Australian International School, Dhaka
Summative Assessment 2019 – 20 Term 1 MYP 3 (Year 8)
Subject: - Mathematics
Unit Title : Number
Key concept Related concept(s) Global context
Form Quantity, Representation, Orientation in space and time:
Simplification Discoveries and developments
Statement of inquiry
Representing and simplifying quantities in different forms can help explore remarkable discoveries
and developments
Duration Reading time Working time Date and Day
1hour 30 minutes 10 minutes 1 hour 20 minutes 26-09-2019 Thursday
Name: - ________________________________________________ Section: - _________
C D Apply
A (Knowing and B (Investigating
Criterion Communicating mathematics in
Understanding) Patterns)
real life context
Highest
achievement level
8 8
Level achieved
Teacher’s Name Teacher’s Signature
Mohammad Ali
Parents Parent’s Signature
Meeting is required to discuss the performance of the assessment:
Yes No
INSTRUCTIONS:
Do not open this examination paper until instructed to do so.
Calculator is required for this exam.
Unless otherwise stated in the question, all numerical answers must be given exactly (as
fractions) or to three decimal places.
Your work will be assessed against criterion A, B, C and D
Task Specific Clarification
0 1–2 3–4 5–6 7–8
standard described by any of
the student does not reach a
Criterion A: Knowing and
the descriptors below:
The student is able to: The student is able to: The student is able to: The student is able to:
i. select appropriate mathematics i. select appropriate mathematics i. select appropriate mathematics i. select appropriate mathematics when
Understanding
when solving simple problems when solving more complex when solving challenging solving challenging problems in both
in familiar situations problems in familiar situations problems in familiar situations familiar and unfamiliar situations
ii. apply the selected mathematics ii. apply the selected mathematics ii. apply the selected mathematics ii. apply the selected mathematics
successfully when solving these successfully when solving these successfully when solving these successfully when solving these
problems problems problems problems
iii. generally solve these problems iii. generally solve these problems iii. generally solve these problems iii. generally solve these problems
correctly in a variety of contexts. correctly in a variety of contexts. correctly in a variety of contexts. correctly in a variety of contexts.
The student solves problems The student solves problems The student solves problems The student solves problems
1 1, 2 1, 2, 3 1, 2, 3, 4
The student does not reach a
standard described by any of
Criterion B: Investigating
The student is able to: The student is able to: The student is able to: The student is able to:
the descriptors below.
i. apply, with teacher support, i. apply mathematical problem- i. select and apply mathematical i. select and apply mathematical
mathematical problem-solving solving techniques to discover problem-solving techniques to problem-solving techniques to
Patterns
techniques to discover simple simple patterns discover complex patterns discover complex patterns
patterns ii. suggest relationships and/or ii. describe patterns as relationships ii. describe patterns as relationships
ii. state predictions consistent with general rules consistent with and/or general rules consistent and/or general rules consistent with
patterns. findings. with findings correct findings
iii. verify these relationships and/or iii. prove, verify and justify these
general rules. relationships and/or general rules.
The student solves problems , The student solves problems The student solves problems The student solves problems
5, 6 5, 6, 5, 6, 7, 8, 9, all and of investigating part
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described by any of the descriptors below.
The student does not reach a standard
The student is able to: The student is able to: The student is able to: The student is able to:
i. use limited i. use some appropriate i. usually use appropriate mathematical i. consistently use appropriate
Criterion C: Communicating
mathematical mathematical language language mathematical language
language ii. use appropriate forms of ii. usually use appropriate forms of ii. use appropriate forms of
ii. use limited forms of mathematical representation to mathematical representation to present mathematical representation to
mathematical present information adequately information correctly consistently present information
representation to iii. communicate through lines of iii. move between different forms of correctly
present information reasoning that are able to be mathematical representation with some iii. move effectively between different
iii. communicate understood, although these are success forms of mathematical representation
through lines of not always clear iv. communicate through lines of reasoning iv. communicate through lines of
reasoning that are iv. adequately organize information that are clear although not always reasoning that are complete and
difficult to interpret. using a logical structure. coherent or complete coherent
v. present work that is usually organized v. present work that is consistently
using a logical structure. organized using a logical structure.
The student solves The student solves problems , The student solves problems , The student solves problems ,
problems , 11 part 1 and 2 11 part 1, 2 and 3 11 all answer
11 part 1
described by any of the descriptors below.
The student does not reach a standard
Criterion D: Applying mathematics in
The student is able to: The student is able to: The student is able to: The student is able to:
i. identify some of the i. identify the relevant elements of i. identify the relevant elements of the i. identify the relevant elements of the
elements of the the authentic real-life situation authentic real-life situation authentic real-life situation
real-life contexts
authentic real-life ii. select, with some success, ii. select adequate mathematical strategies to ii. select appropriate mathematical
situation adequate mathematical model the authentic real-life situation strategies to model the authentic
ii. apply mathematical strategies to model the authentic iii. apply the selected mathematical strategies real-life situation
strategies to find a real-life situation to reach a valid solution to the authentic iii. apply the selected mathematical
solution to the iii. apply mathematical strategies to real-life situation strategies to reach a correct solution
authentic real-life reach a solution to the authentic iv. describe the degree of accuracy of the iv. explain the degree of accuracy of the
situation, with real-life situation solution solution
limited success. iv. describe whether the solution v. discuss whether the solution makes sense v. explain whether the solution makes
makes sense in the context of the in the context of the authentic real-life sense in the context of the authentic
authentic real-life situation. situation. real-life situation.
