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New senior mathematics for years 11 12 2nd ed Edition
Aus Digital Instant Download
Author(s): Aus, Bob;Fitzpatrick, John Bernard
ISBN(s): 9781442564916, 1442564911
Edition: 2nd ed
File Details: PDF, 70.64 MB
Year: 2013
Language: english
 NEWSENIOR
MATHEMATICS NEWSENIOR
MATHEMATICS

MATHEMATICS
NEWSENIOR
FOR YEARS 11 & 12
SECOND EDITION
New Senior Mathematics for Years 11 & 12 is part of a new
edition of the well-known mathematics series for New South Wales. FOR YEARS 11 & 12
We’ve completely updated the series for today’s classrooms,
continuing the much-loved approach to deliver mathematical rigour SECOND EDITION
with challenging student questions. The first three chapters of this
student book contain revision material, providing the necessary
foundation for the development of senior mathematics concepts.
You’ll find:
• improved grading of questions
• clearer worked examples

FOR YEARS 11 & 12

SECOND EDITION
• chapter reviews J. B. Fitzpatrick
• a comprehensive course summary section
• five exam-style papers online Bob Aus
• technology explorations and GeoGebra® activities.

978 1 4425 6491 6 978 1 4425 6618 7 978 1 4425 6620 0

978 1 4425 6617 0 978 1 4425 6619 4 978 1 4425 6621 7

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material for teachers and students across Australia.
Sample the range of resources and register for free at
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NSM 11_12 SB COVER.indd 1 10/10/12 5:28 PM

 NEWSENIOR
MATHEMATICS
FOR YEARS 11 & 12
SECOND EDITION
J. B. Fitzpatrick
Bob Aus

NSM_SB_00.indd 1 11/10/12 9:30 AM

 Pearson Australia
(a division of Pearson Australia Group Pty Ltd)
707 Collins Street, Melbourne, Victoria 3008
PO Box 23360, Melbourne, Victoria 8012
www.pearson.com.au
Copyright © Bernard Fitzpatrick and Bob Aus 2013
First published 2013 by Pearson Australia
2016 2015 2014 2013
10 9 8 7 6 5 4 3 2 1
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this
work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its
educational purposes provided that the educational institution (or the body that administers it) has given
remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for
educational institutions contact Copyright Agency Limited (www.copyright.com.au).
Reproduction and communication for other purposes
Except as permitted under the Act (for example a fair dealing for the purposes of study, research, criticism
or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted
in any form or by any means without prior written permission. All inquiries should be made to the publisher
at the address above.
This book is not to be treated as a blackline master; that is, any photocopying beyond fair dealing
requires prior written permission.

Publisher: Vebica Evans

Project Manager: Aisling Coughlan
Editor: Tim Carruthers
Designer: Jan Urbanic
Copyright & Pictures Editor: Siân Bradfield
Typesetters & Illustrators: Aptara
Printed in Malaysia
National Library of Australia Cataloguing-in-Publication entry:
Author: Fitzpatrick, J. B. (John Bernard)
Title: New Senior Mathematics for Years 11 & 12 / J. B. Fitzpatrick ; Bob Aus.
Edition: 2nd ed.
ISBN 978 1 4425 6491 6 (pbk.)
Target Audience: For senior secondary school students.
Subjects: Mathematics.
Other Authors/Contributors: Aus, Bob.
Dewey Number: 510
Pearson Australia Group Pty Ltd ABN 40 004 245 943
Acknowledgements
GeoGebra tasks provided by Deb Bridge.
We would like to thank the following teachers for their reviews:
Trisha Goss, Carroll College, Broulee
Greg Hine, The University of Notre Dame Australia
Piv Huot, Our Lady of Mercy College, Parramatta
Peter Muddle, Covenant Christian School, Belrose
John Sowden, The King’s School, Parramatta
Betina Wrightson, Abbotsleigh School, Wahroonga
David Coffey
We would like to thank the following for permission to reproduce copyright material:
Board of Studies, NSW: Course Outcomes and Performance Band Descriptors from Mathematics,
Mathematics Extension 1 & 2 © Board of Studies NSW for and on behalf of the Crown in right of
the State of New South Wales, 2012;
GeoGebra: for use of screenshots and icons, http://www.geogebra.org/cms/
Every effort has been made to trace and acknowledge copyright. However, should any infringement have
occurred, the publishers tender their apologies and invite copyright owners to contact them.

