or investigative techniques or approaches in the area of study Data analysis and
the selected module from the Applications area of study.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1
and the selected module from area of study 2.

Key knowledge
This knowledge includes
the operating characteristics and capabilities of a graphics calculator and/or other technologies
(for example, spreadsheets, geometry software, statistical software or computer algebra systems)
in application to appropriate contexts related to the areas of study;
the appropriate selection of a technology application in a variety of mathematical contexts.

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Key skills
These skills include the ability to
make appropriate selections for technology applications in a variety of contexts, and provide a
rationale for these selections;
set up parameters for a technology to produce required results;
use technology to produce results which are relevant to a given task;
relate the results produced by a particular technology to the nature of a particular mathematical
task (investigative, problem solving or modelling).

UNIT 4 OUTCOMES

For this unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass the two selected modules from the Applications area of study.

Outcome 1
On completion of this unit the student should be able to define and explain key terms and concepts as
specified in the content from the Applications area of study, and use this knowledge to apply related
mathematical procedures to solve routine application problems.

Module 1: Number patterns

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
the properties of arithmetic and geometric sequences and the sum of terms of a sequence, key
terms, related formulas and the form of graphical representations;
the properties of sequences derived from first-order linear difference equations, related formulas
and the form of graphical representations;
typical contexts for the application of sequences, the sum of terms of a sequence, difference
equations and the conditions under which various formulas are relevant;
fibonacci and related sequences and their applications.

Key skills
These skills include the ability to
calculate terms and sums of terms for arithmetic and geometric sequences, and sequences generated
by first-order difference equations;
draw and compare corresponding graphs of these sequences;
use a variety of approaches to solve difference equations and problems related to the use of these
sequences in typical application contexts;
test whether a given sequence is arithmetic, geometric, derived from a first-order linear difference
equation or none of these;
solve problems involving fibonacci and related sequences.

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Module 2: Geometry and trigonometry

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
the concepts of similarity, scale and the effect of re-scaling by a linear factor on area, surface area
and volume;
pythagoras theorem, trigonometric ratios sine, cosine and tangent, the sine and cosine rules, and
area of triangle formulas;
basic geometric and trigonometric concepts associated with orienteering, navigation and
surveying.

Key skills
These skills include the ability to
represent practical problems in two-dimensional and three-dimensional geometric form;
apply pythagoras theorem, scale and similarity to solve problems in two dimensions and three
dimensions;
use trigonometric relationships to solve problems in two dimensions and three dimensions;
apply geometry and trigonometry in circumstances related to orienteering, navigation and
surveying.

Module 3: Graphs and relations

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
key features of straight line, line segment and step graphs and the form of related tables of
values;
the concept of break-even analysis and its relation to graphic and tabular representation of
relations;
non-linear relations, constant of proportionality and key features;
linear inequalities, systems of linear inequalities and their properties;
the role of variables, constraints and objective functions in linear programming optimisation.

Key skills
These skills include the ability to
use graphs and tables of linear and non-linear relations to interpret information in a variety of
application contexts;
identify key properties of graphs and relate these to specific features in a given context;
determine the nature of a relationship, and the corresponding constant of proportionality, as
applicable to model a given set of data;
set up, solve and interpret equations in a given context;
formulate optimisation problems where linear programming is an appropriate technique;
use graphical techniques to solve these types of problems, and interpret the results.

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Module 4: Business-related mathematics

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
financial transactions as they apply to account debits and credits and cash flow, percentage changes
and applications;
terms, concepts and definitions associated with the value of money in investment and loan situations,
including an understanding of the effects of inflation;
formulas related to these application contexts;
methods of calculating values and periods of time in relation to these application contexts.

Key skills
These skills include the ability to
calculate values associated with business-related mathematics contexts;
produce graphs and tables for business-related problems;
find the time interval, or number of periods required, for a particular value to be reached for
annuities, interest or depreciation and repayment;
compare different types of rates, depreciations and loans.

Module 5: Networks and decision mathematics

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.

Key knowledge
This knowledge includes
the key elements of a graph or network (vertex, edge, face, loop, degree of a vertex, weight,
direction);
different forms of representation of graphs (edge and vertex sets, network diagrams, matrices);
types of graphs (simple, planar, connected, complete, tree, bi-partite, directed graph);
subgraphs of graphs (spanning trees, eulerian and hamiltonian paths and circuits);
key theorems and algorithms (network flow, minimum spanning tree, assignment, allocation, critical
path).

Key skills
These skills include the ability to
draw and modify graphs according to given specifications;
model applications in a variety of contexts using various representations of graphs as networks;
identify particular characteristics of graphs, carry out constructions on graphs and calculate various
measures related to graphs;
use algorithms such as forward and backward scanning, minimum cut-maximum flow, prims
and hungarian algorithms, and crashing as applicable, to optimise associated characteristics in
given contexts.

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Module 6: Matrices
To achieve this outcome the student will draw on knowledge and related skills described in area of
study 2.

Key knowledge
This knowledge includes
terms, symbols, notations and conventions for the representation of matrices (including vectors as
row matrices or column matrices) and matrix operations;
matrix form of simultaneous linear equations and matrix inverse;
initial state, transition matrices and steady state.

Key skills
These skills include the ability to
represent data from situations using scalars, vectors (as row matrices or column matrices) and
matrices;
use technology to calculate scalar multiples, sums and differences, products and inverses of matrices,
including simple combinations of these operations as applicable;
solve systems of simultaneous linear equations using the matrix inverse method;
model situations using transitions matrices, and identify and/or calculate initial, transition and
steady states in practical situations using technology.

Outcome 2
On completion of this unit the student should be able to apply mathematical processes in contexts related
to the Applications area of study, and analyse and discuss these applications of mathematics.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
key mathematical content relating to a given application context;
specific and general formulations of concepts used to derive results for analysis within a given
context;
the role of examples, counter-examples and general cases in developing analysis;
how results of analysis can be drawn together to make valid conclusions related to a given application
context.

Key skills
These skills include the ability to
specify what key mathematical content is relevant to a given application context;
formulate specific and general cases which can be used to derive results for analysis within a given
application context;
draw together results of analysis to make valid conclusions related to a given application;
communicate these conclusions using both mathematical language and everyday language, in
particular, interpreting mathematics with respect to features of the application context.

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Outcome 3
On the completion of this unit the student should be able to select and appropriately use technology
to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-
solving, modelling or investigative techniques or approaches related to the selected modules for this
unit from the Applications area of study.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
the operating characteristics and capabilities of technology in application to appropriate contexts
related to the area of study;
examples of appropriate selection of a given technology application in a variety of mathematical
contexts.

Key skills
These skills include the ability to
make appropriate selections for technology applications in a variety of mathematical contexts, and
provide a rationale for these selections;
set up parameters for a technology to produce required results;
use technology to produce results which are relevant to a given task;
explain clearly how the results produced by a particular technology relate to nature of a particular
mathematical task (investigative, problem solving or modelling).

Assessment

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority publishes an assessment handbook that includes
advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.

Assessment of levels of achievement

The students level of achievement in Units 3 and 4 will be determined by school-assessed coursework
and two end-of-year examinations.

Contribution to final assessment

School-assessed coursework for Unit 3 will contribute 20 per cent and for Unit 4 will contribute
14 per cent to the study score.
The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations, which
will contribute 66 per cent to the study score.

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School-assessed coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the students level of achievement.
The score must be based on the teachers rating of performance of each student on the tasks set out
in the following table and in accordance with an assessment handbook published by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where optional assessment tasks are used, teachers must ensure that they are
comparable in scope and demand. Teachers should select a variety of assessment tasks for their program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.

Outcomes Marks allocated* Assessment tasks

Unit 3 A data analysis application task using contexts for

investigation from a suitable data set selected by the
teacher. The task has three components of increasing
complexity:
display and organisation of univariate and bivariate data
consideration of general features of the data
analysis of the data such as regression analysis, the
use of transformations to linearity, deseasonalisation,
smoothing, or analysis of time series.
and
An analysis task for the first selected module, from one of
the four types of analysis task described for Unit 4.
The outcomes are to be assessed across the application task
and the analysis task.

Outcome 1
Define and explain key terms and concepts as specified in 15 The application task
the content from the areas of study, and use this knowledge 30
to apply related mathematical procedures to solve routine 15 Analysis task
application problems.

Outcome 2
Use mathematical concepts and skills developed in the
Data analysis area of study to analyse a practical and 20 20 The application task
extended situation, and interpret and discuss the outcomes
of this analysis in relation to key features of that situation.

Outcome 3
Select and appropriately use technology to develop
5 The application task
mathematical ideas, produce results and carry out analysis
in situations requiring problem-solving, modelling or 10
investigative techniques or approaches in the area of
5 Analysis task
study Data analysis and the selected module from the
Applications area of study.

Total marks 60

*School-assessed coursework for Unit 3 contributes 20 per cent to the study score.

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Outcomes Marks allocated* Assessment tasks

Unit 4 Two analysis tasks, with the three outcomes assessed across
the tasks. Each analysis task is a short item of 24 hours
duration over 12 days selected from:
an assignment where students have the opportunity to
work on a broader range of problems in a given context;
or
a short and focused investigation, challenging problem
or modelling task; or
a set of application questions requiring extended
response analysis in relation to a particular topic or
topics; or
item response analysis for a collection of multiple-
choice questions, including analysis of item distractors
and their relationship to conceptual, process or
reasoning error.
The two analysis tasks are to be of a different type.

Outcome 1
Define and explain key terms and concepts as specified in 7 Analysis task 1
the content from the Applications area of study, and use 15
this knowledge to apply related mathematical procedures to 8 Analysis task 2
solve routine application problems.

Outcome 2
Apply mathematical processes in contexts related to the 8 Analysis task 1
15
Applications area of study, and analyse and discuss these
7 Analysis task 2
applications of mathematics.

Outcome 3
Select and appropriately use technology to develop 5 Analysis task 1
mathematical ideas, produce results and carry out analysis
in situations requiring problem-solving, modelling or 10
investigative techniques or approaches related to the
5 Analysis task 2
selected modules for this unit from the Applications area
of study.

Total marks 40

*School-assessed coursework for Unit 4 contributes 14 per cent to the study score.

End-of-year examinations
The students level of achievement for Units 3 and 4 will also be assessed by two examinations based
on tasks related to Outcomes 1 to 3 in each unit.

Examination 1
Description
The task is designed to assess students knowledge of mathematical concepts, their skills in carrying
out mathematical algorithms and their ability to apply concepts and skills in standard ways.
The task will consist of multiple-choice questions drawn from the Data analysis and Applications
areas of study.
The task will be set by an examination panel using criteria published annually by the Victorian
Curriculum and Assessment Authority.

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Format
Students are required to respond to multiple-choice questions covering the core and three selected
modules. Student access to an approved graphics calculator or CAS will be assumed by the setting
panel.

Conditions
The task will be completed under the following conditions:
Duration: one and a half hours.
Date: end-of-year, on a date to be published by the Victorian Curriculum and Assessment
Authority.
Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
An approved graphics calculator or CAS and one bound reference, text (which may be annotated)
or lecture pad, may be brought into the examination.
The examination will be marked by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Contribution to final assessment

The examination will contribute 33 per cent to the study score.

Examination 2
Description of task
Students are required to respond to four sets of extended-answer questions, equally weighted from the
Core, Data analysis, and the three selected Applications modules. Student access to an approved
graphics calculator or CAS will be assumed by the setting panel.
The task is designed to assess students ability to understand and communicate mathematical ideas,
and to interpret, analyse and solve both routine and non-routine problems.
Students should attempt all the extended-answer questions, involving multi-stage solutions of increasing
complexity.
The task will be set by an examination panel using criteria published annually by the Victorian
Curriculum and Assessment Authority.

Conditions
The task will be completed under the following conditions:
Duration: one and a half hours.
Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
An approved graphics calculator or CAS and one bound reference, text (which may be annotated)
or lecture pad, may be brought into the examination.
The examination will be marked by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Contribution to final assessment

The examination will contribute 33 per cent to the study score.

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 Advice for teachers (Units 3 and 4:
Further Mathematics)

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the learning context and the
knowledge required for the demonstration of each outcome. Outcomes are introduced by summary
statements and are followed by the key knowledge and skills which relate to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to develop
the knowledge and skills identified in the outcome statements in each unit.
In Units 3 and 4, assessment is structured. For school-assessed coursework the assessment tasks are
prescribed. The contribution that each task makes to the total score for school-assessed coursework
is also stipulated.
In Unit 3, the Data analysis area of study is to be undertaken by all students along with one module
from the Applications area of study in Unit 3. Unit 4 comprises the study of two of the remaining
five modules in the Applications area of study. Any implementation of General Mathematics Units
1 and 2, which is intended as a preparation for Further Mathematics Units 3 and 4, must be designed
to cover the assumed material for the Data analysis area of study.

SAMPLE COURSE SEQUENCES

The following represents a sample 27-week sequence for a Further Mathematics Units 3 and 4
course.

Core Data analysis

Week
13 Data presentation and analysis, including the use of technology to summarise and display
results
45 Correlation and regression techniques, including appropriate use of technology
67 Transformations to linearity and residual analysis
810 Time series data and seasonality, smoothing, trendlines and forecasting
1112 Data analysis Application task

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Applications (3 Modules covered in any order)

Number patterns and applications
Week
1 Arithmetic sequences and applications
2 Geometric sequences and applications
3 First-order difference equations, including arithmetic and geometric sequences and others of
the form (n + 1) = a(n) + b or tn+1 = rtn + d
4 Applications of first-order difference equations
5 Fibonacci and related sequences and applications.
The analysis task, which is the school-assessed component for this module, could be based on exploring
related number patterns.

Geometry and trigonometry

Week
1 Pythagoras theorem in two and three dimensions
2 Surface area and volume of solids; similarity, including effect of changing dimensions
3 Basic trigonometry and applications
4 Trigonometry with non-right-angled triangles
5 Applications (distances and directions, triangulation, contour maps)
The analysis task, which is the school-assessed component for this module, could involve a survey or
calculation of distances that cannot be measured directly; investigation of models in terms of changes
in scale and their effect on area and volume.

Graphs and relations

Week
1 Straight-line graphs, line segments and step graphs
2 Simultaneous linear equations in two unknowns, interpretation of non-linear graphs
3 Construction of non-linear graphs, y = kxn where n = 2, 1, 1, 2, 3
4 Plot y versus xn and applications
5 Linear programming and optimisation
The Analysis task, which is the school-assessed component for this module could include modelling
data, break-even analysis and optimisation.

Business-related mathematics
Week
1 Transactions and balances (percentage changes, fees and charges, maintaining account
balances)
2 Compound growth and decay modelled using the Consumer Price Index (CPI); depreciation
methods
3 Simple and compound interest
4 Annuity investments and applications
5 Reducing balance loans and applications
The analysis task, which is the school-assessed component for this module, could include comparing
bank loans, time payment plans, CPI, number of periods to pay out a loan and other related
considerations.

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Networks
Week
1 Undirected graphs, planar graphs, eulers formula, application of adjacency matrices
2 Eulerian paths, hamiltonian paths and circuits and applications
3 Shortest paths between two points, trees and minimum spanning trees
4 Directed graphs and applications including use of adjacency matrices in dominance and
reachability applications, network flow, scheduling, allocation
5 Critical path analysis and applications
The analysis task, which is the school-assessed component for this module, could include travelling
salesperson problems, flow in gas pipe lines, and electric powerline placement.

Matrices
Week
12 Matrix representation and arithmetic, use of technology and applications
Matrix multiplication; technological approaches to matrix solutions of applications
3 Inverse matrices; solution of simultaneous equations and applications
4 Matrix powers; 2 2 transition matrices
5 Transition matrices of higher order and development of steady states
The analysis task, which is the school-assessed component for this module, could include formulation
and matrix solutions of problems involving simultaneous equations, and the determination of transition
and possible equilibrium states in practical examples of markov chains.

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for Further Mathematics, teachers should make
use of applications of information and communications technology and new learning technologies,
such as graphic calculators, computer-based learning, multimedia and the World Wide Web, where
applicable to teaching and learning activities.
Statistical analysis and presentation software such as Minitab and FX-Stat can be used for data analysis.
Dynamic geometry software such as Geometers Sketchpad and Cabri Geometry can be used in the
Geometry and trigonometry module.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the content of the study, typically demonstrate the following key compentencies and
employability skills.

Assessment task Key competencies and employability skills

Application task Planning and organising, solving problems, using mathematical ideas and
techniques, (written) communication, use of information and communications
technology

Analysis task Planning and organising, solving problems, using mathematical ideas and
techniques, use of information and communications technology

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mathematics Further Mathematics Units 3 and 4

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. Extended examples
are highlighted by a shaded box. The examples that make use of information and communications
technology are identified by this icon .

