maths appendix 1

Appendix 1 – Relevant NESA Syllabus Outcomes and Contents
Year 11
Topic: Functions
Outcomes
A student:
› uses algebraic and graphical techniques to solve, and where appropriate, compare alternative
solutions to problems MA11-1
› uses the concepts of functions and relations to model, analyse and solve practical problems
MA11-2
› uses appropriate technology to investigate, organise, model and interpret information in a range
of contexts MA11-8
› provides reasoning to support conclusions which are appropriate to the context MA11-9
Topic Focus
The topic Functions involves the use of both algebraic and graphical conventions and terminology to
describe, interpret and model relationships of and between changing quantities.
A knowledge of functions enables students to discover, recognise and generalise connections

between algebraic and graphical representations of the same expression and to describe interactions
through the use of both dependent and independent variables.
The study of functions is important in developing students’ ability to find connections and patterns, to
communicate concisely and precisely, to use algebraic techniques and manipulations, to describe and
solve problems, and to predict future outcomes in areas such as finance, economics, data analysis,
marketing and weather.
Subtopics
MA-F1 Working with Functions
Mathematics Advanced Stage 6 Syllabus (2017) 30

Year 11
Functions
MA-F1 Working with Functions
Outcomes
A student:
› uses the concepts of functions and relations to model, analyse and solve practical problems
MA11-2
of contexts MA11-8
Subtopic Focus
The principal focus of this subtopic is to introduce students to the concept of a function and develop
their knowledge of functions and their respective graphs. Function notation is introduced, which is
essential for describing the ideas of calculus.
Students develop their use of mathematical language to describe functions, their properties and
respective graphs while applying this knowledge to everyday problems and applications. In business
and economics, for example revenue depends on the number of items sold, and expressing this
relationship as a function allows the investigation of changes in revenue as sales change.
Within this subtopic, schools have the opportunity to identify areas of Stage 5 content which may
need to be reviewed to meet the needs of students.
Content
F1.1: Algebraic techniques
Students:
● use index laws and surds
● solve quadratic equations using the quadratic formula and by completing the square
(ACMMM008)
● manipulate complex algebraic expressions involving algebraic fractions
F1.2: Introduction to functions

Students:
● define and use a function and a relation as mappings between sets, and as a rule or a formula
that defines one variable quantity in terms of another
– define a relation as any set of ordered pairs ሺ‫ݔ‬ǡ ‫ݕ‬ሻ of real numbers
– understand the formal definition of a function as a set of ordered pairs ሺ‫ݔ‬ǡ ‫ݕ‬ሻ of real numbers
such that no two ordered pairs have the same first component (or ‫ݔ‬-component)
● use function notation, domain and range, independent and dependent variables (ACMMM023)
– understand and use interval notation as a way of representing domain and range, eg ሾͶǡ λሻ
● understand the concept of the graph of a function (ACMMM024)

Year 11
● identify types of functions and relations on a given domain, using a variety of methods
– know what is meant by one-to-one, one-to-many, many-to-one and many-to-many
– use the vertical line test to identify a function
– determine if a function is one-to-one (ACMSM094)
● define odd and even functions algebraically and recognise their geometric properties
● define the sum, difference, product and quotient of functions and consider their domains and
ranges where possible
● define and use the composite function ݂ሺ݃ሺ‫ݔ‬ሻሻ of functions ݂ሺ‫ݔ‬ሻ and ݃ሺ‫ݔ‬ሻ where appropriate
– identify the domain and range of a composite function
● recognise that solving the equation ݂ሺ‫ݔ‬ሻ ൌ Ͳ corresponds to finding the values of ‫ ݔ‬for which the
graph of ‫ ݕ‬ൌ ݂ሺ‫ݔ‬ሻ cuts the ‫ݔ‬-axis (the ‫ݔ‬-intercepts)
F1.3: Linear, quadratic and cubic functions

