Mathematics and Mathematical Applications Subject Outline - For Teaching in 2014

Mathematics
2014 Subject Outline

Stage 1
This subject outline describes the requirements for: Stage 1 Mathematics Stage 1 Mathematical A lications!
"ublished b# the SA$% &oard of South Australia' (0 )reenhill *oad' +a#,ille' South Australia -0.4 $o #right / SA$% &oard of South Australia 2010 0irst ublished 2010 *eissued for 2011 1 ublished online October 2010' rinted 2anuar# 20113' 2012' 201.' 2014 4S&5 678 1 74102 (.4 4 1online Microsoft +ord ,ersion3
ref: A20770.
CONTENTS
4ntroduction!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 "ur oses of the SA$%!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 Subject 9escri tion!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 $a abilities!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 2 :iterac# in Mathematics!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 5umerac# in Mathematics!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!( Aboriginal and Torres Strait 4slander ;no<ledge' $ultures' and "ers ecti,es!!!!!!!!!!!!!( :earning Sco e and *equirements!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!7 :earning *equirements!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 7 $ontent!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 7 Assessment Sco e and *equirements!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!116 %,idence of :earning!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 116 Assessment 9esign $riteria!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!116 School Assessment!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 120 "erformance Standards!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 122 Assessment 4ntegrit#!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 12Su ort Materials!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 12( Subject=s ecific Ad,ice!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 12( Ad,ice on %thical Stud# and *esearch!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!12(
This subject outline is accredited for teaching at Stage 1 from 2010
INTRODUCTION
PURPOSES OF THE SACE
The South Australian $ertificate of %ducation 1SA$%3 is designed to enable students to: de,elo the ca abilities to li,e' learn' <or>' and artici ate successfull# in a changing <orld lan and engage in a range of challenging' achie,able' and manageable learning e? eriences' ta>ing into account their goals and abilities build their >no<ledge' s>ills' and understanding in a ,ariet# of conte?ts' for e?am le' schools' <or> laces' and training and communit# organisations gain credit for their learning achie,ements against erformance standards!
SUBJECT DESCRIPTION
This subject outline describes the requirements for: Stage 1 Mathematics Stage 1 Mathematical A lications! Mathematics or Mathematical A lications ma# be underta>en as a 10=credit subject or a 20=credit subject at Stage 1! Students <ho com lete 10 credits of Stage 1 Mathematics or Stage 1 Mathematical A lications <ith a $ grade or better <ill meet the numerac# requirement of the SA$%! Other o tions at Stage 1 are ublished in the follo<ing documents: Mathematics Pathways Subject Outline Numeracy for Wor and !ommunity "ife Subject Outline ! Mathematics is a di,erse and gro<ing field of human endea,our! Mathematics can ma>e a unique contribution to the understanding and functioning of toda#@s com le? societ#! &# facilitating current and ne< technologies and institutional structures' mathematics la#s a critical role! 4ndi,iduals require man# as ects of mathematics in order to function adequatel# as members of societ#! The un recedented changes that are ta>ing lace in toda#@s <orld <ill rofoundl# affect the future of toda#@s students! The effecti,e use of technolog# and the rocessing of large amounts of quantitati,e data are becoming more im ortant! Mathematics is increasingl# rele,ant to the <or> lace and in e,er#da# life! The stud# of Mathematics ro,ides students <ith the abilities and s>ills to thri,e no< and in the future! Mathematics is much more than a collection of conce ts and s>illsA it is a <a# of a roaching ne< challenges b# in,estigating' modelling' reasoning' ,isualising' and roblem=sol,ing' <ith the goal of communicating to others the relationshi s obser,ed and roblems sol,ed!
Stage 1 Mathematics 2014
Mathematics enables students to identif#' describe' and in,estigate the atterns and challenges of e,er#da# li,ing! 4t hel s students to anal#se and understand the e,ents that ha,e occurred and to redict and re are for e,ents to come' so the# can more full# understand the <orld and be >no<ledgable artici ants in it! Mathematics is a uni,ersal language that is communicated in all cultures! 4t is a reciated as much for its beaut# as for its o<er! Mathematics can be seen in atterns in nature and art' in the ro ortions of architecture' in the form of oetr#' and in the structure of music! Mathematics describes s#stematic' random' and chaotic beha,iourA it is about relationshi s' e? loration' intuition' and strateg#!
CAPABILITIES
The aim of the SA$% is to de,elo <ell=rounded' ca able #oung eo le <ho can ma>e the most of their otential! The ca abilities include the >no<ledge and s>ills essential for eo le to act in effecti,e and successful <a#s! The fi,e ca abilities that ha,e been identified are: communication citiBenshi ersonal de,elo ment <or> learning! The ca abilities enable students to ma>e connections in their learning <ithin and across subjects in a <ide range of conte?ts! As ects of all the ca abilities are reflected in the learning requirements' the content' the assessment design criteria' and the erformance standards! The e?tent to <hich each of the ca abilities is the focus of the learning requirements is determined b# the nature of the to ics selected!
Communication
4n this subject students de,elo their ca abilit# for communication b#' for e?am le: communicating mathematical reasoning and ideas to a range of audiences' using a ro riate language and re resentations' such as s#mbols' equations' tables' and gra hs inter reting and using a ro riate mathematical terminolog#' s#mbols' and con,entions anal#sing information dis la#ed in a ,ariet# of re resentations and translating information from one re resentation to another justif#ing the ,alidit# of the results obtained through technolog# or other means' using e,er#da# language' <hen a ro riate building confidence in inter reting' a l#ing' and communicating mathematical s>ills in commonl# encountered situations to enable full' critical artici ation in a <ide range of acti,ities! Students ha,e o ortunities to read about' re resent' ,ie<' listen to' and discuss mathematical ideas! These o ortunities allo< students to create lin>s bet<een their o<n language and ideas and the formal language and s#mbols of mathematics! $ommunication is im ortant in clarif#ing' reinforcing' and modif#ing ideas' attitudes' and beliefs about mathematics! Students are encouraged to use different forms of communication <hile learning mathematics!
$ommunication enables students to ma>e connections bet<een concrete' ictorial' s#mbolic' ,erbal' <ritten' and mental re resentations of mathematical ideas! Students de,elo the abilit# to ma>e and test conjectures' to reason logicall#' and to use a ,ariet# of mathematical methods to sol,e roblems!
Citizenship
4n this subject students de,elo their ca abilit# for citiBenshi b#' for e?am le: acquiring the basic mathematical s>ills ,ital for indi,idual citiBens understanding ho< mathematics hel s indi,iduals to o erate successfull# in an emerging global' >no<ledge=based econom# learning and understanding ho< mathematics can be used to su ort an argument or oint of ,ie< acquiring mathematical s>ills that <ill enable them to become leaders in ,arious fields of endea,our in societ# gaining an understanding of the contribution of mathematics and mathematicians to societ# no< and in the future learning to critique the <a#s in <hich the mass media resent articular oints of ,ie<' for e?am le' in the use of statistics! 4n a time of major change' nations' states' and their citiBens ha,e to o erate successfull# in an emerging global' >no<ledge=based econom#! Major social' cultural' and en,ironmental changes are occurring at the same time as changing commercial relationshi s' and the introduction of ne< information and communication technologies and the more recentl# de,elo ed sciences and technologies! Mathematics la#s an im ortant art in all of these! 4n mathematics the main em hasis is on de,elo ing students@ >no<ledge' understanding' and s>ills so that the# ma# use their mathematics <ith confidence as informed citiBens ca able of ma>ing sound decisions at <or> and in their ersonal en,ironments! Students are li,ing in a ra idl# changing <orld <here decisions are based on quantitati,e understanding and reasoning! $ontinued stud# in mathematics ro,ides further o ortunit# for students to de,elo an a reciation of the <ide=ranging a lications of mathematics in their e,er#da# li,es! Mathematics allo<s eo le to deal <ith as ects of realit# and ro,ides the language to describe certain henomena! Students should be able to discuss mathematical ideas <ith others in a clear' concise manner! Mathematics is conte?tual and relies u on agreements among eo le <ho use it! All citiBens should learn to a reciate this as ect of mathematics as a <orld<ide intellectual and cultural achie,ement! Cnderstanding the histor# of mathematics in their culture and using mathematics successfull# celebrates this achie,ement and allo<s further e,olution of mathematics!
Pe sona! De"e!opment
4n this subject students de,elo their ca abilit# for ersonal de,elo ment b#' for e?am le: acquiring the ca acit# for in,enti,e thought and roblem=sol,ing' using mathematical techniques gaining an a reciation of the ,alue of mathematics to the lifelong learner ma>ing decisions informed b# mathematical reasoning arri,ing at a sense of self as a ca able and confident user of mathematics b# e? ressing and resenting ideas in a ,ariet# of <a#s!
Students should be able to use mathematics as a tool to sol,e roblems the# encounter in their ersonal li,es! %,er# student should acquire a re ertoire of roblem=sol,ing strategies and de,elo the confidence needed to meet the challenges of a ra idl# changing <orld! Technolog# offers a <ide and e,er=changing ,ariet# of ser,ices to indi,iduals and enter rises! 4t is im ortant therefore that indi,iduals ha,e confidence in their mathematical abilities to understand the ser,ices offered and to ma>e informed judgments about them!
#o $
4n this subject students de,elo their ca abilit# for <or> b#' for e?am le: reaching an understanding of mathematics in a range of rele,ant <or> conte?ts understanding the role of mathematics in contem orar# technological societ# acquiring ractical <or> s>ills in mathematics in a range of conte?ts gaining the mathematical >no<ledge and s>ills required for the articular ath<a# chosen b# the student! The mathematical s>ills required in the <or> lace are changing' <ith an increasing number of eo le in,ol,ed in mathematics=related <or>! Such <or> in,ol,es increasingl# so histicated mathematical acti,ities and <a#s of thin>ing! Although the use of information technolog# has changed the nature of the mathematical s>ills required' it has not reduced the need for mathematics! 4t is im ortant that students ha,e the o ortunit# to gain an understanding of mathematics that <ill allo< them to be designers of the future and leaders in ,arious fields! The# ma# be in,ol,ed in roduct design' industrial design' roduction design' engineering design' or the design of ne< financial and commercial instruments! The same considerations a l# to the ne< sciences' and the ne< technologies the# su ort! As s#stems for information=searching' data=handling' securit#' genetic design' molecular design' and smart s#stems in the home and at <or> become more so histicated' users need to ha,e a basic fluenc# in mathematics' and the designers of such technologies need to ha,e an increasing understanding of mathematics! Mathematics is a fundamental com onent of the success' effecti,eness' and gro<th of business enter rises! %m lo#ees at ,arious le,els and in man# t# es of em lo#ment are required to use their mathematical s>ills! +or>ers ta>ing on greater res onsibilit# for their o<n <or> areas use a <ide range of mathematical s>ills! Some mathematical s>ills are used subconsciousl# because the# are embedded in tas>s!
Lea nin%
4n this subject students de,elo their ca abilit# for learning b#' for e?am le: acquiring roblem=sol,ing s>ills thin>ing abstractl#' ma>ing and testing conjectures' and e? laining rocesses ma>ing discerning use of electronic technolog# a l#ing >no<ledge and s>ills in a range of mathematical conte?ts inter reting results and dra<ing a ro riate conclusions understanding ho< to ma>e and test rojections from mathematical models reflecting on the effecti,eness of mathematical models' including the recognition of strengths and limitations using mathematics to sol,e ractical roblems and as a tool for learning be#ond the mathematics classroom!
The un recedented changes that are ta>ing lace in toda#@s <orld are li>el# to ha,e a rofound effect on the future of students! To meet the demands of the <orld in <hich the# li,e' students need to ada t to changing conditions and to learn inde endentl#! The# require the abilit# to use technolog# effecti,el# and the s>ills for rocessing large amounts of quantitati,e information! The# need an understanding of im ortant mathematical ideasA s>ills of reasoning' roblem=sol,ing' and communicationA and' most im ortantl#' the abilit# and the incenti,e to continue learning on their o<n! Ma>ing connections <ith the e? eriences of learners is an im ortant rocess in de,elo ing mathematical understanding! +hen mathematical ideas are connected to each other or to real=<orld henomena' students are able to ,alue mathematics as useful' rele,ant' and integrated' and to confidentl# a l# their >no<ledge and s>ills to ma>ing decisions! Students need to sol,e roblems requiring them to use rior learning in ne< <a#s and conte?ts! "roblem=sol,ing builds students@ de th of conce tual understanding! :earning through roblem=sol,ing hel s students <hen the# encounter ne< situations and res ond to questions of the t# e DEo< could 4FG@ or D+hat <ould ha en ifFGH Students de,elo their o<n roblem=sol,ing strategies b# being o en to listening' discussing' conjecturing' and tr#ing different strategies! Mathematical reasoning hel s students to thin> logicall# and to ma>e sense of mathematics! Students are encouraged to de,elo confidence in their abilities to reason and justif# their mathematical thin>ing!
LITERAC& IN 'ATHE'ATICS
4t is im ortant that students are able to e? ress' inter ret' and communicate information and ideas! Mathematics gi,es students o ortunities to de,elo their abilit# to read' <rite' and tal> about situations in,ol,ing a range of mathematical ideas! The abilit# to shift bet<een ,erbal' gra hical' numerical' and s#mbolic forms of re resenting a roblem hel s eo le to formulate' understand' and sol,e the roblem' and to communicate information! Students must ha,e o ortunities in mathematics to tac>le roblems requiring them to translate bet<een different re resentations <ithin mathematics and bet<een other areas! Students learn to communicate findings in different <a#s' including orall# and in <riting' and to de,elo <a#s of illustrating the relationshi s the# ha,e obser,ed or constructed!
NU'ERAC& IN 'ATHE'ATICS
Students <ho com lete Stage 1 Mathematics or Stage 1 Mathematical A a $ grade or better <ill meet the numerac# requirement of the SA$%! lications <ith &eing numerate is increasingl# im ortant in contem orar# technological societ#! Students toda# require the abilit# to reason and communicate' to sol,e roblems' and to understand and use mathematics! 9e,elo ing these s>ills hel s students to become numerate! The numerac# requirement is: embedded in the learning requirements integral to the content e,ident in the assessment design criteria incor orated in the le,els of achie,ement that are described in the erformance standards!
Subjects that meet the 10=credit numerac# requirement enable students to understand' anal#se' criticall# res ond to' and use mathematical >no<ledge' s>ills' conce ts' and technologies that can be a lied to: using measurement in the h#sical <orld gathering' re resenting' inter reting' and anal#sing data using s atial sense and geometric reasoning in,estigating chance rocesses using number' number atterns' and relationshi s bet<een numbers <or>ing <ith gra hical and algebraic re resentations' and other mathematical models! Students re,ie<' maintain' and further de,elo their numerac# s>ills through the stud# of Stage 1 Mathematics! The roblems=based a roach' integral to the de,elo ment of the mathematical models and the associated >e# ideas in each to ic' ensures the ongoing de,elo ment of mathematical >no<ledge' s>ills' conce ts' and technologies in a range of conte?ts! These s>ills can be a lied to the conte?ts identified in the numerac# requirement!
ABORI(INAL AND TORRES STRAIT ISLANDER )NO#LED(E* CULTURES* AND PERSPECTI+ES

4n artnershi <ith Aboriginal and Torres Strait 4slander communities' and schools and school sectors' the SA$% &oard of South Australia su orts the de,elo ment of high= qualit# learning and assessment design that res ects the di,erse >no<ledge' cultures' and ers ecti,es of 4ndigenous Australians! The SA$% &oard encourages teachers to include Aboriginal and Torres Strait 4slander >no<ledge and ers ecti,es in the design' deli,er#' and assessment of teaching and learning rograms b#: ro,iding o ortunities in SA$% subjects for students to learn about Aboriginal and Torres Strait 4slander histories' cultures' and contem orar# e? eriences recognising and res ecting the significant contribution of Aboriginal and Torres Strait 4slander eo les to Australian societ# dra<ing students@ attention to the ,alue of Aboriginal and Torres Strait 4slander >no<ledge and ers ecti,es from the ast and the resent romoting the use of culturall# a ro riate rotocols <hen engaging <ith and learning from Aboriginal and Torres Strait 4slander eo les and communities!
LEARNIN( SCOPE AND RE,UIRE'ENTS

LEARNIN( RE,UIRE'ENTS
The learning requirements summarise the >no<ledge' s>ills' and understanding that students are e? ected to de,elo and demonstrate through their learning! 4n this subject' students are e? ected to: 1! understand mathematical conce ts and relationshi s' ma>ing use of electronic technolog# <here a ro riate to aid and enhance understanding 2! identif#' collect' and organise mathematical information rele,ant to in,estigating and finding solutions to questionsI roblems ta>en from social' scientific' economic' or historical conte?ts .! recognise and a l# the mathematical techniques needed <hen anal#sing and finding a solution to a questionI roblem in conte?t 4! inter ret results' dra< conclusions' and reflect on the reasonableness of these in the conte?t of the questionI roblem -! communicate mathematical reasoning and ideas' using a ro riate language and re resentations (! <or> both inde endentl# and coo erati,el# in lanning' organising' and carr#ing out mathematical acti,ities! These learning requirements form the basis of the: learning sco e e,idence of learning that students ro,ide assessment design criteria le,els of achie,ement described in the erformance standards!
CONTENT
Stage 1 Mathematics has been di,ided into the follo<ing to ics in order to ma>e rograms accessible to students <ith a <ide range of learning st#les' to encourage fle?ibilit# in the construction of 10=credit and 20=credit subjects' and to articulate <ith Stage 2 mathematics subjects: To ic 1: %arning and S ending' Subto ics 1!1 to 1!. To ic 2: Measurement' Subto ics 2!1 to 2!7 To ic .: 9ata in $onte?t' Subto ics .!1 to .!4 To ic 4: 5et<or>s and Matrices' Subto ics 4!1 to 4!( To ic -: Sa,ing and &orro<ing' Subto ics -!1 to -!. To ic (: Simulating *andom "rocesses' Subto ics (!1 to (!6 To ic 7: Statistics' Subto ics 7!1 to 7!8
To To To To To To To
ic 8: ic 6: ic 10: ic 11: ic 12: ic 1.: ic 14:
Trigonometr#' Subto ics 8!1 to 8!4 Models of )ro<th' Subto ics 6!1 to 6!( Juadratic and Other "ol#nomials' Subto ics 10!1 to 10!. $oordinate )eometr#' Subto ics 11!1 to 11!8 0unctions and )ra hs' Subto ics 12!1 to 12!7 "lanar )eometr#' Subto ics 1.!1 to 1.!6 "eriodic "henomena' Subto ics 14!1 to 14!8!
%ach to ic consists of a number of subto ics' each of <hich is e? anded in the form of >e# questions and >e# ideas! $onsiderations for de,elo ing teaching and learning strategies are ro,ided for each subto ic in this subject outline! A roblems=based a roach is integral to the de,elo ment of the mathematical models and associated >e# ideas in each to ic! Through >e# questions teachers can de,elo the >e# conce ts and rocesses that relate to the mathematical models required to address the roblems osed! The considerations for de,elo ing teaching and learning strategies resent suitable roblems and guidelines for sequencing the de,elo ment of the ideas! The# also gi,e an indication of the de th of treatment and em hases required! The <a# in <hich the subto ics' >e# questions' and >e# ideas are treated in school rograms is a curriculum decision for teachers! This gi,es teachers the fle?ibilit# to resent rograms and subjects that are a ro riate to the needs of their students! "rograms for a 10=credit subject must be made u of a selection of subto#ics from a minimum of two to#ics! To ics can be studied in their entiret# or in art! As a guide' most to ics <hen taught in their entiret# should be equi,alent to half a semester@s <or>!
'athematics o 'athematica! App!ications

There are t<o different t# es of to ics' de ending on the a for <hich the# are chosen! roach used and the ur ose
Some to ics are more a lied and are designed as bac>ground for students roceeding to Mathematical A lications at Stage 2' or as a culmination of the mathematics learnt in re,ious #ears' gi,ing a sound re aration for the future e,er#da# use of mathematics! Other to ics ha,e a greater focus on ro,iding the necessar# bac>ground for students roceeding to Mathematical Methods' Mathematical Studies' and S ecialist Mathematics at Stage 2! Some to ics can be seen as both a lied in nature and as a suitable bac>ground for Stage 2 mathematics subjects' de ending on the a roach used! 4f the to ics selected are chosen redominantl# from the left=hand column in the follo<ing table' the rogram is designated Mathematical A lications! 4f the to ics selected are chosen redominantl# from the right=hand column in the table' the rogram is designated Mathematics! 5ote that the designated name <ill a ear on the SA$% documentation! The number of times it a ears <ill be determined b# the number of 10=credit mathematics subjects the student com letes!
Stage 1 Mathematical Applications

To ic 1: To ic 2: To ic .: To ic 4: To ic -: To ic (: To ic 7: To ic 8: %arning and S ending Measurement 9ata in $onte?t 5et<or>s and Matrices Sa,ing and &orro<ing Simulating *andom "rocesses Statistics Trigonometr#
Stage 1 Mathematics
To ic 4: To ic (: To ic 7: To ic 8: To ic 6: 5et<or>s and Matrices Simulating *andom "rocesses Statistics Trigonometr# Models of )ro<th
To ic 10: Juadratic and Other "ol#nomials To ic 11: $oordinate )eometr# To ic 12: 0unctions and )ra hs To ic 1.: "lanar )eometr# To ic 14: "eriodic "henomena
To ic 12: 0unctions and )ra hs
Re!ationship -et.een Sta%e / an0 Sta%e 1 'athematics Su-2ects

This section describes the relationshi of the Stage 1 subjects Mathematics and Mathematical A lications to the Stage 2 subjects Mathematical A lications' Mathematical Methods' Mathematical Studies' and S ecialist Mathematics! See Mathematics Pathways Subject Outline for information on other mathematics o tions at Stage 1! Students <ho <ant to underta>e mathematics at Stage 2 should stud# at least t<o 10=credit mathematics subjects at Stage 1! The follo<ing is intended as a guide to students in choosing ossible Stage 1 mathematics subjects! 4t is not intended to be rescri ti,e' as there are man# different reasons for selecting articular mathematics subjects! Students should ensure that their choice of mathematics subject at Stage 1 does not reclude them from ath<a#s the# ma# <ish to follo< <here articular Stage 2 mathematics subjects are required! Students <ho <ant to learn mathematics <ith an em hasis on ractical a lications should choose the subject Stage 1 Mathematical A lications <ith to ics that lead to Stage 2 Mathematical A lications! Mathematical A lications at Stage 2 leads to training in areas such as building and construction' aquaculture' agriculture' retail' office management' and ,isual arts! Students <ho choose Stage 1 Mathematics to ics are able to roceed to Mathematical Methods' Mathematical Studies' and S ecialist Mathematics at Stage 2! Students <ho <ant to enter areas such as accounting' management' com uter studies' health sciences' business' commerce' s#cholog#' and the social sciences should ta>e to ics that lead to Stage 2 Mathematical Methods! Students <ho <ant to enter areas such as architecture' economics' finance' and biological' en,ironmental' geological' and agricultural science should ta>e to ics that lead to Stage 2 Mathematical Studies! Students <ho <ant to continue their studies in mathematics at the tertiar# le,el in fields such as mathematical sciences' engineering' com uter science' h#sical sciences' and sur,e#ing should ta>e to ics that lead to Stage 2 S ecialist Mathematics! Students en,isaging careers in other fields related to mathematics <ould also benefit from ta>ing to ics that lead to Stage 2 Mathematical Studies andIor S ecialist Mathematics!
0or accurate information about tertiar# courses' rerequisites' and assumed >no<ledge' students should consult current ublications from the institutions or ro,iders and the South Australian Tertiar# Admissions $entre!
Re!ationship -et.een Topics in Sta%e / 'athematica! App!ications an0 Sta%e 1 'athematica! App!ications
Stage 1 Mathematical Applications Topics
Stage 1 to#ics assumed for the corres#onding Stage 2 Mathematical $##lications to#ic
To ic 2: Measurement To ic 8: Trigonometr# To ic 1: %arning and S ending To ic -: Sa,ing and &orro<ing To ic 1: %arning and S ending To ic 2: Measurement To ic 4: 5et<or>s and Matrices To ic (: Simulating *andom "rocesses To ic 4: 5et<or>s and Matrices To ic 12: 0unctions and )ra hs To ic 1: %arning and S ending To ic -: Sa,ing and &orro<ing To ic 7: Statistics
Stage 2 Mathematical Applications Topics

$t Stage 2% students study four of the following to#ics in a 20&credit subject' To ic 1: A lied )eometr#
To ic 2: 4n,estment and :oans To ic .: Mathematics and Small &usiness To ic 4: Matrices To ic -: O timisation To ic (: Share 4n,estments To ic 7: Statistics and +or>ing <ith 9ata
Re!ationship -et.een Sta%e / 'athematics Topics an0 Sta%e 1 'athematica! 'etho0s* 'athematica! Stu0ies* an0 Specia!ist 'athematics
Stage 2 Mathematical Methods and Mathematical Studies
(t is assumed that students ha)e nowledge of subto#ics from the Stage 1 Mathematics to#ics listed below'
To ic 7: Statistics' Subto ics 7!4 to 7!8 To ic 8: Trigonometr#' Subto ics 8!. and 8!4 To ic 6: Models of )ro<th' Subto ics 6!1 to
Stage 2 Specialist Mathematics

(t is assumed that students ha)e nowledge of subto#ics from the Stage 1 Mathematics to#ics listed below'
To ic 8: Trigonometr#' Subto ics 8!. and 8!4 To ic 6: Models of )ro<th' Subto ics 6!1 to
6!(
To ic 10: Juadratic and Other "ol#nomials'
6!( To ic 10: Juadratic and Other "ol#nomials' Subto ics 10!1 to 10!. To ic 11: $oordinate )eometr#' Subto ics 11!1 to 11!( To ic 12: 0unctions and )ra hs' Subto ics 12!4 and 12!-
Subto ics 10!1 to 10!.

