This book is out of print. It is available only on CD (ref order form). A new edition is being developed for 2011. For information on trialling the new edition in 2010, email ray@haeseandharris.com.au
Mathematics for Year 12 Mathematical Methods is our interpretation of the concepts outlined in the Stage 2 Mathematics Curriculum Statement. It is not our intention to define the course, and teachers are encouraged to use other resources.
Our package is a textbook with an interactive CD. The CD displays the contents of the textbook plus many interactive features such as simulations, computer demonstrations, video clips, graphing packages, spreadsheets etc. to stimulate the interest of students and assist their teachers.
The book is language rich and technology rich. Some exercises are simply designed to build skills, but every effort has been made to contextualise problems to help students see the everyday uses and practical application of the mathematics they are studying.
The book contains many problems, from basic to the advanced, to cater for a wide range of student abilities and interests. Much emphasis has been placed on the gradual development of concepts with appropriate worked examples. It is not our intention that each chapter should be worked through in full. Time constraints will not allow for this. Consequently, teachers must select exercises carefully, according to the abilities and prior knowledge of their students, in order to make the most efficient use of time and give as thorough coverage of work as possible.
The extensive use of graphics calculators and computer packages throughout the book enables students to realise the importance, application and appropriate use of technology. No single aspect of technology has been favoured. It is as important that students work with a pen and paper as it is that they use their calculator or graphics calculator, or use a spreadsheet or graphing package on computer.
The interactive features of the CD allow immediate access to our own specially designed geometry packages, graphing packages and more. Teachers are provided with a quick and easy method of demonstrating concepts, and students can discover for themselves, and revisit when necessary.
Instructions for graphics calculators are on the CD and can be printed for students.
In this changing world of mathematics education, we believe the contextual approach shown in this book, with the associated use of technology, will enhance the students’ understanding, knowledge and appreciation of mathematics.
This book covers the four Topics set out in the SSABSA curriculum statement:
This book is accompanied by a free interactive Student CD. The CD includes:
| 1 | STATISTICS AND DISTRIBUTIONS | 9 | |
| A | Key statistical concepts | 11 | |
| B | Describing data | 14 | |
| C | Probability distributions from tree diagrams | 28 | |
| D | Discrete random variables | 36 | |
| E | The binomial distribution | 44 | |
| F | Normal distributions | 51 | |
| G | Review | 68 | |
| 2 | INFERENTIAL STATISTICS | 71 | |
| A | Sampling distributions | 74 | |
| B | Confidence intervals for a population mean (μ) | 84 | |
| C | Review | 99 | |
| 3 | LINEAR MODELLING, POWER AND EXPONENTIAL FUNCTIONS | 101 | |
| A | Correlation | 104 | |
| B | Lines (slopes and equations) review | 106 | |
| C | Measuring correlation | 108 | |
| D | Least squares regression | 115 | |
| E | Exponential and power functions | 124 | |
| F | Identifying functions from their graphs | 133 | |
| G | Review | 135 | |
| 4 | MODELLING FROM DATA | 139 | |
| A | Exponential e | 140 | |
| B | Natural logarithms | 142 | |
| C | Modelling from data | 150 | |
| D | Finding models using technology | 155 | |
| E | Miscellaneous modelling problems | 159 | |
| F | Extending modelling | 165 | |
| G | Review | 168 | |
| 5 | RATES AND DERIVATIVES | 173 | |
| A | Rates | 174 | |
| B | Instantaneous rates of change | 181 | |
| C | Derivatives | 187 | |
| D | Differentiation | 194 | |
| E | Review | 206 | |
| 6 | APPLYING CALCULUS TO FURTHER MODELLING | 209 | |
| A | Describing curve properties | 211 | |
| B | Investigating new models | 215 | |
| C | Curve properties from calculus | 219 | |
| D | Modelling problems | 223 | |
| E | Surge and terminal velocity models | 229 | |
| F | Review | 234 | |
| 7 | LINEAR PROGRAMMING | 239 | |
| A | Feasible regions | 241 | |
| B | Additional constraints | 242 | |
| C | Regions ax + by < c and ax + by > c | 243 | |
| D | Constructing constraints | 247 | |
| E | Linear programming | 248 | |
| F | Dealing with non-integer vertices | 254 | |
| G | Linear programming with more than two variables | 255 | |
| H | Review | 260 | |
| 8 | MATRICES | 263 | |
| A | Matrix structure | 264 | |
| B | Addition and subtraction of matrices | 267 | |
| C | Matrix multiplication | 272 | |
| D | Powers of matrices | 281 | |
| E | Networks and matrix representation | 283 | |
| F | Dominance matrices | 290 | |
| G | Transition matrices | 294 | |
| H | Leslie matrices | 302 | |
| I | Matrices and information security | 309 | |
| J | Review | 313 | |
| ANSWERS | 320 | ||