ME-F1 Further Work with Functions

Content
F1.1: Graphical relationships
Students:
!
● examine the relationship between the graph of 𝑦 = 𝑓(𝑥) and the graph of 𝑦 = "($) and hence
sketch the graphs (ACMSM099)
● examine the relationship between the graph of 𝑦 = 𝑓(𝑥) and the graphs of 𝑦 & = 𝑓(𝑥) and
𝑦 = (𝑓(𝑥) and hence sketch the graphs
● examine the relationship between the graph of 𝑦 = 𝑓(𝑥) and the graphs of 𝑦 = |𝑓(𝑥)| and 𝑦 =
𝑓(|𝑥|) and hence sketch the graphs (ACMSM099)
● examine the relationship between the graphs of 𝑦 = 𝑓(𝑥) and 𝑦 = 𝑔(𝑥) and the graphs of 𝑦 =
𝑓(𝑥) + 𝑔(𝑥) and 𝑦 = 𝑓(𝑥)𝑔(𝑥) and hence sketch the graphs
● apply knowledge of graphical relationships to solve problems in practical and abstract contexts
AAM

F1.2: Inequalities
Students:
● solve quadratic inequalities using both algebraic and graphical techniques
● solve inequalities involving rational expressions, including those with the unknown in the
denominator
● solve absolute value inequalities of the form |𝑎𝑥 + 𝑏| ≥ 𝑘, |𝑎𝑥 + 𝑏| ≤ 𝑘, |𝑎𝑥 + 𝑏| < 𝑘 and
|𝑎𝑥 + 𝑏| > 𝑘
F1.3: Inverse functions
Students:
● define the inverse relation of a function 𝑦 = 𝑓(𝑥) to be the relation obtained by reversing all the
ordered pairs of the function
● examine and use the reflection property of the graph of a function and the graph of its inverse
(ACMSM096)
– understand why the graph of the inverse relation is obtained by reflecting the graph of the
function in the line 𝑦 = 𝑥
– using the fact that this reflection exchanges horizontal and vertical lines, recognise that the
horizontal line test can be used to determine whether the inverse relation of a function is
again a function
● write the rule or rules for the inverse relation by exchanging 𝑥 and 𝑦 in the function rules, including
any restrictions, and solve for 𝑦, if possible
● when the inverse relation is a function, use the notation 𝑓 '! (𝑥) and identify the relationships
between the domains and ranges of 𝑓(𝑥) and 𝑓 '! (𝑥)
● when the inverse relation is not a function, restrict the domain to obtain new functions that are
one-to-one, and compare the effectiveness of different restrictions
● solve problems based on the relationship between a function and its inverse function using
algebraic or graphical techniques AAM

F1.4: Parametric form of a function or relation

Students:
● understand the concept of parametric representation and examine lines, parabolas and circles
expressed in parametric form
 – understand that linear and quadratic functions, and circles can be expressed in either
parametric form or Cartesian form
– convert linear and quadratic functions, and circles from parametric form to Cartesian form and
vice versa
– sketch linear and quadratic functions, and circles expressed in parametric form

ME-F2 Polynomials

Content
F2.1: Remainder and factor theorems
Students:
● define a general polynomial in one variable, 𝑥, of degree 𝑛 with real coefficients to be the
expression: 𝑎( 𝑥 ( + 𝑎('! 𝑥 ('! + ⋯ + 𝑎& 𝑥 & + 𝑎! 𝑥 + 𝑎) , where 𝑎( ≠ 0
– understand and use terminology relating to polynomials including degree, leading term,
leading coefficient and constant term
● use division of polynomials to express 𝑃(𝑥) in the form 𝑃(𝑥) = 𝐴(𝑥). 𝑄(𝑥) + 𝑅(𝑥) where
deg 𝑅(𝑥) < deg 𝐴(𝑥) and 𝐴(𝑥) is a linear or quadratic divisor, 𝑄(𝑥) the quotient and 𝑅(𝑥) the
remainder
– review the process of division with remainders for integers
– describe the process of division using the terms: dividend, divisor, quotient, remainder
● prove and apply the factor theorem and the remainder theorem for polynomials and hence solve
simple polynomial equations (ACMSM089, ACMSM091)