Students:
● model, analyse and solve problems involving linear functions AAM
– recognise that a direct variation relationship produces a straight-line graph
– explain the geometrical significance of ݉ and ܿ in the equation ݂ሺ‫ݔ‬ሻ ൌ ݉‫ ݔ‬൅ ܿ
– derive the equation of a straight line passing through a fixed point ሺ‫ݔ‬ଵ ǡ ‫ݕ‬ଵ ሻ and having a given
gradient ݉ using the formula ‫ ݕ‬െ ‫ݕ‬ଵ ൌ ݉ሺ‫ ݔ‬െ ‫ݔ‬ଵ ሻ
– derive the equation of a straight line passing through two points ሺ‫ݔ‬ଵ ǡ ‫ݕ‬ଵ ሻ and ሺ‫ݔ‬ଶ ǡ ‫ݕ‬ଶ ሻ by first
௬మ ି௬భ
calculating its gradient ݉ using the formula ݉ ൌ
௫మ ି௫భ
– understand and use the fact that parallel lines have the same gradient and that two lines with
gradient ݉ଵ and ݉ଶ respectively are perpendicular if and only if ݉ଵ ݉ଶ ൌ െͳ
– find the equations of straight lines, including parallel and perpendicular lines, given sufficient
information (ACMMM004)
● model, analyse and solve problems involving quadratic functions AAM
– recognise features of the graph of a quadratic, including its parabolic nature, turning point,
axis of symmetry and intercepts (ACMMM007)
– find the vertex and intercepts of a quadratic graph by either factorising, completing the square
or solving the quadratic equation as appropriate
– understand the role of the discriminant in relation to the position of the graph
– find the equation of a quadratic given sufficient information (ACMMM009)
● solve practical problems involving a pair of simultaneous linear and/or quadratic functions
algebraically and graphically, with or without the aid of technology; including determining and
interpreting the break-even point of a simple business problem AAM
– understand that solving ݂ሺ‫ݔ‬ሻ ൌ ݇ corresponds to finding the values of ‫ ݔ‬for which the graph
‫ ݕ‬ൌ ݂ሺ‫ݔ‬ሻ cuts the line ‫ ݕ‬ൌ ݇
● recognise cubic functions of the form: ݂ሺ‫ݔ‬ሻ ൌ ݇‫ ݔ‬ଷ, ݂ሺ‫ݔ‬ሻ ൌ ݇ሺ‫ ݔ‬െ ܾሻଷ ൅ ܿ and
݂ሺ‫ݔ‬ሻ ൌ ݇ሺ‫ ݔ‬െ ܽሻሺ‫ ݔ‬െ ܾሻሺ‫ ݔ‬െ ܿሻǡ where ܽ, ܾ, ܿ and ݇ are constants, from their equation and/or
graph and identify important features of the graph

Year 11
F1.4: Further functions and relations

Students:
● define a real polynomial ܲሺ‫ݔ‬ሻ as the expression ܽ௡ ‫ ݔ‬௡ ൅ ܽ௡ିଵ ‫ ݔ‬௡ିଵ ൅Ǥ Ǥ Ǥ ൅ܽଶ ‫ ݔ‬ଶ ൅ ܽଵ ‫ ݔ‬൅ ܽ଴ where
݊ ൌ Ͳǡͳǡʹǡ ǥ and ܽ଴ ǡ ܽଵ ǡ ܽଶ ǡ ǥ ǡ ܽ௡ are real numbers
● identify the coefficients and the degree of a polynomial (ACMMM015)
● identify the shape and features of graphs of polynomial functions of any degree in factored form
and sketch their graphs
௞
● recognise that functions of the form ݂ሺ‫ݔ‬ሻ ൌ represent inverse variation, identify the hyperbolic
௫
shape of their graphs and identify their asymptotes AAM
● define the absolute value ȁ‫ݔ‬ȁ of a real number ‫ ݔ‬as the distance of the number from the origin on
a number line without regard to its sign
● use and apply the notation ȁ‫ݔ‬ȁ for the absolute value of the real number ‫ ݔ‬and the graph of ‫ ݕ‬ൌ ȁ‫ݔ‬ȁ
(ACMSM098)
– recognise the shape and features of the graph of ‫ ݕ‬ൌ ȁܽ‫ ݔ‬൅ ܾȁ and hence sketch the graph
● solve simple absolute value equations of the form ȁܽ‫ ݔ‬൅ ܾȁ ൌ ݇ both algebraically and graphically
● given the graph of ‫ ݕ‬ൌ ݂ሺ‫ݔ‬ሻ, sketch ‫ ݕ‬ൌ െ݂ሺ‫ݔ‬ሻ and ‫ ݕ‬ൌ ݂ሺെ‫ݔ‬ሻ and ‫ ݕ‬ൌ െ݂ሺെ‫ݔ‬ሻ using reflections
in the ‫ ݔ‬and ‫ݕ‬-axes
● recognise features of the graphs of ‫ ݔ‬ଶ ൅ ‫ ݕ‬ଶ ൌ ‫ ݎ‬ଶ and ሺ‫ ݔ‬െ ܽሻଶ ൅ ሺ‫ ݕ‬െ ܾሻଶ ൌ ‫ ݎ‬ଶ , including their
circular shapes, their centres and their radii (ACMMM020)
– derive the equation of a circle, centre the origin, by considering Pythagoras’ theorem and
recognise that a circle is not a function
– transform equations of the form ‫ ݔ‬ଶ ൅ ‫ ݕ‬ଶ ൅ ܽ‫ ݔ‬൅ ܾ‫ ݕ‬൅ ܿ ൌ Ͳ into the form
ሺ‫ ݔ‬െ ܽሻଶ ൅ ሺ‫ ݕ‬െ ܾሻଶ ൌ ‫ ݎ‬ଶ , by completing the square
– sketch circles given their equations and find the equation of a circle from its graph
– recognise that ‫ ݕ‬ൌ ξ‫ ݎ‬ଶ െ ‫ ݔ‬ଶ and ‫ ݕ‬ൌ െξ‫ ݎ‬ଶ െ ‫ ݔ‬ଶ are functions, identify the semicircular shape
of their graphs and sketch them

