St.

Josephs College
Gregory Terrace
12 MATHEMATICS B

Assignment 3 Extended Modelling and Problem Solving Task

NAME: ______________________ TEACHER: _____________________

SEMESTER 3 DATE DUE: THURSDAY 11 MAY 2017 (Week 4)

INSTRUCTIONS:

Read carefully college procedures for written assignments.

This assignment is to be answered on your own paper.
Include this cover sheet when handing up your work.
The following criteria will be assessed: Communication and Justification, Knowledge and
Procedures, Modelling and Problem Solving. Grades will be awarded for each criterion
according to the attributes, as documented on page2, based on student responses over the
whole assessment instrument.

I, _____________ , declare that this assignment was done by myself and

that no part has been copied from any persons work, including tutors.
In addition, I have not made my work available for other students to copy (electronically or
otherwise).

Signed:

Date Student Parent / Guardian

Examiners Use Only:

KNOWLEDGE AND PROCEDURES: _______ / 20

MODELLING AND PROBLEM SOLVING:

(Grades 4 - 0) Section A Section B
Task 2 Task 2

COMMUNICATION AND JUSTIFICATION: (A-E)

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 Mathematics B Criteria Sheet: Student work has the following characteristics
Standard A
recall, access, selection of mathematical definitions, rules
Knowledge and procedures
and procedures in routine and non-routine simple tasks through and procedures in routine and non-routine simple tasks through
to routine complex tasks, in life-related and abstract situations to routine complex tasks, in life-related and abstract situations
application of mathematical definitions, rules and
procedures in routine and non-routine simple tasks, through to
routine complex tasks, in life-related and abstract situations
numerical calculations, spatial sense and algebraic facility
in routine and non-routine simple tasks through to routine
complex tasks, in life-related and abstract situations
appropriate selection and accurate use of technology
use of problem-solving strategies to interpret, clarify and
analyse problems to develop responses from routine simple
Modelling and problem solving
tasks through to non-routine complex tasks in life-related and
abstract situations
identification of assumptions and their associated effects,
parameters and/or variables
use of data to synthesise mathematical models and
generation of data from mathematical models in simple
through to complex situations
investigation and evaluation of the validity of mathematical interpretation of results in the context of simple through to
arguments including the analysis of results in the context of
problems; the strengths and limitations of models, both given
and developed
appropriate interpretation and use of mathematical
terminology, symbols and conventions from simple through
to complex and from routine through to non-routine, in life-
related and abstract situations
Communication and justification
organisation and presentation of information in a variety
of representations
analysis and translation of information from one
representation to another in life-related and abstract
situations from simple through to complex and from routine
through to non-routine
use of mathematical reasoning to develop coherent,
concise and logical sequences within a response from simple
through to complex and in life-related and abstract situations
using everyday and mathematical language
coherent, concise and logical justification of procedures,
decisions and results
justification of the reasonableness of results
Standard B Standard C Standard D Standard E
recall, access, selection of mathematical definitions, rules recall, access, selection of mathematical use of stated rules and statements of
definitions, rules and procedures in routine, procedures in simple situations relevant mathematical
simple life-related or abstract situations facts
application of mathematical definitions, rules and procedures application of mathematical definitions,
in routine or non-routine simple tasks, through to routine rules and procedures in routine, simple life-
complex tasks, in either life-related or abstract situations related or abstract situations
numerical calculations, spatial sense and algebraic facility in numerical calculations, spatial sense and numerical sense, spatial sense
routine or non-routine simple tasks, through to routine complex algebraic facility in routine, simple life-related and/or algebraic facility in routine
tasks, in either life-related or abstract situations or abstract situations or simple tasks
appropriate selection and accurate use of technology selection and use of technology use of technology use of technology
use of problem-solving strategies to interpret, clarify and use of problem-solving strategies to evidence of simple problem- evidence of simple
analyse problems to develop responses to routine and non- interpret, clarify and develop responses to solving strategies in the context of mathematical
routine simple tasks through to routine complex tasks in life- routine, simple problems in life-related or problems procedures
related or abstract situations abstract situations
identification of assumptions, parameters and/or variables
use of data to synthesise mathematical models in simple use of mathematical models to represent use of given simple
situations and generation of data from mathematical models in routine, simple situations and generate data mathematical models to generate
simple through to complex situations data
interpretation of results in the context of
complex problems and mathematical models routine, simple problems
appropriate interpretation and use of mathematical appropriate interpretation and use of use of mathematical use of
terminology, symbols and conventions in simple or complex mathematical terminology, symbols and terminology, symbols or mathematical
and from routine through to non-routine, in life-related or conventions in simple routine situations conventions in simple or routine terminology, symbols
abstract situations situations or conventions
organisation and presentation of information in a variety of organisation and presentation of presentation of information presentation of
representations information information
analysis and translation of information from one translation of information from one
representation to another in life-related or abstract situations, representation to another in simple routine
simple or complex, and from routine through to non-routine situations
use of mathematical reasoning to develop coherent and use of mathematical reasoning to develop
logical sequences within a response in simple or complex and sequences within a response in simple
in life-related or abstract situations using everyday and/or routine situations using everyday or
mathematical language mathematical language
coherent and logical justification of procedures, decisions justification of procedures, decisions or
and results results
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 SECTION A
Applying Trigonometric Functions
A pulse is a means of transferring a burst of energy through space. Common phenomena such as
electromagnetic radiation (including, but not limited to, visible light), sound and water disturbance are
all commonly modelled as pulses by using sinusoidal functions. In this section the depiction and
superimposition of pulses is to be investigated via the use of the TI-84 calculator.

