Assessment Type 2 Mathematical Investigation.
Stage
2 Mathematical Methods
Assessment
Type 2: Mathematical Investigation
Topic
1: Further Differentiation and Applications
Surge
and Logistic Models
Part
1: The Surge Function
A
surge function is in the form where A
and b
are positive constants.
 On
the same axes, graph and for the case where and  Determine
the coordinates of the stationary point and point of inflection and
label these on the graph.
 Repeat
the investigation for three different values of while maintaining
.  Include
your graphs in the report and summarise the findings in a suitable
table.  State
the effect of changing the value of on the graph of .
 Using
a similar process investigate the effect of changing the value of
on the graph of .  Make
a conjecture on how the value of b effects the xcoordinates of the
stationary point and the point of inflection of the graph of .  Prove
your conjecture.
 Comment
on the suitability of the surge function in modelling medicinal
doses by relating the features of the graph to the effect that a
medicinal dose has on the body.
Discuss
any limitations of the model.
At
least four key points should be made.
Part
2: The Logistic Function
A
logistic function is in the form where and are constants and the
independent variable t is usually time; .
 Investigate
the effect that the values of and have on the graph of the
logistics function.  Discuss
your findings on the logistic model.
 Relate
the specific features of the logistic graph to a limited growth
model.
At
least three key points should be made.
Part
3: Modelling using Surge and Logistic Functions
Using
either a surge or a logistic function (or both) develop a model to
investigate one of the following scenarios.
 Movements
of students into the school building at the end of lunch.  A
crowd leaving a sports venue.  The
limited growth of a population.  pH
levels during an acidbase titration.  Repeat
doses of a medicine.  The
spread of information in a group of people.  Traffic
density during peak hour.  The
acceleration of a car.  A
suitable alternative of your choosing.
Select
a suitable function that would model your chosen scenario with the
dependent and independent variables clearly defined.
 State
the values of any constants for this model with evidence to support
your choices.  Draw
a sketch of the graph of the function showing as much detail as
known.  Discuss
the significance of the key features of the graph including the
reasonableness of the model and of your conclusions.  Justify
all your decisions and discuss any limitations of your model.
Investigation
Report
The format of the investigation report
may be written or multimodal.
The report should include the following:

an
introduction – an outline of the problem and the context 
the
results and analysis, including

relevant
data and/or information 
mathematical
calculations and results, using appropriate representations 
the
analysis and interpretation of results, including consideration of
the reasonableness and limitations of the results

a
conclusion – summary of your findings
A
bibliography and appendices, as appropriate, may be used.
The
investigation report, excluding bibliography and appendices if used,
must be a maximum
of
15
A4 pages
if written, or the equivalent in multimodal form. The maximum page
limit is for singlesided A4 pages with minimum font size 10. Page
reduction, such as 2 A4 pages reduced to fit on 1 A4 page, is not
acceptable. Conclusions, interpretations and/or arguments that are
required for the assessment must be presented in the report, and not
in an appendix. Appendices are used only to support the report, and
do not form part of the assessment decision.
Performance
Standards for Stage 2 Mathematical Methods
–  Concepts and Techniques 
Reasoning and Communication 
A 
Comprehensive knowledge and understanding of concepts and relationships. Highly effective selection and application of mathematical techniques and algorithms to find efficient and accurate solutions to routine and complex problems in a variety of contexts. Successful development and application of mathematical models to find concise and accurate solutions. Appropriate and effective use of electronic technology to find accurate solutions to routine and complex problems. 
Comprehensive interpretation of mathematical results in the context of the problem. Drawing logical conclusions from mathematical results, with a comprehensive understanding of their reasonableness and limitations. Proficient and accurate use of appropriate mathematical notation, representations, and terminology. Highly effective communication of mathematical ideas and reasoning to develop logical and concise arguments. Effective development and testing of valid conjectures, with proof. 
B 
Some depth of knowledge and understanding of concepts and relationships. Mostly effective selection and application of mathematical techniques and algorithms to find mostly accurate solutions to routine and some complex problems in a variety of contexts. Some development and successful application of mathematical models to find mostly accurate solutions. Mostly appropriate and effective use of electronic technology to find mostly accurate solutions to routine and some complex problems. 
Mostly appropriate interpretation of mathematical results in the context of the problem. Drawing mostly logical conclusions from mathematical results, with some depth of understanding of their reasonableness and limitations. Mostly accurate use of appropriate mathematical notation, representations, and terminology. Mostly effective communication of mathematical ideas and reasoning to develop mostly logical arguments. Mostly effective development and testing of valid conjectures, with substantial attempt at proof. 
C 
Generally competent knowledge and understanding of concepts and relationships. Generally effective selection and application of mathematical techniques and algorithms to find mostly accurate solutions to routine problems in a variety of contexts. Successful application of mathematical models to find generally accurate solutions. Generally appropriate and effective use of electronic technology to find mostly accurate solutions to routine problems. 
Generally appropriate interpretation of mathematical results in the context of the problem. Drawing some logical conclusions from mathematical results, with some understanding of their reasonableness and limitations. Generally appropriate use of mathematical notation, representations, and terminology, with reasonable accuracy. Generally effective communication of mathematical ideas and reasoning to develop some logical arguments. Development and testing of generally valid conjectures, with some attempt at proof. 
D 
Basic knowledge and some understanding of concepts and relationships. Some selection and application of mathematical techniques and algorithms to find some accurate solutions to routine problems in some contexts. Some application of mathematical models to find some accurate or partially accurate solutions. Some appropriate use of electronic technology to find some accurate solutions to routine problems. 
Some interpretation of mathematical results. Drawing some conclusions from mathematical results, with some awareness of their reasonableness or limitations. Some appropriate use of mathematical notation, representations, and terminology, with some accuracy. Some communication of mathematical ideas, with attempted reasoning and/or arguments. Attempted development or testing of a reasonable conjecture. 
E 
Limited knowledge or understanding of concepts and relationships. Attempted selection and limited application of mathematical techniques or algorithms, with limited accuracy in solving routine problems. Attempted application of mathematical models, with limited accuracy. Attempted use of electronic technology, with limited accuracy in solving routine problems. 
Limited interpretation of mathematical results. Limited understanding of the meaning of mathematical results, their reasonableness or limitations. Limited use of appropriate mathematical notation, representations, or terminology, with limited accuracy. Attempted communication of mathematical ideas, with limited reasoning. Limited attempt to develop or test a conjecture. 
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