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Cambridge Essential Further Mathematics 4th Edition PDF

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100% found this document useful (5 votes)

10K views244 pages

Cambridge Essential Further Mathematics 4th Edition PDF

Uploaded by

Kasun Tudugala

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Download as PDF, TXT or read online on Scribd

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Pages changed in the Enhanced Version

TI-Nspire CAS OS3 and Casio ClassPad version TI-Nspire CAS OS3 and
Casio ClassPad version TI-Nspire CAS OS3 and Casio ClassPad version
ENHANCED

JONES, EVANS & LIPSON

VCE Revised edition enhanced with an interactive online textbook and
TI-Nspire OS3 updates with colour screens

ESSENTIAL
FURTHER The Essential VCE Mathematics series has a reputation for mathematical excellence, with an approach developed
over many years by a highly regarded author team of practising teachers and mathematicians. This approach

MATHEMATICS
encourages understanding through a wealth of examples and exercises, with an emphasis on VCE examination-
style questions.

New in the Further Mathematics Fourth Edition Enhanced TI-N/CP version:

Neil Duncan • New Chapter 6 — Data Transformation with more worked examples and exercises.

Further
• Revised and expanded transition matrices section in Chapter 2 — Applications of Matrices II.

ESSENTIAL
Further Mathematics Fourth Edition
• Updated worked examples and exercises, with revisions for CAS calculator use.
• Integrated CAS calculator explanations, examples and problems have been updated to reflect the TI-Nspire

Mathematics
OS3, and continue to feature the Casio ClassPad.
Guiding students to
• Page numbers in the printed text reflect the previous TI-Nspire and Casio ClassPad version, allowing for
VCE success year after year. continuity and compatibility.
•
•
Digital versions of the student text are available in interactive HTML and PDF formats through Cambridge GO.
The Interactive Textbook is an HTML version of the student text. It delivers interactive features designed to
Fourth edition
enhance the teaching and learning experience. Features include formatting for on-screen reading, linked

•
interactive spreadsheets and slide presentations, pop-up answers and multiple-choice quizzes.
The PDF Textbook, which is enabled for note-taking and bookmarking, is also available free to users of the
ENHANCED
student text. PETER JONES
Cambridge GO for students and teachers MICHAEL EVANS
Cambridge GO is the new home for the Essential VCE Mathematics companion website. It provides student and
teacher resources, including digital textbook options for the enhanced versions and supplements for other models KAY LIPSON
of calculators.
APP • The PDF textbook may be activated using the access code printed in the front of the textbook.
now available! • The Interactive Textbook may be accessed using the code in the Interactive Textbook sealed pocket, available

ENHANCED
www.cambridge.edu.au/checkpointsapp for purchase separately or with the student text.

www.cambridge.edu.au/GO

Also available for Essential Further Mathematics:

Official past examination questions Essential Further Mathematics Solutions Supplement 978-0-521-60916-6
with fully worked solutions. • Worked solutions to the extended-response questions in the textbook

Essential Further Mathematics Teacher CD-ROM 978-0-521-61329-3

Updated annually to include • Valuable time-saving, planning and assessment resources for teachers
recent exams.
These titles are also supported by student resources on Cambridge GO,
s
teacher resources and Solutions Supplements.
pdate
or u
Core facts, skills and extended
response tasks. ul at F
calc PD
AS and
C ook
with text
b
dition nline
Available for a range of VCE subjects from
Newe v e o
your local bookseller OR purchase online at racti
www.cambridge.edu.au
www.cambridge.org
Inte
www.cambridge.edu.au/checkpoints
'11_EssMat_Further maths.indd 1 26/10/11 8:21 PM
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Chapter 1 — Organising and displaying data 3

Exercise 1A
1 What is:
a a numerical variable? Give an example. b a categorical variable? Give an example.

2 There are two types of numerical variables. Name them.

3 Classify each of the following variables as numerical or categorical. If the variable is

numerical, further classify the variable as discrete or continuous.
Recording information on:
a length of bananas (in centimetres) h number of people who live in your city/area
b number of cars in a supermarket car park i time spent watching TV (hours)
c daily temperature in ◦ C j the TV channel most watched by students
d eye colour (brown, blue, . . . ) k salary (high, medium, low)
e shoe size (6, 8, 10, . . . ) l salary (in dollars)
f the number of children in a family m whether a person smokes (yes, no)
g city of residence (NY, London, . . . ) n the number of cigarettes smoked per day

4 Classify the data for each of the variables in Table 1.1 as numerical or categorical.

1.2 Organising and displaying categorical data

The frequency table
With a large number of data values, it is difﬁcult to identify any patterns or trends in the raw
data. We ﬁrst need to organise the data into a more manageable form. A statistical tool we use
for this purpose is the frequency table.

The frequency table

A frequency table is a listing of the values a variable takes in a data set, along with how
often (frequently) each value occurs.
Frequency can be recorded as a
count: the number of times a value occurs, or
per cent: the percentage of times a value occurs (percentage frequency)
count
per cent = × 100%
total count
A listing of the values a variable takes, along with how frequently each of these values
occurs in a data set, is called a frequency distribution.

Example 1 Frequency table for a categorical variable

The sex of 11 preschool children is as shown (F = female, M = male):

F M M F F M F F F M M
Construct a frequency table to display the data.
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Chapter 1 — Organising and displaying data 13

How to construct a histogram using the TI-Nspire CAS

Display the following set of marks in the form of a histogram.

16 11 4 25 15 7 14 13 14 12 15 13 16 14
15 12 18 22 17 18 23 15 13 17 18 22 23

Steps
1 Start a new document: Press c and
select New Document (or use / + N).
If prompted to save an existing
document, move cursor to No and press
.

2 Select Add Lists & Spreadsheet.

Enter the data into a list named marks.
a Move the cursor to the name space
of column A (or any other column)
and type in marks as the list name.
Press .
b Move the cursor down to row 1, type
in the ﬁrst data value and press .
Continue until all the data has been
entered. Press after each entry.
3 Statistical graphing is done through the
Data & Statistics application.
Press / + and select Add Data &
Statistics (or press c, arrow to ,
and press ).
Note: A random display of dots will appear –
this is to indicate that data are available
for plotting. It is not a statistical plot.
a Press e to show the list of
variables. The variable marks is
shown as selected. Press to
paste the variable marks to that axis.

ISBN 978-1-107-65590-4 © Peter Jones, Michael Evans, Kay Lipson 2012 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.
Pages changed in the Enhanced Version

14 Essential Further Mathematics – Core

b A dot plot is then displayed as the

default plot. To change the plot to a
histogram press
b >Plot Type>Histogram
Note for CX only: To add colour (or change
colour) move cursor over the plot and press
/ + b >Color>Fill Color.

Your screen should now look like that

shown opposite. This histogram has a
column (or bin) width of 2 and a
starting point of 3.

4 Data analysis
a Move cursor onto any column,
will show and the column data will
be displayed as shown opposite.
b To view other column data values
move the cursor to another column.
Note: If you click on a column it will be selected.
To deselect any previously selected columns,
move the cursor to the open area and press .
Hint: If you accidentally move a column or data
point, press / + to undo the move.

Chapter 1 — Organising and displaying data 15

5 Change the histogram column (bin) width to 4 and the starting point to 2.
a Press / + b to get the contextual menu as shown (below left).
Hint: Pressing / + b with the cursor on the histogram gives you access to a contextual menu
that enables you to do things that relate only to histograms.
b Select Bin Settings.
c In the settings menu (below right) change the Width to 4 and the Starting Point
(Alignment) to 2 as shown. Press .

d A new histogram is displayed with a column width of 4 and a starting point of 2 but
it no longer ﬁts the viewing window (below left). To solve this problem press
/ + b >Zoom>Zoom-Data to obtain the histogram shown below right.

6 To change the frequency axis to a percentage axis, press / + b >Scale>Percent and

then press .

48 Essential Further Mathematics – Core

How to construct a box plot with outliers using the TI-Nspire CAS

Display the following set of 19 marks in the form of a box plot with outliers.
28 21 21 3 22 31 35 26 27 33 36 35 23 24
43 31 30 34 48
Steps
1 Start a new document: Press c and
select New Document (or use / + N).
2 Select Add Lists & Spreadsheet.
Enter the data into a list called marks as
shown.
3 Statistical graphing is done through the
Data & Statistics application.

Press + and select Add Data &

Statistics
(or press c, arrow to , and press
).
Note: A random display of dots will appear –
this is to indicate list data are available for
plotting. It is not a statistical plot.

a Press e to show the list of variables.

The variable marks is shown as
selected. Press to paste the
variable marks to that axis. A dot plot
is displayed by default; see opposite.

b To change the plot to a box plot press

b >Plot Type>Box Plot.
Your screen should now look like that
shown opposite.

Chapter 2 — Summarising numerical data: median, range, IQR and box plots 49

4 Data analysis
Key values can be read from the box plot
by moving the cursor over the plot.
(Run your ﬁnger or thumb gently over the
touchpad to move the cursor.) On the
Clickpad use the horizontal arrow keys
( and ) to move from point to point.
Starting at the far left of the plot, we see that
the
r minimum value is 3 (i.e. the outlier)
r lower adjacent value is 21
r ﬁrst quartile is 23 (Q = 23)
1
r median is 30 (Median = 30)
r third quartile is 35 (Q = 35)
3
r maximum value is 48.

How to construct a box plot with outliers using the ClassPad

Display the following set of 19 marks in the form of a box plot with outliers.
28 21 21 3 22 31 35 26 27 33 36 35 23 24
43 31 30 34 48

1 Open the Statistics application

and enter the data into the
column labelled marks. Your
screen should look like the one
shown.
2 Open the Set StatGraphs dialog
box by tapping in the toolbar.
Complete the dialog box as given
below.
r Draw: select On
r Type: select MedBox ( )
r XList: select main \ marks ( )
r Freq: leave as 1
Tap the Show Outliers box to add a tick ( ).

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Review 62 Essential Further Mathematics – Core

a On average, did the teacher tend to overestimate or underestimate her students’

marks? Explain.
b Were the teacher’s marks more or less variable than the actual marks? Explain.
c Compare the two distributions in terms of shape (including outliers, if any), centre
and spread. Give appropriate values at a level of accuracy that can be read from
the plot.
d Comment on how the predicted marks of the teacher compared to the students’
actual marks.

6 A random sample of 250 families from three

Suburb A
different suburbs was used in a study to try
to identify factors that inﬂuenced a family’s Suburb B
decision about taking out private health
Suburb C
insurance. One variable investigated was
family income. The information gathered 0 20 40 60 80 100 120
Family income (thousands of dollars)
on family incomes is presented opposite in the
form of parallel box plots.
a In which suburb was the median household income the greatest?
b In which suburb were family incomes most variable?
c What do the outliers represent?
d Which of the following statements are true?
i ‘At least 75% of the families in Suburb A have an income that exceeds the
median family income in Suburb B.’
ii ‘More than 50% of the families in Suburb A have incomes less than $45 000.’
iii ‘The distribution of family incomes in Suburb C is approximately symmetric.’
iv ‘The mean family income in Suburb B is greater than the median family
income in Suburb B.’
7 The parallel box plots opposite display the
father

distribution of age (in years) of the mothers

and fathers of 26 students. Label each of
parent

the following statements as true or false.

mother

a The median age of the mothers is less than

the median age of the fathers.
b Approximately 75% of the fathers were 36 38 40 42 44 46 48 50 52 54 56
Age
48 years old or younger.
c At least 75% of the mothers were younger than the median age of the fathers.
d Approximately 50% of the mothers were aged between 42 and 48 years.
e More than 25% of the fathers were aged 50 years or older.
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Chapter 3 — Summarising numerical data: mean and standard deviation 69

For small data sets, it is reasonable to assume that almost all the data values lie within two
standard deviations of the mean. Making this assumption,
the range ≈ four standard deviations (≈ means ‘approximately equals’)
range R
∴ one standard deviation ≈ or s≈
4 4

A rule for estimating the standard deviation for small data sets
range R
standard deviation ≈ or s≈
4 4

Example 2 Estimating the standard deviation

Estimate the value of the standard deviation of the data set 2 4 3 7 5 9 4 5 4

R
using the rule s ≈ .
4
Solution
1 Determine the value of the range, R. R = 9−2 = 7
R R 7
2 Substitute the value of R in the formula s ≈ . ∴ s ≈ = = 1.75
4 4 4
3 Write down your answer, in this case rounding to The estimated value of the
the nearest whole number. Remember, you are standard deviation is 2.
only estimating.
Note: The true value is 2.1, correct to one decimal place.

Now that we have a way of checking the reasonableness of our results, we can feel conﬁdent
about using a graphics calculator to calculate standard deviations.

