JRProg Yr11 2u 2010

JAMES RUSE AGRICULTURAL HIGH SCHOOL
MATHEMATICS (2 unit) PROGRAM PRELIMINARY

MATHEMATICS 2010
Preliminary: Year 11 Terms 1,2,3 2010
PREAMBLE
This program contains two major sections
A.
B.
Preliminary Course to be completed in Year 11

HSC Course to be completed in Year 12
The strand on functions and calculus has been designed so that a variety of functions has been introduced
before concepts and techniques involved in differentiation are met. This has been done to ensure that
initial practice of rules for differentiation is made more meaningful for pupils.
Teachers need to read carefully the appropriate pages of both syllabus and notes, to consult the support
notes for this program, and to peruse previous Higher School Certificate Examination Papers so that the
spirit and intentions of the syllabus are interpreted correctly.
Syllabus Summary Mathematics (2 Unit)

Preliminary
Basic Arithmetic and Algebra (1.11.4)
Real Functions (4.14.4)
Trigonometric Ratios (5.15.5)
Linear Functions (6.16.5,6.7)
Quadratic Polynomial and Parabola (9.19.5)
Plane Geometry (2.12.4)
Tangent to a Curve and Derivative of a Function
(8.18.9)
JRAHS Maths (2U) (28/1/10) - Prelim 2010
HSC
Coordinate Methods in Geometry (6.8)
Applications of Geometric Properties (2.5)
Geometric Applications of Differentiation
(10.110.8)
Integration (11.111.4)
Trigonometric Functions (13.113.7)
Logarithmic and Exponential Functions
(12.112.5)
Applications of Calculus to the Physical World
(14.114.3)
Probability (3.13.3)
Series (7.17.3)
Applications (7.5)
1
TOPIC SUMMARY PRELIMINARY COURSE

Section B:
Preliminary Course
The symbols (R or E) may appear in the margin of some topics.

R: Revision- This concept has been met previously. The amount of revision will depend on the level of
competency of the class.
E: Extension of syllabus material.
No symbol indicates new 2 Unit work.
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16
Algebra
Absolute Value
Co-ordinate Geometry
Trigonometry
Geometry Proofs
Graphs
Further Graphs and Locus
Limits and Calculus
Products, Quotients and Function of Function
Quadratics
Radian Measure
Trigonometry Identities and Equations
Logarithms
Calculus of Trigonometric, Exponential and Logarithmic Functions
Applications of Differentiation
Locus and The Parabola
Prelim. Unit 1
Algebra
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
(ii)
Student is able to:

Simplification:
Simplify expressions involving removal of
parentheses
Substitution:
Evaluate expressions involving the 4
operations, powers and roots.
(Number substitution may involve integers,
fractions, decimals or surds)
Formulae:
Substitute into formulae
(iii)
(iv)
(v)
Factorisation:
Factorise expressions containing
Common factors.
Differences of squares.
Differences and sum of cubes.
Trinomials.
Four terms by grouping in pairs.
Algebraic Expressions:
Simplify algebraic expressions
Solve linear equations:
Implications, considerations and

implementations
Expand and simplify:
4 x 2 5x 7 3 x 2 7 x 1 ,
2 x 3 x 2 5 x 2 .
e.g. Find value of t 4 t 2 1 when t 2 3

A4C
2
4
or evaluate
when A 23 , B 43 ,
4
B
8 7
C 3 .
Find(i)hifv=10,r=2and v r 2 h
(ii)t when s ut 12 at 2 and a = 4,
u = 4, s = 6.
e.g. Factorise: 5 x 2 10 x , 16 x 2 1 ,
2
2
3 x 2 4 x 7 , 2 x 3 16 , x y 2 x 2 y .
Simplify:
3
a3
x 2 5x 6
2
,
,
a2 a 4
x2
3
2m n m 3n 2
,
.
x x ( x 2)
3
6
Solve: 5t 3 21 t ,
3x 4
2 ,
x
3x 1 5 x 2
.
3x 1 5 x 2
(vi)
Solve linear inequalities:
(vii) Solve quadratic equations:
Solve: 3x 4 2 12 , 3 2 x 1 .
Solve: 5 x 2 11x 2 0 , 8t 2 1 10t ,
y 2 6 y , v 2 2 16 .
3
(viii) Solve simultaneous equations:

Standard of difficulty only to the extent
required on later topics.
(ix)
Solve: 3 x 2 y 7 and 5 x y 2 y 18 .
Perform arithmetic operations on Surds:

Simplify surds
4 18
Add and subtract surds
2 3
Multiply surds
2 33 6
Rationalise the denominator of a surd
(x)
50
27
3 2 18
3.
, 2 3 1 3 1 ,
3 1 .
3 1
3
,
2
3 1
2
3 2
,
3 1 2 3 2
Simplify Indices:
State the index laws for positive indices.
Simplify algebraic expressions involving
indices.
2 x .4 x
e.g: (3x2)3 , ( 2 x ) 3
Give a meaning to negative indices.

