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Preliminary MATHEMATICS

Investigative Assessment

Due Date: Friday Term 3 Week 2 2015

Calculus

Weighting: 20%

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

P8 understands and uses the language and notation of calculus

DIRECTIVES TO BE ASSESSED:

Collect, Measure, Outline, Apply, Calculate, Analyse

TEXT TYPE:

Report

TASK DESCRIPTION:

SECTION 1: MEASURING WHAT YOU CANNOT SEE ( 15% OF OVERALL ASSESSMENT)

In this assessment you will have the opportunity to investigate a problem associated with non-right angle triangle

trigonometry. You can work in a group to investigate but must produce your own report.

A completed investigation report should include:

the method required to find a solution, in terms of the mathematical model or strategy to be used

the generation or collection of relevant data and/or information, with details of the process of collection

mathematical calculations and results, and appropriate representations

the analysis and interpretation of results

a statement of the results and conclusions in the context of the original problem

1. INTRODUCTION

In this assessment you are to calculate the distance and bearing between two landmarks on the school site. The line

of sight view between the landmarks is blocked by one of the school buildings. Using appropriate equipment, relevant

measurements of both distance and (true North) bearings will be taken from a reference point from which both

landmarks are visible. The landmarks and the reference point form the vertices of a triangle, allowing for use of nonright triangle trigonometric formulae in determining distances and/or angles. The measurements obtained from this

triangle will then be compared with benchmark values obtained from a triangle using the same landmarks, but a

different reference point.

You will find the distance between the TLS (A) and the I block gates (B) (near the lockers). Sketch the relevant

landmarks you will focus on and the surrounding (a map of the school may be handy). Before any calculations are

done, you need to do three things:

a)

Find a reference point C which is in line of sight with both A and B and is south of the line AB

b)

From C measure the distances to both A and B. Record these distances on the sketch.

c)

From C measure the true bearings of both A and B from C. Mark these on the sketch.

Using your true bearing measurements and distances calculate the distance of AB. Find the bearing of A from B.

Show all steps and working clearly.

In this part you are required to calculate a second value for the distance AB using benchmark data obtained using a

reference point north of the line AB. A surveyor located such a point (which we refer to as D). This point, like the

first reference point C, is in line of sight from both A and B (you should walk around to see for yourself that there are

many places that could have been chosen as D).

Use the benchmark data to accurately determine point D on the diagram. Find the bearing of A from D. Show all

steps and working clearly.

The following data was obtained by the surveyor:

Benchmark Data

Distance BD

= 46.4 metres

Distance AD

= 38.9 metres

= 070

= 168

a) Discuss: MEASUREMENTS

Reliability, suitability, accuracy of the measuring equipment used. Would alternative apparatus

have produced better results?

Measuring techniques used. How might better data have been obtained? How accurate were

the measured distances/angles?

Suitability of the location of reference point C. Did the location really matter?

b) Discuss: CALCULATIONS

Reliability of your calculations (distances and angles/bearings). Do the values obtained seem

reasonable?

How does the Accuracy of the measurements made affect the final results?

Describe the range of possible locations of Point D (not only the point described, but at any

location south of the line AB). Was the benchmark location as good as any other point?

Explain.

Discuss the feasibility of determining the distance between the TLS and I block.

6. CONCLUSION

Write a brief conclusion that addresses how this task has enhanced your understanding of the practical

applications of trigonometry, accuracy and its limitations.

SECTION 2: RESEARCH THE BEGINNINGS OF CALCULUS ( 5% OF OVERALL ASSESSMENT)

Research Gottfried Leibniz and Isaac Newton.

Answer the following questions.

Where were they born

Name three things each was noted for

What was their contribution to the development of calculus

Compare and contrast their methods.

You must include a bibliography and Harvard System referencing.