F2.2: Sums and products of roots of polynomials

Students:
● solve problems using the relationships between the roots and coefficients of quadratic, cubic and
quartic equations AAM
– consider quadratic, cubic and quartic equations, and derive formulae as appropriate for the
sums and products of roots in terms of the coefficients
● determine the multiplicity of a root of a polynomial equation
– prove that if a polynomial equation of the form 𝑃(𝑥) = 0 has a root of multiplicity 𝑟 > 1, then
𝑃′ (𝑥) = 0 has a root of multiplicity 𝑟 − 1
● graph a variety of polynomials and investigate the link between the root of a polynomial equation
and the zero on the graph of the related polynomial function
– examine the sign change of the function and shape of the graph either side of roots of varying
multiplicity
ME-T1 Inverse Trigonometric Functions

Content
Students:
● define and use the inverse trigonometric functions (ACMSM119)
– understand and use the notation arcsin 𝑥 and sin'! 𝑥 for the inverse function of sin 𝑥 when
* *
− & ≤ 𝑥 ≤ & (and similarly for cos 𝑥 and tan 𝑥) and understand when each notation might be
appropriate to avoid confusion with the reciprocal functions
* *
– use the convention of restricting the domain of sin 𝑥 to − & ≤ 𝑥 ≤ & , so the inverse function
exists. The inverse of this restricted sine function is defined by: 𝑦 = sin'! 𝑥, −1 ≤ 𝑥 ≤ 1 and
* *
−& ≤ 𝑦 ≤ &
– use the convention of restricting the domain of cos 𝑥 to 0 ≤ 𝑥 ≤ 𝜋 , so the inverse function
exists. The inverse of this restricted cosine function is defined by: 𝑦 = cos'! 𝑥, −1 ≤ 𝑥 ≤ 1
and 0 ≤ 𝑦 ≤ 𝜋
* *
– use the convention of restricting the domain of tan 𝑥 to − & < 𝑥 < & , so the inverse function
exists. The inverse of this restricted tangent function is defined by: 𝑦 = tan'! 𝑥, 𝑥 is a real
+ +
number and − & < 𝑦 < &
– classify inverse trigonometric functions as odd, even or neither odd nor even

● sketch graphs of the inverse trigonometric functions

● use the relationships sin (sin'! 𝑥) = 𝑥 and sin'! (sin 𝑥) = 𝑥, cos (cos'! 𝑥) = 𝑥 and
cos'! (cos 𝑥) = 𝑥, and tan (tan'! 𝑥) = 𝑥 and tan'! (tan 𝑥) = 𝑥 where appropriate, and state the
values of 𝑥 for which these relationships are valid
● prove and use the properties: sin'! (−𝑥) = − sin'! 𝑥, cos'! (−𝑥) = 𝜋 − cos'! 𝑥,
*
tan'! (−𝑥) = − tan'! 𝑥 and cos'! 𝑥 + sin'! 𝑥 = &
● solve problems involving inverse trigonometric functions in a variety of abstract and practical
situations AAM

ME-T2 Further Trigonometric Identities

Content
Students:
● derive and use the sum and difference expansions for the trigonometric functions sin (𝐴 ± 𝐵),
cos (𝐴 ± 𝐵) and tan (𝐴 ± 𝐵) (ACMSM044)
– sin (𝐴 ± 𝐵) = sin 𝐴 cos 𝐵 ± cos 𝐴 sin 𝐵
– cos (𝐴 ± 𝐵) = cos 𝐴 cos 𝐵 ∓ sin 𝐴 sin 𝐵
,-. 0 ± ,-. 2
– tan (𝐴 ± 𝐵) = ! ∓ ,-. 0 ,-. 2
● derive and use the double angle formulae for sin 2𝐴 , cos 2𝐴 and tan 2𝐴 (ACMSM044)
– sin 2𝐴 = 2 sin 𝐴 cos 𝐴
– cos 2𝐴 = cos& 𝐴 − sin& 𝐴
= 2 cos& 𝐴 − 1
= 1 − 2 sin& 𝐴
& ,-. 0
– tan 2𝐴 = ! ' ,-.! 0
0
● derive and use expressions for sin 𝐴, cos 𝐴 and tan 𝐴 in terms of 𝑡 where 𝑡 = tan & (the 𝑡-formulae)
&4
– sin 𝐴 = !54 !
 !'4 !
– cos 𝐴 = !54 !
&4
– tan 𝐴 = !'4 !