To ic 11: $oordinate )eometr#' Subto ics
11!1 to 11!(
To ic 12: 0unctions and )ra hs' Subto ics
12!4 and 12! To ic 1.: "lanar )eometr# To ic 14: "eriodic "henomena
There are a number of to ics that ha,e not been listed as assumed >no<ledge that could ro,ide <orth<hile bac>ground for different Stage 2 to ics! 0or e?am le' the matrices <or> in To ic 4 <ould ro,ide a useful bac>ground for the matrices <or> in Stage 2 Mathematical Methods and Mathematical Studies' <hile To ic ( <ould be useful bac>ground for the statistical <or> in Mathematical Methods and Mathematical Studies! Other to ics <ould be equall# beneficial at Stage 1! $ertainl# To ics 1' 2' and - <ould ma>e a significant contribution to the ongoing de,elo ment of students@ numerac# s>ills as <ell as ro,iding <orth<hile bac>ground for Stage 2! +here onl# subto ics are listed as assumed >no<ledge' the remaining subto ics <ithin the to ic ma# add to the student@s understanding b# ro,iding a <ider range of different conte?ts!
Lin$s -et.een Sta%e / an0 Sta%e 1

Stage 1
ro riate Stage 1 Mathematical A lications To ics A
Stage 2
Mathematical A lications
Mathematical Methods
ro riate Stage 1 Mathematics To ics
Mathematical Studies
S ecialist Mathematics
Topics
%ach of the fourteen to ics is introduced b# an o,er,ie< and e? anded into a number of subto ics! Teachers select those subto ics that relate to the focus of the rogram the# are designing for a articular grou of students! Suggested subto ics that lead to articular Stage 2 subjects are listed in the table on the re,ious age! Subto ics are dis la#ed in t<o columns' co,ering >e# questions and >e# ideas' and considerations for de,elo ing teaching and learning strategies! A roblems=based a roach is integral to the de,elo ment of the mathematical models and associated >e# ideas in each to ic! Through >e# questions' teachers can de,elo the >e# conce ts and rocesses that relate to the mathematical models required to address the roblems osed! The considerations for de,elo ing teaching and learning strategies gi,e guidelines for sequencing the de,elo ment of the ideas' and an indication of the de th of treatment and em hases required! This form of resentation K in <hich the subto ic' >e# questions and >e# ideas' and ossible learning acti,ities are integrated K is designed to hel teachers to con,e# the conce ts and rocesses to students in rele,ant social conte?ts! 5ote that the material resented in the right=hand column is neither rescri ti,e nor e?hausti,e! 4t consists of suggestions for teaching' learning' and assessment!
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Topic /3 Ea nin% an0 Spen0in%

This to ic gi,es students the o ortunit# to e? lore o tions rele,ant to their articular interests! The focus on the earning and s ending of mone# is in the conte?t of the students@ e? eriences and intended ath<a#s 1e!g! <or>ing in a rural communit# or in ractical or creati,e areas3! Much of the <or> could be underta>en using rojects in <hich indi,iduals or grou s of students budget for bu#ing a major item' such as a car' or lan a fundraising acti,it#' or run a small business! 4n,estigations into a#ments for goods and ser,ices' and the effecti,e use of credit' in,ol,e students in collecting information on the different <a#s in <hich income can be recei,ed! Students gather information on forms of income and ho< it is aid for rele,ant career ath<a#s! The effects of ta?ation on ersonal income are considered! Students consider ho< goods and ser,ices are charged and aid for' and the effecti,e use of credit' <hen com aring and ma>ing decisions on the best rice or method of a#ment! &uilding a budget or lan on a s readsheet allo<s students to model the management of mone# <hen lanning an acti,it# such as fundraising or bu#ing a major item! Students re,ise ercentages' fractions' and decimals and a <ith closer lin>s to their <orld! l# them in different conte?ts
:in>ing this to ic <ith To ic -: Sa,ing and &orro<ing <ill ro,ide a foundation for the stud# of To ic 2: 4n,estment and :oans in Stage 2 Mathematical A lications! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
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Su-topic /4/3 Ea nin% )e5 ,uestions an0 )e5 I0eas

Eo< can #ou earn mone#G %m lo#ment
Shares )o,ernment su Su erannuation Self=em lo#ment $ontract em lo#ment
Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

Students research the ,arious legitimate <a#s of earning an income 1full=time' art=time' or casual <or>' self=em lo#ment' <or> on commission' contract' etc!3! *esources such as the *ob +uide' em lo#ment sections of ne<s a ers' the 4nternet' or career soft<are ac>ages could be used! 0ocus on the t# es of jobs or careers rele,ant to the student or grou of students! Su erannuation' share di,idends' and go,ernment ensions and benefits also ro,ide income! Students could find out ho< much income can be earned before benefits are lost from a ension!
ort
4n <hich different <a#s can income be recei,edG Salar#

+ages Eourl# aid $ommission "iece<or>
Once a list of jobs or careers has been made' students collect information on the different <a#s in <hich income can be recei,ed! These could then be grou ed in remuneration categories 1e!g! salar#' hourl# aid' contract' commission3 and as full=time' art=time' or casual <or>' shift <or>' commission' or iece<or>! *esearch lea,e loadings' o,ertime' allo<ances for uniforms and tools' holida# and sic> lea,e' a#ments in shares or bonuses' and areas of em lo#ment in <hich these might a l#! :ist the requirements for <or> on a salar#' hourl# aid <or>' iece<or>' and so on! Csing technolog#' students maintain a timeboo>' calculate ,arious <ee>l#' fortnightl#' monthl#' and annual gross incomes for salaries' <ages' commissions' contracts' and so on! Allo<ances' loadings' and bonuses need to be included! Once gross incomes ha,e been calculated' ersonal income ta?' the Medicare le,#' and other deductions 1e!g! su erannuation' union fees' ri,ate health co,er3 need to be calculated and the a ro riate amount deducted to find net income! Students use ta?ation tables or the Australian Ta?ation Office <ebsite! )ra h the ta?ation rates' and use the gra h to read the ta? a#able on a gi,en income!
Are there additional bonuses' entitlements' allo<ances' o,ertime' or re<ardsG :ea,e loadings
O,ertime Eolida# and sic> lea,e &onuses 1in cash' shares3
Eo< can #ou calculate a <ee>l#' fortnightl#' monthl#' or annual incomeG )ross income 1salaries' <ages3
$ommissions $ontracts
Eo< much ersonal ta?ation <ill #ou a#G "ersonal ta?ation

Medicare le,# Other deductions
Eo< does the ta?ation table affect net incomeG
%? lore e?am les to find <hether or not changes in the amount of time <or>ed increase the ta? a#able and hence the net income at the same rate!
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)e5 ,uestions an0 )e5 I0eas

+here can #ou find more information about a<ards or contractsG 4ncludes: em lo#ment conditions
rates of a#!

Students research em lo#ers@ institutes' unions' and go,ernment agencies for information about rates of a#' conditions' and so on!
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Su-topic /413 Spen0in% )e5 ,uestions an0 )e5 I0eas

Eo<' and on <hat' do #ou s end #our mone#G

%? lore the >inds of things on <hich students s end their mone#' and <hat their e? enses might be in the near future! Juestions could be osed' such as: D+hat <ould #ou li>e to bu#G@ DEo< much mone# <ill #ou needG@ DEo< <ill #ou >no< if #ou ha,e a bargain and ha,e s ent #our mone# <isel#G@ Some accounts are aid monthl#' quarterl#' half=#earl#' or annuall#! A discussion on <hat is aid at these inter,als' and the ad,antages and disad,antages' could be included! Ad,ertisements in the media' catalogues' and stores ro,ide e?am les of discounts' s ecials' or sales! Students could collect some e?am les in order to calculate and chec> the sa,ings' sale rices' original rices' or ercentage discounts! $om are the mone# sa,ed and the ercentage sa,ed on items urchased! Ma>e estimates of discounts and sale rices from ercentages and con,ert ercentages into fractions! Cse <ell=>no<n ercentages such as -L' 10L' and 1-L! Su ermar>ets' the media' and catalogues can ro,ide good sources for com aring the unit rices of a roduct sold in different=siBed ac>ets 1e!g! soft drin>s' cheese' coo>ing oil' tooth aste3 and determining the best bu#! $om are the cost benefits of bul>=bu#ing <ith bu#ing single items! $onsumer organisations ro,ide material on com arison sho ing that can be used b# students!
Eo< much can #ou sa,e on a s ecial or during a saleG "ercentage calculations
9iscounts $on,erting ercentages into fractions and
,ice ,ersa %stimations
Eo< do #ou find the best rice for com arable goodsG $om arison sho ing for goods sold in different=siBed ac>ages Mobile hone lans
+hat are the real costs and actual charges for goods and ser,icesG
:ist the different <a#s in <hich mone# can be s ent 1e!g! cash' cheque' credit' la#=b#' Dbu# no<' a# later@' store accounts3! Assess the ad,antages and disad,antages of each! %? lore the effects of international e?change rates and handling and deli,er# costs on bu#ing on the 4nternet! "a#ment securit# im lications should also be discussed! $redit cards and their accounts are ,ie<ed in a general conte?t! 4nterest charges and rates' minimum a#ments' and outstanding balances are discussed and could be in,estigated in greater de th' using a s readsheet! Students note the high interest rates and the com ounding effects of using credit cards ineffecti,el#! %? lore o tions ro,ided b# financial institutions' such as a#ing an annual fee rather than incurring interest!
+hat methods can #ou use to a# for goods or ser,icesG $ash' cheque' credit' la#=b#' store accounts +hat is a credit cardG Eo< do credit cards <or>G 4nterest
Minimum a#ments
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+hat is the most cost=effecti,e <a# of using a credit cardG Eo< do debit cards <or>G

"a#ing the balance before the due date eliminates com ounding interest! $om are the con,enience of debit cards <ith credit cards!
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Su-topic /473 Bu0%etin% )e5 ,uestions an0 )e5 I0eas

&alancing the boo>s K ho< do #ou balance an accountG 9ebits and credits
4nterest &an> charges

Csing a s readsheet' balance a cheque account' small business account' or store account! The <ords Ddebit@ and Dcredit@ are used and fees' charges' and interest are included!
+h# chec> #our statementG
9iscuss the im ortance of chec>ing a statement' and ractise <a#s of ensuring that the statement is accurate! "re are a feasibilit# stud# incor orating the ,arious as ects associated <ith the fundraising acti,it#! "roduce a ersonal budget or business lan!
$an #ou ma>e some mone# for the school <ith a fundraising acti,it#G or $an #ou afford to bu# and run a car 1or bu# and use a mobile tele hone or ta>e a holida#3G or Eo< can #ou ma>e a rofit <ith a small businessG
*un a small business and resent the business accounts!
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Topic 13 'easu ement

Measurement is fundamental to mathematics in a ractical and structural sense! The abilit# to quantif#' estimate' and calculate hel s to describe the <orld! This to ic gi,es students the o ortunit# for ractical learning! Students identif# roblems and then estimate' measure' and a l# rele,ant techniques to sol,e them! Cnits of measurement' measuring de,ices' and the degree of accurac# required for finding length' area' ,olume' and mass in a gi,en situation are incor orated! The use of a ro riate measuring de,ices to ta>e real measurements and the selection of correct units are e?tended into the indirect calculation of lengths and siBe' using a ,ariet# of techniques! The measurement and calculation of time' tem erature' and rates such as s eed are included! The construction of ma s or lans enables students to de,elo s>ills in measuring' ratio' and using scales! 9ra<ing soft<are ac>ages and s readsheets can be used e?tensi,el# throughout this to ic' articularl# for dra<ing lans and calculating the costs of material requirements for a major building item! 4t is assumed that students are familiar <ith the use of rulers and ta es to measure lengths' ha,e had some e? erience in calculating areas of rectangles' triangles' and circles' and ha,e a basic understanding of the conce t of ,olume! Students can ursue further stud# in To ic 8: Trigonometr#' <hich begins <ith Subto ic 8!1: Measuring 4nstruments and de,elo s right=angled triangle geometr# and trigonometr#! To ic 1.: "lanar )eometr# ro,ides further stud# of indirect measurement' using similarit# and congruence! Students <ho intend to stud# To ic 1: A lied )eometr# in Stage 2 Mathematical A lications need to stud# this to ic in connection <ith sections from To ic 8: Trigonometr#! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
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Su-topic 14/3 Units o6 'easu ement )e5 ,uestions an0 )e5 I0eas
+h# measureG The metric s#stem
Other s#stems of measurement

&riefl# in,estigate the histor# and de,elo ment of the metric s#stem and other s#stems of measurement! 9iscuss the most a ro riate unit for measuring' and then estimating the measure of' for e?am le' a in' boo>' or netball court' the distance bet<een home and school' or the <eight of a des>! %stimate the measure! Students choose a ro riate units for one dimension' for e?am le' length' mass or <eight 1mass remains constant' but <eight ,aries <ith osition3' or tem erature! 4nclude ,er# large and ,er# small measurements 1 o<ers of 10 and scientific notation3!
+hich units are a ro riate for measuring in a gi,en situationG 0or e?am le' length' mass' <eight' tem erature' time
+h# con,ert units of measurementG $on,erting units of measurement

Csing con,ersion gra hs
A discussion of the need to con,ert units 1e!g! some industries use millimetres <hereas others use centimetres3 and then a demonstration using h#sical measurements <ill lead students into ractising the con,ersion of units! A con,ersion gra h could be constructed manuall# or ,ia a s readsheet!
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Su-topic 1413 'easu in% De"ices )e5 ,uestions an0 )e5 I0eas
Eo< can #ou measureG +hat do articular de,ices measureG +hat are the scales of these de,icesG

$ollect or research a ,ariet# of measuring instruments! 5ote the scale used for each' and discuss the reason for the fineness of the scale and the degree of accurac# of the measure! Cse a ,ariet# of instruments so that students can read scales of different t# es 1e!g! linear' circular' digital' ,ernier3! An a<areness of the number of significant figures required in a gi,en situation 1e!g! the number of decimal laces <hen measuring in >ilometres com ared <ith centimetres or millimetres3! Students estimate lengths' <eights' tem erature' and time and then chec> their accurac#' using a measuring de,ice! 2ustification for choosing articular units! 9oes their ercentage error increase or decrease <ith racticeG
Eo< accurate do the de,ice and the measurement ha,e to beG *ounding off to a number of significant figures
+hat do estimation and a +hen is it a
ro?imation meanG
ro riate to use estimationG
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Su-topic 1473 Sca!e an0 Ratio )e5 ,uestions an0 )e5 I0eas
Eo< does a scale factor <or>G Scale factor
Scale diagrams $alculation of actual and scale distances

Cse of the scale factor on ma s and lans of different scale to calculate actual lengths or distances! Some re,ision of ratio and rounding off ma# be necessar#! $onstruct ma s or lans <here a scale needs to be chosen b# the student 1e!g! a scale lan of the school for ne< students3! A dra<ing soft<are ac>age could be used!
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Su-topic 1483 Time an0 Rates )e5 ,uestions an0 )e5 I0eas
Eo< fast are #ou tra,ellingG %stimate and calculate: time
time inter,als s eed other rates!

9iscuss units of time 1<h# is a metric s#stem not used for timeG3! $on,ert bet<een a 12=hour cloc> and a 24=hour cloc>! $alculate time inter,als 1e!g! bus timetablesA setting u a recording on a ,ideo recorderA starting and finishing times for an o,en3! Cse a <orld ma to calculate scale and time Bones! $ombine time <ith other measurements! Eo< fast can #ou <al> or runG Eo< should this be measured in com arison <ith the s eed of a carG +hich is faster K (0 >ilometres an hour or 1- metres a secondG %stimate distances and s eed' or other t# es of combined measurements! %stimate and measure the amount of <ater that is s ra#ed from a s rin>ler onto the school o,al' or the amount of <ater dri ed from a lea>ing ta ' in a gi,en time! Alternati,e rates could be e? lored 1e!g! densit#' strength of solutions3!
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Su-topic 1493 Pe imete an0 A ea )e5 ,uestions an0 )e5 I0eas

Eo< can >no<ing the erimeter and area of a t<o=dimensional sha e hel <ith a roblemG

Students stud# this subto ic in the conte?t of a roblemA for e?am le' students could in,estigate the number of a,ers needed to a,e an area or the amount of material required to ma>e a quilt or to aint the school! $alculating erimeters <ould be re,ision from re,ious #ears! $alculation of circumference of circles and erimeters of non=regular and com osite sha es!
%stimating and calculating: circumferences and erimeters of non=regular and com osite sha es areas of regular' non=regular' and com osite sha es! +hat units of measurement are used for areaG Csing formulae
Students de,elo an understanding of the conce t of area and the abilit# to calculate areas such as squares' rectangles' triangles 1this could be e?tended to Eero@s formula Malso called Eeron@s formulaN3' circles' and com osite sha es' using formulae! 4n,estigate ho< area changes for a gi,en erimeter! A s readsheet and gra h could be used to anal#se the results! Cse grids to estimate standard and non= standard areas! %stimate and then calculate' using the grid method on gra h a er' the area of a hand or foot' or bod# length! Ma les@ method could also be used! Cse correct units of area and con,ert bet<een square metres' square >ilometres' hectares' acres!
Eo< can the area of standard and non=standard sha es be foundG The relationshi bet<een erimeter and area
The use of grids to estimate and calculate
areas
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Su-topic 14:3 +o!ume an0 Capacit5 )e5 ,uestions an0 )e5 I0eas
Eo< do #ou determine the amount of s ace an object occu iesG %stimating' measuring' and calculating ,olume and ca acit#

Students in,estigate roblems in,ol,ing ,olume and ca acit# 1e!g! the o timum siBe of a classroom for a class of t<ent#=fi,e Stage 1 students' or e?ca,ating for and constructing an in=ground s<imming= ool' or the minimum amount of material required to ma?imise the ca acit# of a ac>age3! S>ills and techniques <ould be de,elo ed from the need to sol,e the roblem! 9e,elo the lin> bet<een the ,olume and the area of the base of a rism multi lied b# the height! 0rom a Dhands=on@ basis' ta>e a ro riate measurements of risms 1loc>ers' dirt in a flo<er bed' shed' etc!3 or c#linders 1rain<ater tan>s' fire e?tinguishers' etc!3 and calculate their ,olumes' using formulae and correct units of measurement!
Eo< much does a container holdG
9iscuss the connection bet<een ,olume and ca acit#! %stimate and then measure the ,olume and ca acit# of man# containers 1e!g! mil> or fruit juice containers or tins of sou 3! This could be lin>ed to re,ious in,estigations into densit#!
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Su-topic 14;3 Specia!ist 'easu ements )e5 ,uestions an0 )e5 I0eas
+hat other measurements are used in s ecialist areasG 0or e?am le' ,er# large and ,er# small measures

4n,estigate ,er# large and ,er# small measures' and ho< the# are used in the communit# 1e!g! E' loudness' *ichter scale' factor# emissions' CO3! A lin> to logarithmic scales in To ic 6: Models of )ro<th could be de,elo ed! Other scales could include <ater storage' light' and denier!
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Topic 73 Data in Conte<t

