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...

This specialist math assignment has to use Matrix and some excel spreadsheet, and the example I’ll give it to tutor shortly.


Specialist Mathematics 2019 v1.2 Instrument-specific marking guide (IA1) Page 1Specialist Mathematics — IA1 - 2019 2020 Brisbane Boys' College (Toowong) Specialist Mathematics IA1 Student name Student number Teacher 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 - 2019 2020 ● Programs such as Desmos, Geogebra, 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 Other 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 Page 3Specialist Mathematics — IA1 - 2019 2020 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 related 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. Page 4Specialist Mathematics — IA1 - 2019 2020 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 response. ● 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 Curriculum & 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 • correct use of appropriate technical vocabulary, procedural vocabulary and conventions to develop the response • 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 Curriculum & Assessment Authority ISMG v1.2 August 2018 2 Context Task Stimulus Checkpoints Authentication strategies Scaffolding