Year 11
Topic: Trigonometric Functions
Outcomes
A student:
› uses the concepts and techniques of trigonometry in the solution of equations and problems
involving geometric shapes MA11-3
› uses the concepts and techniques of periodic functions in the solutions of trigonometric equations
or proof of trigonometric identities MA11-4
of contexts MA11-8
Topic Focus
The topic Trigonometric Functions involves the study of periodic functions in geometric, algebraic,
numerical and graphical representations.
A knowledge of trigonometric functions enables the solving of practical problems involving triangles or
periodic graphs, such as waves and signals.
The study of trigonometric functions is important in developing students’ understanding of periodic

behaviour, a property not possessed by any previously studied functions. Utilising this property,
mathematical models have been developed that describe the behaviour of many naturally occurring
periodic phenomena, such as vibrations or waves, as well as oscillatory behaviour found in
pendulums, electric currents and radio signals.
Subtopics
MA-T1 Trigonometry and Measure of Angles
MA-T2 Trigonometric Functions and Identities

Year 11
Trigonometric Functions
MA-T1 Trigonometry and Measure of Angles
Outcomes
A student:
› uses the concepts and techniques of trigonometry in the solution of equations and problems
involving geometric shapes MA11-3
of contexts MA11-8
Subtopic Focus
The principal focus of this subtopic is to solve problems involving triangles using trigonometry, and to
understand and use angular measure expressed in radians and degrees. This has practical and
analytical applications in areas including surveying, navigation, meteorology, architecture,
construction and electronics.
Students develop techniques to solve problems involving triangles, and then extend these ideas to
include the exact ratios for angles, and also to the study of non-right-angled triangles. This introduces
the need to define the trigonometric ratios for obtuse angles, which is followed by the establishment of
trigonometric ratios of angles of any size. Radians are introduced as another measure in which angles
of any size can be found. Radians are important for the study of the calculus of trigonometric
functions in Year 12.
Content
T1.1 Trigonometry
Students:
● use the sine, cosine and tangent ratios to solve problems involving right-angled triangles where
angles are measured in degrees, or degrees and minutes
● establish and use the sine rule, cosine rule and the area of a triangle formula for solving problems
where angles are measured in degrees, or degrees and minutes AAM
● find angles and sides involving the ambiguous case of the sine rule
– use technology and/or geometric construction to investigate the ambiguous case of the sine
rule when finding an angle, and the condition for it to arise
● solve problems involving the use of trigonometry in two and three dimensions AAM
– interpret information about a two or three-dimensional context given in diagrammatic or
written form and construct diagrams where required
● solve practical problems involving Pythagoras’ theorem and the trigonometry of triangles, which
may involve the ambiguous case, including finding and using angles of elevation and depression
and the use of true bearings and compass bearings in navigation AAM

Year 11
T1.2 Radians
Students:
● understand the unit circle definition of ߠ, ߠ and ߠ and periodicity using degrees
(ACMMM029)
– sketch the trigonometric functions in degrees for Ͳι ൑ ‫ ݔ‬൑ ͵͸Ͳι
● define and use radian measure and understand its relationship with degree measure
(ACMMM032)
– convert between the two measures, using the fact that ͵͸Ͳι ൌ ʹߨ radians
– recognise and use the exact values of ߠ, ߠ and ߠ in both degrees and radians for
గ గ
integer multiples of and (ACMMM035)
଺ ସ
● understand the unit circle definition of ߠ, ߠ and ߠ and periodicity using radians
(ACMMM034)
● solve problems involving trigonometric ratios of angles of any magnitude in both degrees and
radians
● recognise the graphs of ‫ ݕ‬ൌ ‫ݔ‬, ‫ ݕ‬ൌ ‫ ݔ‬and ‫ ݕ‬ൌ ‫ ݔ‬and sketch on extended domains in
degrees and radians (ACMMM036)
ଵ
● derive the formula for arc length, ݈ ൌ ‫ ߠݎ‬and for the area of a sector of a circle, ‫ ܣ‬ൌ ‫ ݎ‬ଶ ߠ
ଶ
● solve problems involving sector areas, arc lengths and combinations of either areas or lengths