Background information: Plotting graphs over limited domains

Consider the figures below. Figure 1 shows the equation entered to produce the graph as depicted in
Figure 2, over the window shown in Figure 3.

Figure 1 Figure 2

Figure 3

The equation (Figure 1) produces a piecewise linear function. Using function notation, this could be
represented as

x 1, 1 x 2

y1 3 x, 2 x 3
0, elsewhere

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In Figure 1, the expression (X-1) (X>1)(X<2) is interpreted by the calculator as an instruction to draw
the line x-1 over the domain where X>1 and X<2 (which can be represented more succinctly as
1<X<2). The expressions that appear within the second and third set of brackets are conditional terms
which act to limit the domain. The key strokes required to produce the test conditions for the
conditional statement (X>1) is as given in Figure 4.

Figure 4

i.e. logical test conditions are accessible under the TEST menu which is accessed via

Task 1: Knowledge and Procedures

1. Consider a single pulse travelling to the right in a light spring as shown in Figure 5 (depicted at time
0 i.e. t = 0). The wavelength of the pulse is 1m, whereas the total length of the spring is 5m. The
amplitude of the pulse is 0.2m. Develop the appropriate equation (including domain limitation
statements) to draw this figure on your calculator screen as it appears below. Present
(i) a detailed development of the equation,
(ii) a screenshot of the graphing screen, and
(iii) a description of the window to verify that the pulse is shown correctly.
(3 marks)

Figure 5

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2. The pulse depicted in Figure 5 is travelling to the right at 0.5 m/s (in the horizontal direction).
This means that after 1 second has passed, the pulse will no longer start at the beginning of
the spring (x = 0m), but at the position x = 0.5 m. Hence, at t = 1 second the spring will appear
as given in Figure 6 (below).
a) Devise the appropriate equation to enter into your calculator to depict the pulse as
it will appear in the spring at t = 2 seconds.
b) Devise the appropriate equation/s to depict the pulse as it will appear in the spring
at any single time, t, where 0 t 8.
(3 marks)

Figure 6.

3. While the first pulse is travelling along the spring, a second pulse is produced. This second pulse is
also of wave length 1.0 m but has an amplitude of 0.1 m. It also was created at the left hand end of
the spring (as shown in Figure 7, which depicts the spring as it appears at t = 4 sec). This second
pulse is also travelling to the right but at the faster speed of 2.5 m/s. Devise equations to show the
spring as it will appear at time t = 4.5 seconds. (Note that both the original pulse and the new, faster
pulse need to be depicted in the spring). Present a screenshot from your calculator to show the
appearance of the spring at this time.
(2 marks)

Figure 7

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Background Information: Superimposition of Pulses

When two pulses begin to overlap, each horizontal position on the spring in the region of
overlap will experience a vertical disturbance as a result of the original pulse (y1) and a vertical
disturbance as a result of the second pulse (y2). The net position of the particle at each
horizontal position will hence be given by the total y1 + y2. This principle is displayed in Figure
8, which shows two pulses of different amplitudes overlapping. (Note, although the graphic
depicts the pulses as moving towards each other, it is also a valid depiction of a faster pulse
overtaking a slower pulse.)