How to calculate the mean and standard deviation using the TI-Nspire CAS

The following are the heights (in cm) of a group of women:

176 160 163 157 168 172 173 169
Determine the mean and standard deviation of the women’s heights. Give your answers
correct to two decimal places.
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70 Essential Further Mathematics – Core

Steps
1 Start a new document by pressing
+ .
2 Select Add Lists & Spreadsheet.
Enter the data into a list named height,
as shown.
3 Statistical calculations can be done in
either the Lists & Spreadsheet
application or the Calculator application
(used here).
Press + and select Add Calculator.
a Press b >Statistics>Stat
Calculations>One-Variable Statistics.
This will generate the pop-up screen
shown opposite.

b As we only require the mean and

standard deviation for one set of data
i Press to generate a second
pop-up screen, as shown opposite.
ii To complete this screen, use the
arrow and to paste in the list
name height. Pressing exits
this screen and generates the
results screen shown next.
4 Write down the answers to the required
degree of accuracy (i.e. two decimal
places).
The mean height of the women is x- = 167.25 cm
and the standard deviation is s = 6.67 cm.

Notes:
1 The sample standard deviation is sx.
2 Use the arrows to scroll through the results screen to obtain values for additional statistical
values (i.e. Q1 , median, Q3 and maximum value) if required.

84 Essential Further Mathematics – Core

Selecting a sample
We could of course run the training program with all the students in the population of interest,
but the training program is intensive so we decide to restrict the study to six students. The
problem is to select at random six students from the population. One way of doing this is to
write each person’s ID number down on a piece of paper, put all the pieces of paper in a large
container, thoroughly mix them up, and then draw out six numbers. The six students whose
numbers have been chosen would then constitute an SRS chosen from a population made up of
the 100 VCE students.
Another way is to use a graphics calculator to generate a set of six two-digit random
numbers.

How to generate a sequence of random integers using the TI-Nspire CAS

Generate a set of six random numbers between 00 and 99.

Steps
1 Press c (or c on the Clickpad), then
A to open the Scratchpad:Calculate.
Pressing » also opens the Scratchpad.
See Appendix for more details on the
Scratchpad.
Note: You can also use Documents>New
Document>Add Calculator if preferred.

2 a Set the seed: press

b >Probability>Random>Seed and
type in any integer. (You could use the
last four digits of your mobile number.)
Press .
b Use the randInt( ) command to generate
two-digit random integers between 0 and
99 (including 0 and 99).
Press: b >Probability>Random>Integer
and type 0,99 inside the brackets, as shown. Press .
If your seed is different to the example shown, it is unlikely that your random integer
will be the same as the one shown on the screen.
c Continue pressing to generate a sequence of two-digit random integers between
0 and 99.

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Review 90 Essential Further Mathematics – Core

Standard (z) scores Standardised or z-scores are calculated by subtracting the

mean from each data value and then dividing by the standard
deviation.
x − x̄
The formula for calculating standard scores is z =
s
Example: A student obtains a mark of 76 in a subject where
the mean mark is 60 and the standard deviation is 8. The
standardised score is:
x−x 76 − 60 16
z= = = =2
s 8 8
The value of the standard score gives the distance and
direction of a data value from the mean in standard
deviations.
For example, if a data value has a standardised score of:
r z = 2.1 the data value is two standard deviations
above the mean.
r z = 0 the data value is equal to the mean.
r z = −1 the data value is one standard deviation
below the mean.
In combination with the 68–95–99.7% rule, standard scores
can be used to give a measure of the level of performance.
For example, a student whose standardised score in a
subject was
r z = 2 was in the top 2.5% of students in that
subject
r z = 0 was exactly ‘average’ in that subject
r z = −1.2 was in the bottom 16% of students in
that subject.
Simple random sample (SRS) In a simple random sample each member of the population
has an equal chance of being selected.

Skills check

Having completed this chapter you should be able to:

calculate the mean and standard deviation of a data set
estimate the size of the standard deviation of a data set using
range
standard deviation ≈ , and use this estimate as a check when determining the
4
standard deviation using a calculator
understand the difference between the mean and the median as measures of centre
and be able to identify situations where it is more appropriate to use the median
know and be able to apply the 68–95–99.9% rule for bell-shaped distributions
calculate standard or z-scores and use them to compare performance.
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Review 92 Essential Further Mathematics – Core

12 In a normal distribution, approximately 16% of values lie:

A within one SD of the mean B within two SDs of the mean
C within three SDs of the mean D more than one SD above the mean
E more than two SDs below the mean

The following information relates to Questions 13 to 15

The ages of a group of 500 ﬁrst-year university students are approximately normally
distributed with a mean of 18.4 and a standard deviation of 0.3 years.
13 The percentage of students with ages between 17.8 and 19.0 years is:
A 5% B 16% C 50% D 68% E 95%
14 The number of students with ages more than 18.4 years is:
A 25 B 80 C 250 D 340 E 475
15 The number of students with ages less than 18.1 years is:
A 25 B 80 C 160 D 340 E 475

The following information relates to Questions 16 to 27.

Each week, a bus company makes 200 trips between two large country towns. The time
taken for a bus to make the trip between the two towns is approximately normally
distributed with a mean of 78 minutes and a standard deviation of 4 minutes.
16 The percentage of trips each week that take 78 minutes or more is:
A 16% B 34% C 50% D 68% E 84%
17 The percentage of trips each week that take between 74 and 82 minutes is:
A 16% B 34% C 50% D 68% E 95%
18 The percentage of trips each week that take less than 82 minutes is:
A 5% B 16% C 68% D 71.5% E 84%
19 The number of trips each week that take more than 70 minutes is:
A 5 B 97.5 C 100 D 190 E 195
20 The number of trips each week that take between 78 and 82 minutes is:
A 4 B 32 C 68 D 134 E 168
21 A trip that takes 86 minutes has a standardised time (z-score) of:
A −2 B −1 C 0 D 1 E 2
22 A trip that takes 71 minutes has a standardised time (z-score) of:
A −1.75 B −1.5 C −1.25 D 1.5 E 1.75
23 A trip that takes 89 minutes has a standardised time (z-score) of:
A 1.25 B 1.75 C 2.25 D 2.75 E 3.0
24 A standardised time for a trip is z = 1.8. The actual time (in minutes) is:
A 21.5 B 76.2 C 79.8 D 85.2 E 88.0
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Chapter 3 — Summarising numerical data: mean and standard deviation 93

Review
25 A standardised time for a trip is z = −0.25. The actual time (in minutes) is:
A 77 B 77.25 C 77.75 D 78.25 E 79
26 A standardised time for a trip is z = −1.25. The actual time (in minutes) is:
A 73 B 75 C 76.75 D 78.25 E 84
27 The time of a bus trip whose standardised time is z = 2.1 is:
A very much below average B just below average
C around average D just above average
E very much above average
28 The mean length of 10 garden stakes is x = 180.5 cm. The standard deviation of
the lengths is s = 2.9 cm. If the length of each garden stake is then reduced by
exactly ﬁve centimetres, the mean and standard deviation of the lengths of the
stakes will be:
A 175.5 cm and 2.4 cm B 180.5 cm and 2.4 cm
C 175.5 cm and 2.9 cm D 175.5 cm and 3.4 cm
E 185.5 cm and 2.9 cm

Extended-response questions

1 The stem plot opposite shows the distribution of urbanisation rates (percentage) for
23 countries.
a From the shape of the distribution, which Urbanisation
measure of centre, the mean or the median, 0 3 3 6 9 9 9
do you think would best indicate the typical 1 2 2 6 7
urbanisation rate in these countries? 2 0 2 2 5 7 8 9
b Calculate both the mean and median 3 1 5
and check your prediction. 4
5 4 6
7
8
9 9
10 0

2 a The lifetimes (in hours) of 15 batteries were measured with the following results:

30 34 31 39 58 31 36 34 61 37 31 44 43 35 65
What is a typical lifetime of the batteries measured? (Construct an appropriate
stem plot to help you decide which measure of centre to use.)
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Review 94 Essential Further Mathematics – Core

b The following data were collected in an investigation of the typical amount of soft
drink dispensed by an automatic ﬁlling machine.

Fill number 1 2 3 4 5 6 7 8 9 10 11
Amount (millilitres) 204 206 194 210 198 204 200 198 205 200 199

From the data, what would you say is the typical amount of drink dispensed by the
machine? (Construct an appropriate stem plot to help you decide which measure of
centre to use.)
3 The foot lengths (in cm) of a random sample of 13 students are shown below:
30.9 32.1 31.8 30.7 31.9 29.4 31.6 33.3 30.7 31.6 30.8 31.2 32.2
a Estimate the standard deviation for the foot lengths.
b Calculate the mean and standard deviation of the foot lengths (to two decimal
places).
c Determine the median foot length. Compare the median foot length with the
mean foot length. What does this comparison tell you about the distribution of
foot lengths?
4 Some IQ tests are set so that, on average, people taking the test score 100 points
with a standard deviation of 15 points. IQ scores from this test are known to be
approximately normally distributed.
a From this information we can conclude that:
i almost all people taking the test will score between and
ii if you scored 90 points your score would be above/below average
iii if you scored between 85 and 115 you would be in the middle % of
people taking the test
iv 50% of people taking the test will score more than
v 99.85% of people taking the test will score more than
vi 84% of people will score less than
vii a score of 145 or above would place you in the top % of people taking
this IQ test
viii 97.5% of people taking the test will score more than
b i Nia’s IQ score is 112. Determine Nia’s standardised IQ score.
ii Jon’s standardised IQ score is z = −1.2. Determine Jon’s actual IQ score.
iii Given that 25% of people taking the test scored less than 90 and 75% of
people scored less than 110, determine the IQR.
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Chapter 4 — Displaying and describing relationships between two variables 105

How to construct a scatterplot using the TI-Nspire CAS

Construct a scatterplot for the set of test scores given below.

Treat Test 1 as the independent (i.e. x) variable.

Test 1 10 18 13 6 8 5 12 15 15
Test 2 12 20 11 9 6 6 12 13 17

Steps
1 Start a new document by pressing
+ (or c >New Document).
2 Select Add Lists & Spreadsheet. Enter
the data into lists named test1 and test2.
3 Statistical graphing is done through the
Data & Statistics application.
Press + and select Add Data &
Statistics.
A random display of dots (not shown
here) will appear – this is to indicate
that list data is available for plotting. It is
not a statistical plot.

a On this plot, press to show the list

of variables. Select the independent
variable, test1. Press to paste the
variable to the x-axis.

b Press again and select the

dependent variable, test2. Pressing
pastes the variable to the y-axis
and generates a scatterplot as shown
below. The plot is scaled
automatically.
Note: For CX only you can change the colour
using /+b>Color>Fill Color.

114 Essential Further Mathematics – Core

Determining the correlation coefficient using

a graphics calculator
The graphics calculator automates the process of calculating a correlation coefﬁcient. However,
it does it as part of the process of ﬁtting a straight line to the data (the topic of Chapter 5). As a
result, more statistical information will be generated than you need at this stage.

How to calculate the correlation coefﬁcient using the TI-Nspire CAS

Determine the value of the correlation coefﬁcient, r, for the given data. Give the answer
correct to two decimal places.

x 1 3 5 4 7
y 2 5 7 2 9

Steps
1 Start a new document by pressing
+ .
2 Select Add Lists & Spreadsheet.
Enter the data into lists named x and y.
3 Statistical calculations can be done in the
Calculator application (as used here) or the
Lists & Spreadsheet application.
Press + and select Add Calculator.

Method 1
Using the Linear Regression (a+bx)
command:
a Press b >Statistics>Stat
Calculations>Linear Regression (a+bx)
to generate the screen opposite.

Chapter 4 — Displaying and describing relationships between two variables 115

b Press to generate the pop-up

screen, as shown. To select the variable
for the X List entry, use and to
select and paste in the list name x. Press
to move to the Y List entry, use
and to select and paste in the list
name y.

c Press to exit the pop-up screen and

generate the results shown in the screen
opposite.

The value of the correlation coefﬁcient is r = 0.8342 . . . or 0.83, correct to two

decimal places.

Method 2
Using the corrMat(x, y) command:
In the Calculator application, type in
corrmat(x, y) and press .
Alternatively:
a Press to access the Catalog,
scroll down to corrMat( and press
to select and paste the corrMat(
command onto the Calculator screen.

b Complete the command by typing in x, y

and press .

The value of the correlation coefﬁcient is r = 0.8342 . . . or 0.83, correct to two

decimal places.

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Review 130 Essential Further Mathematics – Core

a Name the dependent variable in the study.

b Use a graphics calculator to construct a scatterplot of the data. Name variables
sleepdep and rem.
c Does there appear to be a relationship between the variables? If so, is it positive
or negative?
d Determine the value of r, the correlation coefficient, correct to three decimal
places. Comment on the nature of the relationship between the variables in this
study.
e Calculate the coefficient of determination (r 2 ) and interpret.
6 The parallel box plots below compare the distribution of average lifespan in a
country (in years) for countries classified by average income level (very low, low
and high).
high
Income level
very low low

56 58 60 62 64 66 68 70 72 74 76 78 80 82 84
Lifespan

a What is the median average life span (in years) for the:
i very low income countries?
ii high income countries?
b Complete the following sentences.
i Around % of low income countries have average life spans of less than
74 years.
ii % of high income countries have life spans greater than 76 years.
c The parallel box plots support the contention that average life span in a country
is positively related to the median income level of a country. Explain why, giving
the values of relevant medians as part of your explanation.
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134 Essential Further Mathematics – Core

How to determine the equation of a least squares regression line using the formula

The heights (x) and weights (y) of 11 people have been recorded, and the values of the
following statistics determined:

x̄ = 173.2727 cm sx = 7.4443 cm ȳ = 65.4545 cm s y = 7.5943 cm r = 0.8502

Use the formula to determine the equation of the least squares regression line that will
enable weight to be predicted from height.

