Sample Unit – Mathematics Extension 2 – Year 12

Unit title Vectors in 3D Duration 6 hours exposition

Topic Vectors Subtopic MEX-V1: Further Work with Vectors

Subtopic focus
The principal focus of this subtopic is to extend the concept of vectors
to three dimensions, as well as develop the understanding of vectors
to include representations of lines. Vectors are used to represent
quantities with magnitude and direction and this representation allows
for exploration of situations such as geometrical proofs.
Students develop an understanding of vector notations and how to
manipulate vectors to allow geometrical situations to be explored
further.
Resources
Access for teacher and student to 3D graphing technology.
3D graphing technology:
 GeoGebra: https://www.geogebra.org/
 Autograph (Free for 30 days): http://www.autograph-maths.com/
Videos:
 Right-handed coordinate frame:
https://robotacademy.net.au/lesson/right-handed-3d-coordinate-frame/
 Cartesian Coordinates in Three Dimensions: https://www.youtube.com/watch?
v=VA5AmjhTA3A
 Dot Product Intuition: https://www.youtube.com/watch?v=FrDAU2N0FEg
 Vector Equation of a Line: https://www.youtube.com/watch?v=R5r1IH2hII8
 How to find the vector equation of a line: https://www.youtube.com/watch?
v=WPYTruLFas8
 Parallel, intersecting, skew and perpendicular lines:
https://www.youtube.com/watch?v=r5DwyBFxD7Q

Interactive apps:
 Multiplying a Vector in 3D by a Scalar: https://www.geogebra.org/m/g6ywZJ6x

Mathematics Extension 2 Year 12 Sample Teaching Unit Vectors, updated June 2018 1
Outcomes
A student:
˃ uses vectors to model and solve problems in two and three
dimensions MEX12-3
˃ applies various mathematical techniques and concepts to model
and solve structured, unstructured and multi-step problems
MEX12-7
˃ communicates and justifies abstract ideas and relationships using
appropriate language, notation and logical argument MEX12-8
Assessment ideas
Informal assessment
 A class discussion can inform the teacher of the learning required by noting
student responses.
 This could all be done in class time or some of it at home: Each student is
allocated a problem to solve. The student then presents their solution to the
class using whatever technology they deem appropriate. Students might be
expected to answer questions from the teacher or class on their presentation.
 Present a solution to a problem and ask students to critique the solution,
providing suggestions for how it could be solved more elegantly or differently.

Formal assessment
A summative test or assignment.

Content Teaching, learning and assessment strategies

V1.1: Introduction to three-dimensional Moving into the third dimension
vectors Key question: The Cartesian plane provides mathematicians with a framework for locating points in a two-
 understand and use a variety of notations and dimensional plane. How could we locate points in three dimensions?
representations for vectors in three With teacher guidance as necessary, students appreciate the need for a third axis that is perpendicular to
dimensions both the x - and y -axes and determine that this could best be called the z -axis. The teacher introduces the
– define the standard unit vectors conventional orientation for the three axes, namely:
i j k
~ , ~ and ~
– express and use a vector in three
dimensions in a variety of forms, including
component form, ordered triples and
column vector notation

 perform addition and subtraction of three-

dimensional vectors and multiplication of
and explains that this orientation is referred to as the right-handed coordinate frame for the three axes.
three-dimensional vectors by a scalar
algebraically and geometrically, and interpret Students watch the video Cartesian Coordinates in Three Dimensions which illustrates how a point can be
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Content Teaching, learning and assessment strategies
these operations in geometric terms located in three-dimensional space. Expanding the notation ( x , y ) for a point in two dimensions, a point in
three-dimensional space can be represented by three coordinates: ( x , y , z).

Student practice: plotting points in 3D

Students practise plotting a variety of points in 3D and explore the effect of different orientations of the axes
to the visual representation of the point.

Key question: Where are all the points that have an x -coordinate of 0 located?

Students determine that points of the form (0 , y , z ) all lie on the plane surface that is defined by the y - and z
-axes and call this the yz -plane. This knowledge is extended to points of the form ( x ,0 , z ) lying on the xz -
plane and points of the form ( x , y , 0) lying on the xy -plane. They conclude that Cartesian space is divided
into 8 octants by these three planes and that every point is located in one of these 8 regions, depending on
the signs of their coordinates.