NSM_SB_00.indd 2 11/10/12 11:28 AM

 Introduction and dedication
It is interesting to wonder whether J. B. Fitzpatrick (‘Bernie’) realised in 1983 just how popular
his book New Senior Mathematics would be. That first edition of New Senior Mathematics was
to remain in print for almost 30 years. It has stood the test of time thanks to the quality, rigour
and variety of its questions, its accuracy and its high mathematical standards.

As Fitzpatrick wrote in 1983: ‘Mathematics, like many other things, is best learnt by doing. A
student begins to appreciate the power of mathematics when he or she has achieved a mastery
of basic techniques, not after reading lengthy explanations … The emphasis throughout
the book is on the understanding of mathematical concepts’ (Introduction, New Senior
Mathematics 1984).

Fitzpatrick was only willing to entrust the writing of a second edition to someone who would
understand what makes this series so important. Throughout the initial revision process for
this book, Fitzpatrick collaborated with respected mathematics author and teacher Bob Aus.

In his revision, Bob Aus has updated and improved aspects of New Senior Mathematics to
make it better suited to the modern-day classroom. While maintaining the challenging and
demanding questions, he has improved the question grading to better scaffold students’ skill
development. New revision sections at the end of each chapter and five sample exams also
provide more opportunities for students to consolidate skills.

We hope all loyal users of New Senior Mathematics, or ‘Fitzy’s book’, as it is fondly known,
enjoy all the new improvements.

Vebica Evans
Pearson

J. B. Fitzpatrick passed away in 2008 after handing in his final review. Fitzpatrick was a respected
author, teacher and figurehead of mathematics education.

Introduction and dedication iii

NSM_SB_00.indd 3 11/10/12 9:30 AM

 NEWSENIOR
MATHEMATICS
SECOND EDITION
New Senior Mathematics for Years 11 & 12 is a new edition of Student Worked Solutions
the well-known mathematics series for New South Wales. The New Senior Mathematics for Years 11 & 12 Student Worked
We’ve completely updated the series for today’s classrooms, Solutions contain the fully worked solutions for every second
continuing the much-loved approach to deliver mathematical question in New Senior Mathematics for Years 11 & 12.
rigour with challenging student questions.

Student Book
The first three chapters of the student book contain revision
material that provides the necessary foundation for the
development of senior mathematics concepts. In the new
edition you’ll also find:
• better grading and scaffolding of questions
• new HSC-style multiple-choice questions
• more diagrammatic questions
• cleaner layout, clearer worked examples
Teacher ProductLink
• clearer division in topic order between Preliminary and HSC
Additional teacher support is now available online, including:
• GeoGebra® technology explorations
• sample papers—five HSC exam–style papers and solutions to
• chapter reviews
get students ready for exam time
• a comprehensive course summary section.
• curriculum mapping.
Teacher ProductLink is available online at Pearson Places.
Pearson Places is the gateway to digital learning material for
teachers and students across Australia. Sample the range of
resources and register for free at
www.pearsonplaces.com.au.

We believe in learning.
All kinds of learning for all kinds of people,
delivered in a personal style.
Because wherever learning flourishes, so do people.

NSM_SB_00.indd 4 11/10/12 9:31 AM

 Contents
Introduction and dedication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Preliminary
syllabus
reference
chapter 1 Arithmetic and surds 1 1.1
1.1 Review of basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Repeating decimals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.3 Scientific notation (standard form). . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.4 Significant figures and decimal places. . . . . . . . . . . . . . . . . . . . . . . . 5
1.5 Approximations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.6 Real numbers and surds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.7 Adding and subtracting surds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.8 The distributive law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.9 Rationalising denominators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Chapter review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

chapter 2 Algebra 16 1.2–1.3

2.1 Simplifying algebraic expressions. . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2.2 Substitution in formulae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 Basic polynomials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4 Factorising by grouping in pairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5 Factorising using the difference of two squares. . . . . . . . . . . . . . . 20
2.6 Sum and difference of two cubes. . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.7 Factorising quadratic trinomials . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.8 Factorising non-monic trinomials. . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.9 Mixed factorisations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.10 Algebraic fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.11 Adding and subtracting algebraic fractions. . . . . . . . . . . . . . . . . . 28
2.12 Harder algebraic fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Chapter review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

chapter 3 Equations and inequalities 32 1.4

3.1 Linear equations in one variable . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.2 Linear equations involving fractions. . . . . . . . . . . . . . . . . . . . . . . . 33
3.3 Simple linear inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Contents v

