Mathematical Methods 2019 v1.

2
IA1 high-level annotated sample response
February 2020

Problem-solving and modelling task (20%)

This sample has been compiled by the QCAA to assist and support teachers to match evidence
in student responses to the characteristics described in the instrument-specific marking guide
(ISMG).

Assessment objectives
This assessment instrument is used to determine student achievement in the following
objectives:
1. select, recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2
and/or 3
2. comprehend mathematical concepts and techniques drawn from Unit 3 Topics 2 and/or 3
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from Unit 3
Topics 2 and/or 3.

200105
 Instrument-specific marking guide (ISMG)
Criterion: Formulate

Assessment objectives
1. select, recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2
and/or 3
2. comprehend mathematical concepts and techniques drawn from Unit 3 Topics 2 and/or 3
5. justify procedures and decisions by explaining mathematical reasoning

The student work has the following characteristics: Marks

• documentation of appropriate assumptions

• accurate documentation of relevant observations
3–4
• accurate translation of all aspects of the problem by identifying mathematical concepts and
techniques.

• statement of some assumptions

• statement of some observations
1–2
• translation of simple aspects of the problem by identifying mathematical concepts and
techniques.

• does not satisfy any of the descriptors above. 0

Criterion: Solve

Assessment objectives
1. select, recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2
and/or 3
6. solve problems by applying mathematical concepts and techniques drawn from Unit 3 Topics
2 and/or 3

The student work has the following characteristics: Marks

• accurate use of complex procedures to reach a valid solution

• discerning application of mathematical concepts and techniques relevant to the task 6–7
• accurate and appropriate use of technology.

• use of complex procedures to reach a reasonable solution

• application of mathematical concepts and techniques relevant to the task 4–5
• use of technology.

• use of simple procedures to make some progress towards a solution

• simplistic application of mathematical concepts and techniques relevant to the task 2–3
• superficial use of technology.

• inappropriate use of technology or procedures. 1

• does not satisfy any of the descriptors above. 0

Mathematical Methods 2019 v1.2 Queensland Curriculum & Assessment Authority

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 Criterion: Evaluate and verify
Assessment objectives
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning

The student work has the following characteristics: Marks

• evaluation of the reasonableness of solutions by considering the results, assumptions and

observations
4–5
• documentation of relevant strengths and limitations of the solution and/or model.
• justification of decisions made using mathematical reasoning.

• statements about the reasonableness of solutions by considering the context of the task
• statements about relevant strengths and limitations of the solution and/or model 2–3
• statements about decisions made relevant to the context of the task.

• statement about a decision and/or the reasonableness of a solution. 1

• does not satisfy any of the descriptors above. 0

Criterion: Communicate
Assessment objective
3. communicate using mathematical, statistical and everyday language and conventions

The student work has the following characteristics: Marks

• correct use of appropriate technical vocabulary, procedural vocabulary, and conventions

to develop the response
• coherent and concise organisation of the response, appropriate to the genre, including a 3–4
suitable introduction, body and conclusion, which can be read independently of the task
sheet.

• use of some appropriate language and conventions to develop the response

1–2
• adequate organisation of the response.

• does not satisfy any of the descriptors above. 0

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 Task
Context

Formulas can be used to model the position, velocity and acceleration of runners at any time during a
race.

The three models proposed for Competitors 1, 2 and 3 are:

• Competitor 1: 𝑑𝑑 = 𝑎𝑎 sin(𝑏𝑏𝑏𝑏)
• Competitor 2: 𝑣𝑣 = 𝑐𝑐(1 − 𝑒𝑒 −𝑓𝑓𝑓𝑓) + 𝑔𝑔(1 − 𝑒𝑒 ℎ𝑡𝑡 )
𝑗𝑗𝑗𝑗
• Competitor 3: 𝑑𝑑 = + 𝑚𝑚
1+𝑒𝑒 (−𝑘𝑘𝑘𝑘+𝑙𝑙)
where 𝑑𝑑 is the distance in metres, 𝑡𝑡 represents time in seconds and 𝑣𝑣 is the velocity in metres per
second. 𝑎𝑎, 𝑏𝑏, 𝑐𝑐, 𝑓𝑓, 𝑔𝑔, ℎ, 𝑗𝑗, 𝑘𝑘, 𝑙𝑙 and 𝑚𝑚 are parameter values.

