Cambridge Senior Mathematics AC/VCE

Further Mathematics Units 3 & 4

Curriculum grid for the VCE Further Mathematics STUDY DESIGN 2016−2018
VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
Area of Study 1: Unit 3
Core: Data analysis Chapter 1 Displaying and describing data
distributions
Chapter 2 Summarising numerical data
Chapter 3 Investigating associations between two
variables
Chapter 4 Regression: fitting lines to data
Chapter 5 Data transformation
Chapter 6 Investigating and modelling time series
Chapter 7 Revision: Data analysis
Investigating data distributions, including:
• review of types of data 1A Classifying data
• review of representation, display and description of the distributions of categorical variables: data tables, two-way 1B Displaying and describing the distributions of
frequency tables and their associated segmented bar charts categorical variables
• use of the distribution/s of one or more categorical variables to answer statistical questions 1B Displaying and describing the distributions of
categorical variables
• review of representation, display and description of the distributions of numerical variables: dot plots, stem plots, 1C Displaying and describing the distributions of
histograms; the use of a log (base 10) scale to display data ranging over several orders of magnitude and their numerical variables (histograms)
interpretation in powers of ten 1D Using a log scale to display data (log plots)
2A Dot points and stem plots
• summary of the distributions of numerical variables; the five-number summary and boxplots (including the use of the 2B The median, range and interquartile range
lower fence (Q1 – 1.5 × IQR) and upper fence (Q3 + 1.5 × IQR) to identify and display possible outliers); the sample mean (IQR)
and standard deviation and their use in comparing data distributions in terms of centre and spread 2C The five-number summary and the box plot
2D Relating a box plot to shape
2F Describing the centre and spread of symmetric
distributions
• use of the distribution/s of one or more numerical variables to answer statistical questions 2E Using box plots to describe and compare
distributions

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• the normal model for bell-shaped distributions and the use of the 68–95–99.7% rule to estimate percentages and to give 2G The normal distribution and the 68–95–99.7%
meaning to the standard deviation; standardised values (z-scores) and their use in comparing data values across distributions rule
2H Standard scores
• population and sample, random numbers and their use to draw simple random samples from a population or randomly 2I Populations and samples ( mainly background
allocate subjects to groups, the difference between population parameters (e.g., μ and σ), sample statistics (e.g., x and information to assist with understanding the data
s). gathering process)
Investigating associations between two variables, including:
• response and explanatory variables and their role in investigating associations between 3A Response and explanatory variables
• contingency (two-way) frequency tables, two-way frequency tables and their associated bar charts (including 3B Investigating associations between categorical
percentaged segmented bar charts) and their use in identifying and describing associations between two categorical variables
variables
• back-to-back stem plots, parallel dot plots and boxplots and their use in identifying and describing associations between 3C Investigating the association between a
a numerical and a categorical variable numerical and a categorical variable
• scatterplots and their use in identifying and qualitatively describing the association between two numerical variables in 3D Investigating associations between two
terms of direction (positive/negative), form (linear/non-linear) and strength (strong/moderate/weak) numerical variables
3E How to interpret a scatterplot
• answering statistical questions that require a knowledge of the associations between pairs of variables 3A Response and explanatory variables
3B Investigating associations between categorical
variables
3C Investigating the association between a
numerical and a categorical variable
3D Investigating associations between two
numerical variables
3E How to interpret a scatterplot
• Pearson correlation coefficient, r, its calculation and interpretation 3E How to interpret a scatterplot
3F Calculating the correlation coefficient
• cause and effect; the difference between observation and experimentation when collecting data and the need for 3H Correlation and causality
experimentation to definitively determine cause and effect
• non-causal explanations for an observed association including common response, confounding, and coincidence; 3H Correlation and causality
discussion and communication of these explanations in a particular situation in a systematic and concise manner
Investigating and modelling linear associations, including:

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• least squares line of best fit y = a + bx, where x represents the explanatory variable and y represents the response 4A Least-squares regression line
sy 4B Determining the equation of the least squares
variable; the determination of the coefficients a and b using technology, and the formulas b  r and a  y  bx line
sx
• modelling linear association between two numerical variables, including the: 4C Performing a regression analysis
– identification of the explanatory and response variables 4D Conducting a regression analysis using raw
– use of the least squares method to fit a linear model to the data data

