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AS91033 Apply knowledge of geometric representations in solving problems

Updated June 2014. This document has been updated to address new issues that have arisen from moderation.

Solving problems

For the award of the standard, students must apply knowledge of geometric representationsin solving problems. To provide evidence, student responses need to clearly relate to the context of the problem. For example, if the context is a logo design, then students need to produce an actual logo rather than a series of unrelated loci and constructions.

The problem needs to provide sufficient scope for students to demonstrate and develop their own thinking. If there are parts to the problem, all of the parts need to contribute to the solution.

Students need to make their own decisions about what to do and how to solve problems. Where an assessment task has a series of instructions that lead students through a step or a sequence of steps towards the solution, it is likely that the opportunity for students to demonstrate all levels of thinking will be compromised. 

Expected evidence for Achieved

For the award of Achieved, the requirements include selecting and using a range of methods.

To be used as evidence, a ‘method’ must be at the appropriate curriculum level for the standard, for example, the evidence for bearings needs to be more than correctly using the bearings 000, 090, 180 and 270 and for two-dimensional representations of three-dimensional objects - the shapes being represented need to be more complex than a cuboid. 

For a scale diagram to provide evidence, it is not appropriate for students to be given the scale.

While a grid may be provided, it is not appropriate for it to be numbered.

Communicating solutions

At all levels there is a requirement relating to the communication of the geometric representations.

At Achieved level, the representations need to be correctly identified using appropriate geometrical terms, for example, a locus could be identified as the set of points less than 3 cm from A or a construction as an equilateral triangle on the side AB.

At Merit level, descriptions or instructions must allow the representations to be positioned correctly, for example when describing the construction of an equilateral triangle, the size, position and orientation would be required.

At Excellence level, accurate diagrams and descriptions or instructions for geometrical representations are required, and contextual aspects of the design(s) need to be discussed.

 
 
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