The table below shows the 10-metre split times for the 100-metre race for Competitor 4.

Position 𝑑𝑑 (metres) Elapsed time 𝑡𝑡 (seconds)

0 0
10 1.89
20 2.88
30 3.78
40 4.64
50 5.47
60 6.29
70 7.10
80 7.92
90 8.75
100 9.58

The results for the race are:

• Competitor 1 comes fourth
• Competitor 2 comes second
• Competitor 3 comes third
• Competitor 4 wins the race.

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 Task

Write a report that discusses the appropriateness of using mathematical functions to model the running of
a 100-metre race. You will:
• use given function types to model the running of a 100-metre race by Competitors 1, 2 and 3
• use data for Competitor 4’s 10-metre splits in the 100-metre race to develop a function that models the
distance that the competitor has run at any time during the race
• provide a mathematical analysis of the race that includes when and where the competitors were
running the fastest and slowest, and when and where the competitors were accelerating the most and
the least.

The following stages of the problem-solving and mathematical modelling approach should inform the
development of your response.

Once you understand what the problem is asking, design a plan to solve
the problem. Translate the problem into a mathematically purposeful
representation by first determining the applicable mathematical and/or
statistical principles, concepts, techniques and technology that are required
to make progress with the problem. Identify and document appropriate
assumptions, variables and observations, based on the logic of a proposed
model; include a description of how the parameters for the given race
functions and the model for the data will be determined.
In mathematical modelling, formulating a model involves the process of
mathematisation — moving from the real world to the mathematical world.

Select and apply mathematical and/or statistical procedures, concepts and

techniques previously learnt to solve the mathematical problem to be
addressed through your model. Synthesise and refine existing models, and
generate and test hypotheses with secondary data and information, as well
as using standard mathematical techniques. Models should satisfy the
rules for the final position in the race. Solutions can be found using
algebraic, graphic, arithmetic and/or numeric methods, with and/or without
technology.

Once you have achieved a possible solution, consider the reasonableness

of the solution and/or the utility of the model in terms of the problem.
Evaluate your results and make a judgment about the solution/s to the
problem in relation to the original issue, statement or question.
This involves exploring the strengths and limitations of your model. Where
necessary, this will require you to go back through the process to further
refine the model/s. Check that the output of your model provides a valid
solution to the real-world problem it has been designed to address. The
model should appropriately represent the running of a race.
This stage emphasises the importance of methodological rigour and the
fact that problem-solving and mathematical modelling is not usually linear
and involves an iterative process.

The development of solutions and models to abstract and real-world

problems must be capable of being evaluated and used by others and so
need to be communicated clearly and fully. Communicate your findings
systematically and concisely using mathematical, statistical and everyday
language. Draw conclusions, discussing the key results and the strengths
and limitations of the model/s. You could offer further explanation,
justification and/or recommendations, framed in the context of the initial
problem.

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 Sample response
Criterion Allocated marks Marks awarded

Formulate
4 4
Assessment objectives 1, 2, 5

Solve
7 7
Assessment objectives 1, 6

Evaluate and verify

5 4
Assessment objectives 4, 5

Communicate
4 4
Assessment objective 3

Total 20 19

The annotations show the match to the instrument-specific marking guide performance level
descriptors.

Communicate [3–4]
coherent and concise Introduction
organisation of the
response … The purpose of this problem-solving and modelling task is to determine whether
formulas can be used to model the position, velocity and acceleration of
The introduction competitors at any time in a 100-metre sprint race. A set of sprint data and three
describes what the
task is about and suggested function types with unknown parameters have been provided. Each
briefly outlines how the competitor must finish in a designated position, which must be supported by each
writer intends to model. Various forms of graphing technology will be used to determine appropriate
complete the task. models and solve equations that cannot be solved analytically. The models will be
compared for accuracy and plausibility.