4nformation in the form of data is becoming more re,alent and influential in dail# life! 9ata can be resented in a ,ariet# of <a#s 1e!g! tables' lists' gra hs' or charts3 and for a ,ariet# of ur oses 1e!g! informing' ersuading' or justif#ing3! This to ic de,elo s students@ s>ills in collecting' reading' understanding' re resenting' and resenting data in a ,ariet# of forms! Students are taught to recognise' use' read' anal#se' and inter ret data in relation to their communit#' in com arison <ith information about other communities or the nation' and in a global conte?t! Juestions as>ed relate to the reliabilit# and method of collection of the data' and <hether or not the anal#sis and resentation re resent the data a ro riatel#! Students collect and use data in a ro riate <a#s to re resent and inform their communit#! The ,arious forms of media can be used e?tensi,el#! Students are encouraged to use technolog# to collate and ,isuall# re resent data! Students choose <a#s of re resenting data to best reflect the meaning and ur ose of the data! 4t is assumed that students ha,e rior >no<ledge of reading line and column gra hs and ie charts' and of calculating ercentages! Students could e?tend their stud# of this to ic b# underta>ing subto ics of To ic 7: Statistics' <hich begins <ith the consideration and organisation of data! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
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Su-topic 74/3 Reco%nisin% Data an0 the Rep esentation o6 Data o Re!ate0 Statistics )e5 ,uestions an0 )e5 I0eas
Eo< can data be resented or re resentedG Tables
)ra hs Other ,isual forms

Throughout this to ic' the data used should be rele,ant to and obtainable b# students! Students ma# concentrate on articular Dthemes@ such as em lo#ment trends' further education' s orts la#ed b# communit# members' eating or nutritional habits' alcohol or tobacco use' or ,ehicle o<nershi in their communit# and dra< com arisons <ith other communities! $onsider the <a#s in <hich data can be re resented' for e?am le: tabular form 1e!g! timetables' cro #ields' gra e har,ests' em lo#ment rates' school attendance' roduct information on ac>aging' s orting information' stoc> mar>et3 P lists can be sorted in different <a#s 1e!g! al habeticall# or numericall#3' for e?am le' the nutrition information ro,ided on food ac>aging could be sorted b# energ# or fat content to enable com arisons to be made P timetables can be sequenced b# number' time' or al habet 1e!g! student timetables b# name' #ear le,el' or lesson' bus timetables b# time' lace' or bus number3 gra#hical form 1e!g! gra hs' charts3' articularl# those forms fa,oured b# the mass media other )isual forms 1e!g! ma s' street directories' ,ellow Pages' ad,ertising3! The use of tobacco roducts among teenagers <ould ro,ide a <ide ,ariet# of data from o osing grou s 1e!g! the tobacco industr# and $ancer $ouncil Australia3 in a range of forms such as gra hs of age grou s or income le,els of smo>ers com ared <ith non=smo>ers' cigarette ricing tables' ercentages of smo>ers b# se?' gra hs and other ,isual forms lin>ing smo>ing to health issues' ad,ertising' go,ernment ta?es' lists of chemicals used in the roduction of cigarettes!
+here can data be foundG
%?am les collected from areas such as: the mass media 1e!g! ne<s a ers' magaBines' tele,ision3 the 4nternet 1e!g! musical or film erformers' com act disc charts3 ad,ertising 1e!g! catalogues' dis la#s3 ac>aging of roducts 1e!g! nutrition information3 olls' sur,e#s' census 1e!g! unem lo#ment rates' road statistics' <eather records3
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lists and tables 1e!g! calorie counters'
tele hone call charges' bus timetables3 <or> 1e!g! instructions' data for qualit# control' charts' lans3 recreation and s ort 1e!g! erformances of athletes' <ins or losses of teams3!
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Su-topic 7413 Rea0in% Data an0 the Rep esentation o6 Data o Re!ate0 Statistics )e5 ,uestions an0 )e5 I0eas
+hat t# es of data are thereG 5umerical or categorical

Students categorise the data collected' for e?am le: indi)idual #ieces of data' measured or categorical 1e!g! #esIno olls' indi,idual athletes@ erformances3 gra#hs 1e!g! bar charts ,! histograms' discrete ,! continuous' grou ed3 tabular 1e!g! timetables' road statistics' rainfall3 and describe the ro erties of each categor#! A discussion of the ur ose of the data and the intended audience in the communit#! 9ata on cigarette smo>ing ma# be re resented differentl# for articular audiences 1e!g! #esIno olls for banning smo>ing in hotels' histograms for dis la#ing the number of smo>ers in age grou s' tables to list the contents of cigarettes3! As a method of com aring sets of data' calculate mean' median' and mode for different age grou s' gender' or health of smo>ers com ared <ith non=smo>ers' gra h collected data' and comment on similarities and differences! Students could also use frequenc# distribution tables to construct histograms to describe tobacco use among students b# age or gender! %lectronic technolog# could be used for the collation and gra hing of data' <ith students inter reting an# calculations and charts or gra hs roduced!
Eo< can data be readG
Accurate reading and use of a?es' labels' scale' headings' and gra hs for discrete and continuous data! The distribution of the data' using measures of s read 1range' standard de,iation3' could be discussed' if a ro riate to the student cohort! Students inter ret ,arious statistics such as ercentages 1e!g! s orts ercentages' em lo#ment' housing3' timetables' roduct information' inflation! Students ma>e com arisons bet<een information about their communit# and other communities or the <ider Australian or global communit# 1e!g! com are the sales of cigarettes or smo>ing atterns <ith those in other suburban or rural areas and bet<een industrialised and de,elo ing countries3!
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Su-topic 7473 I0enti65in% the Pu pose o6 the Data an0 the Rep esentation o6 Data o Re!ate0 Statistics )e5 ,uestions an0 )e5 I0eas
9oes the resentation of the data achie,e its ur oseG $hanging data from one form to another

"resent the data in another form! $om are the t<o re resentations and discuss their ad,antages and disad,antages! +hich gi,es a clearer message to a articular audienceG 0or e?am le' <ould teenagers ta>e more notice of gra hs and tables or another ,isual form to ad,ertise health informationG 4s a bus timetable eas# to read or <ould another form be betterG Are the a?es and labels on a gra h correct or could the# be misleadingG 0or e?am le: 9oes the gra h clearl# sho< that cro #ields are im ro,ing <ith changes to irrigation methods or that the local s orts teams are doing as <ell as in re,ious #earsG 9oes the resentation of unem lo#ment figures ro,ide a clear icture for all grou s in the communit#G This communit# could be com ared <ith other communities! +hen ro,ided <ith data or statistics about the ris>s of smo>ing' students ma>e su orted statements about ho< successful the resentation of the data has been for the intended audience 1e!g! for smo>ers to continue to bu# cigarettes or for smo>ers to gi,e u smo>ing3!
Eo< is the resentation related to the te?tG
Csing e?am les of data collected from a <ide ,ariet# of sources' students identif# and describe the message' intended audience' and ur ose of a re resentation of data 1e!g! timetables' gra hs' table of ercentages or figures on unem lo#ment rates' ,oting atterns3 in relation to their communit#! Students determine <hether or not the data or statistics are allied to the te?t 1e!g! do the comments made b# oliticians about #outh unem lo#ment rates fit the data ro,idedG3! At times students e?tract and anal#se data embedded in the te?t to judge <hether or not statements made in the te?t are su orted b# the data! 4nter ret each t# e of re resentation 1tabular' ,isual' indi,idual3 and ma>e decisions about the ,alidit# of data or the reliabilit# of conclusions! 0or e?am le: +as the question osed in a tele hone oll about smo>ing in hotels ambiguous or misleadingG 0or <hom <as the information collectedG 9oes the sam le reasonabl# re resent the o ulationG $an the bus timetable be used to lan mo,ement round a cit#' erha s in combination <ith a train timetableG Cse s readsheets and gra hs to resent data in another form 1e!g! transfer data from tabular to
31

gra hical form and ,ice ,ersa3' <ith a s ecific ur ose for a gi,en audience! :abel or ro,ide clear directions and e? lanations! 0or e?am le' dis la# the brea>do<n of the chemical content of cigarettes in a tabular form' a gra hical form' and another ,isual form! Sur,e# students to find out <hich form has the greatest im act or gi,es the clearest information!
32
Su-topic 7483 +a iet5 o6 Uses o6 Data )e5 ,uestions an0 )e5 I0eas
+hat can #ou do <ith dataG

9ata can be used to build a rofile of a communit#! The characteristics of the data can be resented in ,isual' gra hical' and tabular form in a range of media! Students could identif# a communit# to re resent through data! This could be based on location' interests' or culture and resented as a communit# <eb age or a dis la# at the school or local sho ing centre! The areas to be re resented and the data to be collected 1ho< and from <hom3 <ould ha,e to be decided! The data <ould be resented in a ro riate forms' anal#sed' and inter reted so that a clear statement summarising the results of the inter retation of the data could be made about the characteristics and rofile of the communit#! 9ata lists could be combined and com ared 1e!g! house rices and household income3 and data collected from the communit# could be com ared <ith large data collections 1e!g! Australian &ureau of Statistics census3! :ocal em lo#ment could be com ared <ith state or national em lo#ment!
33
Topic 83 Net.o $s an0 'at ices

9iscrete data in the form of a net<or> or a matri? are used for lanning in man# e,er#da# conte?ts! $onsider the roblems of finding the most efficient route for deli,ering the mail along a net<or> of roads' finding the best route for a sales re resentati,e to ta>e <hen ,isiting all the to<ns in a district' connecting u a com uter net<or> <ith the smallest length of cable' or >ee ing trac> of the in,entor# in a small business! The methods of discrete mathematics can aid the anal#sis and solution of all these roblems' and man# more! Students are led into this stud# b# being gi,en a range of roblems osed in real conte?ts! &ecause of the accessibilit# of these roblems the first attem t at solutions is b# trial and error! Through this a roach students get a good im ression of ho< the roblems <or> and' it is ho ed' <ill a reciate the more refined methods offered b# the use of algorithms that are introduced later! An interesting as ect of this to ic is that some roblems that are eas# to state and understand can be ,er# difficult to sol,e efficientl#' for e?am le' the DTra,elling Sales *e resentati,e@s "roblem@! Students are encouraged to ose their o<n roblems' based in familiar conte?ts' construct mathematical models to see> solutions' and test the reasonableness of their ans<ers in the original conte?t! The# also loo> criticall# at the usefulness of the models the# use! This to ic is suitable for a <ide range of students! The <or> can be e?tended into the consideration of quite com le? situations! 4n dealing <ith matrices' students can find electronic technolog# hel ful in anal#sing and sol,ing roblems that <ould be too cumbersome or time consuming to do b# hand! The material in this to ic ro,ides rior >no<ledge for To ic 4: Matrices and To ic -: O timisation' <hich are taught in Stage 2 Mathematical A lications! The subto ics that deal <ith matrices <ould also gi,e some useful bac>ground >no<ledge and basic s>ills to students intending to underta>e Stage 2 Mathematical Methods and Mathematical Studies! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
34
Su-topic 84/3 Rea0in% Net.o $ Dia% ams )e5 ,uestions an0 )e5 I0eas
+hat does a net<or> diagram tell #ouG

Students e?amine and <or> <ith a <ide ,ariet# of net<or> diagrams in different forms and conte?ts! These could include flo< charts' recedence diagrams' ma s' famil# trees' and s orts results! &# identif#ing the conte?t and using a >e#' students e? lain <hat information is being resented 1e!g! distance bet<een nodes' time of tra,el' direction of tra,el' ca acit# of an arc' <inning la#er3 and ans<er s ecific questions about a net<or>! 4t is im ortant for students to realise that a net<or> sho<s relationshi s and interconnections that are not al<a#s s atial! A stud# of a recedence net<or> of jobs that ma>e u a com le? tas> could be studied as a case in oint! The correct terminolog# is taught <here it is rele,ant 1e!g! arcs' nodes' directed and undirected net<or>s' trees' circuits' %uler aths3 so that students can be consistent and concise in their discussions of net<or>s!
*eading information from a diagram
9educing relationshi s
Csing a
ro riate terminolog#
35
Su-topic 8413 Const uctin% Net.o $s )e5 ,uestions an0 )e5 I0eas
Eo< can a net<or> diagram be created to sho< information gi,en in another formG

)i,en data in the form of a recedence list' table' or ,erbal descri tion' students attem t to construct a ,alid net<or> diagram that sho<s the relationshi s inherent in the data! &# com aring their ans<ers' students deduce that their net<or>s do not all loo> the same' e,en though the# ma# all be correct! A discussion of <h# this can be so ought to lead students to some understanding of the conce t of to ological equi,alence! 0le?ible h#sical models of the net<or>s could be constructed and mani ulated in an attem t to transform one solution into another' thus em hasising that it is the connections that matter' not the s atial ju?ta osition of the to ics!
4s there onl# one <a# to do thisG
36
Su-topic 8473 P o-!em=so!"in% Usin% Net.o $s )e5 ,uestions an0 )e5 I0eas
+here can net<or>s be used to hel sol,e ractical roblemsG

All the roblems osed in this subto ic ha,e a ractical basis in conte?ts familiar to students! 4t is ,ital that students get a Dfeel@ for each roblem b# using trial and error to find the solution1s3! Throughout this rocess students discuss and com are methods of solution as <ell as the solutions themsel,es! A good mi?ture of roblems could include: going to school ,ia the Dlongest@ or Dshortest@ route <ithout bac>trac>ing! :ongest and shortest can ha,e man# meanings here' and different e?am les should be used 1e!g! the ath that goes ast as man# of m# friends@ houses as ossible' or goes ast as fe< houses <ith dogs as ossible3 the best <a# of connecting a grou of ta s in a garden to the mains' connecting a grou of to<ns <ith tele hone lines' or locating the best node at <hich to lace a de ot for deli,er# of ser,ices to the rest of the net<or> the D"ostie@s "roblem@ and the DTra,elling Sales *e resentati,e@s "roblem@' <hich should both be e?amined in a suitable conte?t e?am les of roblems such as the D&ridges of ;Qnigsburg@ <hich ha,e no solution unless some com romise on the original conditions is made!
5umber of aths' shortest and longest aths
Shortest connections
Most efficient aths
37
Su-topic 848 Net.o $ A!%o ithms )e5 ,uestions an0 )e5 I0eas
Are there faster methods of finding solutions to roblems in,ol,ing net<or>sG

Csing the roblems from Subto ic 4!.' algorithmic solutions can be de,ised or demonstrated 1if the# e?ist3! +hen an algorithm has not #et been found 1e!g! the DTra,elling Sales *e resentati,e@s "roblem@3' students loo> for <a#s of ma>ing the trial=and=error search for the best ans<er as efficient as ossible! 4f there is more than one algorithm 1e!g! finding the minimum s anning tree3' students com are them and choose the best one for the articular situation!
38
Su-topic 8493 Inte p etin% In6o mation in 'at i< Fo m )e5 ,uestions an0 )e5 I0eas
4s there an alternati,e <a# to sho< all the information in a net<or>G

There is a natural lin> bet<een sim l# connected net<or>s and matrices! One of the clearest <a#s to sho< this is <ith net<or>s that contain no numerical data 1such as distances3! A dominance net<or> in a round=robin com etition is a good e?am le of a directed net<or> that sho<s onl# <hether or not one team or la#er has beaten another in the game bet<een them! This net<or> can be com letel# described b# a square matri? of Beros and ones! Students use such e?am les to mo,e bet<een the t<o forms 1net<or>s and matrices3 and learn to inter ret the information gi,en in either form! The case of a non=directed net<or> is e?amined to sho< the s#mmetr# in the resulting matri?! The matri? model can then be e?tended to include other ,alues' for e?am le' if there is more than one round or if ties are ossible!
Are matrices useful for re resenting other forms of discrete dataG
Students are resented <ith information in tabular form <ith the ro<s andIor columns labelled to identif# <hat the contents re resent! Once students are comfortable <ith the idea of matrices from their stud# abo,e' the# could collect or suggest from their o<n e? erience man# e?am les that fit the mathematical requirements of a matri? 1i!e! that it is a rectangular arra# of discrete numerical data3! These could include a com arati,e list of ingredients in se,eral brea>fast cereals' the costs of a grou of items in different sho s' the number of tele,ision sets sold b# different stores in different months' and so on!
+h# is the matri? form of resenting discrete data usefulG
9iscussion of the usefulness of organising data in this <a# <ill then lead on to Subto ic 4!(!
39
Su-topic 84:3 Basic 'at i< A ithmetic )e5 ,uestions an0 )e5 I0eas
+hat calculations can #ou ma>e <ith matricesG

Csing the e?am les that the students ha,e generated' all the basic matri? o erations can be logicall# e? lained! A articular conte?t' such as stoc> control' could be selected as a starting= oint and then others could be e?amined to see if the same con,entions a l#! An e? lanation of the definition of the siBe of a matri? as the number of ro<s b# the number of columns is a con,ention' to be adhered to if others are to understand our <or>! The need for t<o matrices to be of the same order for them to be added or subtracted is quite natural if handled in a conte?t such as stoc> control! %ach osition in the matrices re resents something unique and the <a# to combine the numbers is ob,ious! Similarl#' multi l#ing an# matri? b# a number 1scalar3 is just as ob,ious in this conte?t! The conce t of matri? multi lication is often difficult for students to come to gri s <ith because it seems to be such an arbitrar# rocess <hen there is no conte?t to follo<! &# using an e?am le such as DMatri? A ( 3 2 ) re resents the rices of three different items at t<o different stores and B is a ro< matri? containing the number of each item 4 <ant to bu#@' the idea of multi l#ing airs of numbers and summing the result to find the total cost at each store seems eminentl# sensible! Some stress <ill need to be laid on the acce tance of the con)ention of <h# the number of items is a ro< matri? and not a column matri?! Cnderstanding the relationshi bet<een the orders of the matrices necessar# for multi lication to be ossible is based on loo>ing at the labels on the ro<s and columns of the matrices in,ol,ed! 4t is be#ond the sco e of this to ic to require the multi lication of larger matrices!
The siBe 1or order3 of a matri?
Matri? addition and subtraction
Multi lication b# a scalar quantit# Multi lication of a matri? b# a ro< or column
matri?
40
Topic 93 Sa"in% an0 Bo o.in%

4n this to ic' students in,estigate financial institutions' interest' term de osits' and the costs of credit' using current and rele,ant e?am les! 4n order to e? lore the conce ts and uses of sim le and com ound interest' students collect and anal#se the roducts of ,arious financial institutions! The# e?amine the effects of changing interest rates' terms' and in,estment balances on sim le and com ound interest' and ma>e com arisons bet<een the t<o! 4t is im ortant that students become a<are of the nature of sim le and com ound interest calculations and ho< the# are used in the financial sector! Csing this understanding' students in,estigate the costs of borro<ing mone# and the <a#s in <hich re a#ments' rates' and terms <ill increase or decrease the financial liabilit# of the borro<er! The effects of inflation on sa,ings and loans can be e? lored to determine the ad,antages of sa,ing or borro<ing! %m hasis is laced on the use of technolog#' articularl# s readsheets and gra hical ac>ages' to enhance students@ o ortunit# to in,estigate the beha,iour of term de osits and ersonal loans! The use of technolog# is useful in encouraging students to as> and in,estigate D+hat if F@ questions in order to choose better in,estment or borro<ing o tions! 4t is assumed that students <ho stud# this to ic are able to use a calculator for ercentages and to con,ert bet<een decimals' fractions' and ercentages! There are lin>s bet<een this to ic and To ic 6: Models of )ro<th' s ecificall# using com ound interest to illustrate a geometric series! This to ic also de,elo s conce ts and s>ills introduced in To ic 1: %arning and S ending! This to ic ro,ides a foundation for To ic 2: 4n,estment and :oans and To ic (: Share 4n,estments in Stage 2 Mathematical A lications! The fle?ible nature of the to ic should be considered b# teachers <hen designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
41
Su-topic 94/3 Financia! Institutions )e5 ,uestions an0 )e5 I0eas

+h# in,est and borro< mone#G

%? lore the reasons eo le in,est and borro< mone#' and <here these transactions can occur! 4n,estigate the differences in the ser,ices ro,ided b# ban>s' finance com anies' credit unions' retail stores' and other credit ro,iders! %? lore the o tions a,ailable for in,esting 1e!g! credit unions' in,estment com anies3! $ollect information on financial institution fees and charges! Csing rele,ant e?am les' e?amine <hat is meant b# interest on ersonal loans and sa,ings and cheque accounts that is calculated dail# but aid or charged monthl#! %?amine term de osits' and <hether or not interest can be rein,ested! $ollect information on the rates of interest offered b# in,estment institutions' de ending on the length of time and the amount of the in,estment!
+here can mone# be in,ested or borro<edG &an>s

$redit unions 4n,estment com anies
+hat does it cost to in,est and borro< mone#G 0inancial institution fees and charges Eo< often is the interest calculated and charged or aidG Term de osits
"ersonal loans Sa,ings and cheque accounts Other accounts
Cnder <hat conditions are ,arious rates of interest offered for articular eriods and amounts of in,estmentG *ates of interest
Terms of loans
42
Su-topic 9413 In"estin% 6o Inte est Simp!e Inte est )e5 ,uestions an0 )e5 I0eas
Eo< does sim le interest <or>G %ffects of changing the rinci al' interest rate' and time

&uild or use a s readsheet to in,estigate sim le interest calculations and then gra h and discuss the linear relationshi of time and amount! Tem lates could be ro,ided b# the teacher to allo< students to as> D+hat if F@ questions to in,estigate the effects of changing the rinci al' interest rate' and time in,ested! The formula for sim le interest can be used to e? lore e?am les of sim le interest calculations such as for term de osits! *ecognition b# students that sim le interest is a ercentage calculation multi lied b# the number of #ears!
Eo< is sim le interest calculated' and in <hich situations is it usedG Csing the sim le interest formula to find the P P P P sim le interest rinci al interest rate time in,ested in #ears!
Compoun0 Inte est )e5 ,uestions an0 )e5 I0eas

Eo< does com ound interest <or>G %ffects of changing the rinci al' interest rate' and time Eo< is com ound interest calculatedG

0rom e?am les collected from financial institutions' use technolog# to in,estigate the effects of changing rinci al' interest rate' and time! Csing technolog#' students e?amine the beha,iour of the gra h of time ,ersus amount for com ounding interest as an e?am le of gro<th' and e? lore ho< changes to interest and com ounding eriods affect the gra h! %? osure to the deri,ation of the formula for com ound interest! Technolog# can be used to find out ho< long it ta>es to sa,e a certain amount or the interest rate required! The rice of an item and the inflation rate could be in,estigated to find out ho< long it <ould ta>e for the sa,ings to equal the cost of the item! This could be e? anded into a discussion on borro<ing ,ersus sa,ing!
Eo< is the com ound interest formula deri,edG 0ind the P amount accrued P rinci al using the formula! 0ind the P P P P amount accrued rinci al rate time
using technolog#!
43

+hich is the better o tion: sim le interest or com ound interestG

9ifferent situations are resented to com are the gra hs of sim le and com ound interest for the same ,alues of the arameters rinci al' interest rate' and time! Csing a larger sim le interest rate and a smaller 1annual3 com ound interest rate' determine <hen com ound interest becomes the better o tion! $om are the effects of changing the number of com ounding eriods er #ear for com ound interest! $alculate the sim le interest rate that' o,er a number of #ears' <ill earn the same amount as a gi,en com ound interest rate!
44
Su-topic 9473 Costs o6 Bo o.in% )e5 ,uestions an0 )e5 I0eas