• interpretation of the slope and intercepts of the least squares line in the context of the situation being modelled, 4C Performing a regression analysis
including: 4D Conducting a regression analysis using raw
– use of the rule of the fitted line to make predictions being aware of the limitations of extrapolation data
2
– use of the coefficient of determination, r , to assess the strength of the association in terms of explained
variation
– use of residual analysis to check quality of fit
• data transformation and its use in transforming some forms of non-linear data to linearity using a square, log or 5A Introduction
reciprocal transformation (on one axis only)
• interpretation and use of the equation of the least squares line fitted to the transformed data to make predictions 5B Using data transformation to linearise a
scatterplot
5C The log transformation
5D The reciprocal transformation
Investigating and modelling time series data, including:
• qualitative features of time series plots; recognition of features such as trend (long-term direction), seasonality 6A Time series data
(systematic, calendar related movements) and irregular fluctuations (unsystematic, short-term fluctuations); possible
outliers and their sources, including one-off real world events, and signs of structural change such as a discontinuity in
the time series
• numerical smoothing of time series data using moving means with consideration of the number of terms required (using 6B Smoothing a time series using moving means
centring when appropriate) to help identify trends in time series plot with large fluctuations
• graphical smoothing of time series plots using moving medians (involving an odd number of points only) to help identify 6C Smoothing a time series plot using moving
long-term trends in time series with large fluctuations medians

• seasonal adjustment including the use and interpretation of seasonal indices and their calculation using seasonal and 6D Seasonal indices
yearly means

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• modelling trend by fitting a least squares line to a time series with time as the explanatory variable (data de 6E Fitting a trend line and forecasting
seasonalised where necessary), and the use of the model to make forecasts (with re-seasonalisation where necessary)
including consideration of the possible limitations of fitting a linear model and the limitations of extending into the future
Core: Recursion and financial modelling Chapter 8 Modelling growth and decay using
This topic covers the use of first-order linear recurrence relations and technology to model and analyse a range of recursion
financial situations, and solve related problems involving interest, appreciation and depreciation, loans, annuities Chapter 9 Modelling and analysing reducing-
and perpetuities balance loans and annuities
Chapter 10 Revision: Recursion and financial
modelling
Depreciation of assets, including:
• review of the use of a first-order linear recurrence relation to generate the terms of a sequence 8A Sequences
8B Recurrence relations
• use of a recurrence relation to model and compare (numerically and graphically) flat rate, unit cost and reducing 8C Modelling linear growth and decay ( flat rate &
balance depreciation of the value of an asset with time, including the use of a recurrence relation to determine the unit cost)
depreciating value of an asset after n depreciation periods, including from first principles for n ≤ 5 8E Modelling geometric growth and decay
(reducing balance)

• use of the rules for the future value of an asset after n depreciation periods for flat rate, unit cost and reducing balance 8D Rules for the nth term in a sequence modelling
depreciation and their application linear growth or decay ( flat rate & unit cost)
8F Rule for the nth term in a sequence modelling
geometric growth or decay (reducing balance)
Compound interest investments and loans, including:
• review of the concepts of simple and compound interest 8C Modelling linear growth and decay (S1)
8E Modelling geometric growth and decay (C1)
8E Modelling geometric growth and decay

• use of a recurrence relation to model and analyse (numerically and graphically) a compound interest investment or loan, 8F Rule for the nth term in a sequence modelling
including the use of a recurrence relation to determine the value of the compound interest loan or investment after n geometric growth or decay
compounding periods, including from first principles for n ≤ 5
• rule for the future value of a compound interest investment or loan after n compounding periods and its use to solve 8G Nominal and effective interest rates
practical problems
• difference between nominal and effective interest rates and the use of effective interest rates to compare investment 8G Nominal and effective interest rates
returns and the cost of loans when interest is paid or charged, for example, daily, monthly, quarterly
Reducing balance loans (compound interest loans with periodic repayments), including:

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• use of a first-order linear recurrence relation to model and analyse (numerically and graphically) the amortisation of a 9A Combining geometric growth and decay
reducing balance loan, including the use of a recurrence relation to determine the value of the loan or investment after n 9B Analysing reducing-balance loans with
payments, including from first principles for n ≤ 5 recurrence relations
9D Interest-only loans
• use of a table to investigate and analyse the amortisation of a reducing balance loan on a step-by-step basis, the 9B Analysing reducing-balance loans with
payment made, the amount of interest paid, the reduction in the principal and the balance of the loan recurrence relations