2
, 3
Evaluate numeric expressions involving

negative indices.
Simplify algebraic expressions involving

negative indices.
2 x .4 2 x 1
3 x 1
,
y 2
(2 x ) 3
a 1 b 1
ab
Give a meaning to fractional indices.

Evaluate numeric expressions involving
fractional indices.
Write expressions in index form
Write expressions in surd form.

(xi)
2
3
4
,
3
2
x
,
x
2
1
,
x2
3
x2
x 2 , x 3 , 2x 2
Indicial equations:
Solve indicial equations:
Solve: 2n = 32 , y 3 81 , 9n = 27.
Solve simultaneous indicial equations:
Solve: 5 x y 125 and 7 x y 1 .
Prelim. Unit 2
Absolute Value
addressed.
Student outcomes
(i)

implementations
Student is able to:

Give definition for absolute values:
a for a 0
(a) a
a for a 0
(b)
(c)
(d)
ab
a2
considered in terms of the distance

of a from zero on a number line.
= the distance between a and b
on a number line
(ii)
Evaluate expressions containing absolute

values.
Evaluate:
(iii)
Simplify expressions involving absolute

values.
x2 1
x 2 16
Simplify: x 1 , x 1 ,
,x4
3 x 12
(iv)
Graph simple functions involving absolute

values.
Graph:
y x2
(v)
Solve equations containing absolute values.
Solve:
x 2 5 , 3x 2 1
4 5 13
9 3 5
y 3x 2
3x 2 5 x 4
(vi)
Solve inequalities containing absolute

values.
Solve:
y 3 x
,
,
3x 2 5 x 4
3x 1 7 , 2 x 5 , 5 x 1 8 ,
x 1 x 1
(Note: The first 3 could be solved by

considering distances on a number line)
Prelim. Unit 3
Coordinate Geometry
addressed.
Student outcomes
(i)
(ii)
Student is able to:

Find for a Straight line:
Slope of line.
Intercepts.
Draw its graph.
Condition for a point to be on a line.
Distance between two points.
Midpoint of interval.
Standard form for equations of lines.
Pointgradient form.
Angle between line and positive direction of
x-axis (angle of inclination)
For Parallel and perpendicular lines:
(a) If given equation find gradient.

implementations
e.g: Find k if A 2,3 lies on line 3 x 4 y k .
e.g: y 0 for xaxis, x 0 for yaxis.
y c for a line parallel to xaxis.
x k for a line parallel to yaxis.
m tan
e.g: Find k if 3x 4 y 7 and kx 5 y 10

are parallel.
Know condition for lines to be parallel (

m1 m 2 ).
Find the value of k that makes lines
parallel.
(b) Use the properties for parallel lines in
proving that a particular figure is a
parallelogram
e.g: Prove that the figure bounded by the lines

9 x 6 y 8 , 4 x 3 y 7 , 3 x 2 y 12
and 8 x 6 y 11 is a parallelogram.
(c) Find the equation of a line through a

given point parallel to a given line.
e.g: Find equation of line through A 2,3 and

parallel to 3 x 4 y 10 .
Derivation to be based on fact that equation is
of form 3 x 4 y c and A 2,3 lies on it.
An alternative equation for a line parallel to
ax by c and passing through x 0 , y 0 is
a x x 0 b y y 0 0 .
(d) Know the condition for lines to be

perpendicular and prove that
m1 m2 1
Students should be able to find the slope of a

line perpendicular to a given line (ie use
1
) and also prove that lines are
m1
perpendicular (ie show that m1 m2 1 )
m2
(e) Prove that a particular figure is a

rectangle (opposite sides equal or parallel
and one angle a right angle).
(f)Findvaluesofkthatmakeapairoflines
perpendicular.
e.g.: Find k if 3x 4 y 7 is perpendicular to

kx 5 y 10 .
(g) Find the equation of a line that is

perpendicular to a given line and passing
through a given point.
e.g.: Find equation of the line through