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 3.4 Quadratic equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.5 Quadratic equations without a linear term. . . . . . . . . . . . . . . . . . . 37
3.6 Quadratic equations without a constant term . . . . . . . . . . . . . . . . 39
3.7 General quadratic equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.8 Completing the square. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.9 Solving quadratic equations by completing the square. . . . . . . . . 41
3.10 Quadratic equations with non-rational solutions . . . . . . . . . . . . . 42
3.11 Completing the square for non-monic equations. . . . . . . . . . . . . 43
3.12 The quadratic formula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3.13 Problems involving quadratic equations. . . . . . . . . . . . . . . . . . . . . 46
3.14 Square roots and absolute value. . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.15 Simultaneous equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
3.16 Problem solving with simultaneous equations. . . . . . . . . . . . . . . . 56
3.17 Solving simultaneous equations—linear and second degree. . . . 57
3.18 Solving simultaneous equations—linear and second
degree in the general form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Chapter review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

chapter 4 Plane geometry 61 2.1–2.4

4.1 Angle review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
4.2 Parallel lines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
4.3 Angle properties of triangles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
4.4 Quadrilaterals and polygons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
4.5 Congruent triangles (Preliminary) . . . . . . . . . . . . . . . . . . . . . . . . . 75
4.6 Similar triangles (Preliminary). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.7 Intercept properties of parallel lines . . . . . . . . . . . . . . . . . . . . . . . . 84
4.8 Pythagoras’ theorem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
4.9 Area formulae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Chapter review 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

chapter 5 Trigonometric ratios and applications 96 5.1–5.5

5.1 Angles of any magnitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
5.2 Trigonometric graphs and equations. . . . . . . . . . . . . . . . . . . . . . . 101
5.3 Exact values of trigonometric ratios . . . . . . . . . . . . . . . . . . . . . . . 105
5.4 More trigonometric exact values. . . . . . . . . . . . . . . . . . . . . . . . . . 107
5.5 Trigonometric identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
5.6 Direction and bearing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
5.7 Angles of elevation and depression. . . . . . . . . . . . . . . . . . . . . . . . 114

vi New Senior Mathematics for Years 11 & 12

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 5.8 The sine rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
5.9 The cosine rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
5.10 Area of a triangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Chapter review 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

chapter 6 Coordinate geometry—straight lines 131 6.1–6.5, 6.7

6.1 Gradient of a straight line. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
6.2 Equation of a straight line. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
6.3 Intersection of two lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
6.4 Regions and inequalities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
6.5 Simultaneous linear inequalities. . . . . . . . . . . . . . . . . . . . . . . . . . . 143
6.6 Midpoint of an interval and distance between two points. . . . . 145
6.7 Perpendicular distance of a point from a line . . . . . . . . . . . . . . . 147
Chapter review 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
chapter 7 Functions and relations 151 4.1–4.2
7.1 Functions and relations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
7.2 Sketching basic functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
7.3 Absolute value functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Chapter review 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

chapter 8 Locus and regions 163 4.3–4.4

8.1 Locus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
8.2 Circles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
8.3 Further locus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
8.4 Non-linear inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Chapter review 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

chapter 9 Quadratic functions and the parabola 173 9.1–9.5

9.1 Quadratic functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
9.2 Parabolas and discriminants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
9.3 Equations reducible to quadratics . . . . . . . . . . . . . . . . . . . . . . . . . 180
9.4 Relationship between roots and coefficients. . . . . . . . . . . . . . . . . 181
9.5 Sign of a quadratic function. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
9.6 Further examples involving discriminants. . . . . . . . . . . . . . . . . . 185
9.7 Identity of two quadratic expressions . . . . . . . . . . . . . . . . . . . . . . 187
9.8 Solution set of simultaneous equations. . . . . . . . . . . . . . . . . . . . . 188
9.9 The parabola as a locus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Chapter review 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Contents vii