Unit 3: Further Mathematics

Outcome 1 Examples of learning activities

Define and explain key skills practice on standard mathematical routines through appropriate exercises;
terms and concepts this should include development of the ability to identify problems as either being
as specified in the in a standard form, or readily transformable to a standard form, the efficient and
content from the areas accurate application of the relevant mathematical routine (e.g. the application of
of study, and use this calculators or spreadsheets to obtain summary statistics for data sets which are
knowledge to apply presented as unordered and unformatted lists this would also link to Outcome 3),
related mathematical and systematic checking of both the reasonableness and accuracy of results
procedures to solve (does the mean or median value make sense in terms of an appropriate graph of
routine application the data); the effective use of technology, such as relating bivariate correlation and
problems. regression summary statistics to an estimated scatterplot line of best fit by eye,
and subsequently drawing an accurate graph (to a specified degree of accuracy)
would also provide a link for this type of work to Outcome 3

error identification and analysis exercises; work through a range of worked

solutions and identify and rectify missing steps in working or errors in working
(e.g. selection and use of random numbers to develop samples from a population)

construction of summary or review notes related to a topic or area of study

(e.g. the conditions under which particular axes transformations could be used
to transform data sets to linearity)

presentation of a range of typical problems associated with an area of study

and worked solutions (e.g. case studies involving deseasonalisation of data)

assignments structured around the development of standard applications of

mathematical skills and procedures in readily recognisable situations
(e.g. summarising and describing time series data this can be checked by
the use of graphics calculators, spreadsheets, or statistical software and hence
linked to Outcome 3)

These examples have been linked to the Data analysis area of study; teachers will readily identify
similar examples for selected modules.

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Outcome 2 Examples of learning activities

Use mathematical investigative projects (e.g. use of univariate summary statistics to compare the
concepts and skills distribution of rental property prices in different suburbs)
developed in the Data
analysis area of study problem-solving tasks (e.g. comparing by eye, median and mean-based
to analyse a practical approaches to finding lines of best fit in context)
and extended situation,
and interpret and modelling tasks (e.g. which basketball team has the best statistics, and how are
discuss the outcomes of these statistics related to performance in final series)
this analysis in relation
to key features of that
situation.

Unit 4: Further Mathematics

Outcome 2 Examples of learning activities

Apply mathematical a set of applications questions requiring analysis and extended response related to
processes in a particular context (e.g. different investment strategies)
contexts related to
the Applications a report on item response analysis for a collection of multiple-choice questions
area of study, and (e.g. different rules for difference equations)
analyse and discuss
these applications of presentation on research into a particular application of mathematics (e.g. critical
mathematics. path analysis in scheduling problems)

Outcome 3 Examples of learning activities

Select and appropriately technology should be used where appropriate and applicable to enhance the
use technology to teaching and learning of mathematics throughout the course; it is assumed that
develop mathematical all students will have access to graphics calculators in Further Mathematics
ideas, produce Units 3 and 4; while students may be introduced to different statistical measures
results and carry out using various routines which are initially evaluated by longhand for small data
analysis in situations sets (in particular, where the construction of the measure as a model of certain
requiring problem- data characteristics is being discussed), they should quickly transfer to the
solving, modelling or use of graphics calculators to explore features of data sets, including various
investigative techniques representations of the data, and the analysis of these features based on relevant
or approaches related summary statistics obtained using the graphics calculator; graphics calculators
to the selected modules offer many opportunities to explore mathematical ideas in ways which will enhance
for this unit from the a students understanding of their underlying concepts, e.g. graphing regions of the
Applications area of plane specifications by inequalities
study.
teachers should develop courses that encourage the appropriate use of a variety
of other technology, such as spreadsheets or various statistical analysis systems,
which provide platforms for developing a variety of ways for presenting data
analysis, in particular where analysis is required on larger data sets (e.g. tables
in Module 4) where the underlying behaviour of the relevant variable(s), or any
relationships between variables, is not evident (Module 3); dynamic geometry
systems can be used in exploring geometric concepts and their applications

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EXTENDED LEARNING ACTIVITIES

A data analysis application

CoreData analysis
The following task is designed to cover core content. Some decisions need to be made on selection
of particular content for emphasis. For example, if a task involves seasonality and students have
to deseasonalise their data, then transforming data to improve the model may not be included.
Consequently, teachers need to ensure that sufficient attention is given to balancing potential rigour
and depth, with an appropriate time allocation for the task.
In the completion of the application task students must use the appropriate technology to analyse the
data. The following sample application task Exchange rates and tourism is designed to cover all
three outcomes for the core.

Detailed example

EXCHANGE RATES AND TOURISM

In local and overseas money markets, the value of 2. (a) Perform a residual analysis, including a
the Australian dollar fluctuates, in part, according to residual plot, based on your regression line
the international view of the health of the economy. fitted in 1(c), and comment whether the
Overall, however, a rising value of the Australian linear model is suitable.
dollar reduces the competitiveness of Australia as
(b) Based on the analysis of residuals in
a destination for travel. In contrast a fall in the value
2(a) and the scatterplot, apply either a
of our dollar leads hopefully to making Australia a
logarithmic or square transformation
relatively cheaper destination (relevant data sets
to your data, justifying your choice.
should be provided to students).
Determine if the straight line resulting from
The following investigation will look at international this transformation is more appropriate
arrivals and examine the validity of predicting than the one derived directly in 1(c).
trends. It will also examine the possible relationship
(c) Use your preferred model to predict the
between the number of tourists arriving and the
number of arrivals both one month and
exchange rate.
one year beyond your sample. Compare
International arrivals for holidays in Australia the predictions with the real data, using
are highly seasonal. The data provided is the percentage error to determine the
deseasonalised monthly arrivals to Australia for accuracy of your predictions.
holidays.
3. Construct a scatterplot for the sample period
1. (a) Choose two consecutive years of arrival of 1(a) with deseasonalised holiday arrival
data at random, starting between January numbers as the dependent variable plotted
1995 and December 2002. You may against the Australian-US dollar exchange
commence the data at any month. Explain rate as the independent variable. Find and
your method of selection. interpret the values of the product moment
correlation (pearsons r) and the coefficient
(b) For your selected period, plot the data
of determination. Comment on your findings.
and discuss any features you notice about
Should consideration be given to the time
arrivals over this time.
delay between the exchange rate when flights
(c) Determine the equation of the least are booked and the time of arrival?
squares regression line which can be used
to predict the number of arrivals at any
time in your chosen period. Draw your
regression line on the graph. Interpret the
gradient and intercept.

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Sample analysis tasks

Appropriate analysis tasks for each of the modules will require 160200 minutes to be completed and
provide a significant coverage of the associated key knowledge and skills.
The following sample activities are intended to provide suggestions of possible approaches only and
require further development to meet individual school needs. They provide examples of different
approaches including assignments, challenging problems, modelling investigations, sets of analysis
questions and item response analysis of multiple-choice questions.

Module 1 Number patterns and applications

The following example is a modelling task that requires students to demonstrate an understanding
of different types of sequences, their representation as difference equations and their application to
practical contexts. The task requires students to extensively apply appropriate technology (such as a
graphic calculator in sequence mode) to model the data in different formats.
The task could be modifed to be more of a challenging problem by not providing information about
the types of sequences to be used for each swimmer.

Detailed example

training for the big event

Alex, Bree and Con begin a training program in Determine the geometric sequence that Bree has
preparation for a major swimming carnival in a chosen (r accurate to 4 decimal places). Write
years time. The three athletes plan their programs down a different equation that would generate this
so that each will follow a sequence to increase their sequence.
weekly training to 250 laps in 52 weeks.
Express the sequence used by Con (r accurate to 3
Alex is currently swimming 80 laps per week. He decimal places) as a difference equation.
decides to increase his weekly distance by a fixed
For each of the swimmers, determine the number of
amount each week.
laps they are completing in weeks 10, 26 and 40.
Bree is currently swimming 25 laps per week. She
Determine the total number of laps Alex and Bree
decides to use a geometric progression to build up
complete in the 52 weeks of training. Describe how
to 250 laps per week.
the total distance covered by Con compares to the
Con is currently swimming 7.5 laps per week. other two athletes. A graph of the sequences will
He decides to increase his weekly distance by help answer this question.
using a sequence of the form tn = atn1 + b with
Con wishes to reach the target number of laps in 40
b representing an additional 3 laps added to a
weeks, again using a sequence of the form
proportional increase on the previous weeks
tn = atn1 + b. Find appropriate values of a and b.
distance.
Determine the arithmetic sequence that Alex has
chosen. Write down a different equation that would
generate this sequence.

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Module 2 Geometry and trigonometry

The following task is an example of using a set of application questions requiring extended response
analysis to form a task.

Detailed example

building walls
Aristotle valued the aesthetic appearance of the (f) Find the area of one of the hexagonal
Greek city wall. He was disturbed by the earlier faces, giving your answer in square metres
polygonal walls, which were made of irregular accurate to one decimal place.
shapes. He convinced Philip, King of Macedonia,
(g) Each hexagonal block is 1.2 metres deep
that the walls of Miea should be constructed with
as shown in the following diagram:
regular hexagonal blocks as shown below:

Find the volume of one hexagonal block,

giving your answer accurate to one
decimal place.
(g) Using a spreadsheet or otherwise,
complete the table shown by finding the
area of the face and volume for blocks
with side lengths as shown in the table:
On one of the hexagonal faces, mark two adjacent
Side length Volume of
corners A and B of the face of the block, and mark Area of face
(am) block
O at the centre of this hexagonal face. The length of
each edge of each hexagon is 1.5 metres. Mark in 50
the point C midway between A and B. 60
1. (a) Draw a scale diagram of this face, and 70
show: 80
(i) all three of the longest diagonals
90
(ii) the magnitudes of the angles on this
100
hexagonal face.
110
(b) Show that the length OA is 1.5 metres,
explaining your reasoning. 120
130
(c) Find the length OC in metres to three
decimal places. 140

(d) If the wall is ten blocks high, find the height

of the wall in metres.
(e) Find the area of the triangle OAB. Give the
answer in square metres to three decimal
places.
continued

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Detailed example (continued)

2. Aristotle wanted to see a scale model of a section of the wall before it was built. The scale he chose was
1:25.
(a) What would be the length of an edge of a hexagonal face of a block for the model? Give your answer in
centimetres.
(b) What is the ratio of the area of the block in the model to that of an actual block in the wall? Explain your
result.
(c) Referring to part (b), discuss the ratio of the volume of a block to that of its model.
3. A part of the wall is to cross marshlands. Aristotle wanted to find out the length of this part of the wall but
did not want to get his sandals muddy. To overcome this problem, he made the measurements shown on the
diagram below.

(a) Find the distance AC in metres accurate to two decimal places.

(b) Find the distance AB which is the length of the wall to be constructed across the marshland. Give your
answer to the nearest metre.
4. To form an impressive city entrance, a tower in the form of a hexagonal pyramid is proposed at the point
marked D in the diagram above.
(a) If the wall shown in the diagram runs directly north to south, find the compass bearing of the tower from
point A.
(b) The horizontal cross sections of the tower are to be regular hexagons. The hexagonal base of the tower
is to have sides of length 11 metres. An observation tower is to be attached to the tower 18 metres
above the ground. At this height, the hexagonal cross-section has sides of length five metres. Find the
height of the tower in metres.
(c) In order to construct the tower, Aristotle needs to find the angle each triangular face makes with the
hexagonal base. Find this angle.
This task lends itself very well to using a dynamic geometry system.

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Module 3 Graphs and relations

The following task is an example of using a set of application questions requiring extended response
analysis to form a task.

Detailed example

BLENDING PROFITS
1. In the diagram below: (ii) If 12,000 litres of Type X wine was
(a) Find the equations of the lines AD and EB. sold, find the number of litres of
Type Y sold, and show this on your
(b) Find the coordinates of C, the intersection graph.
point of these two lines.
(iii) Find another possible set of values for
(c) Using your function grapher, and the different types of wines sold that
appropriate window settings, check your correspond to this profit. Show this on
result. Explain the steps that you followed your graph.
in achieving this.
3. Type X is a blend in which half the wine is made
(d) The shaded area shown is the solution from Cabernet grapes, and half is made from
region for a set of four simultaneous linear Shiraz grapes. Type Y is a blend in which one
inequalities. Find these four inequalities. sixth is Cabernet wine, one-third is Shiraz wine
and the remainder is made from Mataro grapes.
In a typical year, a total of 15 thousand litres
60 of Cabernet wine, 20 thousand litres of Shiraz
A
wine and 22.5 thousand litres of Mataro wine
are available for blending into Type X and Type
Y wines.
E C (a) If x thousand litres of Type X wine are
produced in a typical year, and y thousand
litres of Type Y are also produced in that
B
year, develop a set of constraints for x and
D 90 y as linear inequalities.
(b) Sketch these inequalities on one set of
McKeowns vineyard sells two different types of
axes, and shade the feasible region.
red wines, Type X and Type Y.
(c) Find the coordinates of the intersections of
2. (a) The profit on the sales of Type X wine all lines and label these on your diagram.
is $2.10 per litre, and on Type Y wine is
$1.50 per litre. If $P is the overall profit (in (d) Determine the quantities of Type X and
thousands of dollars), when x thousand Type Y wines that should be produced to
litres of Type X wine and y thousand litres obtain the maximum profit using the model
of Type Y are sold, develop a formula for P from Question 2.
in terms of x and y and explain your (e) What is this maximum profit?
reasoning.
(f) How many thousands of litres of each of
(b) (i) If $63,000 profit is made in a given the original wines, Cabernet, Shiraz and
year, sketch a straight line that Mataro are needed to make this total
represents this profit model. quantity of Type X and Type Y wine?

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Detailed example (continued)

4. In one poor season, the Mataro grapes 5. McKeowns wines find that the price that
produced by the vineyard are only enough to they can command for wine X is inversely
make 14,000 litres of Mataro wine for blending, proportional to the amount of wine X produced.
but the other grapes are unaffected and are In a given year, when 18,000 litres of wine
enough to produce Cabernet and Shiraz wine in X was produced, they found that the wine
the same quantities as in a typical year. commanded a price of $16 per litre.
(a) Draw a diagram showing the appropriate (a) Find a relationship linking the price per litre
linear inequalities and the feasible region. of Wine X to the number of thousand litres
(b) Assuming that the profits on both types of produced.
wines, X and Y, are unchanged: (b) Sketch this relationship on a set of axes.
(i) what is the maximum possible profit in (c) Discuss the practical limitations of this
this case to the nearest $100? model.
(ii) give the number of litres of each
The use of graphics calculator, function grapher
wine that should be produced for a
or computer algebra system to draw graphs
maximum profit.
and solve equations would relate to Outcome 3.

Module 4 Business-related mathematics

The following example demonstrates an assignment style approach to an analysis task. A more
investigative approach could be developed by asking students to consider a purchase of their own
choice or to compare calculations with actual property value data.
This example relies on extensive use of financial (TVM) software.

Detailed example

investing in your home

Sarah and Michael purchased a house in January Repayments were adjusted during each period
1986 for $145 000. according to the given interest rates.
The property has increased in value by 6% pa over Determine the monthly repayments for each of
the twenty years to 2006. Determine the value of these 5-year periods.
the house in January 2006.
Calculate the total amount that Sarah and Michael
Sarah and Michael bought the house using a repay over the life of the loan.
20% deposit and monthly repayments based on
Based on these calculations comment on the
the reducing balance at the end of each month.
financial outcome of the house purchase.
The interest rate for the first five years of the loan
(19861991) was 12% pa. Calculate the monthly Sarah and Michael considered the option of
repayments for this period and the total amount maintaining the monthly repayments at the initial
paid on the loan. amount throughout the life of the loan. Calculate
how this would affect the final term of the loan and
For the remainder of the loan, Sarah and Michael
the total amount repaid.
used a series of fixed interest rates as follows.
Jan 1991 Jan 1996: 10.5% pa
Jan 1996 Jan 2001: 8.25% pa
Jan 2001 Jan 2006: 5.95% pa
continued

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Detailed example (continued)

Inflation rates during the period 19862006 showed Students could also be asked further questions
a decline similar to home loan interest rates. related to a given multiple-choice item, for example:
In 5-year periods the annual inflation rates are
Interest on Kris bank account is paid yearly on
summarised as:
30 June and is calculated on the minimum monthly
Jan 1986 Jan 1991: 8.0% pa balance. The interest rate is 6% pa. For the year
Jan 1991 Jan 1996: 6.25% pa 200304, the complete statement for Kris account,
Jan 1996 Jan 2001: 5.5% pa before adding interest, is shown:
Jan 2001 Jan 2006: 4.0% pa
Date Credit Debit Balance
Use these rates to calculate the 2006 value of Sarah
30 June 2003 Interest $37.00 $2137.00
and Michaels initial deposit after taking inflation
13 April 2004 $1025.00 $1112.00
into account (as a percentage of the 2006 value of
the house).
Assuming no other deposits or further withdrawals
Consider the alternative for Sarah and Michael of were made after 13 April 2004, the total interest in
not purchasing the house in 1986, but investing dollars to be credited to this account on 30 June
their money (including equivalent monthly deposits) 2004 is given by the expression:
in a saving account paying quarterly compound
A. 0.005 (2137 9 + 1112 3)
interest based on the quarterly minimum balance.
Savings account interest rates during the twenty- B. 0.005 (2137 10 + 1112 2)
year period were 1.5% lower than home loan
C. 0.005 (2000 + 2137 8 + 1112 3)
interest rates. Calculate the final balance of the
account. D. 0.06 (2137 9 + 1112 3)

An item response approach E. 0.06 (2137 10 + 1112 2)

Alternatively, teachers could use an item response a. What is the minimum balance in June 2003?
analysis task for a collection of multiple-choice b. For how many months is the minimum balance
questions, including analysis of item distractors $2137?
and their relationship to conceptual, process or
reasoning error. c. What is the minimum balance in April?
d. What error of reasoning would lead a student to
Such a task could be structured in two parts.
select alternative D?
In the first part, students tackle a collection of
multiple-choice items similar to questions from past e. Explain how the correct alternative can be
examination papers, correct these and then carry determined.
out analysis of selected responses to questions that f. Show how each of the alternatives, and
have been answered incorrectly. In the second part information in the table, would need to be
of the task, students provide a detailed analysis of modified if the interest rate was 2% pa.
each alternative for a small number of related items.

