Specialist Mathematics Vce Units 1&2 Pdf

Units 1 & 2 Cambridge Senior Mathematics Australian Curriculum/VCE

14 In a metal fabricating yard which has been ﬂooded by overﬂow from a local river, a large steel frame has been partly submerged. The ends A , B , C and D are the only parts visible above the level of the ﬂood water. The coordinates of the ends relative to an overhead crane are A (10, 16), B (16, 20), C (24, 8) and D (18, 4). The overhead crane moves east–west along its rail, and the distance east from a point O (0, 0) is denoted by x . The crane's hook moves north–south across the frame and the distance to the north of the south rail is denoted by y . Units are in metres. The steel frame is to

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Units 1 & 2 Cambridge Senior Mathematics Australian Curriculum/VCE

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Cambridge Senior Mathematics Australian Curriculum/VCE

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Implementing a new mathematics curriculum: Mathematics teachers' beliefs and practices

Mathematics has become a 'critical filter' in the social, economic and professional development of individuals and forms a core component of the school curriculum in most countries. It is upon this utilitarian nature of mathematics to the individual and the society as a whole that the school mathematics curriculum has been undergoing a number of restructuring over the last three decades. In Ghana, a new mathematics curriculum was introduced in September 2007 which aims at shifting the teaching and learning of mathematics from a teacher-centered approach to more student-centered and participatory teaching and learning. However, since the introduction of the curriculum no study has specifically examined mathematics teachers' teaching practices in relation to these new curriculum requirements. This study examines Junior High School (12-14 years) mathematics teachers' perceived and actual teaching practices in relation to the curriculum requirements. Participants in the study were 41 mathematics teachers' from 22 Junior High Schools. A Semi-structured questionnaire was used to collect quantitative data about teachers' perceived teaching practices, and classroom observation was used to collect qualitative data about actual classroom practices. The key findings include: teachers' espoused the belief that their teaching practices are consistent with the principles and guidelines of the new mathematics curriculum. Teachers' perceived teaching practices were not fully consistent with their actual practices. The movement towards a more constructivist approach as outlined in the curriculum was not fully evident in most of the classrooms observed.

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DEGREE OF SENIOR HIGH SCHOOL ACCOUNTING CURRICULUM IMPLEMENTATION IN GHANA: RELEVANT AND PROBLEMATIC TOPICS

influenced by such teachers' perception of the relevance of topics incorporated in the curriculum. For example, teachers regarded accounting equation, elements of financial statements, journal entries, ledger accounts, final accounts and related adjustments as the most important topics that students should be taught at school (Romburg, 2014). This may lead to selective implementation of the curriculum by focusing on those subjects considered by teachers to be integral to students' practice. Accordingly, most students found difficulty in learning cost and managerial accounting and use of information technology in accounting (Romburg, 2014). However, by virtue of their training, accounting teachers are expected to bring their professionalism in fitting the lesson to learners' understanding. The apparent disuse of effective approaches in delivering the curriculum has greatly hampered students' ability to think critically. More so, accounting students still struggle to undertake basic calculations as they lack basic communicative skills (Hurt, 2007; Tailab, 2013) to succeed in the discipline. Attributions to the foregoing have been made to connect to incompetent accounting teachers engaged at secondary school level (Kohler, 2012; Packree, 2010) and insufficient resources (including textbooks) available to secondary school learners. Apart from these causes, Tailab (2013) adds lack of teaching assistants, lack of computer laboratories and computer applications, crowded dormitories, lack of interaction between students and teachers, a gap between what is taught and practical applications, and irrelevant textbooks and examinations.

