STAGE 1 MATHEMATICS

SKILLS AND APPLICATIONS TASK 3

Purpose
To demonstrate your ability to:
accurately apply the mathematical concepts, processes, and strategies that you have learned in
class to solve a range of trigonometry problems
effectively and appropriately communicate relevant mathematical information within your solutions.

Description of assessment
This assessment allows you to show your skills in understanding and appropriate use of the mathematical
concepts, processes, and strategies in Subtopic 10.1: The Quadratic Function

Assessment conditions
You have 45 minutes to complete this supervised assessment. Provide complete working for all calculations.
Use electronic technology where appropriate.

Learning Requirements Assessment Design Criteria Capabilities
1. understand mathematical
concepts and relationships,
making use of electronic
technology where
appropriate to aid and
enhance understanding
2. identify, collect, and
organise mathematical
information relevant to
investigating and finding
solutions to
questions/problems taken
from social, scientific,
economic, or historical
contexts
3. recognise and apply the
mathematical techniques
needed when analysing
and finding a solution to a
question/problem in context
4. interpret results, draw
conclusions, and reflect on
the reasonableness of
these in the context of the
question/problem
5. communicate mathematical
reasoning and ideas using
appropriate language and
representations
6. work both independently
and cooperatively in
planning, organising, and
carrying out mathematical
activities.

Mathematical Knowledge and Skills and Their Application
The specific features are as follows:
MKSA1 Knowledge of content and understanding
of mathematical concepts and
relationships.
MKSA2 Use of mathematical algorithms and
techniques (implemented electronically
where appropriate) to find solutions to
routine and complex questions.
MKSA3 Application of knowledge and skills to
answer questions set in applied and
theoretical contexts.
Mathematical Modelling and Problem-solving
The specific features are as follows:
MMP1 Application of mathematical models.
MMP2 Development of solutions to mathematical
problems set in applied and theoretical
contexts.
MMP3 Interpretation of the mathematical results in
the context of the problem.
MMP4 Understanding of the reasonableness and
possible limitations of the interpreted
results, and recognition of assumptions
made.
Communication of Mathematical Information
The specific features are as follows:
CMI1 Communication of mathematical ideas and
reasoning to develop logical arguments.
CMI2 Use of appropriate mathematical notation,
representations, and terminology.
Communication
Citizenship
Personal
Development
Work
Learning



Page 1 of 6
Stage 1 Mathematics task
Ref: A206668 (revised January 2013)
SACE Board of South Australia 2012
PERFORMANCE STANDARDS FOR STAGE 1 MATHEMATICS

Mathematical Knowledge and
Skills and Their Application
Mathematical Modelling and Problem-
solving
Communication of
Mathematical Information
A
Comprehensive knowledge of content
and understanding of concepts and
relationships.
Appropriate selection and use of
mathematical algorithms and techniques
(implemented electronically where
appropriate) to find efficient solutions to
complex questions.
Highly effective and accurate application
of knowledge and skills to answer
questions set in applied and theoretical
contexts.
Development and effective application of
mathematical models.
Complete, concise, and accurate solutions to
mathematical problems set in applied and theoretical
contexts.
Concise interpretation of the mathematical results in
the context of the problem.
In-depth understanding of the reasonableness and
possible limitations of the interpreted results, and
recognition of assumptions made.
Highly effective communication
of mathematical ideas and
reasoning to develop logical
arguments.
Proficient and accurate use of
appropriate notation,
representations, and
terminology.
B
Some depth of knowledge of content and
understanding of concepts and
relationships.
Use of mathematical algorithms and
techniques (implemented electronically
where appropriate) to find some correct
solutions to complex questions.
Accurate application of knowledge and
skills to answer questions set in applied
and theoretical contexts.
Attempted development and appropriate application
of mathematical models.
Mostly accurate and complete solutions to
mathematical problems set in applied and theoretical
contexts.
Complete interpretation of the mathematical results in
the context of the problem.
Some depth of understanding of the reasonableness
and possible limitations of the interpreted results, and
recognition of assumptions made.
Effective communication of
mathematical ideas and
reasoning to develop mostly
logical arguments.
Mostly accurate use of
appropriate notation,
representations, and
terminology.
C
Generally competent knowledge of
content and understanding of concepts
and relationships.
Use of mathematical algorithms and
techniques (implemented electronically
where appropriate) to find mostly correct
solutions to routine questions.
Generally accurate application of
knowledge and skills to answer questions
set in applied and theoretical contexts.
Appropriate application of mathematical models.
Some accurate and generally complete solutions to
mathematical problems set in applied and theoretical
contexts.
Generally appropriate interpretation of the
mathematical results in the context of the problem.
Some understanding of the reasonableness and
possible limitations of the interpreted results and
some recognition of assumptions made.
Appropriate communication of
mathematical ideas and
reasoning to develop some
logical arguments.
Use of generally appropriate
notation, representations, and
terminology, with some
inaccuracies.
D
Basic knowledge of content and some
understanding of concepts and
relationships.
Some use of mathematical algorithms
and techniques (implemented
electronically where appropriate) to find
some correct results to routine questions.
Sometimes accurate application of
knowledge and skills to answer questions
set in applied or theoretical contexts.
Application of a mathematical model, with partial
effectiveness.
Partly accurate and generally incomplete
mathematical results for problems set applied or
theoretical contexts.
Attempted interpretation of the mathematical results
in the context of the problem.
Some awareness of the reasonableness and possible
limitations of the interpreted results.
Some appropriate
communication of
mathematical ideas and
reasoning.
Some attempt to use
appropriate notation,
representations, and
terminology, with occasional
accuracy.
E
Limited knowledge of content.
Attempted use of mathematical
algorithms and techniques (implemented
electronically where appropriate) to find
limited correct solutions to routine
questions.
Attempted application of knowledge and
skills to answer questions applied or
theoretical contexts, with limited
effectiveness.
Attempted application of a basic mathematical model.
Limited accuracy in solutions to one or more
mathematical problems set in applied or theoretical
contexts.
Limited attempt at interpretation of the mathematical
results in the context of the problem.
Limited awareness of the reasonableness and
possible limitations of the results.
Attempted communication of
emerging mathematical ideas
and reasoning.
Limited attempt to use
appropriate notation,
representations, or
terminology, and with limited
accuracy.
Page 2 of 6
Stage 1 Mathematics task
Ref: A206668 (revised January 2013)
SACE Board of South Australia 2012
STAGE 1 MATHEMATICS