For referencing details: http://sydney.edu.au/library/subjects/downloads/citation/Harvard_Complete.pdf

ASSESSMENT CRITERIA:

You will be assessed on your ability to:

understand mathematical concepts and relationships, making use of electronic technology where appropriate to aid and

enhance understanding

identify, collect, and organise mathematical information relevant to investigating and finding solutions to

questions/problems taken from social, scientific, economic, or historical contexts

recognise and apply the mathematical techniques needed when analysing and finding a solution to a question/problem in

context

interpret results, draw conclusions, and reflect on the reasonableness of these in the context of the question/problem

communicate mathematical reasoning and ideas, using appropriate language and representations

Assessment Policy This is only a brief outline, you must check your assessment booklet for further details.

Assessment tasks must be submitted on the due date. A zero mark will be awarded for work submitted late. If you know that

you will be absent on the day of an assessment task, and have a valid reason, eg. compulsory work placement, representative

sport, you must advise your teacher, IN WRITING, before the task is due. If the absence is unexpected due to illness, a doctors

certificate will be required. Other absences due to exceptional circumstances may be deemed acceptable by the principal.

Where an absence is considered justified, your teacher, in consultation with the Head Teacher, may decide

a) to let you do the task at the first opportunity when you return or

b) to give you an alternative task or

c) to give you an estimate based on your performance in similar tasks.

* Students who are absent due to participation in school representational activities must follow the above procedures or risk a

zero mark.

CHECKLIST:

Use this checklist to make sure that you have included all elements of the assignment:

SECTION 1:

detailed generation or collection of relevant data and/or information, with details of the process of collection (photos

as supporting evidence may be included)

a statement of the results and conclusions in the context of the original problem

SECTION 2:

Criteria SECTION 1: Measuring what you cannot see

Grade

Exhibits extensive knowledge of the content and skills appropriate to obtain realistic solutions to

problems

Uses sophisticated multi-step reasoning

Exhibits excellent problem solving skills and selects appropriate mathematical techniques to find

solutions to complex problems

Communicates effectively using appropriate mathematical language, notation, diagrams and graphs

Exhibits sound knowledge of the content and skills appropriate to obtain realistic solutions to

problems

Uses multi-step logical reasoning in both numerical and theoretical contexts

Exhibits a wide range of problem solving skills and selects appropriate mathematical techniques to

find mostly correct solutions to unfamiliar problems.

Communicates effectively using mathematical language, notation, diagrams, and graphs

Exhibits the manipulative skills and knowledge base appropriate to obtain realistic solutions to

problems

Uses logical reasoning in both numerical and theoretical contexts

Identifies appropriate approaches to the solution of problems and answers routine problems

mostly correct.

Communicates using mathematical language, notation, diagrams and graphs

Exhibits basic knowledge of the content and skills appropriate to obtain realistic solutions to

problems

Attempts to interpret problems and partly selects appropriate mathematical techniques to solve

simple problems, generally incorrect

Exhibits limited understanding of the content and skills appropriate to obtain realistic solutions to

problems

Limited or no reasoning

Approach to problem solving is limited, with little to no accuracy

Recalls some language or notation

A

13-15

B

10-12

C

7-9

D

4-6

E

0-3

Criteria Part 2: Research of Gottfried Leibniz and Isaac Newton

Grade

Exhibits an extensive understanding and efficiently uses the language and notion of calculus

Highly effective communication of key ideas and reasoning using appropriate mathematical

language to support conclusions

All work suitably referenced

A

13-15

Exhibits well developed understanding and correctly uses the language and notion of calculus

Effective communication of key ideas and reasoning using appropriate mathematical language to

support conclusions

All work suitably referenced

B

10-12

Exhibits sound understanding and uses mostly correct language and notion of calculus

Appropriate communication of key ideas and reasoning using appropriate mathematical language

to support conclusions

All work referenced, mostly correct

C

7-9

Exhibits basic understanding and uses some language and notion of calculus

Some appropriate communication of key ideas and reasoning using some mathematical language to

support conclusions

Some work referenced

D

4-6

Exhibits limited understanding and uses minimal language and notion of calculus

Attempted communication of key ideas and reasoning using some mathematical language to

support conclusions

No work referenced

E

0-3

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