Assignment 1

PROFESSIONAL TASK
DINH THANG PHAM 17750921
 Introduction
14. Applications of Calculus to the Physical World
14.1 Rates of change as derivatives with respect to time. : 3 lessons
Lesson 1 : What does rate of change mean? .
Lesson 2 : Representing physical quantity versus time graphically .
Lesson 3 : Solving problems .
Learning outcomes
u applies appropriate differentiation methods to solve problems (MA12-3)
u applies calculus techniques to model and solve problems (MA12-6)
u applies the concepts and techniques of indefinite and definite integrals in the solution of problems (MA12-
7)
u constructs arguments to prove and justify results and provides reasoning to support conclusions which are
appropriate to the context (MA12-10)
u Be able to sketch a rate of change as derivatives with respect to time graphs
.Student Prerequisite knowledge
Derivatives
Integration
Operate with Function
The chain rule
Lesson 3 :Expectation of this lesson
Build and extend meanings and contexts for rate of change as derivatives with respect to time
Apply their understanding to solve and answer the problem.
Students are making the connection between the chain rule that they have learned
First start with the example :
!cm/sec
When a circular shield of bronze is heated over a fire its radius increases at the rate of . At what
"
rate is the shield's area increasing when the radius is 50 cm?
u The area of a circle is found using the equation: A = '
u In this equation there are two variables, A and r
u The circle gets bigger as time passes That means the area and the radius get bigger as time
passes.
u The change in area can be written as dA. The change in time can be written as dt.
()
u That means the change in area as time passes can be written as:
(*
(+ !
u the radius is 50 cm (r = 50 ) .Radius is increasing at the rate of =
(* "
() (+ !
u So we have =2 = 2 50 = 20 /
(* (* "
A spherical balloon is being deflated so that the radius decreases at a constant rate of 10 mm
per second. Calculate the rate of change of volume when the radius of the balloon is 100 mm.
5 (9
Let V be the volume of the bubble. Then = 6 6 and we are given that = 10. Using the
(*
CHAIN RULE,
'

= . = 4

(9
Now at R = 100. = 4 100 10 = 410" 6 per second.
(*
 Learning and teaching issues

u Students may have a poor grasp of the concept of rate of change, and end up
identifying a rate of change with a slope of a tangent line or a chord without being
able to understand it in a real-world or algebraic context. Through scaffolding by
Vygotsky, teacher must build up student good understanding of the basic concept
in order to move onto the new topic.

u Students often struggle with focusing on what the method is for the questions instead
of focusing on applying their understanding of the concepts for each question.
Teacher need to do encourage them to first assign each changing quantity a
variable name, then write down all the relationships and values that they can
identify from the narrative given in terms of those variables
u Students tend to separate their knowledge, and may not realize that topics such as the
chain rule, related rates, implicit differentiation, etc., are all about rates of change.
They have a difficult time recalling the concept of rate of change in the context of the
Fundamental Theorem of Calculus. Teacher needs to clearly explain the relationship
between these topics so student can apply construct their understanding.
u Common problems in the 14.a question were:
u not showing the required substitutions to find the constants of integration
u integrating with respect to x instead of t
Reference
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u Board of study (2015) 1st ed. NASE: N.p., 2017. Web. 19 Mar. 2017.
http://www.boardofstudies.nsw.edu.au/hsc_exams/2015/notes/2015-maths.pdf
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55.
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Pythagoras, 33(2), 59-65.
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mathematical knowledge for teaching. Journal of Mathematical Behavior, 45, 137-149.
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u Xin, Y., Liu, J., Jones, S., Tzur, R., & Si, L. (2016). A preliminary discourse analysis of constructivist-
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Educational Research, 109(4), 436-447.