Mathematics Advanced Year 12 Course Content

Year 12 Course Structure and Requirements

The course is organised in topics, with the topics divided into subtopics.

Mathematics Advanced

Topics Subtopics

Functions MA-F2 Graphing Techniques

Trigonometric Functions MA-T3 Trigonometric Functions and

Graphs
Year 12 course
(120 hours) Calculus MA-C2 Differential Calculus
MA-C3 Applications of Differentiation
MA-C4 Integral Calculus

Financial Mathematics MA-M1 Modelling Financial Situations

Statistical Analysis MA-S2 Descriptive Statistics and Bivariate

Data Analysis
MA-S3 Random Variables

● Students should experience content in the course in familiar and routine situations as well as
unfamiliar situations.
● Students should be provided with regular opportunities involving the integration of technology to
enrich the learning experience.

Mathematics Advanced Stage 6 Syllabus (2017) 16

Topic: Functions

MA-F2 Graphing Techniques

Content
Students:
● apply transformations to sketch functions of the form $ = 2)(4(" + 3)) + ., where )(") is a
polynomial, reciprocal, absolute value, exponential or logarithmic function and 4, 3, . and 2 are
constants
– examine translations and the graphs of $ = )(") + . and $ = )(" + 3) using technology
– examine dilations and the graphs of $ = 2)(") and $ = )(4") using technology
– recognise that the order in which transformations are applied is important in the construction
of the resulting function or graph
● use graphical methods with supporting algebraic working to solve a variety of practical problems
involving any of the functions within the scope of this syllabus, in both real-life and abstract
contexts AAM
– select and use an appropriate method to graph a given function, including finding intercepts,
considering the sign of )(") and using symmetry
– determine asymptotes and discontinuities where appropriate (vertical and horizontal
asymptotes only)
– determine the number of solutions of an equation by considering appropriate graphs
– solve linear and quadratic inequalities by sketching appropriate graphs

Mathematics Advanced Stage 6 Syllabus (2017) 17

Topic: Trigonometric Functions

MA-T3 Trigonometric Functions and Graphs

Content
Students:
● examine and apply transformations to sketch functions of the form $ = 2)(4(" + 3)) + ., where
4, 3, . and 2 are constants, in a variety of contexts, where )(") is one of sin ", cos " or tan ",
stating the domain and range when appropriate
– use technology or otherwise to examine the effect on the graphs of changing the amplitude
(where appropriate), $ = 2)("), the period, $ = )(4"), the phase, $ = )(" + 3), and the
vertical shift, $ = )(") + .
– use 2, 4, 3, . to describe transformational shifts and sketch graphs
● solve trigonometric equations involving functions of the form 2)(4(" + 3)) + ., using technology
or otherwise, within a specified domain AAM
● use trigonometric functions of the form 2)(4(" + 3)) + . to model and/or solve practical problems
involving periodic phenomena AAM

Mathematics Advanced Stage 6 Syllabus (2017) 18

Topic: Calculus

MA-C2 Differential Calculus

Content
C2.1: Differentiation of trigonometric, exponential and logarithmic functions
Students:
; ;
• establish the formulae ;% (sin ") = cos " and ;% (cos ") = − sin " by numerical estimations of the
limits and informal proofs based on geometric constructions (ACMMM102)
• calculate derivatives of trigonometric functions
;
• establish and use the formula ;% (4 % ) = (ln 4)4 %
– 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
; !
• calculate the derivative of the natural logarithm function ;% (ln ") = %
; !
• establish and use the formula ;% (log ? ") =
% @/ ?