The given equations are:

Equations Place
Competitor 1: 𝑑𝑑 = 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎(𝑏𝑏𝑏𝑏) 4th
Competitor 2: 𝑣𝑣 = 𝑐𝑐(1 − 𝑒𝑒 −𝑓𝑓𝑓𝑓) ℎ𝑡𝑡
+ 𝑔𝑔(1 − 𝑒𝑒 ) 2nd
Competitor 3: 𝑑𝑑 =
𝑗𝑗𝑗𝑗
+ 𝑚𝑚 3rd
(1+𝑒𝑒 −𝑘𝑘𝑘𝑘+𝑙𝑙 )

Competitor 4: equation modelled from data 1st

where 𝑑𝑑 is the position in metres, 𝑡𝑡 is the time in seconds and 𝑣𝑣 is the velocity in
metres per second.

Observations and assumptions

Formulate [3–4] The primary observation for this task was that the competitors ran a standard
accurate 100­metre sprint. It was assumed all runners intended to win. This frames the
documentation of models with a realistic outcome, which is useful for real-life applications. With this
relevant observations observation, the following assumptions are deduced:
Formulate [3–4] 1. Running conditions are perfect. This assumption incorporates factors such as
documentation of fine weather, no head wind, etc.
appropriate 2. Competitors 1, 2 and 3 are Olympic podium finishers. According to the data (see
assumptions
Competitor 4 data, page 9), Competitor 4 finished the 100-metre sprint in 9.58
seconds. Therefore, the assumption is made that Competitors 1, 2 and 3 also

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Page 6 of 15
 finish the race in approximately 10 seconds. This is a valid assumption because,
since the 1996 Olympics, all podium places for the 100-metre sprint finished the
race in less than 10 seconds (Olympic Games 2017).
3. Competitors run a standard race with no false start. A competitor ‘false starting’
and not getting stopped for it would cause the position to be greater than
0 metres at 0 seconds. This would affect the models and the appropriateness of
comparing competitors. Theoretically, a sprint athlete could sprint at
40 miles/hour (which equates to 17.88 metres/second) (Live Science 2010).
Therefore, it is assumed that no sprinter can exceed 17.88 metres/second.
4. Competitors use blocks to begin the race and accelerate from them.

Communicate [3–4]
coherent and concise
Mathematical concepts and procedures
organisation of the The online graphing program Desmos will be used to determine the unknown
response, appropriate
to the genre …
parameters because this is an efficient way to visually see how the parameters
transform an equation. Calculus procedures will also be used to determine the
velocity and acceleration functions. The maximum and minimum velocity and
Formulate [3–4] acceleration will be calculated by:
accurate translation of
all aspects of the Max./min. velocity solve for 𝑡𝑡 when the acceleration equals 0
problem by identifying Max./min. acceleration solve for 𝑡𝑡 when the derivative of acceleration equals
mathematical concepts
0
and techniques
and then consideration will be given to whether this value represents a global or
local optimal value.
In some cases, analytical procedures will be used to calculate values and, when
this is not possible, technology will be used. The domain for all functions used time
(𝑡𝑡) values greater than or equal to zero and less than 11 seconds (0 ≤ 𝑡𝑡 ≤ 11).

Determining the models

Competitor 1: 𝒅𝒅𝟏𝟏 (𝒕𝒕) = 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂(𝒃𝒃𝒃𝒃)

Using the graphing software, parameter values were changed and refined to arrive
Solve [6–7] at a feasible model (found when 𝑎𝑎 = 157 and 𝑏𝑏 = 0.069).
accurate and
appropriate use of
technology The displacement–time graph and table for this model are:

Graph of data values

Communicate [3–4]
correct use of
appropriate technical Competitor 1
vocabulary, procedural
vocabulary, and 120
conventions to develop 100
Distance (m)

the response
80
60
40
20
0
0 2 4 6 8 10
Time (s)

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 To determine the exact time Competitor 1 crosses the finish, the function was
equated to 100 and the equation solved.

