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The strand on functions and calculus has been designed so that a variety of functions has been introduced
before concepts and techniques involved in differentiation are met. This has been done to ensure that
initial practice of rules for differentiation is made more meaningful for pupils.
Teachers need to read carefully the appropriate pages of both syllabus and notes, to consult the support
notes for this program, and to peruse previous Higher School Certificate Examination Papers so that the
spirit and intentions of the syllabus are interpreted correctly.
HSC
Coordinate Methods in Geometry (6.8)
Applications of Geometric Properties (2.5)
Geometric Applications of Differentiation
(10.110.8)
Integration (11.111.4)
Trigonometric Functions (13.113.7)
Logarithmic and Exponential Functions
(12.112.5)
Applications of Calculus to the Physical World
(14.114.3)
Probability (3.13.3)
Series (7.17.3)
Applications (7.5)
1
Preliminary Course
Algebra
Absolute Value
Co-ordinate Geometry
Trigonometry
Geometry Proofs
Graphs
Further Graphs and Locus
Limits and Calculus
Products, Quotients and Function of Function
Quadratics
Radian Measure
Trigonometry Identities and Equations
Logarithms
Calculus of Trigonometric, Exponential and Logarithmic Functions
Applications of Differentiation
Locus and The Parabola
Prelim. Unit 1
Algebra
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
(ii)
Substitution:
Evaluate expressions involving the 4
operations, powers and roots.
(Number substitution may involve integers,
fractions, decimals or surds)
Formulae:
Substitute into formulae
(iii)
(iv)
(v)
Factorisation:
Factorise expressions containing
Common factors.
Differences of squares.
Differences and sum of cubes.
Trinomials.
Four terms by grouping in pairs.
Algebraic Expressions:
Simplify algebraic expressions
4 x 2 5x 7 3 x 2 7 x 1 ,
2 x 3 x 2 5 x 2 .
e.g. Factorise: 5 x 2 10 x , 16 x 2 1 ,
2
2
3 x 2 4 x 7 , 2 x 3 16 , x y 2 x 2 y .
Simplify:
3
a3
x 2 5x 6
2
,
,
a2 a 4
x2
3
2m n m 3n 2
,
.
x x ( x 2)
3
6
Solve: 5t 3 21 t ,
3x 4
2 ,
x
3x 1 5 x 2
.
3x 1 5 x 2
(vi)
Solve: 3x 4 2 12 , 3 2 x 1 .
Solve: 5 x 2 11x 2 0 , 8t 2 1 10t ,
y 2 6 y , v 2 2 16 .
3
Solve: 3 x 2 y 7 and 5 x y 2 y 18 .
4 18
2 3
Multiply surds
2 33 6
(x)
50
27
3 2 18
3.
, 2 3 1 3 1 ,
3 1 .
3 1
3
,
2
3 1
2
3 2
,
3 1 2 3 2
Simplify Indices:
State the index laws for positive indices.
Simplify algebraic expressions involving
indices.
2 x .4 x
e.g: (3x2)3 , ( 2 x ) 3
2 x .4 2 x 1
3 x 1
,
y 2
(2 x ) 3
a 1 b 1
ab
2
3
4
,
3
2
x
,
x
2
1
,
x2
3
x2
x 2 , x 3 , 2x 2
Indicial equations:
Solve indicial equations:
Solve: 2n = 32 , y 3 81 , 9n = 27.
Prelim. Unit 2
Absolute Value
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
a for a 0
(a) a
a for a 0
(b)
(c)
(d)
ab
a2
(ii)
Evaluate:
(iii)
x2 1
x 2 16
Simplify: x 1 , x 1 ,
,x4
3 x 12
(iv)
Graph:
y x2
(v)
Solve:
x 2 5 , 3x 2 1
4 5 13
9 3 5
y 3x 2
3x 2 5 x 4
(vi)
Solve:
y 3 x
,
,
3x 2 5 x 4
3x 1 7 , 2 x 5 , 5 x 1 8 ,
x 1 x 1
Prelim. Unit 3
Coordinate Geometry
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
(ii)
m tan
(iii)
(iv)
(v)
Circles:
Find equation of a circle from its locus
definition.
Write down the equation of a circle given its
centre and radius.
Find the centre and the radius of a circle
from an equation given in central form or
general form.