C2.2: Rules of differentiation

Students:
• apply the product, quotient and chain rules to differentiate functions of the form
4(%)
)(")*("), <(%) and )(*(")) where )(") and *(") are any of the functions covered in the scope of
!
this syllabus, for example "_ % , tan " , % * , " sin " , _ $% sin " and )(4" + 3) (ACMMM106)
;
– use the composite function rule (chain rule) to establish that ;% l_ 4(%) m = )′(")_ 4(%)
; 4 # (%)
– use the composite function rule (chain rule) to establish that ;% {ln )(")} = 4(%)
– use the logarithmic laws to simplify an expression before differentiating
– use the composite function rule (chain rule) to establish and use the derivatives of sin()(")),
cos()(")) and tan ()("))

Mathematics Advanced Stage 6 Syllabus (2017) 19

Calculus

MA-C3 Applications of Differentiation

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

C3.2: Applications of the derivative

Students:
• 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
" → ∞ and " → −∞ 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

Mathematics Advanced Stage 6 Syllabus (2017) 20

Calculus

MA-C4 Integral Calculus

Content
C4.1: The anti-derivative
Students:
● define anti-differentiation as the reverse of differentiation and use the notation ∫ )(") q" for anti-
derivatives or indefinite integrals (ACMMM114, ACMMM115)
● recognise that any two anti-derivatives of )(") differ by a constant
!
● establish and use the formula ∫ " ' q" = '6! " '6! + ., for 8 ≠ −1 (ACMMM116)
!
● establish and use the formula ∫ )′(")[)(")]' q" = '6! [)(")]'6! + . where 8 ≠ −1 (the reverse
chain rule)
● establish and use the formulae for the anti-derivatives of sin (4" + 3), cos (4" + 3) and
sec " (4" + 3)
!
● establish and use the formulae ∫ _ % q" = _ % + . and ∫ _ ?%6D q" = ? _ ?%6D + .
! 4 # (%)
● establish and use the formulae ∫ % q" = ln |"| + . and ∫ 4(%)
q" = ln |)(")| + . for " ≠ 0, )(") ≠ 0,
respectively
?&
● establish and use the formulae ∫ 4 % q" = @/ ? + .
● recognise and use linearity of anti-differentiation (ACMMM119)
– examine families of anti-derivatives of a given function graphically
● determine indefinite integrals of the form ∫ )(4" + 3) q" (ACMMM120)
● determine )("), given )′(") and an initial condition )(4) = 3 in a range of practical and abstract
applications including coordinate geometry, business and science

C4.2: Areas and the definite integral

Students:
● know that ‘the area under a curve’ refers to the area between a function and the "-axis, bounded
by two values of the independent variable and interpret the area under a curve in a variety of
contexts AAM
● determine the approximate area under a curve using a variety of shapes including squares,
rectangles (inner and outer rectangles), triangles or trapezia
– consider functions which cannot be integrated in the scope of this syllabus, for example
)(") = ln ", and explore the effect of increasing the number of shapes used
D
● use the notation of the definite integral ∫? ) (") q" for the area under the curve $ = )(") from " =
4 to " = 3 if )(") ≥ 0
● use the Trapezoidal rule to estimate areas under curves AAM
– use geometric arguments (rather than substitution into a given formula) to approximate a
D
definite integral of the form ∫? ) (") q", where )(") ≥ 0, on the interval 4 ≤ " ≤ 3, by dividing
the area into a given number of trapezia with equal widths
– demonstrate understanding of the formula:
D D$?
∫? ) (") q" ≈ [)(4) + )(3) + 2{)("! ) + ⋯ + )("'$! )}] where 4 = "( and 3 = "' , and the
"'
values of "( , "! , "" , … , "' are found by dividing the interval 4 ≤ " ≤ 3 into 8 equal sub-
intervals

