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# Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

## NATIONAL TEST IN MATHEMATICS COURSE D

Mathematics
Spring 2005

Concerning test material in general, the Swedish Board of Education refers to the Official Secrets Act, the regulation about secrecy, 4th chapter 3rd paragraph. For this material, the secrecy is valid until 10th June 2005.

Students Name

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

## NATIONAL TEST IN MATHEMATICS COURSE D SPRING 2005 Directions

Test time 240 minutes for Part I and Part II together. We recommend that you spend no more than 60 minutes on Part I. Resources Part I: Formulas for the National Test in Mathematics Courses C, D and E. Please note that calculators are not allowed in this part. Part II: Calculators and Formulas for the National Test in Mathematics Courses C, D and E. Test material The test material should be handed in together with your solutions. Write your name, the name of your education program/ adult education on all sheets of paper you hand in. Solutions to Part I should be handed in before you retrieve your calculator. You should therefore present your work on Part I on a separate sheet of paper. Please note that you may start your work on Part II without a calculator. The test The test consists of a total of 17 problems. Part I consists of 9 problems and Part II consists of 8 problems. For some problems (where it says Only answer is required) it is enough to give short answers. For the other problems short answers are not enough. They require that you write down what you do, that you explain your train of thought, that you, when necessary, draw figures. When you solve problems graphically/numerically please indicate how you have used your resources. Problem 17 is a larger problem which may take up to an hour to solve completely. It is important that you try to solve this problem. A description of what your teacher will consider when evaluating your work is attached to the problem. Try all of the problems. It can be relatively easy, even towards the end of the test, to receive some points for partial solutions. A positive evaluation can be given even for unfinished solutions. Score and The maximum score is 44 points. mark levels The maximum number of points you can receive for each solution is indicated after each problem. If a problem can give 2 Pass-points and 1 Pass with distinction- point this is written (2/1). Some problems are marked with , which means that they more than other problems offer opportunities to show knowledge that can be related to the criteria for Pass with Special Distinction in Assessment Criteria 2000. Lower limit for the mark on the test Pass (G): 13 points Pass with distinction (VG): 26 points of which at least 7 Pass with distinction- points. Pass with special distinction (MVG) : In addition to the requirements for Pass with distinction you have to show most of the Pass with special distinction qualities that the -problems give the opportunity to show. You must also have at least 13 Pass with distinction- points.

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

## Regarding the suggested solutions:

Please note that you have to try to solve the problems yourself before checking your solutions against mine. To solve a problem you may follow the following necessary steps: Read the problem. Think! Read the problem again! Have you understood what the problem is looking for? Make a plan. Perform the plan. Evaluate your results. Are your results logical and acceptable?

Obviously, if you are stock and do not know how to solve the problem you may read my solutions. But, after reading the solutions, even if you are sure that you understood my solutions, you should try to solve the problem by yourself without checking your steps against mine. Only, after you solve the problem yourself, you may have understood how to solve similar problems (but not necessarily another type.) The ability to solve problems increases by training to think logical, solve more problems by yourself or in group, and discussing the problem in a group preferably at the presence of a pedagogue mathematician. My solutions are just suggested ones. Usually there are more than one methods of solving a given problem. Warning: Just reading the solutions can never replace your own struggle in solving a given problem. By just reading the solutions you may not be able to understand the mathematics of the problem deep enough and therefore, it will not help you to solve a new problem by yourself. Your comments and possible corrections are deeply appreciated. Behzad Massoumzadeh, Ph.D. Sjdalsgymnasiet; Paradistorget 4; 141 85; Huddinge; Sweden behzad.massoumzadeh@huddinge.se P.S. I would appreciate your comments greatly. Please inform me of any possible error as soon as possible so I correct it immediately! Behzad
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale. 3/23

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

1. Evaluate

(x
3 1

1 dx

[2/0]

## Suggested solution: Answer:

(x
3 1

1 dx =

2 20 =6 3 3

[1/0] [1/0]