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 chapter 10 Differential calculus 197 8.1–8.9
10.1 Continuity and gradients of tangents . . . . . . . . . . . . . . . . . . . . . . 197
10.2 Limit and continuity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
10.3 Gradient of a curve at a point—formal definition. . . . . . . . . . . . 206
10.4 Finding the derivative from first principles . . . . . . . . . . . . . . . . . 208
10.5 Conditions for differentiability. . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
10.6 More derivatives from first principles. . . . . . . . . . . . . . . . . . . . . . 212
10.7 The product rule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
10.8 The chain rule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
10.9 The quotient rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Chapter review 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

HSC
syllabus
reference
chapter 11 Plane and coordinate geometry 226 2.5, 6.8
Summary of Preliminary plane geometry. . . . . . . . . . . . . . . . . . . . . . . . . . 226
11.1 Congruent triangles (HSC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
11.2 Similar triangles (HSC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
11.3 Harder intercept properties of parallel lines. . . . . . . . . . . . . . . . . 236
11.4 Coordinate methods in geometry . . . . . . . . . . . . . . . . . . . . . . . . . 238
Chapter review 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

chapter 12 Geometrical applications

of differentiation 244 10.1–10.8
12.1 The sign of the derivative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
12.2 The first derivative and turning points . . . . . . . . . . . . . . . . . . . . . 247
12.3 The second derivative and concavity. . . . . . . . . . . . . . . . . . . . . . . 251
12.4 The second derivative and turning points. . . . . . . . . . . . . . . . . . . 255
12.5 Sketching rational algebraic functions. . . . . . . . . . . . . . . . . . . . . . 260
12.6 Problem solving with derivatives. . . . . . . . . . . . . . . . . . . . . . . . . . 262
12.7 Tangents and normals to a curve. . . . . . . . . . . . . . . . . . . . . . . . . . 265
12.8 Primitive functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Chapter review 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

chapter 13 Integral calculus 274 11.1–11.4

13.1 Area under a curve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
13.2 The definite integral and the area under a curve. . . . . . . . . . . . . 276

viii New Senior Mathematics for Years 11 & 12

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 13.3 The definite integral and the primitive function . . . . . . . . . . . . . 279
13.4 More areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
13.5 Approximate methods of integration—trapezoidal rule. . . . . . . 288
13.6 Approximate methods of integration—Simpson’s rule. . . . . . . . 292
13.7 Area between two curves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
13.8 Area bounded by the y-axis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
13.9 Volume of solids of revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
13.10 Average value of a function—an application of integration. . . . 307
13.11 Indefinite integrals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Chapter review 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

chapter 14 Exponential and logarithmic functions 312 12.1–12.5

14.1 Index laws with integers as indices . . . . . . . . . . . . . . . . . . . . . . . . 312
14.2 Index laws with fractional indices. . . . . . . . . . . . . . . . . . . . . . . . . 314
14.3 Solving equations with exponents. . . . . . . . . . . . . . . . . . . . . . . . . 315
14.4 Logarithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
14.5 Solving equations with logarithms. . . . . . . . . . . . . . . . . . . . . . . . . 319
14.6 Exponential functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
14.7 Integrating the exponential function. . . . . . . . . . . . . . . . . . . . . . . 327
14.8 Applications of the exponential function. . . . . . . . . . . . . . . . . . . 329
14.9 Natural logarithms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
14.10 Integrals resulting in logarithmic functions. . . . . . . . . . . . . . . . . 337
14.11 Applications of the logarithmic function . . . . . . . . . . . . . . . . . . . 340
Chapter review 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343

chapter 15 Trigonometric functions 344 13.1–13.7

15.1 Radian measure of an angle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
15.2 Arc length and sector area of a circle. . . . . . . . . . . . . . . . . . . . . . . 346
15.3 Angles of any magnitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
15.4 Graphs of trigonometric functions . . . . . . . . . . . . . . . . . . . . . . . . 354
15.5 Solution of trigonometric equations. . . . . . . . . . . . . . . . . . . . . . . 363
15.6 Graphical solution of equations. . . . . . . . . . . . . . . . . . . . . . . . . . . 366
15.7 Approximations when x is small . . . . . . . . . . . . . . . . . . . . . . . . . . 367
15.8 Derivatives of trigonometric functions. . . . . . . . . . . . . . . . . . . . . 370
15.9 Primitives of trigonometric functions. . . . . . . . . . . . . . . . . . . . . . 375
15.10 Applications of trigonometric functions. . . . . . . . . . . . . . . . . . . . 378
Chapter review 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381