When y1 and y2 are on the same side of the spring (as shown on the left in Figure 8) the pulses
will reinforce each other (constructive interference) whereas when y1 and y2 are in opposition to
each other (as shown on the right in figure 8) they will tend to cancel each other out
(destructive interference)

Figure 8.

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 Task 2: Modelling and Problem Solving

For the scenario presented in question 3, consider what occurs when the two pulses begin to
overlap. It can be seen that at some point in time when the faster pulse catches up with the
slower pulse, the theoretical overlay of pulses will appear as given in Figure 9, resulting in the
actual appearance of a section of the spring being as given in Figure 10. Presenting appropriate
justification of your work, determine the time at which the spring will appear as depicted in
Figure 10.

Figure 9. Figure 10.

SECTION B

Applying Integrals
Task 1: Knowledge and Procedures

Note: A map of Queensland is provided as Figure 11, with an additional copy of this figure printed on
the reverse side. You will need to refer to this map extensively to answer the questions presented in
this task. It is required that your working throughout be clearly informed by observations and /or
measurements taken from this map. Note, the grid squares on this map are 111 km x 111 km. i.e. the
distance between adjacent gridlines is 111 km. Further note that the Tropic of Cancer appears on the
map; it runs just South of Rockhampton, i.e. this line is not a grid line but the Tropic line.

1. Cameron Corner is the location at which the borders of Queensland, South Australia and New
South Wales meet. Using Cameron Corner as the origin, devise an appropriate co-ordinate
system and hence supply the co-ordinates of Brisbane. (1 mark)

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2. Using the co-ordinate system devised in (1), and taking care to make appropriate statements
of domain and range, develop equations to represent the States borders as follows.
a) The border between Queensland and the Northern Territory is defined by the East 138
longitude, while the border with South Australia is defined by the East 141 longitude.
Develop linear equations to model these linear borders that that divides Queensland from
the Northern Territory and South Australia.
b) Develop a parabola to model the Gulf of Carpentaria coastal border.
c) Develop an equation for a single straight line to represent the Eastern coastal border.
d) The Southern border (with New South Wales) is defined in the West by the South 29
latitude, but further East the river system is used as the border. By making use of a single
straight line, and a sinusoidal function, model the New South Wales border.

NOTE: It is required that the equations you devise fully enclose the area i.e. you will have to
ensure that the borders meet in such a way that there are not unexplained vertical
discontinuities in your graphs. (6 marks)

3. a) Using your knowledge of integration techniques, develop an expression (as a sum of

definite integrals) for the area of Queensland. Note, this area is an approximation of the true
area. Ensure relevant working is supplied.
b) Evaluate this definite integral expression developed in (a). You may make use of
technology as desired in this evaluation.

c) According to the site https://www.qld.gov.au/about/about-queensland/statistics-facts/facts/,

the actual area of Queensland is 1,727,000 km2. Calculate the percentage error in your
estimate (obtained in b)), and identify what you believe to be the main source of error.

(5 marks)

Task 2: Modelling and Problem Solving

Using procedures similar to those used in Task 1 of this section, you are to estimate the area of a
region. To start, select a region (state, country, island, bay etc) for which you can obtain a detailed
scale map. Using this scale map, develop appropriate curves to enclose or contain this area and,
using your knowledge of integration techniques, obtain an estimate for the area of the region.
Compare your observed value with the actual value of the area.

Discuss any assumptions made in this process, and the effects of these assumptions.

(Note: you MUST submit the map you used to provide evidence of your work. It is required that this
map includes annotations and/or measurements to support your calculations.)

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Figure 11.

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Figure 11 (duplicate)

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