(x
3 1

2 27 1 6 20 27 1 1 3 1 3 1 dx = x 3 x 1 = 33 13 (3 1) = 2= = =6 1 3 3 3 3 3 3 3

2. Determine f ( x ) if a. b.
f ( x ) = 4 cos 3 x

## Only answer is required

[1/0]

f ( x ) = (3 2 x ) f (x ) = x 2 e3 x

## Only answer is required Only answer is required

[1/0] [1/0]

c.
a) b)

Suggested solution:
f ( x ) = 4 cos 3 x f ( x ) = 4 3 sin 3 x = 12 sin 3 x

## Answer f ( x ) = 12 sin 3 x [1/0]

f ( x ) = (3 2 x )

## Make a change of variable: z (3 2 x ) , then use the chain rule:

df dz df = dx dx dz

dz z (3 2 x ) dx = 2 df dz df 5 = = 2 6 z 5 = 12(3 2 x ) dx dx dz f = z 6 df = 6 z 5 dz

( )

Answer f ( x ) = 12(3 2 x ) c)

[1/0]

f (x ) = x 2 e3 x
Define two new functions: u x 2 and v e3 x . Therefore f ( x ) = x 2 e3 x u v Use the derivative a product f ( x ) = u v f ( x ) = u v + u v
2 u x u = 2 x f ( x ) = u v + u v = 2 x e3 x + x 2 3 e3 x 3x 3x v e v = 3 e

Answer f ( x ) = 2 x e3 x + 3 x 2 e3 x = (2 + 3x ) x e3 x

[1/0]

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

3. Which two of the functions F ( x ) below are the antiderivatives to f (x ) = 3x5 + 1 A. F ( x ) = 3x 4 , 4 Only answer is required (1/0)

B. F ( x ) = 15x 4 , C. F ( x ) = 0.5 x 6 + x , D. F ( x ) = x 6 + 2 x , E. F ( x ) = x6 + x + 1, 3

x6 F. F ( x ) = + x 14 2
Suggested solutions:

f (x ) = 3x5 + 1 F (x ) = f ( x )dx =

3x 5 +1 + x + C C 3 x + 1 dx = 3x dx + 1dx = 5 +1
5

Answer: F ( x ) = f ( x )dx =

x 5 +1 3x 5 +1 + x+C = + x + C C . 6 2

F (x ) =

[1/0]

## 4. Arrange the following numbers according to size:

a = sin 24 , b = cos100 , and c = sin 165 . Justify your answer. Suggested solutions:

(1/1)

b = cos100 is a negative number. This is due to the fact that according to the unit circle, 100 is in the second quadrant, and cosine of angles in the second quadrant are negative. [1/0] c = sin 165 = sin (180 15) = sin 15 On the other hand, due to the fact that in the first quadrant sine function is an increasing function sin 15 < sin 24 sin 165 < sin 24 c < a Answer: b < c < a cos100 < sin 165 < sin 24 [0/1]

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

5. The figure below is an illustration of the graph of the function y = a + b sin 2 x . Determine the constants a and b . Only answer is required (1/1)
Suggested solutions: First method:

Amplitude =

## ymax ymin 2 ymax ymin 3 1 = =1 2 2

b = Amplitude = a=

ymax + ymin 3 + 1 4 = = =2 2 2 2

We could also argue that a is the symmetry line, i.e.: a = 2 Answer: a = 2 , b = 1 , y = 2 + sin 2 x Second method:

We may use the information read from the figure: y (0 ) = 2 ; y = 1 . 4 y ( x ) = a + b sin 2 x a + b sin 0 = 2 a = 2 y (0) = 2 2 + b sin 2 4 = 1 2 + b sin 2 = 1 b 1 = 1 2 b = 1 y = 1 4
Answer: a = 2 ; b = 1 , and therefore y ( x ) = 2 sin 2 x [1/1]

3 Check: y 4

3 = 2 sin 2 4

3 = 2 sin 2

= 2 ( 1) = 2 + 1 = 3 OK!