Steps
1 Identify and write down the IV and DV. Label
IV: height (x)
as x and y, respectively. DV: weight (y)
Note: In saying that we want to predict weight from
height, we are implying that height is the IV.

2 Write down the given information. x = 173.2727 sx = 7.4443

y = 65.4545 sy = 7.5943
r = 0.8502
3 Calculate the slope. Slope:
rsy 0.8502 × 7.5943
b= =
sx 7.4443
= 0.867 (correct to two d.p.)
4 Calculate the intercept. Intercept:
a = y − bx
= 65.4545 − 0.8673 × 173.2727
= −84.8 (correct to one d.p.)
5 Use the values of the intercept and the y = −84.8 + 0.867x
slope to write down the least squares or
regression line using the variable names. weight = −84.8 + 0.867 × height

How to draw the graph and determine the equation of a least squares regression line
using the TI-Nspire CAS

The following data give the heights (in cm) and weights (in kg) of 11 people.

Height (x) 177 182 167 178 173 184 162 169 164 170 180
Weight (y) 74 75 62 63 64 74 57 55 56 68 72

Determine and graph the equation of the least squares regression line that will enable
weight to be predicted from height.
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Chapter 5 — Regression: ﬁtting lines to data 135

Steps
1 Start a new document by pressing + .
2 Select Add Lists & Spreadsheet. Enter
the data into lists named height and
weight, as shown.
3 Identify the independent variable (IV)
and the dependent variable (DV).
IV: height
DV: weight
Note: In saying that we want to predict
weight from height, we are implying that
height is the IV.
4 Press + and select Add Data &
Statistics and construct a scatterplot with
the height (IV) on the horizontal (or x-) axis
and weight (DV) on the vertical (or y-)
axis.
If you need help to do this see page 105.

5 Press b >Analyze>Regression>Show
Linear (a + bx) to plot the regression line
on the scatterplot.
Note that, simultaneously, the equation
of the regression line is shown.
The equation of the regression line is
y = −84.8 + 0.867x
or weight = −84.8 + 0.867 × height

136 Essential Further Mathematics – Core

6 If you wish to have a full printout of the

regression statistics:
a Press + and select Add Calculator
to open the Calculator application.
b Now press and select stat.results.
Press to display the full statistical
information as shown opposite.

Note: Because you did a regression in the Data & Statistics application earlier, this information is
stored as a stat variable and can be accessed using the key.
7 Use the values of the intercept a and the slope b to write the equation of the least
squares regression line using the variable names.

weight = −84.8 + 0.867 × height

The coefﬁcient of determination is r 2 = 0.723, correct to three decimal places.

How to draw the graph and determine the equation of a least squares regression line
using the ClassPad

The following data give the heights (in cm) and weights (in kg) of 11 people.

Height (x) 177 182 167 178 173 184 162 169 164 170 180
Weight (y) 74 75 62 63 64 74 57 55 56 68 72

Determine and graph the equation of the least squares regression line that will enable
weight to be predicted from height.

Chapter 5 — Regression: ﬁtting lines to data 145

Using a graphics calculator

In the regression analysis above, all statistical graphs and results were given. We will now
show how they were generated with a graphics calculator.

How to conduct a regression analysis using the TINspire CAS

The data for this analysis is shown below.

Birth rate (per thousand ) 30 38 38 43 34 42 31 32 26 34

Life expectancy (years) 66 54 43 42 49 45 64 61 61 66

Steps
1 Write down the independent variable IV: birth
(IV) and dependent variable (DV). DV: life
Use the abbreviations ‘birth’ for birth
rate and ‘life’ for life expectancy.
2 Enter the data into lists named birth and
life, as shown.

3 Construct a scatterplot to investigate the

nature of the relationship between life
expectancy and birth rate.

4 Describe the relationship between life From the scatterplot we see that there is a
expectancy and birth rate as shown by moderately strong, negative, linear
the scatterplot. Mention direction, form, relationship between life expectancy and
strength and outliers. birth rate. There are no obvious outliers.

146 Essential Further Mathematics – Core

5 Find and plot the equation of the least squares regression line and generate the full list
of regression statistics.

6 Generate a residual plot to test the linearity

assumption.
Note: When you perform a regression analysis,
the residuals are calculated automatically and
stored as a list called stat.resid.
Use + to return to the scatterplot.
Press b >Analyze>Residuals>
Show Residual Plot to display
the residual plot on the same screen as
the scatterplot.
7 Use the values of the intercept and slope Regression equation:
to write the equation of the least squares y = 105.4 − 1.445x
regression line using the variable names. or
Also write the values of r and the life = 105.4 − 1.445 × birth
coefﬁcient of determination. Correlation coefficient: r = 0.8069
Coefficient of determination: r 2 = 0.651

148 Essential Further Mathematics – Core

6 Tap OK to conﬁrm your

selections in the Set Calculation
dialog box (above). This also
generates the regression results.
7 Tapping OK a second time
automatically plots and displays
the regression line on the
scatterplot.
To obtain a full-screen plot, tap
r from the icon panel.
8 Generate a residual plot to test
the linearity assumption.
Note: When you performed a regression
analysis earlier, the residuals were
calculated automatically and stored in
list3. The residual plot is a scatterplot
with list3 on the vertical axis and birth on
the horizontal axis.

9 Use the values of the intercept Regression equation:

and slope to write the equation life = 105.4 − 1.445 × birth
of the least squares regression Correlation coefficient: r = 0.8069
line using the variable names. Coefficient of determination: r 2 = 0.651
Also write the values of r and
the coefﬁcient of determination.

Exercise 5C
1 The equation of a regression line that enables hand span to be predicted from height is:
Hand span = 2.9 + 0.33 × Height
Complete the following sentences:
a The independent variable is .
b The slope is and the intercept is .
c A person is 160 cm tall. Using the regression equation, their predicted hand span
is cm.
d If this person has an actual hand span of 58.5 cm, then the error of prediction (residual
value) is cm.

2 The equation of a regression line that enables fuel consumption of a car (litres per
100 kilometres) to be predicted from its weight (kg) is:
Fuel consumption = −0.1 + 0.01 × Weight
ISBN 978-1-107-65590-4 © Peter Jones, Michael Evans, Kay Lipson 2012 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.
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Chapter 5 — Regression: ﬁtting lines to data 149

Complete the following sentences:

a The dependent variable is .
b The slope is and the intercept is .
c A car weighs 980 kg and has an actual fuel consumption of 8.9 litres per 100 kilometres.
Using this regression equation, the car’s predicted fuel consumption is litres per
100 kilometres.
d The residual value for this car is litres/100 kilometres.

3 Use the line on the graph to determine the equation of the regression line shown on each of
the following scatterplots. Give the intercept correct to the nearest whole number and the
slope correct to one decimal place.
a 100 b 15
90 14

Death rate ( per 1000)

80 13
70 12
60
Mark

11
50 10
40
9
30
20 8
10 7
0 6
1 2 3 4 5 6 7 8 10 15 20 25 30 35
Days absent Birth rate ( per 1000)

4 The table below shows the scores obtained by nine students on two tests. We want to be
able to predict Test B scores from Test A scores.

Test A score (x) 18 15 9 12 11 19 11 14 16

Test B score (y) 15 17 11 10 13 17 11 15 19

Use your calculator to perform each of the following steps of a regression analysis.
a Construct a scatterplot. Name the variables test a and test b.
b Determine the equation of the least squares line along with the values of r and r 2 .
c Display the regression line on the scatterplot.
d Obtain a residual plot.

5 The table below shows the number of careless errors made on a test by nine students. Also
given are their test scores. We want to be able to predict test score from the number of
careless errors made.
Test score 18 15 9 12 11 19 11 14 16
Careless errors 0 2 5 6 4 1 8 3 1
Use your calculator to perform each of the following steps of a regression analysis.
a Construct a scatterplot. Name the variables score and errors.
b Determine the equation of the least squares line along with the values of r and r 2 .
c Display the regression line on the scatterplot.
d Obtain a residual plot.
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170 Essential Further Mathematics – Core

The squared transformation

Example 1 Linearising the relationship with a squared transformation

a Plot the data in the table, and comment on the

x 0 1 2 3 4
form of the relationship between x and y.
y 2 3 6 11 18

b Apply a squared transformation to the x values (x 2 ), again plot the data, and comment on
the form of the relationship between y and x 2 .
c Fit a line to the transformed data with y as the DV and x 2 as the IV. Write its equation.
d Use the equation determined from the transformed data to predict the value of y when x = 5.

Solution
a 1 Plot the values of y against x. y

2 Decide if the form of the 20

relationship is linear or non-linear.
15

0 x
1 2 3 4
3 Write down your conclusion. The relationship between y and x is non-linear.
b 1 Construct a new table of values.
x2 0 1 4 9 16
y 2 3 6 11 18
2 Plot the values of y against x 2 . y

3 Decide if the form of the 20

relationship is linear or non-linear.
15

0 x2
5 10 15 20
4 Write down your conclusion. The relationship between y and x2 is linear.
y
c 1 Fit a straight line to the transformed data.
20
2 Write down the equation of the line noting that
i the y-intercept is 2 and the slope is 1 15
ii the independent variable on this graph is x 2 not x. 10

The equation of the line is: 5

y = 2 + x2 0 x2
5 10 15 20
d Use the non-linear equation y = 2 + x 2 to determine When x = 5, y = 2 + 5 = 27
2

the value of y when x = 5.

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Chapter 6 — Data transformation 171

How to apply the squared transformation using the TI-Nspire CAS

Plot the data presented in the table below.

x 0 1 2 3 4
y 2 3 6 11 18

Use an x 2 -transformation to linearise the data, then:

• ﬁt a line to the transformed data with y as the DV and x 2 as the IV. Write its
equation.
• use the equation determined from the transformed data to predict the value of
y when x = 5.
Steps
1 Start a new document by pressing + .
2 Select Add Lists & Spreadsheet.
Enter the data into lists named x and y, as
shown.

3 Press + and select Add Data &

Statistics. Construct a scatterplot of y
against x. Let x be the independent variable
and y the dependent variable. The plot is
clearly non-linear.

4 Return to the Lists & Spreadsheet

application (by pressing + ).
To calculate the values of x 2 and store them
in a list named xsq (short for x-squared), do
the following:
a Move the cursor to the top of column C
and type xsq. Press .
b Move the cursor to the grey cell
immediately below the xsq heading. We
need to enter the expression = x∧ 2. To Note: The dash in front of the x (i.e. x)
do this, press then VAR ( ), is automatically added when a list name is
highlight the variable x and then press pasted from the VAR menu.
Note: You can also type in the variable x and
to paste x into the formula line.
then select Variable Reference when prompted.
Finally, type ∧ 2 (or press ) to complete This avoids using the VAR menu.
the formula. Press to calculate and
display the x-squared values.
ISBN 978-1-107-65590-4 © Peter Jones, Michael Evans, Kay Lipson 2012 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.
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172 Essential Further Mathematics – Core

5 Construct a scatterplot of y against x 2 .

Press + to return to the
scatterplot created earlier and change
the independent variable to xsq as follows:
a Press e until the list of variables is
displayed near the x-axis. Select the
variable, xsq. Press to paste the
variable to the x-axis.
b A scatterplot of y against xsq (x 2 ) is
then displayed, as shown. The plot is
clearly linear.
6 Press b>Analyze>Regression>Show
Linear (a + bx) to plot the regression
line on the scatterplot.
Note that, simultaneously, the equation
of the regression line is shown.
Note: The ‘x on the screen corresponds to the
transformed variable xsq, so we can rewrite
the equations as y = 2 + xsq or y = 2 + x 2 .

7 Write down the equation for y in terms Eqn: y = 2 + x 2

of x 2 and evaluate y when x = 5. when x = 5, y = 2 + 52 = 27

How to apply the squared transformation using the ClassPad

Plot the data presented in the table below.

x 0 1 2 3 4
y 2 3 6 11 18

Use an x 2 -transformation to linearise the data, then:

• ﬁt a line to the transformed data with y as the DV and x 2 as the IV. Write its
equation.
• use the equation determined from the transformed data to predict the value of
y when x = 5.

Chapter 6 — Data transformation 173

Steps
1 Open the Statistics application and
enter the data into the columns
named x and y. Your screen should
look like the one shown.
2 Construct a scatterplot of y against
x. Let x be the independent variable
and y the dependent variable. The
plot is clearly non-linear.

3 To calculate the values of x 2 and

store them in a list named xsq
(i.e. x-squared):
a Tap to highlight the cell at the
top of the next empty list.
Rename by typing xsq and
pressing .
b Tap to highlight the cell at the
bottom of the newly named
xsq column (in the row titled
Cal ). Type x∧ 2 and press
to calculate and list the x 2
values.
4 Construct a scatterplot of y against
xsq (i.e. x 2 ). The plot is clearly
linear.