Year 11
Trigonometric Functions
MA-T2 Trigonometric Functions and Identities
Outcomes
A student:
› uses the concepts and techniques of periodic functions in the solutions of trigonometric equations
or proof of trigonometric identities MA11-4
of contexts MA11-8
Subtopic Focus
The principal focus of this subtopic is to use trigonometric identities and reciprocal relationships to
simplify expressions, to prove equivalences and to solve equations.
Students develop their ability to prove identities, simplify expressions and solve trigonometric
equations. Trigonometric expressions and equations provide a powerful tool for modelling quantities
that vary in a cyclical way such as tides, seasons, demand for resources, and alternating current. The
solution of trigonometric equations may require the use of trigonometric identities.
Content
Students:
● define the reciprocal trigonometric functions, ‫ ݕ‬ൌ ‫ݔ‬,‫ ݕ‬ൌ ‫ ݔ‬and ‫ ݕ‬ൌ ‫ݔ‬
ଵ
– ൌ ǡ ് Ͳ
ୱ୧୬୅
ଵ
– ൌ ǡ ് Ͳ
ୡ୭ୱ୅
ୡ୭ୱ୅
– ൌ ǡ ് Ͳ
ୱ୧୬୅
● sketch the graphs of reciprocal trigonometric functions in both radians and degrees
● prove and apply the Pythagorean identities ଶ ‫ ݔ‬൅ ଶ ‫ ݔ‬ൌ ͳ, ͳ ൅ ଶ ‫ ݔ‬ൌ ଶ ‫ ݔ‬and
ͳ ൅ ଶ ‫ ݔ‬ൌ ଶ ‫( ݔ‬ACMSM046)
– know the difference between an equation and an identity
ୱ୧୬௫
● use ‫ ݔ‬ൌ provided that ‫Ͳ ് ݔ‬
ୡ୭ୱ௫
● prove trigonometric identities
● evaluate trigonometric expressions using angles of any magnitude and complementary angle
results
● simplify trigonometric expressions and solve trigonometric equations, including those that reduce
to quadratic equations

Year 11
Topic: Calculus
Outcomes
A student:
› interprets the meaning of the derivative, determines the derivative of functions and applies these
to solve simple practical problems MA11-5
of contexts MA11-8
Topic Focus
The topic Calculus is concerned with how quantities change and provides a framework for developing
quantitative models of change and deducing their consequences. The topic involves the development
of the basic concepts upon which differential calculus is built, namely the connection between the
gradient of the tangent to a curve and the instantaneous rate of change of a function, rates of change
and derivatives of functions and the manipulative skills necessary for the effective use of differential
calculus.
The study of calculus is important in developing students’ ability to solve problems involving algebraic
and graphical representations of functions and rates of change of a function with relevance to all
quantitative fields of study including physics, chemistry, medicine, engineering, computing, statistics,
business, finance, economics and the construction industry.
Subtopics
MA-C1 Introduction to Differentiation

Year 11
Calculus
MA-C1 Introduction to Differentiation
Outcomes
A student:
› interprets the meaning of the derivative, determines the derivative of functions and applies these
to solve simple practical problems MA11-5
of contexts MA11-8
Subtopic Focus
The principal focus of this subtopic is for students to develop an understanding of the concept of a
derivative as a function that defines the rate of change of a given function. This concept is reinforced
numerically, by calculating difference quotients, geometrically, as gradients of secants and tangents,
and algebraically. The derivatives of power functions are found and used to solve simple problems,
including calculating gradients and equations of tangents and normals.
Students develop an understanding of derivatives as representations of rates of change. This process

is of fundamental importance in Mathematics and has applications in all quantitative fields of study
including physics, chemistry, medicine, engineering, computing, statistics, business, finance and
economics.
Content
C1.1: Gradients of tangents
Students:
● distinguish between continuous and discontinuous functions, identifying key elements which
distinguish each type of function
– sketch graphs of functions that are continuous and compare them with graphs of functions
that have discontinuities
– describe continuity informally, and identify continuous functions from their graphs
● describe the gradient of a secant drawn through two nearby points on the graph of a continuous
function as an approximation of the gradient of the tangent to the graph at those points, which
improves in accuracy as the distance between the two points decreases
● examine and use the relationship between the angle of inclination of a line or tangent, ߠǡ with the
positive ‫ݔ‬-axis, and the gradient, ݉, of that line or tangent, and establish that ߠ ൌ ݉ AAM

Year 11
C1.2: Difference quotients

Students:
● describe the behaviour of a function and its tangent at a point, using language including
increasing, decreasing, constant, stationary, increasing at an increasing rate AAM
௙ሺ௫ା௛ሻି௙ሺ௫ሻ
● interpret and use the difference quotient as the average rate of change of ݂ሺ‫ݔ‬ሻ or the
௛
gradient of a chord or secant of the graph ‫ ݕ‬ൌ ݂ሺ‫ݔ‬ሻ
● interpret the meaning of the gradient of a function in a variety of contexts, for example on
distance–time or velocity–time graphs
C1.3: The derivative function and its graph