+h# do man# eo le use credit to bu# e? ensi,e items rather than sa,ing for themG

4n,estigate the ,arious forms of credit a,ailable' and discuss their ad,antages and disad,antages! 0or e?am le' interest=free eriods on credit card accounts can substantiall# increase the interest charged on outstanding balances! 9iscuss the e?tra costs to the urchaser <ho uses credit! $alculate the total cost of loans and com are <ith a#ing cash! 4n,estigate the cost of' for e?am le' bu#ing a digital TO or a com uter on consumer credit! Csing technolog#' in,estigate the costs and time in,ol,ed in re a#ing ersonal loans and mortgages! 14nternet sites of major ban>s are articularl# useful!3 *esearch fees and charges associated <ith loans! +hen is it better to borro< than sa,eG
+hat t# es of credit are a,ailableG +hat is the total cost of the loanG
Eo< much does a ersonal loan costG %?tra fees and charges
Administration fees 4nterest
45
Topic :3 Simu!atin% Ran0om P ocesses

*andom factors er,ade most as ects of e?istence! &ecause little is certain' a considerable amount of human energ# goes into dealing <ith the effects of the chance elements in life! Jualit# control' <eather rediction' insurance ris> assessment' and gambling are just a fe< areas <here the mathematical anal#sis of chance rocesses is central! "robabilit# holds a fascination for man# eo le K in ris># situations' uncertaint# can be threatening' but in others it can also be challenging and fun! As a result of increased com uting o<er' simulation has become a ,er# im ortant roblem=sol,ing tool! Man# com le? roblems' because of their random elements' are difficult or im ossible to sol,e b# an# method other than simulation on a com uter! These roblems range from managing the salinit# of a ri,er s#stem' to queuing in a communications net<or>' to forecasting rofits in the financial sector! Simulations are used to train eo le to erform dangerous tas>s <ithout the ris> or cost of the Dreal thing@A the# also form the basis of much of our electronic entertainment! The structure of this to ic is based on leading students through the mathematical modelling rocess needed to construct' run' and refine a simulation! A situation that in,ol,es some element of chance is used as the moti,ator for students as the# are led through the c#cle of formulation' solution' inter retation' ,alidation' and im ro,ement of the model' <ith a ,ie< to offering a solution to a roblem osed in the conte?t of the situation under in,estigation! Students use electronic technolog# <hene,er ossible in this to ic' both to in,estigate e?isting simulations and to run their o<n models! An understanding of sim le robabilit# <ould be useful' although not essential' for students underta>ing this to ic! "robabilit# theor# <ould be taught as necessar# in the conte?t of the students@ <or>! 4t is en,isaged that' to begin <ith' the in,estigations and discussions <ould be led b# the teacher but that students <ould graduall# de,elo more inde endence in their <or>! There is considerable o ortunit# in this to ic for grou <or> and class collaboration! The to ic allo<s for a fle?ible a roach b# the teacher! The to ic could be based on designing and running simulations' using a s ecific simulation soft<are ac>age! Other a roaches could be thematic' <ith' for e?am le' an en,ironmental' financial' or recreational focus to the roblems chosen for stud#! Alternati,el#' roblems could be chosen <ith a articular mathematical basis such as the binomial distribution! The to ic could be designed to strengthen To ic 7: Statistics or To ic 6: Models of )ro<th for students <ho intend to stud# Stage 2 Mathematical Methods or Mathematical Studies! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
46
Su-topic :4/3 E<amp!es o6 Simu!ations )e5 ,uestions an0 )e5 I0eas

+hat are simulationsG +h# are the# usedG

This to ic is introduced b# encouraging students to suggest e?am les in <hich simulations are used as models of the real <orld! Some of the man# com uter simulations a,ailable 1including games3 should also be used in the discussion of <hat a simulation actuall# entails and ho< it is used! A sim le e?am le such as Ddice cric>et@ could be used to sho< ho< a simulation model is constructed: +hat elements of a cric>et game are included in the modelG Eo< are the# modelledG Eo< <ell are the# modelledG Eo< good is the simulation as a model of the real gameG Eo< could it be im ro,edG
47
Su-topic :413 In"esti%atin% P o-!ems )e5 ,uestions an0 )e5 I0eas

+hat >inds of roblems ha,e elements of uncertaint# that ma>e them difficult to ans<erG

To initiate the in,estigations in this to ic' students could be as>ed to consider questions <here chance ma>es the ans<ers hard to redict! Some ossibilities follo<: +hen unnets of seedlings are lanted' ho< man# seeds should be so<n in each unnet so that at least 60L of the unnets can be e? ected to ha,e a minimum of t<el,e health# lants <hen the# are sent to the garden centre for saleG Eo< man# tellers should the local branch of a ban> ha,e a,ailable to ser,e its customers efficientl#G A brea>fast cereal com an# runs a romotion in <hich a free to# from a set of eight is included in each ac>et! 0or ho< long should the romotion run so that customers ha,e a fair chance of collecting the <hole setG +hat are #our chances of dri,ing through se,eral sets of traffic lights on a main road <ithout ha,ing to sto for a red lightG 4f four eo le are chosen at random' ho< li>el# is it that at least t<o of them <ere born in the same monthG 1D&irth Month "roblem@3 Other ossible conte?ts for simulation include radioacti,e deca#' in,estigating the a#off structure for games of chance' or simulating a horse race' gi,en the odds! Students are encouraged to suggest others from their o<n e? erience!
48
Su-topic :473 Const uctin% a 'athematica! 'o0e! )e5 ,uestions an0 )e5 I0eas
+hat do #ou need to >no< about a situation in order to design a simulation of itG +hat are the >e# elementsG 4dentif#ing the random and non=random elements in a rocess 9etermining arameters

9iscuss the use of a simulation to ans<er these questions' ointing out that this is a common method of sol,ing real roblems of <hich the theoretical solution is difficult or im ossible to find! %? lain that' in order to attem t the solution of an# of these roblems b# simulation' a mathematical model must first be constructed! Students e?amine these roblems to tr# to identif# their random elements' dra< out useful information' suggest the data that might need to be gathered' and ose further questions that could hel in an in,estigation of the solution b# simulation! This is the first ste in an# modelling rocess! 0or e?am le' in the D&irth Month "roblem@ the >e# elements are the chance that an# one erson chosen at random has a birthda# in an# articular month and the number of eo le in a grou 1four3! 4n the seedling roblem' the >e# elements are the number of seeds lanted in a unnet and the chance that a single seed <ill roduce a health# lant! The number of unnets to be roduced ma# also be im ortant! A further question for this roblem might be D9oes it matter if some of the unnets ha,e man# more than t<el,e seedlings 1cro<ding ma# roduce smaller lants3G@ 1i!e! is there an u er limit as <ell as a lo<er one for the desirable number of lants in a unnetG3!
49
Su-topic :483 Ca!cu!ation o6 Simp!e P o-a-i!ities )e5 ,uestions an0 )e5 I0eas
+hat are the different <a#s of e? ressing the robabilit# that something <ill ha enG 4n <ords' as decimal numbers' fractions' ratios' or ercentages 1as a ro riate3

%mbedded in the rocess described abo,e is the need to be able to calculate the robabilities of sim le e,ents! Some of these can be determined theoreticall# 1e!g! the robabilit# that a erson@s birthda# is in a gi,en month' the robabilit# of getting a articular to# in a cereal ac>et' or the robabilit# that a horse <ith gi,en odds <ill <in a race3! Others require the collection of em irical data 1e!g! the robabilit# that a seed <ill roduce a health# seedling' the robable inter,al bet<een arri,als at the ban>' or the robabilit# that a traffic light <ill be green <hen #ou come to it3! 4n <or>ing out an# of these robabilities' #ou ma# need to ma>e some sim lif#ing assum tions 1e!g! is the robabilit# that someone is born in 2ul# e?actl# 1/12G3! 9iscuss this as ect of constructing a mathematical model' <ith its design de ending on the cohort of students! Csing the roblems collected at the beginning of the to ic 1and ossibl# others gi,en b# the teacher3 as moti,ators' students ractise e,aluating sim le robabilities! The amount of time s ent on this <ould de end on their ast e? osure to these techniques!
Eo< do #ou <or> out <hat the robabilit# of an e,ent <ould beG Csing sam le s ace' grids or diagrams' tree diagrams' or formulae $ollecting data for the calculation of an em irical robabilit#
50
Su-topic :493 Desi%nin% an0 Testin% Ran0omisin% De"ices )e5 ,uestions an0 )e5 I0eas
+hat >ind of Drandomising@ de,ice <ould be suitableG

&efore a simulation can be carried out' the elements that need to be modelled b# some >ind of randomising de,ice must be identified and quantified so that data can be roduced! This rocess <as begun in Subto ic (!4! Students consider as <ide a ,ariet# of Drandomisers@ as ossible <hen designing a de,ice to roduce results for a simulation 1e!g! dice of ,arious sha es' random number tables' s inners' numbers in a hat' random number generators in com uters or calculators3! 4n doing this <or> students learn ho< to mani ulate the out ut roduced b# their chosen de,ice 1 articularl# in the case of an electronic calculator or com uter3 so that it is a ro riate to the simulation! 0or e?am le' in the D&irth Month "roblem@' ho< do #ou match the random decimal ,alues gi,en b# the *59 button on the calculator to the months of the #earG Students test the chosen randomiser to ma>e sure that the results it gi,es reflect the beha,iour required K <hat seems to <or> in theor# does not al<a#s do so in ractice! 0or e?am le' in the D&irth Month "roblem@' students might consider using a t<el,e=sided ol#gonal s inner labelled <ith the months' adding t<o si?=sided dice together ( 6 + 6 = 12 ) ' tossing ele,en coins and counting the number of heads ( 0 11) ' tossing a coin and a si?=sided die together and using a grid to determine the result 1e!g! head +1 = 2anuar#3' or generating random numbers from one to t<el,e on a calculator! 4n some of these cases the outcomes do not gi,e the required sam le s aceA in other cases the results are not uniforml# distributed! Since the out ut of the randomiser is i,otal to the success of the simulation' considerable time must be s ent in,estigating the suitabilit# of the students@ choices! Students artici ate in Dhands=on@ e? erimentation 1recording relati,e frequencies3 as <ell as discussion! Some of the more theoretical as ects of the robabilit# distributions in,ol,ed 1as in the case of the binomial distribution of the results for the coins3 could be discussed' if a ro riate to the cohort of students!
9esigning a ,ariet# of randomisers
Mani ulating the out ut from electronic
de,ices
Testing the ,alidit# of the randomisers
51
Su-topic :4:3 Com-inin% the Constituents into a Cohe ent 'o0e! )e5 ,uestions an0 )e5 I0eas
4n the model used' <hat constitutes a trialG

Once the >e# elements of a simulation ha,e been determined the# need to be combined into a trial of the simulated situation! 4n the D&irth Month "roblem@' this <ould mean randoml# generating the birth months of four eo le and seeing <hether or not there is a match! 4f t<ent# seeds in each unnet had been used in the seedling roblem' then a trial <ould in,ol,e the generation of t<ent# a ro riate random numbers to determine ho< man# health# lants resulted for that unnet! 0or the cereal ac>et roblem' a trial <ould consist of Dbu#ing@ enough bo?es to collect one com lete set of to#s!
52
Su-topic :4;3 Runnin% the Simu!ation )e5 ,uestions an0 )e5 I0eas
+hat <ould be a suitable number of trials of the simulation to gi,e reliable resultsG

This question forms the basis of some e?tensi,e discussion among students as it is an im ortant oint that has no set ans<er! Students recognise that random rocesses usuall# gi,e a,erages that e,entuall# settle do<n to reliable figures' but this should be demonstrated using electronic technolog# so that students are con,inced! This <ill also gi,e them an im ression of ho< long the settling=do<n rocess ta>es K usuall# longer than the# e? ect! The discussion could include strategies such as D*un the simulation until the least li>el# outcome has occurred ten times@ K but do #ou >no< <hich is the least li>el# outcomeG 4s this an a ro riate strateg#G
Eo< should the data from the simulation be recordedG
Students consider carefull# the data that should be recorded from the trials of their simulation' thin>ing about <hat the# <ant to do <ith the data <hen the# ha,e finished the gathering rocess! The form in <hich the data are recorded could also be im ortant! 4n the D&irth Month "roblem@' for e?am le' should #ou record onl# <hether or not there is a matchG Should #ou record the data in the entire ra< form or something in bet<eenG Once the# begin gathering data' students <ho ha,e chosen a D h#sical@ method of generation 1such as a die3 ma# realise that it <ill ta>e too long to gather enough data to ma>e the results of their simulation reliable! Students should be gi,en time and guidance to reassess their chosen method' and ada t it to an electronic means of generating 1and ossibl# recording3 data' as this is a ,aluable rocess to learn!
53
Su-topic :4>3 Summa isin% Resu!ts an0 Fo min% Conc!usions )e5 ,uestions an0 )e5 I0eas
+hat do the data tell #ou about the ans<er to the question #ou originall# as>edG

Students need to be able to rocess their data' calculate results' and dra< conclusions about the roblem or question the# began <ith' discussing the im lications of these in the conte?t of the situation the# simulated! 4f the simulation a ears to gi,e unsatisfactor# results' or students <ant to in,estigate further' the# might consider the effect of changing the initial arameters or conditions of the roblem' using a different randomising de,ice' conducting more trials' or e,en as>ing a different question' related to the one the# first as>ed! 0or instance' in the D&irth Month "roblem@' students might refine the randomiser to reflect more closel# the true chance of being born in each of the months' or the# might <ant to see ho< the chances of getting a match change <ith the number of eo le in the grou ! 4n the seedling roblem' if the number of seeds needed er unnet seems too high' the number of health# lants required er unnet could be lo<ered or the ercentage success rate made smaller!
54
Su-topic :4?3 App aisin% the 'o0e! )e5 ,uestions an0 )e5 I0eas
Eo< good is the modelG

The ur ose of Subto ic (!6 is to encourage students to a raise more criticall# the models the# ha,e used to simulate a s ecific situation! +hether or not' and ho< thoroughl#' this is done <ill de end ,er# much on the cohort of students! Although consideration of the underl#ing sim lifications and assum tions made <hen constructing an# mathematical model can be a difficult rocess for students to gras ' it is im ortant for them to be a<are that the differences bet<een their model and the situation being simulated ma# affect the reliabilit# and usefulness of the conclusions the# dra< <hen e?amining their results! Students e?amine the assum tions the# made in setting u the model' and ossibl# suggest refinements in the light of these! A com arison of students@ results <ith those e? ected from theor# 1<here ossible3 or demonstrated in ractice 1if data are a,ailable3 ma# indicate a fla< in their model' and hence the need for amendments! Students could be introduced' at an a ro riate time' to the idea of a robabilit# distribution and led through a com arison of their results <ith those e? ected from the theoretical calculations! Students then in,estigate the effect of changing the <a# in <hich the randomising de,ices o erate' for e?am le' <hen simulating ser,ice times in a queue students might generate random numbers <ith the same a,erage but a different distribution 1rolling a die gi,es a uniform distribution <hereas tossing coins and counting the heads gi,e a binomial distribution3! There could be some de,elo ment of the robabilit# theor# a ro riate to the simulation! 0or instance' in the case of the D&irth Month "roblem@' the calculations for the h# ergeometric robabilities in,ol,ed could be carried out! 4n the seedling roblem' students could in,estigate binomial robabilities using tree diagrams and then calculate them using "ascal@s triangle to gi,e the combinatorial ,alues requiredA a more formal treatment of binomial robabilit# is not a ro riate at this stage!
+hat sim lif#ing assum tions ha,e #ou made in the designG Eo< might the# limit the usefulness of the modelG
Eo< do the results measure u against <hat #ou <ould e? ect in theor#G
Eo< might #ou refine' im ro,e' or e?tend the simulation modelG
55
Topic ;3 Statistics
"eo le are e? osed to statistical information e,er# da# of their li,es! Statistics are used to tr# to con,ince them of man# things' from <hich toothbrush the# should use to <hether or not the# should ha,e their children immunised! +hen dealing <ith statistics there are no certainties' onl# more or less con,incing arguments! 4t is im ortant that students ha,e the s>ills to consider statisticall# su orted arguments criticall#' so that the# can ma>e informed decisions! The# should also be able to ut for<ard arguments of their o<n <hen in,estigating roblems! 4n this to ic students collect' organise' and anal#se data' and resent and inter ret the anal#sis <ith a ,ie< to ma>ing conjectures! Students learn to use' or re,ise the use of' ,arious statistical tools and techniques for anal#sing data! The# <or>' for the most art' <ith rimar# data ro,ided b# the teacher! Eo<e,er' the# ma# also be e? ected to collect some ra< data in the course of in,estigating a roblem or question of their o<n choosing! Students are encouraged to use the best technological tools a,ailable to them to mani ulate and re resent data' so that the# can concentrate on de,elo ing sound statistical arguments to su ort the conjectures the# ha,e formed! 4t <ould be a ro riate for students <ho intend to stud# To ic 7: Statistics and +or>ing <ith 9ata in Stage 2 Mathematical A lications to stud# Subto ics 7!1 to 7!7! This assumes that these students ha,e had e? osure to some statistics! Students <ho intend to stud# Stage 2 Mathematical Methods or Mathematical Studies ma# find Subto ics 7!4 to 7!8 ro,ide sufficient bac>ground for their ur oses! 4t is also assumed that these students ha,e studied the material co,ered in Subto ics 7!1 to 7!. before Stage 1! There are strong lin>s bet<een this to ic and se,eral subto ics in To ic 6: Models of )ro<th! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
56
Su-topic ;4/3 Consi0e ation o6 Ho. Othe s Rep esent Data to Us )e5 ,uestions an0 )e5 I0eas
+hat are statisticsG +hat are some e?am les of situations in <hich statistics are used to anal#se and in,estigate roblemsG Eo< do #ou inter ret the data resented b# othersG Eo< did the# arri,e at their resentationG

9iscussion of <hat constitutes a Dstatistic@ as distinct from data! Students could collect e?am les of data and statistics quoted in the mass media in a Dfile@' <hich could then form the basis of an in,estigation into the ne?t question! Students consider the statistical rocess that underlies the roduction of the e?am les the# ha,e collected! 4ndi,idual items from the file are e?amined <ith a ,ie< to identif#ing the conte?t' the roblem being sol,ed or in,estigated' the statistics used' and the data collected! Students recognise the conjecture the# are being as>ed to acce t' and question the underl#ing assum tions that might ha,e been made in the anal#sis! 1Ad,ertisements can be considered to be sol,ing the roblem DEo< can <e ma>e eo le bu# our roductG@3 Students discuss <hether or not the# are con,inced b# <hat is resented to them 1gi,ing reasons for their res onse3!
The Dstatistical rocess@ 4dentif#ing the roblem

0ormulating the method of in,estigation $ollecting data Anal#sing the data 4nter reting the results and forming a
4n the rocess of anal#sing items from the file' students read and inter ret data resented in a ,ariet# of <a#s!
conjecture
$onsidering the underl#ing assum tions
57
Su-topic ;413 O %anisation o6 &ou O.n Data )e5 ,uestions an0 )e5 I0eas
+hat is the best <a# to resent an o,erall icture of a gi,en set of dataG

Once students begin to handle ra< data it is ,er# im ortant that the# do so <ith a clear ur ose! This ma# be in the form of ,erif#ing a claim 1e!g! Don a,erage the eggs <e bu# from the su ermar>et <eigh -- grams@3 or su orting a conjecture about the outcome of an e? eriment! The <or> in the ne?t subto ic should be done <ith a ,ie< to strengthening the statistical arguments used to su ort conjectures! Students become a<are of the different measurement le,els associated <ith data 1nominal' ordinal' and inter,al3! The# become a<are of the a ro riate <a#s to anal#se and resent these different le,els' namel# that: inter,al data can be summarised in a frequenc# distribution table from <hich a stem lot or histogram' for e?am le' can be dra<n 1outliers should be identified and a decision made about ho< best to deal <ith them3 nominal or ordinal data can be summarised in a table of counts or ro ortions from <hich a bar chart or ie chart' for e?am le' can be dra<n! Students e?amine a range of t# es of data set' and use technolog# to resent summaries of data <hene,er ossible! Students: discuss the ad,antages and disad,antages of the ,arious choices' and therefore select the most a ro riate form of resentation for a articular set of data identif# and discuss misleading re resentations com are the sha e of t<o related distributions of inter,al data' using bac>=to=bac> stem lots! 0or single sets of data 1e!g! the Da,erage egg@ claim3' students should loo> for the lacement of the ea> in the gra h! 0or related sets of data 1e!g! blac> ,! <hite hens3' the# loo> for differences in the characteristics of the sha es of the distributions K s#mmetr#' s>e<edness' bimodalit#' and so on!
Measurement le,els of data Tables' charts' and gra hs

Sha es of inter,al distributions
$om arison of: single sets of data <ith a standard

related sets of data!
58
Su-topic ;473 Cent e o6 a Dist i-ution )e5 ,uestions an0 )e5 I0eas
+hat is meant b# Da,erage@G Median and mean

Students e?amine sets of data <ith this question in mind' including re,ision of median and mean 1and ossibl# modal class3! The# should be reminded that measures of central location are ,alid for use onl# <ith data measured on an inter,al scale!
Eo< do #ou decide on the most a measure of Da,erage@G
ro riate
9iscussion <ould be su orted b# carefull# chosen e?am les of <hat can distort the different measures of the centre of a distribution so that students can choose the one most a ro riate for a gi,en ur ose and a gi,en set of data! The effect of outliers' in articular' on measures of centre should be discussed here! Students become a<are that the centre' on its o<n' is of limited use as the descri tor of a distribution' but that it can be used to com are t<o sets of data or to com are a single set of data <ith a standard! The Degg@ e?am les could be used here!
+hen can these measures become unreliable or misleadingG
59
Su-topic ;483 Sp ea0 o6 a Dist i-ution )e5 ,uestions an0 )e5 I0eas
9o sets of data <ith the same Da,erage@ necessaril# tell the same stor#G *ange' interquartile range' standard de,iation

Su orted b# carefull# chosen e?am les and a ro riate ,isual re resentations' students discuss the differences that can occur e,en <hen the Da,erage@ is the same for t<o or more sets of data! 1&o? lots can be re,ie<ed or introduced at this oint!3 Students discuss the effect of outliers on the ,arious measures of s read! 0urther com arisons of sets of data can be made' using bo? lots <ith a common scale!
60
Su-topic ;493 Fo min% an0 Suppo tin% Con2ectu es 6 om3 Inte "a! Data )e5 ,uestions an0 )e5 I0eas
Eo< do the statistical techniques and measures #ou ha,e learnt so far hel #ou to argue <hether a claim is true or falseG "utting the ieces together 1inter,al data3: gra hical re resentation
dealing <ith outliers sha e of the distribution1s3 measures of centre and s read argument to su