Vectors in 3D
With teacher guidance as necessary, students complete a table that extends their knowledge and
understanding of vectors in two dimensions (from the Mathematics Extension 1 topic ME-V1 Introduction to
Vectors) to that of vectors in three dimensions.

For example, students are given the following table with only the row and column headings visible. Working
in pairs, they add as much detail as possible for each cell. When they have added as much as they can, the
class regroups to discuss how the remaining cells could be filled. The table then forms their personal notes
for the activity.

Vectors In the two-dimensional plane In three-dimensional space

Coordinate form (a , b) (a , b , c )

a
Column form
a
()
b ()
b
c

Component form a i +b j a i +b j +c k
~ ~ ~ ~ ~

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Content Teaching, learning and assessment strategies

Vectors In the two-dimensional plane In three-dimensional space

Position vector

Displacement vector

Students are encouraged to keep this table at hand so that they can add details as new concepts are
discussed.

Operating with vectors in 3D

Using the file Multiplying a Vector in 3D by a Scalar students explore the effect of multiplying a vector in three
dimensions by a scalar quantity. They describe the effect in their own words.

Using 3D graphing software such as GeoGebra in 3D view, students construct two 3-dimensional vectors,
say u and v, and then locate the addition vector u+ v . They investigate the resulting diagram to determine the
geometric and algebraic relationships between the vectors. Students create their own notes for the activity,
including screenshots of their constructions.

They repeat this activity to explore the vectors u−v and v−u and the algebraic and geometric relationships

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Content Teaching, learning and assessment strategies
between the vectors.

Student notes should include:

 the effect of multiplying a vector by a scalar: If k is scalar then the vectors v and k v are parallel.
a1 b1 b1−a1

()
a3
⃗
b3 ()
the algebraic result: Given OA= a 2 and OB= b2 then the position vector AB= b2−a2 .
⃗ ⃗
b3−a3 ( )
 the geometric result: Given a=⃗
OA and b=⃗ OB then b−a=⃗OB−⃗ OA=⃗ AB .
Working Mathematically
Key question: If a , b and c are the position vectors of A , B and C respectively, what is the geometric
implication of the statement a−b=k ( c−b )?

V1.2: Further operations with three- Magnitude of vectors in 3D

dimensional vectors
|x i + y j|=√ x 2 + y 2
 define, calculate and use the magnitude of a Key question: In the Cartesian plane ~ ~ . How could we define the magnitude of a vector in
vector in three dimensions three dimensions?
– establish that the magnitude of a vector in
Using their knowledge of rectangular prisms, students calculate the magnitude of a specific vector, say
three dimensions can be found using:
u=(3 ,−1, 4), and then generalise this result for u=(x , y , z).
|x i + y j +z k|=√ x 2 + y 2 +z 2
~ ~ ~ Student practice
u Students calculate the magnitude of a number of 3D vectors and check their results using graphing software
– convert a non-zero vector ~ into a unit such as GeoGebra in 3D view.
u^
vector ~ by dividing by its length: Further exploration
u Students use 3D graphing software to explore the equality of vectors in 3D. They extend their understanding
~ of the equality of vectors in 2D to vectors in 3D and make their own notes, including screenshots of their
u^ =
~ |u| explorations as appropriate.
~
 define and use the scalar (dot) product of two Student notes include:
vectors in three dimensions AAM  Two vectors are equal if they have the same magnitude and direction.
u⋅v
– define and apply the scalar product ~ ~
to vectors expressed in component form,
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Content Teaching, learning and assessment strategies
where a1 b1

~ ~
3
u⋅v =x 1 y 1 +x 2 y 2 +x 3 y 3 =∑ x i y i
i=1 ,

() ()
If a= a2 and b= b2 then a=b a1 =b1 , a2=b 2 and a 3=b3 .
a3 b3

u=x 1 i +x 2 j +x 3 k  If a and b are equal but not coincident, then they lie on opposite sides of a parallelogram and are
~ ~ ~ ~ and consequently in the same plane.
v = y1 i + y2 j + y3 k Using the applet Multiplying a Vector in 3D by a Scalar that they interacted with previously, students consider
~ ~ ~ ~
1
u⋅v =|u||v|cosθ the effect of multiplying the vector u by
|u|
and verify that the length of the resulting vector is 1. They define u^
– extend the formula ~ ~ ~ ~ for
three dimensions and use it to solve u
as the unit vector: u^ = .
problems |u|
Students add the following details to the table that they have developed earlier:
 prove geometric results in the plane and
construct proofs in three dimensions Vectors In the two-dimensional plane In three-dimensional space
(ACMSM102)
If u=( x , y ) If u=( x , y , z )
Magnitude |u|=|x i + y j|=√ x 2 + y 2 |u|=|x i + y j + zk|=√ x 2 + y 2 +z 2
~ ~ ~ ~ ~

u u
Unit vector u^ = u^ =
|u| |u|

Student practice
Students calculate values and solve problems involving vectors in 3D.