Students:
● examine the behaviour of the difference quotient as ݄ ՜ Ͳ as an informal introduction to
௛
the concept of a limit (ACMMM081)
● interpret the derivative as the gradient of the tangent to the graph of ‫ ݕ‬ൌ ݂ሺ‫ݔ‬ሻ at a point ‫ݔ‬
(ACMMM085)
● estimate numerically the value of the derivative at a point, for simple power functions
(ACMMM086)
● define the derivative ݂ ᇱ ሺ‫ݔ‬ሻ from first principles, as and use the notation for the
௛՜଴ ௛
ௗ௬
derivative: ൌ ݂ ᇱ ሺ‫ݔ‬ሻ ൌ ‫ݕ‬Ԣ, where ‫ ݕ‬ൌ ݂ሺ‫ݔ‬ሻ
ௗ௫
● use first principles to find the derivative of simple polynomials, up to and including degree 3
● understand the concept of the derivative as a function (ACMMM089)
● sketch the derivative function (or gradient function) for a given graph of a function, without the use
of algebraic techniques and in a variety of contexts including motion in a straight line
– establish that ݂ ᇱ ሺ‫ݔ‬ሻ ൌ Ͳ at a stationary point, ݂ ᇱ ሺ‫ݔ‬ሻ ൐ Ͳ when the function is increasing and
݂ ᇱ ሺ‫ݔ‬ሻ ൏ Ͳ when it is decreasing, to form a framework for sketching the derivative function
– identify families of curves with the same derivative function (ACMMM121)
– use technology to plot functions and their gradient functions
● interpret and use the derivative at a point as the instantaneous rate of change of a function at that
point AAM
– examine examples of variable rates of change of non-linear functions (ACMMM087)
C1.4: Calculating with derivatives

Students:
ௗ
● use the formula ሺ‫ ݔ‬௡ ሻ ൌ ݊‫ ݔ‬௡ିଵ for all real values of ݊
ௗ௫
● differentiate a constant multiple of a function and the sum or difference of two functions
● understand and use the product, quotient and chain rules to differentiate functions of the form
௙ሺ௫ሻ
݂ሺ‫ݔ‬ሻ݃ሺ‫ݔ‬ሻǡ and ݂൫݃ሺ‫ݔ‬ሻ൯ where ݂ሺ‫ݔ‬ሻ and ݃ሺ‫ݔ‬ሻ are functions
௚ሺ௫ሻ
– apply the product rule: If ݄ሺ‫ݔ‬ሻ ൌ ݂ሺ‫ݔ‬ሻ݃ሺ‫ݔ‬ሻ then ݄Ԣሺ‫ݔ‬ሻ ൌ ݂ሺ‫ݔ‬ሻ݃Ԣሺ‫ݔ‬ሻ ൅ ݂Ԣሺ‫ݔ‬ሻ݃ሺ‫ݔ‬ሻ, or if ‫ ݑ‬and ‫ݒ‬
ௗ ௗ௩ ௗ௨
are both functions of ‫ ݔ‬then ሺ‫ݒݑ‬ሻ ൌ ‫ݑ‬ ൅‫ݒ‬
ௗ௫ ௗ௫ ௗ௫
௙ሺ௫ሻ ௚ሺ௫ሻ௙ ᇲ ሺ௫ሻି௙ሺ௫ሻ௚ᇲ ሺ௫ሻ
– apply the quotient rule: If ݄ሺ‫ݔ‬ሻ ൌ then ݄Ԣሺ‫ݔ‬ሻ ൌ , or if ‫ ݑ‬and ‫ ݒ‬are both
௚ሺ௫ሻ ௚ሺ௫ሻమ
೏ೠ ೏ೡ
ௗ ௨ ௩ ି௨
functions of ‫ ݔ‬then ቀ ቁൌ ೏ೣ ೏ೣ
ௗ௫ ௩ ௩మ
– apply the chain rule: If ݄ሺ‫ݔ‬ሻ ൌ ݂ሺ݃ሺ‫ݔ‬ሻሻ then ݄Ԣሺ‫ݔ‬ሻ ൌ ݂Ԣሺ݃ሺ‫ݔ‬ሻሻ݃Ԣሺ‫ݔ‬ሻ, or if‫ ݕ‬is a function of ‫ ݑ‬and
ௗ௬ ௗ௬ ௗ௨
‫ ݑ‬is a function of ‫ ݔ‬then ൌ ൈ
ௗ௫ ௗ௨ ௗ௫
● calculate derivatives of power functions to solve problems, including finding an instantaneous rate
of change of a function in both real life and abstract situations AAM

Year 11
● use the derivative in a variety of contexts, including to finding the equation of a tangent or normal
to a graph of a power function at a given point AAM
● determine the velocity of a particle given its displacement from a point as a function of time
● determine the acceleration of a particle given its velocity at a point as a function of time

Year 11
Topic: Exponential and Logarithmic Functions
Outcomes
A student:
› manipulates and solves expressions using the logarithmic and index laws, and uses logarithms
and exponential functions to solve practical problems MA11-6
of contexts MA11-8
Topic Focus
The topic Exponential and Logarithmic Functions introduces exponential and logarithmic functions
and develops their properties, including the manipulation of expressions involving them. The
exponential function ݁ ௫ is introduced by considering graphs of the derivative of exponential functions.
A knowledge of exponential and logarithmic functions enables an understanding of practical

applications, such as exponential growth and decay, as well as applications within the Calculus topic.
The study of exponential and logarithmic functions is important in developing students’ ability to solve
practical problems involving rates of change in contexts such as population growth and compound
interest.
Subtopics
MA-E1 Logarithms and Exponentials