Mathematics Advanced Stage 6 Syllabus (2017) 21

 D
● use geometric ideas to find the definite integral ∫? ) (") q" where )(") is positive throughout an
interval 4 ≤ " ≤ 3 and the shape of )(") allows such calculations, for example when )(") is a
straight line in the interval or )(") is a semicircle in the interval AAM
● understand the relationship of position to signed areas, namely that the signed area above the
horizontal axis is positive and the signed area below the horizontal axis is negative
● using technology or otherwise, investigate the link between the anti-derivative and the area under
a curve
D
– interpret ∫? )(") q" as a sum of signed areas (ACMMM127)
%
– understand the concept of the signed area function u(") = ∫? )(v) qv (ACMMM129)
D
● use the formula ∫? )(") q" = u(3) − u(4), where u(") is the anti-derivative of )("), to calculate
definite integrals (ACMMM131) AAM
; %
– understand and use the Fundamental Theorem of Calculus, u 9 (") = ;% [∫? )(v) qv] = )(") and
illustrate its proof geometrically (ACMMM130)
– use symmetry properties of even and odd functions to simplify calculations of area
– recognise and use the additivity and linearity of definite integrals (ACMMM128)
– calculate total change by integrating instantaneous rate of change
● calculate the area under a curve (ACMMM132)
● calculate areas between curves determined by any functions within the scope of this syllabus
(ACMMM134) AAM
● integrate functions and find indefinite or definite integrals and apply this technique to solving
practical problems AAM

Mathematics Advanced Stage 6 Syllabus (2017) 22

Topic: Financial Mathematics

MA-M1 Modelling Financial Situations

Content
M1.1: Modelling investments and loans
Students:
● solve compound interest problems involving financial decisions, including a home loan, a savings
account, a car loan or superannuation AAM
– identify an annuity (present or future value) as an investment account with regular, equal
contributions and interest compounding at the end of each period, or a single-sum investment
from which regular, equal withdrawals are made
– use technology to model an annuity as a recurrence relation and investigate (numerically or
graphically) the effect of varying the interest rate or the amount and frequency of each
contribution or a withdrawal on the duration and/or future or present value of the annuity
– use a table of interest factors to perform annuity calculations, eg calculating the present or
future value of an annuity, the contribution amount required to achieve a given future value or
the single sum that would produce the same future value as a given annuity

M1.2: Arithmetic sequences and series

Students:
● know the difference between a sequence and a series
● recognise and use the recursive definition of an arithmetic sequence: w' = w'$! + q, w! = 4 AAM

● establish and use the formula for the 8th term (where 8 is a positive integer) of an arithmetic
sequence: w' = 4 + (8 − 1) q, where 4 is the first term and q is the common difference, and
recognise its linear nature AAM
● establish and use the formulae for the sum of the first 8 terms of an arithmetic sequence:
' '
x' = " (4 + K) where K is the last term in the sequence and x' = " {24 + (8 − 1) q} AAM
● identify and use arithmetic sequences and arithmetic series in contexts involving discrete linear
growth or decay such as simple interest (ACMMM070) AAM

M1.3: Geometric sequences and series

Students:
● recognise and use the recursive definition of a geometric sequence: w' = <w'$! , w! = 4
(ACMMM072) AAM
● establish and use the formula for the 8th term of a geometric sequence: w' = 4< '$! , where 4 is the
first term, < is the common ratio and 8 is a positive integer, and recognise its exponential nature
(ACMMM073) AAM
● establish and use the formula for the sum of the first 8 terms of a geometric sequence:
?(!$J * ) ?(J * $!)
x' = !$J
= J$!
(ACMMM075) AAM
?
● derive and use the formula for the limiting sum of a geometric series with |<| < 1: x = !$J AAM
– understand the limiting behaviour as 8 → ∞ and its application to a geometric series as a
limiting sum
– use the notation lim < ' = 0 for |<| < 1
'→K

Mathematics Advanced Stage 6 Syllabus (2017) 23

M1.4: Financial applications of sequences and series
Students:
● use geometric sequences to model and analyse practical problems involving exponential growth
and decay (ACMMM076) AAM
– calculate the effective annual rate of interest and use results to compare investment returns
and cost of loans when interest is paid or charged daily, monthly, quarterly or six-monthly
(ACMGM095)
– solve problems involving compound interest loans or investments, eg determining the future
value of an investment or loan, the number of compounding periods for an investment to
exceed a given value and/or the interest rate needed for an investment to exceed a given
value (ACMGM096)
– recognise a reducing balance loan as a compound interest loan with periodic repayments,
and solve problems including the amount owing on a reducing balance loan after each
payment is made
● solve problems involving financial decisions, including a home loan, a savings account, a car loan
or superannuation AAM
– calculate the future value or present value of an annuity by developing an expression for the
sum of the calculated compounded values of each contribution and using the formula for the
sum of the first 8 terms of a geometric sequence
– verify entries in tables of future values or annuities by using geometric series