For example:
3 i − j+2 k
(a) Draw a diagram to illustrate the position vector ~ ~ ~ .
(b) If u=(6 ,−2 , 4) and v=(−1 , 3 , 4)
1
(i) express the vectors u+ v and v− u as ordered triples
2
(ii) find u^ .

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Content Teaching, learning and assessment strategies
(c) Find all possible values of c if |⃗
AB|= √ 94 where A(0 ,3 , c ) and B(−3 ,−1,−6).
(d) Use vector methods to locate the midpoint of the interval joining the points( x 1 , y 1 , z 1 ) and ( x 2 , y 2 , z2 ).
2
(e) Given that a=⃗
AB and a=⃗AC , describe the geometric relationship between A , B and C .
3
(f) Use vector methods to find the coordinates of the point that divides the interval joining A(2 ,−3 ,10)
and B(−3 , 12 ,0) in the ratio 2 :3.
(g) ¿ PQR , M is the midpoint of PQ and N is the midpoint of PR . Use vector methods to prove that
1
MN ∥ RQ and MN = RQ.
2
(h) Classify the triangle formed by joining the points A(−1, 3 , 3), B(2 ,5 , 4) and C (0 , 3 ,2).
(i) The four points A(−1, 3 , 3), B(2 ,5 , 4), C (0 , 3 ,2) and D( x , y , z) form a parallelogram. Find x , y
and z .

The scalar product in 3D

Using 3D graphing software and referring students to knowledge they explored in Stage 4, the teacher
u v
demonstrates that any three points in space lie on a unique plane. Consequently, if the vectors ~ and ~
are translated so that they have the same point of origin, the formula for the scalar product (or dot product) of
u⋅v =|u||v|cosθ
vectors in 2D, namely ~ ~ ~ ~ , can be applied to vectors in 3D.

u=⃗
OU v =⃗
OV θ=∠ UOV
In the 3D case if ~ and ~ then .

Working mathematically
(a) Given u=(6 ,−2 , 4) and v=(−1 , 3 , 4), verify numerically that
u ∙ v=|u||v|cos θ=x 1 x 2+ y 1 y 2 + z 1 z 2 where u=(x 1 , y 1 , z 1 ), v=(x 2 , y 2 , z 2) and θ is the angle between
them.
(b) Hence prove the result in general terms.

Students add the following details to the table that they have developed earlier:

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Content Teaching, learning and assessment strategies

Vectors In the two-dimensional plane In three-dimensional space

u=x 1 i +x 2 j u=x 1 i +x 2 j +x 3 k
If ~ ~ ~ and If ~ ~ ~ ~ and
v = y1 i + y2 j v = y1 i + y2 j + y3 k
~ ~ ~ then ~ ~ ~ ~ then
Scalar product u⋅v =|u||v|cosθ u⋅v =|u||v|cosθ
~ ~ ~ ~ and ~ ~ ~ ~ and
2 3
u⋅v =x 1 y 1 +x 2 y 2 =∑ x i y i u⋅v =x 1 y 1 +x 2 y 2 +x 3 y 3 =∑ x i y i
~ ~ i=1 ~ ~ i=1

Understanding the dot product

Students watch the video ‘Dot Product Intuition’ to gain an understanding of the practical meaning of the
scalar product. After watching the video, students discuss the concept and explore other practical examples
that could be used to explain the meaning of the scalar product in three dimensions.

With teacher guidance as necessary, students explore and prove the properties of the scalar product:

Algebraic properties:
 a ∙ b=b ∙ a
2
 a ∙ a=|a|
 a ∙ ( b+c )=a ∙b+ a ∙ c
 ( a+ b ) ∙ ( c +d ) =a ∙ c+ a∙ d +b ∙ c +b ∙ d
a∙b
 If θ is the angle between a and b then cos θ= ,a≠0,b≠0
|a||b|
Geometric properties:
 If a ∙ b=0 then a and b are perpendicular.
 |a ∙ b|=|a||b|a and b are non-zero, parallel vectors.
 Note that by convention 0 ° ≤θ ≤ 180° .

