Hmm.. I'm confused by the meaning of the key word "evaluate"
From the Board of Studies document,
evaluate means: "make a judgement based on criteria".
So, say a question goes like this:
"Evaluate the definite integral of sec^2(x) dx from x=pi/4 to x=pi/3" (2003 HSC 2 Unit Maths)
Do we have to make some judgment, and not just give a numerical value? like do we need to say that the integral being sqrt(3) - 1 is significant in that it is not a rational number and can't be visualised without distorting the exact value, and hence demonstrates the wonder of mathematics to the world?
or maybe something like, it's significant because it represents the area under the cuve y=sec^2(x) from x=pi4 to x=pi/4, hence it's important in enabling us to calculate area without using the area formulae established by Mathematicians before the invention of integral calculus?
Or is it better to make judgement against it? so like this stupid looking sqrt(3) - 1 is just a meaningless and hopeless number. We can't do anything with it and so it doesn't contribute to our bank of knowledge and can be easily ignored by anyone.
I post this here because I figure you guys might know more than the 2 Unit students.
Thank you so much!!
From the Board of Studies document,
evaluate means: "make a judgement based on criteria".
So, say a question goes like this:
"Evaluate the definite integral of sec^2(x) dx from x=pi/4 to x=pi/3" (2003 HSC 2 Unit Maths)
Do we have to make some judgment, and not just give a numerical value? like do we need to say that the integral being sqrt(3) - 1 is significant in that it is not a rational number and can't be visualised without distorting the exact value, and hence demonstrates the wonder of mathematics to the world?
or maybe something like, it's significant because it represents the area under the cuve y=sec^2(x) from x=pi4 to x=pi/4, hence it's important in enabling us to calculate area without using the area formulae established by Mathematicians before the invention of integral calculus?
Or is it better to make judgement against it? so like this stupid looking sqrt(3) - 1 is just a meaningless and hopeless number. We can't do anything with it and so it doesn't contribute to our bank of knowledge and can be easily ignored by anyone.
I post this here because I figure you guys might know more than the 2 Unit students.
Thank you so much!!
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