SKILLS AND APPLICATIONS TASK 3

1) A quadratic function is a polynomial of order 2. It has the form .
Consider the function y .
y =ax
2
+bx +c
1
=x
2
+2x 24
a) Solve the equation by factorising. [1] x
2
+2x 24 = 0


(x +6)(x 4) =0
x = 6 or x =4


b) In terms of the graph of y , what is the significance of your
solutions to part a) above? [1]
1
= x
2
+2x 24

The solutions are the x-values of the intercepts of the graph with the x-axis.


In Question 1,
students have
opportunities to
show their use of
mathematical
algorithms and
techniques to find
correct solutions to
routine questions.
c) State the x and y intercepts of y
1
. [1]

The x-intercepts are x = - 6 and x = 4
The y-intercept is y = - 24

d) Graph the function y on the grid given, labelling all of the
information you found in parts a) and c). [3]
1
= x
2
+2x 24


x
-10 -5 5 10
y
-30
-20
-10
10
(4,0)
(-6,0)
(0,-24)
y = x
2
+2x 24


Drawing the graph
in part d) provides
an opportunity for
students to
demonstrate use
of appropriate
notation and
representations.
The use of
technology makes
the drawing of the
graph a simple
task.



















Page 3 of 6
Stage 1 Mathematics task
Ref: A206668 (revised January 2013)
SACE Board of South Australia 2012

2) Unlike the function y
1
, +5x 2 does not factorize nicely. The solutions
to the equation ax +c = 0 can be found using the formula
y
2
= 2x
2
+bx
2
x =
b b
2
4ac
Question 2
provides an
opportunity to
show accurate
use of
appropriate
notation.
2a


a) Find the solutions to the equation [2] 2x
2
+5x 2 = 0


x =
-5 5
2
4(2)(-2)
2(2)
=
-5 41
4


b) Using technology or otherwise, find the minimum value of the function
[1] y
2
= 2x
2
+5x 2

Minimum value is y = -5.125 (or -5
1
8
)

3) Given the function y , find another quadratic that has the same
x-intercepts. [2]
=x
2
+2x 15

Accept all answers of the form y =k(x +2x 15)

The pattern given, if repeated, would
look like this.
x
x
3
3 +
+
4) A quilt pattern can be designed by using a quadratic function, e.g. (x +3)
2
. This
function could result in a quilt as shown below:












Design your own quilt with another function to get the basic pattern. (You do not
have to colour your pattern). Explain what would happen as the value of x changes.
[3]

Accept any answer that displays understanding of the pattern. All diagrams would
look similar. Students may use an illustration of a pattern that shows (x+a)(x+b).