A 4,2 and perpendicular to
3 x 7 y 10 .
Derivation to be based on fact that equation is
of form 3 x 7 y c and A 4,2 lies on it.
An alternative equation for a line perpendicular
to ax by c and passing through x0 , y 0 is
b x x 0 a y y 0 0 .
(iii)
Find the equation of a line through the

intersection point of two given lines.
Given lines l1 0 and l 2 0 then the equation

of a line through the intersection point of these
lines has the form l1 kl 2 0 .
Reference:
HSC Course in Mathematics Year 11 3 unit
Chapter 4 - Jones and Couchman
(iv)
Find perpendicular distance from a point to a

line.
(v)
Circles:
Find equation of a circle from its locus
definition.
Write down the equation of a circle given its
centre and radius.
Find the centre and the radius of a circle
from an equation given in central form or
general form.
(vi)
e.g.1: Write down the centre and radius of the

circle with equation
x 3 2 y 4 2
25
e.g.2: Find the centre and radius of circle with

equation x 2 y 2 6 x 8 y 1 0 .
Test if a line is a tangent or a chord to a

circle through
(a) solution of simultaneous equations and
e.g. Find the point(s) of intersection of the line

x y 2 and the circle x 2 y 2 5 .
(b) use of the perpendicular distance

formula.
e.g. Find R if the line x y 4 is tangent to the

circle x 1 2 y 2 2 R 2 .
Prelim. Unit 4
Trigonometry
addressed.
Student outcomes
(i)

implementations
Student is able to:

Redefine trig. ratios in terms of unit circle
incorporating exact values.
Value of expressions such as sin 210 ,

cos 225 , tan 240 .
Evaluate trig. Ratios for angles in all

quadrants (ASTC).
Simplifying expressions such as sin 180 ,

cos180 , tan 360 .
Find exact values for trig. Ratios of angles

associated with 30, 45, 60 and also
0, 90, 180, 270, 360
(ii)
Sketch graphs of y sin x , y cos x ,

y tan x .
(iii)
Solve simple equations of form sin x c ,

cos x c , tan x c .
(iv)
Solve Problems involving right angled

triangles including those in which:
(a) a diagram is not given
e.g, A ladder 20m long rests against a vertical

wall. The ladder makes an angle of 60o with
the ground. Find the distance that the ladder
will reach up the wall.
(b)anglesofelevationanddepressionare
involved
(c) simple bearings are used
(v)
Use the sine rule to calculate the length of a Application to problems involving angles of
side given 2 angles and a side or calculate an elevation and depression, bearings and
angle given 2 sides and an angle.
geometrical figures.
(See Year 10 program and syllabus for guidance
on standards).
(vi)
Use the cosine rule to obtain sides and angles

and apply to bearings and geometrical
figures.
(vii) Solve cases where two triangles have a

common side and do not overlap and cases
where triangles overlap. Questions should
include problems on angles of elevation and
depression as well as problems with
bearings.
(Note: The method to be adopted at all times
requires students to obtain a general
expression for the length and angle required
and then to carry out a single calculation, or
find calculation as a final step).
Prelim. Unit 5
Geometry Proofs
Revision of Years 710 geometry.

The syllabus notes and sample questions should be closely examined in order to decide on the standard
and explanations sequence. Practice should be given in choosing correct strategies and techniques for
solutions of problems.
Examples, level of setting out and acceptable reasons can be found in the junior programs and also in the
staff Geometry Proof handout.
Student outcomes
(i)

implementations
Student is able to:

Define triangles and special quadrilaterals.
(ii)
Define properties of angles on a straight line,

vertically opposite angles, angles at a point
and use these properties in a variety of
problems.
(iii)
Identify parallel lines and angles on parallel

lines and use tests for parallel lines.
(iv)
Identify and calculate:

(a) exterior angles angle sum of a triangle.
(b) angle sum of quadrilaterals and general
polygons.
(c)sumofexternalanglesofgeneral
polygon.
(v)
Test for congruent triangles
(vi)
(a) Recognise properties of parallelograms,

rhombus, rectangle and square and
(b) use sufficiency conditions to test for these
quadrilaterals.
(vii) Test for similar triangles and calculate sides

in similar triangles.
(viii) State and use Pythagoras' Theorem and its
converse.
(ix)
Derive and use area formulae for a

parallelogram, triangle, trapezium and
rhombus.
10
(x)
Prove the properties:
2.3
(a) A line parallel to one side of a triangle

divides the other two sides in the same
proportion.
(b) A line joining the midpoints of two sides
of a triangle is parallel to the third side
and half its length.
(c) Parallel lines preserve ratios of intercepts
on transversals.
(xi)
Complete simple numerical exercises of a

deductive nature, on the above properties.
e.g.
2.4
21 cm
E
15 cm
x cm
24 cm
(a) In the figure AE = 15cm, BD = 24 cm,