The student solves The student solves problems , The student solves problems , The student solves problems ,
problems , 11 part 1 and 2 11 part 1, 2 and 3 11 all answer
11 part 1
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Criterion A
1. Write
a. 25% as a fraction
b. as a percentage
2. Find
a. of $300
b. a multiplier if cost increase by 15%
3. Fiona deposits $ 46 000 in a special investment account on March 17th. If the account
pays p.a. simple interest and she withdraws the money on June 30 th, how
much will her investment have earned during this time?
4. Ayan is an owner of a Cloth store. He perches 200 Jens pants for $20 each. He
applies a profit margin of 70% to the pants, but finds he cannot sell any at that price.
Consequently he has a 15% discount sale.
Consider the questions below:
a. What was the price of each pant before the sale?
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b. What was the price of each pant after discount?
c. What was the percentage profit made on the cost price of each pant?
d. If 80% of the pants were sold in the sale, how much profit was made?
e. What is the overall percentage return on costs if the remaining pants are
given away?
Criterion B
Investigation – Zero and negative exponents
5 What do you think 60 is equal to? Explain your thinking.
6 What do you think 4−1 is equal to? Explain your thinking.
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7 Copy and complete the table by finding the value of each of the following powers. Write
each answer as either a whole number or a fraction. No decimals allowed! If you are unsure
of the value of a power, simply follow the pattern you can see in the powers above it.
8 Repeat the same process, starting with ( ) and ending with ( ) .
9 Based on your results, what conclusion can you draw about an exponent of zero?
10 Based on your results, what conclusion can you draw about negative exponents?
11 Write your conclusions as general rules, using variables instead of specific numeric
examples.
12 Verify your rules for two more examples of your own, using a pattern similar to the ones
above.
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13 Justify why each of your rules works.
Criterion C and D
Microchip technology
How is it possible to surf the internet? How can a smartphone control so many devices?
How does a pacemaker help control a heart’s contractions? At the core of all of these is a
single device called a transistor. The transistor was invented in 1945 in Bell Labs and the
inventors had little idea how much it would revolutionize our way of life. In this task, you
will analyze the growth of transistor technology and the development of the microprocessor
chip.
You will present your work for each part in a single report. Show your working in each
section. Perform all your calculations and write all your answers using scientific notation.
Part 1 – Moore’s law
Gordon Moore, one of the founders of Intel, helped build a company that produces
processors for computer manufacturers. Processors, or microprocessors, are small chips
inside devices such as smartphones and computers that receive input and produce output
using transistors. In what has been named Moore’s law, Moore predicted that the number
of transistors that would fit on a chip would double every two years.
a If the very first chip had four transistors, use Moore’s law to calculate the number of
transistors on a chip every two years over the next 10 years. Copy and complete this
table, writing your answers as powers of 2.
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b If there were four transistors on a chip in 1965, predict the number of transistors on
a chip in the year 2015. Write your answer both as a number in expanded form and
in scientific notation.
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c During a speech in 2014, one of Intel’s vice presidents said that, by 2026, the
company would make a processor with as many transistors as there are neurons in a
human brain.
If there are 1.0 × 1011 neurons in the human brain, would Moore’s law agree with the
vice president’s statement?
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Part 2 – Chip technology
Transistors can perform two functions. They can amplify current so that an input current is
greatly increased as it passes through the transistor. Because of this, transistors were
originally used to develop hearing aids. They can also act as switches, being either “on” or
“off”. This allows the transistor to store two different numbers, either a 0 (off) or a 1 (on).
Originally, vacuum tubes were used as switches, but these were large and required a lot of
power.
a Smartphones have chips in them that can contain 3.3 billion transistors. If each
transistor weighs 5.1 × 10−23 grams, find the total mass of the transistors in a
smartphone.
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b If each chip has a length of 35 nanometers (nm), how many would you need to circle
the Earth, which has a radius of 6371 km?
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c Supercomputers have been developed that are much larger and can perform many
more calculations than ordinary desktop or laptop computers. One such
supercomputer, the Titan, has 4.485 × 1010 transistors in its central processing unit
(CPU) and another 1.3268 × 1011 transistors in its graphics processing unit (GPU).
Find the total number of transistors in the Titan. Show your working and give your
answers in standard form.
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d Intel estimates that about 12 quintillion transistors are shipped around the globe
each year. If that represents 10,000 times the number of ants on the planet, find the
number of ants on Earth.
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Part 3 – Design your own
What if you could design your own processor? How small would you make it? How many
transistors could you fit on it? The size of transistors has decreased dramatically since they
were first invented. Assume you will use transistors that are approximately rectangular and
measure 35 nm by 14 nm.
a Select a chip size that sounds impressive (e.g. a fingernail). Find its area. (You may
choose to research the area or calculate it after taking measurements.)
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b Find the number of transistors that you will be able to fit on your chosen area.
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c If transistors costs $0.000000003 USD each, find the cost of the transistors on your
chip.
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d Create a headline to announce your technology to the world.
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Part 4
e Write a newspaper article about your invention and create a snazzy name for your
chip. Your article must include the following:
• Headline – usually only a few words. It’s purpose is to attract
the interest of the reader by giving a hint as to what
the article is about in a concise way.
• By-line – the author of the article.
• Introduction – sets the scene and summarizes the main points of
the article: who, what, when, where.
• Body – provides more detail about the event, in particular
it answers the questions how and why.
• Quotes – what a person (such as an eye-witness or an
expert) has said about the invention. These will be
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in speech marks
• Photograph and caption – include a drawing or photograph of your invention
as well as a caption that describes what is in the
photo.
• Answers to these questions – What does it take to make the next great
discovery? Are great discoveries planned or
accidental?
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