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The potential and pitfalls of blended learning: an investigation of student and teacher perceptions of blended learning in two Australian secondary science classes

3 learning (Rosen & Nelson, 2008), and increase student engagement (Lyons & Quinn, 2010). Chandra and Watters (2012) demonstrated that the success of blended learning is linked to facilitating individual coaching, scaffolding, modelling, and more effective questioning. However, research also shows that computer use is not always well integrated into classroom teaching and learning (Donnelly, McGarr, & O'Reilly, 2011; Goodrum et al., 2012; Hayes, 2007; Webb, 2013). In their report on The Status and Quality of Year 11 and 12 Science in Australian Schools, Goodrum et al. (2012) found the transmission model for teaching science still prevails, and 73% of science students still spend a significant amount of their time copying notes from the teacher. Also, students reported they had little choice in pursuing areas of interest, and that practical work tended to be 'recipe based' with students asked to follow a set of instructions rather than embarking on true inquiry. Present research on blended learning has demonstrated promising results in secondary science classrooms (Chandra & Fisher, 2009), however there is presently limited research on student and teacher perceptions of using blended learning in secondary science classrooms.

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Preparing preservice teachers to step up to the intention of the new Australian mathematics curriculum: Can a productive disposition be reignited?

Some Discussions on a Kind of Improper Integrals

The motivation of this paper origins from investigating central Delanoy numbers in [11]. For proving the main result [11, Theorem 1.4], we need [11, Lemmas 2.4 and 2.5]. Lemma 2.4 in [11] states that, for b > a and z ∈ C \ (−∞, −a], the principal branch of the function √ (z+a)(z+b) 1 can be represented as

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Comparison of UK curriculum with Malaysia curriculum zooming into English for lower secondary (year 7 and form 1)

According to the listing in MALAYSIA CENTRAL, The Leading Malaysia- Centric Info Portal & The Most Comprehensive Malaysian Search Directory (assess on 1 st of November, 2011), there are about 35 private schools in Malaysia. The list only takes into account those who actually registered their schools or centres with the webpage master. According to the researcher's observation, in Johor Bahru alone, there are about 13 private schools offering various education programmes from locality to all over the world. Bear in mind that not all private schools are registered, thus the researcher did a little investigation based on word of mouths and observation. In the wake of more and more private schools blooming like mushrooms in Malaysia, there is a need to see and study whether or not their curriculum is relevant to our society by looking from the aspect of Malaysia educational philosophy.

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The study of preparation strategy of senior high school (SMA / MA) graduates in Pasuruan

Senior High School (SMA) is the formal education system of intermediate level after the junior secondary level that prepares graduates to continue their education to a higher level (college). In a policy perspective, Senior High School (SMA) graduates are prepared to continue their education. Parents and the Junior High School (SMP) should prepare them comprehensively and independently. A fact that is always as an indicator of obstacle for senior high school graduates preparation is unabsorbed of the graduates for the industries. There are many senior high schools and college graduates cannot be recruited by the industries because of their low quality. Moreover,7.24 million unemployed (August 2012), 19.47% are senior high school graduates and 12.11% are graduates of higher education. It shows that the competence and skills acquired by graduates of senior high schools and universities have not been able to meet the demands of quality and competence required by the industries. Therefore, improvement in quality must be done, including preparing senior high school graduates in the field of local skills and the development of attitude or productive character. Therefore, local content is not just as the subject that is "plastered", but local content is truly as the entrance of independent personal development program with environmental concept.

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Time for curriculum reform: the case of mathematics

not as a result of this particular intervention. Two decisions that had a major effect upon young people's experiences of mathematics at GCSE were a) the inclusion of mathematics in the school performance measure (2006) which has already been discussed and b) the cessation of national testing of 14-year-olds (2008). These two decisions were the result of different events and trends and had a quick impact upon teachers and learners. The decision to drop national assessments for 14-year olds part way through the 2008-9 academic year could have reduced the performative pressure (Ball, 2003) on both teachers and students, thereby opening a space for curricular enrichment and innovation. However, within weeks of the announcement, heads of mathematics departments were reporting school decisions to commence GCSEs early. They were also planning to enter students early for mathematics and English, thereby making space in the curriculum for more GCSE subjects and more strategic, targeted interventions to raise attainment. So, some decisions can have almost immediate effects whilst programmes that seek to sustain gradual change and development are all too prone to being derailed by the exigencies of political decision making.