𝑑𝑑1 (𝑡𝑡) = 157 sin(0.069𝑡𝑡)

100 = 157sin(0.069𝑡𝑡)
0.64 = sin(0.069𝑡𝑡)
𝑠𝑠𝑠𝑠𝑠𝑠−1 (0.64) = 0.069𝑡𝑡
𝑠𝑠𝑠𝑠𝑠𝑠−1 (0.64)
= 𝑡𝑡
0.069
𝑡𝑡 = 10.07 seconds

Competitor 1 placed 4th in the race, so this represents the slowest time.
Using calculus procedures, the displacement function was differentiated to find
velocity and the second derivative modelled acceleration.

𝑣𝑣1 (𝑡𝑡) = 10.833cos(0.069𝑡𝑡) and 𝑎𝑎1 (𝑡𝑡) = −0.747sin(0.069𝑡𝑡)

Communicate [3–4]
correct use of
appropriate technical where 𝑣𝑣1 (𝑡𝑡) and 𝑎𝑎1 (𝑡𝑡) denote velocity and acceleration for Competitor 1.
vocabulary, procedural
vocabulary, and
conventions… The table of values shows the velocity and acceleration at time 𝑡𝑡.
Time 𝑡𝑡 Velocity (m/s) Acceleration (m/s2)
Communicate [3–4] (seconds)
coherent and concise
organisation of the 0 10.833 0
response …
1 10.8072 –.0515
2 10.73 –.1028
3 10.6017 –.1535
4 10.423 –.2036
5 10.1947 –.2526
6 9.9178 –.3004
7 9.5938 –.3469
8 9.224 –.3917
9 8.8105 –.4346
10 8.3549 –.4754
11 7.8596 –.5140

The times for the maximum and minimum velocity and acceleration are:
Velocity Acceleration
𝑡𝑡 (sec) 𝑣𝑣 (m/s) 𝑡𝑡 (sec) 𝑎𝑎 (m/s2)
Maximum 0 10.833 0 0

Solve [6–7]
Minimum 10.07 8.322 10.07 –0.478
accurate and
appropriate use of
technology These values were found by graphing the functions and analysing the graph to
determine the global maximum and minimum.

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 Competitor 2: 𝒗𝒗 = 𝒄𝒄(𝟏𝟏 − 𝒆𝒆−𝒇𝒇𝒇𝒇) + 𝒈𝒈(𝟏𝟏 − 𝒆𝒆𝒉𝒉𝒉𝒉 )

The model given for Competitor 2 is a velocity function; therefore, the integral must
be found to model displacement.

𝑑𝑑2 (𝑡𝑡) = � 𝑣𝑣 𝑑𝑑𝑑𝑑

𝑑𝑑2 (𝑡𝑡) = � 𝑐𝑐(1 − 𝑒𝑒 −𝑓𝑓𝑓𝑓) + 𝑔𝑔(1 − 𝑒𝑒 ℎ𝑡𝑡 ) 𝑑𝑑𝑑𝑑

𝑑𝑑2 (𝑡𝑡) = � 𝑐𝑐 − 𝑐𝑐𝑒𝑒 −𝑓𝑓𝑓𝑓 + 𝑔𝑔 − 𝑔𝑔𝑒𝑒 ℎ𝑡𝑡 𝑑𝑑𝑑𝑑

𝑐𝑐𝑒𝑒 −𝑓𝑓𝑓𝑓 𝑔𝑔𝑒𝑒 ℎ𝑡𝑡
𝑑𝑑2 (𝑡𝑡) = 𝑐𝑐𝑐𝑐 − + 𝑔𝑔𝑔𝑔 − + 𝑛𝑛
−𝑓𝑓 ℎ
𝑐𝑐𝑐𝑐 −𝑓𝑓𝑓𝑓 𝑔𝑔𝑔𝑔 ℎ𝑡𝑡
𝑑𝑑2 (𝑡𝑡) = �𝑐𝑐𝑐𝑐 + � + �𝑔𝑔𝑔𝑔 − � + 𝑛𝑛 where 𝑛𝑛 is the constant of integration.
𝑓𝑓 ℎ
Solve [4–5]
accurate and Using Desmos produced the parameter values 𝑐𝑐 = 10.5, 𝑓𝑓 = 10,
appropriate use of
technology 𝑔𝑔 = 0.105, ℎ = 0.1 and 𝑛𝑛 = 0