5 Fit a line to the transformed data

and plot it on the scatterplot. Write
down its equation using y as the
DV and xsq (i.e. x 2 ) as the IV.
y = 2 + x2
Use this equation to evaluate y
when x = 5.
W hen x = 5, y = 2 + 52 = 27

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174 Essential Further Mathematics – Core

Exercise 6B
The x squared transformation
These exercises are expected to be completed with the aid of a graphics calculator.
1 a Plot the data in the table, and comment on the x 0 1 2 3 4
form of the relationship between y and x. y 16 15 12 7 0
b Apply a squared transformation to the x values
(x 2 ), again plot the data, and comment on the form of the relationship between y and x 2 .
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = −2.
2 a Plot the data in the table, and comment x 1 2 3 4 5
on the form of the relationship between y 3 9 19 33 51
y and x.
b Apply a squared transformation to the x values (x 2 ), again plot the data, and comment on
the form of the relationship between y and x 2 .
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 6.

3 a Plot the data in the following table, and x 1 2 3 4 5

comment on the form of the relationship y 30 27 22 15 6
between y and x.
b Apply a squared transformation to the x values (x 2 ), again plot the data, and comment on
the form of the relationship between y and x 2 .
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 6.

Data transformation is a process best performed totally within a graphics calculator

environment and we will adopt this approach for the log x and 1/x transformations.
The log transformation

How to apply the log transformation using the TI-Nspire CAS

a Plot the data presented in the table below. Comment on the form of the relationship
between x and y.
x 1 10 100 400 600 1000
y 0 10 20 25 28 30

b Apply a log transformation to the x values (log (x)) and replot the data. Again
comment on the relationship between x and y.
c Fit a line to the transformed data with y as the DV and log x as the IV. Write its equation.
d Use the equation determined from the transformed data to predict the value of y when
x = 800.
Pages changed in the Enhanced Version

Chapter 6 — Data transformation 175

Steps
a 1 Start a new document by pressing + .
2 Select Add Lists & Spreadsheet.
Enter the data into lists named
x and y, as shown opposite.

3 Press + and select Add Data &

Statistics.
Construct a scatterplot of y against x.
Let x be the independent variable
and y the dependent variable. The plot is
clearly non-linear.

b Return to the Lists & Spreadsheet

application (by pressing + ).
To calculate the values of log x and
store them in a list named lx (short for
log x), complete the following:
1 Move the cursor to the top of column
C and type lx. Press .
2 Move the cursor to the grey cell
immediately below the lx
Note: If your answers are not given as
heading and type = log(. Then press
decimals, refer to the Appendix to
VAR ( ), highlight the variable x, change Mode settings to Approximate.
press to paste x into the formula
line, then type ) to complete the
command. Press to calculate and
display the log values.
3 Construct a scatterplot of y against
log x.
Use + to return to the
scatterplot created earlier and change
the independent variable to lx.

A scatterplot of y against lx (i.e. the log of x)

is displayed, as shown. The plot is clearly
linear.

176 Essential Further Mathematics – Core

c Press b>Analyze>Regression>Show
Linear (a + bx) to plot the regression
line on the scatterplot.
Note that, simultaneously, the equation
of the regression line is shown.

Note: The ‘x on the screen corresponds to the

transformed variable lx (log x), so we can rewrite
the equations as y = 0.01 + 9.92 lx or
y = 0.01 + 9.92 log x (correct to two decimal places).

d Write down the equation for y in terms Eqn: y = 0.01 + 9.92 log X
of log x and evaluate when x = 800. When X = 800,
y = 0.01 + 9.92 log 800
= 28.8 (to 1 d.p.)

How to apply the log transformation using the ClassPad

a Plot the data presented in the table below. Comment on the form of the relationship
between x and y.
x 1 10 100 400 600 1000
y 0 10 20 25 28 30

Steps
a 1 Open the Statistics application
and enter the data into the
columns named x and y. Your
screen should look like the one
shown opposite.
2 Construct a scatterplot of y
against x. Let x be the
independent variable and y the
dependent variable. The plot is
clearly non-linear.

Chapter 6 — Data transformation 177

b To calculate the values of

log x and store them in a list
named lx (short for log x):
1 Tap to highlight the cell at
the top of the next empty list
(in this case, list3). Rename
by typing lx and pressing
.
2 Tap to highlight the cell at
the bottom of the newly
named lx column (in the Note: To ensure decimal values are displayed,
row titled Cal ). Decimal should be visible in the status bar (at the
Typing log(x) and pressing bottom). If Standard is visible, tap Standard and it
will change to Decimal.
calculates and lists the
values of log x.
3 Construct a scatterplot of y
against lx (i.e. log x). The
plot is clearly linear.

c Fit a line to the transformed

data and plot it on the scatterplot.
Write down its equation using
y as the DV and lx (log x)
as the IV.
y = 0.01 + 9.92 log x
d Use this equation to evaluate y
when x = 800.
When x = 800,
y = 0.01 + 9.92 log 800
= 28.8 (to 1d.p.).

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178 Essential Further Mathematics – Core

Exercise 6C
The log x transformation
1 a Plot the data in the table, and comment on the x 1 10 100 400 600 1000
form of the relationship between y and x. y 30 20 10 5 2 0
b Apply a log transformation to the x values (log x),
again plot the data, and comment on the form of the relationship between y and log x.
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 500. Give your answer correct to one decimal place.

2 a Plot the data in the table, and comment on the x 5 10 150 500 1000
form of the relationship between y and x. y 3.1 4.0 7.5 9.1 10.0
b Apply a log transformation to the x values (log x),
again plot the data, and comment on the form of the relationship between y and log x.
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 100.

3 a Plot the data in the following table, and x 10 44 132 436 981
comment on the form of the relationship y 15.0 11.8 9.4 6.8 5.0
between y and x.
b Apply a log transformation to the x values (log x), again plot the data, and comment on
the form of the relationship between y and log x.
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 1000.

The reciprocal (1/x ) transformation

1
How to apply the reciprocal transformation x
using the TI-Nspire CAS

a Plot the data presented in the table below. Comment on the form of the relationship
between x and y.
x 1 2 3 4 5
y 30 15 10 7.5 6

b Apply a reciprocal transformation to the x values (1/x) and replot the data. Again
comment on the form of the relationship between x and y.
c Fit a line to the transformed data with y as the DV and 1/x as the IV. Write its equation.
d Use the equation determined from the transformed data to predict the value
of y when x = 4.
Pages changed in the Enhanced Version

Chapter 6 — Data transformation 179

Steps
a 1 Start a new document by pressing + .
2 Select Add Lists & Spreadsheet. Enter the
data into lists named x and y, as shown
opposite.

3 Press + and select Add Data &

Statistics.
Construct a scatterplot of y against x. Let x
be the independent variable and y the
dependent
variable. The plot is clearly non-linear.

b Return to the Lists & Spreadsheet application

(by pressing + ).
1
To calculate the values of , complete
x
the following:
1 Move the cursor to the top of column
C and type recx (short for the
reciprocal of x). Press .
2 Move the cursor to the grey cell
Note: If your answers are not presented as
immediately below the recx heading decimals, refer to the Appendix to change
and type = 1 ÷, then press VAR Mode settings to Approximate.
( ) and highlight the variable x and
press to paste into the formula
line. Press to calculate and
display the 1/x values.
3 Construct a scatterplot of y against
1/x (i.e. recx)
Use + to return to the
scatterplot created earlier and change
the independent variable to recx.
A scatterplot of y against recx (the
reciprocal of x) is displayed as shown.
The plot is clearly linear.

180 Essential Further Mathematics – Core

c Press b>Analyze>Regression>Show
Linear (a + bx) to plot the regression
line on the scatterplot. Note that,
simultaneously, the equation of the
regression line is shown.

Note: The ‘x on the screen corresponds to the

transformed variable recx (1/x), so we can rewrite
the equations as y = 5.E-14 + 30 recx or
y = 30/x (we can ignore 5.E-14 because
5.E-14 = 5 × 10−14 ≈ 0).
d Write down the equation for y in terms Eqn: y = 30/ X
of 1/x and evaluate y when x = 4 When X = 4, y = 30/4 = 7.5

How to apply the reciprocal transformation using the ClassPad

a Plot the data presented in the table below. Comment on the relationship
between x and y.
x 1 2 3 4 5
y 30 15 10 7.5 6
b Apply a reciprocal transformation to the x values (1/x) and replot the data. Again
comment on the relationship between x and y.
c Fit a line to the transformed data with y as the DV and 1/x as the IV. Write its equation.
d Use the equation determined from the transformed data to predict the value
of y when x = 4.

Steps
a 1 Open the Statistics application
and enter the data into the
columns named x and y. Your
screen should look like the one
shown opposite.
2 Construct a scatterplot of
y against x. Let x be the
independent variable and y the
dependent variable. The plot is
clearly non-linear.

Chapter 6 — Data transformation 181

b To calculate the values of 1/x and

store them in a list named recx
(short for the reciprocal of x):
1 Tap to highlight the cell at the
top of the next empty list (in
this case, list3). Rename by
typing recx and pressing .
2 Tap to highlight the cell at the
bottom of the newly named
recx column (in the row titled
Cal ). Typing 1 ÷ x and
pressing calculates and
lists the 1/x values.
3 Construct a scatterplot of y
against recx (i.e. 1/x). The
plot is clearly linear.

c Fit a line to the transformed

data and plot it on the scatterplot.
Write down its equation using
y as the DV and recx (1/x)
as the IV.
y = 30/x
d Use this equation to evaluate y
when x = 4.
When x = 4, y = 30/4 = 7.5

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182 Essential Further Mathematics – Core

Exercise 6D
The reciprocal (1/x) transformation
1 a Plot the data in the table, and comment on the x 2 4 6 8 10
form of the relationship between y and x. y 60 30 20 15 12
b Apply a reciprocal transformation to the x values (1/x), again plot the data, and comment
on the form of the relationship between y and 1/x.
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 5.

2 a Plot the data in the table, and comment on the x 1 2 3 4 5

form of the relationship between y and x. y 61 31 21 16 13
b Apply a reciprocal transformation to the x values (1/x), again plot the data, and comment
on the form of the relationship between y and 1/x.
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the value of y when x = 6.

Which transformation?
What sorts of non-linear relationships can we linearise using the x2 transformation?
The x 2 transformation has the effect of stretching out the upper end of the x scale. As a guide,
relationships that have scatterplots which look like those shown below can often (but not
always) be linearised using the x to x 2 transformation. Note that for the x 2 transformation to
apply, the scatterplot should peak or bottom around x = 0.
y y

x x

What sorts of non-linear relationships can we linearise using the log x transformation?
The log x transformation has the effect of compressing the upper end of the x scale. As a guide,
relationships that have scatterplots which look like those shown below can often (but not
always) be linearised using the x to log x transformation.
y y

x x
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Chapter 6 — Data transformation 183

1
What sorts of non-linear relationships can we linearise using the transformation?
x
As a guide, relationships that have scatterplots which look like those shown below can often
1
(but not always) be linearised using the x to transformation.
x
y
y

x x

Exercise 6E
1 The table below shows the diameter (in m) of a number of umbrellas, along with the number
of people each umbrella is designed to keep dry.
Diameter 0.50 0.70 0.85 1.00 1.10
Number of people 1 2 3 4 5

a Construct a scatterplot showing the relationship between number of people and umbrella
diameter, and comment on the form.
b Apply a squared transformation to the x values (x 2 ), again plot the data, and comment on
the form of the relationship between y and x 2 .
c Fit a line to the transformed data and write down its equation. Give coefﬁcients correct to
one decimal place. Use the equation to predict the number of people that can be kept dry
with an umbrella of diameter 1.30 m. Give answer correct to the nearest whole number.
2 The table shows the horsepower and fuel consumption in kilometres/litre of several cars.

Fuel consumption 5.2 7.3 12.6 7.1 6.3 10.1 10.5 14.6 10.9 7.7
Horsepower 155 125 75 110 138 88 80 70 100 103

a Construct a scatterplot showing the relationship between horsepower and fuel

consumption, and comment on the form. The IV is fuel consumption.
b Apply a reciprocal transformation to the x values (1/x), again plot the data and comment
on the form of the relationship between y and 1/x.
c Fit a line to the transformed data and write down its equation. Use the equation to predict
the horsepower of a car with fuel consumption of 9 kilometres per litre.

6.3 Transforming the y-axis

Another way to linearise the relationship between x and y is to apply these transformations to
the y-axis. Transforming the y-axis will have the effect of moving the y values on the plot
vertically, and leave the x values unaltered. The square, log and reciprocal transformations can
be applied to the y-axis with the following effects:
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184 Essential Further Mathematics – Core

Transformation Outcome Graph

y 2
Spreads out the large y values relative y

to the smaller data values

log y Compresses large y values relative to y

the smaller data values

Also compresses large y values relative y

1
y to the smaller data values, to a greater
extent than log y. Note that values of y
less than 1 become greater than 1, and
values of y greater than 1 become less
than 1, so that the order of the data
values is reversed. x

Example 2 Linearising the relationship with a y-squared transformation

a Plot the data in this table, and comment on the form of the relationship between y and x.
x 0 1 2 3 4 5
y 0 3.2 4.5 5.5 6.3 7.1
b Apply a squared transformation to the y values (y 2 ), again plot the data, and comment on
the form of the relationship between y 2 and x.
c Fit a line to the transformed data with y 2 as the DV and x as the IV. Write its equation and
determine the value of y when x = 1.6.

