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Mathematics Extension 1 Year 11 Topic Guide Calculus
Mathematics Extension 1 Year 11 Topic Guide Calculus
Topic Guides provide support for the Mathematics Stage 6 courses. They contain information
organised under the following headings: Prior learning; Terminology; Use of technology;
Background information; General comments; Future study; Considerations and teaching
strategies; Suggested applications and exemplar questions.
Topic Guides illustrate ways to explore syllabus-related content and consequently do not
define the scope of problems or learning experiences that students may encounter through
their study of a topic. The terminology list contains terms that may be used in the teaching and
learning of the topic. The list is not exhaustive and is provided simply to aid discussion.
Please provide any feedback to the Mathematics and Numeracy Curriculum Inspector.
Revision date NA
Contents
Contents ................................................................................................................................ 2
Terminology .......................................................................................................................... 3
Subtopics .............................................................................................................................. 5
ME-C1: Rates of Change .................................................................................................................... 6
Mathematics Extension 1 Year 11 Topic guide: Calculus, updated December 2018 Page 2 of 10
Topic focus
The topic Calculus involves the study of how things change and provides a framework for
developing quantitative models of change and deducing their consequences. It involves the
development of the connections between rates of change and related rates of change, the
derivatives of functions and the manipulative skills necessary for the effective use of
differential calculus.
Prior learning
The material in this topic builds on content from the Number and Algebra strand of the
Mathematics K–10 syllabus, including the Stage 5.3 substrands of Ratios and Rates, Algebraic
Techniques, Surds and Indices, Equations, Linear Relationships and Non-Linear
Relationships.
Additionally, content in this topic links to and builds upon material from the Mathematics
Advanced syllabus, including the year 11 topics of Functions, Calculus and Exponentials and
Logarithms.
Terminology
acceleration ecosystem particle
carrying capacity exponential model population
chain rule exponential growth/decay population growth
composition of functions growth population growth constant
constant rate half-life population model
decay initial conditions position
depreciation initial value radioactive decay
differential equation limit rate of change
displacement modified exponential model related rate of change
distance Newton’s Law of Cooling velocity
Use of technology
Graphing calculators or graphing technologies are a suitable means of exploring many of the
concepts studied in this topic and their use is encouraged in teaching and learning.
In particular, graphing software is useful for modelling exponential growth and decay.
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Background information
The development of calculus has significantly contributed to our understanding of motion and
dynamic change in the world around us. Following the work of Isaac Newton (1642–1727),
Gottfried Wilhelm Leibniz (1646–1716) and many other mathematicians in developing the
foundations of calculus, there was a move in the 19th century to reform the way in which
calculus was taught. Of particular note was the work of Reverend William Ritchie (1790–1837)
as he endeavoured to make calculus more broadly accessible by using a more practical
presentation of calculus concepts. In 1836, his work Principles of Differential and Integral
Calculus was published and illustrated the use of related rates problems of similar nature to
those we use today. It is clear to see from the organisation of his work that he viewed practical
representations such as related rates problems to be essential and fundamental to the
presentation of calculus and covered this material prior to applications such as tangents,
normals, extrema etc.
Exploration of the calculus reform movements of the 19th century, such as the work of Ritchie,
Angustus De Morgan (1806–1871) and James Connell (1804–1846) may be of interest to
students. It is an engaging piece of history which showcases how the development of a field of
study and mathematical advances can be challenged through alternate approaches to make
the mathematics more accessible.
General comments
This topic extends students’ knowledge of differential calculus through the study of rates of
change, exponential growth and decay and related rates of change, which are important in
many practical applications and essential for many more advanced aspects of mathematics.
Students are required to develop a strong conceptual understanding of rates of change and
their use for describing the behaviour of variables in the physical world.
The study of the motion of a particle along the 𝑥-axis is the study of an abstract situation, but it
allows students to develop mathematical knowledge, skills and understanding that may be
applied later in more complex contexts, describing the behaviour of real objects in real time.
Cross-curricular links are encouraged in relation to this topic area, with the obvious links to
science subjects, but also to environmental studies and to commerce and finance.
Future study
Students need to ensure that they can efficiently describe and interpret situations involving
rates of change with respect to time, growth and decay and related rates of change to solve
problems and facilitate work in later topics.
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Subtopics
ME-C1: Rates of Change
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ME-C1: Rates of Change
Subtopic focus
The principal focus of this subtopic is for students to solve problems involving the chain rule
and differentiation of the exponential function, and understand how these concepts can be
applied to the physical and natural sciences.
Students develop the ability to study motion problems in an abstract situation, which may in
later studies be applied to large and small mechanical systems, from aeroplanes and satellites
to miniature robotics. Students also study the mathematics of exponential growth and decay,
two fundamental processes in the natural environment.
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velocity of 2.
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𝑑𝑁 𝑑𝑁
𝑑𝑡
= 𝑘𝑁 and others according to the rule 𝑑𝑡 = 𝑘(𝑁 − 𝑃). The role of the environment
could be considered. In the latter case, 𝑃 might represent a natural ‘carrying capacity’ for
the ecosystem, and as 𝑁 approaches 𝑃 B, the lack of space and food limits the growth of
the population and the rate of change becomes smaller.
While the concept of exponential growth is often applied above to populations, it could
equally well be applied to depletion of natural resources, industrial production, inflation etc.
It should be noted that ‘Newton’s law of cooling’ also applies to bodies that are placed in
surroundings that are warmer than the initial temperature of the body, so that the body
becomes warmer.
Mathematics Extension 1 Year 11 Topic guide: Calculus, updated December 2018 Page 8 of 10
𝑑𝑇
satisfies the equation 𝑑𝑡 = −𝑘(𝑇 − 3), 𝑘 > 0 where 𝑡 is the number of minutes after the
salad is placed in the refrigerator.
(a) Show that 𝑇 = 3 + 𝐴𝑒 −𝑘𝑡 satisfies this equation.
(b) The temperature of the salad is 11°C after 10 minutes. Find the temperature of the
salad after 15 minutes.
The diagram shows two identical circular cones with a common vertical axis. Each cone
Mathematics Extension 1 Year 11 Topic guide: Calculus, updated December 2018 Page 9 of 10
has height ℎ cm and semi-vertical angle 45°.
The lower cone is completely filled with water. The upper cone is lowered vertically into
𝑑𝑙
the water as shown in the diagram. The rate at which it is lowered is given by = 10,
𝑑𝑡
where 𝑙 cm is the distance the upper cone has descended into the water after 𝑡 seconds.
As the upper cone is lowered, water spills from the lower cone. The volume of water
remaining in the lower cone at time 𝑡 is 𝑉 cm3 .
𝜋
(a) Show that 𝑉 = (ℎ3 − 𝑙 3 ).
3
(b) Find the rate at which 𝑉 is changing with respect to time when 𝑙 = 2.
(c) Find the rate at which 𝑉 is changing with respect to time when the lower cone has lost
1
of its water. Give your answer in terms of ℎ.
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Mathematics Extension 1 Year 11 Topic guide: Calculus, updated December 2018 Page 10 of 10