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

6. Which one of the following expressions A F can be simplified to 1? Only answer is required A. B. C. D. E. (0/1)

(sin x + cos x )2 , (sin x cos x )2 , (sin x + cos x )(sin x cos x ) , cos x (tan x sin x + cos x ) ,
sin x cos x , + cos x sin x
[0/1]

F. 2(sin x + cos x )
Suggested solutions: Answer: Alternative D

A. B. C.

## (sin x + cos x )2 = sin 2 x + cos2 x + 2 sin x cos x = 1 + 2 sin x cos x 1

(sin x cos x )2 = sin 2 x + cos 2 x 2 sin x cos x = 1 2 sin x cos x 1

## (sin x + cos x )(sin x cos x ) = sin 2 x cos2 x 1

sin x cos x sin x sin x cos x cos x sin 2 x + cos 2 x 1 + = + = = 1 cos x sin x cos x sin x sin x cos x cos x sin x cos x sin x

sin x sin x + cos x = sin 2 x + cos 2 x = 1 D. cos x (tan x sin x + cos x ) = cos x cos x E.

7. The number of starlings in Sweden has been investigated since 1979. The results of this investigation can be described mathematically by the differential equation: dy = 0.03 y dt where y is the number of starlings at the time t years from 1979. Explain, in your own words, the meaning of the differential equation in this context. (1/1)
Suggested solutions:

dy = 0.03 y , since 1979 number of dt starlings decreases at the rate of 3% per year. [0/1]
According to the differential equation

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

## 8. In the triangle ABC the angle A = 90 . Show that sin B = cos C .

Suggested solution: First method: In the triangle ABC

(0/1/M1, M3)

a
b

sin B = cos C =

b a b a
A

## Therefore: sin B = cos C Second method:

QED!

We may use one of the trigonometric equations, namely sin B = cos(90 B ) = cos C MVG - kvalitet In solving problem no. 7 the student has opportunity to show the highest quality of understanding and presenting, i.e. MVG-Quality: Formulates and develops the problem, uses general methods with problem solving. Carries out mathematical proof, or analyses mathematical reasoning. Uses general solution method to use the definition for trigonometry or triangles theorem. Carries out mathematical proof to show that equality is valid for all B and C in a right-triangle. M3 M1

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

9. The function F ( x ) is an antiderivative to the function f ( x ) . The figure below is an illustration of y = F (x ) . Determine
Suggested solution: First method:
5

f (x )dx .
0

(0/2/)

f (x )dx = F (x )
0

5 0

= F (5) F (0 ) = 1 ( 2 ) = 1 + 2 = 3

Second method: We may use the graph of y = F ( x ) = kx + m to find its equation. Use m = y (0 ) = F (0 ) = 2 , and F (5) = 1

k=

y2 y1 1 ( 2 ) 1 + 2 3 = = = = 0.6 50 5 5 x2 x1

y = F (x ) = 0.6 x 2

## f (x )dx = (0.6 x 2 ) 0 = (0.6 5 2 ) (0.6 0 2 ) == 3 2 + 2 = 3

5

Answer:

f (x )dx = 3
0

MVG - kvalitet

In solving problem no. 9 the student has opportunity to show the highest quality of understanding and presenting, i.e. MVG-Quality:

Formulates and develops the problem, uses general methods with problem solving.

Develops the problem through interpretation of the graph in the figure. Chooses integration to solve the problem.

M1

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

Part II
This part consists of 8 problems and you may use a calculator when solving them. Please note that you may begin working on Part II without your calculator.

10. In the triangle ABC the sides AC and BC are of equal length. Calculate the area of the triangle. (2/0)
Suggested solution: Due to the fact that the sides AC and AB are equal, the corresponding angles must also be equal, i.e. A = B = 54 :
C = 180 ( A + B ) = 180 2 54

C = 180 108 = 72
First we may use the sine rule to find the length of AC = BC

sin B sin C sin B sin 54 = b sin C = c sin B b = c b = (4.5) 3.828 cm sin C sin 72 b c AC = b 3.828 cm
Then we may use the area rule to find the area of the triangle

[1/0]