Year 11
Exponential and Logarithmic Functions
MA-E1 Logarithms and Exponentials
Outcomes
A student:
› manipulates and solves expressions using the logarithmic and index laws, and uses logarithms
and exponential functions to solve practical problems MA11-6
of contexts MA11-8
Subtopic Focus
The principal focus of this subtopic is for students to learn about Euler’s number ݁, become fluent in
manipulating logarithms and exponentials and to use their knowledge, skills and understanding to
solve problems relating to exponentials and logarithms.
Students develop an understanding of numbering systems, their representations and connections to

observable phenomena such as exponential growth and decay. The exponential and logarithmic
functions ݂ሺ‫ݔ‬ሻ ൌ ݁ ௫ and ݂ሺ‫ݔ‬ሻ ൌ ௘ ‫ ݔ‬are important non-linear functions in Mathematics, and have
many applications in industry, finance and science. They are also fundamental functions in the study
of more advanced Mathematics.
Content
E1.1: Introducing logarithms
Students:
● define logarithms as indices: ‫ ݕ‬ൌ ܽ ௫ is equivalent to ‫ ݔ‬ൌ ௔ ‫ݕ‬, and explain why this definition only
makes sense when ܽ ൐ Ͳǡ ܽ ് ͳ
● recognise and sketch the graphs of ‫ ݕ‬ൌ ݇ܽ ௫ , ‫ ݕ‬ൌ ݇ܽି௫ where ݇ is a constant, and ‫ ݕ‬ൌ ௔ ‫ݔ‬
● recognise and use the inverse relationship between logarithms and exponentials
– understand and use the fact that ௔ ܽ ௫ ൌ ‫ ݔ‬for all real ‫ݔ‬, and ܽ୪୭୥ೌ ௫ ൌ ‫ ݔ‬for all ‫ ݔ‬൐ Ͳ
E1.2: Logarithmic laws and applications

● derive the logarithmic laws from the index laws and use the algebraic properties of logarithms to
simplify and evaluate logarithmic expressions
௠
௔ ݉ ൅ ௔ ݊ ൌ ௔ ሺ݉݊ሻ, ௔ ݉ െ ௔ ݊ ൌ ௔ ቀ ቁ, ௔ ሺ݉௡ ሻ ൌ ݊ ௔ ݉,
௡
ଵ
௔ ܽ ൌ ͳǡ ௔ ͳ ൌ Ͳǡ ௔ ൌ െ ௔ ‫ݔ‬
௫
୪୭୥್ ௫
● consider different number bases and prove and use the change of base law ௔ ‫ ݔ‬ൌ AAM
୪୭୥್ ௔
● interpret and use logarithmic scales, for example decibels in acoustics, different seismic scales for
earthquake magnitude, octaves in music or pH in chemistry (ACMMM154) AAM

Year 11
● solve algebraic, graphical and numerical problems involving logarithms in a variety of practical
and abstract contexts, including applications from financial, scientific, medical and industrial
contexts AAM
E1.3: The exponential function and natural logarithms

ௗሺ௘ ೣ ሻ
● establish and use the formula ൌ ݁ ௫ (ACMMM100)
ௗ௫
– using technology, sketch and explore the gradient function of exponential functions and
ௗሺ௘ ೣ ሻ
determine that there is a unique number ݁ ൎ2.71828182845, for which ൌ ݁ ௫ where ݁ is
ௗ௫
called Euler’s number
● apply the differentiation rules to functions involving the exponential function, ݂ሺ‫ݔ‬ሻ ൌ ݇݁ ௔௫ , where ݇
and ܽ are constants
● work with natural logarithms in a variety of practical and abstract contexts AAM
– define the natural logarithm ‫ ݔ‬ൌ ௘ ‫ ݔ‬from the exponential function ݂ሺ‫ݔ‬ሻ ൌ ݁ ௫
(ACMMM159)
– recognise and use the inverse relationship of the functions ‫ ݕ‬ൌ ݁ ௫ and ‫ ݕ‬ൌ ‫( ݔ‬ACMMM160)
– use the natural logarithm and the relationships ݁ ୪୬ ௫ ൌ ‫ ݔ‬where ‫ ݔ‬൐ Ͳǡand ሺ݁ ௫ ሻ ൌ ‫ ݔ‬for all
real ‫ ݔ‬in both algebraic and practical contexts
– use the logarithmic laws to simplify and evaluate natural logarithmic expressions and solve
equations
E1.4: Graphs and applications of exponential and logarithmic functions