The displacement–time graph and table of values for this function are below:

120 Competitor 2
100
Distance (m)

80
60
40
20
0
-1 1 3 5 7 9 11
Time (s)

The intersection with 𝑑𝑑 = 100 (blue line) and the displacement function (red line)
Solve [6–7] shows that Competitor 2 will finish the
discerning application race in 9.69 seconds and is placed 2nd.
of mathematical
concepts and
techniques relevant to The velocity and acceleration models are
the task
Writer has recognised 𝑣𝑣2 (𝑡𝑡) = 10.5(1 − 𝑒𝑒 −10𝑡𝑡 ) + 0.105(1 − 𝑒𝑒 0.1𝑡𝑡 )
the appropriate and
technique to use to
𝑎𝑎2 (𝑡𝑡) = 105𝑒𝑒 −10𝑡𝑡 − 0.0105𝑒𝑒 0.1𝑡𝑡
solve.
At time zero, the velocity is zero, which
would be the case in a sprinting race.

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 The table of values for both velocity and acceleration is:
𝑣𝑣2 (𝑡𝑡) 𝑎𝑎2 (𝑡𝑡)

The times for the maximum and minimum velocity and acceleration are:

Velocity Acceleration
𝑡𝑡 (sec) 𝑣𝑣 (m/s) 𝑡𝑡 (sec) 𝑎𝑎 (m/s2)
Maximum 1 10.488 0 104.99
Minimum 9.69 10.328 9.69 –0.028

Note that at time zero, the sprinter has the greatest acceleration when leaving the
blocks.

𝑗𝑗𝑗𝑗
Competitor 3: 𝑑𝑑 = + 𝑚𝑚
(1+𝑒𝑒 −𝑘𝑘𝑘𝑘+𝑙𝑙 )

The model for Competitor 3 is a logistical equation. Using Desmos, the following
10.3𝑡𝑡
function was generated: 𝑑𝑑3 (𝑡𝑡) = (−0.47𝑡𝑡+1)1+𝑒𝑒

The displacement at certain times and graph of the function are given below:

Competitor 3
140
120
100
Distance (m)

80
60
40
20
0
-1 1 3 5 7 9 11
Time (s)

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 Using graphical methods, it was found that Competitor 3 finishes the race in 9.95
seconds and is placed 3rd.

The derivative of displacement is required to determine the velocity.

The quotient rule was used to determine the velocity function.

10.3�1 + 𝑒𝑒 (−0.47𝑡𝑡+1) � − 10.3t(−0.47𝑒𝑒 (−.47𝑡𝑡+1) )

𝑣𝑣3 (𝑡𝑡) =
(1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2

Simplifying by expanding and factorising:

10.3+10.3𝑒𝑒 (−0.47𝑡𝑡+1) +4.841𝑡𝑡𝑒𝑒 (−.47𝑡𝑡+1) 10.3�1+𝑒𝑒 (−0.47𝑡𝑡+1) �+4.841𝑡𝑡𝑒𝑒 (−.47𝑡𝑡+1) 10.3

𝑣𝑣3 (𝑡𝑡) = = = +
(1+𝑒𝑒 (−0.47𝑡𝑡+1) )2 (1+𝑒𝑒 (−0.47𝑡𝑡+1))2 �1+𝑒𝑒 (−0.47𝑡𝑡+1) �
4.841𝑡𝑡𝑒𝑒 (−.47𝑡𝑡+1)
(1+𝑒𝑒 (−0.47𝑡𝑡+1))2

To determine the function for acceleration:

(4.841𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) ) 10.3

Let 𝑤𝑤 = and 𝑧𝑧 = and differentiate separately
(1+𝑒𝑒 (−0.47𝑡𝑡+1) )2 (1+𝑒𝑒 (−0.47𝑡𝑡+1) )

(4.841𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) )
𝑤𝑤 = using product rule 𝑤𝑤 ′ = 𝑝𝑝𝑞𝑞′ + 𝑞𝑞𝑞𝑞′
(1+𝑒𝑒 (−0.47𝑡𝑡+1) )2