0or inter,al data' Subto ic 7!- dra<s all the threads of the statistical rocess together! Students in,estigate questions that interest them' using real data! Students deal <ith both single sets of data 1e!g! the Dstandard egg@3 and bi,ariate sets of data in <hich one ,ariable is inter,al and the other non=inter,al in nature 1e!g! <eight of egg ,! colour of hen3! )ra hical tools for such bi,ariate sets of data <ould include bac>=to= bac> stem lots' bo? lots <ith a common scale' or su erim osed histograms!
ort conjecture!
Cate%o ica! Data )e5 ,uestions an0 )e5 I0eas

"utting the ieces together 1categorical data3: table of counts
gra hical re resentation identification of the mode calculation of ro ortions argument to su

0or categorical data the rocess is some<hat sim ler as the Dclaim@ <ill be ro ortional 1e!g! DMost students use &rand R tooth aste@ or DEoldens are three times as o ular as 0ords@3! 4n arguing the truth of a conjecture students consider the origin of the data and the sam ling methods used 1if the# are >no<n3! Students understand that if the conjecture is su orted b# the sam le this does not automaticall# ma>e it true for the o ulation from <hich the sam le <as ta>en! The idea and im lications of sam ling are considered in the ne?t set of subto ics!
ort conjecture!
61
Su-topic ;4:3 Samp!in% 6 om Popu!ations )e5 ,uestions an0 )e5 I0eas

+h# ta>e sam lesG To ro,ide a small=scale re resentation of a larger o ulation +hat constitutes an Da ro riate@ sam leG Sim le random sam le
$on,enience 1one that is eas#3 S#stematic 1e!g! e,er# tenth one3

The content of Subto ics 7!( to 7!8 is based on the assum tion that students ha,e studied the content of Subto ics 7!1 to 7!- in this to ic or in earlier #ears! O en=ended e? lorations and discussions K students re are' and re ort on' a sur,e# or set of data related to their o<n interest 1from the media' 4nternet' s orts or communit# grou s' etc!3! A class discussion might be moti,ated in the follo<ing <a#: Eo< con,incing are the conclusionsG +h#G
Eo< could the students re licate such an
+hat is meant b# Dsam ling error@' and ho< is it causedG 9ifference bet<een the sam le characteristic and the o ulation characteristic 1e!g! mean' ro ortion3 This can be caused b# P statistical or random errors' as a result of natural ,ariabilit# P bias or s#stematic error' caused b# faults in the sam ling rocess!
in,estigationG +hat modifications might be useful to strengthen the case for the conclusion' broaden the base of a licabilit#' and so onG :oo> for the rele,ant ,ariables in the o ulation! +hich ones are the most im ortant 1i!e! ha,e most influence3G Eo< do #ou relate these to the sam le to minimise biasG %?am les of sam ling methods: tele hone sur,e#s' su ermar>et e?it sur,e#s' self=selected res onses to mail questionnaires' ,olunteer sur,e#s on the +eb!
Eo< <ell is the actual sam le li>el# to reflect the o ulationG
+hat is the actual o ulation that the sam le re resentsG A sam le that is based sim l# on con,enientl# a,ailable data ma# not be a good re resentation of the o ulation of interest! +ith the aid of technolog#' students generate man# sam les from a gi,en large set of data! Oariation is e?amined using a ,ariet# of statistical tools! This stud# <ould in,ol,e the re,ie< of all measures of centre and s read' ro ortion' frequenc#' and relati,e frequenc# as <ell as all ,isual re resentations of data at an# le,el! To stud# the ,ariations in the sam les' students lot ,alues of median' sam le mean' interquartile range' and standard de,iation for man# sam les of a gi,en siBe' and com are statistics from sam les of ,arious siBes 1e!g! n = 10,15,...50 3!
Eo< do sam les ta>en from the same o ulation differ from each otherG Oariations in: P P P P P ra< data frequenc# counts of a s ecific outcome ro ortions measures of centre measures of s read!
62
Su-topic ;4;3 Data=-ase0 In"esti%ation )e5 ,uestions an0 )e5 I0eas

Eo< meaningful are the data #ou ha,e used for the in,estigationG %? loration' calculation' and anal#sis of the data

*e,ision of material from Subto ics 7!1 to 7!-' including: roles of ,ariables 1e? lanator# or res onse3
data t# e 1continuous or discrete3 data le,els 1nominal' ordinal' or inter,al3 statistical tools 1measures of centre and
s read3 ,isual re resentations 1tables and gra hs' including stem lots and bo? lots3! 4n,estigation based on ro,ided sets of data or ersonall# generated data 1 referabl# not in,ol,ing the direct questioning of eo le3!
%,aluation of the findings *e ort' summar#' or conclusions
"eer re,ie< of consistenc#' coherence' and ,alidit# of the stud# could be included! Are the findings consistent <ith the dataG Ea,e a ro riate con,entions been usedG
63
Su-topic ;4>3 No ma! Dist i-utions )e5 ,uestions an0 )e5 I0eas
+h# do normal distributions occurG The ,alue of the quantit# of the combined effect of a number of random errors

4n in,estigating <h# normal distributions occur' students e? erience the building of a s readsheet that generates a large amount of data from the sum of a finite number of random numbers! A refined s readsheet from this acti,it# <ill allo< students to see the features of normal distributions unfold 1i!e! <hate,er the mean or standard de,iation' all normal distributions ha,e a ro?imatel# (8L of the data one standard de,iation on either side of the mean3!
+hat are the features of normal distributionsG &ell=sha ed

The osition of the mean S#mmetr# about the mean The characteristic s read The unique osition of one standard de,iation
from the mean +h# are normal distributions so im ortantG The ,ariation in man# quantities occurs in an a ro?imatel# normal manner' and can be modelled using a normal distribution Cse of the model to ma>e redictions and ans<er questions Students are introduced to a ,ariet# of quantities <hose ,ariation is a ro?imatel# normal 1e!g! the ,olume of a can of soft drin> or the lifetime of batteries3' and in these conte?ts calculate ro ortions or robabilities of occurrences <ithin lus or minus integer multi les of standard de,iations of the mean! %?tend these calculations further b# using s#mmetr# and com lementar# ro erties of the normal distribution to calculate other ro ortions or robabilities' for e?am le' P ( Z < 1) <here Z is the number of standard distributions abo,e the mean!
64
Topic >3 T i%onomet 5

The combination of a s#stem of measurement and triangular structures under ins much human enter rise in s atial conte?ts' <hether in t<o or three dimensions! The broad areas of this enter rise are construction' design' na,igation' and sur,e#ing! Students need to understand ho< measurements are made and ho< reliable the# are' and to find reasonable solutions to roblems osed in these conte?ts! Since man# of these roblems can be reduced to the need to sol,e triangles' students must also ha,e a good understanding of the methods the# can use to do this! 4n the stud# of trigonometr# the roblems used are dra<n from the conte?tual areas such as those outlined abo,e! Students are encouraged to dra< out the sim lified mathematical model from the conte?t and then relate its solution bac> to the original roblem! The suitabilit# or Dreasonableness@ of the ans<er is inter reted <ithin the conte?t of the roblem! +hen it is a ro riate to do so' students see> to ,erif# their ans<er from another source or ,ia an alternati,e method 1e!g! a scale diagram3! This is an im ortant as ect of using mathematical modelling to sol,e roblems K man# <ell=>no<n disasters might ha,e been a,oided had this been done more thoroughl#! 4t is assumed that students <ho underta>e this to ic ha,e learnt about the metric measurement s#stem and "#thagoras@ theorem and ha,e used a ,ariet# of measurement tools! "re,ious e? osure to right=angled triangle trigonometr# <ould be of articular benefit for students s ending a fairl# limited time on this to ic! The content of this to ic is considered essential rior >no<ledge for students <ho intend to stud# Stage 2 Mathematical Methods or Mathematical Studies! 4t <ould also under in a Stage 2 Mathematical A lications course that contained To ic 1: A lied )eometr#! These t<o ath<a#s <ould differ in the length of time ta>en and the de th of the treatment! 4t is en,isaged that both grou s <ould co,er all the subto ics! There are logical lin>s bet<een this to ic and To ic 11: $oordinate )eometr#' To ic 1.: "lanar )eometr#' and To ic 14: "eriodic "henomena! 4f t<o or more of these to ics are taught in a course' it is e? ected that these connections <ould be made e? licit to students to strengthen their ,ie< of mathematics as a coherent disci line! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
65
Su-topic >4/3 'easu in% Inst uments )e5 ,uestions an0 )e5 I0eas
$hoosing an a ro riate instrument for ta>ing a gi,en measurement Csing the instrument correctl# ;no<ing the degree of accurac# of a measurement made <ith a s ecific instrument

4t is e? ected that ractical measurement <or> <ill form a significant art of the teaching and learning rocess in this to ic for all students! The teaching of these ideas and s>ills is integrated as a ro riate and necessar# in the ractical <or>!
66
Su-topic >413 Ri%ht=an%!e0 T ian%!e (eomet 5 )e5 ,uestions an0 )e5 I0eas
+hat tools are there for sol,ing roblems in,ol,ing right=angled trianglesG "#thagoras@ theorem
Trigonometric ratios

"roblems <ould be resented in conte?t and <ith ractical acti,ities <here a ro riate' for e?am le: finding the height of an object' using a clinometer finding the angle of inclination of the Sun
determining <hether or not a ,olle#ball court
Are these tools sufficient to sol,e an# such roblem' gi,en a ro riate dataG +hat are the minimum data requiredG
is trul# rectangular
calculating the length of ladder needed to
safel# reach an other<ise inaccessible s ot

calculating the length of ro s needed to raise
a shed <all into a ,ertical osition!
67
Su-topic >473 A eas o6 non= i%ht T ian%!es an0 Re!ate0 Compoun0 Shapes )e5 ,uestions an0 )e5 I0eas
Eo< do #ou find the area of a non=right triangle if the er endicular to a side cannot be measured easil# or accuratel#G +hat alternati,e measurement data should be used in this caseG

9eri,ation of the formula A = right triangles!
1 2 ab.sin C
' using
"ractical and conte?tual roblems requiring students to decide <hich measurements to ta>e in order to find a s ecified area <ould be osed! Students carr# out the e?ercise and confirm their result b# com aring it <ith an alternati,e calculation 1<here ossible3! A ro riate sha es include irregular ol#gons and segments of circles!
+hat other more com le? areas can be calculated using trianglesG
68
Su-topic >483 So!"in% P o-!ems In"o!"in% non= i%ht T ian%!es )e5 ,uestions an0 )e5 I0eas
Eo< do #ou sol,e roblems in <hich the triangles in,ol,ed are not right=angledG

The need for tools to deal <ith non=right triangles can be em hasised b# osing roblems in conte?ts such as sur,e#ing' building' na,igation' and design! Students could be as>ed ho< the# <ould find the ans<ers to these roblems' using the s>ills the# ha,e learnt so far! The ,alidit# andIor shortcomings of methods such as scale dra<ing and trial and error should be discussed! A ractical acti,it# using actual materials or com uter soft<are such as $abri )SomTtre or )eometer@s S>etch ad could be used to e? lore the ans<ers to this question! A list of sets of necessar# and sufficient conditions 1as <ell as the non=unique and im ossible cases3 could be roduced in re aration for deri,ation of the cosine and sine rules! 9eri,ation of the cosine rule' using "#thagoras@ theorem' could be sho<n! The solution of conte?tual roblems dra<n from recreation and industr# for an un>no<n side or angle' using the cosine rule! *ecognition that the cosine rule is a Dgeneralised@ ,ersion of "#thagoras@ theorem <ith a Dcorrection factor@ for angles that are larger or smaller than 60!
Eo< much information about a triangle is needed to determine all its measurementsG
The cosine rule Sol,ing triangles <here t<o sides and the included angle are >no<n Sol,ing triangles <here the three sides are >no<n
The sine rule Sol,ing triangles <here t<o sides and the non=included angle are >no<n Sol,ing triangles <here t<o angles and one side are >no<n Are there no< sufficient tools to sol,e any roblem in,ol,ing trianglesG
9eri,ation of the sine rule from the area formula 1or other<ise3 could be sho<n! 2ustification of the sine rule b# direct measurement ma# be a useful e?ercise to con,ince some students! The solution of conte?tual roblems dra<n from recreation and industr# for an un>no<n side or angle' using the sine rule! 9iscussion of ambiguous or im ossible cases' and ho< the# arise in ractical situations!
69
Topic ?3 'o0e!s o6 ( o.th

)ro<th' <hether economic' h#sical' or biological' is e,ident in' and affects' most as ects of human life! Often' <hen stud#ing gro<th' the first mathematical models to emerge from these conte?ts are linear' e? onential' logarithmic' or o<er functions! This to ic encom asses the stud# of these functions' as <ell as sequences and series' under the unif#ing idea of modelling gro<th! The mathematical models in,estigated include deterministic and non=deterministic' discrete and continuous relationshi s that arise from real gro<th situations! &# de,elo ing and a l#ing these mathematical models' students can begin to see ho< the <ider communit# might use them for anal#sis' rediction' and lanning! 4n modelling a articular situation' bi,ariate data 1 rimar# or secondar#3 might be transformed' using logarithms to gi,e an a ro?imate linear relationshi ' <hich is then anal#sed through least=squares regression! Assessment of Dgoodness@ of fit is determined through measures of association and residual anal#sis! The use and limitations of the models are discussed and e,aluated for the ur oses of inter olation and e?tra olation! So that real data can be handled efficientl#' technolog# is used e?tensi,el# in this to ic' for both gra hing and calculation! Much of this technolog# has the facilit# to fit cur,es to data automaticall#! This gi,es students a chance to com are their o<n models <ith a solution from another source! 4t is assumed that students <ho underta>e this to ic ha,e had e? osure to: using tables' formulae' and gra hs to illustrate redetermined relationshi sA using tables and scatter lots to illustrate bi,ariate random data 1including dra<ing a line of best fit b# De#e@3A and e? onents in the form of o<ers of 2' 10' and ! The content of this to ic is assumed >no<ledge for sections of Stage 2 Mathematical Methods' Mathematical Studies' and S ecialist Mathematics! There are logical lin>s bet<een this to ic and others' in articular To ic 12: 0unctions and )ra hs and To ic 7: Statistics! 4f t<o or more of these to ics are taught in a course' it is e? ected that these connections <ould be made e? licit to students to strengthen their ,ie< of mathematics as a coherent disci line! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
70
Su-topic ?4/3 Se@uences )e5 ,uestions an0 )e5 I0eas

+hat >ind of gro<th can #ou obser,e in regular sequencesG

Students <ould be resented <ith a ,ariet# of situations in <hich both arithmetic and geometric sequences occur 1e!g! sim le interest' building chained figures or to<ers' seats in an am hitheatre' chain letters' com ound interest' de reciation' fractal cur,es3! The structure of a sequence 1as a starting ,alue continuall# augmented b# a constant adder or multi lier3 can be clearl# seen in the sim le rograms used to generate the terms on a calculator or com uter! Juestions <ould be framed in the conte?t of the gro<th situation being in,estigated! )ra hs are used here' and lin>s bet<een the algebraic rule and the sha e of the gra h are em hasised!
0inding the generati,e rule for a sequence'
both recursi,e and e? licit
9etermining the ,alue of a term or the osition
of a term in a sequence
9escribing the nature of the gro<th obser,ed
71
Su-topic ?413 Linea Functions )e5 ,uestions an0 )e5 I0eas

Eo< do #ou <or> out the formula for a linear relationshi ' gi,en some data or a descri tion of a situationG

The treatment of linear functions is a natural consequence of arithmetic sequences 1going from the discrete to the continuous3! The functions used are dra<n from real conte?ts 1e!g! ta?i fares' sim le interest' <ater rates' tele hone charges3! +hen slo e is related to the constant adder of an arithmetic sequence' its role as a rate of gro<th becomes clear! The a?is interce ts of linear functions are inter reted in conte?t! Once a linear relationshi is formulated from a set of data' its use for finding inter olated and e?tra olated ,alues is discussed! The limitations to the a licabilit# of e?tra olation in such cases are em hasised!
Slo e as a rate of gro<th
The inter retation of interce ts The use of a linear function to inter olate and
e?tra olate
72
Su-topic ?473 E<ponentia! Functions )e5 ,uestions an0 )e5 I0eas

+hat is meant b# an e? onential relationshi G

%? onential functions are introduced as a natural consequence of geometric sequences 1going from the discrete to the continuous3! Some e?am les that could be used are com ound interest' de reciation' half=li,es of radioacti,e material' sim le o ulation models 1bacteria' locusts' etc!3! )ra hs of e? onential functions in,ol,ing o<ers of sim le numbers such as 2' 10' and articularl# should be e?amined here 1although others can be used3! The similarities that characterise these functions as a famil# are em hasised! 9etermining the x=,alue for a gi,en y=,alue 1e!g! finding <hen a o ulation should reach a certain ,alue or finding the doubling time3 can be done gra hicall#' using electronic technolog# to refine the ans<ers! :ogarithms are not required at this stage!
+hat >ind of beha,iour does this t# e of function ha,eG
Eo< can #ou sol,e roblems that in,ol,e e? onential functionsG
73
Su-topic ?483 Lo%a ithms )e5 ,uestions an0 )e5 I0eas

Eo< do #ou get an e?act solution to an equation <here the o<er is the un>no<n quantit#G 9efinition of the logarithm of a number
*ules for o erating <ith logarithms Sol,ing e? onential equations' using

The stud# of logarithms arises from the need to be able to find an e?act mathematical solution to the roblems osed at the end of Subto ic 6!. on e? onential functions! Subto ic 6!4 in,ol,es some discussion of the historical de,elo ment of the technique' and its o<er in enabling mathematicians to sol,e a range of roblems! The roblems used in Subto ic 6!. are re,isited' and then ne< ones are osed to reinforce the necessar# s>ills! 5e< roblems <ould be osed in conte?t!
logarithms
+here and <h# are logarithmic scales usedG
4n man# areas of measurement a logarithmic scale is used to render an e? onential scale linear or because the numbers co,er too large a range to ma>e them eas# to use' for e?am le' magnitude of earthqua>es 1*ichter scale3' loudness 1decibel scale3' acidit# 1 E scale3' brightness of stars 1"ogson@s scale of a arent magnitude K this one is interesting because it in,ol,es o<ers of 1/ 5 100 not 10' and the scale has negati,e numbers3! The stud# of these scales is used to reinforce the nature of the logarithmic function!
74
Su-topic ?493 (eomet ic Se ies )e5 ,uestions an0 )e5 I0eas

Annuities as a real e?am le of a geometric series at <or>
$om ound interest as a geometric sequence

*egularl# sa,ing a fi?ed amount er eriod' a common strateg# for accumulating funds' <ould be familiar to all students! The model can first be loo>ed at as a sequence of se arate in,estments! The gro<th of these terms is geometric' as <as disco,ered in earlier <or> on sequences! 0inding the total ,alue of the in,estment after a gi,en number of eriods requires the summing of this sequence! At this oint the general formula for the sum of a geometric sequence can be deri,ed and used to ans<er questions such as DEo< much <ill 4 ha,e afterFG@ or DEo< much do 4 need to ut a<a# each monthG@ or DEo< long <ill it ta>e me to sa,eFG@ This a lication <ill strengthen the algebraic s>ills alread# de,elo ed in this to ic for sol,ing e? onential equations! Students e?amine and anal#se the re,erse situation 1i!e! urchasing an annuit# for income3' in the same <a# as for the sa,ings e?am le!
Series as the sum of a sequence
75
Su-topic ?4:3 'o0e!!in% 6 om Data )e5 ,uestions an0 )e5 I0eas

Eo< do #ou decide from a set of data oints <hat >ind of relationshi 1if an#3 there is bet<een the ,ariablesG

There are a great man# situations in <hich eo le <ant to >no< ho< something changes <ith time' or ho< a change in one thing might affect another K for instance' D+hat is ha ening to fish numbers in the gulfG@ or D4s there a lin> bet<een rainfall and cases of a certain disease in a communit#G@ The reason for <anting to quantif# and describe such relationshi s algebraicall# is so that some future action might be lanned! Students start this stud# <ith data that e?hibit a linear relationshi in their ra< form! The# <ould use a measure of correlation 1such as J= lots or a linear correlation coefficient found on a calculator3 to estimate the strength of the relationshi ! +ith the use of some form of electronic technolog#' a line of best fit can be found b# trial=and=error methods <ith an equation that minimises the residuals! 1The ans<er should be com ared <ith that gi,en directl# b# technolog#!3 The equation can then be used to e?tra olate the data and ans<er the questions about ossible future actions! Students discuss the reliabilit# of these ans<ers' gi,en the Dgoodness@ of the fit of the line and the e?tent of e?tra olation! The same techniques can no< be a lied to non=linear data b# using a logPlinear or logPlog transformation first! Students com are linear' e? onential' and o<er function a ro?imations <ith the same data to find the best fit! Students use technolog# e?tensi,el# for the re etiti,e calculations!
Eo< closel# do the data oints cluster about a straight lineG Eo< strong does the relationshi bet<een the ,ariables seem to beG +hat equation best describes the 1linear3 relationshi bet<een the ,ariablesG
+hat do #ou do if the data a cur,ed lineG
ear to ma>e a
76
Topic /A3 ,ua0 atic an0 Othe Po!5nomia!s

Juadratic relationshi s 1or ol#nomials of degree 23 are used <hen' for e?am le' tr#ing to find the height of a dro ed object after a certain time has ela sed' or e?amining the <a# the area of a rectangle of fi?ed ro ortions changes as the <idth is increased! This to ic gi,es students the o ortunit# to e?amine mathematical models arising from man# different situations that can be described algebraicall#' using ol#nomial functions of degree 2' .' or 4! 0eatures of the sim lest members of this famil# of functions can be logicall# e?tended to the more com le? ones! This allo<s students to engage in a ,er# im ortant form of Dinducti,e@ mathematical in,estigation' rogressing from the sim le and s ecific to the more com le? and general! 0rom the basis of the models deri,ed from and found in real conte?ts' students learn to relate algebraic and gra hical qualities of quadratic functions! :ater' the# infer from this <or> and form h# otheses about the beha,iour of cubic and then quartic functions! )ra hical technolog# is used to in,estigate both the beha,iour of the models and the correctness of the h# otheses formed b# the students! "arallel to gaining a sound understanding of the gra hical beha,iour of these functions' students <ill de,elo a solid s>ills base in the algebraic mani ulation of ol#nomials! The lin>s bet<een these t<o ideas are strengthened as much as ossible b# the use of electronic technolog#! The strong interrelationshi s of ol#nomials as a Dfamil#@ ro,ide coherence to this to ic' <hile the man# different modelling a lications ro,ide di,ersit# and interest! 4t is assumed that students <ho stud# this to ic ha,e studied sim le surd arithmetic' the factorisation of monic quadratic e? ressions' and the solution of quadratic equations b# factorisation' b# com leting the square' and gra hicall# b# means of electronic technolog#! The# <ould also be a<are of the arabolic nature of the gra h of y = x 2 ' its dilates and translates' and the solution of roblems in,ol,ing sim le quadratic models! The content of this to ic is assumed for Stage 2 Mathematical Methods' Mathematical Studies' and S ecialist Mathematics! 4t is en,isaged that the subto ics on quadratic functions' ha,ing the most ractical basis' are suitable for a broader cohort of students than the rest of the to ic! There are logical lin>s bet<een this to ic and others' articularl# To ic 12: 0unctions and )ra hs! 4f both these to ics are taught in a course' it is e? ected that these connections <ould be made e? licit to students to strengthen their ,ie< of mathematics as a coherent disci line! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
77
Su-topic /A4/3 The ,ua0 atic Function )e5 ,uestions an0 )e5 I0eas
+here do quadratic relationshi s arise in e,er#da# situationsG