Mathematics Advanced Stage 6 Syllabus (2017) 24

Topic: Statistical Analysis

MA-S2 Descriptive Statistics and Bivariate Data Analysis

Content
S2.1: Data (grouped and ungrouped) and summary statistics
Students:
● classify data relating to a single random variable
● organise, interpret and display data into appropriate tabular and/or graphical representations
including Pareto charts, cumulative frequency distribution tables or graphs, parallel box-plots and
two-way tables AAM
– compare the suitability of different methods of data presentation in real-world contexts
(ACMEM048)
● summarise and interpret grouped and ungrouped data through appropriate graphs and summary
statistics AAM
● calculate measures of central tendency and spread and investigate their suitability in real-world
contexts and use to compare large datasets
– investigate real-world examples from the media illustrating appropriate and inappropriate uses
or misuses of measures of central tendency and spread (ACMEM056) AAM
● identify outliers and investigate and describe the effect of outliers on summary statistics
– use different approaches for identifying outliers, for example consideration of the distance
from the mean or median, or the use of below y! − 1.5 × {y| and above y& + 1.5 × {y| as
criteria, recognising and justifying when each approach is appropriate
– investigate and recognise the effect of outliers on the mean, median and standard deviation
● describe, compare and interpret the distributions of graphical displays and/or numerical datasets
and report findings in a systematic and concise manner AAM

S2.2: Bivariate data analysis

Students:
● construct a bivariate scatterplot to identify patterns in the data that suggest the presence of an
association (ACMGM052)
● use bivariate scatterplots (constructing them where needed), to describe the patterns, features
and associations of bivariate datasets, justifying any conclusions AAM
– describe bivariate datasets in terms of form (linear/non-linear) and in the case of linear, also
the direction (positive/negative) and strength of association (strong/moderate/weak)
– identify the dependent and independent variables within bivariate datasets where appropriate
– describe and interpret a variety of bivariate datasets involving two numerical variables using
real-world examples in the media or those freely available from government or business
datasets
● calculate and interpret Pearson’s correlation coefficient (<) using technology to quantify the
strength of a linear association of a sample (ACMGM054)
● model a linear relationship by fitting an appropriate line of best fit to a scatterplot and using it to
describe and quantify associations AAM
– fit a line of best fit to the data by eye and using technology (ACMEM141, ACMEM142)
– fit a least-squares regression line to the data using technology (ACMGM057)
– interpret the intercept and gradient of the fitted line (ACMGM059)
● use the appropriate line of best fit, both found by eye and by applying the equation of the fitted
line, to make predictions by either interpolation or extrapolation AAM

Mathematics Advanced Stage 6 Syllabus (2017) 25

 – distinguish between interpolation and extrapolation, recognising the limitations of using the
fitted line to make predictions, and interpolate from plotted data to make predictions where
appropriate
● solve problems that involve identifying, analysing and describing associations between two
numeric variables AAM
● construct, interpret and analyse scatterplots for bivariate numerical data in practical contexts AAM

– demonstrate an awareness of issues of privacy and bias, ethics, and responsiveness to

diverse groups and cultures when collecting and using data

Mathematics Advanced Stage 6 Syllabus (2017) 26

Statistical Analysis

MA-S3 Random Variables

Content
S3.1: Continuous random variables
Students:
● use relative frequencies and histograms obtained from data to estimate probabilities associated
with a continuous random variable (ACMMM164)
● understand and use the concepts of a probability density function of a continuous random variable
AAM
– know the two properties of a probability density function: )(") ≥ 0 for all real " and
K
∫$K )(")q" = 1
– define the probability as the area under the graph of the probability density function using the
J
notation 5(e ≤ <) = ∫? )(")q", where )(") is the probability density function defined on [4, 3]
– examine simple types of continuous random variables and use them in appropriate contexts

– explore properties of a continuous random variable that is uniformly distributed