Solution
y
a 1 Plot the values of y against x.
8
2 Decide if the form of the
relationship is linear or non-linear. 6

The relationship between y and x is non-linear. 4

0 x
1 2 3 4 5
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Chapter 6 — Data transformation 185

b 1 Construct a new table of values. x 0 1 2 3 4 5

Y2 0 10.2 20.3 30.3 39.7 50.4
2 Plot the values of y 2 against x. y2
3 Decide if the form of the 60
relationship is linear or non-linear. 50
y 2=10x
40
The relationship between y 2 and x is
30
linear, so that we can ﬁt a line to the data. 20
10
0 x
1 2 3 4 5

c The slope of the line is approximately The equation y 2 = 10x .

10 and the intercept is approximately When x = 1.6,
zero. Thus, remembering that the DV y 2 = 10 × 1.6 = 16 or y = ±4.
is y 2 and the IV is x, the equation of
the line is y 2 = 10x.

Example 3 Linearising the relationship with the log transformation

a Plot the data in this table, and comment on the

x 0 1 2 3 4 5
form of the relationship between y and x.
y 100 37 14 5 2 1
b Apply a log transformation to the y values (log y),
again plot the data, and comment on the form of the relationship between log y and x.
c Fit a line to the transformed data with log y as the DV and x as the IV. Write its equation and
ﬁnd the value of log y when x = 1.5.

Solution
a 1 Plot the values of log y against x. y
2 Decide if the form of the 100
relationship is linear or non-linear. 80
The relationship between y and x 60

is non-linear. 40
20
0 x
1 2 3 4 5

b 1 Construct a new table of values.

x 0 1 2 3 4 5
log y 2.00 1.57 1.15 0.70 0.30 0.00
2 Plot the values of log y against x. log y

3 Decide if the form of the relationship is linear or 2.0

log y = 2 - 0.4x
non-linear. The relationship between y and x is 1.5

linear, so that we can ﬁt a line to the data. 1.0

0.5

0 x
1 2 3 4 5
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186 Essential Further Mathematics – Core

c The slope of the line is approximately The equation is log y = 2 − 0.4x.

−0.4 and the intercept is approximately
2. Thus, remembering that the DV is When x = 1.5, log y = 2 − 0.4 × 1.5 = 1.4
log y and the IV is x, the equation of or y = 101.4 = 25.
the line is log y = 2 − 0.4x.

Example 4 Linearising the relationship with the 1/y transformation

a Plot the data in this table, and comment on the

x 1 2 3 4 5
form of the relationship between y and x.
y 10.0 5.0 3.3 2.5 2.0
b Apply a reciprocal transformation to the y values
(1/y), again plot the data, and comment on the form of the relationship between x and 1/y.
c Fit a line to the transformed data with log y as the DV and x as the IV. Write its equation and
ﬁnd the value of y when x = 8.

Solution y

a 1 Plot the values of y against x. 10

2 Decide if the form of the relationship 8

is linear or non-linear. 6
The relationship between y and x is non-linear.
4

2 x
1 2 3 4 5

b 1 Construct a new table of values.

x 1 2 3 4 5
1/y 0.1 0.2 0.3 0.4 0.5
1 1
2 Plot the values of against x. y
y
3 Decide if the form of the 0.5
relationship is linear or non-linear. 0.4
1
The relationship between and x is 0.3
y
linear, so that we can ﬁt a line to the data. 0.2
1 = 0.1x
y
0.1 x
1 2 3 4 5
1
The relationship between and x is linear.
y
1
c Thus, remembering that the DV is The equation is = 0.1x.
1 y
and the IV is x, the equation When x = 8,
y
1 1
of the line is = 0.1x. = 0.1 × 8 = 0.8 or y = 1.25.
y y
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Chapter 6 — Data transformation 187

Which transformation?
What sorts of non-linear relationships can we linearise using the y 2 transformation?
The y 2 transformation has the effect of stretching out the upper end of the y scale. As a guide,
relationships that have scatterplots which look like those shown below can often (but not
always) be linearised using the y to y 2 transformation. Note that for the y 2 transformation to
apply, the scatterplot should peak or bottom around y = 0.
y y

x x

What sorts of non-linear relationships can we linearise using the log y transformation?
The log y transformation has the effect of compressing the upper end of the y scale. As a guide,
relationships that have scatterplots which look like those shown below can often (but not
always) be linearised using the y to log y transformation.
y
y

x x

What sorts of non-linear relationships can we linearise using the 1/y transformation?
As a guide, relationships that have scatterplots which look like those shown below can often
(but not always) be linearised using the y to 1/y transformation.
y
y

x x

Exercise 6F
The y2 transformation
1 a Plot the data in the table. Comment on the
x 0 2 4 6 8 10
form of the relationship between y and x.
y 1.2 2.8 3.7 4.5 5.1 5.7
b Apply a squared transformation to the y values
(y 2 ). Plot the data, and comment on the form of the relationship between y 2 and x.
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188 Essential Further Mathematics – Core

c Fit a line to the transformed data with y 2 as the DV and x as the IV. Write its equation.
Find the value of y when x = 9.

2 a Plot the data in the table. Comment on

x 5 10 15 20 25 30
the relationship between y and x.
y 13.2 12.2 11.2 10.0 8.7 7.1

b Apply a squared transformation to the y values (y 2 ). Plot the data, and comment on the
form of the relationship between y 2 and x.
c Fit a line to the transformed data with y 2 as the DV and x as the IV. Write its equation.
Find the value of y when x = 7.

The log y transformation

3 a Plot the data in the table. Comment on the
x 0.1 0.2 0.3 0.4 0.5
form of the relationship between y and x.
y 15.8 25.1 39.8 63.1 100.0
b Apply a log transformation to the y values
(log y). Plot the data and comment on the form of the relationship between log y and x.
c Fit a line to the transformed data with log y as the DV and x as the IV. Write its equation.
Find the value of log y when x = 0.6.

4 a Plot the data in the table. Comment on the

x 2 4 6 8 10
form of the relationship between y and x.
y 7.94 6.31 5.01 3.98 3.16
b Apply a log transformation to the y values
(log y). Plot the data and comment on the form of the relationship between log y and x.
c Fit a line to the transformed data with log y as the DV and x as the IV. Write its equation.
Find the value of log y when x = 5.

5 a Plot the data in the table. Comment on the

x 1 3 5 7 9
form of the relationship between y and x.
y 7 32 147 681 3162
b Apply a log transformation to the y values
(log y). Plot the data, and comment on the form of the relationship between log y and x.
c Fit a line to the transformed data with log y as the DV and x as the IV. Write its equation.
Find the value of log y when x = 2.

The 1/x transformation

6 a Plot the data in the table. Comment on the

x 1 2 3 4 5
form of the relationship between y and x.
y 1 0.5 0.33 0.25 0.20
b Apply a reciprocal transformation to the
y values (1/y). Plot the data and comment on the relationship between 1/y and x.
c Fit a line to the transformed data with 1/y as the DV and x as the IV. Write its equation.
Find the value of y when x = 2.5.

7 a Plot the data in the table. Comment

x 11 14 26 35 41
on the form of the relationship
y 0.43 0.34 0.19 0.14 0.12
between y and x.
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Chapter 6 — Data transformation 189

b Apply a reciprocal transformation to the y values (1/y). Plot the data and comment on
the form of the relationship between 1/y and x.
c Fit a line to the transformed data with 1/y as the DV and x as the IV. Write its equation.
Find the value of y when x = 20.
d Name a y-axis transformation that should also work for the data. Try it and see.
e Name a y-axis transformation that should not work for the data. Try it and see.

Practical examples
8 The time (in minutes) taken for a local anaesthetic to take effect is related to the dose given.
To investigate this relationship a researcher collected the data shown.
Dose 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5
Time 3.67 3.55 3.42 3.29 3.15 3.00 2.85 2.68 2.51 2.32 2.12
a Construct a scatterplot showing the relationship between the dose of anaesthetic and
time taken for it to take effect, and comment on the form.
b Apply a squared transformation to the time values (y), again plot the data, and comment
on the form of the relationship between time squared (y 2 ) and dose (x).
c Fit a line to the transformed data with time2 as the DV and dose as the IV. Write its
equation. Predict the time for the anaesthetic to take effect when the dose is 0.4 units.

9 The table below shows the number of internet users signing up with a new internet service
provider for each of the ﬁrst nine months of their ﬁrst year of operation.

Number 24 32 35 44 60 61 78 92 118
Month 1 2 3 4 5 6 7 8 9

a Construct a scatterplot showing the relationship between number of users signing up

and month, and comment on the form. Month is the independent variable.
b Apply a log transformation to the number of users (y), again plot the data, and comment
on the form of the relationship between log (number) and month (x).
c Fit a line to the transformed data with log number as the DV and month as the IV. Write
its equation. Predict the value of log number for month 10.

10 A group of ten students was given an opportunity to practise a complex matching task as
often as they liked before they were assessed on the task. The number of times they
practised the task and the number of errors made when assessed are given in the table.

Number of practices 1 2 2 4 5 6 7 7 9 11
Number of errors 14 9 11 5 4 4 3 3 2 2

a Construct a scatterplot showing the relationship between number of practices and

number of errors (y), and comment on the form.
b Apply a reciprocal (1/y) transformation to the number of errors values. Plot the data,
and comment on the form of the relationship between number 1of errors (1/y) and number of
practices (x).
c Fit a line to the transformed data with number 1of errors as the DV and number of practices
as the IV. Write its equation. Predict the number of errors when the task is practised
12 times.
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190 Essential Further Mathematics – Core

6.4 Choosing and applying the appropriate

transformation
Putting together the information in Sections 6.2 and 6.3, we can see that there may be more
than one transformation which linearises the scatterplot. The forms of the scatterplots that can
be transformed by the squared, log or reciprocal transformations can be largely classiﬁed into
one of four categories, shown as the circle of transformations.

The circle of transformations

Possible transformations Possible transformations

log x y2

1
x

log y
log y

1
y 1
y

log x
x2

1
x

Note that the transformations we have introduced in this chapter are able to linearise only
those relationships that are consistently increasing or decreasing.
The advantage of having alternatives is that, in practice, we can always try each of them to
see which gives us the best result. How do we decide which transformation is the best? The
best transformation is the one that results in the best linear model. To choose the best linear
model we will consider, for each transformation applied:
the residual plot, in order to evaluate the linearity of the transformed relationship
the value of the coefﬁcient of determination (r 2 ): a higher value indicates a better ﬁt.
This procedure is illustrated in Example 5.
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Chapter 6 — Data transformation 199

Review
5 The relationship between two variables y and x, as shown in the scatterplot, is
non-linear.
y
Which of the following sets of transformations
5
could possibly linearise this relationship?
1 1 4
A log y, , log x, B y2, x 2
y x 3
1 1
C y 2 , log x, D log y, , x 2 2
x y
E ax + b 1

0 x
1 2 3 4 5 6 7 8 9 10

6 The relationship between two variables y and x, as shown in the scatterplot, is

non-linear.
y
Which of the following transformations is most
5
likely to linearise the relationship?
1
A a transformation B a y 2 transformation 4
x 1 3
C a log y transformation D a transformation
y 2
E a log x transformation
1

0 x
1 2 3 4 5 6 7 8 9 10

7 The following data was collected for two related variables x and y.
x 1 2 3 4 5 6 7 8 9 10 11
y 7 8.6 8.9 8.8 9.9 9.7 10.4 10.5 10.7 11.2 11.1
The scatterplot indicates a non-linear y

relationship. The data is linearised using a log x 12

transformation. A least squares line is then ﬁtted 10

to the transformed data. The equation of this 8

line is closest to: 6

A y = 7.52 + 0.37 log x 4

B y = 0.37 + 7.52 log x 2

C y = −1.71 + 0.25 log x 0

0 2 4 6 8 10 12
x

D y = 3.86 + 7.04 log x

E y = 7.04 + 3.86 log x

8 Brian has determined from a scatterplot of his data that the appropriate
transformations for his data are log x, 1/x and y 2 . After applying each of these
transformations to the data, he obtains the results shown below.

Model Residuals r2
y vs x Curved 79.6%
y vs log x Random 80.8%
y vs 1/x Random 81.9%
y 2 vs x Random 88.4%
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Chapter 6 — Data transformation 203

Review
The data below show the age (in years) and diameter at chest height (in cm) of a
sample of trees of the same species taken from a commercial plantation.