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Module 5 Networks and decision mathematics

The following sample task is presented as a series of related analysis questions. It could easily be
modified to be a challenging problem. For example, students could be asked to formulate their own
precedence relationships for the critical path analysis and investigate various crashing options.

Detailed example

A ROUND OF GOLF
The Eagles Nest Golf Club aims to extend its irrigation system to a new part of the course.
The following table shows the activities that have to be undertaken, the time required for each activity and any
precedence relationships.

Activity number Activity Time (Days) Prerequisites

1 Conduct topographical survey 6
2 Draw up plans 4 1
3 Arrange finances 5
4 Purchase materials 8 2, 3
5 Employ contractors 5 2, 3
6 Make alternative arrangements for golfers 10
7 Excavate 14 5, 6
8 Lay pipes 8 4, 7
9 Test and trouble shoot 2 8
10 Reseed fairways 3 8

Draw a network diagram showing the critical path. Find shortest time for completion of the project, the critical
path and slack of any activities.
The new watering system will be added to the end of an existing set of water pipes as shown. The maximum flow
of each of the pipes in the system is shown (in litres per second).
9 12
28
12
8 12
25 13
Dam
9 20 To new
installation
8 45
5 11 12

To function effectively, the new installation will require a water delivery flow rate of 35 litres per second. To
achieve this overall flow rate, the engineer suggests the upgrade of one pipe to a higher flow rate. Describe one
way of doing this, including the amount by which the flow rate of the pipe needs to be increased.
continued

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mathematics Further Mathematics Units 3 and 4

Detailed example (continued)

The water will be dispersed through the new installation using a spanning tree network of pipes connecting
sprinkler heads. Possible connections between sprinkler heads and the length of pipe required for each
connection are shown.

18m
23m 14m
24m
29m

18m 7m 15m
22m 16m
12m
36m
42m 37m
36m 28m
26m 9m
13m
44m
29m 15m
16m
12m 43m

Determine the minimum length of pipe required to create the network.

Module 6 Matrices
The following example illustrates an assignment style approach to the analysis task. Students apply
routine practices to solve the given problems. The task could easily be modified to an open-ended
modelling task. For example, in the final section relating to transition matrices, students could be asked
to find a transition matrix that leads to the No Extras model becoming the largest seller.

Detailed example

RUNNING HOT
S
1. The Speedy Shoe Company produces three Write the matrix equation to be
models of sport shoes: the Extreme, the Sports determined C
P
and the No Extras models.
(b) The company receives an order for 16 pairs
Production of a pair of each of the models of Extreme, 11 pairs of Sports and 18 pairs
requires the following inputs: of No Extras models. Determine the inputs
Extreme: 6g fabric, 5g rubber, 2g of plastic required to complete the order.
Sports: 5g fabric, 5g rubber, 1g plastic
No Extras: 4g fabric, 3g rubber, 3g plastic (c) The company is advised by the supplier
S that only 176g fabric, 152g rubber and 67g
(a) is the column matrix for the amount of plastic is available. Determine how many
C
of fabric, rubber and plastic used. of each model can be produced by fully
P
utilising all of these inputs.
E is the column matrix that shows the

S number of Extreme, Sports and No
N Extras models that are produced.
continued

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Detailed example (continued)

2. In the first six months of 2006, the Speedy That is, 47% of consumers who purchased
Shoe Company sold 3200 pairs of shoes. The Extreme shoes in the first half of 2006 will
Extreme model accounted for 60% of sales, the buy another pair in the second half of the
Sports 25% of sales and the No Extras 15% of year. Twenty-five per cent will purchase
sales. a pair of Speedys, 12% will purchase the
No Extras model and 16% will change to
(a) How many pairs of each model were sold
another brand.
in the six-month period?
(d) Enter this information into a 4 4 transition
(b) Market research by the company has
matrix, T.
determined that the total market for a six-
month period is 10,000 shoes. The sales (e) Find the proportions of sales for the
for each model in the Speedy range and all second half of 2006, P1 by performing the
other brands can be shown as a column matrix multiplication, P1 = T P0
e
Assume the total shoe sales remains at
matrix P0 = s 10,000 pairs for each six-month period,
n
and consumer buying decisions follow the
r same pattern as shown above.
where e = proportion of Extreme shoes sold
(f) Determine the proportion of total sales and
s = proportion of Speedy shoes sold
the number of each of the speedy models
n = proportion of No Extras shoes sold
sold in the second half of 2009.
r = proportion of other shoes sold
(g) Can the Speedy Shoe company expect
Determine the elements of P0.
the sales of each model to continually
(c) Surveyed consumers have indicated their fluctuate or establish an equilibrium? If
buying intentions for the next six months an equilibrium is to be achieved, give
as: proportions of each model to the nearest
percentage.
Extreme Speedy No Extras Other
(h) Based on these projections, which model
Extreme 47% 33% 5% 19%
will be the biggest seller in the Speedy
Speedy 25% 54% 32% 8% range?
No Extras 12% 9% 48% 6%
Other 16% 4% 15% 67%

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Mathematical Methods (CAS)

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 Units 3 and 4: Mathematical Methods
(CAS)

Mathematical Methods (CAS) Units 3 and 4 consists of the following areas of study: Functions and
graphs, Calculus, Algebra and Probability, which must be covered in progression from Unit 3
to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge
and skills for Mathematical Methods (CAS) Units 3 and 4 are contained in Mathematical Methods
Units (CAS) Units 1 and 2, and will be drawn on, as applicable in the development of related content
from the areas of study, and key knowledge and skills for the outcomes of Mathematical Methods
(CAS) Units 3 and 4.
In Unit 3, a study of Mathematical Methods (CAS) would typically include a selection of content from
the areas of study Functions and graphs, Algebra and applications of derivatives and differentiation,
and identifying and analysing key features of the functions and their graphs from the Calculus area
of study. In Unit 4, this selection would typically consist of remaining content from the areas of study:
Functions and graphs, Calculus, Algebra and the study of random variables and discrete and
continuous probability distributions and their applications. For Unit 4, the content from the Calculus
area of study would be likely to include the treatment of anti-differentiation, integration, the relation
between integration and the area of regions specified by lines or curves described by the rules of
functions, and simple applications of this content.
The selection of content from the areas of study should be constructed so that there is a development
in the complexity and sophistication of problem types and mathematical processes used (modelling,
transformations, graph sketching and equation solving) in application to contexts related to these
areas of study. There should be a clear progression of skills and knowledge from Unit 3 to Unit 4 in
each area of study.
Students are expected to be able to apply techniques, routines and processes involving rational and real
arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration
with and without the use of technology, as applicable. Students should be familiar with relevant mental
and by hand approaches in simple cases.
The appropriate use of computer algebra system technology (CAS) to support and develop the teaching
and learning of mathematics, and in related assessments, is to be incorporated throughout the course.
This will include the use of computer algebra technology to assist in the development of mathematical
ideas and concepts, the application of specific techniques and processes to produce required results
and its use as a tool for systematic analysis in investigative, problem-solving and modelling work.
Other technologies such as spreadsheets, dynamic geometry systems or statistical analysis systems
may also be used as appropriate for various topics from within the areas of study.

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AREAS OF STUDY

1. Functions and graphs

This area of study covers the behaviour of functions of a single real variable, including key features
of their graphs such as axis intercepts, stationary points and points of inflection, domain (including
maximal domain) and range, asymptotic behaviour and symmetry. The behaviour of these functions
is to be linked to applications in practical situations.
This area of study will include:
graphs and identification of key features of graphs of the following functions:
power functions, y = xn;
exponential functions, y = ax;
logarithmic functions, y = loge (x) and y = log10(x), the relationship a = ek where k = loge(a);
circular functions, y = sin(x), y = cos(x) and y = tan(x);
modulus function, y = |x| where |x| = x when x 0 and |x| = -x when x < 0;
transformation from y = (x) to y = A(n(x + b)) + c, where, A, n, b and c R, and is one of the
functions specified above and the relation between the graph of the original function and the graph
of the transformed function (including families of transformed functions for a single transformation
parameter) such as:
y = 0.4 2 , y = 10sin((x c)) 5, c R, y= A(x +7)5 2, A R;
( x + 3)
graphs of polynomial functions;
graphs of sum, difference, product and composite functions of and g where and g are functions
of the types specified above such as:
y = sin (x) + 2x y = |cos (2x)| y = x2ekx, k R
y = 2a , a R y = (x2 2)n, n N;
x +1
graphical and numerical solution of equations;
graphs of inverse functions;
recognition of the general form of possible models for data presented in graphical or tabular form,
using polynomial, power, circular, exponential and logarithmic functions;
applications of simple combinations of the above functions (including simple hybrid functions),
and interpretation of features of the graphs of these functions in modelling practical situations;
for example, y = ax + b + msin(nx) as a possible pattern for economic growth cycles or
y = axne-kx + b as a model for the amount of medication remaining in the blood stream after a dose
of the medication.

2. Algebra
This area of study covers the algebra of functions, including composition of functions, simple
functional equations, inverse functions and the solution of equations. This area of study includes the
identification of appropriate solution processes for solving equations, and systems of simultaneous
equations, presented in various forms. It covers recognition of equations and systems of equations
that are solvable using inverse operations or factorisation, and the use of graphical and numerical
approaches for problems involving equations where exact value solutions are not required or which
are not solvable by other methods. This should support work in the other areas of study.

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This area of study will include:

review of algebra of polynomials, equating coefficients and solution of polynomial equations with
real coefficients of degree n having up to and including n real solutions;
the relationship of (x y), (xy) and ( xy ) to values of (x) and (y) for different functions ;
logarithm laws and exponent laws, recognition of equivalent forms using compound and double
angle formulas for sine, cosine and tangent;
solution of systems of simultaneous linear equations, including consideration of cases where no
solution or an infinite number of possible solutions exist; for example, to find a cubic polynomial
function that satisfies the conditions (3) = 0, (3) = 4 and (10) = 1 (familiarity with matrix
representation of systems of simultaneous linear equations with up to five equations in five unknowns
will be assumed);
composition of functions, where composition g is defined by (g(x)), given rg d , such as
loge(x2 + 1), e2x 4ex 5, |sin(x)|;
functions and their inverses, including conditions for the existence of an inverse function, and use
of inverse functions to solve equations involving exponential, logarithmic, circular and power
functions;
solution of equations of the form a(n(x + b)) + c = k and recognition of the inverse function
for (over a suitable principal value domain where necessary) where a, b, c, n and k R;
graphical and numerical approaches to solving equations where exact methods may not apply or be
required, such as equations of the form a(n(x + b)) + c = g(x) , where f and g are power, exponential,
logarithmic or circular functions; for example, finding approximate values for the coordinates of
the points of intersection of the graphs of y = 3sin(2x) and y = e-x + 1, with specification of values
to a required accuracy;
solution of literal equations such as ax3 + b = c or emx + n = k;
general solutions of equations such as cos(x) + cos(3x) = 12 , x R and the specification of exact
solutions or numerical solutions, as appropriate, within a restricted domain;
solution of general equations which arise from finding the points of intersection of graphs of
functions, such as a straight line with a given parabola, or y = 1x with (x) = ax2 + bx + c.

3. Calculus
This area of study covers graphical treatment of limits, continuity and differentiability (including local
linearity) of functions of a single real variable and differentiation, anti-differentiation and integration
of these functions. This material is to be linked to applications in practical situations.
This area of study will include:
deducing the graph of the derivative function from the graph of a function and the relation between
the graph of an anti-derivative function and the graph of the original function;
derivatives of xn, for n Q, ex, loge(x), sin(x) and cos(x) and tan(x) (formal derivation is not
required);
properties of derivatives, (a(x) bg(x)) = a(x) bg(x) where a, b R;
derivatives of (x) g(x), (x) g(x), f ( x) and (g(x)) where and g are polynomial functions,
g ( x)
exponential, circular, logarithmic or power functions (or combinations of these functions) such
as:
x5 + 1 x 2 x sin(2x) ecos(x) log( x 2 + 4)
x
application of differentiation to curve sketching and identification of key features of curves,
identification of intervals over which a function is constant, stationary, strictly increasing or strictly
decreasing, identification of the maximum rate of increase or decrease in a given application context
(consideration of the second derivative is not required) and tangents and normals to curves;

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identification of local maximum/minimum values over an interval and application to solving

problems, identification of interval endpoint maximum and minimum values;
average and instantaneous rates of change, including formulation of expressions for rates of change
and related rates of change and solution and interpretation of problems involving rates of change
and simple cases of related rates of change;
the relationship (x + h) (x) + h(x) for a small value of h and its geometric interpretation;
anti-derivatives of polynomial functions and of (ax + b) where is xn for n Q, ex, sin(x), or
cos(x) and linear combinations of these;
b n
definition of the definite integral as the limiting value of a sum a f ( x)dx = lim f ( xi* ) xi
x 0 i =1

where the interval [a, b] is partitioned into n subintervals, with the i th subinterval of length xi
and containing xi*, and x = max{xi: i = 1, 2, n} and evaluation of numerical approximations
based on this definition;
examples of the definite integral as a limiting value of a sum involving quantities such as area under
a curve, distance travelled in a straight line and cumulative effects of growth such as inflation;
anti-differentiation by recognition that F (x) = (x) implies f ( x)dx = F ( x) + c ;
b
informal treatment of the fundamental theorem of calculus, f ( x)dx = F (b) F (a);
a
properties of anti-derivatives and definite integrals:
(af ( x) bg ( x))dx = a f ( x)dx b g ( x)dx
b c c
f ( x)dx + f ( x)dx = f ( x)dx
a b a
b a
f ( x)dx = f ( x)dx
a b
a
f ( x)dx = 0;
a

application of integration to problems involving calculation of the area of a region under a curve
and simple cases of areas between curves, such as distance travelled in a straight line; average
value of a function; other situations modelled by the use of the definite integral as a limiting value
of a sum over an interval; and finding a function from a known rate of change.

4. Probability
This area of study includes the study of discrete and continuous random variables, their representation
using tables, probability functions or probability density functions (specified by rule and defining
parameters as appropriate); and the calculation and interpretation of central measures and measures of
spread. The focus is on understanding the notion of a random variable, related parameters, properties
and application and interpretation in context for a given probability distribution.
This area of study will include:
random variables, including:
the concept of discrete and continuous random variables;
calculation and interpretation of the expected value, variance and standard deviation of a
random variable (for discrete and continuous random variables, including consideration of the
connection between these);
calculation and interpretation of central measures (mode, median, mean);
property that, for many random variables, approximately 95 per cent of their probability
distribution is within two standard deviations of the mean;
bernoulli trials and two state markov chains, including the length of run in a sequence, steady
values for a markov chain (familiarity with the use of transition matrices to compute values of
a markov chain will be assumed);

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discrete random variables:

specification of probability distributions for discrete random variables using graphs, tables and
probability functions;
interpretation of mean () median, mode, variance (2) and standard deviation of a discrete
random variable and their use;
the binomial distribution, Bi(n, p), as an example of a probability distribution for a discrete
random variable (students are expected to be familiar with the binomial theorem and related
binomial expansions);
the effect of variation in the value(s) of defining parameters on the graph of a given probability
function for a discrete random variable;
probabilities for specific values of a random variable and intervals defined in terms of a random
variable, including conditional probability;
continuous random variables:
construction of probability density functions from non-negative continuous functions of a real
variable;
specification of probability distributions for continuous random variables using probability
density functions;
calculation using technology and interpretation of mean () median, mode, variance (2) and
standard deviation of a continuous random variable and their use;
standard normal distribution, N(0, 1), and transformed normal distributions, N(, 2), as examples
of a probability distribution for a continuous random variable (use as an approximation to the
binomial distribution is not required);
the effect of variation in the value(s) of defining parameters on the graph of a given probability
density function for a continuous random variable;
probabilities for intervals defined in terms of a random variable, including conditional probability
(students should be familiar with the use of definite integrals, evaluated by hand or using
technology, for a probability density function to calculate probabilities; while not required,
teachers may also choose to relate this to the notion of a cumulative distribution function).

OUTCOMES

For each unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all of the selected areas of study for each unit. For each of Unit 3 and Unit 4 the
outcomes apply to the content from the areas of study selected for that unit.

Outcome 1
On completion of each unit the student should be able to define and explain key concepts as specified
in the content from the areas of study, and apply a range of related mathematical routines and
procedures.

To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.