– find the mode from a given probability density function
● obtain and analyse a cumulative distribution function with respect to a given probability density
function
– understand the meaning of a cumulative distribution function with respect to a given
probability density function
– use a cumulative distribution function to calculate the median and other percentiles

S3.2: The normal distribution

Students:
● identify the numerical and graphical properties of data that is normally distributed
● calculate probabilities and quantiles associated with a given normal distribution using technology
and otherwise, and use these to solve practical problems (ACMMM170) AAM
– identify contexts that are suitable for modelling by normal random variables, eg the height of a
group of students (ACMMM168)
– recognise features of the graph of the probability density function of the normal distribution
with mean g and standard deviation j, and the use of the standard normal distribution
(ACMMM169)
– visually represent probabilities by shading areas under the normal curve, eg identifying the
value above which the top 10% of data lies
● understand and calculate the }-score (standardised score) corresponding to a particular value in a
dataset AAM
%$L
– use the formula } = , where g is the mean and j is the standard deviation
M
– describe the }-score as the number of standard deviations a value lies above or below the
mean
● use }-scores to compare scores from different datasets, for example comparing students’ subject
examination scores AAM
● use collected data to illustrate the empirical rules for normally distributed random variables
– apply the empirical rule to a variety of problems

Mathematics Advanced Stage 6 Syllabus (2017) 27

 !
– sketch the graphs of )(") = _ $% and the probability density function for the normal
(&,-)!
! $
distribution )(") = M√"* _ !/! using technology
– verify, using the Trapezoidal rule, the results concerning the areas under the normal curve
● use }-scores to identify probabilities of events less or more extreme than a given event AAM
– use statistical tables to determine probabilities
– use technology to determine probabilities

Mathematics Advanced Stage 6 Syllabus (2017) 28

Mathematics Extension 1 Year 12 Course Content

Year 12 Course Structure and Requirements

The course is organised in topics, with the topics divided into subtopics.

Mathematics Extension 1

Topics Subtopics

Proof ME-P1 Proof by Mathematical Induction

Year 12 course Vectors ME-V1 Introduction to Vectors

(60 hours)
Trigonometric Functions ME-T3 Trigonometric Equations

Calculus ME-C2 Further Calculus Skills

ME-C3 Applications of Calculus

Statistical Analysis ME-S1 The Binomial Distribution

For the Year 12 course:

● The Mathematics Advanced Year 12 course should be taught prior to or concurrently with this
course.
● The Mathematics Advanced Year 11 course is a prerequisite.
● Students should experience content in the course in familiar and routine situations as well as
unfamiliar situations.
● Students should be provided with regular opportunities involving the integration of technology.
Topic: Proof

ME-P1 Proof by Mathematical Induction

Content
Students:
● understand the nature of inductive proof, including the ‘initial statement’ and the inductive step
(ACMSM064)
● prove results using mathematical induction
(((5!)(&(5!)
– prove results for sums, for example 1 + 4 + 9 + ⋯ + 3& = <
for any positive integer 3
(ACMSM065)
– prove divisibility results, for example 3&( − 1 is divisible by 8 for any positive integer 3
(ACMSM066)
● identify errors in false ‘proofs by induction’, such as cases where only one of the required two
steps of a proof by induction is true, and understand that this means that the statement has not
been proved
● recognise situations where proof by mathematical induction is not appropriate
Topic: Vectors