● derive and use the formulae for trigonometric products as sums and differences for cos 𝐴 cos 𝐵,
sin 𝐴 sin 𝐵, sin 𝐴 cos 𝐵 and cos 𝐴 sin 𝐵 (ACMSM047)
– cos 𝐴 cos 𝐵 = "![cos(𝐴 − 𝐵) + cos(𝐴 + 𝐵)]
– sin 𝐴 sin 𝐵 = "![cos(𝐴 − 𝐵) − cos(𝐴 + 𝐵)]
– sin 𝐴 cos 𝐵 = "![sin(𝐴 + 𝐵) + sin(𝐴 − 𝐵)]
– cos 𝐴 sin 𝐵 = "![sin(𝐴 + 𝐵) − sin(𝐴 − 𝐵)]

ME-T3 Trigonometric Equations

Content
Students:
● convert expressions of the form 𝑎 cos 𝑥 + 𝑏 sin 𝑥 to 𝑅 cos(𝑥 ± 𝛼) or 𝑅 sin(𝑥 ± 𝛼) and apply these to
solve equations of the form 𝑎 cos 𝑥 + 𝑏 sin 𝑥 = 𝑐, sketch graphs and solve related problems
(ACMSM048)
● solve trigonometric equations requiring factorising and/or the application of compound angle,
double angle formulae or the 𝑡-formulae
● prove and apply other trigonometric identities, for example cos 3𝑥 = 4cos6 𝑥 − 3 cos 𝑥
(ACMSM049)
● solve trigonometric equations and interpret solutions in context using technology or otherwise
ME-C1 Rates of Change

Content
C1.1: Rates of change with respect to time
Students:
● describe the rate of change of a physical quantity with respect to time as a derivative
– investigate examples where the rate of change of some aspect of a given object with respect to time can
be modelled using derivatives AAM
– use appropriate language to describe rates of change, for example ‘at rest’, ‘initially’, ‘change of
direction’ and ‘increasing at an increasing rate’
!"
● find and interpret the derivative , given a function in the form 𝑄 = 𝑓(𝑡), for the amount of a physical
!#
quantity present at time 𝑡
● describe the rate of change with respect to time of the displacement of a particle moving along the 𝑥-axis as
!$
a derivative or 𝑥̇
!#
● describe the rate of change with respect to time of the velocity of a particle moving along the
!!$
𝑥-axis as a derivative or 𝑥̈
!# !

C1.2: Exponential growth and decay

Students:
● construct, analyse and manipulate an exponential model of the form 𝑁(𝑡) = 𝐴𝑒 %# to solve a practical growth
or decay problem in various contexts (for example population growth, radioactive decay or depreciation)
AAM
!&
– establish the simple growth model, = 𝑘𝑁, where 𝑁 is the size of the physical quantity, 𝑁 = 𝑁(𝑡) at
!#
time 𝑡 and 𝑘 is the growth constant
!&
– verify (by substitution) that the function 𝑁(𝑡) = 𝐴𝑒 %# satisfies the relationship = 𝑘𝑁, with 𝐴 being the
!#
initial value of 𝑁
– sketch the curve 𝑁(𝑡) = 𝐴𝑒 %# for positive and negative values of 𝑘
– recognise that this model states that the rate of change of a quantity varies directly with the size of the
quantity at any instant
!&
● establish the modified exponential model, = 𝑘(𝑁 − 𝑃), for dealing with problems such as ‘Newton’s Law
!#
of Cooling’ or an ecosystem with a natural ‘carrying capacity’ AAM
!&
– verify (by substitution) that a solution to the differential equation !#
= 𝑘(𝑁 − 𝑃) is
%#
𝑁(𝑡) = 𝑃 + 𝐴𝑒 , for an arbitrary constant 𝐴, and 𝑃 a fixed quantity, and that the solution is 𝑁 = 𝑃 in the
case when 𝐴 = 0
– sketch the curve 𝑁(𝑡) = 𝑃 + 𝐴𝑒 %# for positive and negative values of 𝑘
– note that whenever 𝑘 < 0, the quantity 𝑁 tends to the limit 𝑃 as 𝑡 → ∞, irrespective of the initial
conditions
– recognise that this model states that the rate of change of a quantity varies directly with the difference in
the size of the quantity and a fixed quantity at any instant
● solve problems involving situations that can be modelled using the exponential model or the modified
exponential model and sketch graphs appropriate to such problems AAM