Contents ix

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 chapter 16 Series and applications 383 7.1–7.3, 7.5
16.1 Series and sigma notation (Σ). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
16.2 Arithmetic series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
16.3 Finite geometric series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
16.4 Infinite geometric series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
16.5 Compound interest applications . . . . . . . . . . . . . . . . . . . . . . . . . . 396
16.6 Further applications of series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
Chapter review 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

chapter 17 Applications of calculus to

the physical world 406 14.1–14.3
17.1 Gradient as a rate of change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
17.2 Exponential growth and decay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
17.3 Motion of a particle in a straight line. . . . . . . . . . . . . . . . . . . . . . . 416
17.4 Other examples of motion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Chapter review 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

chapter 18 Probability 428 3.1–3.3

18.1 Introduction to probability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
18.2 Venn diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
18.3 Finite sample spaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
18.4 Successive outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
18.5 Independent events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
18.6 Dependent events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448
Chapter review 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455

Standard integrals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456

Summary—Preliminary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Summary—HSC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Mathematics course outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483
Mathematics performance bands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 536

x New Senior Mathematics for Years 11 & 12

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 Chapter 1
Arithmetic and surds
Outcomes covered:
P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems
P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and
trigonometric identities
P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

1.1 Review of basics

Converting between fractions, decimals and percentages without using a calculator is an important skill.
A calculator cannot always simplify algebraic fractions, so you are expected to be proficient at this skill.

Exercise 1.1 Review of basics

1 Express each fraction as (i) a decimal and (ii) a percentage.

3
(a) (b) 7 (c)
18 (d) 1
5 8 25 40
(e)
5 (f) 13 (g) 18 (h) 17
16 20 5 4
2 Express each decimal as (i) a common fraction in simplest form and (ii) a percentage.
(a) 0.25 (b) 1.85 (c) 0.375 (d) 0.23
(e) 1.75 (f) 0.025 (g) 0.6125 (h) 1.82
3 Express each percentage as (i) a decimal, (ii) a common fraction in simplest form.
(a) 40% (b) 1% (c) 10% (d) 32.5%
(e) 65% (f) 7 12 % (g) 116% (h) 112 12 %
4 Select the incorrect statement:
A
3 = 0.15 = 15% B 3 = 0.03 = 3%
20 10
C
15 = 0.9375 = 93.75% D 3 = 0.75 = 75%
16 4

1.2 Repeating decimals

Rational numbers
All common fractions a , where a and b are integers and b ≠ 0, are called rational numbers. They can be
b
expressed as decimals by dividing the numerator by the denominator. For example:
3 = 0.75   1 = 0.125   3 = 0.06   1 = 0.3333…   1 = 0.1666…   5 = 0.4545…
4 8 50 3 6 11
The first three decimals terminate. The last three decimals have an infinite number of digits to the right of the
decimal point and one or more of the digits repeat according to a pattern.
0.3333… (3 is repeated)   0.1666… (6 is repeated)   0.4545… (45 is repeated)
These decimals are called repeating (or ‘recurring’) decimals and can be represented by placing dots over the
repeated digits. For example:

0.3333… = 0.3  0.1666… 
= 0.16  0.4545… = 0.4 5

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 Where more than two digits are repeated, the dot is placed over only the first and last repeating digits:
1 = 0.142857142857… = 0.14285
 7
7
All decimals that either terminate or repeat are rational numbers.
For common fractions that become terminating decimals, the only factors of the denominator will be 2 and 5.
Common fractions with any other factors in the denominator will repeat.
Irrational numbers
Some decimals neither terminate nor repeat. For example:
2 = 1.414 213 562…   π = 3.141 592 653…
These numbers are not rational as they cannot be written in the form a , where a and b are integers, b ≠ 0.
b
They are called irrational numbers. Their decimal expressions do not terminate or have a pattern that repeats.