Area =

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

11. Use the antiderivative to calculate the area of the region enclosed by the functions f ( x ) = x 2 + x + 1 and g ( x ) = 9 x (3/0).
Suggested solution: In order to visualize the problem, we may plot the curves of f ( x ) = x 2 + x + 1 and g ( x ) = 9 x on the same coordinate systems. (This step is not required, but I recommend it) First we must calculate the intersection points of the curve and the line. This step is necessary and required. The values are going to decide the limits of the integral:

f (x ) = x 2 + x + 1 x2 + x + 1 = 9 x x2 + x + 1 9 + x = 0 x2 + 2x 8 = 0 g (x ) = 9 x f (x ) = g (x )
x 2 = 0 x1 = 2 x 2 + 2 x 8 = 0 ( x + 4)( x 2 ) = 0 x + 4 = 0 x2 = 4

[1/0]

Area =

4
2

## 2 2 (g (x ) f (x ))dx = ((9 x ) (x + x + 1))dx = (9 x x x 1)dx 2 2 2

x3 x3 2 x 2 Area = x 2 x + 8 dx = + 8x = x2 + 8x 3 3 2 4 4 4

[1/0]

## ( 4)3 (2)3 2 2 Area = ( 4 ) + 8 ( 4 ) (2) + 8 (2) 3 3

83 643 4 + 16 Area = 3 16 32 3

## 1 3 1 3 2 2 ( 4 ) 22 ( 4) = 8(2 + 4 ) (8 + 64) [4 16] = 36 au 2 3 3

Answer: Area = 36 au 2 [1/0]

) [

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

12. Daniel and Linda are looking for a flat. According to the information received the living-room is 31.2 m 2 . They want to check if this is correct. So, they measure the walls and draw a sketch of the living-room. They know that one corner of the room is right-angled. Their sketch looks like this:

What is the area of the living-room according to Daniels and Lindas sketch?
Suggested solutions Lets name the vertices of the figure as illustrated in the figure below: In the right-triangle ABC :
B

(2/2)

## AC 2 = 5.252 + 6.082 = 64.53 m 2 [1/0]

In the triangle ADC we may use the cosine rule to find the size of the angle D :

D A

## d 2 = a 2 + c 2 2 a c cos D 64.53 = 4.502 + 6.052 2 4.50 6.05 cos D

4.502 + 6.052 64.53 cos D = = 0.141 2 4.50 6.05
D = cos1 ( 0.141) = 98.1
Use the area rule to find the area of the triangle ADC : [1/0]

AreaADC = AreaABC =

[0/1]

## AreaABCD = 13.41 + 15.96 = 29.37 m 2 29.4 m 2

Answer: Area ABCD 29.4 m 2 which is less than 31.2 m 2
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes.

[0/1]
Not for sale. 12/23

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

## 13. Find all the solutions to the equation sin 3x = 0.421

Suggested solutions

(2/1)

3x = 24.9 + n 360 n N sin 3x = 0.421 3 x = sin 1 (0.421) 3x = 180 24.9 + n 360 24.9 360 x1 = 3 + n 3 x = 8.30 + n 120 n N n N 1 x2 = 51.7 + n 120 x = 155.1 + n 360 2 3 3
x = 8.30 + n 120 Answer: 1 n N x2 = 51.7 + n 120

[1/0]

[1/0]

[0/1]

x2 14. Determine the number of solutions to the equation sin 2 x = 1 where x is 10 measured in radians.

(1/1)

## x2 Suggested solutions: Answer: The equation sin 2 x = 1 has six solutions! 10

y = sin 2 x We may plot on the same coordinate system. As illustrated in x2 y= 1 10
the figure below there are six solutions to the equation sin 2 x =

x2 1. 10

## x2 As illustrated in the figure below, curve of y = 1 intersects curve of the 10

function y = sin 2 x in 6 points.
1,2 0,8 0,4 f(x), y(x) 0,0 -0,4 -0,8 -1,2 -4,71
y = x2 1 10

y = sin 2 x
-3,14 -1,57 0,00 x rad 1,57 3,14 4,71

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

15. A sheet of corrugated iron is made by pressing a flat sheet into curving folds. Seen from the side, the corrugated iron in the picture has the shape of a sine curve with period 0.20 m and amplitude 0.050 m .