ME-V1 Introduction to Vectors

Content
V1.1: Introduction to vectors
Students:
● define a vector as a quantity having both magnitude and direction, and examine examples of
vectors, including displacement and velocity (ACMSM010)
– explain the distinction between a position vector and a displacement (relative) vector
• define and use a variety of notations and representations for vectors in two dimensions
(ACMSM014)
`````⃗ and b
– use standard notations for vectors, for example: a , 8N ~

– represent vectors graphically in two dimensions as directed line segments

– define unit vectors as vectors of magnitude 1, and the standard two-dimensional
perpendicular unit vectors ~i and j
~

– express and use vectors in two dimensions in a variety of forms, including component form,
ordered pairs and column vector notation
● perform addition and subtraction of vectors and multiplication of a vector by a scalar algebraically
and geometrically, and interpret these operations in geometric terms AAM
– graphically represent a scalar multiple of a vector (ACMSM012)
– use the triangle law and the parallelogram law to find the sum and difference of two vectors
– define and use addition and subtraction of vectors in component form (ACMSM017)
– define and use multiplication by a scalar of a vector in component form (ACMSM018)

V1.2: Further operations with vectors

Students:

● define, calculate and use the magnitude of a vector in two dimensions and use the notation u
~

for the magnitude of a vector u~ = x ~i + y j

~

– prove that the magnitude of a vector, u~ = x ~i + y j , can be found using: u~ = x ~i + y j = x 2 + y 2

~ ~

– identify the magnitude of a displacement vector `````⃗

8N as being the distance between the points
8 and N
u~
– convert a non-zero vector u~ into a unit vector û~ by dividing by its length: u~ˆ =
u~

● define and use the direction of a vector in two dimensions

● define, calculate and use the scalar (dot) product of two vectors u = x1 i + y1 j and v = x2 i + y2 j
~ ~ ~ ~ ~ ~

AAM
– apply the scalar product, u× v , to vectors expressed in component form, where
~ ~

u~ × v~ = x1x2 + y1 y2
 – use the expression for the scalar (dot) product, u~ × v~ = u~ v~ cos q where c is the angle between

vectors u and v to solve problems

~ ~

– demonstrate the equivalence, u× v = u v cos q = x1x2 + y1 y2 and use this relationship to solve
~ ~ ~ ~

problems
2
– establish and use the formula v~ × v~ = v~

– calculate the angle between two vectors using the scalar (dot) product of two vectors in two
dimensions
● examine properties of parallel and perpendicular vectors and determine if two vectors are parallel
or perpendicular (ACMSM021)
● define and use the projection of one vector onto another (ACMSM022)
● solve problems involving displacement, force and velocity involving vector concepts in two
dimensions (ACMSM023) AAM
● prove geometric results and construct proofs involving vectors in two dimensions including to
proving that: AAM
– the diagonals of a parallelogram meet at right angles if and only if it is a rhombus
(ACMSM039)
– the midpoints of the sides of a quadrilateral join to form a parallelogram (ACMSM040)
– the sum of the squares of the lengths of the diagonals of a parallelogram is equal to the sum
of the squares of the lengths of the sides (ACMSM041)

V1.3: Projectile motion

Students:
● understand the concept of projectile motion, and model and analyse a projectile’s path assuming
that:
– the projectile is a point
– the force due to air resistance is negligible
– the only force acting on the projectile is the constant force due to gravity, assuming that the
projectile is moving close to the Earth’s surface
● model the motion of a projectile as a particle moving with constant acceleration due to gravity and
derive the equations of motion of a projectile AAM
– represent the motion of a projectile using vectors
– recognise that the horizontal and vertical components of the motion of a projectile can be
represented by horizontal and vertical vectors
– derive the horizontal and vertical equations of motion of a projectile
– understand and explain the limitations of this projectile model
● use equations for horizontal and vertical components of velocity and displacement to solve
problems on projectiles
● apply calculus to the equations of motion to solve problems involving projectiles (ACMSM115)
AAM
Topic: Trigonometric Functions

ME-T3 Trigonometric Equations

Content
Students:
● convert expressions of the form , cos % + - sin % to ; cos(% ± d) or ; sin(% ± d) and apply these to
solve equations of the form , cos % + - sin % = e, sketch graphs and solve related problems
(ACMSM048)
● solve trigonometric equations requiring factorising and/or the application of compound angle,
double angle formulae or the Q-formulae
● prove and apply other trigonometric identities, for example cos 3% = 4cos= % − 3 cos %
(ACMSM049)
