Clayfield College MATHEMATICS A Year 12, 2016 Assessment Instrument 3.1 

Teacher:SON STO  Student:  
Due:25 Feb 2016(beginning of Lesson 2)  
Subject Matter: Exploring and understanding data  
You received this assignment task sheet on 1/2/16 You may seek feedback on your planning for this assignment by making one appointment with your teacher up until the Monday before the submission of the assignment is due, i.e. up until 18/02/16. On 18/02/16 lesson 4, you are required to hand in to your teacher a copy of some evidence of your work to date on this assignment which will be retained by your teacher. If your completed assignment is not submitted by the stipulated due date, this work will constitute your assignment for assessment purposes. When submitting your completed assignment, this cover and task sheet, including the associated criteria sheet, is to be stapled to the front of your assignment; do not use paper clips of any sort nor plastic sleeves, covers or binding. The use of a graphics calculator and/or other technology is expected. 

Collectively, assessment in this subject addresses the general objectives as listed below. All items on this assessment instrument contribute to the KP, MPS and CJcriteria. Grades in each criterion for this assessment instrument are awarded based on the specific requirements detailed in the table over the page. 

Knowledge and Procedures  Modelling and Problem Solving  Communication and Justification  
manipulate simple rules and formulas access, select and apply rules and formulas recall, select and apply mathematical procedures to situations that are similar to situations already encountered apply a sequence of mathematical procedures in situations that are similar to situations already encountered use mathematical technology and geometrical instruments 
interpret, clarify and analyse problems use strategies to model and solve problems investigate alternative solutions and/or procedures to problems make decisions informed by mathematical reasoning reflect on the effectiveness of mathematical models, including the recognition of strengths and limitations 
interpret and use appropriate mathematical terminology, symbols and conventions organise and present information for different purposes and audiences, in a variety of representations (such as written, symbolic, pictorial and graphical) analyse information displayed in a variety of representations (such as written, symbolic, pictorial and graphical) and translate information from one representation to another develop logical sequences within a response expressed in everyday language, mathematical language, or a combination of both, as required, to justify conclusions, solutions or propositions justify the reasonableness of results obtained through technology or other means using everyday language, mathematical language or a combination of both, when appropriate 

I have had the opportunity to view my grading on this assessment instrument and discuss it with my teacher.  
Signature:  Date:  
Objective reference  AAcross the full range:  BAcross a range:  CIn routine situations:  DIn rehearsed simple situations:  EEvidence of some:  