EC = 21cm and DE||BC.
Find the length of AD.
(b) D, E, F are the midpoints of the sides of
ABC. Prove that ABC and DEF are
similar.
(xii) Solve problems involving all of the above
2.5 properties with or without diagrams, using
2.6 numerical or general cases.
For examples see Syllabus pages 24-27
11
Prelim. Unit 6
Graphs
addressed.
Student outcomes
(i)

implementations
Student is able to:

Graph straight lines using intercepts.
Intercept form:
x y
1 where a is the
a b
x intercept and b
(ii)
4.3
Graph parabolas by using axis of

symmetry/vertex approach plus points of
intersection with axes where appropriate.
(iii)
Graph circles of form
4.3
(iv)
E
is the y intercept
Include types of the form y ax 2 c and

y ax 2 bx as well as the forms
2
y a x h k and y a x x
x x0 2 y y 0 2 R 2 and semi-circles of
the form
a2 x2
or
y a2 x2
Graph polynomial functions
.
Graph: y x x 2 x 3 , y x 1 x 1 2 ,
y x 3 3x 2 4 x
Polynomials to be given in factored form or

ones that can be easily factorised as remainder
and factorisation of polynomials is not part of
the Mathematics (2u) syllabus.
(v)
4.2
Graph hyperbolae
1
2
x2
, y
, y
,
x
x3
x3
1
1
y 2 , y 1
x
x
Graph: y
12
Prelim. Unit 7
Further Graphs and Locus
Student outcomes
(i)
Student is able to:

Understand the concept of a function.
4.1
Interpret function notation.

implementations
State domain and range.

(ii)
4.3
State the natural domain of a function, as

well as the range corresponding to this
domain, as each function is graphed.
Appropriate set notation

e.g. {x: x > 3}, {x: 2 < x < 2} , x :
y = 2} is to be introduced.
x 4
, {y:
For a real domain that excludes a point (say

x 3 ) use x : x , x 3 or
x : x 3 or x 3 but not x 3 .
Discussion of a curve such as x 2 y 2 r 2 as two
functions y r 2 x 2 and y r 2 x 2 .
Also consider semi-circles derived from the
circle x a 2 y b 2 r 2 i.e.
2
y b r 2 x a
(iii)
4.1
Graph simple cases where the function rule

varies for different parts of the domain or the
e.g.
domain is restricted.
0 if x 0
f x
2x if x 0
and for where domain is restricted

e.g. graph
y
(iv)
Identify and use the symmetry properties of

odd and even functions.
4 x 2 for x 2 or possibly x 1 .
Use of symmetry properties of odd and even

functions in graphing functions such as:
4.2
Define even functions as functions such that
f x f x and give a geometric
interpretation ( graph is invariant under a
reflection in y-axis)
Define odd functions as functions such that
f x f x and give a geometric
interpretation ( graph is invariant under a
180 rotation about the origin)
y 2x 3 , y
x2 1
.
x2 1
Find the axis of symmetry of graphs for even

functions.
Understand point symmetry of graphs of odd
functions.
13
(v)
4.3
Locus: Determine the set of points that

satisfy a given set of conditions either
algebraically or geometrically.
Examples:
(1) The locus whose equation is x 2 y 2 0
consists of the points lying on either of the
straight lines y = x, and y = x.
(2) The locus of points P equidistant from two
distinct points A and B. ie PA=PB
[Locus is the perpendicular bisector of the
segment AB].
(3) The locus of a point P such that its distance
from a point A is k times its distance from
point B. ie AP=kBP [Locus is a circle
Apollonius circles]
(4) Locus of a point P and two fixed points A
and B such that PA+PB = constant.
[Locus is an ellipse]
(5) Locus of points equidistant from a fixed
point and a fixed line. [Locus is a parabola
will be treated in more depth in Unit 16]
Circle already covered in Unit 3
(vi)
Graph inequalities with at most one nonlinear inequality.
4.4
Examples:
(1) Indicate the region determined by the
inequality: 2 x 3 y 6 .
(2) Indicate the region determined by the
inequality: x 3 2 y 2 1 .
(3) Shade the region that satisfies all three
inequalities: x 2 y 2 1 , y 2 x , x 0 .
(vii) Sketch graphs using addition of ordinates

E
Graphs could include: y x

y x 2 x , y sin x cos x
1
2
, y x 2 ,
x
x
14
Prelim. Unit 8
Limits and Calculus
Student outcomes
(i)
8.3
Student is able to:

Develop the notion of a gradient function by
measurement and tabulation of gradient at a
number of points on curves.

