Stage 1 General Mathematics

Assessment Type 2: Mathematical Investigation

A Network Problem
In this topic (Matrices and Networks) you have studied ways of solving several different types
of network problems. For this investigation you are required to devise a network problem of
your own, set in a context from your local environment. For the purposes of this investigation,
‘local environment’ means somewhere you are familiar with – it could be in your home or
school grounds, local council area or it could include the whole state or country. This will
depend on the problem you choose to solve. Your mathematical investigations will be
recorded in a report. The suggested format for the report is provided on the second page.

Part 1: Formulate the problem to be solved

You have a great deal of choice here. Some possible examples are given below to get you
started. Check your proposed problem with the teacher before proceeding to Part 2.

Example 1: The students at your school have requested that drinking fountains fed from a
rainwater tank be placed at convenient places around the grounds. Using a map of the
school, decide where the fountains would be located and how they can be connected to the
tank in the most cost efficient way.

Example 2: A charity walk is planned for your council area. Part of the proposed route has all
the walkers passing through a local park that has a network of paths of different widths.
Analyse the maximum possible flow rate of people through the park and report to the council
on the implications of your findings.

Example 3: You are planning a road trip between two major cities in Australia (or towns in
your state). There are several routes that can be taken without backtracking. Determine the
‘best’ route to take using a variety of different ‘costs’ (such as distance, time, road conditions,
number of tourist attractions available, etc) along each of the arcs of the road network.

Part 2: Solve the basic problem

Create the network diagram from the information you have collected and solve the
problem(s) you have posed.

Part 3: Investigate the effects of possible changes

Devise one or more changes to conditions in the initial problem, and make a prediction about
the possible effect these changes would have on the original solution. These changes to
conditions could include:
 Restrictions on the original conditions
 Using a different algorithm to find the solution
 Possible upgrades to improve the solution to the original problem.

Part 4: Conclusion

Analyse and compare your results from Parts 2 and 3 above, including the reasonableness
of your prediction. Your discussion should include a consideration of the effects of simplifying
assumptions and the limitations on the practicality or reliability of your solution.

Page 1 of 4 Stage 1 General Mathematics - AT2 - Topic 6 – Matrices and Networks

Ref: A458073 (created August 2015)
© SACE Board of South Australia 2015
Your report on the mathematical investigation should include the following:

 an outline of the problem to be explored

 the method used to find a solution
 the application of the mathematics, including
- generation or collection of relevant data and/or information, with a summary of the
process of collection
- mathematical calculations and results, using appropriate representations
- discussion and interpretation of results, including consideration of the
reasonableness and limitations of the results
 the results and conclusions in the context of the problem
 a bibliography and appendices, as appropriate.

The format of an investigation report may be written or multimodal.

The investigation report should be a maximum of 8 pages if written, or the equivalent in

multimodal form.

Concepts and Techniques

The specific features are as follows:
CT1 Knowledge and understanding of concepts and relationships
CT3 Application of mathematical models

Reasoning and Communication

The specific features are as follows:
RC1 Interpretation of mathematical results
RC2 Drawing conclusions from mathematical results, with an understanding of their
reasonableness and limitations
RC3 Use of appropriate mathematical notation, representations, and terminology
RC4 Communication of mathematical ideas and reasoning to develop logical arguments
RC5 Forming and testing of predictions

Page 2 of 4 Stage 1 General Mathematics - AT2 - Topic 6 – Matrices and Networks

Ref: A458073 (created August 2015)
© SACE Board of South Australia 2015
Performance Standards for Stage 1 General Mathematics
Concepts and Techniques Reasoning and Communication
Comprehensive knowledge and understanding of Comprehensive interpretation of mathematical results in the
A
concepts and relationships. context of the problem.
Highly effective selection and application of Drawing logical conclusions from mathematical results, with
mathematical skills, techniques, and algorithms to a comprehensive understanding of their reasonableness and
find efficient and accurate solutions to routine and limitations.
complex problems in a variety of contexts. Proficient and accurate use of appropriate mathematical
Successful development and application of notation, representations, and terminology.
mathematical models to find concise and accurate Highly effective communication of mathematical ideas and
solutions. information reasoning to develop logical and concise
Appropriate and effective use of electronic arguments.
technology to find accurate solutions to routine Formation and testing of appropriate predictions, using
and complex problems. sound mathematical evidence.
Some depth of knowledge and understanding of Mostly appropriate interpretation of mathematical results in
B
concepts and relationships. the context of the problem.
Mostly effective selection and application of Drawing mostly logical conclusions from mathematical
mathematical skills, techniques, and algorithms to results, with some depth of understanding of their
find mostly accurate solutions to routine and some reasonableness and limitations.
complex problems in a variety of contexts. Mostly accurate use of appropriate mathematical notation,
Attempted development and successful representations, and terminology.
application of mathematical models to find mostly Mostly effective communication of mathematical ideas and
accurate solutions. information reasoning to develop mostly logical arguments.
Mostly appropriate and effective use of electronic Formation and testing of mostly appropriate predictions,
technology to find mostly accurate solutions to using some mathematical evidence.
routine and some complex problems.
Generally competent knowledge and Generally appropriate interpretation of mathematical results
C
understanding of concepts and relationships. in the context of the problem.
Generally effective selection and application of Drawing some logical conclusions from mathematical results,
mathematical skills, techniques, and algorithms to with some understanding of their reasonableness and
find mostly accurate solutions to routine problems limitations.
in different contexts. Generally appropriate use of mathematical notation,
Application of mathematical models to find representations, and terminology with reasonable accuracy.
generally accurate solutions. Generally effective communication of mathematical ideas
Generally appropriate and effective use of and information reasoning to develop some logical
electronic technology to find mostly accurate arguments.
solutions to routine problems. Formation of an appropriate prediction and some attempt to
test it using mathematical evidence.
Basic knowledge and some understanding of Some interpretation of mathematical results.
D
concepts and relationships. Drawing some conclusions from mathematical results, with
Some selection and application of mathematical some awareness of their reasonableness.
skills and techniques to find some partially Some appropriate use of mathematical notation,
accurate solutions to routine problems in context. representations, and terminology, with some accuracy.
Some application of mathematical models to find Some communication of mathematical ideas information with
some accurate or partially accurate solutions. attempted reasoning and/or arguments.
Some appropriate use of electronic technology to Attempted formation of a prediction with limited attempt to
find some accurate solutions to routine problems. test it using mathematical evidence.
Limited knowledge or understanding of concepts Limited interpretation of mathematical results.
E
and relationships. Limited understanding of the meaning of the results or their
Attempted selection and limited application of reasonableness.
mathematical skills or techniques, with limited Limited use of appropriate mathematical notation,
accuracy in solving routine problems. representations, or terminology, with limited accuracy.
Attempted application of mathematical models, Attempted communication of mathematical ideas and
with limited accuracy. information, with limited reasoning.
Attempted use of electronic technology, with Limited attempt to form or test a prediction.
limited accuracy in solving routine problems.

Page 3 of 4 Stage 1 General Mathematics - AT2 - Topic 6 – Matrices and Networks

Ref: A458073 (created August 2015)
© SACE Board of South Australia 2015
Page 4 of 4 Stage 1 General Mathematics - AT2 - Topic 6 – Matrices and Networks
Ref: A458073 (created August 2015)
© SACE Board of South Australia 2015