Age Diameter Age Diameter

(years) (centimetres) (years) (centimetres)
4 2.0 16 11.4
5 2.0 18 11.7
8 2.5 22 14.7
8 5.1 25 16.5
8 7.5 29 15.2
10 5.1 30 15.2
10 8.9 34 17.8
12 12.4 38 17.8
13 9.0 40 19.1
14 6.4

a We wish to predict the age of a tree from its diameter at chest height. In this
situation, which is the dependent variable and which is the independent variable?
b Construct a scatterplot and comment on the relationship between age and
diameter in terms of direction, outliers, form and strength.
c i Fit a linear model to the data and record its equation. Interpret the slope in
terms of the problem at hand.
ii Calculate the coefficient of determination and interpret.
iii Form a residual plot and use it to comment on the suitability of modelling the
relationship between age and diameter with a straight line.
d Use the x 2 transformation to linearise the data. Then:
i construct a scatterplot of age against diameter squared
ii find the equation of the least squares regression line for the transformed data
iii calculate the coefficient of determination and interpret
iv form a residual plot and use it to comment on the suitability of modelling the
relationship between age and diameter squared with a straight line
6 The table below shows the performance level recorded by a number of people on
completion of a task, along with the time spent (in minutes) in practising the task.
Time spent on practice 0.5 1.0 1.5 2.0 3.0 4.0 5.0 6.0 7.0 7.0
Level of performance 1.0 1.5 2.0 3.0 3.0 3.5 4.0 3.5 3.9 3.6
a Construct a scatterplot showing the relationship between time spent on practice
and level of performance, and comment on the form. The IV is time.
b Apply a log transformation to the x values (log x), again plot the data and
comment on the form of the relationship between y and log x.
c Fit a line to the transformed data and write down its equation. Use the equation
to predict the expected level of performance (correct to one decimal place) for a
person who spends 2.5 minutes practising the task.
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208 Essential Further Mathematics – Core

How to construct a time series using the TI-Nspire CAS

Construct a time series plot for the data presented below. The years have been recoded as
1, 2, . . . , 12, as is common practice.
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
1 2 3 4 5 6 7 8 9 10 11 12
0.887 0.906 0.893 0.884 0.875 0.861 0.855 0.848 0.846 0.844 0.833 0.848

Steps
1 Start a new document by pressing
+ .
2 Select Add Lists & Spreadsheet. Enter
the data into lists named year and birth.

3 Press + and select Add Data &

Statistics. Construct a scatterplot of
birth against year.
Let year be the independent variable
and birth the dependent variable.

4 To display as a connected time series

plot, move the cursor to the main graph
area and press + b >Connect Data
Points. Press .

Chapter 7 — Time series 209

How to construct a time series using the ClassPad

Construct a time series plot for the data presented below. The years have been recoded as
1, 2, . . . 12, as is common practice.
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
1 2 3 4 5 6 7 8 9 10 11 12
0.887 0.906 0.893 0.884 0.875 0.861 0.855 0.848 0.846 0.844 0.833 0.848

Steps
1 Open the Statistics
application and enter the
data into the columns
named year and birth. Your
screen should look like the
one shown.
2 Tap to open the
Set StatGraphs dialog box and
complete as follows.
• Draw: select On
• Type: select xyLine ( )
• XList: select main/year ( )
• YList: select main/birth ( )
• Freq: leave as 1
• Mark: leave as square
Tap h to conﬁrm your selections.
3 Tap in the toolbar at the
top of the screen to display
the time series plot in the
bottom half of the screen.
To obtain a full-screen
display, tap r from the
icon panel. Tap from the
toolbar, and use and
to move from point to point
to read values from the plot.
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220 Essential Further Mathematics – Core

Example 5 5-median smoothing using a graphical approach

Construct a 5-median smoothed plot of the time series data shown.

Solution
1 Locate on the time series plot the median of 25
5 raw data
the ﬁrst ﬁve points (Jan, Feb, Mar, Apr, May), middle month

Number of births
20 first 5-median
point
as shown opposite. 15
2
1 middle number of births
10
5 3 4
0

ec
ay

ov
ug
b
ar

n
n

ct
l

Se
Fe

Ju
Ja

Ju
M

D
A
M

N
A
2 Then move onto the next ﬁve points to be 25
raw data

Number of births
smoothed (Feb, Mar, Apr, May, Jun). The 20 5-median
smoothed
process is then repeated until you run out 15
of groups of ﬁve points. The 5-median 10
points are then joined up with line segments 5
to give the ﬁnal smoothed plot, as shown. 0

ec
ay

ug
p
b

ov
ar

n
pr
n

ct
l

Se
Fe

Ju
Ja

Ju
M

D
A
M

N
Note: The ﬁve-median smoothed plot is much smoother than the three-median smoothed plot.

When smoothing is carried out over an even number of data points, centring can be used to
align the smoothed values with the original time periods. However, when using the graphical
approach to median smoothing, centring is not required.

Exercise 7C
1 Find for the time series data in the table:
t 1 2 3 4 5 6 7 8 9
y 5 2 5 3 1 0 2 3 0

a the 3-median smoothed y value for t =4

b the 3-median smoothed y value for t =6
c the 3-median smoothed y value for t =2
d the 5-median smoothed y value for t =3
e the 5-median smoothed y value for t =7
f the 5-median smoothed y value for t =4
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Chapter 7 — Time series 221

2 Complete the following table.

t 1 2 3 4 5 6 7 8 9
y 10 12 8 4 12 8 10 18 2
3-median smoothed y − −
5-median smoothed y − − − −

3 The time series plot below shows the maximum daily temperatures (in ◦ Celsius) in a city
over a period of 10 consecutive days.
45
40
35
Temperature

30
25
20
15
10
5
0
0 1 2 3 4 5 6 7 8 9 10
Day
Use the graphical approach to determine the smoothed temperature:
a for day 4 using:
i 3-median smoothing ii 5-median smoothing
b for day 8 using:
i 3-median smoothing ii 5-median smoothing

4 The time series plot below shows the value of the Australian dollar in US dollars (Exchange
rate) over a period of 10 consecutive days in 2009.
0.76
0.75
Exchange rate

0.74
0.73
0.72
0.71
0.7
0 1 2 3 4 5 6 7 8 9 10 11
Day
Use 5-median smoothing to graphically smooth the plot and comment on the smoothed plot.

5 Use the graphical approach to smooth the time series plot below using:
a 3-median smoothing b 5-median smoothing
Number of whales (000s)

70
60
50
40
30
20
10
0
50

70
65

80
20

60
45

85
25

35
40

75
19

19
19

Year
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222 Essential Further Mathematics – Core

6 The time series plot below shows the percentage growth of GDP (gross domestic product)
over a 13-year period.
6
5

Growth in GDP (%)

4
3
2
1
0
–1
–2
1 2 3 4 5 6 7 8 9 10 11 12 13

a Smooth the times series graph:

i using 3-median smoothing ii using 5-median smoothing
b What conclusions can be drawn about the variation in GDP growth from these smoothed
time series plots?

7.4 Seasonal indices

When the data under consideration have a seasonal component, it is often necessary to remove
this component by deseasonalising the data before further analysis. To do this we need to
calculate seasonal indices. Seasonal indices tell us how a particular season (generally a day,
month or quarter) compares to the average season.
Consider the (hypothetical) monthly seasonal indices for unemployment given in the table
below:

Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Total
1.1 1.2 1.1 1.0 0.95 0.95 0.9 0.9 0.85 0.85 1.1 1.1 12.0

Seasonal indices are calculated so that their average is 1. This means that the sum of the
seasonal indices equals the number of seasons. Thus, if the seasons are months, the seasonal
indices add to 12. If the seasons are quarters, then the seasonal indices would add to 4, and so
on.

Interpreting seasonal indices

The seasonal index for unemployment for the month of February is 1.2.
Seasonal indices are easier to interpret if we convert them to percentages. Remember, to
convert a number to a percentage, just multiply by 100.
A seasonal index of 1.2 for February, written as a percentage, is 120%.
A seasonal index of 1.2 (or 120%) tells us that February unemployment figures tend to be
20% higher than the monthly average. Remember, the average seasonal index is 1 or
100%.
The seasonal index for August is 0.90 or 90%.
A seasonal index of 0.9 (or 90%) tells us that the August unemployment figures tend to be
only 90% of the monthly average. Alternatively, August unemployment figures are 10%
lower than the monthly average.
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228 Essential Further Mathematics – Core

3 The table below shows the quarterly newspaper sales of a corner store. Also shown are the
seasonal indices for newspaper sales for the ﬁrst, second and third quarters. Complete the
table.
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Sales 1256 1060 1868 1642
Deseasonalised sales
Seasonal index 0.8 0.7 1.3

4 The quarterly cream sales (in litres) made by the same corner store, along with seasonal
indices for cream sales for three of the four quarters, are shown in the table below.
Complete the table.
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Sales 68 102 115 84
Deseasonalised sales
Seasonal index 1.10 1.15 0.90
5 Each of the following data sets records quarterly sales ($000s). Use the data to determine
the seasonal indices for the four quarters. Give your results correct to two decimal places.
Check that your seasonal indices add to 4.
a b
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
48 41 60 65 60 56 75 78
6 Each of the following data sets records monthly sales ($000s). Use the data to determine
the seasonal indices for the 12 months. Give your results correct to two decimal places.
Check that your seasonal indices add to 12.
a Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
12 13 14 17 18 15 9 10 8 11 15 20
b Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
22 19 25 23 20 18 20 15 14 11 23 30
7 The number of waiters employed by a restaurant chain in each quarter of one year, along
with some seasonal indices that have been calculated from the previous year’s data, are
given in the following table.
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Number of waiters 198 145 86 168
Seasonal index 1.30 0.58 1.10
a What is the seasonal index for the second quarter?
b The seasonal index for Quarter 1 is 1.30. Explain what this means in terms of the
average quarterly number of waiters.
c Deseasonalise the data.
8 The following table shows the number of students enrolled in a 3-month computer systems
training course along with some seasonal indices that have been calculated from the
previous year’s enrolment ﬁgures. Complete the table by calculating the seasonal index for
spring and the deseasonalised student numbers for each course.
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Chapter 7 — Time series 229

Summer Autumn Winter Spring

Number of students 56 125 126 96
Deseasonalised numbers
Seasonal index 0.5 1.0 1.3

9 The following table shows the monthly sales ﬁgures and seasonal indices (for January to
December) for a product produced by the VMAX company.
a Complete the table by:
i calculating the missing seasonal index
ii evaluating the deseasonalised sales ﬁgures
b The seasonal index for July is 0.90. Explain what this means in terms of the average
monthly sales.
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
Sales ($000s) 166 215 203 209 178 165 156 256 243 207 165 106
Sales (deseasonalised)
Seasonal index 1.0 1.1 1.0 1.0 1.0 0.9 1.2 1.2 1.1 1.0 0.7

7.5 Fitting a trend line and forecasting

Fitting a trend line
If there appears to be a linear trend in the data, we can use regression techniques to fit a line to
the data. Usually we use the least squares technique but, if there are outliers in the data, the
3-median line is more appropriate.
However, before we use either, we should always check our time series plot to see that the
trend is linear. If it is not linear, data transformation techniques should be used to linearise the
data first. The next example demonstrates using the least squares regression to fit a trend line
to data that have no seasonal component.

Example 9 Fitting a trend line (no seasonality)

Fit a trend line to the data in the following table, which shows the number of government
schools in Victoria over the period 1981–92, and interpret the slope.
Year 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992
Number 2149 2140 2124 2118 2118 2114 2091 2064 2059 2038 2029 2013

Solution
Number of schools

1 Construct a time series plot of the data to 2160

conﬁrm that the trend is linear:
Note: For convenience we let 1981 = 1, 1982 = 2 2080
and so on when entering the data into a calculator.
2000
1980 1983 1986 1989 1992
Year
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230 Essential Further Mathematics – Core

2 Use a calculator (with Year as the Number of schools = 2169 − 12.5 × year
independent variable and Number Over the period 1981−92 the number of
of schools as the dependent variable) schools in Victoria was decreasing at an
to ﬁnd the equation of least squares average rate of 12.5 per year.
regression line.

Forecasting
Using a trend line ﬁtted to a time series plot to make predictions about future values is known
as forecasting.

Example 10 Forecasting (no seasonality)

How many government schools do we predict for Victoria in 2015 if the same decreasing trend
continues? Give your answer correct to the nearest whole number.

Solution
Substitute the appropriate value for Number of schools = 2169 − 12.5 × year
year in the equation determined = 2169 − 12.5 × 35
using least squares regression. = 1732 (correct to the
Since 1981 was designated as year nearest whole number)
‘1’, then 2015 is year ‘35’.
Note: As with any relationship, extrapolation should be done with caution!

Taking seasonality into account

When data exhibit seasonality it is a good idea to deseasonalise the data ﬁrst before ﬁtting the
trend line, as shown in the following example.

Example 11 Fitting a trend line (seasonality)

The deseasonalised quarterly sales data from Mikki’s shop are shown below.
Quarter 1 2 3 4 5 6 7 8 9 10 11 12
Sales 893 943 955 858 1005 1026 1043 1040 1261 1151 1115 1267
Fit a trend line and interpret the slope.

Solution
1 Plot the time series.
1250
2 Using the calculator (with Quarter as the
IV and Sales as the DV), ﬁnd the
Sales

equation of the least squares regression 1000

line. Plot it on the time series.