Student practice
Students calculate the scalar product of two vectors. They apply their knowledge of the scalar product to

Mathematics Extension 2 Year 12 Sample Teaching Unit Vectors, updated June 2018 8
Content
V1.3: Vectors and vector equations of lines
 use Cartesian coordinates in two and three-
dimensional space
 recognise and find the equations of spheres
Mathematics Extension 2 Year 12 Sample Teaching Unit Vectors, updated June 2018
Teaching, learning and assessment strategies
prove further results in geometry. For example:
(a) Find the angle between two given non-zero vectors.
(b) Determine if two non-zero vectors are perpendicular or parallel.
(c) If ABCDEFGH is a rectangular prism as illustrated below, and M is the midpoint of EF , use vector
methods to find the size of ∠ BHF and ∠ BHM .
10
(d) Use vector methods to prove that the angle in a semicircle is a right angle.
(e) ABCD is a regular tetrahedron. M is the midpoint of CD . Find the size of ∠ AMB.
(f) The circumcentre of a triangle is the centre of the circle that passes through each of the vertices. The
centroid is the point of intersection of the angle bisectors of a triangle. Let O be the circumcentre and
G the centroid of ∆ ABC . H is the point of OG such that ⃗ OH =3 ⃗ OG. Prove that ⃗AH ⊥ ⃗ BC .
Cartesian space
Students construct a mind map (or list) of the knowledge of Cartesian coordinates in three-dimensional
space that they have acquired through their consideration of vectors in space. This mind map should include:
 the conventional orientation for the three axes (the right-handed coordinate frame)
 the origin is ( 0 , 0 , 0 )
 the location of a point using three coordinates: ( x , y , z )
 the xy -, xz - and yz -planes divide Cartesian space into 8 octants
 the distance a point is from the origin: d= √ x 2 + y 2 + z 2
2 2 2
 the distance between two points ( x 1 , y 1 , z 1 ) and ( x 2 , y 2 , z2 ): d= √( x −x ) +( y − y ) +( z −z )
1 2 1 2 1 2
 the midpoint of the interval joining ( x 1 , y 1 , z 1 ) and ( x 2 , y 2 , z2 ): M = ( x +2 x , y +2 y , z +2 z )
1 2 1 2 1 2
.
Key questions:
 Where are all the points representing the heads of the position vectors of magnitude 5 located?
9
Content Teaching, learning and assessment strategies
 What is the equation satisfied by all the points at the heads of position vectors of magnitude 5?
 What is the locus of all points representing the heads of vectors of magnitude 5 that emanate from
( 3 , 1, 2 ) ?
Students discuss their responses and confirm these using algebraic techniques and 3D geometry software.
They generalise their results and add these new details to their mind map.

In Cartesian space:
 the equation x 2+ y 2+ z 2=r 2 represents a sphere with centre ( 0 , 0 , 0 ) and radius r
 the equation ( x−a )2+ ( y −b )2 + ( z−c )2=r 2 represents a sphere with centre ( a , b , c ) and radius r .

Practical drawing conventions

It is useful for students to use the following conventions when producing a sketch in Cartesian space:
 use a ruler to draw the axes using the right-handed coordinate frame as illustrated earlier in this unit
 when drawing a sphere use a solid line for features that are ‘visible’ and a dashed line for the ‘hidden’
features
 indicate the radius either with a vector or by marking the intercepts with the positive axes.

Student practice
Students solve a variety of problems which require them to:
 recognise the radius and centre of spheres expressed in algebraic terms
 write the equation of a sphere from a given sketch
 sketch a sphere in Cartesian space
 use the technique of completing the square to find the centre and radius of a sphere
 find the centre and radius of the circle of contact of two intersecting spheres. Note that in this case,
the plane of intersection should be parallel to one of the xy -, xz - or yz -planes.

 understand and use the vector equation Exploring lines in space

r =a + λ b The class discusses the following key questions:
~ ~ ~ of a straight line through points A  What is the minimal information that defines a straight line?
AB a~ =OA
⃗  What is the minimal information needed to determine the equation of a straight line in the 2D
B R
and where is a point on , , Cartesian plane (the xy -plane)?
b =⃗
AB λ r =⃗
OR  What is the minimal information needed to determine the equation of a straight line in 3D Cartesian
~ , is a parameter and ~ space?