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READINESS AND COMPETENCE OF SENIOR HIGH SCHOOL ENGLISH TEACHERS TO IMPLEMENT CURRICULUM 2013

From the data of comprehension of junior high school English teachers in West Java, it can be perceived that they adequately comprehend the stages of the development of teaching and learning instruments reﬂected from their perception. The documents of teaching learning instruments that they develop certainly need to be examined. However, this research does not cover the analysis of lesson plan documents considering the scope of the research focused on the comprehension aspect. Data presented in Figure 1 underlines that teachers' comprehension on the development of lesson plan is fairly adequate. The average score of teachers' perception on teaches' comprehension about the development of lesson plan in relation to the implementation of Curriculum 2013 is 3.40 (from maximum score of 5.00). This condition is certainly encouraging, it is assumed that teachers' comprehension on the development of teaching and learning instruments are satisfactory. Hence, it can be implied that training provided thus far for guiding teachers in developing their lesson plans have reinforced their comprehension. Meanwhile, senior high school English teachers in West Java can be considered to have moderate competence in implementing their lesson plan into teaching and learning activities, as depicted in Figure 3. This condition can be indicated from the average score of their competence in applying teaching and learning process as observed and categorized as adequate. Further, it is also reﬂected in teachers' average score in pre activity and opening aspects that gains 3.33 points. Similarly, the average score of the main activity performance (including the mastery of materials, teaching and learning approaches/ strategies, the use of appropriate media, activities motivating and sustaining students' discipline, and assessment of study result) is 3.21 from maximum score of 5.00.

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Exploring the intentions behind the inclusion of the cross-curriculum priority 'Aboriginal and Torres Strait Islander histories and cultures' in the Australian Curriculum

The authors of the Australian Curriculum have been required to simultaneously work toward the realisation of economic and reputational goals that are in the national interest whilst also appearing to cater for groups who have traditionally been disenfranchised by such interests. This study explores the explicit and implicit intentions behind the inclusion of the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the curriculum, and ways in which those intentions are interpreted. Final year pre-service teachers surveyed and interviewed as part of the study shared a widespread belief that the cross-curriculum priority was developed as the result of converging interests, with those of Aboriginal and Torres Strait Islander peoples appearing to converge with those of the broader community. Numerous documentary data sources were collected and analysed according to a bricolage approach, in order to study apparent intentions and uncover those that were less evident in the Australian Curriculum when read in isolation. Finally, a racial realist interpretation of

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Stochastic modeling and analysis of vapor cloud explosions domino effects in chemical plants

Most of the assumptions that have been introduced were justified in the "Assumptions" section, and they have been devised following common practice from the liter- ature. Nevertheless, two strong assumptions were intro- duced that may limit the validity of results. The first one is that the only possible failure mode is a VCE. The second is that the domino effect among different pieces of equipment, if it occurs, is immediate. This is not always the case in reality. However, from the perspec- tive of evaluating the domino effects of VCEs, we note that both assumptions are considering the worst case. The results are thus conservative with respect to the actual safety of the system configuration against VCE domino effects.

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A Java-based framework for explicitly partitioning applications into distributable units

Molecular Surveillance Identifies Multiple Transmissions of Typhoid in West Africa

Fig 3. Acquired multidrug-resistance in Nigerian S. Typhi isolates. Maximum likelihood tree of 128 Nigerian S. Typhi isolates from 2,541 SNPs is shown on the left. On the right is a heatmap which shows, for each isolate, its multidrug-resistant (MDR) status (purple), the presence of gyrA mutations (dark green S83Y; light green S83F), resistance genes cat, blaTEM, dfrA, sul1/2, strAB, tetB/AR, qnr (red) and plasmids, including IncHI1 (dark blue), Kpn3 (light blue), IncY (orange), IncQ1 (light pink), IncFIIs (yellow) and Col(RNAI) (magenta). Different colored bars within the plasmid column show isolates that harbor multiple plasmids with each bar representing a plasmid type. The absence of a genotype or plasmid was displayed in grey. Branch lengths are indicative of the estimated substitution rate per variable site.