(vi)
x 3 2 y 4 2
25
Prelim. Unit 4
Trigonometry
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
(ii)
(iii)
(iv)
(b)anglesofelevationanddepressionare
involved
(c) simple bearings are used
(v)
Use the sine rule to calculate the length of a Application to problems involving angles of
side given 2 angles and a side or calculate an elevation and depression, bearings and
angle given 2 sides and an angle.
geometrical figures.
(See Year 10 program and syllabus for guidance
on standards).
(vi)
Prelim. Unit 5
Geometry Proofs
(i)
(ii)
(iii)
(iv)
(v)
(vi)
10
(x)
2.3
(xi)
e.g.
2.4
21 cm
E
15 cm
x cm
24 cm
11
Prelim. Unit 6
Graphs
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
Intercept form:
x y
1 where a is the
a b
x intercept and b
(ii)
4.3
(iii)
4.3
(iv)
E
is the y intercept
x x0 2 y y 0 2 R 2 and semi-circles of
the form
a2 x2
or
y a2 x2
.
Graph: y x x 2 x 3 , y x 1 x 1 2 ,
y x 3 3x 2 4 x
Graph hyperbolae
1
2
x2
, y
, y
,
x
x3
x3
1
1
y 2 , y 1
x
x
Graph: y
12
Prelim. Unit 7
Student outcomes
(i)
4.1
x 4
, {y:
0 if x 0
f x
2x if x 0
(iv)
4 x 2 for x 2 or possibly x 1 .
4.2
Define even functions as functions such that
f x f x and give a geometric
interpretation ( graph is invariant under a
reflection in y-axis)
Define odd functions as functions such that
f x f x and give a geometric
interpretation ( graph is invariant under a
180 rotation about the origin)
y 2x 3 , y
x2 1
.
x2 1
13
(v)
4.3
Examples:
(1) The locus whose equation is x 2 y 2 0
consists of the points lying on either of the
straight lines y = x, and y = x.
(2) The locus of points P equidistant from two
distinct points A and B. ie PA=PB
[Locus is the perpendicular bisector of the
segment AB].
(3) The locus of a point P such that its distance
from a point A is k times its distance from
point B. ie AP=kBP [Locus is a circle
Apollonius circles]
(4) Locus of a point P and two fixed points A
and B such that PA+PB = constant.
[Locus is an ellipse]
(5) Locus of points equidistant from a fixed
point and a fixed line. [Locus is a parabola
will be treated in more depth in Unit 16]
Circle already covered in Unit 3
(vi)
4.4
Examples:
(1) Indicate the region determined by the
inequality: 2 x 3 y 6 .
(2) Indicate the region determined by the
inequality: x 3 2 y 2 1 .
(3) Shade the region that satisfies all three
inequalities: x 2 y 2 1 , y 2 x , x 0 .
1
2
, y x 2 ,
x
x
14
Prelim. Unit 8
Student outcomes
(i)
8.3
8.4
x2 a2
as x a
xa
2 xh h 2
as h0.
h
Define continuity
8.2
Not to be examined
Define differentiability
(a) A function is differentiable at a point
x c if
f x is defined at x c
the limit of f x as x c (from
above and below) exists
and
f (c) equals this limit
Not to be examined
15
(v)
8.5
x 0
(vi)
f ( x x) f ( x)
x
8.7
Find derivative of xn for positive integer n.
x 2 3x
dx
dx
and y
1
.
x
Examples:
(a) Differentiate: x 3 2 x 1 , 3x
8.8
x
x
(ix)
s 3t 2 4t 5 find
ds
dV
, V 4r 2 find
.
dt
dr
16
Prelim. Unit 9
Student outcomes
(i)
8.9
8.9
Derive function of function rule.
If y F (u ) where u f ( x) then
dy
dy du
=
.
dx
du dx
(iii)
8.9
Differentiate:
3x 4 7 ,
6 x2 1 ,
5
2
, etc.
8.9
as y v x 1 .
4x 1
hence
1
considered
v( x)
= dx
or
dx
dx v
dx
v2
2
v
1
x 1
at 2, .
3
x 1
17
Prelim. Unit 10
Quadratics
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
9.2
(ii)
Finding roots of quadratic equation using the Prove the quadratic formula by completing the
quadratic formula.
square.