implementations
e.g. y x 2 , y x 3
Predict a gradient function for these

functions proposed from tabulated values.
(ii)
Develop an informal idea of a limit.
8.4
Limits of expressions such as

and
x2 a2
as x a
xa
2 xh h 2
as h0.
h
No extensive work with evaluating limits is

required in the Mathematics (2u) syllabus
Not to be examined
(iii)
Define continuity
8.2
(a) A function is continuous at a point x c

if
f x is defined at x c
the limit of f x as x c (from
above and below) exists
and
f c equals this limit
No formal work is required.
Not to be examined
(b) A function is continuous for a x b if

it is continuous for all point within the
domain a x b .
(iv)
Define differentiability
(a) A function is differentiable at a point
x c if
f x is defined at x c
the limit of f x as x c (from
above and below) exists
and
f (c) equals this limit
Graphs such a those involving absolute values

could be used to demonstrate that the gradients
before and after a point may not be the same.
Not to be examined
(b) A function is differentiable for a x b

if it is differentiable for all point within
the domain a x b .
15
(v)
8.5
State the formal definition of derivative as:

f ' x lim
x 0
(vi)
f ( x x) f ( x)
x
Practise finding derivatives of quadratic and

cubic expressions from first principles.
8.7
Find derivative of xn for positive integer n.
Alternative notation could include

f ( x h) f ( x )
f ' x lim
or
h 0
h
f ( x ) f (c )
f ' c lim
x c
xc
Use of various notations should be introduced:
dy
d
, y , f x , f 3 ,
x 2 3x
dx
dx
(vii) Find, by first principles, the derivative of

8.8
and y
1
.
x
(viii) Prove from the definition of the rules, the

8.8 derivatives for cf(x), f(x)g(x).
(ix)
Complete simple exercises.
Examples:
(a) Differentiate: x 3 2 x 1 , 3x
8.8
x
x
(b) Differentiate expressions that have been

simplified by expanding: y 2 x 3 2 ,
y 4 x 5 3 x 2 .
(c) If f x x 3 4 x 2 6 x 2 find f 2 .
(x)
(ix)
Use correct notation:

Derivatives of q f p , s g t .
Derivatives with variables other than x and y:
Find equation of tangent and normal.
e.g. Find the area of the triangles bounded by

the coordinate axis and the tangent to
y x 2 x at A(1,2).
s 3t 2 4t 5 find
ds
dV
, V 4r 2 find
.
dt
dr
16
Prelim. Unit 9
Products, Function of Functions, Quotients
Student outcomes
(i)
8.9

implementations
Student is able to:

Prove that if y = u(x).v(x) then
dy
dv
du
dy
u
v
uv u v
or
dx
dx
dx
dx
Simple exercises such as finding derivatives of

2 x 1 3x 4 .
Further practise can be included with exercises
using the function of function rule
Find equations of tangent and normals.

See Fitzpatrick Ch 14
(ii)
Understand the concept of a function of a

function introduced through calculators.
8.9
Derive function of function rule.
If y F (u ) where u f ( x) then
dy
dy du
=
.
dx
du dx
(iii)
8.9
Complete exercises using the function of

function rule.
Differentiate:
3x 4 7 ,
6 x2 1 ,
5
2
, etc.
Exercises could include questions that reinforce

the product rule
Example: Find the derivative of
differentiate x 2 4 x 1
(iv)
Find the derivative of y
8.9
as y v x 1 .
4x 1
hence
1
considered
v( x)
Prove the quotient rule:

du
dv
d u
dy vu uv
v
u
= dx
or
dx
dx v
dx
v2
2
v
Find derivatives of functions such as:

3
x 1
,
, etc.
2x 1 x 1
The first may be more easily done using the

function of function rule.
(v)
Apply these rules to finding equations of

tangents and normals.
e.g. (i) Find the equation of the tangent to

y
1
x 1
at 2, .
3
x 1
(ii) Find the equation of the normal to

y 2 x 3 at the point where x 6 .
17
Prelim. Unit 10
Quadratics
addressed.
Student outcomes
(i)
9.2
Student is able to:

Solve quadratic equations using
(a) Factorising
(b) Completion of square
(ii)

implementations
Solve equations of the type:

2
2
(a) x 7 x 12 0 , 4x2 7x + 3 = 0 , x 4 x .
2
(b) 4x2 7x 3 = 0, x 6 x 4 0 .
Finding roots of quadratic equation using the Prove the quadratic formula by completing the
quadratic formula.
square.
9.2
(iii)
9.1
Solve quadratic inequalities by the use of an

appropriate graph.
(iv)
9.2
Establish the relation between roots and

coefficients.
(v)
Find the discriminant.
9.3
Use the discriminant to determine types of

roots.
Solve x 2 4 x 3 0 , x 2 16 , x 2 3 x .
(1) Finding values of k that give (a) real,

(b) unequal and (c) unreal roots for
equations such as x 2 kx 4 0 .
(2) Find the value(s) of m so that the line
y mx m is a tangent to the parabola
y x2 .
(vi)
9.3
Identify types of quadratic expressions:

positive definite, negative definite,
indefinite.
(vii) Write identical quadratic expressions.