Students construct quadratic relationshi s from gi,en situations as <ell as e?amine e?isting models from as <ide a range of conte?ts as ossible! )ra hs are dra<n using a ro riate technolog#' and the beha,iour of the gra h is related to the situation being modelled as <ell as to the algebra! "ossible conte?ts include gene frequenc# in human inheritance' areas of rectangles 1including golden rectangles3' business a lications 1 rofit functions3' elastic collisions' shooting netball goals' ,oltage' and electrical o<er!
Eo< can quadratic e? ressions be rearranged algebraicall# so that #ou can learn more about their beha,iour and sol,e roblemsG 0actorisation of quadratics of the form
ax 2 + bx + c
$om leting the square The quadratic formula The discriminant and its significance for the
roots of a quadratic equation and the gra h of a quadratic function 1 ositi,e and negati,e definite functions' as <ell as those <ith identical Beros' to be included3 +hat are the im lications of the quadratic formula for our number s#stemG
Mani ulation of surds of the form
&eginning <ith the sim ler models' students learn to translate bet<een the different algebraic forms of a quadratic e? ression! +hile the# are doing this' there is an em hasis on the equi,alence of the algebraic e? ressions and the information that each form im arts about the model and its gra h! Students use a ro riate technolog# to e?amine a ro?imate and e?act solutions to quadratic equations! Students become a<are of the limitations of the different techniques so that the# can ma>e an a ro riate choice <hen loo>ing for a solution to a quadratic equation! Eistoricall# the de,elo ment of our number s#stem has been dri,en b# human desire to see> solutions to e,er more com licated roblems in mathematics! The introduction of irrational and imaginar# 1and hence com le?3 numbers into this s#stem arises naturall# from the quadratic formula de,elo ed from the models in this to ic! The arallels in the arithmetic of these t<o t# es of number are e?amined! These relationshi s are crucial to the ne?t ste in anal#sing real situations: that is' determining 1algebraicall#3 a quadratic model to fit gi,en data!
and com le? numbers of the form a + bi
a+b c
+hat is the relationshi bet<een the solutions of a quadratic equation' the algebraic re resentation of the associated quadratic function' and its gra hG The sum and roduct of the roots of a quadratic equation' and the associated algebra of surds and com le? numbers
78

Eo< can #ou use <hat #ou >no< about quadratic functions to determine these relationshi s from dataG 9educing quadratic models from the Beros and one other iece of data 1e!g! another oint3' using suitable techniques andIor technologies

Students com are relationshi s determined algebraicall# and those found using some form of technolog#! )ra hing technolog# also allo<s a student to Dfit@ a relationshi b# trial and error' using the gra h to determine the Dgoodness@ of fit and also to test the uniqueness of the result! Once an a ro riate quadratic relationshi has been found 1b# <hate,er method3' it is used to ans<er questions or ma>e redictions about the situation being modelled!
79
Su-topic /A413 The Cu-ic Function )e5 ,uestions an0 )e5 I0eas
%?tending from the quadratic function K <hat >inds of models ha,e a cubic relationshi G

*elationshi s bet<een ,olume and linear measure 1e!g! the ,olume of a bo? created b# cutting squares from the corners of a rectangular iece of card3! Other laces <here cubic relationshi s arise are solubilit# of chemicals ,ersus tem erature' and <ind s eed ,ersus o<er out ut from a <ind generator! Students use a ro riate technolog# to in,estigate the gra hs of a range of cubic functions <ith a ,ie< to identif#ing the sha e and number of Beros! Students relate <hat the# learnt about determining quadratic relationshi s and the nature of their gra hs to this question! Students ma>e e?tensi,e use of gra hing technolog# to test their h# otheses! Students use multi lication to ,erif# the equi,alence of factorised and e? anded forms of cubic ol#nomials! )i,en one linear factor of a real cubic' the# should be able 1using a quadratic <ith un>no<n coefficients3 to find the other factors b# ins ection and equation of coefficients! 4t is not intended that students di,ide ol#nomials to find factors at this stage!
+hat >inds of beha,iour can be e? ected from the gra h of a cubic functionG
+hat algebraic forms can a cubic e? ression ta>eG $ubics as a roduct of a linear and a quadratic factor or as a roduct of three linear factors The significance of these forms for the sha e and number of Beros of the gra h
80
Su-topic /A473 The ,ua tic Function )e5 ,uestions an0 )e5 I0eas
+hat >inds of models ha,e a fourth o<er 1or quartic3 relationshi G

As <ith the quadratic and cubic functions' students e?amine models that gi,e rise to quartic functions 1e!g! tem erature and radiated heat' frequenc# and scattering of light3 but realise that the stud# of fourth=degree ol#nomials is a logical e?tension of <or> alread# done <ith the sim ler functions! The ideas de,elo ed in this subto ic are treated as art of a mathematical modelling rocess of in,estigation that begins <ith a sim le case and graduall# gains in com le?it#! &ecause of this' there is a continual lin>ing to ideas alread# de,elo ed in this to ic in the realms of irrational and com le? numbers' algebraic e? ressions' and gra hs of quadratic and cubic functions! Students use a e?tensi,el#! ro riate gra hing technolog#
%?tending from the quadratic and cubic functions K <hat >inds of beha,iour can be e? ected from the gra hs of quartic functionsG 9oes the algebra of a quartic function relate to its gra h in the same <a# as #ou ha,e come to e? ect from quadratics and cubicsG All ossible combinations of linear and quadratic factors that roduce a quartic function to be in,estigated
Students use multi lication to ,erif# the equi,alence of factorised and e? anded forms of quartic ol#nomials! )i,en t<o linear factors or one quadratic factor of a real quartic function' the# should be able 1using a quadratic <ith un>no<n coefficients3 to find the other factors b# ins ection and equation of coefficients! 4t is not intended that students di,ide ol#nomials to find factors at this stage!
81
Topic //3 Coo 0inate (eomet 5

The use of a grid reference s#stem for gi,ing information about relati,e location in s ace is <ides read and readil# acce ted in man# human acti,ities! 4n coordinate geometr#' oints in t<o dimensions are re resented b# ordered airs of numbers' and sets of oints are re resented b# relationshi s bet<een those numbers! Students <ould a roach this stud# b# in,estigating roblems based on localit#' as re resented b# a grid reference s#stem! The unif#ing idea of the to ic is that of ro?imit# and connections bet<een locations! 4n the stud# of the relationshi s bet<een oints' lines' and sets of oints 1such as circles' h# erbolae' half= lanes' and ol#gons3' the roblems used ha,e a strong conte?tual base such as Dthe ro,ision of ser,ices@' Dcr#stal gro<th@' or Dthe interaction of gro<ing communities@! A mi?ture of numerical' gra hical' and algebraic techniques is used to sol,e these roblems! 4t is recommended that student learning in this to ic is su orted b# the e?tensi,e use of interacti,e geometr# soft<are and that electronic technolog# is used to ma>e the anal#sis of more com le? roblems accessible to students! 4t is also im ortant that students are a<are of the sim lif#ing assum tions made <hen using coordinate geometr# to sol,e roblems based in a real conte?t! The# are encouraged to consider and discuss the usefulness of the models' and identif# reasons <h# the mathematical solutions might not be the ones ado ted in realit#! 4t is assumed that students <ho stud# this to ic ha,e had e? osure to the $artesian coordinate s#stem' and straight lines and their equations! Some of the content of this to ic is considered essential rior >no<ledge for Stage 2 Mathematical Methods and Mathematical Studies! Sections of this to ic also strongl# under in a Stage 2 Mathematical A lications course that contains To ic -: O timisation! There are logical lin>s bet<een this to ic and To ic 8: Trigonometr#' To ic 1.: "lanar )eometr#' and To ic 12: 0unctions and )ra hs! 4f t<o or more of these to ics are taught in a course' it is e? ected that these lin>s <ould be made e? licit to students to strengthen their ,ie< of mathematics as a coherent disci line! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
82
Su-topic //4/3 Desc i-in% Points an0 Lines in the Ca tesian P!ane )e5 ,uestions an0 )e5 I0eas
Eo< can locations on a lane be described mathematicall#G "oints as coordinate airs

The idea of $artesian coordinates <ill not be ne< to most students! Students ma>e some com arison <ith De,er#da#@ methods of locating ositions on a grid 1e!g! finding addresses in a street director#' or finding #our <a# round 5e< Uor>3! The im ortance of the order of the coordinates in a air can be discussed using an a lication of this t# e! 4t might also be useful to e? ose students to the fact that rectangular coordinates are not the onl# ossibilit# for determining location on a lane K for e?am le' olar coordinates could be used in a cit# <ith a s#stem of concentric ring roads 1e!g! $anberra3!
Eo< can all the oints in a straight line be described mathematicall#G The equation of a straight line P from t<o oints P from a slo e and a oint *estricted domain
4n the conte?t of a cit# en,ironment' straight lines occur as roads' storm<ater drains' gas i elines' and so on! The location of such a ser,ice can be described ,erball# as assing through t<o distinct laces or as originating at a articular oint and tra,elling in a s ecified <a#! A mathematical descri tion allo<s #ou to find the location of an# oint on such a line! 0rom this idea comes the equation of a straight line' found from being gi,en either t<o oints or one oint and a slo e! Juestions such as D+here does the i eline cross the grid line x = 3 G@ or D4s the house at ( 5, 2 ) on the i elineG@ can be ans<ered using the equation of the line! Since roads are not infinitel# long' students define a line segment b# s ecif#ing the domain of the definition for a linear equation!
83
Su-topic //413 Re!ationships -et.een Points in the Ca tesian P!ane )e5 ,uestions an0 )e5 I0eas
Eo< far is it from one oint to anotherG 9istance bet<een oints +here are #ou if #our distance from t<o other oints is the sameG Mid= oint
%quation of the er endicular bisector of t<o

DEo< far is one lace from anotherG@ is a natural question to as> <hen ro,iding ser,ices in an urban or a rural en,ironment' as the ans<er <ill affect costs! The distance formula can be used e?tensi,el# in this conte?t! The idea of mid= oint and the er endicular bisector arises out of the consideration of boundaries for regions of closest ro?imit#! 0or instance' if A and B are the locations of t<o ost offices on a long straight road' the mid= oint of AB determines <here the ostman from one ost office <ill sto deli,ering and the other <ill ta>e o,er! 4f this idea is e?tended to regions be#ond the road' the er endicular bisector becomes the boundar#! The lane is di,ided into those oints closer to A than to B% on one side of the line' and ,ice ,ersa on the other side! Students could also consider <hat ha ens if the t<o ost offices ha,e an unequal mail= handling ca acit#! A ma# ha,e t<ice the ca acit# of B% in <hich case it <ould be reasonable to ut the boundar# line through the oint that di,ides AB in the ratio 2:1!
oints
9i,iding a line segment in a gi,en ratio
84
Su-topic //473 Re!ationships -et.een Lines in the Ca tesian P!ane )e5 ,uestions an0 )e5 I0eas
+here do lines meetG "oint of intersection bet<een t<o coincident straight lines "arallel lines

+here <ill t<o straight roads intersectG At <hat location <ill a ro osed i eline ha,e to ass under a roadG Eo< can #ou tell that the rail<a# and the road are arallelG These questions in,ol,e the solution of a air of simultaneous linear equations and the inter retation of that solution! The idea of regions of ser,ice for ost offices' introduced in Subto ic 11!2' could be e?tended to three or more oints 1 ost offices A' B' C' etc!3! 4f the ost offices all lie on the same road' the boundaries are arallel 1students could consider ho< the distance bet<een the boundaries is related to the equations3! 4f the oints are not collinear then the intersection of the er endicular bisectors forms <hat is >no<n as a Ooronoi diagram of regions of closest ro?imit#! These diagrams are used in man# a lications and ro,ide an e?cellent basis for students to ractise the s>ills learnt in coordinate geometr# in a real conte?t! The ost offices could be re laced <ith tele hone bo?es' bores' mobile tele hone to<ers' iBBa sho s' su ermar>ets' schools' and so on!
85
Su-topic //483 Re!ationships -et.een a Point an0 a St ai%ht Line in the Ca tesian P!ane )e5 ,uestions an0 )e5 I0eas
Eo< far is it from a oint to a lineG %quation of the er endicular from a oint to a line 0oot of the normal from a oint to a line
9istance of a oint from a line

+hen a ne< house is being connected to a ser,ice such as the <ater mains' the chea est o tion is usuall# the shortest! The >inds of questions that arise are D+here <ill the meter goG@ and DEo< long <ill the trench 1or i e3 to the house beG@ $oordinate geometr# methods allo< #ou to ans<er these questions b# dro ing a er endicular from a oint to a line and finding the equation of the ne< line thus created! 0rom there' both the osition of the connection and its length can be found' using s>ills alread# taught in this to ic!
86
Su-topic //493 Ci c!es in the Ca tesian P!ane )e5 ,uestions an0 )e5 I0eas
+hat >ind of equation describes a circle of <hich #ou >no< the radius and the location of its centreG %quations of circles in both centreIradius and e? anded form

To continue the conte?t of the ro,ision of communit# ser,ices' consider the mathematical descri tion of the region co,ered b# a mobile tele hone to<er or a iBBa sho that deli,ers an#<here <ithin a certain distance! Csing circles as Dareas of influence or co,erage@' students begin b# lacing the centre of their ser,ice at the origin and use "#thagoras@ theorem to deri,e the equation of the circle! 0rom there the# can consider <hat ha ens to the equation if the centre is located else<here! The# could use their equation to determine <hether or not a location is <ithin the area of co,erage! %?tending this idea' the# could create equations defining concentric regions that denote different deli,er# charges or qualit# of rece tion!
Eo< do #ou determine <hether and <here circles meet each otherG $ircles that meet in 0' 1' and 2 oints
+hen there is more than one ro,ider of a ser,ice in the area' there is interest in the ossibilit# of an o,erla and <here it occurs 1i!e! intersecting circles3! 4t is also ossible here to in,estigate the area of o,erla 1<hich re,isits areas of segments co,ered in To ic 8: Trigonometr#3 and the equation of the common chord 1another <a# of finding the Ooronoi boundaries3! Juestions can be as>ed such as:
Eo< do #ou <or> out if a line is a tangent' a chord' or misses a circle altogetherG 4ntersections bet<een a line and a circle
%quation of a tangent
+ill a certain road ass through the rece tion area for a articular mobile tele hone to<er or radio stationG Eo< much of the road lies <ithin this areaG At <hat oints on the road <ill rece tion begin to brea> u G Another a roach could in,ol,e rail<a# lines that ha,e arts of circles as their cur,es! +ill a ro osed road require crossings to be builtG Uou <ant to construct' from another oint' a road that goes right ast a station on the cur,e but does not cross the rail<a# line! +hat mathematical equation <ould describe the roadG
87
Su-topic //4:3 Rectan%u!a H5pe -o!ae )e5 ,uestions an0 )e5 I0eas
+hat >ind of mathematical relationshi describes the situation in <hich one ,ariable decreases as the other increasesG

The idea of the in,erse relationshi embodied in these functions can be studied in the same conte?t as the rest of this to ic 1i!e! the ro,ision of ser,ices3! 0or e?am le: Eo< does the time for ser,ice ,ar# as the number of ro,iders increasesG Eo< are the length and <idth of an en,elo e of a standard <eight 1and hence area3 relatedG 4n this case' though' the lane no longer re resents the h#sical en,ironment! *ather' the equation and its gra h in the $artesian lane sho< the relationshi bet<een the t<o changing ,ariables! 4f time ermits and it is a ro riate for the student cohort' an in,estigation of the translates of the basic h# erbola in the forms ( x a ) ( y b ) = k and y = k / ( x a ) + b could be underta>en! The conte?t for this <ould need to be essentiall# mathematical' as there are no other sim le situations from <hich it can be dra<n!
&asic rectangular h# erbolae of the form
xy = k and the beha,iour of their gra hs
88
Su-topic //4;3 A eas o6 Po!5%ons )e5 ,uestions an0 )e5 I0eas

Eo< can #ou find the area of a triangle defined b# its ,ertices as coordinate airsG

0inding the area of a region of the lane relates to as ects of the ro,ision of ser,ices such as calculating council rates' allo<ances for <ater usage' and the costs of fertiliser a lication! On a Ooronoi diagram the areas of the regions are used in the calculation of <eighted a,erages for such things as rainfall o,er a larger area! Triangles should ro,ide the starting oint 1the formula for the distance of a oint from a line could be gi,en to students here3! "ol#gons <ith more than three sides could be dealt <ith b# di,iding them into triangles or using "ic>@s rule if the ,ertices are lattice oints! 0or the <eighted a,erages' it could be a ro riate to estimate the relati,e areas!
Eo< can #ou find the area of a ol#gon <ith more than three sidesG
89
Su-topic //4>3 Linea Ine@ua!ities )e5 ,uestions an0 )e5 I0eas

Eo< can #ou describe a region <ith straight boundaries mathematicall#G 9escribing a ol#gonal region of the $artesian lane <ith a set of linear inequalities

This could be a logical e?tension of the Ooronoi diagram a lications alread# studied' as each region is defined b# a set of D ro?imit#@ in equations! An alternati,e conte?t <ould be the roduction of goods K loo>ing for a set of ossibilities' gi,en ,arious restrictions on resources! 4t <ould not be a ro riate in this case to continue further into linear rogramming' <hich is co,ered at Stage 2!
90
Topic /13 Functions an0 ( aphs

)ra hs are a o<erful <a# of dis la#ing the qualitati,e and quantitati,e relationshi s bet<een t<o ,ariables! A gra h of s eed ,ersus time or fuel consum tion ,ersus s eed of a 0ormula One car as it tra,els round a trac> could be used to anal#se dri,er strategies for a race! A gra h sho<ing the changes in the concentration of sugar in gra es as a function of <ater a lication can be useful in deciding irrigation timetables in ,ine#ards! Algebraic formulae are commonl# used in mathematics for e? ressing such bi,ariate relationshi s! 4t is im ortant that students are able to describe the beha,iour sho<n in gra hs' using mathematical terminolog#! 4t is also desirable that the# understand the connection bet<een the algebraic and geometric re resentations of a mathematical function! The em hasis in this to ic is on describing' s>etching' inter reting' and discussing the beha,iour of gra hs that arise from e,er#da# situations <ith <hich the students are familiar! The initial a roach in,ol,es little or no algebra or technolog#! Scales on the a?es are identified onl# qualitati,el#' <ith the usual con,entions of Dincreasing@ being to the right and u <ards! Scatter lots and line gra hs are s>etched b# hand! Students focus on describing and e? laining the characteristics and beha,iour of a gra h in relation to the situation being modelled! The conce t of gradient 1or slo e3 quic>l# becomes central to this rocess! The in,estigation of lin>s bet<een the algebraic and gra hical re resentations of functions relies hea,il# on the use of technolog# in the roduction of gra hs of mathematical functions 1either a gra hing soft<are ac>age on a com uter or a gra hics calculator3! Students are able to test their conjectures using man# e?am les' <ithout ha,ing to lot gra hs laboriousl# b# hand! The de th to <hich the algebraic treatment is ta>en de ends on the needs of the student cohort! 4t is assumed that students <ho underta>e this to ic are familiar <ith the con,entions of lotting oints in the $artesian lane and ha,e had some e? erience of lotting the gra hs of sim le linear and quadratic functions! Although it is not essential for students to ha,e underta>en an# art of this to ic before stud#ing mathematics at Stage 2' the material that it contains could strengthen their understanding of man# of the conce ts in other to ics such as To ic 10: Juadratic and Other "ol#nomials' To ic 6: Models of )ro<th' To ic 11: $oordinate )eometr#' To ic 14: "eriodic "henomena' and To ic 7: Statistics' <hich under in Stage 2 Mathematical Methods' Mathematical Studies' and S ecialist Mathematics! 4t is therefore desirable' <hen teaching this to ic to students <ho are ta>ing an# of the other to ics mentioned abo,e' to ma>e these lin>s e? licit b# using some e?am les or models that the to ics ha,e in common! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
91
Su-topic /14/3 Inte p etin% Points )e5 ,uestions an0 )e5 I0eas
+hat can #ou tell b# sim l# loo>ing at one or more oints on a gra hG 4dentif#ing the a?es in order to gi,e qualitati,e meaning to oints lotted in the $artesian lane $om aring oints
9e endent and inde endent ,ariables 9omain and range 0unction notation

A ro riate Shell $entre acti,ities: DThe &us Sto Jueue@' DT<o Aircraft@' DTele hone $alls@' DS ort@' DSha es@! All the as ects listed in the D;e# Juestions and ;e# 4deas@ column can be introduced and e? anded u on in these sim le acti,ities! Ma ing the oints on a scattergra h of age ,ersus height onto the eo le in a icture requires students to identif# <hat is measured on the a?es' order the oints in t<o dimensions 1older and #ounger' shorter and taller3' and inter ret and describe the relationshi s bet<een the oints on the gra h' using ordinar# language! The idea of de endent and inde endent ,ariables 1or interde endence in some cases' such as DSha es@3 is quite clear to students from the conte?ts! 0rom this oint' in DTele hone $alls@ for e?am le' it is ,er# eas# to suggest labelling the x-a?is d for duration and labelling the y-a?is C ( d ) for the cost' <hich de ends on duration' and e? lain the use of function notation from there! The ideas of domain and range are also eas# to introduce in these conte?ts!
92
Su-topic /1413 Inte p etin% Line ( aphs )e5 ,uestions an0 )e5 I0eas
Are gra hs just icturesG )ra hs of s eed ,ersus time
The idea of a function