● solve trigonometric equations and interpret solutions in context using technology or otherwise
Topic: Calculus

ME-C2 Further Calculus Skills

Content
Students:
● find and evaluate indefinite and definite integrals using the method of integration by substitution,
using a given substitution
– change an integrand into an appropriate form using algebra
● prove and use the identities sin& 3% = "!(1 − cos 23%) and cos& 3% = "!(1 + cos 23%) to solve
problems
● solve problems involving ∫ sin & 3% g% and ∫ cos& 3% g%
6> !
● find derivatives of inverse functions by using the relationship 6$ = #$
#%

● solve problems involving the derivatives of inverse trigonometric functions

! @
● integrate expressions of the form or @!5$ ! (ACMSM121)
?@! '$ !
ME-C3 Applications of Calculus

Content
C3.1: Further area and volumes of solids of revolution
Students:
● calculate area of regions between curves determined by functions (ACMSM124)
● sketch, with and without the use of technology, the graph of a solid of revolution whose boundary
is formed by rotating an arc of a function about the %-axis or !-axis AAM
● calculate the volume of a solid of revolution formed by rotating a region in the plane about the
%-axis or !-axis, with and without the use of technology (ACMSM125) AAM
● determine the volumes of solids of revolution that are formed by rotating the region between two
curves about either the %-axis or !-axis in both real-life and abstract contexts AAM

C3.2: Differential equations

Students:
● recognise that an equation involving a derivative is called a differential equation
● recognise that solutions to differential equations are functions and that these solutions may not be
unique
● sketch the graph of a particular solution given a direction field and initial conditions
– form a direction field (slope field) from simple first-order differential equations
– recognise the shape of a direction field from several alternatives given the form of a
differential equation, and vice versa
– sketch several possible solution curves on a given direction field

solve simple first-order differential equations (ACMSM130)

6>
– solve differential equations of the form 6$ = #(%)
6>
– solve differential equations of the form 6$ = *(!)
6>
– solve differential equations of the form 6$ = #(%)*(!) using separation of variables
● recognise the features of a first-order linear differential equation and that exponential growth and
decay models are first-order linear differential equations, with known solutions
● model and solve differential equations including to the logistic equation that will arise in situations
where rates are involved, for example in chemistry, biology and economics (ACMSM132) AAM
Topic: Statistical Analysis

ME-S1 The Binomial Distribution

Content
S1.1: Bernoulli and binomial distributions
Students:
● use a Bernoulli random variable as a model for two-outcome situations (ACMMM143)
– identify contexts suitable for modelling by Bernoulli random variables (ACMMM144)
● use Bernoulli random variables and their associated probabilities to solve practical problems
(ACMMM146) AAM
– understand and apply the formulae for the mean, h(i) = %̅ = k, and variance,
Var(i) = k(1 − k), of the Bernoulli distribution with parameter k, and i defined as the number
of successes (ACMMM145)
● understand the concepts of Bernoulli trials and the concept of a binomial random variable as the
number of ‘successes’ in 3 independent Bernoulli trials, with the same probability of success k in
each trial (ACMMM147)
– calculate the expected frequencies of the various possible outcomes from a series of
Bernoulli trials
● use binomial distributions and their associated probabilities to solve practical problems
(ACMMM150) AAM
– identify contexts suitable for modelling by binomial random variables (ACMMM148)
– identify the binomial parameter k as the probability of success
– understand and use the notation i~Bin(3, k) to indicate that the random variable i is
distributed binomially with parameters 3 and k
– apply the formulae for probabilities 7(i = ?) = ( \: k: (1 − k)(': associated with the binomial
distribution with parameters 3 and k and understand the meaning of ( \: as the number of
ways in which an outcome with ? successes can occur
– understand and apply the formulae for the mean, h(i) = %̅ = 3k, and the variance,
Var(i) = 3k(1 − k), of a binomial distribution with parameters 3 and k

S1.2: Normal approximation for the sample proportion

Students:
● use appropriate graphs to explore the behaviour of the sample proportion on collected or supplied
data AAM
– understand the concept of the sample proportion k̂ as a random variable whose value varies
between samples (ACMMM174)
● explore the behaviour of the sample proportion using simulated data AAM
– examine the approximate normality of the distribution of k̂ for large samples (ACMMM175)
● understand and use the normal approximation to the distribution of the sample proportion and its
limitations AAM