As x gets larger, the sizes of the green and yellow sections get larger and the size
of the red section gets smaller.

Illustrations of (x-a)(x+b) are more difficult (but not impossible).
Question 4
provides the
opportunity for
students to show
application of
knowledge in an
applied context.
Page 4 of 6
Stage 1 Mathematics task
Ref: A206668 (revised January 2013)
SACE Board of South Australia 2012

5) When a football is kicked, the path of the football can be modelled by a quadratic
function. Let h denote the height of the football and d be the distance from where
the foot and the ball make contact (see the diagram below).










d
h
h(m)
d(m)
Ivan can kick a football so that the path is modelled by the equation
h =
1
24
(d 16)
2
+11 where d and h are in metres.
Lous kick follows a path described by the relationship: h =
1
20
(d 15)
2
+12.
Question 5 a)
gives students an
opportunity to
show appropriate
selection and use
of algorithms and
techniques to find
solutions to routine
questions with
technology.

a) For both Ivans and Lous functions, find:
i) the y-axis intercept [2]

Ivan: y =
1
3
Lou: y =
3
4
(technology)

ii) the x-axis intercept [2]

Ivan: x = 32.2 Lou: x = 30.5

iii) the vertex. [2]

Producing graphs
enables students
to demonstrate
their knowledge of
relevant content
and understanding
of concepts and
relationships.
Labelling of the
graphs requires
appropriate use of
notation and
representations.
Ivan: Vertex = (16,11) Lou: Vertex = (15,12)

b) Graph both of the functions on the axes below, labelling your graph with the
intercepts and vertices you found in part a). [4]
x
10 20 30 40
y
5
10
15
Ivan Lou
30.5
32.2
(16,11)
(15,12)
Sam














c) Explain the meaning of your answers to Q1 a) i), ii), iii) in the context of the path of
the ball when it is kicked, making sure you refer specifically to the values you
calculated. [4]
y intercept : the distance above the ground that the ball is when kicked.
x intercept: the distance the ball travels before hitting the ground again.
Page 5 of 6
Stage 1 Mathematics task
Ref: A206668 (revised January 2013)
SACE Board of South Australia 2012
Vertex: The maximum height the ball reaches and the horizontal distance to that
maximum height.
Ivan kicks the ball when it is 0.3 m above the ground and it travels 32.2 m after
reaching a maximum height of 15m when it has travelled a horizontal distance of
12m.
Lou kicks the ball when it is 0.75m above the ground and it travels 30.5m after
reaching a maximum height of 16m when it has travelled a horizontal distance of
11m.

Parts c) to e) allow
students to apply
their knowledge
and skills to
answer questions
set in an applied
context.
d) Which player was able to kick the football furthest and by how much? [2]

Ivan kicks the ball further: 32.2 - 30.5 = 1.7m further

e) Which player was able to kick the football highest and by how much? [2]

Lou kicks the ball 1m higher than Ivan

A third player, Sam, kicks the ball when it is 0.94m above the ground and it reaches
a maximum height of 11m after travelling 22m. The ball travels a total distance of
45 m before hitting the ground.

f) Using technology or otherwise, find a quadratic function that describes the path this
ball follows, and explain how you derived this function. [3]
Students are
required to select
both the relevant
data and an
appropriate
algorithm. Hence,
this question
would be
considered
complex.
Regardless of the
method chosen,
an opportunity
exists to be highly
effective in
communicating
mathematical
reasoning.

Using points (0,0.94), (22,11), and (45,0), technology gives:
y = -0.021x
2
+0.915x +0.94


OR y =k(x 22)
2
+11
0 =k(45 22)
2
+11
k =
11
529
y =
13
529
(x 22)
2
+11


NB There are slight differences between these models as the y- intercept given is a
decimal approximation to the value
11
23
2


g) Sketch a graph of your function, on the same axes as you used for part b) of this
question. [2]

See graph above for Quadratic labelled Sam.


Notes on Mathematical Modelling and Problem-sol ving:

Questions 4 and 5 f) provide an opportunity to develop a mathematical problem set in an applied context, whilst Question 5
parts c), d), and e) allow students to interpret the results in the context of a problem

However, as the students response is so constrained by the wording of the question, there is little scope for students to be
assessed at the higher performance standards. It is highly likely that the student will be presented with much better
opportunities to display higher order skills for this criterion in an assessment for their folio.

These questions do still present opportunities for the student to demonstrate high levels of achievement in Communication of
Mathematical Information
Page 6 of 6
Stage 1 Mathematics task
Ref: A206668 (revised January 2013)
SACE Board of South Australia 2012