• use of technology with financial modelling functionality to solve problems involving reducing balance loans, such as 9B Analysing reducing-balance loans with
repaying a personal loan or a mortgage, including the impact of a change in interest rate on repayment amount, time to recurrence relations
repay the loan, total interest paid and the total cost of the loan
Annuities and perpetuities (compound interest investments with periodic payments made from the investment), including:
• use of a first-order linear recurrence relation to model and analyse (numerically and graphically) the amortisation of an 9E Annuities
annuity, including the use of a recurrence relation to determine the value of the annuity after n payments, including from
first principles for n ≤ 5
• use of a table to investigate and analyse the amortisation of a reducing balance loan on a step-by-step basis, the 9E Annuities
payment made, the amount of interest paid, the reduction in the principal and the balance of the loan
• use of a table to investigate and analyse the amortisation of an annuity on a step-by-step basis, the payment made, the 9E Annuities
interest earned, the reduction in the principal and the balance of the annuity
• use of technology to solve problems involving annuities including determining the amount to be invested in an annuity to 9G Compound interest investments with regular
provide a regular income paid, for example, monthly, quarterly additions to the principal (annuity investment)

• simple perpetuity as a special case of an annuity that lasts indefinitely 9F Perpetuities

Compound interest investment with periodic and equal additions to the principal (an annuity investment), including:
• use of a first-order linear recurrence relation to model and analyse (numerically and graphically) annuity investment, 9G Compound interest investments with regular
including the use of a recurrence relation to determine the value of the investment after n payments have been made, additions to the principal (annuity investment)
including from first principles for n ≤ 5
• use of a table to investigate and analyse the growth of an annuity investment on a step-by-step basis after each 9G Compound interest investments with regular
payment is made, the payment made, the interest earned and the balance of the investment additions to the principal (annuity investment)

• use of technology with financial modelling functionality to solve problems involving annuity investments, including 9G Compound interest investments with regular
determining the future value of an investment after a number of compounding periods, the number of compounding additions to the principal (annuity investment)
periods for the investment to exceed a given value and the interest rate or payment amount needed for an investment to
exceed a given value in a given time

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
Area of Study 2 – Unit 4 Applications Students must complete two modules selected from the following four
modules
Module 1: Matrices Chapter 11 Matrices l
This module covers definition of matrices, different types of matrices, matrix operations, transition matrices and Chapter 12 Matrices II
the use of first-order linear matrix recurrence relations to model a range of situations and solve related problems Chapter 13 Revision: Matrices
Matrices and their applications, including:
• review of matrix arithmetic: the order of a matrix, types of matrices (row, column, square, diagonal, symmetric, 11A What is a matrix?
triangular, zero, binary and identity), the transpose of a matrix
• use of matrices to represent numerical information presented in tabular form, and the use of a rule for the aijth element 11B Using matrices to represent information
of a matrix to construct the matrix
• elementary matrix operations (sum, difference, multiplication of a scalar, product and power) 11C Matrix arithmetic: addition, subtraction and
scalar multiplication
11D Matrix arithmetic: the product of two matrices
11E Matrix powers
11F Binary, permutation, communication and
dominance matrices
• binary and permutation matrices, their properties and applications 11F Binary, permutation, communication and
dominance matrices
• communication and dominance matrices and their use in analysing communication systems and ranking players in 11F Binary, permutation, communication and
round-robin tournaments dominance matrices

• inverse of a matrix, its determinant, and the condition for a matrix to have an inverse 12A The inverse matrix

• use of matrices to represent systems of linear equations and the solution of these equations as an application of the 12B Applications of the inverse matrix: solving
inverse matrix; the concepts of dependent systems of equations and inconsistent systems of equations in the context of simultaneous linear equations
solving pairs of simultaneous equations in two variables; the formulation of practical problems in terms of a system of
linear equations and their solution using the matrix inverse method
Transition matrices, including:
• use of the matrix recurrence relation: S0 = initial state matrix, Sn+1 = TSn where T is a transition matrix and Sn is a 12C Transition matrices and their applications
column state matrix, to generate a sequence of state matrices, including in the case of regular transition
• matrices an informal identification of the equilibrium state matrix (recognised by no noticeable change from one state 12C Transition matrices and their applications
matrix to the next)