● solve equations involving indices using logarithms (ACMMM155)
● graph an exponential function of the form ‫ ݕ‬ൌ ܽ ௫ for ܽ ൐ Ͳ and its transformations ‫ ݕ‬ൌ ݇ܽ ௫ ൅ ܿ
and ‫ ݕ‬ൌ ݇ܽ ௫ା௕ where ݇, ܾand ܿ are constants
– interpret the meaning of the intercepts of an exponential graph and explain the circumstances
in which these do not exist
● establish and use the algebraic properties of exponential functions to simplify and solve problems
(ACMMM064)
● solve problems involving exponential functions in a variety of practical and abstract contexts,
using technology, and algebraically in simple cases (ACMMM067) AAM
● graph a logarithmic function ‫ ݕ‬ൌ ௔ ‫ ݔ‬for ܽ ൐ Ͳ and its transformations ‫ ݕ‬ൌ ݇ ௔ ‫ ݔ‬൅ ܿ, using
technology or otherwise, where ݇ and ܿ are constants
– recognise that the graphs of ‫ ݕ‬ൌ ܽ ௫ and ‫ ݕ‬ൌ ௔ ‫ ݔ‬are reflections in the line ‫ ݕ‬ൌ ‫ݔ‬
● model situations and solve simple equations involving logarithmic or exponential functions
algebraically and graphically AAM
● identify contexts suitable for modelling by exponential and logarithmic functions and use these
functions to solve practical problems (ACMMM066, ACMMM158) AAM

Year 12
Topic: Calculus
Outcomes
A student:
› applies calculus techniques to model and solve problems MA12-3
› applies appropriate differentiation methods to solve problems MA12-6
› applies the concepts and techniques of indefinite and definite integrals in the solution of problems
MA12-7
› chooses and uses appropriate technology effectively in a range of contexts, models and applies
critical thinking to recognise appropriate times for such use MA12-9
› constructs arguments to prove and justify results and provides reasoning to support conclusions
which are appropriate to the context MA12-10
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 two
key aspects of calculus, namely differentiation and integration.
The study of calculus is important in developing students’ capacity to operate with and model
situations involving change, using algebraic and graphical techniques to describe and solve problems
and to predict outcomes in fields such as biomathematics, economics, engineering and the
construction industry.
Subtopics
MA-C2 Differential Calculus
MA-C3 Applications of Differentiation
MA-C4 Integral Calculus

Year 12
Calculus
MA-C2 Differential Calculus
Outcomes
A student:
Subtopic Focus
The principal focus of this subtopic is to develop and apply rules for differentiation to a variety of
functions.
Students develop an understanding of the interconnectedness of topics from across the syllabus and
the use of calculus to help solve problems from each topic. These skills are then applied in the
following subtopic on the second derivative in order to investigate applications of the calculus of
trigonometric, exponential and logarithmic functions.
Content
C2.1: Differentiation of trigonometric, exponential and logarithmic functions
Students:
ௗ ௗ
x establish the formulae
ௗ௫
ሺ ‫ݔ‬ሻ ൌ ‫ ݔ‬and
ௗ௫
ሺ ‫ݔ‬ሻ ൌ െ ‫ ݔ‬by numerical estimations of the
limits and informal proofs based on geometric constructions (ACMMM102)
x calculate derivatives of trigonometric functions
ௗ
x establish and use the formula
ௗ௫
ሺܽ ௫ ሻ ൌ ሺ ܽሻܽ ௫
– using graphing software or otherwise, sketch and explore the gradient function for a given
exponential function, recognise it as another exponential function and hence determine the
relationship between exponential functions and their derivatives
ௗ ଵ
x calculate the derivative of the natural logarithm function ሺ ‫ݔ‬ሻ ൌ
ௗ௫ ௫
ௗ ଵ
x establish and use the formula ሺ ௔ ‫ݔ‬ሻ ൌ
ௗ௫ ௫୪୬ ௔

Year 12
C2.2: Rules of differentiation

Students:
x apply the product, quotient and chain rules to differentiate functions of the form
௙ሺ௫ሻ
݂ሺ‫ݔ‬ሻ݃ሺ‫ݔ‬ሻǡ and ݂ሺ݃ሺ‫ݔ‬ሻሻ where ݂ሺ‫ݔ‬ሻ and ݃ሺ‫ݔ‬ሻ are any of the functions covered in the scope of
௚ሺ௫ሻ
ଵ
this syllabus, for example ‫ ݁ݔ‬௫ ǡ ‫ ݔ‬ǡ ǡ ‫ ݔ ݔ‬ǡ ݁ ି௫ ‫ ݔ‬and ݂ሺܽ‫ ݔ‬൅ ܾሻ (ACMMM106)
௫೙
ௗ
– use the composite function rule (chain rule) to establish that ൛݁ ௙ሺ௫ሻ ൟ ൌ ݂Ԣሺ‫ݔ‬ሻ݁ ௙ሺ௫ሻ
ௗ௫
ௗ ௙ ᇲሺ௫ሻ
– use the composite function rule (chain rule) to establish that ሼ ݂ሺ‫ݔ‬ሻሽ ൌ
ௗ௫ ௙ሺ௫ሻ
– use the logarithmic laws to simplify an expression before differentiating
– use the composite function rule (chain rule) to establish and use the derivatives of ሺ݂ሺ‫ݔ‬ሻሻ,
ሺ݂ሺ‫ݔ‬ሻሻ and ሺ݂ሺ‫ݔ‬ሻ)