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Content Teaching, learning and assessment strategies
In the course of the discussion, students revise their work on finding the equation of a straight line in two
 make connections in two dimensions between dimensions and remind themselves that to determine the equation of a straight line they need to know either
r =a + λ b one point on the line and the gradient of the line, or two points on the line from which they can calculate the
the equation ~ ~ ~ and y=mx+c gradient of the line.

 determine a vector equation of a straight line Students recall the formula y− y1 =m( x−x 1) where the gradient is m and ( x 1 , y 1 ) is a point on the line.
or straight-line segment, given the position of
Using this foundational understanding, students determine that the minimal information required to define a
two points or equivalent information, in two
straight line, is one point on the line, and the direction of the line. They conclude that given a position point in
and three dimensions (ACMSM105)
3D, say a , and a direction vector b , the equation of the line can be determined.

 determine when a given point lies on a given
line in vector form
 determine when two lines in vector form are
parallel
Students watch the video Vector Equation of a Line to enable them to determine that the vector equation of a
line can be defined by a position vector and a direction vector. They make personal notes on the information
presented.
Explicit teaching
The teacher explains that to calculate the vector equation of a line that passes through the points ( x 0 , y 0 ) and
x 1−x 0
( x 1 , y 1 ), then the direction vector is needed. This is calculated by finding ( y 1− y 0).

Students note that any point on the line can be obtained by moving from the origin to one of the two points
and then moving in the direction given by the direction vector by some distance. This distance is represented
by the scalar.

x0 x −x
Students note that the vector equation of a line in 2D is given by either r = ( ) (
y0 )
+ λ 1 0 or by
y 1− y 0
x1 x −x
r=
( ) (
y1
+λ 1 0 .
y1 − y0 )
x0 x 1−x 0

z0 z 1−z 0()( )
They observe that this understanding can be extended very simply to 3D: r = y 0 + λ y 1− y 0 .

The teacher explains that the vector equation of a line is a form of parametric equations and consequently
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Content Teaching, learning and assessment strategies
1 4
() ( )
r = 2 + λ 1 could also be written as x=1+ 4 λ , y=2+ λ , z=3−2 λ. Furthermore, when given the
3 −2
parametric form of a vector equation of a straight line, the direction vector can be found by inspection from
the coefficients of the parameter.

Key question: How can a slope be represented in three dimensions?

From this discussion, students note that direction vectors can be used in three dimensions, while gradient
cannot. Consequently the vector equation of a straight line is an efficient method that applies in both two and
three dimensions.

Using a diagram such as the following, students build their understanding that a point on the line can be
found by adding the position vector of any point on the line to a multiple of the direction vector of the line:

Modelling solution writing

Students watch the video How to find the vector equation of a line and make notes.

With student contributions to the strategy used, the teacher models the setting out of solutions of problems
that involve finding the vector equation of lines.

Student practice
Students practise working with vector equations of straight lines in both two and three dimensions. Problems
include:
 calculating direction vectors
 writing down the direction vector from a vector equation expressed in parametric form
 converting between Cartesian and parametric form of a line

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Content Teaching, learning and assessment strategies
 finding Cartesian and parametric equations of lines
 given a vector and a direction vector
 given two points
 given a point and a line parallel to it
 given a point and a line perpendicular to it

Students practise testing to see if given points lie on a line by considering the vector equation of that line.

Visualising the result

Students experiment with 3D graphing software and plot straight lines using vector equations in both
Cartesian and parametric form. They confirm their solutions to the problems they have solved above using
3D graphing software.

 determine when intersecting lines are Relationships between lines in space

perpendicular in a plane or three dimensions Key question: How can two lines relate to each other in three-dimensional space?

Students brainstorm all the ways that three-dimensional lines could relate to each other and determine that
they would be parallel, intersecting or skew. They also determine that if the lines intersect they could be
perpendicular. Students use practical objects such as straws in order to aid visualisation before using 3D
graphing software to explore the relationships.

Students watch the video Parallel, intersecting, skew and perpendicular lines which works through the
procedure for working with vectors and parameters to determine if two lines are parallel, intersecting or skew,
and if they intersect, if they are perpendicular.