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Key knowledge
This knowledge includes
the key features and properties of a function or relation and its graph and of families of functions
and relations and their graphs;
the effect of transformations (dilation from the coordinate axes; reflection in the coordinate axes
and translation) and simple combinations of these transformations on the graphs of a function or
relation;
matrix representation of transformations of the plane;
the concepts of domain, maximal domain, range and asymptotic behaviour of functions;
the concept of an inverse function, connection between domain and range of the original function
and its inverse and the conditions for existence of an inverse function, including the form of the
graph of the inverse function for specified functions;
the concept of combined functions, and the connection between domain and range of the functions
involved and the domain and range of the combined functions;
features which enable the recognition of general forms of possible models for data presented in
graphical or tabular form;
the index (exponent) laws, logarithm laws and compound angle formulas for sine, cosine and
tangent;
analytical, graphical and numerical approaches to solving equations and the nature of corresponding
solutions (real, exact or approximate) and the effect of domain restrictions;
features which link the graph of a function to the graph of the corresponding gradient function
or its numerical values, the tangent and normal to a curve at a given point and how the sign and
magnitude of the derivative of a function can be used to describe key features of the function and
its derivative function;
chain, product and quotient rules for differentiation;
related rates of change;
properties of anti-derivatives and definite integrals;
the concept of approximation to the area under a curve using rectangles, the ideas underlying the
fundamental theorem of calculus and the relationship between the definite integral and area;
the concepts of a random variable (discrete and continuous), bernoulli trials and markov chains and
probability distributions, the parameters used to define a distribution and properties of probability
distributions and their graphs;
the conditions under which a bernoulli trial or markov chain, or a probability distribution, may be
selected to suitably model various situation.

Key skills
These skills include the ability to
identify key features and properties of the graph of a function or relation and draw the graphs of
specified functions and relations, clearly identifying their key features and properties;
describe the effect of transformations (dilation from the coordinate axes; reflection in the coordinate
axes and translation) and simple combinations of these transformations on the graphs of a function
or relation;
apply matrices to transformations of functions and their graphs;
find the rule of an inverse function and give its domain and range;
find the rule of a composite function and give its domain and range;

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sketch by hand graphs of polynomial functions up to degree 4; power functions y = xn where n N,

y = ax, (using key points (1, 1a ), (0, 1) and (1, a)); loge(x); log10(x); |x| and simple transformations
of these;
apply a range of analytical, graphical and numerical processes, as appropriate, to obtain general
and specific solutions (exact or approximate) to equations (including literal equations) over a
given domain and be able to verify solutions to a particular equation or equations over a given
domain;
solve by hand equations of the form sin(ax) = b, cos(ax) = b and tan(ax) = b with exact value
solutions over a given interval;
apply algebraic, logarithmic and circular function properties to the simplification of expressions
and the solution of equations;
evaluate derivatives of basic and combined functions and apply differentiation to curve sketching
and related optimisation problems;
find derivatives and anti-derivatives of polynomial functions and power functions, functions of the form
f(ax + b) where f is xn and n Q, sine, cosine, tangent (derivatives only) ex or loge(x) (derivatives
only) and simple linear combinations of these, using pattern recognition, or by hand;
apply the product, chain and quotient rules for differentiation to simple combinations of functions
by hand;
find derivatives of basic and more complicated functions and apply differentiation to curve sketching,
related rates and optimisation problems;
evaluate rectangular area approximations to the area under a curve, find and verify anti-derivatives
of specified functions and evaluate definite integrals;
apply definite integrals to the evaluation of area under a curve and between curves over a specified
interval;
analyse a probability function or probability density function and the shape of its graph in terms of
the defining parameters for the probability distribution and the mean and variance of the probability
distribution;
calculate and interpret the probabilities of various events associated with a given probability
distribution, by hand in cases where simple arithmetic computations can be carried out;
apply probability distributions to modelling and solving related problems.

Outcome 2
On completion of each unit the student should be able to apply mathematical processes in non-routine
contexts, and analyse and discuss these applications of mathematics.

To achieve this outcome the student will draw on knowledge and related skills outlined in one or more
areas of study.
Key knowledge
This knowledge includes
mathematical content from one or more areas of study relating to a given context for
investigation;
specific and general formulations of concepts used to derive results for analysis within a given
context for investigation;
the role of examples, counter-examples and general cases in developing mathematical analysis;
inferences from analysis and their use to draw valid conclusions related to a given context for
investigation.

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Key skills
These skills include the ability to
specify the relevance of key mathematical content from one or more areas of study to the
investigation of various questions related to a given context;
give mathematical formulations of specific and general cases used to derive results for analysis
within a given context for investigation;
develop functions as models for data presented in graphical or tabular form and apply a variety of
techniques to decide which function provides an appropriate model for a given set of data;
use a variety of techniques to verify results;
make inferences from analysis and use these to draw valid conclusions related to a given context
for investigation;
communicate conclusions using both mathematical expression and everyday language, in particular,
in relation to the context for investigation.

Outcome 3
On completion of each unit the student should be able to select and appropriately use a computer algebra
system and other technology to develop mathematical ideas, produce results and carry out analysis in
situations requiring problem-solving, modelling or investigative techniques or approaches.

To achieve this outcome the student will draw on knowledge and related skills outlined all in the
areas of study.
Key knowledge
This knowledge includes
exact and approximate specification of mathematical information such as numerical data, graphical
forms and general or specific forms of solutions of equations produced by use of a computer algebra
system;
domain and range requirements for a computer algebra systems specification of graphs of functions
and relations;
the role of parameters in specifying general forms of functions and equations;
the relation between numerical, graphical and symbolic forms of information about functions and
equations and the corresponding features of those functions or equations;
the similarities and differences between formal mathematical expressions and their computer
algebra system representation;
the appropriate selection of a technology application, in particular, computer algebra systems, in
a variety of mathematical contexts.

Key skills
These skills include the ability to
distinguish between exact and approximate presentations of mathematical results produced by a
computer algebra system, and interpret these results to a specified degree of accuracy;
produce results using a computer algebra system which identify examples or counter-examples
for propositions;
produce tables of values, families of graphs or collections of other results using a computer algebra
system, which support general analysis in problem-solving, investigative or modelling contexts;
use appropriate domain and range specifications to illustrate key features of graphs of functions
and relations;

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identify the relation between numerical, graphical and symbolic forms of information about
functions and equations and the corresponding features of those functions or equations;
specify the similarities and differences between formal mathematical expressions and their computer
algebra system representation, in particular, equivalent forms of symbolic expressions;
make appropriate selections for a computer algebra system and other technology applications in
a variety of mathematical contexts, and provide a rationale for these selections;
relate the results from a particular application to the nature of a particular mathematical task
(investigative, problem solving or modelling) and verify these results;
specify the process used to develop a solution to a problem using a computer algebra system, and
communicate the key stages of mathematical reasoning (formulation, solution, interpretation) used
in this process.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority will publish annually an assessment handbook which
will include advice on the scope of the assessment tasks and criteria for assessment.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.

Assessment of levels of achievement

The students level of achievement for Units 3 and 4 will be determined by school-assessed coursework
and two end-of-year examinations.

Contribution to final assessment

School-assessed coursework for Unit 3 will contribute 20 per cent and for Unit 4 will contribute 14
per cent to the study score.
Units 3 and 4 will also be assessed by two end-of-year examinations, which together will contribute
66 per cent to the study score.

School-assessed coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the students level of performance in achieving the set of outcomes.
The score must be based on the teachers rating of performance of each student on the tasks set out in
the following table and in accordance with an assessment guide published annually by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the scope
of the task and the criteria for assessment.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where optional assessment tasks are listed teachers must ensure that the tasks
they select are comparable in scope and demand.

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mathematics Mathematical Methods (CAS) Units 3 and 4

Outcomes Marks allocated* Assessment tasks

Unit 3 A function and calculus application task based on

content from the areas of study, with three components of
increasing complexity:
introduction of a context through specific cases or
examples
consideration of general features of this context
variation, or further specification, of assumptions
or conditions involved in the context to focus on a
particular feature related to the context.
and
Two equally weighted tests that consist of an appropriate
combination of multiple-choice, short-answer and extended
response items.
The outcomes are to be assessed across the application task
and the two tests.

Outcome 1
Define and explain key concepts as specified in the content 15 The application task
from the areas of study, and apply a range of related 30
mathematical routines and procedures. 15 Tests

Outcome 2
Apply mathematical processes in non-routine contexts, and
20 20 The application task
analyse and discuss these applications of mathematics.

Outcome 3
Select and appropriately use a computer algebra system and
5 The application task
other technology to develop mathematical ideas, produce
results and carry out analysis in situations requiring 10
problem-solving, modelling or investigative techniques or
approaches. 5 Tests

Total marks 60

*School-assessed coursework for Unit 3 contributes 20 per cent to the study score.

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

Outcomes Marks allocated* Assessment tasks

Unit 4 Two analysis tasks, with the three outcomes assessed across
the tasks. Each analysis task is a short item of 24 hours
duration over 12 days selected from:
an assignment where students have the opportunity to
work on a broader range of problems in a given context;
or
a short and focused investigation, challenging problem
or modelling task; or
a set of application questions requiring extended
response analysis in relation to a particular topic or
topics; or
item response analysis for a collection of multiple-
choice questions, including analysis of item distractors
and their relationship to conceptual, process or
reasoning error.
The two analysis tasks are to be of a different type. One
analysis task is to be related to the Probability area of
study.

Outcome 1
Define and explain key concepts as specified in the content 7 Analysis task 1
from the areas of study, and apply a range of related 15
mathematical routines and procedures. 8 Analysis task 2

Outcome 2
8 Analysis task 1
Apply mathematical processes in non-routine contexts, and
15
analyse and discuss these applications of mathematics. 7 Analysis task 2

Outcome 3
Select and appropriately use a computer algebra system and
5 Analysis task 1
other technology to develop mathematical ideas, produce
results and carry out analysis in situations requiring 10
problem-solving, modelling or investigative techniques or
approaches. 5 Analysis task 2

Total marks 40

*School-assessed coursework for Unit 4 contributes 14 per cent to the study score

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mathematics Mathematical Methods (CAS) Units 3 and 4

End-of-year examinations
The students level of achievement for Units 3 and 4 will also be assessed by two examinations based
on tasks related to Outcomes 1 to 3.

Examination 1
Description
Students are required to respond to a collection of short-answer and some extended-answer questions
covering all areas of study in relation to Outcome 1. The task is designed to assess students knowledge
of mathematical concepts, their skills in carrying out mathematical algorithms and their ability to apply
concepts and skills in standard ways without the use of technology.
All questions are compulsory.
Students will complete the examination using a structured answer booklet.
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Conditions
The task will be completed under the following conditions:
Duration: one hour.
Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
No calculators, CAS or notes of any kind are permitted. A sheet of formulas will be provided with
the examination.
The task will be marked by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Contribution to final assessment

The examination contributes 22 per cent to the study score.

Examination 2
Description
Students are required to respond to a collection of multiple-choice questions and extended-answer
questions covering all areas of study in relation to all three outcomes, with an emphasis on Outcome 2.
Student access to an approved CAS will be assumed by the setting panel.
The task is designed to assess students ability to understand and communicate mathematical ideas,
and to interpret, analyse and solve both routine and non-routine problems. Students should attempt all
of the multiple-choice questions in Part I of the examination and all of the extended-answer questions,
involving multi-stage solutions of increasing complexity in Part II of the examination.
All questions are compulsory.
Students will complete the examination using a structured answer booklet.
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment
Authority.

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

Conditions
The task will be completed under the following conditions:
Duration: two hours.
Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
An approved CAS and one bound reference, text (which may be annotated) or lecture pad, may
be brought into the examination. A sheet of formulas will be provided with the examination.
The task will be marked by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Contribution to final assessment

The examination contributes 44 per cent to the study score.

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Advice for teachers (Units 3 and 4:
Mathematical Methods (CAS))

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the knowledge required for
the demonstration of each outcome. Outcomes are introduced by summary statements and are followed
by the key knowledge and skills which relate to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to develop
the knowledge and skills identified in the outcome statements in each unit.
In Units 3 and 4, assessment is structured. For school-assessed coursework, assessment tasks are
prescribed. The contribution that each task makes to the total school-assessed coursework is also
stipulated.

Approaches to course development

This study design provides a structure for the development of detailed courses by schools. While
Mathematical Methods (CAS) Units 3 and 4 is a fully prescribed course there is considerable flexibility
at the local level in the design of a course. Planning decisions need to be made about the order of
topics, the time devoted to each topic, and connections between the material developed in particular
topics and the outcomes for each unit. These decisions also need to take into account the timing of
school-assessed coursework.
Some students will undertake Specialist Mathematics Units 3 and 4 concurrently with Mathematical
Methods (CAS) Units 3 and 4, which contains assumed knowledge for Specialist Mathematics Units 3
and 4. Care needs to be taken in giving consideration to how the timing and development of material in
Mathematical Methods (CAS) Units 3 and 4 is related to supporting and facilitating the development
of material in Specialist Mathematics Units 3 and 4. The sample course sequence outlined below
illustrates one possible implementation across 27 weeks; schools and teachers are encouraged to
develop their own sequences or variations to this sample sequence.

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

Sample course sequence

Topic Approximate time

Polynomials and power functions including differential calculus 5 weeks

Polynomial functions and their graphs, average and instantaneous rates of change, use of to 2 weeks
define increasing and decreasing, use of linear approximation relationship.
Power functions and generalisation to rational powers on positive real domain. Review of 1 week
transformations in the context of power functions. Introduction of modulus function, and
transformations of this function, as an example of a function that is continuous, but not
differentiable at a given point (graphical treatment).
Sums, differences and products of polynomial and power functions and their graphs (including 2 weeks
some simple cases involving the modulus function), consideration of this type of function,
differentiation of these functions, related modelling and max/min problems and other
applications.

Exponential and logarithmic functions including differential calculus 3 weeks

Review of exponential and logarithmic functions and transformations of these functions and their 1 week
graphs, the inverse relation and equation solving.
Sums, differences and products of exponential, logarithmic, polynomial and power functions, 1 week
differentiation involving these functions, and their graphs.
Consideration of these combinations of functions in related modelling and max/min problems 1 week
and other applications.

Test 1: functions and graphs

Circular functions including differential calculus 3 weeks

Review of circular functions and transformations of these functions, and their graphs, angle 2 weeks
formulas, inverse functions and equation solving.
Sums, differences and products of circular exponential, logarithmic, polynomial and power 1 week
functions, their derivatives and their graphs.

Application task 2 weeks

(this could be held earlier or later depending on coverage of relevant concepts, skills and
processes with respect to content and context for the application task)

Calculus applications 4 weeks

Consideration of these combinations of functions and derivatives in related modelling and max/ 1 week
min problems and other applications.
Composition of functions, including functions of the form | (x) | and graphs of these functions. 1 week
Chain rule for composite functions and related rates of change. 2 weeks

Test 2: differentiation

Anti-differentiation and integral calculus 3 weeks

Anti-differentiation, integration and applications. 3 weeks

Analysis task 1: anti-differentiation and integration 1 week

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mathematics Mathematical Methods (CAS) Units 3 and 4

Probability 5 weeks
Random variables, bernoulli trials and discrete distributions, including the binomial distribution. 2 weeks
Transition matrices and two-state markov chains 1 week
Continuous probability distributions, including the normal distribution 2 weeks

Analysis task 2: probability 1 week

This sample sequence covers material on each of the functions required in the course and related
differentiation and applications in Unit 3, followed by anti-differentiation and integration across
all functions, related applications and probability in Unit 4. Variations on this sequence might, for
example:
cover material on polynomial and power functions and incorporate some related material on
differentiation, anti-differentiation and integration of these functions in the first part of Unit 3;
followed by applications of differentiation and integration across the range of functions covered
in the course, and probability in the latter part of Unit 3 and in Unit 4;
cover material related to functions, graphs and algebra in detail before proceeding to work on
differentiation in Unit 3 followed by coverage of material related to anti-differentiation and
integration, and probability in Unit 4;
cover material on discrete random variables and probability distributions at the end of Unit 3; and
cover material on continuous random variables at the end of Unit 4 following on directly from
work on anti-differentiation and integration earlier in Unit 4.
The relationship between the timing of coursework assessment and content coverage would need to
be adjusted accordingly.

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for Mathematical Methods (CAS), teachers
should make use of applications of information and communications technology and new learning
technologies, such as computer-based learning, multimedia and the World Wide Web, where appropriate
and applicable to teaching and learning activities.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the content of the study, typically demonstrate the following key compentencies and
employability skills.

Assessment task Key competencies and employability skills

Analysis task Planning and organising, solving problems, using mathematical ideas and
techniques, (written) communication, use of information and communications
technology

Tests Self management, use of information and communications technology, solving

problems

Application task Planning and organising, solving problems, using mathematical ideas and
techniques, (written) communication, use of information and communications
technology

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. Extended examples
are highlighted by a shaded box. The examples that make use of information and communications
technology are identified by this icon .