Knowledge and Procedures  rules and formulas  Perfect Response 
accurate use of rules and formulas · to find statistical features 
accurate use of rules and formulas · to find statistical features 
use of rules and formulas · to find statistical features 
use of rules and formulas  attempted use of given rules and formulas  No Meaningful response 
mathematical procedures 
accurate application of sequences of mathematical procedures · to investigate data sets 
accurate application of mathematical procedures · to investigate data sets 
application of mathematical procedures · to investigate data sets 
application of simple mathematical procedures  attempted use of simple mathematical procedures  
mathematical technology and instruments 
appropriate selection and accurate use of technology · to present findings from given data sets · to manipulate selfgenerated data sets 
selection and accurate use of technology · to present findings from given data sets · to manipulate selfgenerated data sets 
selection and use of technology · to present findings from given data sets 
use of technology  attempted use of technology  
Modelling and Problem Solving  strategies  Perfect Response 
accurate use of appropriate strategies to model and solve problems · to compare and contrast data sets in a range of formats 
accurate use of appropriate strategies to model and solve problems · to compare and contrast data sets 
use of familiar strategies for problem solving · to compare data sets 
use of strategies for problem solving  attempted use of given strategies for problem solving  No Meaningful response 
procedures and decisions 
informed decisions based on mathematical reasoning · with written evidence of reasoning 
informed decisions based on mathematical reasoning · with written evidence of reasoning 
informed decisions based on mathematical reasoning · with written evidence of reasoning 
decisions based on mathematical reasoning  decisions based on mathematical reasoning  
reflecting, including strengths and limitations 
comprehensive reflection on the effectiveness of mathematical models including recognition of the strengths and limitations of the model · to compare datasets to reach meaningful conclusions · to accurately predict run times 40 years from now 
thoughtful recognition of the strengths and limitations of the model · to compare datasets to reach conclusions · to predict run times 40 years from now 
recognition of a strength or a limitation of the model · to compare datasets to reach conclusions 
cursory recognition of a strength or a limitation of the model  attempt at recognition of a strength or a limitation of a model  
Communication and Justification  terminology, symbols and conventions  Perfect Response  accurate and appropriate use of mathematical terminology and conventions  accurate and appropriate use of mathematical terminology and conventions  appropriate use of mathematical terminology and conventions  use of mathematical terminology and conventions  use of mathematical terminology or conventions  No Meaningful response 
representations 
coherent and logical organisation and presentation of information in a variety of representations accurate analysis and translation of information displayed from one representation to another 
logical organisation and presentation of information in a variety of representations analysis and translation of information displayed from one representation to another 
logical organisation and presentation of information in a variety of representations translation of information displayed from one representation to another 
presentation of information  presentation of information  
sequences  use of mathematical reasoning to develop logical sequences in using every day and/or mathematical language  use of mathematical reasoning to develop logical sequences using every day and/or mathematical language  development of logical sequences  development of simple logical sequences  development of sequences  
justification  coherent and logical justification of procedures used, including of the reasonableness of results  logical justification of procedures used, including of the reasonableness of results  justification of procedures used  simple justification of procedures used  rudimentary justification of procedures used 
100 M Event  
Men  Women 
00:10.22 00:10.58 00:11.04 00:12:33 00:15.32 00:10.99 00:11.55 00:11.01 00:10.55 00:10.67 00:11.37 00:12.55 
00:10.98 00:11.04 00:11.33 DQ 00:11.57 00:13.13 00:12.02 00:12.44 00:11.87 00:12.02 00:11.88 00:12.59 
200m Event  
Men  Women 
00:20.98 00:20.97 00:22.95 DQ 00:20.95 00:22.17 00:21.56 00:22.02 00:21.37 00:21.67 00:22.11 00:25.79 
00:22.34 00:23.03 00:23.07 00:24.65 00:24.01 00:23.98 00:24.65 00:25.18 00:22.69 00:24.14 00:24.76 00:24.98 
400m Event  
Men  Women 
00:44.12 00:43.98 00:45.67 00:46.87 00:45.56 00:48.88 01:01.33 DQ 00:44.77 00:44.22 00:47.54 00:46.06 
00:49.56 00:50.13 00:47.90 00:48.98 00:49.67 00:51.33 00:49.99 00:50.25 00:50.33 01:00.32 00:51.86 00.49.86 
World record times: men’s 1500 metres run  
Date  Athlete 
Time (mm:ss.0) 
Date  Athlete 
Time (mm:ss.0) 
Source: International Association of Athletics Federations (IAAF) 2009, 12th IAAF World Championships in Athletics: IAAF Statistics Handbook, p. 549, www.iaaf.org/mm/document/competitions/competition/05/15/63/20090706014834_httppostedfile_p345688_11303.pdf, Berlin. 

8/06/1912  Abel Kiviat  03:55.8  6/09/1955  Gunnar Nielsen  03:40.8  
5/08/1917  John Zander  03:54.7  3/08/1956  István Rózsavölgyi  03:40.6  
19/06/1924  Paavo Nurmi  03:52.6  11/07/1957  Olavi Salsola  03:40.2  
11/09/1926  Otto Peltzer  03:51.0  11/07/1957  Olavi Salonen  03:40.2  
5/10/1930  Jules Ladoumegue  03:49.2  12/07/1957  Stanislav Jungwirth  03:38.1  
9/09/1933  Luigi Beccali  03:49.2  28/08/1958  Herb Elliott  03:36.0  
17/10/1933  Luigi Beccali  03:49.0  6/09/1960  Herb Elliott  03:35.6  
30/06/1934  Bill Bonthron  03:48.8  8/07/1967  Jim Ryun  03:33.1  
6/08/1936  Jack Lovelock  03:47.8  2/02/1974  Filbert Bayi  03:32.2  
10/08/1941  Gunder Hägg  03:47.6  15/08/1979  Sebastian Coe  03:32.1  
17/07/1942  Gunder Hägg  03:45.8  15/07/1980  Steve Ovett  03:32.1  
17/08/1943  Arne Andersson  03:45.0  27/08/1980  Steve Ovett  03:31.4  
7/07/1944  Gunder Hägg  03:43.0  28/08/1983  Sydney Maree  03:31.2  
15/07/1947  Lennart Strand  03:43.0  4/09/1983  Steve Ovett  03:30.8  
29/06/1952  Werner Lueg  03:43.0  16/07/1985  Steve Cram  03:29.7  
4/06/1954  Wes Santee  03:42.8  23/08/1985  Saïd Aouita  03:29.5  
21/06/1954  John Landy  03:41.8  6/09/1992  Noureddine Morceli  03:28.9  
28/07/1955  Sándor Iharos  03:40.8  12/07/1995  Noureddine Morceli  03:27.4  
6/09/1955  László Tábori  03:40.8  14/07/1998*  Hicham El Guerrouj  03:26.0  
*Current record as of December 2015 