−2
𝑝𝑝 = (4.841𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) ) 𝑞𝑞 = �1 + 𝑒𝑒 (−0.47𝑡𝑡+1) �
𝑝𝑝′ = −2.275𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) + 4.841𝑒𝑒(−0.47𝑡𝑡+1) 𝑞𝑞′ = 0.94𝑒𝑒 (−0.47𝑡𝑡+1) (1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )−3

−3 −2
Communicate [3–4] 𝑤𝑤 ′ = �4.841𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) � ∙ 0.94𝑒𝑒 (−0.47𝑡𝑡+1) �1 + 𝑒𝑒 (−0.47𝑡𝑡+1) � + �1 + 𝑒𝑒 (−0.47𝑡𝑡+1) �
correct use of
appropriate technical ∙ −2.275𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) + 4.841𝑒𝑒 (−0.47𝑡𝑡+1)
vocabulary, procedural
vocabulary, and 4.56𝑡𝑡𝑒𝑒 2(−0.47𝑡𝑡+1) −2.275𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) + 4.841𝑒𝑒 (−0.47𝑡𝑡+1)
conventions to develop 𝑤𝑤 ′ = +
(1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )3 (1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2
the response
Calculus notation and
equality signs used
10.3
appropriately. 𝑧𝑧 = (1+𝑒𝑒 (−0.47𝑡𝑡+1) using product rule 𝑧𝑧 ′ = 𝑟𝑟𝑠𝑠 ′ + 𝑠𝑠𝑠𝑠′
)

𝑟𝑟 = 10.3 𝑠𝑠 = (1 + 𝑒𝑒 (−0.47𝑡𝑡+1))−1
𝑟𝑟 ′ = 0 𝑠𝑠 ′ = 0.47𝑒𝑒(−0.47𝑡𝑡+1) (1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )−2

4.841𝑒𝑒 (−0.47𝑡𝑡+1)
𝑧𝑧 ′ =
(1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2

Combine parts 𝑤𝑤′ and 𝑧𝑧′

Solve [6–7]
accurate use of 4.56𝑡𝑡𝑒𝑒 2(−0.47𝑡𝑡+1) −2.275𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) + 4.841𝑒𝑒 (−0.47𝑡𝑡+1) 4.841𝑒𝑒 (−0.47𝑡𝑡+1)
complex procedures to 𝑎𝑎3 (𝑡𝑡) = + +
(1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )3 (1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2 (1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2
reach a valid solution
Differentiation and
factorisation procedure 4.56𝑡𝑡𝑒𝑒 2(−0.47𝑡𝑡+1) −2.275𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1) + 9.682𝑒𝑒 (−0.47𝑡𝑡+1)
evident. 𝑎𝑎3 (𝑡𝑡) = +
(1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )3 (1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2
The solution involves a
combination of parts 𝑒𝑒 (−0.47𝑡𝑡+1) 4.56𝑡𝑡𝑒𝑒 (−0.47𝑡𝑡+1)
that are interconnected
𝑎𝑎3 (𝑡𝑡) = � − 2.275𝑡𝑡 + 9.682�
(1 + 𝑒𝑒 (−0.47𝑡𝑡+1) )2 1 + 𝑒𝑒 (−0.47𝑡𝑡+1)

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 The table of values for both functions is:
𝑣𝑣3 (𝑡𝑡) 𝑎𝑎3 (𝑡𝑡)

Communicate [3–4]
coherent and concise
organisation of the Using these models:
response … which can
be read independently Velocity Acceleration
of the task sheet
𝑡𝑡 (sec) 𝑣𝑣 (m/s) 𝑡𝑡 (sec) 𝑎𝑎 (m/s2)
Formulate [3–4] Maximum 5.9489 12.349 1.6115 2.4943
accurate
documentation of Minimum 0 2.77 8.215 –.3576
relevant observations

