Assessment

MEM23007A: Apply calculus to engineering tasks

1. Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: MEM23007A
Name: Apply calculus to engineering tasks
Releases: 1.0
Release date: 18/February/2022

2. Assessment Tasks
The student must be assessed as satisfactory in each of the following assessment tasks in order to
demonstrate competence.
Evidence number Assessment method/ Type of evidence
Assessment task 1 Knowledge Test (KT)
Assessment task 2 Project (PT)

3. Instructions to complete the outcomes of assessment in the

Student Unit Tool assessment record

You are required to fill out the assessment outcome records in the Student Pack when:

• The student has completed all requirements for the assessment tasks for this unit of
competency.
• The student’s work has been reviewed and assessed by you.
• You have recorded a satisfactory/unsatisfactory result for each assessment task within this unit
of competency.
• Relevant and detailed feedback has been provided to the student.

Every assessment has a “Feedback to Student” section to record information. You must ensure that all
sections are filled out appropriately, such as:

• The results of the assessments (Satisfactory or Unsatisfactory)

• Student name, signature, and date
• Assessor name, signature, and date
• Relevant and detailed feedback

Unit Code: MEM23007A Page 2 of 7

4. Unit Requirements
The student must read and understand all the information in the Unit Requirements before completing
the Student Pack.

5. Feedback to student

Feedback on the student’s assessment performance is a vital element of learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.

Feedback defines for students what their trainer/assessor think is important for the student to know
with regards to a topic or a subject. At its best, feedback should:
• Be provided for each Assessment Task
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust their teaching to accommodate the student’s
learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
Feedback should not provide short/one-word comments, such as “Fantastic” or “Great work!”.
Feedback needs to be:

• Constructive - highlighting the strengths and weaknesses of a given piece of work, it should
set out ways in which the student can improve the work.
• Timely – should be given while the assessed work is still fresh in a student's mind before the
student moves on to subsequent tasks.
• Meaningful- should target individual needs, be linked to specific assessment criteria, and be
received by a student in time to benefit subsequent work.
If students have not received proper feedback, they can speak to the Compliance or Administration
Department responsible for looking after the quality and compliance services of the Training
Organisation

For more information, please refer to the Training Organisation’s Student Handbook.

Unit Code: MEM23007A Page 3 of 7

Assessor Instructions: Task 1 – Knowledge Test

The following forms the basis of the evidence that you need to collect from students for assessment in
this assessment task. The task and specific assessment requirements that are given to students are also
outlined.
 Refer to all the blue and italic text for a guide to suggested answers and benchmarking for
assessments and also for instructions on how to use the assessment tools.
 Ensure all outlined conditions of assessment requirements are met.
 For each assessment task, an Assessment Result Sheet form for the student is completed. This is
located at the end of each assessment task in the Student Pack
 This Assessment Result Sheet allows the trainer/assessor to record the following items:

o The outcome of the assessment tasks as either Satisfactory (S) or Not Satisfactory (NS).
o Feedback to the student
o The student declaration
o The Trainer/Assessor declaration

 The trainer/assessor and the student must sign the Assessment Result Sheet to show that the
student was provided with the task outcome.
 The Unit Mapping identifies what aspects of the Unit of Competency are being addressed in each
assessment task.
 Once all assessment tasks allocated to this Unit of Competency have been undertaken, the
Student’s Assessment Plan (point 5 in the Student Pack) is completed to record the unit outcome.
The outcome will be either Competent (C) or Not Yet Competent (NYC).
 When all assessment tasks are deemed Satisfactory (S), the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), the unit outcome is Not
Yet Competent (NYC).
 The following information is attached to each assessment task:

o Assessment type
o Assessment task description
o Applicable conditions
o Resubmissions and reattempts
o Location
o Instructions for completion of the assessment task
o How trainers/assessors will assess the work
o Task-specific instructions for the student

Resources required to complete the assessment task:

 Computer
 Internet
 MS Word
 MS Excel
 Scientific calculator
 Printer or e-printer
Assessment task Instructions
 There are five (5) written questions in this assessment pack.
 The student must attempt all questions.
 Instructions/Guidelines such as word-limit, what is expected from the student, example answer
etc. have been given to each question.
 The student must complete this task individually.
 The student’s answers must demonstrate understanding and application of relevant concepts and
critical thinking.

Unit Code: MEM23007A Page 4 of 7

Assessment Task 1 - Knowledge Test

Q-1 Beams A and B are known to have the following bending moment equations (refer equations a, b
respectively, i.e., equations giving Moment M in terms of x).
Hence, for each of Beams A and B, use Calculus to find equation/s describing the load distribution/s
(Load in terms of x). Furthermore, determine the point/s of maximum bending moment for Beam A.

A-1

Q-2 Find the differentiation of y = cos(tan x)

A-2

Q-3
Compute the derivative of using the differentiation rule.

A-3

Q-4 Find the differentiation of exsin x

a) x ex cos x
b) x exsin x.
c) ex cos x
d) ex (sin x +cos x)


A-4

Q-5 What is the condition for local maxima and minima?

A-5

Q-6 Find the local maxima and local minima of the function f(x) = x3 - 6x2 + 9x + 15. using the second
derivative test.

A-6

Q-7 The local maximum and minimum of a function are also called the turning points, with respect to the graph of the
function.

Unit Code: MEM23007A Page 5 of 7

 True or False?

A-7

Q-8 Which of the following tests are helpful to find the local maximum and minimum of a function?
1. Second Derivative Test
2. Euler's Formula
3. First Derivative Test
4. T-Test

A-8

Q-9 What is the value of the function (x − 1) (x − 2)2 at its maxima?

A-9

Q-10 Calculate the adjacent sides of a rectangle with a given perimeter as 100 cm and enclosing the maximum area.

A-10

Q-11 Find the integral of e3x

A-11

Q-12
Evaluate the integral I =

A-12

Q-13

A-13

Q-14 Sketch the graph of y=∣x+4∣. Using integration, find the area of the region bounded by the curve y=∣x+4∣
and x=−6 and x=0.
A-14

Q-15 Draw a rough sketch of the curve y = √(x – 1) in the interval [1, 5]. Find the area under the curve and
between the lines x = 1 and x = 5.

A-15

Q-16 Sketch solution to the differential equation and Solve the initial value problem:

Unit Code: MEM23007A Page 6 of 7

A-16

Q-17 find the moment of inertia of cross-section of a structural member about the horizontal axis. The cross
section is that of an upright triangle of height h equal to 2 m and base b equal to 1 m. Use integration
and show your steps.

A-17

Q-18 Let the random variable X denote the time a person waits for an elevator to arrive. Suppose the longest
one would need to wait for the elevator is 2 minutes, so that the possible values of X (in minutes) are
given by the interval [0,2]. A possible pdf for X is given by

A-18

Q-19 Find the partial derivative of the equation with respect to x and y:
𝑟 = 𝑥 2 + 𝑦 2 + 𝑥𝑦 + 3𝑥 3 + 8

A-19

Case study:1
Task:
Prepare a presentation of at least 15-20 slides where you are supposed to gather the information where the
calculus is related with the real life and how it can help us in solving our problems.

Unit Code: MEM23007A Page 7 of 7