## a) Find a formula for the iron curve of the form f (x ) = A sin kx

(0/1)

There is a formula for calculating the length of a curve. According to this, the length s of a curve y = f ( x ) from x = a to x = b can be calculated from
s = 1 + ( f ( x )) dx
2
a b

b) How long a flat iron sheet should you start with in order to get a piece of corrugated iron with a length of 5.0 m ? (0/3/) Suggested Solution: a) The amplitude of the sine function in the figure is A = 0.050 m : y = A sin kx y = 0.050 sin kx The period of the dine function is T = 0.20 m . Therefore: 2 20 kT = k 0.20 m = 2 k = = m 1 = 10 m 1 0.20 2 Answer: y = 0.050 sin (10 x ) [0/1]
b) s = 1 + ( f ( x )) dx ;
2
b

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

2
a a

5 0.2

[0/1]

0 0

## Answer: s = 7.3 m iron sheet is needed.

2

[0/2/M1]

MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models

The student demonstrate the highest (MVG) quality by Formulates and develops methods through realizing that the integral may be solved numerically for example using a graphic calculator.

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

16. For which values of the constants a and b is it true that the function f ( x ) = ax 2 + bx sin 3 x has a local maximum when x = 0 ? Suggested solutions:

(1/2/)

f ( x ) = ax 2 + bx sin 3 x
f ( x ) = 2ax + b 3 cos 3 x f ( x ) = 2a + 9 sin 3 x

[1/0]

At the local maximum f ( x ) = 0 and f ( x ) < 0 . Since the function has its local maximum at x = 0 , f (0 ) = 0 and f (0 ) < 0 .
f (0 ) = 0 2a 0 + b 3 cos(3 0 ) = 0 b 3 = 0 b = 3 f (0 ) < 0 2a + 9 sin (3 0) < 0 a < 0

## Answer: b = 3 Answer: a < 0

[0/1] [0/1]

Answer: For b = 3 and a < 0 the function f ( x ) = ax 2 + bx sin 3 x has a local maximum at x = 0 . Second method: Identical conclusion may be drawn using the x f ( x ) f ( x ) table. If the function has its maximum at x = 0 , in addition to f (0 ) = 0 , for very small values of in the immediate neighbourhood of x = 0 , the following additional conditions must also be satisfied: f ( ) > 0 and f ( ) < 0 .
f ( ) = 2a + 3 3 cos( 3 ) > 0 f ( ) = 2a + 3 3 cos(3 ) > 0 , cos = cos( ) f ( ) = 2a + 3 3 cos(3 ) < 0

Therefore, simultaneously the following conditions must be satisfied for any small number in the immediate neighbourhood of x = 0 :

## 2a + 3 3 cos(3 ) > 0 2a + 3 3 cos(3 ) < 0

If and only if a is a negative real number (i.e. a < 0 ) these two conditions may simultaneously be satisfied.

MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models
M3: Carries out mathematical proof, or analyses mathematical reasoning.

## The student demonstrate the highest quality by

Generalizes the problem by using derivatives and their properties at the local maximum point. Analytically proves that a < 0 is a necessary condition for the function to have maximum at x = 0 Presents the solution, well structured, clear, using especially correct mathematical language.
Not for sale. 16/23

## Suggested solutions NPMaDVT2005

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When assessing your work with this problem your teacher will take take into consideration: How well you carry out your calculations How well you justify your conclusions How well you present your work How well you use the mathematical language

17. The figure shows a parabola and a rectangle in a coordinate system. The shaded region is enclosed by the parabola and the x-axis. The area of the shaded region will from now on be referred to as the area of the parabola.

Two of the corners of the rectangle coincide with the points where the curve intersects the x-axis. One of the side of the rectangle touches the maximum point of the curve.