Outcome 1 Examples of learning activities

Define and explain key skills practice on standard mathematical routines through appropriate exercises;
concepts as specified this should include development of the ability to identify problems as either being
in the content from the in a standard form, or readily transformable to a standard form, the efficient and
areas of study, and accurate application of the relevant mathematical routine (e.g. the application of
apply a range of related differentiation rules to combinations of functions), and systematic checking of both
mathematical routines the reasonableness and accuracy of results (does the graph of the rule which has
and procedures. been developed for the derived function correspond to a sketch of the derivative
function obtained from inspection of the graph of the original function?); the
appropriate use of technology, such as checking the numerical derivative value
from a CAS with the form of the derivative graph sketch would link this work to
Outcome 3

error identification and analysis exercises, where students work through a range
of worked solutions and identify and rectify missing steps in working or errors in
working

construction of summary or review notes related to a topic or area of study (e.g.

the conditions under which different probability distributions of discrete and
continuous random variables can be appropriately applied to solve problems)

presentation of a range of typical problems associated with an area of study

and worked solutions (e.g. applications of integration to area and areas between
curves)

assignments structured around the development of sample cases of standard

applications of mathematical skills and procedures in readily recognisable
situations (e.g. the development of different sketch graphs in terms of defining
parameters for a type of relation this can be checked by the use of CAS and
hence linked to Outcome 3)

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mathematics Mathematical Methods (CAS) Units 3 and 4

Outcome 2 Examples of learning activities

Apply mathematical investigation of reflection symmetry of the graphs of quadratic functions about the
processes in non- vertical line through their turning point(vertex) and the half-turn rotational symmetry
routine contexts, and of the graph of a cubic function about its point of inflection
analyse and discuss
these applications of problem-solving tasks, e.g. optimising volume/cost constraints in container design
mathematics.
modelling tasks, e.g. modelling periodic behaviour with circular functions or
modelling tax scales with modulus functions

a set of applications questions requiring analysis and extended response related to

a particular context, e.g. functional equations

a report on item response analysis for a collection of multiple-choice questions

(e.g. distinguishing between competing functions as models for various data
represented graphically and/or in table form)

presentation on research into a particular application of mathematics (e.g. the

use of transition matrices to model conditional probabilities in two-state markov
chains)

Outcome 3 Examples of learning activities

Select and appropriately exploration of the ideas surrounding the concept of approximation to the area
use a computer under a curve using rectangles, the ideas underlying the fundamental theorem of
algebra system and calculus and the relationship between the definite integral and area
other technology to
develop mathematical evaluation of definite integrals from first principles and their numerical
ideas, produce approximation
results and carry out
analysis in situations investigation of the effect of variation of parameters on the graphs of probability
requiring problem- distributions for discrete and continuous random variables
solving, modelling or
investigative techniques solution of equation involving parameters either in the formulation of the equation,
or approaches. and/or the specification of solutions

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

Detailed example

CUBIC POLYNOMIAL FUNCTIONS, TANGENTS AND HORIZONTAL AXIS INTERCEPTS

There is a relationship between the horizontal axis intercepts of the graph of a cubic polynomial function (where
there is more than one such intercept) and the tangent to the graph of the function at the point with x coordinate
halfway between the x coordinates of any two of the intercepts.
This relationship can be used as the basis of an activity related to all three outcomes, in particular Outcomes
1 and 3 for the case of specific functions and their graphs, and Outcomes 2 and 3 for systematic analysis
leading to consideration of the general case. This activity covers graphs, equations and calculus related to cubic
polynomial functions.

Part 1 (Outcomes 1 and 3)

Let : R R, (x) = (x + 2)(x 4)(x 8). Show that the equation (x) = 0 has roots 2, 4 and 8 and the graph of
has x axis intercepts at (2, 0), (4, 0) and (8, 0) respectively.
Consider the two x axis intercepts (2, 0) and (4, 0) and the point on the graph of whose x value is half-way
between 2 and 4. Use calculus to show that the tangent to the graph of at this point passes through the third
intercept (8, 0):

Repeat this for the pairs of intercepts (2, 0) and (8, 0) and (4, 0) and (8, 0). Draw the corresponding graphs in
each case.

Part 2 (Outcomes 2 and 3)

Investigate the general case for : R R where (x) = (x a)(x b)(x c) where a, b and c are (not necessarily
distinct) real constants.

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mathematics Mathematical Methods (CAS) Units 3 and 4

Detailed example

A FAMILY OF FUNCTIONS
This activity relates to all three outcomes and involves functions, graphs and calculus. Part 1 of the activity
should be completed without the assistance of technology, and relates to Outcome 1, while technology would be
used to assist in the analysis for Part 2, which relates to Outcomes 2 and 3.

Part 1
Let : R R and (x) = xex. Part of the graph of is shown below:

y
3

x
-1 1 2 3 4

-1

-2

-3

a. Sketch the graphs of y = x and y = ex on the same axes and hence explain how the general shape of the
graph of can be deduced from the graphs of y = x and y = ex.
b. Find the derivative of and hence state the exact coordinates of the local maximum.
c. Show that y = x is tangent to the graph of at the origin.

Part 2
a. Let n: R R and n(x) = xnex for n N. Draw the graph of n for several different values of n.
b. Find a general formula for the location of the stationary points of n and summarise the nature and location of
these in terms of n.
c. Let g be a differentiable function with domain R. Determine when h(x) = g(x)ex is increasing, stationary or
decreasing in terms of g and its derivative.

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

Detailed example

FUNCTIONAL EQUATIONS
In this activity students consider properties of the graphs of functions, such as symmetry and periodicity, as well
as algebraic equivalence to identify continuous functions which satisfy the following functional equations over
their maximal domain. This relates to Outcomes 1 and 2 with respect to the identification of a particular function,
and Outcomes 2 and 3 where a family or class of related functions is considered.

Functional equation Solution function

(x) = (x)

(x) = (x)

(kx) = k(x)

(x + k) = (x)

((x)) = x

(x + y) = (x) + (y)

x + y f( x) + f( y)
f =
2 2

(x y) = (x) (y)

(x y) = (x) + (y)

(x + y) = (x) (y)

f( x)
f xy =
f( y)
x = f( x)- f( y)
f y

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mathematics Mathematical Methods (CAS) Units 3 and 4

Detailed example

PRODUCT FUNCTIONS AND THE CUCKOO CLOCK

The following activity is an investigation of the When

motionthe by weights reach their lower
slowly-descending weightedpointchains.
and stop
behaviour of product functions formed from a moving,
When thethe pendulum
weights reachswing
their begins to change,
lower point and stop
combination of transformed circular exponential causing
moving, the hands
pendulum of the clockbegins
swing to slow to down
change, and
functions, and their application to modelling the gradually
causing the stop. From
hands of the
the time
clockwhen
to slowthedown
swingand
swing of a pendulum in a cuckoo clock. The activity begins
gradually to stop.
change,Fromthethehorizontal
time when the swing s
displacement,
relates to all three outcomes, and could be used as cm,
beginsof the point, P,the
to change, at the end of displacement,
horizontal the pendulum,s
the basis for developing an application task. from
cm, ofthethevertical,
point, P,asatshown
the endin the following
of the diagram,
pendulum, from
can be modelled
the vertical, by functions
as shown with thediagram,
in the following rule can
Part A graphs of exponential and circular s(t) = 5ekt sin(at),
be modelled t 0 where
by functions t is rule
with the the time in
functions seconds
s(t) = 5ektafter the pendulum
sin(at), t 0 where swing begins
t is the timetoin
a. Sketch the graphs of y = (t) = 5ekt for several change and
seconds afterk and a are real constants.
the pendulum swing begins FortoBrianas
values of 0 < k < 1 on the same set of axes. clock, k and
change = 0.2k and a =are 1. real constants. For Brianas
clock, k = 0.2 and a = 1.
b. Draw the corresponding graphs of (t) and
(t) on the same set of axes, and comment on
the similarities and differences between these
graphs.
Pendulum
c. Sketch the graphs of y = g(t) = sin(at),
t [0, 2] for a = 1, 2, 3 together on the same
s
set of axes. State the period for each function,
and comment briefly on the similarities and
differences between these graphs.
P
Part B product functions
a. Find the horizontal displacement of the
a. For k = 0.2; a = 1, sketch the graphs of pendulum for several seconds after
a. Find the horizontal displacement of the
y = 1(t) = 5ekt, y = 2(t) = 5ekt
kt and
weights stop
pendulum for descending,
several seconds and draw a series of
after the
y = s(t) = 5e sin(at), where t [0, 4].
kt
diagramsstopcorresponding
weights descending,toand thedraw
position of theof
a series
b. Find the derivative of s(t), in terms of t, k pendulumcorresponding
diagrams at these times.to the position of the
and a, and hence for k = 0.2; a = 1, find the pendulum at these times.
b. Draw a series of diagrams of the position of the
coordinates of the first two maximum/minimum pendulum the of
first several maxima.
b. Draw a series diagrams of the position of the
points for s(t) with x values closest to the y-axis.
pendulum the first several maxima.
y-axis. c. If the pendulum is deemed to have come to rest
c. Find the coordinates of any points of contact
c. Ifwhen the swing is less
the pendulum deemedthat to
0.01 cm,come
have find how
to rest
c. between the graph y =ofs(t)
Find the coordinates anyand y = of1(t)contact
points and long the
when thependulum
swing is lesstakes to 0.01
that comecm, to rest.
find how
between ythe = s(t) andy y==s(t)
graph 2(t).
andBriefly
y = 1comment
(t) and
long the pendulum takes to come to rest.
on the relationship
between y = s(t) andbetween
y = 2(t).these points
Briefly commentof d. Briana has a friend, John, who also bought
contact and the graph
on the relationship of y =these
between sin(t).points
Hence,ofstate a similarhas
d. Briana cuckoo clock.
a friend, John,Johns
who clock is
also bought
the exactand
contact x value for theofpoint
the graph of intersection
y = sin(t). Hence, state amodelled by the same
similar cuckoo clock.rule for the
Johns horizontal
clock is
closest
the exact to xthe y-axis.
value for the point of intersection displacement,
modelled by thewhen
same therule
weights
for thestop
horizontal
closest to the y-axis. descending, where
displacement, whenkthe = 0.4 and a stop
weights = 1. Draw
d. State the coordinates of intersection between the graph of the twok pendulums
descending, where = 0.4 and a horizontal
= 1. Draw
d. yState
= s(t)the
and y = sin(t), over
coordinates the given domain.
of intersection between displacement t 22.
fortwo Comparehorizontal
the behaviour
the graph of the pendulums
Comment
y = s(t) andony =these
sin(t),findings.
over theHence, give the
given domain. of the two pendulums
displacement for t 22.and discussthe
Compare how the
behaviour
exact
Comment coordinates
on theseoffindings.
these intersection
Hence, givepoints.
the different for k affect
of the twovalues
pendulums the motion
and discuss howofthethe
exact coordinates of these intersection points. point P after thefor
swing of the
Part C the cuckoo clock different values k affect thependulum
motion ofbegins
the
to change.
point P after the swing of the pendulum begins
Part C has
Briana therecently
cuckoopurchased
clock a cuckoo clock. to change.
The ratehas
Briana at recently
which thepurchased
hands of athe clock move
cuckoo clock. is
controlled
The rate atby a pendulum
which the handswhich is clock
of the kept inmove
regular
is
motion by by
controlled slowly-descending
a pendulum whichweighted
is kept chains.
in regular

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

Detailed example

MATRIX TRANSFORMATIONS AND TRANSITION MATRICES

In the first part of the activity, students work with the application of a transformation matrix to sets of points in the
plane that form simple geometric shapes, such as triangles, rectangles, parallelograms and trapezia. For example,
1 2
the matrix transformation A = or similar could be applied to the trapezium formed by the line segments
0 3
connecting the corner points (0, 0), (5, 0), (3, 4) and (1,4) and other shapes to note that this sort of transformation
maps pairs of parallel lines onto image pairs parallel lines. The particular transformations corresponding to
dilations from the origin, reflections in the lines x = 0, y = 0 and y = x, and translations are introduced and their
effects observed on simple geometric shapes and sets of points from well-known functions. This work would
relate to Outcomes 1 and 3.
Students systematically investigate the effect of combined transformations of the form:

x x x x
= A + B or = A + B
y y y y
where A is a dilation and/or reflection and B is a translation on power functions y = xn for n = 2, 1, 21 , 1,
2 and 3. This is extended to the development for the general form of the rule of such functions under these
combinations of transformations, and for other functions such as y = sin(x) or y = ex and would relate to
Outcomes 2 and 3.
In the second part of the activity, students consider the application of a transition matrix, or example
0.4 0.8 1
T = to an initial state such as S0 = and evaluate the sequence (chain) for several transitions
0.6 0.2 0
(the results of the first four transitions are shown below):

In particular, students identify informally likely convergence to a steady state by recognition for sufficiently large
values of n that Sn + 1 = T Sn Sn, for example, the following results for the 10th and 11th transitions show little
change:

They determine the exact steady state values by solving the linear equation obtained from the transition matrix
x x
= simultaneously with x + y = 1.
equation T
y y

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mathematics Mathematical Methods (CAS) Units 3 and 4

Detailed example

MODULUS FUNCTIONS AND COMPOSITION OF FUNCTIONS

In the first part of this activity students investigate the graphical behaviour of functions formed by sums of
functions with rule y = |ax + b|. For example, the graph of the function with rule (x) = |3x + 2| + |2x 7| is shown
below:

Students could be asked to determine the general location of axis intercepts and points of non-differentiability
of functions of the form: : R R and (x) = |ax + b| + |cx + d| and subsequently use sums of modulus of linear
functions to model various tax scales.
In the second part of the activity, students work with the composite functions |(x)| and (|x|) for various functions .
They graph these functions, and identify points in their maximal domains where they are not differentiable. For
example, in the case where (x) = sin(x) the graphs of the composite functions y = |sin(x)| and y = sin(|x|) are
shown below:

The location of the points of non-differentiability of these functions can be specified in parametric form, for
example, for y = |sin(x)| these occur at x = n where n Z. Similar analysis can also be carried out for other (x)
1
such as ex, x , x2 4, and loge(x).

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Mathematical Methods (CAS) Units 3 and 4 MATHEMATICS

APPROACHES TO ASSESSMENT

In Units 3 and 4 assessment tasks must be selected from those designated in the outcomes table.
The following are examples of assessment tasks that could be used to demonstrate achievement of
the outcomes:
identification and analysis of key features of functions in symbolic, graphical, tabular and
numerical form (including associated problems involving analytic and/or numeric differentiation
and integration and applications)
production of collections of results in response to variation of parameters used to define a type of
function (for example, the role of the coefficient b in determining features of the family of graphs
of cubic polynomial functions with rules of the form f(x) = ax3 + bx2 + cx + d)
developing functions which can be used to model trends in sets of data, comparing empirical and
theoretical models for data
solution of equations (or systems of equations) using graphical, numerical or algebraic approaches
(for example, comparison of the behaviour of functions with rules of the form g(x) = xn and
h(x) = nx)
use of symbolic manipulation to explore and check patterns and conjectures associated with
generalisable properties of functions.
In each unit Outcome 3 should be incorporated in the assessment of Outcomes 1 and 2.

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Detailed example

SAMPLE TEST QUESTIONS

The following provides some examples of multiple-choice and short-answer questions that might be incorporated
in a component of a test where students do not use technology. Relevant multiple-choice questions could be
conceptual questions, questions concerning parameters and aspects of functions and graphs, algebra and
calculus, or forms of mathematical relations and their interpretation, for example:
1. If (x) = e2x for all x R, then [(x)]2 = (y), where y is equal to
A. 2x B. 4x C. x2 D. 2x2 E. 4x2
b b
2. If (x)dx = 3, then (4 2 (x)) dx is equal to:
a a
A. 4(b a) 6 B. 4(b a) 6 C. 4(b a) + 6 D. 2 E. 10
Suitable short-answer questions might be:
3. Let : R R, (x) = x2 and g: R R, g(x) = x4.
Sketch the graphs of and g on the same set of axes, labelling axis intercepts and any points of
intersection with their coordinates.
State all real values for which |(x)| > |g(x)|
Sketch the graph of g(x) (x) and label the stationary points with their exact coordinates.

4. Let h: R R, h(x) = sin(x) + cos(x). Find the equation of the tangent to the graph of h at x = 2 . The graphs of
sin(x) and cos(x) are shown below, sketch the graph of h on the same set of axes, and draw in the tangent.

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Detailed example

ANALYSIS TASK CONTINUOUS RANDOM VARIABLES

The following illustrates a range of questions that They could then be asked various questions related
might be used to develop an analysis task. to this probability density function in practical
contexts, such as the time in minutes for discharge
Students could be asked to differentiate a function
of a capacitor. If this is a random variable, T and its
such as (x) = x ekx and hence find the anti-
probability density function (t) is given by
derivative x ekx dx. They could then be asked to
a
Ae-kt , 0 t < ,
evaluate x ekx dx in terms of the parameters a f (t ) = and k > 0.
0 a 0 elsewhere
and k and hence, show that x ekx dx 12 as
0 k Students could be asked to:
a .
obtain A in terms of k
Now consider the probability density function for
the continuous random variable, X: estimate the value of k if it is observed by
k e-kx x 0, +
experimentation that, out of 1000 such
f( x) = where k R capacitors, 425 lose 50% of their charge within
0 elsewhere
two minutes of being turned off
Students could then be asked various related
question, for example, find a value for k, correct to calculate the mean and variance of T
two decimal places, such that Pr(0 X 5) = 0.9, find the probability that if If two such capacitors
evaluate various probabilities such as Pr(0.1 < X 2); are turned off together, one of them loses 50%
and Pr(0.1 < X 2|X 3); and determine the mean, of its charge within the first minute and the
variance, mode and median of the random variable. other takes more than three minutes to lose
50% of its charge.

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Detailed example

ANALYSIS TASK POLYNOMIAL FUNCTIONS, COEFFICIENTS AND EQUATIONS

The following outline for an analysis task is function rules are constructed for each pair of
presented in two parts, the first part is a practical values in the sample, and all of the resultant rules
application of simple polynomial functions to compared. The corresponding analysis can be
coding, the second part is a theoretical investigation carried out graphically and analytically, the majority
into constructing polynomial functions with of rules which are the same correspond to the
rational roots to (x) = 0 and (x) = 0. correct rule.