9.2
(iii)
9.1
(iv)
9.2
(v)
9.3
Solve x 2 4 x 3 0 , x 2 16 , x 2 3 x .
(vi)
9.3
18
Prelim. Unit 11
Radian Measure
This topic is encountered again in the HSC course, Unit 1
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
2
Find the area of a sector: A 12 R .
Find the area of a segment as the difference
13.1 between the areas of a triangle and sector:
A 12 R 2 ( sin ) .
(iii)
13.3
19
Prelim. Unit 12
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
Student is able to:
(a) Write down basic identities:
Examples:
Given that sin 2 A cos 2 A 1 , prove that:
1 tan 2 A sec 2 A ,
cos sin 2 cos sin 2 2 ,
1
1
2 sec 2 A , etc.
(1 sin A) 1 sin A
20
Prelim. Unit 13
Students will have been introduced to this topic in the junior school. Therefore a large amount of time
should not be spent on this topic. Pre-testing should be used to identify areas of weakness that can be
addressed.
Student outcomes
(i)
12.3
(iv)
(v)
12.2
1
.
4
(a) log a a 1
(b) log a 1 0
(c) log x log y log xy
(d) log x n n log x
x
log c b
log c a
12.3
(vi) Simplify numerical expressions
12.3
(vii) Solve simple equations.
log 2 20 log 2 5 ,
log 2 8
.
log 2 4
x2 y
Express log
in terms of a, b and c if
z
log x a , log y b
and log z c .
21
Prelim. Unit 14
Student outcomes
(i)
Prove that sin x < x < tan x for 0 x .
13.4
2
E
T
B
rtan
r
O
1 2
1
1
r sin r 2 r 2 tan
2
2
2
Not to be examined
(ii) Prove that for small values of x,
13.4 sin x x tan x .
E
(iii) Deduce results for:
lim sin x
lim tan x
, x0
x0 x
x
13.4
E
(iv) Prove the derivative of sin x .
Not to be examined
No evaluation of trig. limits is required.
Not to be examined
(vi)
5 x sin x , tan x
x 2 sin x ,
1
, cos x
x
sin x
, cos 3x 4 .
sin x 1
(vii) Find the equation of the tangent or normal to Find the equation of the normal to y sin 2 x at
a curve
the point where x
8
22
lim 10 x 1
(= ln10) can be estimated by
x 0 x
10 x x 10 x
.
x 0
x
lim
(x)
Find the derivative of log e x and log e f x Differentiate expressions in bases other than e
Use of change of base theorem.
.
(xi)
dy
dx
Differentiate:
3
log e x , x 2 ln x
x2
23
Prelim. Unit 15
Applications of Differentiation
This topic, even though it contains material from the HSC course, is included here to give a better overall
view of differentiation and its uses and also to further reinforce the various methods of differentiation.
The various sections in the topic will be revised and extended in the appropriate units of the HSC course.
Student outcomes
10.1
(b) Identify monotonic increasing and
decreasing functions.
(ii)
dy
(a) Find stationary points on a curve.
0 . For
For a stationary point at (xo,yo),
(A definition can be found in the syllabus
dx
10.2
note 10.2).
a max/min turning point, finding values of x
dy
0 is sufficient for sketching
dx
dy
0 does not always
most curves. However
dx
for which
dy
may not exist at (xo,yo): yet the
dx
4
4
3
3
2
2
x
-10
-5
-10
-5
5
-1
-1
(iii)
10.3
,
dx dx dx 2
24
(iv)
hx =
1.5
0.5
-3
-2
-1
-0.5
-1
-1.5
-2
d2y
for
dx 2
values before and after x0 , y 0 .
2
x
2
e.g. sketch y x 3 3x 2 9 x 2 , y x .
25
26
Prelim. Unit 16
Student outcomes
(i)
(ii)
9.5
(iii)
9.5
(iv)
9.5
y k2
4a x h
(v)
(vi)
9.5
R
e.g. y x 2 4 , y x 2 x 3 ,
y 2 x 2 5x 2 .
2
(vii) Complete the square to find the vertex, the
e.g. y 2 x 2 6 x 3 x 1 12 4 18 y 34 .
focus and the directrix from the equation of a
9.5 parabola.
27
28