Example 1
Express each decimal as a common fraction.

(a) 0.2 
(b) 0.46 
(c) 2.5 3 (d) 4.25 3

Solution
(a) Multiply both sides by 10. 0.2 = 0.2222… (1)
Subtract (1) from (2) to eliminate 10 × 0.2 = 2.2222… (2)
the repeating decimals.
9 × 0.2 = 2.2222… − 0.2222… (2) − (1)
9 × 0.2 = 2
0.2 = 2
9
(b) Multiply both sides by 10. 0.46 = 0.46666… (1)
Subtract (1) from (2) to eliminate 10 × 0.46 = 4.6666… (2)
the repeating decimals.
9 × 0.46 = 4.6666… − 0.46666… (2) − (1)
9 × 0.46 = 4.2
0.46 = 4.2 = 42 = 7
9 90 15
(c) Multiply both sides by 100. 2.5 3 = 2.535353… (1)
Subtract (1) from (2) to eliminate 100 × 2.5 3 = 253.5353… (2)
the repeating decimals.
99 × 2.5 3 = 253.5 3…
 − 2.5 3…
 (2) − (1)
99 × 2.5 3 = 251
2.5 3 = 251
99
(d) Multiply both sides by 100. 4.25 3 = 4.253535… (1)
Subtract (1) from (2) to eliminate 100 × 4.25 3 = 425.35 3 (2)
the repeating decimals.
99 × 4.25 3 = 425.35 3 − 4.25 3 (2) − (1)
99 × 4.25 3 = 425.3 − 4.2
99 × 4.25 3 = 421.1
4.25 3 = 421.1 = 4 25.1 = 4 251
99 99 990

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 OR consider the decimal part alone. 0.25 3 = 0.253535… (1)
Add 4 again at the end: 100 × 0.25 3 = 25.35 3 (2)
99 × 0.25 3 = 25.35 3 − 0.25 3 (2) − (1)
99 × 0.25 3 = 25.1
0.25 3 = 25.1 = 251
99 990
4.25 3 = 4 251
990
In each of the above examples, we multiplied by the power of ten corresponding to the number of repeated
digits. In (a) and (b) only 1 digit was repeated, so we multiplied by 101 (i.e. by 10). In (c) and (d) 2 digits were
repeated, so we multiplied by 102 (i.e. by 100). If there had been 3 digits in the repeating set, we would have
multiplied by 1000.

Exercise 1.2 Repeating decimals

1 Which of the following fractions can be expressed as repeating decimals?

1, 5, 7 , 2, 7 , 4 , 3 , 2 , 9 , 4
2 9 16 3 12 11 10 13 25 15
2 Express each fraction as a repeating decimal.
2
(a) (b) (c)
7 4 (d) 2
3 9 11 15
(e)
5 (f) 9 (g) 5 (h) 11
6 13 12 18
3 Express each repeating decimal as a common fraction.
(a) 0.5 (b) 0.17 (c) 0.6 8
 (d) 0.21
 
(e) 0.51 
(f) 0.583 (g) 1.37   (h) 3.58

4 You have seen that 1 = 0.142 857 142 857… = 0.142

 857. Find 2 and 3 as recurring decimals by dividing
7 7 7
the numerator by the denominator. By observing the pattern obtained for these three fractions, write
the repeating decimals for 4 , 5 and 6 .
7 7 7
5 Show by division that 1 = 0.076 923 and write the repeating decimals for 2 , 3 , 4 , … 12 . Comment
13 13 13 13 13
on the pattern in the repeating digits.

6 Express 1 , 2 , 3 , … 16 as repeating decimals. What do you observe?

17 17 17 17
7 The repeating decimal for 3 is:
11
A 0.3 6
 B 0.02 7 C 0.2 7 D 0.20  7

1.3 Scientific notation (standard form)

Scientific notation, also known as ‘standard form’, is a neat way to write large and small numbers.

A number in scientific notation is expressed as a product of:

• a number between 1 and 10, and
• a power of 10.