Class activity
The teacher issues each student with a different example of a pair of lines expressed in vector form. Working
individually, students determine if their lines are parallel, intersecting (not perpendicular), intersecting
(perpendicular) or skew.

Regrouping the class into pairs or groups of three, students share their solutions with their peers, presenting
their reasoning and justifications clearly and concisely. They work together to refine and improve their
solutions and then use 3D graphing software to check their answers.

Student practice
Students practise determining if pairs of lines are parallel, intersecting (not perpendicular), intersecting

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Content Teaching, learning and assessment strategies
(perpendicular) or skew.

Working mathematically
Students could
 determine the point of intersection of two intersecting lines in three dimensions
 find the angle between two intersecting lines in three dimensions
 determine the parametric equation of a plane determined by two non-parallel vectors.

 use vector equations of curves in two or three Link to prior learning

dimensions involving a parameter, and The teacher presents the students with a number of problems related to their work in the Year 11
determine a corresponding Cartesian Mathematics Extension 1 topic: MEF1.4 Parametric form of a function or relation. These problems should
equation in the two-dimensional case, where include converting between Cartesian and parametric form and sketching functions expressed in parametric
possible (ACMSM104) AAM form. After checking the solutions, the teacher explains that a pair of parametric equations, say x=cos t and

y=sint can also be expressed in vector form, either as (cos t

sint )
or i cos t+ jsin t .

Student practice
Students consider parametric equations that they met previously and write them in vector form. They practise
using simultaneous equations to eliminate the parameter and obtain the Cartesian equation.

The teacher hands out one set of cards with parametric equations written on them in a variety of vector
forms, another set of cards with their equivalent Cartesian equations on them, and a third set of cards with
the graph of the Cartesian equation. Students work in pairs to form matching sets of three cards.

Exploring parametric equations in 3D

Students watch the video: Sketching the vector equation to both consolidate their work so far, and introduce
the idea of curves in three dimensions. They make personal notes on the video and record any questions
that may arise from the presentation.

After watching the video, the class discusses any terms of concepts for which students need clarification. For
example, the meaning of the term ‘projection’.

Using 3D graphing technology, the students graph the example that was discussed in the video, namely
r (t )=( t 2 ,t 4 , t 6). They explore the shape of the curve and its projections on each of the xy -, zy - and zx -
planes.

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Content Teaching, learning and assessment strategies
Student practice
The teacher provides a selection of examples in which students are required to interpret vector equations of
curves in three dimensions involving a parameter and to predict the projection of those curves in each of the
xy -, zy - and zx -planes. They determine the Cartesian equations of these projections. If possible, students
determine the Cartesian equation of the curve.

Examples could include functions such as:

 r (t )=( t 2 ,t 3 ,1)
 r (t )=( sint , cos t , t)
 r (t )=( t 2 , cos t , t)
1
 r (t )=( t , et , )
t
Further exploration
Students explore vector equations involving a parameter in three dimensions and compile a set of parametric
equations that they have found interesting. They make conjectures about the nature of the parametric
equations and the resulting curves, planes or surfaces and then confirm their predictions using graphing
software.

For example, students could conclude that:

 The equation x + y + z=4 represents a plane in three-dimensional space. They could then generalise
this result.
 If r ( t )=( 3 cos t , 3 sin t ) then in three dimensions, the Cartesian equation is x 2+ y 2=9 which represents
a cylinder in the direction of the z -axis.
 The equation x 2+ y 2−z=0 represents a paraboloid in three dimensions. They could determine
parametric equations for the surface and then generalise the result.

Prior knowledge Questions and prompts for Working Mathematically Summary of technology opportunities
The subtopic ME-V1 Introduction to Vectors What is the same and different about …? Use graphing technology to work with vectors in
should be taught prior to or concurrently both two-dimensional and three-dimensional space.
What happens in general?
with this subtopic.
Use applets available on the internet to experiment

Mathematics Extension 2 Year 12 Sample Teaching Unit Vectors, updated June 2018 15
 How can we be sure that …? with drawing three-dimensional graphs expressed in
terms of parameters or in vector form.
Alter an aspect of something to see what effect it has.

Are there any special examples of …?

Reflection on learning and evaluation – to be completed by the teacher during and immediately after teaching the unit

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