Part 1 Following some introductory work on fitting

polynomial functions to data using systems of
This part of the task is based on a much simplified simultaneous linear equations, students could, for
version of the Reed-Solomon error correction example, be asked to decode and correct:
coding scheme. Reed-Solomon error correction
is used to correct bursts of errors associated with 1. a message <a, b> where there is one error in
electronic media defects, and has applications in the sample {5, 7, 11, 11};
disc drives, CDs (it underpins the fact that error 2. a message <a, b> where there are two errors in
bursts resulting from scratches on the surface the sample {7, 8, 11, 13, 17, 20};
of up to 2.5 cm in length can be corrected),
telecommunications (in particular, satellite 3. a message <a, b, c> where there is one error in
messages) and digital broadcasts. the sample {3, 6,13 , 26, 39};

A simple coded message consists of a sequence 4. investigate the relationship between the size of
of natural numbers, which can be represented the sample and the number of errors for a given
uniquely as the coefficients of a polynomial function length of the message; and
of suitable degree. For example, the message 5. extend the investigation to the case of a cubic
<a, b>, where a and b are real numbers, would polynomial function.
be coded by the linear function (x) = a + bx. To
send the message a sample of coded values Part 2
{(0), (1), (2), (3) } is sent it can be assumed
If is a cubic polynomial function, then its derivative
that the data is sent in this sequence and while
is a quadratic polynomial function. The horizontal
most of the data received will be correct, it may also
axis intercepts of are determined by the roots of
contain errors. For example, the received sample
the equation (x) = 0, and the stationary points of
of coded values might be {5, 7, 11, 11}, which
are determined by the roots of the equation
contains a single error.
(x) = 0. These roots may be either rational or
For a linear function, only two correct values are irrational.
needed to find the rule of the linear polynomial
Find a general process for determining the
and thus decode the message but this assumes
coefficients of so that its graph does not
there is no error. To deal with this in practice, an
pass through the origin and the x values of the
over-sampled set of data is sent, this contains
coordinates of both the horizontal axis intercepts
correct data and (possibly) some errors. To identify
and the stationary points are rational.
the correct message and eliminate errors, linear

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Detailed example

ANALYSIS TASK BUSHWALKING WITH KIM

Bushwalkers travel through different types of country. The denseness of the bush and the ruggedness of the
terrain influence the speed of travel. By planning a route to take such factors into consideration, the total time
taken to travel from one point to another can be reduced. In calculating estimates of the time for a particular
route, a walker uses his/her average speed for each different type of country.
For a walk through a particular type of country the travel time taken is given by t = d where d is the distance in
v
kilometres (km) and v is the average speed in kilometres per hour (km/h) for that particular type of country.
A typical two-day walk for Kim covers a distance of up to 30 km with walking speeds of up to 5 km/h in cleared
country.

14 km
C
Ardale Brushwood

P Q

square
clearing

a. For a typical two-day walk, choose several representative values for Kims average speed and sketch a
graph of the relationship between t and d for each of these values. Similarly, choose several representative
values for the distance to be travelled and draw a graph of the relationship between t and v for each of these
values. Discuss the key features of each of the two families of graphs, and the differences between the
families.
Next weekend Kim is planning to walk from Ardale to Brushwood. The direct route, a distance of 14 km, will
take her entirely through rugged bush country. However, there is a large square clearing situated as shown
in the diagram below. This clearing has one diagonal along the perpendicular bisector of the direct route and
one corner, C, at the midpoint of the direct route.
Kim believes that time will be saved if she travels from Ardale to Brushwood on a route similar to the one
shown above passing through P and Q, where the section PQ is parallel to the direct route. Throughout this
investigation assume that Kims path across the square clearing is parallel to the direct route. The side-length
of the square clearing is 7 km.
b. Select an appropriate length variable and hence determine a mathematical relationship which will allow Kim
to calculate the total time she would take for any route of this type. Sketch the graph of this relationship and
discuss key features. Find and describe the route for which her travelling time will be least and compare it
with the direct one.

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Detailed example

application task: smooth sailing

A context such as the following could be used to connecting the interval endpoints (a, (a)) and
investigate the relationship between the average (b, (b)), and the average rate of change, ave, over
value of a function and its derivative over a given the interval.
interval. The task is developed in three components,
Determination of the derivate function and the
and addresses all three outcomes, with a focus on
value(s) for x = c in the open interval (a, b) for
Outcome 2.
which (c) = ave. Geometric interpretation of these
Consider two locations A and B at opposite sides of considerations with respect to a conjecture related
a bay, such as Port Philip Bay or Sydney Harbour. to the situation being model.

Units 3 and 4:
Conjecture if it is possible to sail a boat from A to
B without ever sailing in the exact (straight line) Component 2

Mathematical Methods (CAS)

direction from A to B. That is, is it possible to sail
from A to B without the instantaneous line of motion
Investigation of other models for these situations,
including consideration of whether it is always
ever being parallel to the straight line segment line possible to find a value x = c in the open interval
connecting A and B? (a, b) for which (c) = ave, for example, whether
Similarly, if it is also known that the locations A and there is a possible model which is not continuous or
B are 100 km apart by road around the bay, and differentiable. Generalisation of these results.
are connected by a highway with a speed limit of Alternatively, investigation of the conditions under
100 km/hr, conjecture if it is possible for a car to which the above result is generally true, that is,
leave A at 1pm and arrive at B at 1.50 pm without where there exists a point c in (a, b) for which
exceeding the speed limit. (c) = ave. Consideration of the assumption of
Alternatively, in a beach sport event, when a differentiability and the assumption of continuity.
competitor runs 100 metres in 12 seconds, will he/
Component 3
she achieve a speed of 8.33 m/sec at any time
during the race? If two competitors run in the same Investigation of one of the other scenarios, where
race, both starting and finishing at the same time, is students create their own model.
their speed the same at any point during the race? Alternatively, investigation of the sailing boat
Each of these situations can be considered context, with A lying due east of B, to extend the
as applications of the mean value theorem for result of the mean value theorem for differentiation,
differentiation. These can be used to develop by showing that if also (a) = (b), then there is a
application tasks in three components where point c in (a, b) for which (c) = 0.
students are asked to consider simple functions Important aspects of mathematics to be considered
used to model such situations and investigate in assessment of student work are:
the application of the mean value theorem for
differentiation in these situations. sketch graphs of functions that clearly indicate
key features;
Component 1 the use of calculus to determine the derivative
Selection of a suitable function, such as a quadratic of a given function;.
function, which is continuous on a closed interval solution of equations;
[a, b], differentiable on the open interval (a, b),
and can be used as a model for one of the above formulation of general mathematical results/
situations, or a similar scenario. Consideration of conjectures;
the graph of the model function, the line segment consideration of domains.

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Detailed example

APPLICATION TASK: BEZIER CURVES

A context such as the following could be used to Component 1

investigate a contemporary application of a special Selection of four distinct points as control points
type of cubic polynomial function, whose graphs and determination of the equations for the x and y
are called bezier curves in design (after the French coordinates as functions of t to specify bezier curve.
automobile engineer Pierre Bezier who developed Consideration of the corresponding bezier curve
their application to a new computer aided design using a table and its graph. Consideration of the
tool for the Rnault car manufacturing corporation slope of the tangent to the curve at various points
in the 1960s). in the curve, including the relation between the
The task is developed in three components, and tangents to the first and last control points and the
addresses all three outcomes, with a focus on location of the second and third control points.
Outcomes 2 and 3.
Component 2
Curves drawn by drawing packages and the
Variation of control points and consideration of the
outlines of letters produced by printers are typically
bezier curves produced, including cases which
based on a set of routines that utilise curves known
lead to, for example, straight lines and loops.
as bezier curves. Bezier curves use polynomial
Selection of control points to produce a reasonable
functions of low degree, such as cubic polynomials
representation of a particular shape, such as the
over a restricted domain, to specify the coordinates
letter C or the letter V. Consideration of how well
of the points which make up these curves. These
the cubic bezier curve matches the required shape
functions provide local control of shape, based on
and any limitations on possible shapes that can be
a small set of points called control points, and have
represented using these curves.
graphs that are smooth and continuous curves, for
which the derivative can be found at any point on Component 3
the curve.
Representation of more complicated shapes formed
A cubic bezier curve drawn over the interval by piecing together several different bezier curves.
0 t 1, is produced by a relation which has its x Identification of the location of control points for a
and y coordinates, respectively, specified by the pair of cubic bezier curves that are smoothly joined
cubic polynomial functions: to represent a letter such as S, or for several bezier
curves that are smoothly joined to represent a letter
x = a(1 t)3 + 3ct(1 t)2 + 3et2(1 t) + gt3 and
or symbol such as & or a shape such as the outline
y = b(1 t)3 + 3dt(1 t)2 + 3ft2(1 t) +ht3
or cross section of a car.
where the coefficients a, b, c, d, e, f, g and h are
Important aspects of mathematics to be considered
obtained from the coordinates of the four control
in assessment of student work are: identification
points (a, b), (c, d), (e, f) and (g, h). The gradient
of important features of a shape with respect to
of the curve at a particular value of t, can be
selection of a suitable cubic bezier curve, including
determined using the chain rule for differentiation,
endpoints:
by the relationship:
dy
dy dy dt y ( t ) sketch graphs of relations that produce bezier
= = dt = provided dx 0 curves and identification of key features;
dx dt dx dx x ( t ) dt
dt
qualitative and quantitative assessment of
The shape of the bezier curve produced depends how well a bezier curve represents a particular
on the selection of coordinate values for the control shape;
points. Where more than one bezier curve is used to
produce a required shape, these curves will need to smooth joining of bezier curves.
be joined smoothly to produce a good image.

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Specialist Mathematics

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 Units 3 and 4: Specialist Mathematics

Specialist Mathematics consists of the following areas of study: Functions, relations and graphs
Algebra, Calculus, Vectors and Mechanics. The development of course content should highlight
mathematical structure and proof. All of this material must be covered in progression from Unit 3 to
Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. The selection of materials
for Unit 3 and Unit 4 should be constructed so that there is a balanced and progressive development
of knowledge and skills with connections among the areas of study being developed as appropriate
across Unit 3 and Unit 4. Specialist Mathematics Units 3 and 4 assumes concurrent or previous study
of Mathematical Methods (CAS) Units 3 and 4. They contain assumed knowledge and skills for
Specialist Mathematics, which will be drawn on as applicable in the development of content from the
areas of study and key knowledge and skills for the outcomes.
In Unit 3 a study of Specialist Mathematics would typically include content from Functions, relations
and graphs and a selection of material from the Algebra, Calculus and Vectors areas of study. In
Unit 4 this selection would typically consist of the remaining content from the Algebra, Calculus,
and Vectors areas of study and the content from the Mechanics area of study.
Students are expected to be able to apply techniques, routines and processes, involving rational, real and
complex arithmetic, algebraic manipulation, diagrams and geometric constructions, solving equations,
graph sketching, differentiation and integration related to the areas of study, as applicable, both with and
without the use of technology. The appropriate use of technology to support and develop the teaching
and learning of mathematics is to be incorporated throughout the units. 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 and computer algebra systems. In particular, students
are encouraged to use graphics calculators and other technologies both in the learning of new material
and the application of this material in a variety of different contexts.
Familiarity with sequence and series notation and related simple applications, the use of sine and cosine
rules in non-right-angled triangles and the following mathematics is assumed:
the solution of triangles in two-dimensional situations;
the sum of the interior angles of a triangle is 180;
the sum of the exterior angles of a convex polygon is 360;
corresponding angles of lines cut by a transversal are equal if, and only if, the lines are parallel;
alternate angles of lines cut by a transversal are equal if, and only if, the lines are parallel;
opposite angles of a parallelogram are equal;
opposite sides of a parallelogram are equal in length;

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the base angles of an isosceles triangle are equal;

the line joining the vertex to the midpoint of the base of an isosceles triangle is perpendicular to
the base;
the perpendicular bisector of the base of an isosceles triangle passes through the opposite vertex;
the angle subtended by an arc at the centre of a circle is twice the angle subtended by the same arc
at the circumference;
the angle in a semicircle is a right angle;
angles in the same segment of a circle are equal;
the sum of the opposite angles of a cyclic quadrilateral is 180;
an exterior angle of a cyclic quadrilateral and the interior opposite angle are equal;
the two tangents to a circle from an exterior point are equal in length;
a tangent to a circle is perpendicular to the radius to the point of contact;
the angle between a tangent to a circle and a chord through the point of contact is equal to the angle
in the alternate segment.

AREAS OF STUDY

1. Functions, relations and graphs

This area of study covers sums of simple power functions of integer powers, reciprocal functions of
quadratic functions and circular functions, inverse circular functions, relations representing circles,
simple ellipses and hyperbolas in cartesian and parametric forms (polar coordinates not required),
graphical representation of these functions and relations, and the analysis of key features of their
graphs.
This area of study will include:
sketch graphs of functions defined by:
(x) = axm + bxn for m, n = 1, 2 and (x) = 1
ax 2 + bx + c
their asymptotic behaviour and nature and location of stationary points;
sketch graphs of ellipses from the general cartesian relation
( x h) 2 ( y k ) 2
+ =1
a2 b2
sketch graphs of hyperbolas (including asymptotic behaviour) from the general cartesian relation
( x h) 2 ( y k )2
=1
a2 b2
these do not involve consideration of focus-directrix properties;
definition and graphs of the reciprocal circular functions cosecant, secant and cotangent, and simple
transformations of these;
the identities: sec2(x) = 1 + tan2(x) and cosec2(x) = 1+ cot2(x);
compound and double angle formulas for sine, cosine and tangent;
the restricted circular functions of sine, cosine and tangent over principal domains and their
respective inverse functions sin-1, cos-1 and tan-1 (students should be familiar with alternative
notations); graphs of these inverse functions, including simple transformations.

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2. Algebra
This area of study covers the expression of simple rational functions as a sum of partial fractions; the
arithmetic and algebra of complex numbers, including polar form; regions and paths in the complex
plane; introduction to factorisation of polynomial functions over the complex field and an informal
treatment of the fundamental theorem of algebra.
Rational functions of a real variable, including:
expression in partial fractions of an algebraic fraction with factorisable quadratic denominator.
Complex numbers, including:
C, the set of numbers z of the form z = x + yi, where x, y are real numbers and i 2 = 1;
real and imaginary parts; complex conjugates;
equality, addition, subtraction, multiplication and division of complex numbers;
use of an argand diagram to represent complex numbers;
polar form (modulus and argument); multiplication and division in polar form, including their
geometric representation and interpretation;
de moivres theorem and its use to find powers and roots of complex numbers in polar form,
including their geometric representation and interpretation;
factors over C of polynomials with integer coefficients; and informal introduction to the fundamental
theorem of algebra, including its application to factorisation of polynomial functions of a single
variable over C, for example, z2 i , z3 (2 i) z2 + z 2 + i or z8 + 1;
solution over C of corresponding polynomial equations by completing the square, use of the
quadratic formula and using factorised form; occurrence of non-real roots in conjugate pairs
(conjugate root theorem).
Representation of relations and regions in the complex plane, including:
lines and rays;
circles, ellipses and other familiar simple curves;
combinations of the above;
regions defined through the above curves.

3. Calculus
This area of study covers advanced calculus techniques for analytic and numeric differentiation and
integration of a broad range of functions, and combinations of functions; and their application in a
variety of theoretical and practical situations, including curve sketching, evaluation of area and volumes,
the solution of differential equations and kinematics.
Differential and integral calculus, including:
derivatives of inverse circular functions;
d2y
second derivatives, use of notations (x) and , and their application to the analysis of graphs
dx 2
of functions, including points of inflection (treatment of concavity is not required);
applications of chain rule to related rates of change and implicit differentiation; for example,
implicit differentiation of the relations x2 + y2 = 9 and 3xy2 = x + y;
1
anti-differentiation of 2 2 and 2 a 2 for a > 0 by recognition that they are derivatives
a x a +x
of corresponding inverse circular functions;
anti-differentiation of 1x to obtain loge(|x|) + c;
use of the substitution u = g(x) to anti-differentiate expressions of the form (g(x))g(x); for example,
anti-differentiation of 2 x 1 x 2 , cos2(x)sin3(x) using the equivalent form cos2(x) (1 cos2(x)) sin(x),
and using linear substitution to anti-differentiate expressions such as x2 1 x;

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use of the trigonometric identities sin2(ax) = (1 cos(2ax)), cos2(ax) = (1 + cos(2ax)) in anti-

differentiation techniques;
anti-differentiation using partial fractions of rational functions with quadratic denominators;
the relationship between the graph of a function and the graphs of its anti-derivative functions;
evaluation of definite integrals involving anti-differentiation techniques listed above;
evaluation of definite integrals numerically using technology;
application of integration to finding areas of regions bounded by curves and to volumes of solids
of revolution of a region about either coordinate axis.
Differential equations, including:
setting up differential equations in a variety of contexts drawn from the physical, biological
and social sciences, but not requiring specialised knowledge of any of these (including some
differential equations whose analytic solutions are not required, but can be solved numerically
using technology);
direction (slope) field of a differential equation;
verification of solutions to differential equations;
dy d2y
solution techniques, including the fitting of initial conditions, for the types = (x), = (x),
dy
dx dx 2
= g(y) where g(y) is a linear or quadratic function of y, or a reciprocal of one of these, or
dx
g(y) = a 2 y 2 ;
numerical solution of dy = (x) with y = b when x = a, using technology, by evaluation of
x dx
y = (t)dt + b, for example, dy = sin(x2) where y = 2 when x = 0.
a
dx
numerical solution by eulers method (first-order approximation).
Kinematics: rectilinear motion, including:
the application of differentiation, antidifferentiation and solution of differential equations to
rectilinear motion of a single particle, including the different derivative forms for acceleration
2
a = d 2x = dv = v dv = d (v2);
dt dt dx dx
velocitytime graphs and their use.