The power of ten is determined by the change in the place value of the digits. This is the number of digits that
must be moved across the decimal point to obtain the new number (between 1 and 10) from the original number.

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 Example 2
Write each number in scientific notation.
(a) 540 000 (b) 4267.32 (c) 0.000 006 8 (d) 0.007 562

Solution
(a) Write the number with a decimal point after the first non-zero digit. 5.40 000
Count the number of places from the original position of the decimal point. 54 0000
↑ 5 ↑
Because the original position of the decimal point is 5 places to the right, places
multiply by 105. 540 000 = 5.4 × 105
(b) Write the number with a decimal point after the first non-zero digit. 4.267 32
Count the number of places from the original position of the decimal point. 42 67.3 2
≠ 3 ≠
Because the original position of the decimal point is 3 places to the right, places
multiply by 103. 4267.32 = 4.267 32 × 103
(c) Write the number with a decimal point after the first non-zero digit. 6.8
Count the number of places from the original position of the decimal point. 0.0 000068
↑ ↑
6
Because the original position of the decimal point is 6 places to the left, places
multiply by 10-6. 0.000 006 8 = 6.8 × 10-6
(d) Write the number with a decimal point after the first non-zero digit. 7.562
Count the number of places from the original position of the decimal point. 0.0 075 62
↑ 3 ↑
Because the original position of the decimal point is 3 places to the left, places
multiply by 10-3. 0.007 562 = 7.562 × 10-3

Example 3
Perform each calculation, giving your answer in scientific notation.
6
(a) 8 × 105 × 3 × 10-2 (b) 1.5 × 10-4
5 × 10
Solution
(a) Multiply the numbers and add the indices. 8 × 105 × 3 × 10-2
Write using scientific notation. = 24 × 103
= 2.4 × 104
(b) Divide the numbers and subtract the indices. 1.5 × 10 6
Write using scientific notation. 5 × 10 -4
= 0.3 × 1010
= 3.0 × 109

Exercise 1.3 Scientific notation (standard form)

1 Write each number in scientific notation.

(a) 3000 (b) 468.2 (c) 12 million (d) 42 × 105
(e) 0.0001 (f) 0.0041 (g) 0.000 000 22 (h) 865 × 10-7
(i) 862 × 104 × 250 (j) 0.62 × 10-4 × 15 (k)
1.44 × 10 8 (l) 7.5 × 10 -5
6.4 × 10 -2 1.5 × 10 3

4 New Senior Mathematics for Years 11 & 12

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 2 The product of 3.2 × 106 and 4 × 10-2 expressed in standard form is:
A 12.8 × 104 B 1.28 × 105 C 0.8 × 108 D 8 × 107
3 Simplify:
(a) 4.82 × 103 × 5 × 105 (b) 1.26 × 108 ÷ (7 × 102) (c) 7.5 × 10-6 ÷ 1500
(d) 5.5 × 103 × (4.0 × 103)3 (e) 7217 ÷ 700 000 (f) 1.4 × 10-3 × 8 × 10-5
4 Express in standard form:
(a) the number of cm in 40 km
(b) the number of grams in 3 tonnes
the distance from the Sun to Earth, if light from the Sun travelling at 300 000 km/s takes
(c) 
8 minutes to reach Earth
(d) the number of cm2 in 5 hectares, given that 1 hectare = 104 m2.
5 The mass of a molecule of hydrogen gas is about 3.34 × 10-24 grams. The mass of an oxygen molecule,
which is 16 times that of a hydrogen molecule, is about:
A 5.344 × 10-24 B 5.344 × 10-23 C 5.344 × 10-22 D 5.344 × 10-21
6 A light-year is the distance light travels in a year (where 1 year = 365.25 days). The speed of light is
3 × 105 km/s. Find the distance from the Earth to the star Proxima Centauri, 4.25 light-years away, in
kilometres.
7 The Earth is 9.3 × 107 miles from the Sun. Express this distance in metres, given that
1 mile = 1.6 × 103 metres.
8 How much time will it take for a rocket travelling at a constant speed of 1.5 × 104 km/h to reach the Moon,
if the distance to the Moon is 3.84 × 105 km?