In this problem, you are going to investigate the relation between the area of the parabola, and the area of the rectangle. Let the equation of the parabola be y = b ax 2 , where a and b are positive numbers. You may for example start by letting b = 9 and a = 1 and draw the graph of the function y = 9 x 2 . Then determine the relation between the area of the parabola and the area of the rectangle. Choose other examples yourself and try to formulate a conclusion based on your chosen examples. Investigate if your conclusion also holds for the general case with the parabola y = b ax 2 If you want to you may go straight to investigating the general case. (3/4/)
Suggested solutions: I will investigate the problem in general. The x-intercepts of the parabola are: x1 =
y = 0 b ax 2 = 0 ax 2 = b x 2 = b b x= . a a b b and x2 = : a a

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

On the other hand, the y-intercept of the parabola, which coincides with the coordinates of the maximum point of the parabola, is: y = b

y = b ax 2 y (0 ) = b a 0 y (0 ) = b
Therefore, the area of the rectangle of width wrec tan gle = 2
b and length a
b a

## l = b may be written as: Arec tan gle = l w = 2b

The area of the parabola is

b a

## Answer: Arec tan gle = 2b

Aparabola

3 3 b a 3 a b a b b = y dx = b ax dx = bx x = b 3 a a a 3 b a b b a

b a

b a

Aparabola

b b 62 b 2 b 2a b b b 2a b / = 2b a = 2b a 3 a a = 2b a 3 b a = 3 b a a 3 /
b 4 Answer: Aparabola = b a 3

4 b Aparabola 3 b a 2 = = 3 Arec tan gle b 2b a MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models
M2: Analyses and interprets the results, concludes and evaluates if they are reasonable. M3: Carries out mathematical proof, or analyses mathematical reasoning.

4 b Aparabola 3 b a 2 Answer: = = 3 Arec tan gle b 2b a The student demonstrate the highest quality (MVG) through
Generalizes the problem by solving it algebraically.
Analyzes and interprets the results and comes to a correct conclusion.

Through analytical method and general reasoning shows that the ratio of the area of the parabola to the area of the rectangle is always for all positive numbers a and b .

2 3

## M5: The solution is well structured, correct mathematically.

Presents the solution, well structured, clear, using especially correct mathematical language.

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

Assessment aims at

## Quality Level Lower Higher

Total score

Choice of the method and its implementation In which level the student can interpret a problem situation and can solve different types of problem. How complete and how well the student uses different methods and procedures that are suitable to solve the problem. Mathematical reasoning The degree of the quality of evaluation, analysis, reflection, proof and other forms of mathematical reasoning. Mathematical language and the quality and clarity of the presentation of the solution: How clear, distinct and complete the students solution and presentation is, and how well the student uses mathematical terms, symbols, and conventions.

## The student finds the ratio of areas for an special case.

The student shows confidence in solving the problem through finding the ratio of areas for at least two different special cases. 2G/1Vg

The student chooses a general method to express the areas and find their ratio, and does it correct.

1-2 G Using at least two special cases, the student makes a conclusion. 1G

2G/2VG

2/2

The student makes a correct conclusion either based on the general case or based on an special case where a and b are both variable. 1G/1VG The solution is easy to follow and understand. It may contain either the first two special cases or the last general case. The language must be mathematically acceptable. 1VG

1/1

0/1

Total sum

3/4

MVG- quality

Part 1

Problems

## 8 M1 Formulates and develops the problem, uses

general methods with problem solving.

15B 16

17

## M2 Analyses and interprets the results,

concludes and evaluates if they are reasonable.

## M3 Carries out mathematical proof, or analyses

mathematical reasoning.

## M4 Evaluates and compares different methods

and mathematical models.

## M5 The presentation is structured, and

mathematical language is correct.