0 1 2 3 4 5 6 7 8 9 10 11 12
Quarter
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Chapter 7 — Time series 233

d Draw in the trend line on your time series plot.

e Use the trend line to forecast the percentage of retails sales which will be made by
departmental stores in Year 15.

5 The average ages of mothers having their ﬁrst child in Australia over the years 1989–2002
are shown below.
Year 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Age 27.3 27.6 27.8 28.0 28.3 28.5 28.6 28.8 29.0 29.1 29.3 29.5 29.8 30.1

a Fit a least squares regression trend line to the data, using 1989 as Year 1, and interpret the
slope.
b Use this trend relationship to forecast the average ages of mothers having their ﬁrst child
in Australia in 2018 (Year 30). Explain why this prediction is not likely to be reliable.

6 The sale of boogie boards for a certain company over a 2-year period is given in the
following table.
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Year 1 138 60 73 230
Year 2 283 115 163 417
The quarterly seasonal indices are Seasonal index 1.1297 0.4747 0.6248 1.7709
given opposite.
a Use the seasonal indices to calculate the deseasonalised sales figures for this period.
b Plot the actual sales figures and the deseasonalised sales figures for this period and
comment on the plot.
c Fit a trend line to the deseasonalised sales data.
d Use the relationship calculated in c, together with the seasonal indices, to forecast the
sales for the first quarter of Year 4.

7 The sales of motor vehicles for a

Quarter 1 Quarter 2 Quarter 3 Quarter 4
large car dealer over a 4-year
Year 1 202 396 274 238
period and the quarterly seasonal
Year 2 212 350 246 238
indices are given in the tables
Year 3 241 453 362 355
opposite.
Year 4 253 471 389 325
a Use the seasonal indices to
calculate the deseasonalised Seasonal index 0.7314 1.3400 1.0091 0.9196
sales figures for this period.
b Plot the actual sales figures and the deseasonalised sales figures for this period and
comment on the plots.
c Fit a trend line to the deseasonalised sales data.
d Use the relationship calculated in c, together with the seasonal indices, to forecast the
sales for the fourth quarter of Year 5.
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234 Essential Further Mathematics – Core

8 The median duration of marriage to divorce (years) in Australia over the years 1992–2002 is
given in the following table.
Year 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Duration 10.5 10.7 10.9 11.0 11.0 11.1 11.2 11.3 11.6 11.8 12.0
a Fit a least squares regression trend line to the data, using 1992 as Year 1, and interpret the
slope.
b Use this trend relationship to forecast the median duration of marriage to divorce in
Australia in 2015. Explain why this prediction is not likely to be reliable.

9 The time series plot below shows the value of the Australian dollar in US dollars (Exchange
rate) over a period of 10 consecutive days in 2009.
0.76
0.75
Exchange rate

0.74
0.73
0.72
0.71
0.7
0 1 2 3 4 5 6 7 8 9 10 11
Day
Fit a three-median line to the time series plot. Determine and interpret its slope in terms the
variables exchange rate and day.
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Chapter 7 — Time series 239

Review
Extended-response questions

1 The infant mortality rate (number of deaths of infants aged under one year per
100 000 live births) in Victoria over the period 1990–2002 is given in the following
table.
Year 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Mortality 523 428 366 347 327 308 308 300 283 331 268 284 305
rate
3-moving
mean
3-moving
median
a Use 3-moving mean and 3-moving median smoothing to complete the table.
(Give your answers to the nearest whole number.)
b Plot the original data, together with the mean and median smoothed data, and
comment on the plots.
2 The table below shows the average mortgage interest rate for the period 1987–97.
Year 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997
Interest rate 15.50 13.50 17.00 16.50 13.00 10.50 9.50 8.75 10.50 8.75 7.55
3-moving
mean
a Construct a time series plot for average mortgage interest rate during the period
1987–97.
b Use the 3-moving mean method to complete the table.
c Plot the smoothed interest rate data and comment on any trend revealed.
d Fit a trend line to the data and ﬁnd its equation (with 1987 as Year 1). Interpret
the slope.
e What interest rate was predicted by the trend line for 1998? In making this
prediction, was the forecaster interpolating or extrapolating?
f When does the trend predict that the interest rates will fall to zero? Do you think
that this will ever happen? Why? What assumption are we making in our
prediction that will probably not hold true in the future?
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Review 240 Essential Further Mathematics – Core

3 The sales of pies are known to be seasonal. The pie Q1 Q2 Q3 Q4

manufacturer has produced the following quarterly 0.6 1.2 1.4 0.8
seasonal indices for the pie sales.
The trend equation for deseasonalised data is:
Sales = 12000 + 100 × Quarter number
a Estimate the (deseasonalised) quarterly sales for the second quarter of Year 2, if
the first quarter of Year 1 is Quarter number 1.
b Use the appropriate seasonal index to obtain a forecast for the second quarter of
Year 2.
c The season index for Quarter 1 is 0.60. Explain what this means in terms of
quarterly sales.
4 The sales of ice-cream are known to be seasonal.
The ice-cream manufacturer has produced the Q1 Q2 Q3 Q4
following quarterly seasonal indices for the sales 1.5 0.7 0.6 1.2
of ice-cream.
The trend equation for deseasonalised data is:
Sales = 10 000 + 80 × Quarter number
a Estimate the (deseasonalised) quarterly sales for the third quarter of Year 2, if
the first quarter of Year 1 is Quarter number 1.
b Use the appropriate seasonal index to obtain a forecast for the third quarter of
Year 2.
c If ice-cream sales in the fourth quarter of 2011 were reported as 18 564,
determine the deseasonalised sales for this quarter.
5 The seasonal indices for the four quarters for a particular product have been
calculated from sales data over many years. The data give quarterly sales for Year 1.
Season Summer Autumn Winter Spring
Year 1 1976 2940 3195 4900
Seasonal index 0.80 1.05 0.90 1.25
a Calculate the deseasonalised sales figure for summer.
b A least squares regression trend line has been fitted to the deseasonalised sales
figures. The equation of the trend line is:
Sales = 1910 + 510 × Time period
where summer, Year 1, is time period 1.
i Estimate the (deseasonalised) quarterly sales for the spring of Year 3.
ii Use the seasonal index to obtain a better forecast for the spring of Year 3.
c The seasonal index for spring is 1.25. Explain what this means in terms of the
quarterly sales.
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Chapter 8 − Revision 251

19 The relationship between y and x revealed in the scatterplot is clearly non-linear. In an

Revision
attempt to transform the data to linearity, you could use:
A a log x transformation B a log y transformation C an x 2 transformation
1 1
D a x
transformation E a y
transformation

20 The following data was collected for two related variables x and y.
x 0.4 0.5 1.1 1.1 1.2 1.6 1.7 2.3 2.4 3.4 3.5 4.3 4.7 5.3
y 5.8 4.7 3.3 5.5 4.2 3.4 2.3 2.8 1.8 1.3 1.9 1.2 1.6 0.9

The scatterplot indicates a non-linear relationship. y

The data is linearised using a reciprocal transformation 6

( 1y ). A least squares line is then ﬁtted to the transformed 5

data. The equation of this line is closest to: 4
1
A = 0.08 + 0.16x 3
y
1 2
B = 0.16 + 0.08x
y
1
1
C = −0.08 + 5.23x x
y 0 1 2 3 4 5 6
1
D = 5.23 − 0.08x
y
1
E = 1.44 + 1.96x
y

8.4 Time series

1 The quarterly sales ﬁgures for a soft drink company and the seasonal indices are as shown.
Quarter 1 2 3 4
Sales ($000s) 2600 2200 2100 2800
Seasonal index 1.05 0.95 0.8 1.2
The deseasonalised ﬁgure (in $000s) for Quarter 3 is:
A 1680 B 2100 C 2425 D 2625 E 2800
[VCAA pre 2006]

2 Which of the following statements best describes the time series represented by the graph?
A This time series shows a seasonal pattern but
25
no linear trend. 20
Sales

B This time series shows a linear trend but no 15

10
seasonal pattern. 5
C This time series shows a seasonal pattern 1 2 3 4 1 2 3 4 1 2 3 4
and a linear trend. 1991 1992 1993
Quarter
D This time series shows neither a seasonal
pattern nor a linear trend.
E It is impossible to tell from this information whether this
time series exhibits either a seasonal pattern or a linear trend. [VCAA pre 2006]
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254 Essential Further Mathematics — Core

13 The time series plot shows the revenue from sales (in dollars) each month made by a
Revision
Queensland souvenir shop over a three-year period. A three-median trend line is ﬁtted to
this data. Its slope (in dollars per month) is closest to:
A 125 B 146 C 167 D 188 E 255
[VCAA 2007]

14 The time series plot opposite shows the price

Price (dollars per tonne)
8000
(dollars per tonne) of copper ore over the period
7000
1960 to 1995.
6000
5000
4000
3000
60
65
70
75
80
85
90
95
19
19
19
19
19
19
19
19
When smoothed, using 3-point median smoothing, the time series plot will look most like:
A 8000 B 8000 C 8000
Price (dollars per tonne)
Price (dollars per tonne)

Price (dollars per tonne)

7000 7000 7000

6000 6000 6000

5000 5000 5000

4000 4000 4000

3000 3000 3000

1965 1970 1975 1980 1985 1990 1965 1970 1975 1980 1985 1990 1965 1970 1975 1980 1985 1990

D 8000 E 8000
Price (dollars per tonne)

Price (dollars per tonne)

7000 7000
6000 6000
5000 5000
4000 4000
3000
1965 1970 1975 1980 1985 1990 3000
1965 1970 1975 1980 1985 1990 1995 [VCAA pre 2006]
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Chapter 8 − Revision 255

15 The following table gives the number of births in a country hospital over an 8-year period.

Revision
Year 1 2 3 4 5 6 7 8
Number of births 99 74 88 103 92 110 109 118
Using the 2-point moving mean method, with centring, the smoothed value of the number
of babies born in Year 6 is:
A 101 B 103.33 C 105.25 D 109.5 E 110

8.5 Extended-response questions

1 The data in Table 8.1 is based on a study of dolphin behaviour. In this study, the main
activities of dolphins observed in the wild were classiﬁed as ‘travelling’, ‘feeding’ and
‘socialising’. The time of observation was recorded as ‘morning’, ‘noon’, ‘afternoon’ or
‘evening’.
Table 8.1 Number of dolphins observed by activity and time of observation
Time of observation
Activity morning noon afternoon evening
travelling 6 6 14 13
feeding 28 4 0 56
socialising 38 5 9 10

a Complete the following sentences.

i The number of dolphins observed feeding at noon is .
ii The dolphin activity most frequently observed in the morning is .
To test the assertion that dolphin activity is associated with time of day, the table was
percentaged by calculating the appropriate column percentages as displayed in Table 8.2.
Table 8.2 Percentage of dolphins observed by activity and time of observation
Time of observation
Activity morning noon afternoon evening
travelling 8 40 61 16
feeding 39 27 0 71
socialising 53 33 39 13

b Use the information in Table 8.2 to describe brieﬂy any relationship that you can see
between dolphin activity and the recorded time of observation. Quote appropriate
percentages to support your description.
In another study of animal behaviour, investigators collected information on the average
hours that various animal species spend in dreaming and non-dreaming sleep. The data for
a selected group of 14 of these animals is shown in Table 8.3.
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260 Essential Further Mathematics — Core

g Do the data support the contention that, for this sample, weight rating is associated with
Revision
gender? Justify your answer by quoting appropriate percentages.
h The parallel box plots have been constructed to compare the distribution of BMI for
males and females in this sample.

female

male

15 20 25 30 35
Body mass index

i Use the parallel box plots to identify and name two similar properties of the BMI
distributions for males and females.
ii Use the information in the table to determine the mean BMI for the males in this
sample. Write your answer correct to one decimal place.
iii The median BMI for males is 22.5. Of the mean or median, which measure gives a
better indication of the typical BMI for males? Explain your answer.
[VCAA pre 2006]

4 The arm spans (in cm) were recorded for each of the girls in Years 6, 8 and 10. The results
are summarised in the three parallel box plots displayed below.

Year 10

Year 8

Year 6

100 110 120 130 140 150 160 170 180 190
Arm span (cm)

a Complete the following sentence. The middle 50% of Year 6 students have an arm span
between and cm.
b The three parallel box plots suggest that arm span and year level are associated. Explain
why.
c The arm span of 110 cm of a Year 10 girl is shown as an outlier on the box plot. This
value is an error. Her real arm span is 140 cm. If the error is corrected, would this girl’s
arm span still show as an outlier on the box plot? Give reasons for your answer, showing
an appropriate calculation. [VCAA 2008]
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Chapter 9 – Arithmetic and geometric sequences 263

the common difference is +5, whereas in the sequence

19, 17, 15, 13, 11, . . .

the common difference is −2.

Once you know the ﬁrst term in an arithmetic sequence and its common difference, the rest
of the terms in the sequence can be readily generated. If you want to generate a large number
of terms, your graphics calculator will do this with little effort.

How to generate the terms of an arithmetic sequence using the TI-Nspire CAS

Generate the ﬁrst ﬁve terms of the arithmetic sequence: 2, 7, 12, 17, 22, . . .