C1.3: Related rates of change

Students:
● solve problems involving related rates of change as instances of the chain rule (ACMSM129) AAM
● develop models of contexts where a rate of change of a function can be expressed as a rate of change of a
composition of two functions, and to which the chain rule can be applied
ME-C2 Further Calculus Skills

Content
Students:
● find and evaluate indefinite and definite integrals using the method of integration by substitution, using a
given substitution
– change an integrand into an appropriate form using algebra
● prove and use the identities sin' 𝑛𝑥 = "!(1 − cos 2𝑛𝑥) and cos' 𝑛𝑥 = "!(1 + cos 2𝑛𝑥) to solve problems
● solve problems involving ∫ sin ' 𝑛𝑥 𝑑𝑥 and ∫ cos' 𝑛𝑥 𝑑𝑥
!( )
● find derivatives of inverse functions by using the relationship !$ = #$
#%

● solve problems involving the derivatives of inverse trigonometric functions

) +
● integrate expressions of the form or +!-$ ! (ACMSM121)
√+! ,$ !

ME-C3 Applications of Calculus

Content
C3.1: Further area and volumes of solids of revolution
Students:
● calculate area of regions between curves determined by functions (ACMSM124)
● sketch, with and without the use of technology, the graph of a solid of revolution whose boundary is formed
by rotating an arc of a function about the 𝑥-axis or 𝑦-axis AAM
● calculate the volume of a solid of revolution formed by rotating a region in the plane about the
𝑥-axis or 𝑦-axis, with and without the use of technology (ACMSM125) AAM
● determine the volumes of solids of revolution that are formed by rotating the region between two curves
about either the 𝑥-axis or 𝑦-axis in both real-life and abstract contexts AAM

C3.2: Differential equations

Students:
● recognise that an equation involving a derivative is called a differential equation
● recognise that solutions to differential equations are functions and that these solutions may not be unique
● sketch the graph of a particular solution given a direction field and initial conditions
– form a direction field (slope field) from simple first-order differential equations
– recognise the shape of a direction field from several alternatives given the form of a differential equation,
and vice versa
– sketch several possible solution curves on a given direction field
● solve simple first-order differential equations (ACMSM130)
!(
– solve differential equations of the form !$ = 𝑓(𝑥)
!(
– solve differential equations of the form !$ = 𝑔(𝑦)
!(
– solve differential equations of the form !$ = 𝑓(𝑥)𝑔(𝑦) using separation of variables
● recognise the features of a first-order linear differential equation and that exponential growth and decay
models are first-order linear differential equations, with known solutions
● model and solve differential equations including to the logistic equation that will arise in situations where
rates are involved, for example in chemistry, biology and economics (ACMSM132) AAM
ME-A1 Working with Combinatorics

Content
A1.1: Permutations and combinations
Students:
● list and count the number of ways an event can occur
● use the fundamental counting principle (also known as the multiplication principle)
● use factorial notation to describe and determine the number of ways 𝑛 different items can be
arranged in a line or a circle
– solve problems involving cases where some items are not distinct (excluding arrangements in
a circle)
● solve simple problems and prove results using the pigeonhole principle (ACMSM006)
– understand that if there are 𝑛 pigeonholes and 𝑛 + 1 pigeons to go into them, then at least
one pigeonhole must hold 2 or more pigeons
– generalise to: If 𝑛 pigeons are sitting in 𝑘 pigeonholes, where 𝑛 > 𝑘, then there is at least one
(
pigeonhole with at least 7 pigeons in it
– prove the pigeonhole principle
● understand and use permutations to solve problems (ACMSM001)
(!
– understand and use the notation ( 𝑃8 and the formula ( 𝑃8 = (('8)!
● solve problems involving permutations and restrictions with or without repeated objects
(ACMSM004)
● understand and use combinations to solve problems (ACMSM007)
𝑛 (!
– understand and use the notations X Y and ( 𝐶8 and the formula ( 𝐶8 = 8!(('8)!
𝑟
(ACMMM045, ACMSM008)
● solve practical problems involving permutations and combinations, including those involving
simple probability situations AAM