A ro riate Shell $entre acti,ities: D)olf Shot@' D+hich S ortG@' D*oller=coaster@! These acti,ities are designed to challenge common misconce tions that students ha,e <hen loo>ing at gra hs of s eed ,ersus time! These gra hs are often inter reted as sho<ing the h#sical ath of the object that is mo,ing! A lot of student discussion is needed to o,ercome these 1sometimes ,er# firml# held3 misconce tions! Students <ill begin to see the need to in,o>e the idea of slo e to su ort an argument justif#ing the match bet<een a gra h and the situation it is su osed to be modelling! The idea of a function fits naturall# into these models! 4t is ob,ious that the roller=coaster can be going at onl# one s eed at an# gi,en time' but there is no reason it cannot be going at the same s eed on t<o different occasions! These e?am les also reinforce the idea that the ,alue of one ,ariable de ends on another' but not 1necessaril#3 ,ice ,ersa!
93
Su-topic /1473 D a.in% a ( aph 6 om a Desc ipti"e Situation )e5 ,uestions an0 )e5 I0eas
Eo< can #ou ma>e a gra h illustrate the situation in a stor# or a ictureG 9eciding the a?es
9etermining the sha e 9iscrete oints or a continuumG Ste

A ro riate Shell $entre acti,ities: A. S>etching )ra hs from +ords 1D"ic>ing Stra<berries@ etc!3' A4 S>etching )ra hs from "ictures 1DMotor *acing@' DThe &ig +heel@' DOrbits@3! These acti,ities ro,ide stimulation for discussion and the introduction of formal terminolog# so that there is a common conce tion of <hat is being said and <hat is meant! As students debate the sha e of a gra h that <ill fit a situation best' the# must consider interce ts' increasing and decreasing functions' linear and cur,ed gra hs' turning= oints' as#m totic beha,iour' discrete oints as o osed to a continuum' and so on! 4t <ould also be hel ful to use some e?am les of situations that gi,e ste ed or D ieced@ gra hs 1e!g! cost of ar>ing ,! time' and ta? aid ,! #earl# income3' as these are rarel# encountered in the algebraic treatment of functions!
ed and D ieced@ functions
94
Su-topic /1483 Usin% S!ope to Desc i-e the Beha"iou Sho.n in a ( aph )e5 ,uestions an0 )e5 I0eas
+hat o<er does the idea of slo e gi,e #ou to e? lain the <a# one thing changes as a result of changes in anotherG 4ncreasing and decreasing functions
:inear gra hs and cur,ed gra hs $hanges in con,e?it#

A ro riate Shell $entre acti,ities: D0illing &ottles@' DEoisting the 0lag@' and man# others alread# mentioned! The idea of slo e as the rate of change of the de endent ,ariable in relation to the inde endent ,ariable <ill alread# ha,e been filtering into the <or> done before this' as students <ill ha,e found it una,oidable in tr#ing to describe the beha,iour sho<n b# a gra h! The D0illing &ottles@ acti,it# ma>es the conce t e? licit! 4t <ould be ,er# useful in this acti,it# for students to erform ractical e? eriments or use a com uter=simulated dis la#! This em hasises' ,isuall#' the idea of rate of increase of height! 1Some students ha,e great difficult# in gras ing that the inde endent ,ariable is ,olume in this acti,it#A it can be ointed out to them that the constant increase in ,olume is reall# just a measure of time ela sed' and so the# can thin> of the gra h as h ( t ) ,ersus t!3 Students can see that a linear gra h occurs <hen the rate is constant' <hereas a changing rate gi,es a cur,ed gra h! $hanges in the conca,it# of a non=linear gra h can be related bac> to the sha es of the bottles and ho< the# affect the rate at <hich the <ater rises! Once students ha,e com leted this acti,it# the# could re,isit earlier ones and discuss them in the light of <hat the# no< >no< about slo e!
95
Su-topic /1493 Lin$in% the A!%e- aic an0 ( aphica! Rep esentations o6 a Re!ationship )e5 ,uestions an0 )e5 I0eas
+hat does the algebraic descri tion of a function tell #ou about the <a# its gra h might loo>G

4n,estigations into this question de end ,er# much on the use of electronic technolog# for the gra hing! Students form and test conjectures b# changing the ,alues of the ,arious constant arameters in the algebraic formula for a function 1e!g! the coefficients in a quadratic function3 and loo>ing at the effects on the gra h! To begin <ith' linear relationshi s are generated from real conte?ts 1e!g! ta?i fares3! The e?am les used in To ic 6: Models of )ro<th could also be used here! Students <ho ha,e done To ic 11: $oordinate )eometr# can re,ie< the s>ills of gra hing the equation of a straight line from slo e and interce tsA other students <ould ha,e to be taught these s>ills! Juadratic relationshi s could be treated in the same <a# or e?amined in a more abstract <a#! 1Students <ho ha,e done the quadratics section of To ic 10: Juadratic and Other "ol#nomials <ill re,isit some of the <or> done there!3 The functions chosen to be studied here 1if an#3 <ould be determined b# the needs and interests of the student cohort! Se,eral ossibilities are: relationshi s of the form 1/ f ( x ) and g ( x ) / f ( x ) 1<here f and g are either linear or quadratic3! The idea of ,ertical as#m totes and the im ortance of sign diagrams are em hasised and strongl# su orted b# the use of gra hing technolog#! The Dnon= negotiable@ characteristics of a gra h 1gi,en a s ecific sign diagram3 are in,estigated
the modulus function K describing the ath
:inear relationshi s 1slo e and interce ts3
Juadratic relationshi s 1interce ts' ,erte?'
sign diagram3
Other t# es of functions
needed for a laser 1fi?ed at a oint3 to hit a hidden target b# bouncing the beam off a mirror on or arallel to the x=a?is is a ossible a lication the e? onential function K the Shell $entre acti,ities D:oo>ing at %? onential 0unctions@ and D$arbon 9ating@ could be a ro riateA there could be some o,erla <ith <or> done in To ic 6: Models of )ro<th trigonometric functions K some as ects of To ic 14: "eriodic "henomena could be re,ie<ed and strengthened
com osite and in,erse functions! The focus
here is mainl# gra hical K that is' <hat is the relationshi bet<een the gra hs of a function and its in,erseG Eo< is the beha,iour sho<n in the gra hs of f ( x ) and g ( x ) manifested in the gra h of f g ( x ) or g f ( x ) G
96

+hat clues does the sha e of a gra h gi,e about the ossible nature of the algebraic relationshi bet<een the ,ariablesG $ur,e=s>etching through a set of oints
Sim le recognition of sha e Cse of features such as interce ts' slo e'

A ro riate Shell $entre acti,ities: D0inding 0unctions in Situations@' DS>etching )ra hs from Tables@' D"articles and "aths@' DThe Missing "lanet@! The gra hs e?amined can be gi,en read#=dra<n or roduced b# lotting a table of ,alues 1 referabl# using technolog#3! The initial em hasis is on recognising' if ossible' the famil# of functions to <hich a articular gra h might belong because of its sha e 1e!g! a arabola <ould indicate a quadratic relationshi 3! 0rom that oint students loo> for identif#ing characteristics associated <ith that famil# of functions <hich could hel to in oint a more s ecific algebraic descri tion of the function that roduced the gra h 1e!g! interce ts and ,erte? in the case of a arabola3! Ans<ers could be chec>ed using the regression ca abilities of gra hics calculators or com uter soft<are! The models used come from the same Dfamilies@ as those e?amined in Subto ic 12!- and' again' there is li>el# to be some o,erla <ith other to ics K articularl# the cur,e=fitting subto ic at the end of To ic 6: Models of )ro<th!
,erte? 4nter olation and e?tra olation
97
Su-topic /14:3 Usin% ( aphs to So!"e P o-!ems )e5 ,uestions an0 )e5 I0eas
Eo< do gra hs hel #ou to sol,e algebraic roblemsG

Students often do not realise that good a ro?imate solutions to algebraic roblems can be found' using gra hs! A fe< ma# remember that #ou can gra h t<o straight lines to sol,e a air of simultaneous linear equations but ossibl# discount the method as being too cumbersome! +ith the use of technolog#' students can in,estigate the solution of roblems that can be formulated algebraicall# but are not easil# sol,ed using algebraic methods! 0or e?am le: Ma>e a bo? of ma?imum ,olume b# cutting squares from the corners of A4 a er! +hat siBe should the squares beG +hat if the bo? has a lidG 4f #ou could change the ro ortions of the a er 1>ee ing the area the same3' <hat sha e <ould gi,e the ma?imum ,olumeG Ma>e a cone of ma?imum ,olume b# cutting a sector out of a circle! +hat angle do #ou cut outG
98
Su-topic /14;3 Usin% A!te nati"e F ames o6 Re6e ence )e5 ,uestions an0 )e5 I0eas
Are $artesian coordinates the onl# <a# to gra h relationshi sG "olar coordinates

Students become a<are of the use of alternati,e s#stems of coordinates for gra hing relationshi s! The most common of these is the olar coordinate s#stem K an informal treatment' ractical and su orted b# technolog#! The# could gra h the angle and length of a shado< cast b# a stic> as the da# rogresses or in,estigate the sha es generated b# different relationshi s bet<een r and !
99
Topic /73 P!ana (eomet 5

The earliest geometr# de,elo ed b# human beings in,ol,ed obser,ing the ro erties of t<o=dimensional figures such as triangles and quadrilaterals! 0rom this stud# emerged a s#stem of logical' justified reasoning that is one of man# t# es of mathematical roof! Although the conte?t of this to ic is the geometr# of lanar figures the focus is on forming and testing h# otheses 1or theorems3 about their ro erties' <hich are then ro,ed to be true in all cases! 4t is im ortant for students to e? erience all the facets of this rocess' not just the last! The# are encouraged to form ideas about <hich ro erties of a figure might be uni,ersal' and then test enough e?am les to be con,inced that their idea is correct before the# attem t a formal roof! 0or the testing e?ercise to be effecti,e and efficient' electronic technolog# is used <hene,er ossible! Oectors gi,e students a different ers ecti,e on the stud# of lanar geometr#' but the same rocesses of justification are used in determining their ro erties! Oector methods allo< the solution of roblems in man# conte?ts' articularl# those concerning motion and force! 4t is ,er# im ortant that students s end time h#sicall# mani ulating ,ectors' on a er or com uter screen' to sol,e these roblems before the# embar> on the more abstract as ects of this <or>! Students gain a feeling for the interrelationshi s of %uclidean' ,ector' and coordinate geometr#' and a reciate that the roof of a geometric result can be a roached in different <a#s! 4t is assumed that students <ho underta>e this to ic understand the ro erties of equilateral' isosceles' and right=angled trianglesA are able to construct a triangle' gi,en enough information about itA >no< the ro erties of arallelograms' rhombuses' rectangles' squares' tra eBia' and >itesA >no< the relationshi s bet<een ,erticall# o osite angles' the angles formed b# trans,ersals <ith arallel linesA and >no< the relationshi s bet<een circles and their tangents! The content of this to ic is considered essential rior >no<ledge for Stage 2 S ecialist Mathematics! There are logical connections bet<een this to ic and To ic 8: Trigonometr# and To ic 11: $oordinate )eometr#! +hen t<o or more of these to ics are taught in a unit' it is e? ected that these connections <ill be made e? licit to strengthen the coherence of students@ ,ie< of geometr# as a <hole! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
100
Su-topic /74/3 T ian%!e Simi!a it5 an0 Con% uence )e5 ,uestions an0 )e5 I0eas
Eo< much information must #ou ha,e in order to determine a triangle uniquel#G +hat are the necessar# and sufficient conditions under <hich t<o triangles are similarG Eo< do these conditions change if triangles must be identicalG 4s there more than one <a# of sho<ing the ro erties of similarit# or congruenceG

"lane figures form the basis of t<o=dimensional %uclidean geometr#' and triangles are the sim lest of these! Students <ould alread# be familiar <ith the names and ro erties of all the triangles! The minimum necessar# conditions for similarit# and congruence bet<een t<o triangles <ould be in,estigated! $onstructions are done b# hand andIor using an interacti,e geometr# soft<are ac>age to con,ince students of the 1in3,alidit# of different rules!
101
Su-topic /7413 P ope ties o6 T ian%!es )e5 ,uestions an0 )e5 I0eas
+hat ro erties do different t# es of triangles ha,eG Eo< can #ou sho< the# are al<a#s true for a gi,en t# e of triangleG "ro erties of isosceles triangles and angle bisectors' "#thagoras@ theorem and its con,erse' the mid= oint theorem and its con,erse

Students <ould alread# be familiar <ith these ro erties! The# <ould' ho<e,er' benefit from the rocess of ma>ing constructions to test the truth of the ro erties' es eciall# through the use of an interacti,e geometr# soft<are ac>age! Csing the ideas of similarit# and congruence' students are led through the construction of logical' justified reasoning ste s to establish the uni,ersalit# of these ro erties of triangles!
102
Su-topic /7473 P ope ties o6 ,ua0 i!ate a!s )e5 ,uestions an0 )e5 I0eas
+hat are the necessar# and sufficient conditions for the definition of s ecific quadrilateralsG 4s this definition uniqueG "ro erties of squares' rectangles' rhombuses' and arallelograms

Students strengthen their e?isting >no<ledge of quadrilaterals and consider the different <a#s of defining them b# s ecif#ing a set of ro erties! One ,er# o<erful <a# of doing this is to use an interacti,e geometr# soft<are ac>age to construct the figures in different <a#s 1e!g! tr# to construct the ,arious quadrilaterals' using the ro erties of their diagonals3! Actual materials can also be used to reinforce these ideas!
103
Su-topic /7483 De0ucin% Fu the P ope ties o6 P!ane Fi%u es )e5 ,uestions an0 )e5 I0eas
+hat else can be deduced from the defining set of ro erties of a gi,en quadrilateralG

Students a reciate that a figure can be ro,ed to be of a certain t# e if it satisfies one of a number of sets of s ecific ro erties! 0rom this oint it is ossible to sho< that all the other ro erties follo<' using logical ste s <ith justification from the ro erties alread# assumed! E# otheses about obser,ed ro erties of a figure can be tested first b# trial and error' referabl# using an interacti,e geometr# soft<are ac>age to increase the number of cases that can be tried!
4s <hat #ou obser,e true for all such figuresG Testing for counter=e?am les
2ustification of h# otheses' using logical
reasoning
104
Su-topic /7493 P ope ties o6 Ci c!es )e5 ,uestions an0 )e5 I0eas
+hat ro erties are found <hen angles' lines' and ol#gons are created on and <ithin circlesG $hord and tangent ro erties P *adius and tangent ro ert# P Angle bet<een tangent and chord P :ength of the t<o tangents from an e?ternal oint

Juestions can be osed to guide the in,estigation of the ro erties of a circle' for e?am le: Eo< do #ou mar> out a right angle <ith no measuring equi ment other than some egs and lengths of stringG 4n a enalt# shot in hoc>e#' <here is the best lace to stand on a circular arc to get the <idest angle of attac> at the goalG 1Or consider the best lace to sit in a ro< at the theatre!3 $an a circle al<a#s be inscribed round a rectangleG Eo<G $an this be done <ith an# other >inds of arallelogramsG +h# notG +hat >inds of other quadrilaterals do ha,e an inscribing circleG 9o the# ha,e s ecial ro ertiesG The h# otheses de,elo ed <hen ans<ering these questions should be tested first b# trial and error' referabl# using electronic technolog#! Once this testing rocess has been com leted for each ro ert#' students should be led through a set of logical ste s that justif# the ro ert# for all cases! This rocess can be informal' but rigorous K the em hasis being on clearl# communicating the idea of the sound justification of a general rule rather than the formal language of roof!
"ro erties of angles <ithin circles
P Angle at the centre P Angles subtended b# the same arc P O osite angles in a c#clic quadrilateral
2ustification of ro erties of circles
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Su-topic /74:3 +ecto s )e5 ,uestions an0 )e5 I0eas

+hat is a ,ector quantit#G +hat can it be used forG

4t can be difficult for students to gras the idea of <hat a ,ector is and ho< ,ectors o erate together! The em hasis here is to be entirel# geometric' <ith ,ector quantities re resented b# arro<s 1at this oint it is ina ro riate to use ,ectors in com onent form3! A concrete a roach to sol,ing a <ide ,ariet# of conte?tual roblems is used to familiarise students <ith these conce ts!
Eo< is a ,ector quantit# different from a scalar quantit#G
9ra<ing scale diagrams 1b# hand or using geometr# soft<are3 for situations in,ol,ing motion 1orienteering' sailing' fl#ing' robot control' etc!3 <ill gi,e students a clear icture of ho< ,ector quantities de end on the direction of motion as <ell as the s eed or distance tra,elled!
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Su-topic /74;3 +ecto Ope ations )e5 ,uestions an0 )e5 I0eas
+hat are the rules for ,ector o erationsG Oector addition 1and subtraction3

9ra<ing ac>ages on com uters ro,ide an e?cellent en,ironment for mani ulating ,ectors and a reciating the triangular nature of ,ector addition! The roblem of mo,ing a robot from A to &' using onl# the re etition of a small number of ossible mo,ements 1in ,ector form3' <ould reinforce the idea that the order of addition changes the ath follo<ed but not the resultant ,ector!
Scalar multi les of a ,ector
4n the same conte?t the idea of scalar multi les as se,eral ste s using the same ,ector is made clear! Similarl#' negati,e multi les sim l# in,ol,e mo,ing bac><ards along an arro<!
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Su-topic /74>3 Component an0 Unit +ecto Fo ms )e5 ,uestions an0 )e5 I0eas
Eo< can #ou describe a ,ector in the $artesian laneG $on,erting a ,ector into com onent and unit ,ector forms :ength and direction of a ,ector from its com onents

So far in this to ic students ha,e o erated <ith ,ectors <ithout reference to a grid s#stem that requires them to be defined in com onent form! Once students are comfortable <ith ,ector addition and scalar multi lication' the idea of com onent ,ectors' combinations of unit ,ectors' and osition ,ectors is a natural ste ! These ideas are to be related bac> to the conte?ts dealt <ith in Subto ic 1.!( so that the con,ersion bet<een the arro< form and the com onent form of ,ectors can be handled from a ractical oint of ,ie<! 4deas from h#sics can be e? lored' for e?am le' the effects on horiBontal motion of forces from different directions and the anal#sis of static s#stems 1in conjunction <ith force table e? eriments if the equi ment is a,ailable3!
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Su-topic /74?3 P o2ections )e5 ,uestions an0 )e5 I0eas

Eo< can #ou find out ho< much of one ,ector is o erating in the direction of anotherG

So far this to ic has concentrated on the x and y com onents of a ,ector' <hich are rojections of the ,ector onto the a?es! 4t is' ho<e,er' ,er# useful to be able to <or> out the rojection of one ,ector onto another! 0or instance' ho< much hel does an aero lane tra,elling north gain from a south=<esterl# <ind' and <hat are the consequences for fuel consum tionG Eo< fast can #ou sail on a articular course in a s ecified <ind and <ith the tide runningG Shado<s also ro,ide a ractical conte?t for this <or>!
The dot roduct The angle bet<een t<o ,ectors
$alculating the rojection algebraicall# leads naturall# to the definition of the dot roduct and the formula for the cosine of the angle bet<een the t<o ,ectors! 0rom here the im lications of a Bero dot roduct and other ro erties can be in,estigated!
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Topic /83 Pe io0ic Phenomena

"eriodic henomena are literall# an e,er#da# occurrence! The ,ariation in demand for electricit# throughout the da#' the seasonal ,ariations in climate' and the c#cles <ithin the econom# are all e?am les of such henomena! Cnderstanding ho< to model and hence redict trends of such things is ,ital to the future comfort and <ell=being of humanit#! 4n this to ic students learn to identif# the characteristics of man# t# es of oscillator# beha,iour! &# in,estigating circular motion in the familiar conte?ts of' for e?am le' 0erris <heels' merr#=go=rounds' and bic#cle <heels' the# attem t to model this beha,iour' using functions the# alread# >no<! 4n the rocess of refining their model the# learn' in detail' about one articular famil# of eriodic functions' the sinusoidal functions! These functions are fundamental to man# natural oscillator# henomena such as lunar illumination' tidal ,ariation' and <a,e ro agation! &# stud#ing these functions students gain insight into the methods b# <hich such beha,iour can be modelled mathematicall#' and see the connections bet<een the Dstatic@ and Dd#namic@ a lications of trigonometr#! 4t is assumed that students <ho underta>e this to ic ha,e studied right=angled triangle trigonometr#' and ha,e some facilit# <ith using technolog# for dra<ing gra hs! This to ic ro,ides rior >no<ledge for Stage 2 S ecialist Mathematics! 4t is assumed that the quadratics subto ic in To ic 10: Juadratic and Other "ol#nomials has been co,ered before this to ic is begun! There are strong lin>s bet<een this to ic' To ic 10: Juadratic and Other "ol#nomials' and To ic 12: 0unctions and )ra hs! +hen these to ics are taught to the same students it is e? ected that the connections <ill be made e? licit in order to strengthen the s>ills and conce ts alread# taught! The fle?ible nature of the to ic should be considered <hen teachers are designing courses of stud#! To ics can be taught in art or in their entiret#! Teachers <ill be guided in their choice of subto ics b# the needs and intended ath<a#s of the student cohort! These considerations <ill also guide teachers in their time allocation to subto ics! As a general rule' this to ic <hen taught in its entiret# is equi,alent to half a semester@s <or>!
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Su-topic /84/3 O-se "in% Pe io0ic Beha"iou )e5 ,uestions an0 )e5 I0eas
+hat >ind of data dis la# oscillator# or eriodic beha,iourG

Students first consider <hat Doscillation@ means' and then e?amine the gra hs of sets of data to determine <hether or not their beha,iour sho<s some >ind of oscillation! The data <ould be dra<n from conte?ts close to the students@ e? erience 1e!g! hourl# o<er usage in a household o,er se,eral da#s' a,erage monthl# rainfall or tem erature o,er se,eral #ears' length of da# o,er se,eral #ears' occu anc# rates for tourist accommodation o,er time3! $om arisons <ould be encouraged b# including a mi?ture of gi,en data' data obtained b# the students themsel,es' and some sets of data that do not dis la# eriodic beha,iour! Students could also be as>ed to redict <hat the gra hs of certain henomena might loo> li>e 1e!g! the o<er demand on an electric generator for their cit# o,er a da# and o,er a #ear' or the usage of <ater in their home3' and to justif# their ans<ers!
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Su-topic /8413 Cha acte istics o6 the ( aphs o6 Simp!e Pe io0ic Functions )e5 ,uestions an0 )e5 I0eas
+hat do oscillator# henomena ha,e in commonG Am litude
0undamental eriod

&# loo>ing at the e?am les the# studied in the first subto ic' students recognise that the gra hs of eriodic henomena oscillate bet<een a ma?imum and a minimum ,alue and that the attern re eats after a set time 1<ithin the bounds of some natural ,ariation in man# cases3! The# identif# <hat these characteristics are for each e?am le and e? lain <h# the# occur! The use of these characteristics as tools for rediction is em hasised!
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Su-topic /8473 Pe io0ic Functions 6 om Ci c!es )e5 ,uestions an0 )e5 I0eas
Eo< do things that tra,el in circles sho< eriodic beha,iourG