1.4 Significant figures and decimal places

When writing answers, the precision required will not always involve all the digits shown on your calculator.
The precision of the information can be defined by the number of significant figures or decimal places used
in the answer.
Significant figures
Significant figures are the non-zero digits used in a number. Zeros are only considered significant if they occur
between non-zero digits. For example, the number 2874 is correct to four significant figures. The number 301 has
three significant figures, because the zero is between the 3 and the 1. The number 30 100 also has three significant
figures, because the final zeros are not between non-zero digits.
However, zeros after a decimal point are significant when they represent greater precision in an answer.
For example, the number 28 has two significant figures but the number 28.00 has four significant figures.
This makes more sense if we consider the numbers as measurements. If 28 m is a measurement rounded to the
nearest metre, then the answer has two significant figures. If 28.00 m is a measurement rounded to the nearest
centimetre, then the zeros after the decimal point are significant digits of the measurement, so we say it has four
significant figures.
To write an answer correct to three significant figures, look at the fourth digit and round it off: if is less than 5,
replace it and all following digits with zeros; if it is 5 or more, increase the third digit by one and replace all the
following digits with zeros. For example, 2874 correct to three significant figures becomes 2870. 28.00 correct to
three significant figures becomes 28.0.
Similarly, to write 2874 correct to two significant figures, round off the third digit. Because the third digit is 7,
which is more than five, it rounds up to make 2900.
Decimal places
The π key on your calculator might give the value of π as 3.141 592 654, which is more digits than you really need.
Writing π as 3.14 is correct to two decimal places, because there are two non-zero digits after the decimal point.

Chapter 1 Arithmetic and surds 5

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Other documents randomly have
different content
 Literature - Cheat Sheet
Second 2021 - Center

Prepared by: Dr. Davis

Date: July 28, 2025

Exercise 1: Research findings and conclusions

Learning Objective 1: Study tips and learning strategies
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Ethical considerations and implications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 2: Diagram/Chart/Graph]
Learning Objective 3: Fundamental concepts and principles
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Theoretical framework and methodology
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 5: Diagram/Chart/Graph]
Note: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 6: Diagram/Chart/Graph]
Practice Problem 6: Best practices and recommendations
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 7: Diagram/Chart/Graph]
Remember: Statistical analysis and interpretation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Theoretical framework and methodology
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Test 2: Case studies and real-world applications
Practice Problem 10: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 11: Diagram/Chart/Graph]
Key Concept: Experimental procedures and results
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 12: Literature review and discussion
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Fundamental concepts and principles
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Comparative analysis and synthesis
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Statistical analysis and interpretation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 16: Diagram/Chart/Graph]
Note: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 17: Diagram/Chart/Graph]
Remember: Problem-solving strategies and techniques
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Fundamental concepts and principles
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 19: Case studies and real-world applications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Summary 3: Critical analysis and evaluation
Note: Best practices and recommendations
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Best practices and recommendations
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Practical applications and examples
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Interdisciplinary approaches
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 24: Diagram/Chart/Graph]
Remember: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 25: Fundamental concepts and principles
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 26: Diagram/Chart/Graph]
Key Concept: Ethical considerations and implications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Historical development and evolution
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 28: Diagram/Chart/Graph]
Example 28: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 29: Experimental procedures and results
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Discussion 4: Experimental procedures and results
Practice Problem 30: Research findings and conclusions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 31: Diagram/Chart/Graph]
Practice Problem 31: Comparative analysis and synthesis
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Case studies and real-world applications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 34: Diagram/Chart/Graph]
Practice Problem 34: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 35: Diagram/Chart/Graph]
Example 35: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 36: Historical development and evolution
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Ethical considerations and implications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Fundamental concepts and principles
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Ethical considerations and implications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Discussion 5: Current trends and future directions
Remember: Historical development and evolution
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 41: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Key terms and definitions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 44: Study tips and learning strategies
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Research findings and conclusions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Best practices and recommendations
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 47: Statistical analysis and interpretation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Case studies and real-world applications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 49: Diagram/Chart/Graph]
Key Concept: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Appendix 6: Experimental procedures and results
Definition: Statistical analysis and interpretation
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 51: Diagram/Chart/Graph]
Definition: Case studies and real-world applications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Current trends and future directions
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 54: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 55: Diagram/Chart/Graph]
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