SEMESTER 2

(SPRING)
2019

Year 11 Mathematics
102090 SECONDARY CURRICULUM 2A
JOSEF NIEDERMAYER (17795076)
Standard Unit Outline
ASSIGNMENT 1 – PROFESSIONAL TASK
Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task

Contents
Unit Outline....................................................................................................................................................................................................................2
Original Resources..........................................................................................................................................................................................................5
Resource 1 – Students Research Equations...................................................................................................................................................................5
Resource 2 – Pendulum Swing (Two Lessons)...............................................................................................................................................................5
Resource 3 – Desmos Lessons (Two Lessons).................................................................................................................................................................6
Critical Discussion...........................................................................................................................................................................................................8
References....................................................................................................................................................................................................................10

Total Words: 1241 + 1006 = 2247

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Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task
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Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task

Original Resources
Resource 1 – Students Research Equations
Students browse online for an equation that they find interesting. Some examples are provided (e.g. gravity formula). From this, students create a word doc that:

1) contains the formula of the researched equation

2) lists the variables and what they represent
3) describes the relationship between the terms
4) describes what the equation is meant to model or describe in real life
5) gives a useful real-life application
6) provides a worked example from that real-life situation.

Questions and answers are to be printed and handed to the teacher at the end of class for evaluation and feedback the following lesson.

Resource 2 – Pendulum Swing (Two Lessons)

Lesson one –
- Groups of 4-5 students
- Brainstorm the definition of and what materials are required to create a pendulum
- Provide appropriate materials for students to create a real-life pendulum
- Students are to set up a pendulum with the teacher’s full supervision
- Ask students about factors that will affect a pendulum’s swing (positive & negative)
- Allow for them to experiment on these factors tracking data with excel; hold a discussion on results.

Lesson two –

- Same groups of 4-5

- Students set up the pendulum again, this time plotting results from different lengths and their respective periods
- Excel is utilised to record data and graph the results
- Prompt questions about these results; e.g., is it linear? Why/why not? What is the slope of the curve (or slopes of the lines) doing? Etc.

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Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task

Resource 3 – Desmos Lessons (Two Lessons)

Lesson one – students are given linear equations on a worksheet and, using Desmos, are to adjust the variables on a standard linear equation ( ay =bx+ c ) using the Desmos
sliders until output matches the line on the worksheet. Students record the x-intercept, y-intercept, and positivity of the slope. Then, students repeat this task with the
same equation except to find another set of variables that represent the same line with the same x- and y-intercepts. The equation is to be recorded. Questions should be
differentiated to ability. Students can be asked to verbally evaluate the equation or provide an exemplified real-life scenario.

For example, students are given the equation y=7 x + 4.

In Figure 1, we can see that the equation provided has been input into Desmos by adjusting the sliders until the variables match.

In Figure 2, we can see that the line remains the same but that the variables are different.

Lesson two – students are given a graphed linear equation on a worksheet (not given the equation) and have to match it on Desmos by constructing their own linear
equation. Students must record their equation and justify why they chose it as the answer. Questions should be differentiated to ability. Students can also be asked to
verbally evaluate the equation or provide an exemplified real-life scenario.

For example, students are given the following line and must use Desmos to recreate it as close as they can with justifications.

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Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task

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Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task

Critical Discussion
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Josef Niedermayer 102090 Secondary Curriculum 2A
17795076 Assignment 1 – Professional Task

References
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