A1.2: The binomial expansion and Pascal’s triangle

Students:
● expand (𝑥 + 𝑦)( for small positive integers 𝑛 (ACMMM046)
– note the pattern formed by the coefficients of 𝑥 in the expansion of (1 + 𝑥)( and recognise
links to Pascal’s triangle
𝑛
– recognise the numbers X Y (also denoted ( 𝐶8 ) as binomial coefficients (ACMMM047)
𝑟
● derive and use simple identities associated with Pascal’s triangle (ACMSM009)
– establish combinatorial proofs of the Pascal’s triangle relations ( 𝐶) = 1, ( 𝐶( = 1;
(
𝐶8 = ('! 𝐶8'! + ('! 𝐶8 for 1 ≤ 𝑟 ≤ 𝑛 − 1; and ( 𝐶8 = ( 𝐶('8
ME-P1 Proof by Mathematical Induction

Content
Students:
● understand the nature of inductive proof, including the ‘initial statement’ and the inductive step
(ACMSM064)
● prove results using mathematical induction
(((5!)(&(5!)
– prove results for sums, for example 1 + 4 + 9 + ⋯ + 𝑛& = :
for any positive integer 𝑛
(ACMSM065)
– prove divisibility results, for example 3&( − 1 is divisible by 8 for any positive integer 𝑛
(ACMSM066)
● identify errors in false ‘proofs by induction’, such as cases where only one of the required two
steps of a proof by induction is true, and understand that this means that the statement has not
been proved
● recognise situations where proof by mathematical induction is not appropriate
ME-V1 Introduction to Vectors

Content
V1.1: Introduction to vectors
Students:
● define a vector as a quantity having both magnitude and direction, and examine examples of
vectors, including displacement and velocity (ACMSM010)
– explain the distinction between a position vector and a displacement (relative) vector
• define and use a variety of notations and representations for vectors in two dimensions
(ACMSM014)
– use standard notations for vectors, for example: a~ , 𝐴𝐵
\\\\\⃗ and 𝐚

– represent vectors graphically in two dimensions as directed line segments

– define unit vectors as vectors of magnitude 1, and the standard two-dimensional
perpendicular unit vectors ~i and j
~

– express and use vectors in two dimensions in a variety of forms, including component form,
ordered pairs and column vector notation
● perform addition and subtraction of vectors and multiplication of a vector by a scalar algebraically
and geometrically, and interpret these operations in geometric terms AAM
– graphically represent a scalar multiple of a vector (ACMSM012)
– use the triangle law and the parallelogram law to find the sum and difference of two vectors
– define and use addition and subtraction of vectors in component form (ACMSM017)
– define and use multiplication by a scalar of a vector in component form (ACMSM018)

V1.2: Further operations with vectors

Students:

● define, calculate and use the magnitude of a vector in two dimensions and use the notation u
~

for the magnitude of a vector u~ = x ~i + y j

~

– prove that the magnitude of a vector, u~ = x ~i + y j , can be found using: u~ = x ~i + y j = x 2 + y 2

~ ~

– identify the magnitude of a displacement vector \\\\\⃗

𝐴𝐵 as being the distance between the points
𝐴 and 𝐵
u~
– convert a non-zero vector u~ into a unit vector û~ by dividing by its length: u~ˆ =
u~

● define and use the direction of a vector in two dimensions

● define, calculate and use the scalar (dot) product of two vectors u~ = x1 ~i + y1 j and v~ = x2 ~i + y2 j
~ ~