"eriodic henomena can also be called Dc#clic@! This suggests that things that tra,el in circles dis la# some >ind of oscillator# beha,iour! Students can be as>ed to consider a range of such h#sical henomena 1e!g! the height of a child sitting on a merr#=go=round horse' or the height abo,e the ground of a seat on a 0erris <heel3! )i,en certain arameters such as the diameter of the <heel and the time for one re,olution' students can redict oints on a gra h of height 1abo,e the ground3 ,ersus time! "lotting the easiest oints 1e!g! to ' bottom' left' and right on the 0erris <heel3 on a gra h of height ,ersus time for one of the situations listed abo,e ro,ides a basis for a discussion of the sha e that the rest of the gra h might ha,e! Students argue for a smooth cur,e rather than a iece<ise linear function to best describe the motion! A good lin> to To ic 10: Juadratic and Other "ol#nomials <ould be made b# fitting a quadratic function through three consecuti,e oints 1e!g! the right' to ' and left oints3' and then considering the transformations required to continue the cur,e fitting in this <a# 1a iece<ise quadratic fit3! Students consider ho< to determine the success <ith <hich this gra h models the situation! The use of electronic technolog# is strongl# recommended here! To reinforce these ideas' students carr# out e? eriments such as measuring the height from the ground of a fi?ed oint on the rim of a bic#cle <heel as it rolls along' anal#sing the data the# collect in a similar <a#!
+hat can be disco,ered b# e?amining the beha,iour of things that tra,el in circlesG
The relationshi bet<een degree and radian
measure for angles
The gra hs of height ,ersus time in the last e?am les could equall# <ell be considered as gra hs of height ,ersus distance tra,elled round the circumference! This ro,ides a natural introduction to the idea of radian measure of angles and the Dstandardised@ unit circle as a frame of reference for considering all situations that in,ol,e circular motion! The data generated b# measuring the height of the fi?ed oint on a bic#cle <heel as it rolls can be standardised b# con,erting the distance tra,elled into radius units 1radians3 and the height into height abo,e or belo< the a?le instead of relati,e to the ground! The ne< gra h can be seen to be a transformation of the originalA students identif# <hat the transformation is and <h# it has occurred!
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Su-topic /8483 The Sine Function an0 its T ans6o ms )e5 ,uestions an0 )e5 I0eas
+hat function best describes the beha,iour of a oint mo,ing round a circleG
The function

0rom their re,ious <or> students <ould ha,e found that the iece<ise linear and quadratic models did not fit their data <ell! Csing gra hing technolog# the# obser,e that the gra h of y = sin x fits their standardised data better! Csing gra hing technolog#' students can e? lore the effects of the four control numbers 1indi,iduall# and in combination3 in the general sinusoidal model y = A sin B ( x C ) + D on transforming the gra h of y = sin x ! Once the# ha,e gras ed these transformations students can tr# fitting functions of this form to their data from earlier Dcircle@ e?am les such as the 0erris <heel! The# relate the ,alues the# find for A' B' C' and D bac> to the arameters gi,en in the real situation! Students can also use the resulting equations to ans<er questions such as DEo< high off the ground <ill #ou be if the <heel sto s after . minutesG@ or D0or ho< long in each re,olution <ill #ou be able to see o,er the .=metre fence round the 0erris <heelG@ Students sol,e these equations both gra hicall# 1using technolog#3 and algebraicall#! Once the# ha,e thoroughl# e? lored the effects of the four arameters' students s>etch the gra hs of sinusoidal functions' <ithout using technolog# 1e?ce t to chec> their ans<ers3!
y = sin x y = A sin B ( x C ) + D
The general function
Sol,ing trigonometric equations
S>etching gra hs of sinusoidal functions
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Su-topic /8493 Re6e ence An%!es )e5 ,uestions an0 )e5 I0eas
Eo< does the sine function relate to the sin that #ou alread# >no< from right=angled trianglesG The unit circle

5o< that it has been established that all the sinusoidal functions studied so far are transforms of y = sin x ' students s end time stud#ing the relationshi bet<een the unit circle and the right=angled triangle trigonometr# <ith <hich the# are familiar! Csing right=angled triangles in the first quadrant of the unit circle' students can relate the height of a oint ( P ) on the circle to the sine of the angle that OP ma>es <ith the x=a?is! Csing s#mmetr#' the# can determine the ,alues of y = sin x in the other three quadrants!
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Su-topic /84:3 The Cosine Function )e5 ,uestions an0 )e5 I0eas
4s there a cosine function as <ellG Eo< is it related to the sine functionG

The cosine function can easil# be seen as describing the horiBontal motion of the same oint! The relationshi bet<een the gra hs of the sine and cosine functions as a sim le horiBontal translation can also be easil# seen! Students understand that this relationshi can be considered as a change of reference oint for their obser,ation of the beha,iour of the different <heels the# studied earlier 1e!g! loo>ing at the <heel from the side' #ou see the oint going u and do<n but' if #ou loo> from abo,e' the oint a ears to be going from side to side3! &ecause of the s#mmetr# of the circle the motion from either ,ie< oint is the sameA it just a ears to start in a different osition!
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Su-topic /84;3 Impo tant T i%onomet ic Re!ationships BI0entitiesC )e5 ,uestions an0 )e5 I0eas
+hat s ecial relationshi s can be obser,ed b# e?amining the sine and cosine functions and their beha,iour in the unit circleG

Students can be led through the deduction of man# of these useful identities b# loo>ing at the unit circle! The# can be con,inced of others b# com aring their gra hs! The formula for cos ( A B ) can be deri,ed from the unit circle' using the cosine rule! The other angle sum formulae follo< from it' using the identities alread# learnt! 4t is en,isaged that students <ould >no< these basic identities and <ould be able to a l# them algebraicall# but that the mani ulation of trigonometric e? ressions for their o<n sa>e <ould be a,oided at this stage! *eal a lications for this relationshi tend to be com licated or obscure but the idea of t<o Dout= of= hase@ <a,es roducing a sinusoidal sha e is counter=intuiti,e and therefore <orth in,estigating! One ossibilit# is the amount of heat that enters a room because of the Sun' <hich shines on a <all of height A and a flat roof of <idth B 1 is the angle the Sun ma>es <ith the ,ertical3!
sin ( x ) , cos ( x ) , sin 2 x + cos 2 x,sin 2 x, cos 2 x,sin 1 2 x, cos 1 2 x
cos ( A B ) , 1and hence sin ( A B ) 3 k sin ( x + a ) A sin x + B cos x into the form
con,ersion of
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Su-topic /84>3 The Tan%ent Function )e5 ,uestions an0 )e5 I0eas
+here does the tangent function fit into all thisG

The slo e of the radius OP as P tra,els round the unit circle generates the tangent function! Students in,estigate the beha,iour of this function and its gra h <ith a ,ie< to understanding the <a#s in <hich it is different from and similar to the sinusoidal functions! Students are a<are of the construction that gi,es this function its name as this offers another <a# of understanding the beha,iour of the function for angles bet<een
sin x tan x = cos x
and ! 2 2
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ASSESS'ENT SCOPE AND RE,UIRE'ENTS

Assessment at Stage 1 is school based! Teachers design a set of assessments that enable students to demonstrate the >no<ledge' s>ills' and understanding the# ha,e de,elo ed to meet the learning requirements of the subject! These assessments ro,ide students@ e,idence of learning!
E+IDENCE OF LEARNIN(
The follo<ing assessment t# es enable students to demonstrate their learning in Stage 1 Mathematics: Assessment T# e 1: S>ills and A lications Tas>s Assessment T# e 2: 0olio! 0or a 10=credit subject' students should ro,ide e,idence of their learning through four or fi,e assessments! %ach assessment t# e should ha,e a <eighting of at least 20L! Students underta>e: at least t<o s>ills and a lications tas>s at least t<o in,estigations for the folio! 0or a 20=credit subject' students should ro,ide e,idence of their learning through eight to ten assessments! %ach assessment t# e should ha,e a <eighting of at least 20L! Students underta>e: at least four s>ills and a lications tas>s at least four in,estigations for the folio!
ASSESS'ENT DESI(N CRITERIA

The assessment design criteria are based on the learning requirements and are used b# teachers to: clarif# for the student <hat he or she needs to learn design o ortunities for the student to ro,ide e,idence of his or her learning at the highest ossible le,el of achie,ement! The assessment design criteria consist of s ecific features that: students should demonstrate in their learning teachers loo> for as e,idence that students ha,e met the learning requirements! 0or this subject the assessment design criteria are: mathematical >no<ledge and s>ills and their a lication mathematical modelling and roblem=sol,ing
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communication of mathematical information! The s ecific features of these criteria are listed belo<!
The set of assessments' as a <hole' must gi,e students o ortunities to demonstrate each of the s ecific features b# the com letion of stud# of the subject!
'athematica! )no.!e0%e an0 S$i!!s an0 Thei App!ication

The s ecific features are as follo<s: M;SA1 ;no<ledge of content and understanding of mathematical conce ts and relationshi s! M;SA2 Cse of mathematical algorithms and techniques 1im lemented electronicall# <here a ro riate3 to find solutions to routine and com le? questions! M;SA. A lication of >no<ledge and s>ills to ans<er questions set in a lied and theoretical conte?ts!
'athematica! 'o0e!!in% an0 P o-!em=so!"in%

The s ecific features are as follo<s: MM"1 A lication of mathematical models! MM"2 9e,elo ment of solutions to mathematical roblems set in a lied and theoretical conte?ts! MM". 4nter retation of the mathematical results in the conte?t of the roblem! MM"4 Cnderstanding of the reasonableness and ossible limitations of the inter reted results' and recognition of assum tions made! The thin>ing s>ills in modelling ma# in,ol,e: lanning s>ills' including understanding the roblem and ma>ing a lan to de,elo techniques to sol,e the roblem rocessing s>ills' including carr#ing out a lan and loo>ing bac> at the solution critical thin>ing s>ills' including estimating' classif#ing' ma>ing assum tions' recognising relationshi s' conjecturing' h# othesising' offering o inions <ith reasons' e,aluating results' ma>ing judgments' and considering the im lications of changing the ,ariables!
Communication o6 'athematica! In6o mation

The s ecific features are as follo<s: $M41 $ommunication of mathematical ideas and reasoning to de,elo logical arguments! $M42 Cse of a ro riate mathematical notation' re resentations' and terminolog#!
SCHOOL ASSESS'ENT Assessment T5pe /3 S$i!!s an0 App!ications Tas$s

0or a 10=credit subject' students underta>e at least t<o s>ills and a lications tas>s! 0or a 20=credit subject' students underta>e at least four s>ills and a lications tas>s!
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Students find solutions to mathematical questionsI roblems that ma#: be routine' anal#tical' andIor inter retati,e be osed in familiar and unfamiliar conte?ts require a discerning use of electronic technolog#! 4n setting s>ills and a lications tas>s' teachers ma# ro,ide students <ith information in <ritten form or in the form of numerical data' diagrams' tables' or gra hs! A tas> should require the student to demonstrate an understanding of rele,ant mathematical ideas' facts' and relationshi s! Students select a ro riate algorithms or techniques and rele,ant mathematical information to find solutions to routine' anal#tical' andIor inter retati,e questionsI roblems! Students ro,ide e? lanations and arguments' and use notation' terminolog#' and re resentation correctl# throughout the tas>! The# ma# be required to use electronic technolog# a ro riatel# to aid and enhance the solution of some questionsI roblems! S>ills and a lications tas>s are underta>en under the direct su er,ision of a teacher! 0or this assessment t# e' students ro,ide e,idence of their learning rimaril# in relation to the follo<ing assessment design criteria: mathematical >no<ledge and s>ills and their a lication communication of mathematical information!
Assessment T5pe 13 Fo!io

0or a 10=credit subject' a folio consists of at least t<o in,estigations! 0or a 20=credit subject' a folio consists of at least four in,estigations! Note: Teachers ma# need to ro,ide su ort and clear directions for the first in,estigation! Eo<e,er' subsequent in,estigations should be less directed and set <ithin more o en=ended conte?ts! Students in,estigate mathematical relationshi s' conce ts' or roblems' <hich ma# be set in an a lied conte?t! The subject of the in,estigation ma# be deri,ed from one or more subto ics' although it can also relate to a <hole to ic or across to ics! An in,estigation ma# be initiated b# a student' a grou of students' or the teacher! 4n some instances teachers ma# gi,e students a clear' detailed' and sequential set of instructions for art of the in,estigation or to initiate the in,estigation! 4n other situations teachers ma# ro,ide broad guidelines allo<ing the student or grou of students sufficient sco e to de,elo themes or as ects of their o<n choice! Teachers should be re ared to gi,e some direction about the a ro riateness of each student@s choice and to guide and su ort students@ rogress in an in,estigation! Students are encouraged to demonstrate their use of roblem=sol,ing strategies as <ell as their >no<ledge' s>ills' and understanding in the in,estigation! The generation of data and the e? loration of atterns and structures' or changing arameters' ma# ro,ide an im ortant focus! 0rom these' students ma# recognise different atterns or structures! 5otation' terminolog#' forms of re resentation of information gathered or roduced' calculations' and results are im ortant considerations! Students inter ret and justif# results' summarise' and dra< conclusions! Students are required to gi,e a ro riate e? lanations and arguments in a re ort! An in,estigation ma# require the use of electronic technolog#!
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An in,estigation ro,ides an o ortunit# for students to <or> coo erati,el# to achie,e the learning requirements! +hen an in,estigation is underta>en b# a grou ' each student must submit an indi,idual re ort! A com leted in,estigation should include: an introduction that outlines the roblem to be e? lored' including its significance' its features' and the conte?t the method required to find a solution' in terms of the mathematical model or strateg# to be used the a ro riate a lication of the mathematical model or strateg#' including P the generation or collection of rele,ant data andIor information' <ith details of the rocess of collection P mathematical calculations and results' and a ro riate re resentations P the anal#sis and inter retation of results P reference to the limitations of the original roblem a statement of the results and conclusions in the conte?t of the original roblem a endices and a bibliogra h#' as a ro riate! The format of an in,estigation ma# be <ritten' oral' or multimodal! 0or this assessment t# e' students ro,ide e,idence of their learning in relation to the follo<ing assessment design criteria: mathematical >no<ledge and s>ills and their a lication mathematical modelling and roblem=sol,ing communication of mathematical information!
PERFOR'ANCE STANDARDS
The erformance standards describe fi,e le,els of achie,ement' A to %! %ach le,el of achie,ement describes the >no<ledge' s>ills' and understanding that teachers refer to in deciding' on the basis of the e,idence ro,ided' ho< <ell a student has demonstrated his or her learning! 9uring the teaching and learning rogram the teacher gi,es students feedbac> on' and ma>es decisions about' the qualit# of their learning' <ith reference to the erformance standards! Students can also refer to the erformance standards to identif# the >no<ledge' s>ills' and understanding that the# ha,e demonstrated and those s ecific features that the# still need to demonstrate to reach their highest ossible le,el of achie,ement! At the student@s com letion of stud# of a subject' the teacher ma>es a decision about the qualit# of the student@s learning b#: referring to the erformance standards ta>ing into account the <eighting gi,en to each assessment t# e assigning a subject grade bet<een A and %! Teachers can use a SA$% &oard school assessment grade calculator to hel them to assign the subject grade! The calculator is a,ailable on the SA$% <ebsite 1<<<!sace!sa!edu!au3!
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Pe 6o mance Stan0a 0s 6o Sta%e / 'athematics
Stage 1 Mathe matics 2014
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Mathematical Knowledge and Skills and Their Application
Mathematical Modelling and Problem-solving

9e,elo ment and effecti,e a models! lication of mathematical
Communication of Mathematical Information

Eighl# effecti,e communication of mathematical ideas and reasoning to de,elo logical arguments! "roficient and accurate use of a ro riate notation' re resentations' and terminolog#!
$om rehensi,e >no<ledge of content and understanding of conce ts and relationshi s! A ro riate selection and use of mathematical algorithms and techniques 1im lemented electronicall#
$om lete' concise' and accurate solutions to mathematical roblems set in a lied and theoretical conte?ts! $oncise inter retation of the mathematical results in the conte?t of the roblem! 4n=de th understanding of the reasonableness and ossible limitations of the inter reted results' and recognition of assum tions made!
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Some de th of >no<ledge of content and understanding of conce ts and relationshi s! Cse of mathematical algorithms and techniques 1im lemented electronicall# <here a ro riate3 to find Stage 1 Mathe matics 2014

Attem ted de,elo ment and a mathematical models! ro riate a lication of

%ffecti,e communication of mathematical ideas and reasoning to de,elo mostl# logical arguments! Mostl# accurate use of a ro riate notation' re resentations' and terminolog#!
Mostl# accurate and com lete solutions to mathematical roblems set in a lied and theoretical conte?ts! $om lete inter retation of the mathematical results in the conte?t of the roblem! Some de th of understanding of the reasonableness and ossible limitations of the inter reted results' and recognition of assum tions made!
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A ro riate a lication of mathematical models!

A ro riate communication of mathematical ideas and reasoning to de,elo some logical arguments! Cse of generall# a ro riate notation' re resentations' and terminolog#' <ith some inaccuracies!
)enerall# com etent >no<ledge of content and understanding of conce ts and relationshi s! Cse of mathematical algorithms and techniques 1im lemented electronicall# <here a ro riate3 to find
Some accurate and generall# com lete solutions to mathematical roblems set in a lied and theoretical conte?ts! )enerall# a ro riate inter retation of the mathematical results in the conte?t of the roblem! Some understanding of the reasonableness and ossible limitations of the inter reted results' and some recognition of assum tions made!
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A lication of a mathematical model' <ith artial effecti,eness! "artl# accurate and generall# incom lete solutions to mathematical roblems set in a lied or theoretical conte?ts! Attem ted inter retation of the mathematical results in the conte?t of the roblem! Some a<areness of the reasonableness and ossible limitations of the inter reted results!

Some a ro riate communication of mathematical ideas and reasoning! Some attem t to use a ro riate notation' re resentations' and terminolog#' <ith occasional accurac#!
&asic >no<ledge of content and some understanding of conce ts and relationshi s! Some use of mathematical algorithms and techniques 1im lemented electronicall# <here a ro riate3 to find Stage 1 Mathe matics 2014
123

Attem ted a lication of a basic mathematical model!

Attem ted communication of emerging mathematical ideas and reasoning! :imited attem t to use a ro riate notation' re resentations' or terminolog#' and <ith limited accurac#!
"
:imited >no<ledge of content! Attem ted use of mathematical algorithms and techniques 1im lemented electronicall# <here a ro riate3 to find limited correct solutions to routine
:imited accurac# in solutions to one or more mathematical roblems set in a lied or theoretical conte?ts! :imited attem t at inter retation of the mathematical results in the conte?t of the roblem! :imited a<areness of the reasonableness and ossible limitations of the results!
124
ASSESSMENT INTEGRITY
The SA$% Assuring Assessment 4ntegrit# "olic# outlines the rinci les and rocesses that teachers and assessors follo< to assure the integrit# of student assessments! This olic# is a,ailable on the SA$% <ebsite 1<<<!sace!sa!edu!au3 as art of the SA$% "olic# 0rame<or>! The SA$% &oard uses a range of qualit# assurance rocesses so that the grades a<arded for student achie,ement in the school assessment are a lied consistentl# and fairl# against the erformance standards for a subject' and are com arable across all schools! 4nformation and guidelines on qualit# assurance in assessment at Stage 1 are a,ailable on the SA$% <ebsite 1<<<!sace!sa!edu!au3!
125
SUPPORT 'ATERIALS
SUBJECT=SPECIFIC AD+ICE
Online su ort materials are ro,ided for each subject and u dated regularl# on the SA$% <ebsite 1<<<!sace!sa!edu!au3! %?am les of su ort materials are sam le learning and assessment lans' annotated assessment tas>s' annotated student res onses' and recommended resource materials!
AD+ICE ON ETHICAL STUD& AND RESEARCH

Ad,ice for students and teachers on ethical stud# and research ractices is a,ailable in the guidelines on the ethical conduct of research in the SA$% on the SA$% <ebsite 1<<<!sace!sa!edu!au3!
126

Mathematics and Mathematical Applications Subject Outline - For Teaching in 2014

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Mathematics and Mathematical Applications Subject Outline - For Teaching in 2014

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Mathematics

2014 Subject Outline

This subject outline is accredited for teaching at Stage 1 from 2010

Stage 1 Mathematics 2014

Stage 1 Mathematics 2014

Stage 1 Mathematics 2014

ABORI(INAL AND TORRES STRAIT ISLANDER )NO#LED(E* CULTURES* AND PERSPECTI+ES

Stage 1 Mathematics 2014

LEARNIN( SCOPE AND RE,UIRE'ENTS

ic 8: ic 6: ic 10: ic 11: ic 12: ic 1.: ic 14:

'athematics o 'athematica! App!ications

Stage 1 Mathematics 2014

Stage 1 Mathematical Applications

To ic 12: 0unctions and )ra hs

Re!ationship -et.een Sta%e / an0 Sta%e 1 'athematics Su-2ects

Stage 1 Mathematics 2014

Stage 2 Mathematical Applications Topics

Stage 2 Specialist Mathematics

Subto ics 10!1 to 10!.

12!4 and 12! To ic 1.: "lanar )eometr# To ic 14: "eriodic "henomena

Stage 1 Mathematics 2014

Lin$s -et.een Sta%e / an0 Sta%e 1

ro riate Stage 1 Mathematics To ics

Stage 1 Mathematics 2014

Topic /3 Ea nin% an0 Spen0in%

Stage 1 Mathematics 2014

Su-topic /4/3 Ea nin% )e5 ,uestions an0 )e5 I0eas

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

4n <hich different <a#s can income be recei,edG Salar#

Eo< much ersonal ta?ation <ill #ou a#G "ersonal ta?ation

Eo< does the ta?ation table affect net incomeG

Stage 1 Mathematics 2014

)e5 ,uestions an0 )e5 I0eas

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

Stage 1 Mathematics 2014

Su-topic /413 Spen0in% )e5 ,uestions an0 )e5 I0eas

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

,ice ,ersa %stimations

)e5 ,uestions an0 )e5 I0eas

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

Stage 1 Mathematics 2014

Su-topic /473 Bu0%etin% )e5 ,uestions an0 )e5 I0eas

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

+h# chec> #our statementG

*un a small business and resent the business accounts!

Stage 1 Mathematics 2014

Topic 13 'easu ement

Stage 1 Mathematics 2014

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

+h# con,ert units of measurementG $on,erting units of measurement

Stage 1 Mathematics 2014

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

+hat do estimation and a +hen is it a

ro riate to use estimationG

Stage 1 Mathematics 2014

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

Stage 1 Mathematics 2014

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

Stage 1 Mathematics 2014

Su-topic 1493 Pe imete an0 A ea )e5 ,uestions an0 )e5 I0eas

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies

Stage 1 Mathematics 2014

Consi0e ations 6o De"e!opin% Teachin% an0 Lea nin% St ate%ies