4. Vectors
This area of study covers the arithmetic and algebra of vectors, linear dependence and independence of
a set of vectors, proof of geometric results using vectors, vector representation of curves in the plane
and vector kinematics in one, two and three dimensions.
Vectors, including:
addition and subtraction of vectors and their multiplication by a scalar, position vectors;
linear dependence and independence of a set of vectors and geometric interpretation;
magnitude of a vector, unit vector, the orthogonal unit vectors ~i j k~ ;
~
resolution of a vector into rectangular components;
scalar (dot) product of two vectors: definition a~ .b~ = ab cos( ), deduction of dot product for ~i j k~ ;
~
system; its use to find scalar and vector resolutes;
parallel and perpendicular vectors;
sketch graphs of plane curves specified by a vector equation, and the determination of the
corresponding cartesian equations (examples of plane curves could include linear, conic sections
and combinations of these);

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vector proofs of simple geometric results, for example:

the diagonals of a rhombus are perpendicular;
the medians of a triangle are concurrent;
the angle subtended by a diameter in a circle is a right angle.
Vector calculus, including:
position vector as a function of time r~ (t ); deriving the cartesian equation of a path given r~ (t ) and
sketching the path;
differentiation and anti-differentiation of a vector function with respect to time;
application of vector calculus to curvilinear motion, in simple cases where the vectors
r~ (position), r~ (velocity) and r~ (acceleration) are given as functions of time;
motion along a path in two or three dimensions; examples could include:
i A particle moves so that its position vector r~ at time t, t 0, is given in a vector parametric
form such as: r ~ = 3 cos(2t) ~i + 4 sin(2t) j or r~ = tan(t) ~i + 4 sec2(t) ~j. Answer questions about
~
the equation of the path, and the magnitude and direction of the velocity and acceleration.
ii r~ is the position vector at time t of a particle moving in a plane in such a way that r~ = 5 ~i always,
and when t = 0, r~ = 0 ~
and r~ = 7 ~i = 10 j . Find the position vector at time t and answer questions
~
about the motion and its path.

5. Mechanics
This area of study covers statics and an introduction to newtonian mechanics, for both constant and
variable acceleration.
This area of study will include:
inertial mass, momentum, including change of momentum (conservation of momentum and impulse
are not required), force, resultant force, weight, action and reaction;
equations of motion using absolute units (Equations of motion should be described from a diagram,
showing all the forces acting on the body, and then writing down the equation of motion. Extensions
could include cases involving a system of two or more connected particles. Examples are to be
restricted to rectilinear motion, including motion on an inclined plane.);
motion of a body, regarded as a particle under the action of concurrent coplanar forces, including
frictional forces; sliding friction and the coefficient of friction.
The case of equilibrium should be regarded as an application, where acceleration is zero. This includes
consideration of limiting equilibrium when the body is at rest.
Many cases, but not all, will involve motion with constant acceleration. Use of the standard constant
acceleration formulas where appropriate is encouraged.

OUTCOMES

For each unit the student is required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all of the areas of study for each unit. For each of Unit 3 and Unit 4 the outcomes
apply to the content from the areas of study selected for that unit.

Outcome 1
On the completion of each unit the student should be able to define and explain key terms and concepts
as specified in the content from the areas of study, and apply a range of related mathematical routines
and procedures. It is expected that students will be able to use technology as applicable in the solution
of problems, as well as apply routines and procedures by hand.

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To achieve this outcome the student will draw on knowledge and related skills outlined in all the
areas of study.
Key knowledge
This knowledge includes
functions and relations, the form of their sketch graphs and their key features, including asymptotic
behaviour;
complex numbers, cartesian and polar forms, operations and properties and representation in the
complex plane;
the geometric interpretation of vectors in the plane and of complex numbers in the complex
plane;
specification of regions in the complex plane using complex relations;
techniques for finding derivatives of explicit and implicit functions, and the meaning of first and
second derivatives of a function;
techniques for finding anti-derivatives of functions, the relationship between the graph of a function
and the graph of its anti-derivative functions, and graphical interpretation of definite integrals;
analytical, graphical and numerical techniques for setting up and solving equations involving
functions and relations;
simple modelling contexts for setting up differential equations and associated solution techniques,
including numerical approaches;
the definition and properties of vectors, vector operations, the geometric representation of vectors
and the geometric interpretation of linear dependence and independence;
standard contexts for the application of vectors to the motion of a particle and to geometric
problems;
techniques for solving kinematics problems in one, two and three dimensions;
newtons laws of motion and related concepts.

Key skills
These skills include the ability to
sketch graphs and describe behaviour of specified functions and relations with and without the
assistance of technology, clearly identifying their key features and using the concepts of first and
second derivatives;
perform operations on complex numbers expressed in cartesian form or polar form and interpret
them geometrically;
represent regions of an argand diagram using complex relations;
apply implicit differentiation, by hand in simple cases;
use analytic techniques to find derivatives and anti-derivatives by pattern recognition, and apply
anti-derivatives to evaluate definite integrals;
set up and evaluate definite integrals to calculate areas and volumes;
set up and solve differential equations of specified forms;
perform operations on vectors and interpret them geometrically;
apply vectors to motion of a particle and to geometric problems;
solve kinematics problems using a variety of techniques;
set up and solve problems involving newtons laws of motion;
apply a range of analytical, graphical and numerical processes to obtain solutions (exact or
approximate) to equations.

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Outcome 2
On the completion of each unit the student should be able to apply mathematical processes, with an
emphasis on general cases, in non-routine contexts, and analyse and discuss these applications of
mathematics.

To achieve this outcome the student will draw on knowledge and related skills outlined in one or more
areas of study.
Key knowledge
This knowledge includes
key mathematical content from one or more areas of study relating to a given application
context;
specific and general formulations of concepts used to derive results for analysis within a given
application context;
the role of examples, counter-examples and general cases in developing mathematical analysis;
the role of proof in establishing a general result;
the use of inferences from analysis to draw valid conclusions related to a given application
context.

Key skills
These skills include the ability to
specify the relevance of key mathematical content from one or more areas of study to the
investigation of various questions related to a given context;
give mathematical formulations of specific and general cases used to derive results for analysis
within a given application context;
develop functions as possible models for data presented in graphical form and apply a variety of
techniques to decide which function provides an appropriate model;
use a variety of techniques to verify results;
establish proofs for general case results;
make inferences from analysis and use these to draw valid conclusions related to a given application
context;
communicate conclusions using both mathematical expression and everyday language, in particular
in relation to a given application context.

Outcome 3
On completion of each unit the student should be able to select and appropriately use a computer algebra
system and other technology to develop mathematical ideas, produce results and carry out analysis in
situations requiring problem-solving, modelling or investigative techniques or approaches.

To achieve this outcome the student will draw on knowledge and related skills outlined all in the
areas of study.
Key knowledge
This knowledge includes
exact and approximate specification of mathematical information such as numerical data, graphical
forms, and general or specific forms of solutions of equations produced by use of a computer
algebra system;

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domain and range requirements for a computer algebra systems specification of graphs of functions
and relations;
the role of parameters in specifying general forms of symbolic expressions, functions and
equations;
the relation between numerical, graphical and symbolic forms of information about functions and
equations and the corresponding features of those functions or equations;
the similarities and differences between formal mathematical expressions and their computer
algebra system representation;
the appropriate selection of a technology application, in particular, computer algebra systems, in
a variety of mathematical contexts.

Key skills
These skills include the ability to
distinguish between exact and approximate presentations of mathematical results produced bya
computer algebra system, and interpret these results to a specified degree of accuracy;
produce results using a computer algebra system which identify examples or counter-examples for
propositions;
produce tables of values, symbolic expressions, families of graphs or collections of other results
using a computer algebra system, which support general analysis in problem-solving, investigative
or modelling contexts;
use appropriate domain and range specifications to illustrate key features of graphs of functions
and relations;
identify the relation between numerical, graphical and symbolic forms of information about functions
and equations and the corresponding features of those functions or equations;
specify the similarities and differences between formal mathematical expressions and their computer
algebra system representation, in particular, equivalent forms of symbolic expressions;
make appropriate selections for a computer algebra system and other technology applications in
a variety of mathematical contexts, and provide a rationale for these selections;
relate the results from a particular application to the nature of a particular mathematical task
(investigative, problem solving or modelling) and verify these results;
specify the process used to develop a solution to a problem using a computer algebra system, and
communicate the key stages of mathematical reasoning (formulation, solution, interpretation) used
in this process.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teachers
assessment of the students overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority will publish annually an assessment handbook which
will include advice on the scope of the assessment tasks and criteria for assessment.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.

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Assessment of levels of achievement

The students level of achievement for Units 3 and 4 will be determined by school-assessed coursework
and two end-of-year examinations.

Contribution to final assessment

School-assessed coursework for Unit 3 will contribute 14 per cent and for Unit 4 will contribute 20
per cent to the study score.
Units 3 and 4 will also be assessed by two end-of-year examinations, which together will contribute
66 per cent to the study score.

School-assessed coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the students level of performance in achieving the set of outcomes.
The score must be based on the teachers rating of performance of each student on the tasks set out in
the following table and in accordance with an assessment guide published annually by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the scope
of the task and the criteria for assessment.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where optional assessment tasks are listed teachers must ensure that the tasks
they select are comparable in scope and demand.

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Outcomes Marks allocated* Assessment tasks

Unit 3 Two analysis tasks, with the three outcomes assessed across
the tasks. Each analysis task is a short item of 24 hours
duration over 12 days, selected from:
an assignment where students have the opportunity to
work on a broader range of problems in a given context;
or
a short and focused investigation, challenging problem
or modelling task; or
a set of application questions requiring extended
response analysis in relation to a particular topic or
topics; or
item response analysis for a collection of multiple-
choice questions, including analysis of item distractors
and their relationship to conceptual, process or
reasoning error.
The two analysis tasks are to be of a different type.

Outcome 1
Define and explain key terms and concepts as specified in 7 Analysis task 1
the content from the areas of study, and apply a range of
related mathematical routines and procedures. It is expected 15
that students will be able to use technology as applicable
8 Analysis task 2
in the solution of problems, as well as apply routines and
procedures by hand.

Outcome 2 8 Analysis task 1

Apply mathematical processes, with an emphasis on
15
general cases, in non-routine contexts, and analyse and 7 Analysis task 2
discuss these applications of mathematics.

Outcome 3
Select and appropriately use a computer algebra system and 5 Analysis task 1
other technology to develop mathematical ideas, produce 10
results and carry out analysis in situations requiring 5 Analysis task 2
problem-solving, modelling or investigative techniques or
approaches.

Total marks 40

*School-assessed coursework for Unit 3 contributes 14 per cent to the study score.

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Outcomes Marks allocated* Assessment tasks

Unit 4 A single problem-solving or modelling application task

based on content from the areas of study, with three
components of increasing complexity:
introduction of a context through specific cases or
examples;
consideration of general features of this context;
variation, or further specification, of assumptions
or conditions involved in the context to focus on a
particular feature related to the context.
and
Two equally weighted tests that consist of an appropriate
combination of multiple-choice, short-answer and
extended-response items.
The outcomes are to be assessed across the application task
and the two tests.

Outcome 1
Define and explain key terms and concepts as specified in 15 The application task
the content from the areas of study, and apply a range of
related mathematical routines and procedures. It is expected 30
that students will be able to use technology as applicable 15 Tests
in the solution of problems, as well as apply routines and
procedures by hand.

Outcome 2
Apply mathematical processes, with an emphasis on
20 20 The application task
general cases, in non-routine contexts, and analyse and
discuss these applications of mathematics.

Outcome 3
Select and appropriately use a computer algebra system and 5 The application task
other technology to develop mathematical ideas, produce 10
results and carry out analysis in situations requiring 5 Tests
problem-solving, modelling or investigative techniques or
approaches.

Total marks 60

*School-assessed coursework for Unit 4 contributes 20 per cent to the study score.

End-of-year examinations
The students level of achievement for Units 3 and 4 will also be assessed by two examinations based
on tasks related to Outcomes 1 to 3.

Examination 1
Description
Students are required to respond to a collection of short-answer and some extended-answer questions
covering all areas of study in relation to Outcome 1. The task is designed to assess students knowledge
of mathematical concepts, their skills in carrying out mathematical algorithms and their ability to apply
concepts and skills in standard ways without the use of technology.
All questions are compulsory.

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Students will complete the examination using a structured answer booklet.

The examination will be set by a panel appointed by the Victorian Curriculum and Assessment
Authority.
Conditions
The task will be completed under the following conditions:
Duration: one hour.
Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
No calculators, CAS or notes of any kind are permitted. A sheet of formulas will be provided with
the examination.
The task will be marked by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Contribution to final assessment

The examination contributes 22 per cent to the study score.

Examination 2
Description
Students are required to respond to a collection of multiple-choice questions and extended-answer
questions covering all areas of the study in relation to all three outcomes, with an emphasis on Outcome 2.
Student access to an approved CAS will be assumed by the setting panel.
The task is designed to assess students ability to understand and communicate mathematical ideas,
and to interpret, analyse and solve both routine and non-routine problems. Students should attempt all
of the multiple-choice questions in Part I of the examination and all of the extended-answer questions,
involving multi-stage solutions of increasing complexity in Part II of the examination.
All questions are compulsory.
Students will complete the examination using a structured answer booklet.
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Conditions
The task will be completed under the following conditions:
Duration: two hours.
Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
An approved CAS and one bound reference, text (which may be annotated) or lecture pad, may
be brought into the examination. A sheet of formulas will be provided with the examination.
The task will be marked by a panel appointed by the Victorian Curriculum and Assessment
Authority.

Contribution to final assessment

The examination contributes 44 per cent to the study score.

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 Advice for teachers (Units 3 and 4:
Specialist Mathematics)

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the learning context and the
knowledge required for the demonstration of each outcome. Outcomes are introduced by summary
statements and are followed by the key knowledge and skills which relate to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to develop
the knowledge and skills identified in the outcome statements in each unit. In particular, teachers
will need to consider the progression of material in complementary implementation of Mathematical
Methods (CAS) Units 3 and 4 as applicable.
In Units 3 and 4, assessment is more structured. For some outcomes, or aspects of an outcome, the
assessment tasks are prescribed. The contribution that each outcome makes to the total score for
school-assessed coursework is also stipulated.
The following material illustrates sequences for implementation of Specialist Mathematics Units 3
and 4. Sample sequence 1 covers non-calculus based material extensively at the beginning of Unit 3,
while calculus and corresponding techniques that underpin related content for Specialist Mathematics,
are progressively developed in detail in Mathematical Methods (CAS) Unit 3.
Sample sequence 2 covers material on vectors and relations involving ellipses and hyperbolas in
conjunction with work on vector calculus and mechanics in the latter part of Unit 4. In this sequence,
calculus and related techniques required in Unit 3 are introduced and used on an operational basis.
The following outlines a possible implementation for each of these types of sequence over 27 teaching
weeks. Schools and teachers are encouraged to develop their own sequences, or variations to those
outlined.

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Sample sequence 1

Topic Approximate time

Complex numbers 4 weeks
algebra of complex numbers and relations and regions in the complex plane
Functions, relations and graphs 2 weeks
Sketch graphs of functions of the type
(x) = axm + bx-n for m, n = 1 or 2
(x) = 1
ax 2 + bx + c
Sketch graphs of relations (ellipses and hyperbolas) of the type
( x h) 2 ( y k )2
=1
2
a b2
Circular functions and sketch graphs 2 weeks
reciprocal circular functions
trigonometric identities
inverse circular functions
Vectors 4 weeks
vector algebra and application to geometric proofs
sketch graphs of plane curves
Calculus
Differential calculus and applications 2 weeks
Integral calculus (including use of partial fractions) and applications 4 weeks
Differential equations 3 weeks

Kinematics 1 week
rectilinear motion
Vectors 2 weeks
vector calculus
Mechanics 3 weeks

Sample sequence 2

Topic Approximate time

Circular functions 2 weeks

trigonometric identities, reciprocal and inverse circular functions

Differential calculus 3 weeks

derivatives of elementary transcendental functions, including exponential, logarithmic,
reciprocal circular and inverse circular functions
derivatives of combined functions and applications, including derivatives of inverse
functions and implicit differentiation
1
sketch graphs of functions of the type (x) = axm + bx-n and (x) =
ax 2 + bx + c
parametrically defined curves
Integral calculus 4 weeks
fundamental theorem of calculus and sketch graphs of from the graph of
integration of elementary transcendental functions, including exponential, logarithmic, and
circular, inverse circular
use substitution and partial fractions to find anti-derivatives
applications of integration to area and volume

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Differential equations 3 weeks

use of direction (slope) fields to identify solutions of differential equations and approximate
solutions to differential equations using eulers method and the fundamental theorem of
calculus for the case y = (x)
formulation and solution of problems involving related rates, implicit differentiation and
differential equations
Kinematics: rectilinear motion 1 week

Vectors 4 weeks
vector algebra and application to geometric proofs
Function, relations and graphs
sketch graphs of ellipses and hyperbolas 1 week

Complex numbers 4 weeks

algebra of complex numbers and relations and regions in the complex plane
Vector calculus 2 weeks

Mechanics 3 weeks

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for Specialist Mathematics, teachers should make
use of applications of information and communications technology and new learning technologies, such
as computer-based learning, multimedia and the World Wide Web, where appropriate and applicable
to teaching and learning activities.