Year 12
Calculus
MA-C3 Applications of Differentiation
Outcomes
A student:
Subtopic Focus
The principal focus of this subtopic is to introduce the second derivative, its meanings and
applications to the behaviour of graphs and functions, such as stationary points and the concavity of
the graph.
Students develop an understanding of the interconnectedness of topics from across the syllabus and
the use of calculus to help solve problems such as optimisation, from each topic. The solution of
optimisation problems is an important area of applied Mathematics and involves the location of the
maximum or minimum values of a function.
Content
C3.1: The first and second derivatives
Students:
● use the first derivative to investigate the shape of the graph of a function
– deduce from the sign of the first derivative whether a function is increasing, decreasing or
stationary at a given point or in a given interval
– use the first derivative to find intervals over which a function is increasing or decreasing, and
where its stationary points are located
– use the first derivative to investigate a stationary point of a function over a given domain,
classifying it as a local maximum, local minimum or neither
– determine the greatest or least value of a function over a given domain (if the domain is not
given, the natural domain of the function is assumed) and distinguish between local and global
minima and maxima
● define and interpret the concept of the second derivative as the rate of change of the first
derivative function in a variety of contexts, for example recognise acceleration as the second
derivative of displacement with respect to time (ACMMM108, ACMMM109) AAM
– understand the concepts of concavity and points of inflection and their relationship with the
second derivative (ACMMM110)
– use the second derivative to determine concavity and the nature of stationary points
– understand that when the second derivative is equal to 0 this does not necessarily represent a
point of inflection

Year 12
C3.2: Applications of the derivative

Students:
x use any of the functions covered in the scope of this syllabus and their derivatives to solve
practical and abstract problems AAM
● use calculus to determine and verify the nature of stationary points, find local and global maxima
and minima and points of inflection (horizontal or otherwise), examine behaviour of a function as
‫ ݔ‬՜ λ and ‫ ݔ‬՜ െλ and hence sketch the graph of the function (ACMMM095)
● solve optimisation problems for any of the functions covered in the scope of this syllabus, in a
wide variety of contexts including displacement, velocity, acceleration, area, volume, business,
finance and growth and decay AAM
– define variables and construct functions to represent the relationships between variables
related to contexts involving optimisation, sketching diagrams or completing diagrams if
necessary
– use calculus to establish the location of local and global maxima and minima, including
checking endpoints of an interval if required
– evaluate solutions and their reasonableness given the constraints of the domain and formulate
appropriate conclusions to optimisation problems

maths appendix 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

maths appendix 1

Uploaded by

Copyright:

Available Formats

Appendix 1 – Relevant NESA Syllabus Outcomes and Contents

A knowledge of functions enables students to discover, recognise and generalise connections

Mathematics Advanced Stage 6 Syllabus (2017) 30

MA-F1 Working with Functions

F1.2: Introduction to functions

Mathematics Advanced Stage 6 Syllabus (2017) 31

F1.3: Linear, quadratic and cubic functions

Mathematics Advanced Stage 6 Syllabus (2017) 32

F1.4: Further functions and relations

Mathematics Advanced Stage 6 Syllabus (2017) 33

Topic: Trigonometric Functions

The study of trigonometric functions is important in developing students’ understanding of periodic

Mathematics Advanced Stage 6 Syllabus (2017) 34

MA-T1 Trigonometry and Measure of Angles

Mathematics Advanced Stage 6 Syllabus (2017) 35

Mathematics Advanced Stage 6 Syllabus (2017) 36

MA-T2 Trigonometric Functions and Identities

Mathematics Advanced Stage 6 Syllabus (2017) 37

Mathematics Advanced Stage 6 Syllabus (2017) 38

MA-C1 Introduction to Differentiation

Students develop an understanding of derivatives as representations of rates of change. This process

Mathematics Advanced Stage 6 Syllabus (2017) 39

C1.2: Difference quotients

C1.3: The derivative function and its graph

C1.4: Calculating with derivatives

Mathematics Advanced Stage 6 Syllabus (2017) 40

Mathematics Advanced Stage 6 Syllabus (2017) 41

Topic: Exponential and Logarithmic Functions

A knowledge of exponential and logarithmic functions enables an understanding of practical

Mathematics Advanced Stage 6 Syllabus (2017) 42

Exponential and Logarithmic Functions

MA-E1 Logarithms and Exponentials

Students develop an understanding of numbering systems, their representations and connections to

E1.2: Logarithmic laws and applications

Mathematics Advanced Stage 6 Syllabus (2017) 43

E1.3: The exponential function and natural logarithms

E1.4: Graphs and applications of exponential and logarithmic functions

Mathematics Advanced Stage 6 Syllabus (2017) 44

Mathematics Advanced Stage 6 Syllabus (2017) 53

MA-C2 Differential Calculus

Mathematics Advanced Stage 6 Syllabus (2017) 54

C2.2: Rules of differentiation

Mathematics Advanced Stage 6 Syllabus (2017) 55

MA-C3 Applications of Differentiation

Mathematics Advanced Stage 6 Syllabus (2017) 56

C3.2: Applications of the derivative

Mathematics Advanced Stage 6 Syllabus (2017) 57

You might also like