9.3
(viii) Solve equations reducible to quadratic
equations:
9.4
Find value(s) of k for which an expression of the

form kx 2 3 x 4 is positive definite or
negative definite.
Examples should include the expression of a
quadratic polynomial ax 2 bx c in the form
Ax x 1 Bx C .
Equations should be of the order of difficulty:
x 4 9 x 2 20 0 ,
x 2 3x 2 4 x 2 3x 3 0 , 9 x 43 x 3 0
. (No solutions involving log. Theory see unit
13).
18
Prelim. Unit 11
Radian Measure
This topic is encountered again in the HSC course, Unit 1
addressed.
Student outcomes

implementations
Student is able to:

(i) (a) Define a radian as an angle subtended at
the centre of a circle by an arc equal to a
13.1
radius.
Convert degrees radians usinga
calculatorandtherelationship 180 0 .
13.2 (b) Evaluate expressions involving radians
(b) sin 4 , cos2
Find the length of an arc: l R .

Calculate arc length given R and and
13.1 calculating given l and R.
(ii)
2
Find the area of a sector: A 12 R .
Find the area of a segment as the difference
13.1 between the areas of a triangle and sector:
A 12 R 2 ( sin ) .
(iii)
(iv) Apply the length of arc and area of sector

13.1 formulae to problems.
e.g. Finding the volume of a cone formed from

a sector of given dimensions.
(v) Graph trigonometric functions using radians

13.3
(vi) Solve simple equations using graphs
e.g. y 3 cos 2 x , y sin x , y 1 cos x
13.3
e.g. Graph y sin 2 x and y 12 x , hence find

an approximation to the solution of
sin 2 x 12 x .
19
Prelim. Unit 12
Trigonometric Identities and Equations
addressed.
Student outcomes
Student is able to:
(a) Write down basic identities:
(b) Complete simple proofs of identities.

implementations
sin 90 A cos A , cos 90 A sin A ,
sin( A) sin A , cos( A) cos A ,
tan( A) tan A
Examples:
Given that sin 2 A cos 2 A 1 , prove that:
1 tan 2 A sec 2 A ,
cos sin 2 cos sin 2 2 ,
1
1
2 sec 2 A , etc.
(1 sin A) 1 sin A
(c) Find the solution of simple linear

equations
Solve for a specified domain, trigonometric

equations such as:
2 sin A 1 for 0 A 360 ,
3 cos B 1 0 for 180 B 180 ,
sin 2 for 0 360
20
Prelim. Unit 13
Logarithmic and Exponential Functions
addressed.
Student outcomes
(i)
12.3

implementations
Student is able to:

Find values of 2 x ,3 x ,4 x , .... using a hand
calculator.
Draw graphs of y 2 x ,3 x ,4 x , ....
Graph y e x .
N a x x log a N , N 0, a 0, x
(ii) Define log a x, log e x .

12.1
(iii) Evaluate simple logarithmic expressions
12.2 from this definition.
eg: log28, log93, log 2
(iv)
Sketch log. graphs
Sketch y log a x, a 2, 3, 4, , 10, e
(v)
Use index laws to prove rules for logarithms:

x
(for a, x, y > 0)
Verify the results: log a a x and a log a x x .
12.2
1
.
4
(a) log a a 1
(b) log a 1 0
(c) log x log y log xy
(d) log x n n log x
x
(e) log x log y log

(f) log a b
log c b
log c a
12.3
(vi) Simplify numerical expressions
12.3
(vii) Solve simple equations.
log 2 20 log 2 5 ,
log 2 8
.
log 2 4
eg: log 7 x 2 , 3 x 10 , log 2 x 8 .
12.2 Practice in writing a logarithm statement as

in index form and vice versa.
(viii) Simplify algebraic expressions
12.3
x2 y
Express log
in terms of a, b and c if
z
log x a , log y b
and log z c .
21
Prelim. Unit 14
Calculus of Trigonometric, Exponential and Logarithmic Functions
Student outcomes

implementations
Student is able to:
(i)
Prove that sin x < x < tan x for 0 x .
13.4
2
E
This can be done by comparing areas
T
B
rtan
r
O
area OAB < area sector OAB < area OAT
1 2
1
1
r sin r 2 r 2 tan
2
2
2
Not to be examined
(ii) Prove that for small values of x,
13.4 sin x x tan x .
E
(iii) Deduce results for:
lim sin x
lim tan x
, x0
x0 x
x
13.4
E
(iv) Prove the derivative of sin x .
Not to be examined
No evaluation of trig. limits is required.
Not to be examined
Find the derivatives of the other trig.