– apply the scalar product, u×

~ ~
v , to vectors expressed in component form, where

u~ × v~ = x1x2 + y1 y2

– use the expression for the scalar (dot) product, u~ × v~ = u~ v~ cos q where 𝜃 is the angle between

vectors u~ and v~ to solve problems

 – demonstrate the equivalence, u~ × v~ = u~ v~ cos q = x1x2 + y1 y2 and use this relationship to solve

problems
2
– establish and use the formula v~ × v~ = v~

– calculate the angle between two vectors using the scalar (dot) product of two vectors in two
dimensions
● examine properties of parallel and perpendicular vectors and determine if two vectors are parallel
or perpendicular (ACMSM021)
● define and use the projection of one vector onto another (ACMSM022)
● solve problems involving displacement, force and velocity involving vector concepts in two
dimensions (ACMSM023) AAM
● prove geometric results and construct proofs involving vectors in two dimensions including to
proving that: AAM
– the diagonals of a parallelogram meet at right angles if and only if it is a rhombus
(ACMSM039)
– the midpoints of the sides of a quadrilateral join to form a parallelogram (ACMSM040)
– the sum of the squares of the lengths of the diagonals of a parallelogram is equal to the sum
of the squares of the lengths of the sides (ACMSM041)

V1.3: Projectile motion

Students:
● understand the concept of projectile motion, and model and analyse a projectile’s path assuming
that:
– the projectile is a point
– the force due to air resistance is negligible
– the only force acting on the projectile is the constant force due to gravity, assuming that the
projectile is moving close to the Earth’s surface
● model the motion of a projectile as a particle moving with constant acceleration due to gravity and
derive the equations of motion of a projectile AAM
– represent the motion of a projectile using vectors
– recognise that the horizontal and vertical components of the motion of a projectile can be
represented by horizontal and vertical vectors
– derive the horizontal and vertical equations of motion of a projectile
– understand and explain the limitations of this projectile model
● use equations for horizontal and vertical components of velocity and displacement to solve
problems on projectiles
● apply calculus to the equations of motion to solve problems involving projectiles (ACMSM115)
AAM
ME-S1 The Binomial Distribution

Content
S1.1: Bernoulli and binomial distributions
Students:
● use a Bernoulli random variable as a model for two-outcome situations (ACMMM143)
– identify contexts suitable for modelling by Bernoulli random variables (ACMMM144)
● use Bernoulli random variables and their associated probabilities to solve practical problems
(ACMMM146) AAM
– understand and apply the formulae for the mean, 𝐸(𝑋) = 𝑥̅ = 𝑝, and variance,
Var(𝑋) = 𝑝(1 − 𝑝), of the Bernoulli distribution with parameter 𝑝, and 𝑋 defined as the number
of successes (ACMMM145)
● understand the concepts of Bernoulli trials and the concept of a binomial random variable as the
number of ‘successes’ in 𝑛 independent Bernoulli trials, with the same probability of success 𝑝 in
each trial (ACMMM147)
– calculate the expected frequencies of the various possible outcomes from a series of
Bernoulli trials
● use binomial distributions and their associated probabilities to solve practical problems
(ACMMM150) AAM
– identify contexts suitable for modelling by binomial random variables (ACMMM148)
– identify the binomial parameter 𝑝 as the probability of success
– understand and use the notation 𝑋~Bin(𝑛, 𝑝) to indicate that the random variable 𝑋 is
distributed binomially with parameters 𝑛 and 𝑝
– apply the formulae for probabilities 𝑃(𝑋 = 𝑟) = ( 𝐶8 𝑝8 (1 − 𝑝)('8 associated with the binomial
distribution with parameters 𝑛 and 𝑝 and understand the meaning of ( 𝐶8 as the number of
ways in which an outcome with 𝑟 successes can occur
– understand and apply the formulae for the mean, 𝐸(𝑋) = 𝑥̅ = 𝑛𝑝, and the variance,
Var(𝑋) = 𝑛𝑝(1 − 𝑝), of a binomial distribution with parameters 𝑛 and 𝑝

S1.2: Normal approximation for the sample proportion

Students:
● use appropriate graphs to explore the behaviour of the sample proportion on collected or supplied
data AAM
– understand the concept of the sample proportion 𝑝̂ as a random variable whose value varies
between samples (ACMMM174)
● explore the behaviour of the sample proportion using simulated data AAM
– examine the approximate normality of the distribution of 𝑝̂ for large samples (ACMMM175)
● understand and use the normal approximation to the distribution of the sample proportion and its
limitations AAM