Formulate [3–4] Competitor 4

documentation of
appropriate
assumptions Given data was used to produce a model for Competitor 4 (data on next page).
When the data was plotted, it steadily increased from left to right and a non-linear
Solve [6–7] polynomial was assumed.
accurate and
appropriate use of
technology Using a spreadsheet program produced the following regression functions (forced
through the point (0,0)). As a general rule, the higher the coefficient of
Solve [6–7] determination, 𝑅𝑅2 the more useful the model.
discerning application
of mathematical
concepts … Polynomial Regression model (𝒅𝒅) 𝑹𝑹𝟐𝟐
Writer has forced the Linear 9.7894𝑡𝑡 0.973
initial values for
position to zero and
Quadratic 0.4342𝑡𝑡 2 + 6.5209𝑡𝑡 0.9967
minimised error for Cubic −.0747𝑡𝑡 3 + 1.4423𝑡𝑡 2 + 3.4221𝑡𝑡 0.9998
finishing time. Fourth degree . 0092𝑡𝑡 4 − .2507𝑡𝑡 3 + 2.4803𝑡𝑡 2 + 1.5896𝑡𝑡 1
Fifth degree −.0013𝑡𝑡 5 + 0.0418𝑡𝑡 4 − .5334𝑡𝑡 3 + 3.4861𝑡𝑡 2 1
+ .3829𝑡𝑡
Sixth degree . 0003𝑡𝑡 6 − .0117𝑡𝑡 5 + 0.1606𝑡𝑡 4 − 1.1733𝑡𝑡 3 1
+ 5.0841𝑡𝑡 2 − 1.0684𝑡𝑡

The 𝑅𝑅2 value is very misleading as the fourth-, fifth- and sixth-degree polynomial
models were deemed a perfect fit. Comparing the actual data values to the values
Evaluate and verify generated using the model showed discrepancies. Competitor 4 was the winner of
[4–5] the race with a time of 9.58 seconds. The fourth-degree polynomial was chosen as
evaluation of the
reasonableness of
the model for Competitor 4 as the time to complete the race was 9.59 seconds,
solutions … which compared well to the actual time of 9.58 seconds. The residual error analysis
�𝑠𝑠𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎−𝑠𝑠𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 �
below ( × 100%), produced in a spreadsheet program, shows
𝑠𝑠𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎
nearly all values are less than 1% off.

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 Solve [6–7]
accurate and Appropriate formulas were used to determine 𝑠𝑠𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 , e.g. given that time
appropriate use of values are in column A, distance values in column B, using fourth-degree
technology polynomial values are in column C, percentage error values are in column D and
time 1.89 is in position A3, the 10.28907156 value was generated using the
equation = 0.0092*𝐴𝐴34 – 0.2507*𝐴𝐴33 + 2.4803*𝐴𝐴32 + 1.5896*𝐴𝐴3. Similarly, the
𝐵𝐵3−𝐷𝐷3
percentage error value was generated using the equation � � × 100.
𝐵𝐵3

Given:
𝑠𝑠4 (𝑡𝑡) = .0092𝑡𝑡 4 − .2507𝑡𝑡 3 + 2.4803𝑡𝑡 2 + 1.5896𝑡𝑡, using calculus methods:
𝑣𝑣4 (𝑡𝑡) = .0368𝑡𝑡 3 − .7521𝑡𝑡 2 + 4.9606𝑡𝑡 + 1.5896
Solve [6–7] 𝑎𝑎4 (𝑡𝑡) = .1104𝑡𝑡 2 − 1.5042𝑡𝑡 + 4.96
accurate use of To find the local maximum and minimum velocities:
complex procedures to
reach a valid solution 𝑣𝑣 ′ 4 (𝑡𝑡) = 0.
0 = .1104𝑡𝑡 2 − 1.5042𝑡𝑡 + 4.96
The solution consists
of an involved
Using the quadratic formula:
combination of parts
that are interconnected ((−.15042)2 − 4 × .1104 × 4.96)
𝑡𝑡 = 1.5042 ± �
2 × .1104
𝑡𝑡 ≈ 5.59, 8.03

To determine the nature of the optimal values, the gradient to the left and the right
of these values was found: 𝑣𝑣4′ (5) = .199 and 𝑣𝑣4′ (7) − .1598 and 𝑣𝑣4′ (. 805) = .1507

The gradient is positive to the left and negative to the right of 𝑡𝑡 = 5.59; therefore, a
local maximum velocity occurs at time 𝑡𝑡 = 5.59 seconds and, using similar
reasoning, a local minimum at time 𝑡𝑡 = 8.03 seconds.
Solve [6–7]
discerning application However, it is clear from the graph of the velocity model that the maximum velocity
of mathematical occurs at the end of the race at 𝑣𝑣4 (9.59) = 12.4492 metres/second, and the
concepts … minimum value occurs at the start 𝑣𝑣4 (0) = 1.5896 metres/second.

