Specialist Mathematics 2019 v1.2 Instrument-specific marking guide (IA1) Page 1Specialist Mathematics — IA1 XXXXXXXXXX Brisbane Boys' College (Toowong) Specialist Mathematics IA1 Student name Student...

Specialist Mathematics 2019 v1.2 Instrument-specific marking guide (IA1)
Page 1Specialist Mathematics — IA1
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Brisbane Boys' College (Toowong)
Specialist Mathematics
IA1
Student name
Student numbe
Teache
Issued 14/10/2019
Due date 11/11/2019
Marking summary
Criterion Marks
allocated
Provisional
marks
Formulate 4
Solve 7
Evaluate and verify 5
Communicate 4
Overall 20
Page 2Specialist Mathematics — IA1
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● Programs such as Desmos, Geoge
a, Excel and
Wolfram are available, as well as your graphics
calculator.
● Your report should be submitted as a Word
document.
Resources
Use of technology is required and must go beyond simple
computation or word processing
Othe
A unique response must be developed by each studentIndividual / group
Written: Up to 10 pages (including tables, figures and
diagrams) and a maximum of 2000 words
Mode / length
4 weeks (including 3 hours of class time)Duration
Topic 2: Vectors and matricesTopic/s
Unit : 3 Mathematical induction, and further vectors,
matrices and complex numbers
Unit
Problem-solving and modelling taskTechnique
Conditions
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Context
A predator is an organism that eats another organism. The prey is the organism that
the predator eats.
In a basic predator-prey relationship, the sizes of the populations in a given year are
elated to the size of the populations in the previous year. The size of each population
is the sum of two components:
● If the other organism had not been present, there would be a fixed annual
percentage increase or decrease in the size of the respective organisms'
populations.
● If the other organism is present, there is also an annual increase or decrease that
is proportional to the size of the other organism's population.
The percentage changes and the constants of proportionality are called the
parameters of the relationship.
Task
Devise your own predator-prey relationship. Your relationship can involve real-life
organisms, or creatures from a book, television show, movie or game. Vary the value of
one of the parameters. For different initial numbers of predators and prey, investigate
how the value of this parameter affects the populations over an extended period of time.
Stimulus
Nil.
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Checkpoint 4 - 11th of November: Due date. Full report submitted.
Checkpoint 3 - 4th of November: Upload a minimum of five pages to Highlands.
Checkpoint 2 - 28th of October: Upload a minimum of three pages to Highlands.
Checkpoint 1 - 21st of October: Upload a minimum of one page to Highlands.
Checkpoints
Authentication strategies
● You will be provided class time for task completion.
● Your teacher will observe you completing work in class.
● Your teacher will collect copies of your response and monitor at key junctures.
● You must acknowledge all sources.
● You must submit a declaration of authenticity.
● Your teacher will ensure class cross-marking occurs.
● You will use Highlands and its plagiarism tool to submit your response.
● You will provide documentation of your progress at all three checkpoints.
● You will each produce a unique response by devising individual models and
creating an individual report.
Scaffolding
● Use the approach to problem-solving and mathematical modelling to develop your
esponse.
● Respond using a written report format that can be read and interpreted
independently of the instrument task sheet.
● Demonstrate your understanding and skills, such as using mathematical language,
appropriate calculations, tables of data, graphs and diagrams.
● Use both analytic procedures and technology.
Instrument-specific marking guide (IA1): Problem-solving and modelling task (20%)
Criterion: Formulate
Assessment objectives
1. select , recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2 and/or 3
2. comprehend mathematical concepts and techniques drawn from Unit 3 Topics 2 and/or 3
5. justify procedures and decisions by explaining mathematical reasoning
The student work has the following characteristics: Marks
• documentation of appropriate assumptions
• accurate documentation of relevant observations
• accurate translation of all aspects of the problem by identifying mathematical concepts and techniques.
3–4
• statement of some assumptions
• statement of some observations
• translation of simple aspects of the problem by identifying mathematical concepts and techniques.
1–2
• does not satisfy any of the descriptors above. 0
Criterion: Solve
Assessment objectives
1. select , recall and use facts, rules, definitions and procedures drawn from Unit 3 Topics 2 and/or 3
6. solve problems by applying mathematical concepts and techniques drawn from Unit 3 Topics 2 and/or 3.
The student work has the following characteristics: Marks
• accurate use of complex procedures to reach a valid solution
• discerning application of mathematical concepts and techniques relevant to the task
• accurate and appropriate use of technology.
6–7
• use of complex procedures to reach a reasonable solution
• application of mathematical concepts and techniques relevant to the task
• use of technology.
4–5
• use of simple procedures to make some progress towards a solution
• simplistic application of mathematical concepts and techniques relevant to the task
• superficial use of technology.
2–3
• inappropriate use of technology or procedures. 1
• does not satisfy any of the descriptors above. 0
Criterion: Evaluate and verify
Assessment objectives
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
The student work has the following characteristics: Marks
• evaluation of the reasonableness of solutions by considering the results, assumptions and observations
• documentation of relevant strengths and limitations of the solution and/or model
• justification of decisions made using mathematical reasoning.
4–5
Specialist Mathematics 2019
General Senior Syllabus
Queensland Cu
iculum & Assessment Authority
ISMG v1.2 August 2018
1
The student work has the following characteristics: Marks
• statements about the reasonableness of solutions by considering the context of the task
• statements about relevant strengths and limitations of the solution and/or model
• statements about decisions made relevant to the context of the task.
2–3
• statement about a decision and/or the reasonableness of a solution . 1
• does not satisfy any of the descriptors above. 0
Criterion: Communicate
Assessment objectives
3. communicate using mathematical, statistical and everyday language and conventions
The student work has the following characteristics: Marks
• co
ect use of appropriate technical vocabulary, procedural vocabulary and conventions to develop the
esponse
• coherent and concise organisation of the response, appropriate to the genre, including a suitable
introduction, body and conclusion, which can be read independently of the task sheet.
3–4
• use of some appropriate language and conventions to develop the response
• adequate organisation of the response.
1–2
• does not satisfy any of the descriptors above. 0
Specialist Mathematics 2019
General Senior Syllabus
Queensland Cu
iculum & Assessment Authority
ISMG v1.2 August 2018
2
    Context
    Task
    Stimulus
    Checkpoints
    Authentication strategies
    Scaffolding