functions and their reciprocals using trig.
identities and rules of differentiation.
(v)
Find simple derivatives of expressions

containing trig. functions.
(vi)
Complete exercises using the product,

quotient and function of function rules for
expressions involving trigonometric
expressions.
5 x sin x , tan x
x 2 sin x ,
1
, cos x
x
sin x
, cos 3x 4 .
sin x 1
(vii) Find the equation of the tangent or normal to Find the equation of the normal to y sin 2 x at
a curve
the point where x
8
22
(viii) Find derivative of 10x from
lim 10 x 1
(= ln10) can be estimated by
x 0 x
considering successively smaller values for x.
10 x x 10 x
.
x 0
x
lim
Generalise for y = ax.

Find derivative of ex, e f x , a x .
(ix)
Investigate the relation dx dy 1 .
(x)
Find the derivative of log e x and log e f x Differentiate expressions in bases other than e
Use of change of base theorem.
.
(xi)
Find derivatives of simple functions

containing log. functions.
dy
dx
(xii) Solve simple problems involving log.

differentiation.
This could be demonstrated by considering the

functions such as y x 3 and y 3 x .
Differentiate:
3
log e x , x 2 ln x
x2
e.g. Find the equation of the tangent at the point

where y log e x cuts the xaxis
23
Prelim. Unit 15
Applications of Differentiation
This topic, even though it contains material from the HSC course, is included here to give a better overall
view of differentiation and its uses and also to further reinforce the various methods of differentiation.
The various sections in the topic will be revised and extended in the appropriate units of the HSC course.
Student outcomes

implementations
Student is able to:

CURVE SKETCHING
(i)
(a) State the significance of the sign of the

first derivative.
10.1
(b) Identify monotonic increasing and
decreasing functions.
(ii)
dy
(a) Find stationary points on a curve.
0 . For
For a stationary point at (xo,yo),
(A definition can be found in the syllabus
dx
10.2
note 10.2).
a max/min turning point, finding values of x
dy
0 is sufficient for sketching
dx
dy
0 does not always
most curves. However
dx
(b) Identify local maxima and minima.
for which
(c) Distinguish between local maximum or

minimum and absolute maximum or
minimum value of a function over a
given domain.
imply that there is a turning point; but in all

dy
must change sign
dx
cases of a turning point
for points before and after (xo,yo), while for

some curves
dy
may not exist at (xo,yo): yet the
dx
curve changes direction. Consider curves such

as y 3 x 2 and y x for which the gradient
functions do not exist at their max/min turning
points.
y
4
4
3
3
2
2
x
-10
-5
-10
-5
5
-1
-1
(iii)
Define the second derivative
10.3
introduce appropriate notation

d dy d 2 y
, y , f x , g 4 , etc
,
dx dx dx 2
24
(iv)
(a) Find second derivative and use it to

determine concavity concave up and
10.4
concave down.
NOTE: Stress that a point of inflexion is a point

about which the concavity of the curve
changes.
2
d y
0 is not a sufficient test for inflexion
(b) Investigate the geometrical significance
dx 2
of the sign of the second derivative.
d2y
points, since
0 when x = 0 for both
dx 2
(c) Examine inflexional tangents these may
y x 2 and y x 3 but y x 2 has a minimum
be horizontal, oblique or vertical.
turning point at 0,0 while y x 3 has a
horizontal inflexion point at 0,0 .
(d) Find points of inflexion and horizontal
points of inflexion.
Curves may also have inflexion points where
the tangent is vertical consider y 3 x . There
is still a change in y" before and after 0,0 .
1
x3
hx =
1.5
0.5
-3
-2
-1
-0.5
-1
-1.5
-2
d2y
for
dx 2
values before and after x0 , y 0 .
In all cases students must test
Students should be made aware of the

geometrical significance of the inflection point it is the only point where the tangent at a point
crosses the curve at that point.
(v)
Sketch simple polynomial curves and

rational functions using calculus techniques
10.5 combined with work from Years 9 and 10.
(Polynomials of degree 3 and higher.)
(vi)
2
x
2
e.g. sketch y x 3 3x 2 9 x 2 , y x .
Sketch a portion of a curve given properties

about y and y .
(vii) Sketch y and y given a graph of

y f x .
25
MAXIMUM and MINIMUM VALUE PROBLEMS

(vii) Construct the function to be analysed from
data given in words or on a diagram.
10.6
Geometrical and practical problems are to be

stressed.
e.g.1: Constructing various containers or
enclosures to maximise/minimise areas,
volumes, costs etc. given fixed
perimeters, surface areas etc.
Prove that a closed cylinder of fixed
surface area has maximum volume when
its diameter equals its height.
e.g.2: Given the hourly running cost of a ship as
a function of its velocity, find the most
economical running speed.
Students need to pay particular attention to
restrictions on variables and their explanation
of why there is a local as well as an absolute
max./min. for the values under consideration.
26
Prelim. Unit 16
Locus and The Parabola
Student outcomes
(i)
(ii)
9.5
(iii)
9.5

implementations
Student is able to:

Find the perpendicular distance from a point
to a line.
Define the parabola as a locus
Use the locus definition to obtain the
equation of a parabola.
e.g. Find the equation of the locus of a point

equidistant from 3,4 and the line y = 1.
The directrix should only be a horizontal or
vertical line.
(iv)
9.5
Sketch a parabola given in one of the

following forms:
x 2 4ay , y 2 4ax ,
x h 2 4a y k or
y k2
4a x h
(v)
Write down the equation of a parabola given

two of the following: focus, vertex or
directrix.
Note: A sketch in these types of questions is

essential.
(vi)
9.5
R
Sketch parabolas showing their intercepts

with co-ordinate axes, axis of symmetry
e.g. y x 2 4 , y x 2 x 3 ,
y 2 x 2 5x 2 .
x 2ba and vertex 2ba , f 2ba .
2
(vii) Complete the square to find the vertex, the
e.g. y 2 x 2 6 x 3 x 1 12 4 18 y 34 .
focus and the directrix from the equation of a
9.5 parabola.
(viii) Solve inequalities involving quadratic

9.5 functions.
E
e.g. Find the inequality in x and y such that the

point P x, y is closer to A 1,2 than
it is to the line y 2 .
27
--------------------------------------------------------------------------------------------------------------------END OF PRELIMINARY COURSE

---------------------------------------------------------------------------------------------------------------------
28

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JAMES RUSE AGRICULTURAL HIGH SCHOOL

MATHEMATICS (2 unit) PROGRAM PRELIMINARY

Preliminary Course to be completed in Year 11

Syllabus Summary Mathematics (2 Unit)

JRAHS Maths (2U) (28/1/10) - Prelim 2010

TOPIC SUMMARY PRELIMINARY COURSE

The symbols (R or E) may appear in the margin of some topics.

JRAHS Maths (2U) (28/1/10) - Prelim 2010

Student is able to:

Solve linear equations:

Implications, considerations and

Expand and simplify:

e.g. Find value of t 4 t 2 1 when t 2 3

Solve linear inequalities:

(vii) Solve quadratic equations:

JRAHS Maths (2U) (28/1/10) - Prelim 2010

(viii) Solve simultaneous equations:

Perform arithmetic operations on Surds:

Add and subtract surds

Rationalise the denominator of a surd

Give a meaning to negative indices.

Evaluate numeric expressions involving

Simplify algebraic expressions involving

Give a meaning to fractional indices.

Write expressions in surd form.

Solve simultaneous indicial equations:

Solve: 5 x y 125 and 7 x y 1 .

JRAHS Maths (2U) (28/1/10) - Prelim 2010

Implications, considerations and

Student is able to:

considered in terms of the distance

Evaluate expressions containing absolute

Simplify expressions involving absolute

Graph simple functions involving absolute

Solve equations containing absolute values.

Solve inequalities containing absolute

(Note: The first 3 could be solved by

JRAHS Maths (2U) (28/1/10) - Prelim 2010

Student is able to:

Implications, considerations and

e.g: Find k if 3x 4 y 7 and kx 5 y 10

Know condition for lines to be parallel (

e.g: Prove that the figure bounded by the lines

(c) Find the equation of a line through a

e.g: Find equation of line through A 2,3 and

(d) Know the condition for lines to be

JRAHS Maths (2U) (28/1/10) - Prelim 2010

Students should be able to find the slope of a

(e) Prove that a particular figure is a

e.g.: Find k if 3x 4 y 7 is perpendicular to

(g) Find the equation of a line that is

e.g.: Find equation of the line through

Find the equation of a line through the

Given lines l1 0 and l 2 0 then the equation

Find perpendicular distance from a point to a

e.g.1: Write down the centre and radius of the

e.g.2: Find the centre and radius of circle with

Test if a line is a tangent or a chord to a

e.g. Find the point(s) of intersection of the line

(b) use of the perpendicular distance

e.g. Find R if the line x y 4 is tangent to the

JRAHS Maths (2U) (28/1/10) - Prelim 2010

Implications, considerations and