## Suggested solutions NPMaDVT2005

MA1204 - Mathematics D

NV-College - Sjdalsgymnasiet

Goals that pupils should have attained on completion of the course. Pupils should: 1: be able to independently analyse, implement and report, orally and in writing, a more

## comprehensive task where knowledge from different areas of mathematics is used.

4-5: be able to formulate, analyse and solve mathematical problems of importance for

applications and their selected study orientations with an in-depth knowledge of concepts and methods learned in earlier courses
Trigonometry (T): T1: be able to use a circle to define trigonometric concepts, show trigonometric relationships

and provide complete solutions for simple trigonometric equations, as well as be able to use these in solving problems
T2: be able to draw graphs of trigonometric functions, as well as use these functions as

## models for real periodic processes

T3: be able to derive and use formulae which are needed to transform simple trigonometric

## expressions, and solve trigonometric equations

T4: be able to calculate the sides and angles of a triangle Differential and Integral Calculus (D): D5: be able to explain the rules for derivatives and be able themselves to derive these for

trigonometric functions, logarithmic functions, compound functions, product and quotients of functions, as well as be able to apply these rules in solving problems
D6: be able to use derivatives of second order in different application contexts D7: be able to explain and use the thinking behind some of the methods for solving

numerical equations, as well as when solving problems, be able to use graphical, numerical or software for processing mathematical symbols
D8: be able to explain the concept of differential equations, and be able to give examples of

some simple differential equations, and present problem situations where they can occur
D9: be able to determine primitive functions and use these in solving problems
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale. 20/23

## Suggested solutions NPMaDVT2005

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D10: be able to explain the meaning of the concept of integrals, and clarify the relationship

between integrals and derivatives, as well as set up, interpret and use integrals in different types of basic applications
D11: be able to present the thinking behind and be able to use some methods of numerical

integration, as well as when solving problems, be able to use graphical, numerical or symbol processing software to calculate integrals
Grading Criteria for Pass (G) G1: Pupils use appropriate mathematical concepts, methods, models and procedures to

## formulate and solve problems in one step.

G2: Pupils carry out mathematical reasoning, both orally and in writing. G3: Pupils use mathematical terms, symbols and conventions, and carry out calculations in

such a way that it is possible to follow, understand and examine the thinking expressed.
G4: Pupils differentiate between guesses and assumptions from given facts, as well as

## deductions and proof.

Grading Criteria for Pass with distinction (VG) V1: Pupils use appropriate mathematical concepts, methods, models and procedures to

## formulate and solve different types of problems.

V2: Pupils participate in and carry out mathematical reasoning, both orally and in writing. V3: Pupils provide mathematical interpretations of situations and events, as well as carry out

and present their work with logical reasoning, both orally and in writing.
V4: Pupils use mathematical terms, symbols and conventions, as well as carry out

calculations in such a way that it is easy to follow, understand and examine the thinking they express, both orally and in writing.
V5: Pupils demonstrate accuracy concerning calculations and solutions to different kinds of

## problems, and use their knowledge from different fields of mathematics.

V6: Pupils give examples of how mathematics has developed and been used throughout

history, and the importance it has in our time in a number of different areas.

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

Criteria for Pass with special distinction (MVG) M1: Pupils formulate and develop problems, choose general methods and models for

## problem solving, as well as demonstrate clear thinking in correct mathematical language.

M2: Pupils analyse and interpret the results from different kinds of mathematical reasoning

## and problem solving.

M3: Pupils participate in mathematical discussions and provide mathematical proof, both

## orally and in writing.

M4: Pupils evaluate and compare different methods, draw conclusions from different types

of mathematical problems and solutions, as well as assess the reasonableness and validity of their conclusions.
M5: Pupils describe some of the influences of mathematics in the past and present on the

## Suggested solutions NPMaDVT2005

NV-College - Sjdalsgymnasiet

Summery of how the goal and criteria are affected by the test
Trigonometry

Differentiation-Integrals 4 5 6 7 8 9 10 11

G 1 2 3 4

VG 1 2 3 4 5 6

MVG 1 2 3 4 5

V G

1 2a 2b 2c 3 4 5 6 7 8 9 10 11 12 13 14 15a 15b 16 17

2 1 1 0 1 1 1 0 1 0 0 2 3 2 2 1 0 0 1 3 22 G

0 0 0 1 0 1 1 1 1 1 2 0 2 1 1 1 1 3 2 4 22 V G
Trigonometry

0/1 1 4 1

8/8 2 3 4 5 6 7 14/13 8 9 10

11

Differentiation-Integrals

VG

MVG