KEY COMPETENCIES AND EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the content of the study, typically demonstrate the following key compentencies and
employability skills.

Assessment task Key competencies and employability skills

Analysis task Planning and organising, solving problems, using mathematical ideas and
techniques, (written) communication, use of information and communications
technology

Tests Self management, solving problems, technology

Application task Planning and organising, solving problems, (written) communication, using
mathematical ideas and techniques, use of information and communications
technology

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. Extended examples
are highlighted by a shaded box. The examples that make use of information and communications
technology are identified by this icon .

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Units 3 and 4: Specialist Mathematics

Outcome 1 Examples of learning activities

Define and explain key skills practice on standard mathematical routines through appropriate exercises;
terms and concepts development of the ability to identify problems as either being in a standard form,
as specified in the or readily transformable to a standard form, the efficient and accurate application
content from the areas of the relevant mathematical routine (e.g. the application of anti-differentiation
of study, and apply methods to combinations of functions, such as different types of rational and
a range of related other quotient functions), and systematic checking of both the reasonableness
mathematical routines and accuracy of results (does the anti-derivative function fit with the characteristic
and procedures. types of functions which result from identifiable cases of this type of problem, and
It is expected that does differentiation yield the original function?); the appropriate use of technology,
students will be able such as the use of a spreasheet or computer algebra system to check working
to use technology and explore variations on the rule of the original function would link this work to
as applicable in the Outcome 3
solution of problems, as
well as apply routines error identification and analysis exercises, where students work through a range of
and procedures by worked solutions and identify and rectify missing steps or errors in working
hand.
construction of concept maps, summary or review notes related to a topic or area
of study (e.g. the conditions under which different combinations of coefficients for
a polynomial function can be related to the existence and number of real roots)

presentation of a range of typical problems associated with an area of study and

worked solutions (e.g. applications of integration to volumes of revolution about
either axis, and the generation of interesting shapes, by forming such solids from
the area between curves to be rotated about the relevant axis)

assignments structured around the development of sample cases of standard

applications of mathematical skills and procedures in readily recognisable
situations (e.g. the application of parametric forms, including vector parametric
form to specify curves in two and three dimensions this can be checked by the
use of computer algebra systems and hence linked to Outcome 3)

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Detailed example 1

A COLLECTION OF VECTOR QUESTIONS

1. Consider the diagram: 3. Three points P, Q and R have the respective
position vectors p, q and k (p + q), where k is a
positive real scalar.
Find respectively
the
values
is parallel to p; PR is
of k for which: QR
parallel to q; and P, Q and R are collinear.
4. Two distinct vectors p and q have the same
magnitude. Draw a diagram representing p + q
and p q and use geometry to show that the
vectors p + q and p q are perpendicular. Use
scalar product to verify this result.
5. Consider the diagram

Express u1 and u2 in terms of |u| and v

and v1 and v2 in terms of |v| and ; also a
express uv in terms |u|, |v| and the angle
included between u and v. Show that b
c
uv =(|u| cos )(|v| cos ) + (|u| sin )(|v| sin )
and hence uv = u1v1 + u2v2.
2. Let u and v be non-zero vectors and
= u.v and
w = |v|u + |u|v. Show that u.v Use the projection of u along v to express a, b
hence show that w bisects the angle and c respectively in terms of u and v.
between u and v.

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Detailed example 2

A COLLECTION OF IMPLICIT DIFFERENTIATION, RELATED RATES AND DIRECTION (SLOPE) FIELD

QUESTIONS
dy
1. Use implicit differentiation to find dx where 5. The slope field from a certain differential
x y + xy = 6
2 2 equation is shown below:

2. Use calculus to find the points (ordered pairs)

where the graph of the given equation
4x2 + y2 8x + 4y + 4 = 0 has a vertical or
horizontal tangent line.
3. Grain spills from a truck at a rate of 10 m3/min
onto the top of a conical pile. The height of
the pile is always three-eighths of the base
diameter. How fast are the height and radius 6. Which one of the following could be a specific
changing when the pile is 4 m high? solution to that differential equation?
4. A particle moves along the parabola y = x2 (A) y = x2 (D) y = cos(x)
in the first quadrant in such a way that its x (B) y = ex (E) y = loge(x)
coordinate increases at a steady rate of
10 m/s. How fast is the angle of inclination (C) y = ex
of the line joining the particle to the origin
changing when x = 4?

Outcome 2 Examples of learning activities

Apply mathematical investigative projects (e.g. functions mapping points in the complex plane;
processes, with an direction (slope) fields for differential equations, including those suitably tackled by
emphasis on general numerical techniques such as eulers method)
cases, in non-routine
contexts, and analyse problem-solving tasks (e.g. finding volume of different shaped containers)
and discuss these
applications of modelling tasks (e.g. heating a greenhouse)
mathematics.
a set of applications questions requiring analysis and extended response related to
a particular context (e.g. vector proofs of geometric results)

a report on item response analysis for a collection of multiple-choice questions

(e.g. integrals of rational or quotient function)

presentation on research into a particular application of mathematics (e.g. the

application of laws of motion to describing the behaviour of physical systems)

group work in the development of conjectures for general case propositions and
the development and presentation (possibly as an oral presentation) of results
involving general case arguments and proof

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Detailed example 1

A MODELLING TASK
Mass balance problems refer to a large collection of Qo = the volumetric outflow rate
contexts where mass of a component of interest is
V = the volume within control volume (e.g. lake)
flowing into and out of a confined space (the control
volume). In addition to these mass flows, mass of M = CV = the mass of component (e.g. salt or a
the component may be generated within the control contaminant)
volume by conversion from another component, or g = generation rate (context specific)
may be reduced by decay to another component.
d = decay rate (context specific)
The law of conservation of mass which states that:
An approach to generating tasks for such contexts
accumulation rate = inflow rate outflow rate + to address Outcome 1 and Outcome 2 could
generation rate decay rate involve:
can be used to provide a starting point for a range 1. investigation of model assumptions (e.g. well
of modelling contexts. mixed assumption)

Mass balance problems give the opportunity 2. the prescription of model parameters
to apply modelling skills in new and interesting (e.g. Qi = Qo, g(C,t) = 0 and d(C,t) = kCV)
contexts of interest. While there are many mass 3. the verification and interpretation of a
balance contexts around engineering, they are proposed analytical solution
mainly used to model environmental systems such
4. analyse dependence of analytical solution on
as pollution in a lake and/or salinity. Assuming the
initial conditions
control volume is well mixed, the corresponding
differential equation is: 5. interpret effect of the relaxation of a model
dM = V dC = C Q CQ + g (C , t ) d (C , t ) assumption (e.g. Qi Qo and/or Ci = (t))
dt dt i i o
To also address Outcome 3, a task could be
developed to incorporate:
with the model parameters:
6. the numerical solution of the relaxed model
C = spatially uniform mass concentration of
component within control volume 7. an investigation of the general features of
solution via the direction (slope) field of the
Ci = mass concentration of component in inflow governing equation (e.g. does the system
stream approach steady state for a given Ci = (t))
Qi = the volumetric inflow rate

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Detailed example 2

LOGISTIC EQUATION INVESTIGATION

The logistic equation is a model governing population growth in an environment with limited available resources.
dP
If P(t) is the population at time t, then the logistic equation is given by : dt = kP( L P)

Where the constants k and L are related to the particular population and depend on the characteristics of its
environment. The slope of line segment at any point in the corresponding direction (slope) field, is given by the
height of the parabola for kP(L P) at each value of P as shown in the following diagram:

kP (L P) P
is slope here
a
ka (L a)

height here

a P t

Students could be asked to depict the slope field of the logistic equation over an appropriate region of the (t, P)
plane and to explain their choice of region.
At each point (tm, Pn) on a well defined grid in the (t, P) plane, a short line segment with a slope kPn(L Pn) can be
marked for that point.
Students could then be asked to sketch the set of particular solutions curves satisfying initial conditions such as
P(0) = L/2, P(0) = L and P(0) = 3L/2 over the direction (slope) field; and to comment on the form of the slope field
in the land surrounding. This could include consideration of which population has the greatest growth rate.
An isocline is the locus of points within the slope field along which the slope is constant. Students could
be asked to describe the isoclines of the logistic equation. The logistic equation is autonomous, that is, the
independent variable is not present in the right-hand side of the equation. Students could consider how the
autonomy of the governing equation affect the corresponding direction (slope) field.
The population of trout within a lake could be modelled using the logistic equation. It has been proposed by the
managers of the lake to allocate a fixed quota of these trout to fishing. Students could be asked to explain why
the equation governing the trout population under the fixed quota policy becomes dP = kP( L P) q
dt
and to investigate the effect of q on the logistic equation parabola and how this affects the direction (slope) field.
This investigation could include justification for the selection of a maximum q and analysis of how the maximum
of q is related to the maximum of kP(L P) and consideration of the minimum sustainable fish population for a
given choice of q.

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Outcome 3 Examples of learning activities

Select and appropriately technology should be used to enhance the learning of mathematics throughout
use a computer the course; students will have the opportunity to use a variety of technologies
algebra system and as part of their mathematics learning and learning activities should reflect this; it
other technology to is assumed that all students will have access to an approved CAS and teachers
develop mathematical should develop courses that encourage the appropriate use of this technology;
ideas, produce students should be able to recognise limitations of technology and decide when
results and carry out the use of technology is appropriate or not in a given context
analysis in situations
requiring problem- identification and analysis of key features of functions (e.g. reciprocal functions)
solving, modelling or in graphical, tabular and numerical form (including associated problems involving
investigative techniques analytical and/or numerical differentiation and integration and applications)
or approaches.
production of collections of results in response to variation of parameters used to
define a type of function (e.g. the role of boundary conditions, in particular, initial
conditions in determining features of the family of graphs that represent functions
which are solutions to a differential equation), including the use of CAS technology
to generate direction (slope) fields

use of dynamic geometry software to explore conic sections in cartesian and

parametric forms, transformations of the plane, vector algebra and constructions
associated with geometric proofs

drawing families of parametrically described functions in two dimensions and three

dimensions and drawing regions in the complex plane using CAS

solving equations which need numerical approaches, such as a polynomial

equation with a circular function, and the numerical solution of differential
equations using CAS

use of symbolic manipulation to explore and check patterns and conjectures

associated with generalisable algebraic arguments

Supporting technology should be used extensively in the classroom, with appropriate contexts for
each of the outcomes. Attention needs to be given to assisting students in developing recording skills.
Thus, if students are using technology to deduce the relationship between a graph of a function and
the graphs of their anti-derivatives, they should be encouraged to sketch and annotate these graphs as
they are produced. The appropriate use of programs for CAS, where these are clearly related to the task
at hand, provides students with an opportunity to develop an understanding of underlying processes
related to the development of algorithms to implement mathematical processes and techniques.

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Detailed example

CONSTRUCTING IMAGES IN THE COMPLEX PLANE

An iterative procedure using tangents to a curve Consider the complex polynomial equation
can be employed to solve equations in a single z3 1 = 0. The set of points in the complex plane
real variable x of the form (x) = 0 provided that such that initial conditions chosen in this set
(x) is sufficiently smooth, and its derivative (x) is dynamically evolve to a particular solution (root)
available. Let yn = (xn) where xn is near a root and of the equation z3 1 = 0 is called the basin of
construct the tangent line approximation attraction of the root. These basins depict a
(y yn) = (xn)(x xn) as shown in the following fractal image, and starting points on the boundary
diagram. Solving for the x-intercept of the tangent between different basins exhibit chaotic behaviour
f ( xn ) (that is, the fixed point for convergence is extremely
line gives x = x n - where yn has been
f ( x n ) sensitive to the initial condition).
replaced with (xn). This process can be repeated
f ( xn ) A CAS can be used to carry out the iterative
using x n+1 = x n - . An initial value x = x0 is
f ( x n ) processes, using a program or algorithm such as
chosen such that (x0) is close to zero. the following:
y

(xn, yn)

x
y = f(x) (xn+1, 0)

y yn = f(xn) (x xn)

This process can be continued until the fixed

Students could investigate basins of attraction
point is approximated to sufficient accuracy,
related to the equation zn 1 = 0 for different values
i.e. |xn+1 xn| for some prescribed tolerance ,
of n.
where is a small positive real constant.
This process can be adapted to examine roots of
polynomial equations in the complex plane, that is,
where a complex variable z is used instead of a real
variable x.

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Specialist Mathematics Units 3 and 4 MATHEMATICS

APPROACHES TO ASSESSMENT

Assessment tasks must be selected from those designated for the study, the following detailed examples
illustrate possible application tasks. Each of the preceding activities could be suitably developed as
an assessment task. The specific or general nature of various components will depend on whether the
intended tasks is a test, analysis task or application task. Teachers also need to consider which tasks
and/or components of tasks are suited to mental, by hand or technology assisted/expected approaches.
In each case, the intended tasks should provide students with the opportunity to demonstrate key
knowledge and skills for the outcomes, drawing on content from the areas of study for the course.

Detailed example

TEST OR ANALYSIS TASK ON RATIONAL FUNCTIONS

The following context could be used to develop combinations of values of the parameters (test) or
either a test or an analysis task, depending on the generally in terms of the parameters, a, b, c and k
use of specific or general formulation of aspects (analysis task), and the nature of q(x).
of the task. This could include a suitable selection
The second component of the assessment could
and/or combination of multiple-choice, short-
focus on techniques of anti-differentiation, for
answer or extended-response items.
specific cases (test) or in general (analysis task) in
Let q: R R where q(x) = ax2 + bx + c and define terms of the factorised or perfect square form of
: X R where (x) = k and k is a non-zero real q(x).
q( x )
constant.
The third component of the assessment could focus
The first component of the assessment could on consideration of related definite integrals and
focus on finding the maximal domain and range, areas, and the conditions under which the definite
and determining the existence and equations/ integral of (x) over [a, b] is not defined for different
coordinates of asymptotes, intercepts, stationary values of the parameters a, b, c and k.
points and points of inflection for specific

Detailed example

analysis task on vectors and geometric proofs

Quadrilaterals can be classified in terms of properties of their diagonals. Students could be asked to use vector
proof methods to establish these results for a selection of quadrilaterals listed in the following table:

Properties of diagonals

Shape Equal in length? Perpendicular? Bisect each other?

trapezium no no no

kite no yes no

parallelogram no no yes

rectangle yes no yes

rhombus no yes yes

square yes yes yes

A particular selection of these could be combined with questions of similar design to extended analysis vector
questions from previous examination 2 papers, and consideration of linear independence of a set of vectors.

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mathematics Specialist Mathematics Units 3 and 4

Detailed example

APPLICATION TASK: MODELLING THE 2 BODY PROBLEM IN THE COMPLEX PLANE

The motion of a celestial body such as satellite, is the general solution of the transformed governing
about a planet can be approximately considered as equation.
motion in a plane, and this motion can be described
They could then be asked to choose constants A
using complex numbers. Assume that the location
and B that satisfy the initial conditions
of a planet of mass M is given at the origin of the
2
argand diagram shown below. The position of the d 1 = 0 and d 1 = -e
d r d 2 r =0 a(1- e2 )
satellite, with (very much smaller) mass m, relative =0
to the planet, is given by the complex number and comment on the local behaviour of the solution 1
r
z = x + iy = r cis which is itself a function of time, t, in a small interval of = 0.
according to newtons second law:
Students could also be asked to:
d2 z GMm
m 2 = - 2 cis
dt r Show that the position of the satellite at angle
is given by the complex number
Unfortunately, a straightforward analytical solution
of this equation is not available, so numerical a(1- e2 )
z= cis
1+ ecos
methods similar to eulers method are used instead.
By changing the independent variable from Find the minimum (periapsis) and maximum
1
t to = arg(z), the dependent variable to r (apoapsis) values of |z| on the orbit of the
(the reciprocal of |z|), and several applications of satellite, along with the corresponding values of
the chain rule for differentiation, newtons second at these points.
law can be transformed to the simpler differential
Plot the complex region
equation:
d2 1 + 1 = 1 a(1- e2 )
r r (2) z : z = 1+ ecos cis with [, ],
d 2 a(1- e2 )
which governs the angular () dependence of the e = 0.5 and a = 1 and comment on the form of
radial distance (r) of a satellite orbiting around a this region.
planet and involves positive real constants a and e,
Component 2
which need to be determined.
Celestial bodies such as comets can follow a more
general path where:

z : z = 1+ ecos cis where e 0, 0

Students could be asked to investigate a family of
these paths for appropriate sets of e and .
Component 3
Student could be asked to show that the cartesian
form of the paths

z = x + iy : z = 1+ ecos =
1+ eRe( z )/ z
in Component 2 can be re-written as
Component 1 (1 e2)x2 + y2 + 2ex 2 = 0 and to generate all
possible types of path by restricting e and to
In the first part of the application task, students
membership of explicitly stated sets.
could be asked to tackle some specific problems
which familiarise them with the context. For
example, they could be asked to:
Verify that
1 = Acos + Bsin + 1 ,0 e<1
r
a(1- e2 )

vce study design 183 Version 1: Updated February 2010