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 Solve [6–7]
accurate and
appropriate use of
technology

Using similar reasoning, the maximum acceleration occurs at the start of the race
and the minimum during the race.

The table below summarises the findings:

Velocity Acceleration
𝑡𝑡 (sec) 𝑣𝑣 (m/s) 𝑡𝑡 (sec) 𝑎𝑎 (m/s2)
Maximum 9.59 12.4492 0 4.96
Minimum 0 1.5896 6.8125 –.1631

Evaluation
A major factor underpinning this task is how realistic the models are and if they can
be used reliably to interpolate values that are plausible. This will allow the validity of
the model to be tested.

Displacement with respect to time

Evaluate and verify All models satisfied the mathematical assumptions stated; that is, the initial
[4–5]
documentation of
positions were 0 metres and all four competitors finished the race in approximately
relevant strengths and 10 seconds.
limitations of the
solution and/or model
All models could be used to determine a position of a competitor at any time during
the race and yield a plausible value.

Velocity with respect to time

Evaluate and verify
Competitor 1, Competitor 3 and Competitor 4 all have initial velocities greater than
[4–5]
documentation of 0 metres/second (and a standing start was assumed). Competitor 2’s proposed
relevant strengths and model was a velocity function; therefore, parameters were determined to ensure
limitations of the that the initial velocity would equal zero.
solution and/or model
The second limiting factor is the plausibility of the velocities determined from the
model during the race. The Competitor 1 model is completely unrealistic, as the
sprinter continues to slow down from the start. The Competitor 2 model would
produce a sharp increase in velocity in a short amount of time, i.e. after a standing
start, the sprinter is moving at 10.488 m/s after one second, and then continues to
run at reduced velocities for the remainder of the race until the finish, when they are
running at a rate of 10.328 m/s. Competitor 4 steadily increases their velocity until
time 5.59 seconds, slows, and then increases their velocity until the end of the
race. This at least resembles how a runner may run a race.

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 Acceleration with respect to time
Evaluate and verify
The acceleration values for Competitor 1 are constantly decreasing from an initial
[4–5]
documentation of value of zero. The competitor never accelerates. The use of a trigonometric
relevant strengths and function to model a race is invalid. Competitor 2 has an enormous initial
limitations of the acceleration that is not realistic. Competitor 3 accelerates and decelerates
solution and/or model throughout the race. The Competitor 4 model has a plausible initial acceleration
and a slow deceleration throughout the race until near the finish, when they
accelerate again.

Communicate [3–4]
Conclusion
coherent and concise
organisation of the Using any function to model the instantaneous position, velocity and acceleration of
response… a runner at any point in a 100-metre race is problematic. Models were obtained by
The conclusion fitting functions to data (as with Competitor 4), and using given functions
summarises the report, (Competitor 1, 2 and 3). The validity of all models was tested using the correlation
giving information coefficient, residual analysis and the real-world application. All models had
about the problem that
had to be solved, the
limitations.
mathematical
processes used to The polynomial model from the given data has the potential to produce a plausible
solve the problem and
discussion about the
model. A suggestion would also be to produce a model for displacement, and then
results, including any a separate model for average velocity, as opposed to instantaneous velocity. In this
problems encountered way, more realistic values for these variables at different times in the race could be
and conclusions drawn modelled.
from the information
presented in tables

Reference list
and graphs.

Live Science 2010, ‘Humans Could Run 40 mph, in Theory’,

www.livescience.com/8039-humans-run-40-mph-theory.html.
Olympic Games 2017, ‘100m Men’, www.olympic.org/athletics/100m-men.

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