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• use of transition diagrams, their associated transition matrices and state matrices to model the transitions between 12C Transition matrices and their applications
states in discrete dynamical situations and their application to model and analyse practical situations such as the
modelling and analysis of an insect population comprising eggs, juveniles and adults
• use of the matrix recurrence relation S0 = initial state matrix, Sn+1 = TSn + B to extend the modelling to populations 12C Transition matrices and their applications
that include culling and restocking

Module 2: Networks and decision mathematics Chapter 14 Graphs, networks and trees: travelling
This module covers definition and representation of different kinds of undirected and directed graphs, Eulerian trails, problems
Eulerian circuits, bridges, Hamiltonian paths and cycles, and the use of networks to model and solve problems involving Chapter 15 Flow, matching and scheduling
travel, connection, flow, matching, allocation and scheduling problems
Chapter 16 Revision: Networks and decision
mathematics
Graphs and networks, including:
• a review of the concepts, conventions and terminology of graphs including planar graphs and Euler’s rule, and directed 14A Graphs and networks
(digraphs) and networks
• use of matrices to represent graphs, digraphs and networks and their application 14B Adjacency matrices

Exploring and travelling problems, including:

• review of the concepts, conventions and notations of walks, trails, paths, cycles and circuits 14C Exploring and travelling

• Eulerian trails and Eulerian circuits: the conditions for a graph to have an Eulerian trail or an Eulerian circuit, properties 14C Exploring and travelling
and applications

• Hamiltonian paths and cycles: properties and applications 14C Exploring and travelling

Shortest path problems, including:

• determination of the shortest path between two specified vertices in a graph, digraph or network by inspection 14D Weighted graphs and networks

• Dijkstra’s algorithm and its use to determine the shortest path between a given vertex and each of the other vertices in 14D Weighted graphs and networks
a weighted graph or network
Trees and minimum connector problems, including:
• review of the basic concepts of trees and spanning trees 14E Trees and minimum connector problems

• minimum spanning trees in a weighted connected graph and their determination either by inspection or by using Prim’s 14E Trees and minimum connector problems
algorithm for larger scale problems

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• use of minimal spanning trees to solve minimal connector problems 14E Trees and minimum connector problems
Flow problems, including:
• use of networks to model flow problems: capacity, sinks and sources 15A Flow problems

• solution of small-scale network flow problems by inspection and the use of the ‘maximum-flow minimum-cut’ 15A Flow problems

• theorem to aid the solution of larger scale problems 15A Flow problems

Matching problems, including:

• use of a bipartite graph and its tabular or matrix form to represent a matching problem 15B Matching and allocation problems

• determination of the optimum assignment/s of people or machines to tasks by inspection or by use of the hungarian 15B Matching and allocation problems
algorithm for larger scale problems
The scheduling problem and critical path analysis, including:
• construction of an activity network from a precedence table (or equivalent) including the use of dummy activities where 15C Precedence tables and activity networks
necessary
• use of forward and backward scanning to determine the earliest starting times (EST) and latest starting times (LST) for 15D Scheduling problems
each activity
• use of ESTs and LSTs to identify the critical path in the network and determine the float times for non-critical activities 15D Scheduling problems

• use of crashing to reduce the completion time of the project or task being modelled 15E Crashing
Module 3: Geometry and measurement Chapter 17 Geometry and measurement
This module covers the use of measurement, geometry and trigonometry to formulate and solve problems involving Chapter 18 Applications of geometry and
angle, length, area and volume in two and three dimensions, with respect to objects, the plane and the surface of the trigonometry
Earth Chapter 19 Spherical geometry
Chapter 20 Revision: Geometry and measurement
Measurement and trigonometry, including:
• calculation of surface area and volume of spheres, cylinders, cones, pyramids and prisms, and their composites 17E Similar figures
17F Volumes and surface areas
17G Areas, volumes and similarity
• application of linear scale factor k > 0 of similar figures and shapes to scale lengths, areas and volumes with practical 18A Defining sine, cosine and tangent
applications 18B The sine rule
18C The cosine rule
18D Area of a triangle

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• review of the methods for solving right and non-right-angled triangles, including the ambiguous case of the sine rule, 18A Defining sine, cosine and tangent
and their application to solving practical problems in two and three dimensions 18B The sine rule
18C The cosine rule
18D Area of a triangle
• specification of location (distance and direction) in two dimensions using three-figure bearings with applications such as 18E Angles of elevation and depression, bearings
navigation and orienteering, including situations involving the solution of non-right-angled triangles and triangulation
18F Problems in three dimensions
Spherical geometry, including:

 19A Arc length, area of a sector, area of a segment

• circle mensuration; arc length using the rule s  r   with practical applications
180
• arc length of a sector of a circle, and the areas of sectors and segments with practical applications 19A Arc length, area of a sector, area of a segment
• use of a sphere of radius 6400 km as a model of the earth, and meridians and parallels and their use in locating points 19B Latitude and longitude
on the surface of the earth in terms of latitude and longitude (specified in decimal degrees) using the Greenwich meridian
and the equator as reference
• use of meridians to determine the shortest distance from any point on the earth to a pole or the equator 19B Latitude and longitude
• use of a great circle to determine the shortest distance between two points on the surface of the earth that have the 19B Latitude and longitude
same longitude
• use of 15° of longitude as equating to a 1 hour time difference to identify time zones, and determining travel times of 19C Time zones
journeys that cross two or more time zones from departure and arrival times
• use of trigonometry and Pythagoras' theorem in two and three dimensions to solve problems involving the solution of 19D Using Pythagoras’ theorem in spheres
right-angled triangles within a sphere
Module 4: Graphs and relations Chapter 21 Constructing graphs
This module covers the use of linear relations, including piecewise defined relations, and non-linear relations to model Chapter 22 Analysing and interpreting graphs
a range of practical situations and solve related problems, including optimisation problems by linear programming Chapter 23 Linear programming
Construction and interpretation of graphs, including:
• straight-line graphs, line segment graphs and step graphs and their use to model and analyse practical situations 21A The gradient of a straight line
21B The general equation of a straight line
21C Finding the equation of a straight line
21D Equation of a straight line in intercept form
21E Linear models
22A Line segment graphs
22B Step graphs

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VCE Further Mathematics Study Design Units 3 & 4 Cambridge textbook content
• simultaneous linear equations in two unknowns and their use to model and analyse practical situations including break- 21F Simultaneous equations
even analysis, where cost and revenue functions are linear 21G Problems involving simultaneous linear
equations
21H Break-even analysis
• non-linear graphs and their use to model and analyse practical and familiar situations including the practical 22C Non-linear graphs
significance and interpretation of intercepts, slope, maximum/minimum points and the average rate of change when
interpreting the graph
• non-linear graphs, either constructed from a table of data or given, the use of interpolation and extrapolation to predict 22C Non-linear graphs
values, estimation of maximum/minimum values and location; and coordinates of points of intersection for applications
such as break-even analysis with non-linear cost and revenue functions

• graphical representation of relations of the form of y = kxn for x ≥ 0, where n ∈ {–2, –1, 1, 2, 3}, and their use in 22D Relations of the form y = kxn for n = 1, 2, 3, –
1, –2
modelling practical situations including the determination of the constant of proportionality k by substitution of known
values or by plotting y against xn to linearise a given set of data, and the use of linearisation to test the validity of a
proposed model
Linear programming, including:
• linear programming and its purpose 23A Regions defined by an inequality
23B Regions defined by two inequalities
23C Feasible regions
23D Objective functions
• review of linear inequalities in one and two variables and their graphical representation 23C Feasible regions
23D Objective functions

• graphs of systems of linear inequalities (no more than five including those involving only one variable) and the use of 23D Objective functions
shading line to identify a feasible region
• formulation of a linear programming problem including the identification of the decision variables, the construction of a 23D Objective functions
system of linear inequalities to represent the constraints, and the expression of the quantity to be optimised (the objective
function) in terms of the decision variables
• use of the graphical method to solve simple linear programming problems with two decision variables, and the sliding- 23D Objective functions
line method and the corner-point principle as alternative methods for identifying optimal solutions
• extension of the linear programming method to include problems where integer solutions are required (for feasible 23C Feasible regions
regions containing only a small number of possible integer solutions only) 23D Objective functions

Cambridge Senior Maths AC/VCE ISBN 978-1-107-56757-3 © Jones et al. 2016 Cambridge University Press
Further Mathematics 3 & 4 Photocopying is restricted under law and this material must not be transferred to another party.
Cambridge Senior Maths AC/VCE ISBN 978-1-107-56757-3 © Jones et al. 2016 Cambridge University Press
Further Mathematics 3 & 4 Photocopying is restricted under law and this material must not be transferred to another party.