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The Convergence Rate for a Functional in Learning Theory

The rest of this paper is organized as follows. In Section 2, we shall restate some notations on spherical harmonics and present the main results. Some useful lemmas dealing with the approximation order for the de la Vall´ee means of the spherical harmonics, the Gauss integral formula, the Marcinkiewicz-Zygmund with respect to the scattered data obtained by G. Brown and F. Dai and a result on the zonal networks approximation provided by H. N. Mhaskar will be given in Section 3. A kind of weighted norm estimate for the Mercer kernel matrices on the unit sphere will be given in Lemma 3.8. Our main results are proved in the last section.

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An NSM based cultural dictionary of Australian English: from theory to practice

students recognising some of the phrases and potentially being able to make some meaning out of them but missing many of the values which inform the word choice— i.e. the invisible culture behind the expressions. For example, the phrase "…we brought up the boys to be tolerant of other cultures and to get on with everyone…" (Boyer, 1998, p. 11) is translated as "…we trained and educated the boys to be tolerant of other cultures and to be friendly with everyone…" (ibid. p. 12). The second sentence may be factually correct, but omits elements of attitudes towards parenthood, values of parents setting a good example, expectations about the difference between 'getting along' with someone and 'being friends' with someone and so on. The definitions for these phrases are never explicitly given, which results in the potential for miscommunication of the semantics and pragmatics of the phrases and expressions. Overall, while the structure of the books is suitable for learners, they do not meet the eight principles and suggestions listed in Figure 3 (§3.2.1) for good materials for training cultural competence. In particular, these books do not provide any information on the cultural reasoning for norms (Principle 3), the connection between the vocabulary and the norms (Principle 4), ways to develop analytic skills (Principle 6), or the situational and contextual variation (Principle 2).

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A Study of Pedagogical Approaches of Mathematics Teaching In Southwestern States of Nigeria

The findings on the methods used by the Mathematics teachers revealed that (76.81%) of Lecture method is been used. This ranked first in intensity of use. This is the mostly used method in teaching Senior Secondary Mathematics curriculum. This is similar to the findings of Ogunbiyi (2004) in the teaching of mathematics and that of Alade (2006) who also condemned the use of lecture method more than projects and practice methods in teaching Technical Education in Colleges of education. What less for the teaching of Mathematics at the senior secondary school level? Afolabi (2009), Afolabi and Adeleke (2010) identified the two major factors among others, which are responsible for the use of lecture method by the Mathematics teachers. These are; 1) inadequacy of instructional materials both in quantity and quality and 2) teachers‟ lack of knowledge of other methods and strategies. Generally, lecture method (the traditional or expository method as called by some) has been condemned by many researchers as been less effective in teaching and specifically not encouraged for the teaching of mathematics at the secondary school level. Making instructional materials and resources available would enable the teachers to use more efficacious and proven methods. On this, Afolabi and Adeleke (2010) recommended among others; i) improvisation by students and teachers, ii) government, iii) Parent Teacher Association (P.T.A), iv) lovers of mathematics, v) philanthropists as means of sourcing instructional materials for school mathematics teaching.

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Cambridge Specialist 1&2 solutions

10 a The total number of arrangements of six girls is 6! = 720. We now consider those arrangements where the girls sit together. There are five objects to arrange: {A, B}, C, D, E, F. This can be done is 5! ways. Girls A and B can be arranged in 2! ways. This gives a total of 5! × 2! = 240 arrangements. Therefore, there are 720 − 240 = 480 arrangements where the girls do not sit together.

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