Steps
1 Press c (or w then c on the
Clickpad). Then press A to open the
Scratchpad:Calculate. Pressing »
also opens the Scratchpad.
See the Appendix for more details on
the Scratchpad.
Note: You can also use c>Documents>
New Document>Add Calculator if preferred.

2 Enter the value of the ﬁrst term, 2.

3 The common difference for the
sequence is 5. So, type +5. Press ·.
The second term in the sequence, 7, is
generated.
4 Pressing · again generates the next
term, 12.
5 Keep pressing · until the desired
number of terms is generated.

Chapter 9 – Arithmetic and geometric sequences 269

(Examples 3 and 4). However, the next type of example is most efﬁciently solved using a
graphics calculator.
As often happens, there are several graphics calculator methods that can be used. The
method we have chosen uses sequence mode. This is perhaps not the quickest and easiest
method. However, it has the advantage of being the only method that works for all the
problems you will meet in this module. It is therefore worth your while learning it now.

How to generate the terms of a sequence using the TI-Nspire CAS

Generate the terms in an arithmetic sequence with a = 10 and d = 4.

Steps
Strategy: Find an expression for the nth term of the sequence, as for Example 5. A
graphics calculator can then be used to display the sequence in a table.
1 For this sequence, a = 10 and d = 4. a = 10, d = 4
2 Use tn = a + (n − 1)d to write down
tn = 10 + (n − 1) × 4
an expression for the nth term, tn . Don’t
simplify.
3 Start a new document by pressing + .
Select Add Lists & Spreadsheet.
a Place the cursor in any cell in column A
and press b >Data to generate the screen
opposite.

b With the cursor on Generate Sequence,

press to display the pop-up screen
shown opposite.
Type in the entries as shown. Use to
move between entry boxes. Leave the Max
No. Terms at 255.
Note: The calculator uses u(n) for the nth term.

c Press to close the pop-up screen and

display the sequence of terms.
The term number can be read directly from
the row number (left-hand side) of the
spreadsheet. For example, the 5th term
would be 26.
Use the arrow to move down through the
sequence to see further terms.

272 Essential Further Mathematics – Module 1 Number patterns and applications

2 Use your calculator to generate the sequence of terms and move down through this sequence
of terms until you ﬁnd the ﬁrst term that exceeds 51; in this case, the 12th term.

3 Write down key values in the sequence

n 1 2 ... 10 11 12 ...
(to show how you solved the problem)
tn 10 14 ... 46 50 54 ...
and your answer.
The first term to exceed 51 is t12.

Application
Any situation where you start with a ﬁxed amount and add or subtract a ﬁxed amount at regular
intervals can be modelled by an arithmetic sequence. For example, the increase in weight of a
bag of apples as additional apples are added to the bag or the amount of wine left in a bottle as
glasses of wine are poured. The following example involves a person on a weight-loss
program.

Example 8 Application of the nth term of an arithmetic sequence

Before starting on a weight-loss program a man weighs 124 kg. He plans to lose weight at a
rate of 1.5 kg a week until he reaches his recommended weight of 94 kg.
a Write down a rule for the man’s weight, Wn , at the start of week n.
b If he keeps to his plan, how many weeks will it take the man to reach his target weight of
94 kg?

Chapter 9 – Arithmetic and geometric sequences 273

Solution
Strategy: You need to recognise that by losing a constant amount of weight each week, the
man’s weekly weight follows an arithmetic sequence. Using this information, you can write
down an expression for his weight in the nth week. You can then use this expression to display
the sequence of weights in a table and hence determine when the target weight is reached.
1 Arithmetic sequence with Arithmetic sequence
a = 124 and d = −1.5 a = 124, d = −1.5
Use the rule Wn = a + (n − 1)d to W n = 124 + (n − 1) × (−1.5)
write down an expression for Wn . = 124 − 1.5n + 1.5
∴ W n = 125.5 − 1.5n
2 Use your calculator to generate the sequence of terms and move down through this sequence
of terms until you ﬁnd the ﬁrst term that is 94 or less; in this case, the 21st term.

3 Write down key values in the sequence

n 1 2 ... 19 20 21 ...
(to show how you solved the problem)
W n 124 122.5 ... 97 95.5 94 ...
and your answer.
If the man keeps to his plan, he will
reach his target weight by the start of
week 21, or after 20 weeks of being on
the program.

278 Essential Further Mathematics – Module 1 Number patterns and applications

Example 11 Finding when the sum of a sequence ﬁrst exceeds a given value

How many terms are required for the sum of the arithmetic sequence 5, 15, 25, . . . to ﬁrst
exceed 200?

Solution
Strategy: Find an expression for the sum of n terms of the sequence. A graphics calculator can
then be used to display the sequence in a table. The first term that exceeds 200 can then be
found.
n
1 For this sequence, a = 5 and d = 10. Sn = [2a + (n − 1)d]
2
Use this information and the rule
n a = 5, d = 10
Sn = [2a + (n − 1)d] to find an n
2 ∴ Sn = [2 × 5 + (n − 1)10]
expression for the sum. 2
n
= (10 + 10n − 10) = 5n2
2
2 Use your calculator to generate the sequence of terms and move down through this sequence
of terms until you find the first term in the sequence that exceeds 200; in this case, the
7th term.

280 Essential Further Mathematics – Module 1 Number patterns and applications

2 Use your calculator to generate the sequence of terms and move down through this
sequence of terms until you ﬁnd the last term in the sequence that is 100 or less; in this
case, the 8th term.

3 Write down key values in the sequence

n 1 2 ... 7 8 9 ...
(to show how you solved the problem)
Sn 2 7 . . . 77 100 126 . . .
and your answer.
The girl can build a pattern with
eight rows of blocks.

Exercise 9D
1 Use the rule to find the sum of the first:
a six terms of an arithmetic sequence with a = 5 and d = 3
b five terms of an arithmetic sequence with a = 12 and d = −2
c seven terms of an arithmetic sequence with a = −5 and d = 5
d four terms of an arithmetic sequence with a = 0.1 and d = 0.2
e six terms of an arithmetic sequence with a = −9 and d = 3
In each case, write out the series and add up the terms to check your answer.

2 Use the rule to ﬁnd the sum of the arithmetic sequence:

a 4, 8, 12, . . . to 20 terms b 10, 7, 4, . . . to eight terms
c 120, 110, 100, . . . to nine terms d 1, 2, 3, . . . to 1000 terms
e 1.000, 1.005, 1.010, . . . to 100 terms f −8, −6, −4, . . . to 15 terms

284 Essential Further Mathematics – Module 1 Number patterns and applications

In other cases, the value of the common ratio is not so obvious. In these cases we can
determine the value of the common ratio by dividing one of the terms in the sequence by its
immediate predecessor.
For example, the common ratio for the geometric series

0.8, 0.32, 0.128, . . .

is
0.32 0.128
r= = 0.4 (or = 0.4)
0.8 0.32

Once you know the ﬁrst term in a geometric sequence and its common ratio, the rest of the
terms in the sequence can be readily generated. If you want to generate a large number of
terms, your graphics calculator will do this with little effort.

How to generate the terms of a geometric sequence using the TI-Nspire CAS

Generate the ﬁrst ﬁve terms of the geometric sequence 1, 3, 9, 27, . . .

Steps
1 Press c (or w then c on the
Clickpad). Then press A to open the
Scratchpad:Calculate. Pressing »
also opens the Scratchpad.
2 Enter the value of the ﬁrst term, 1.
Press ·.
3 The common ratio for the sequence is 3.
So, type × 3. Press ·. The second
term in the sequence, 3, is generated.
4 Pressing · again generates the next
term, 9.
5 Keep pressing · until the desired
number of terms is generated.

290 Essential Further Mathematics – Module 1 Number patterns and applications

2 Use your calculator to generate the sequence of terms and move down through this
sequence of terms until you ﬁnd the last term in the sequence that exceeds 30 000; in this
case, the 7th term.

3 Write down key values in the sequence n 1 2 ... 5 6 7 ...

(to show how you solved the problem)
Sn 2 10 . . . 1250 6250 31250 . . .
and your answer.
The 7th term is the first to exceed 30 000.

Exercise 9F
1 For the geometric sequence:
a 3, 6, 12, . . . write down the values of a, r, and t3
b 15, 45, 135, . . . write down the values of a, r, and t2 Hint:
c 200, 100, 50, 25, . . . write down the values of a, r, and t4 As you are told these
are geometric
d 130, 13, 1.3, . . . write down the values of a, r, and t1 sequences, you can
e 20, −24, 28.8, −34.56, . . . write down the values of a, r, and t3 use any two terms to
f −120, 30, −7.5, 1.875, . . . write down the values of a, r, and t4 ﬁnd r.

2 For a geometric sequence with:

a a = 20 and r = 10, determine the value of the 3rd term

298 Essential Further Mathematics – Module 1 Number patterns and applications

Example 24 Using the rule to ﬁnd the sum of a geometric sequence

For the geometric sequence 2, 8, 32, . . . , find an expression for the sum of the first n terms.
Solution
1 For this sequence, a = 2 and r = 4. a = 2, r = 4
a(r n − 1)
2 As r > 1, use the rule Sn =
r −1 2(4n − 1)
3 Substitute these values to obtain an expression ∴ Sn =
for the sum of n terms. Simplify. 4−1
2(4n − 1)
=
3
4 Write down your answer. 2(4n − 1)
The sum of the first n terms is .
3
Example 25 Finding when the sum of a sequence first exceeds a given value

When does the sum of the geometric sequence 2, 10, 50, . . . ﬁrst exceed 7500?

Solution
Strategy: Find an expression for the sum of n terms of the sequence. A graphics calculator can
then be used to display the sequence in a table. The first term that exceeds 7500 can then be
found.
a(r n − 1) a(r n − 1)
1 Use the rule Sn = S =
r −1 n
r −1
In this example, a = 2, r = 5 (10 ÷ 2). a = 2, r = 5
2(5n − 1)
Use this information and the rule to find an ∴ Sn =
expression for the sum in terms of n.
5−1
(5n − 1)
=
2
2 Use your calculator to generate the sequence of terms and move down through this sequence of
terms until you find the last term in the sequence that exceeds 7500; in this case, the 6th term.

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Chapter 9 — Arithmetic and geometric sequences 299

3 Write down key values in the sequence

n 1 2 ... 4 5 6 ...
(to show how you solved the problem)
Sn 2 12 ... 312 1562 7812 ...
and your answer.
The sum of the sequence first exceeds
7500 after adding six terms.

Exercise 9H
1 Use the rule to find the sum of the first:
a five terms in a geometric sequence with a = 5 and r = 3
b four terms in a geometric sequence with a = 10 and r = −0.1
c three terms in a geometric sequence with a = −5 and r = 1.2
d three terms in a geometric sequence with a = 10 000 and r = −1.06
e five terms in a geometric sequence with a = 512 and r = 0.5
In each case, write out the terms and add to check your answer.

2 Use the rule to ﬁnd the sum of the geometric sequence:

a 2, 4, 8, . . . to 20 terms b 1000, 100, 10, . . . to 15 terms
c 1, 1.2, 1.44, . . . to 9 terms d 2, 1, 0.5, . . . to 20 terms
e 1.000, 1.05, 1.1025, . . . to 10 terms f 1.1, 1.21, 1.331, . . . to 5 terms

3 Use the rule to write down an expression for the sum of the ﬁrst n terms of the following:
a a geometric sequence with a = 10 and r = 1.5
b a geometric sequence with a = 50 and r = 0.2
c 4, 20, 100, . . . d 8, 4, 2, . . . e 0.9, 0.3, 0.1, . . .

4 When does the sum of the geometric sequence:

a 2, 4, 8, . . . first exceed 50?
b 10, 100, 1000, . . . first exceed 1 000 000?
c 0.25, 0.5, 1, . . . first exceed 10?
d 2000, 2100, 2205, . . . first exceed 100 000?
e 0.1, 0.5, 2.5, . . . first exceed 12?
f 0.1, 1, 10, . . . first exceed 1000?

9.9 The sum of an infinite geometric sequence

Imagine taking a piece of string of length one metre, and cutting it in half. Put one piece aside
and cut the other piece in half again. Keep on repeating the process.
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Chapter 9 — Arithmetic and geometric sequences 305

How to graph the terms of a sequence using the TI-Nspire CAS

Plot the terms of the following sequences on the same graph:

r sequence 1: arithmetic with a = 2 and d = 2
r sequence 2: geometric with a = 2 and r = 2
for n = 1, 2, . . . , 6. These are the sequences plotted previously.

Steps
1 Write an expression for the arithmetic: tn = 2 + (n − 1) × 2
nth term of the two sequences using geometric: tn = 2 × 2(n−1)
the rules.
2 Start a new document by pressing
+ .
3 Select Add Lists & Spreadsheet.
a Enter the numbers 1 to 6 into a
list named term, as shown.
Note: You can also use the
sequence command to do this.
b Name column B arith and
column C geom.

4 a Place the cursor in any cell in column B and press b >Data>Generate Sequence
and type in the entries as shown (below left). Use to move between entry boxes.
Press to close the pop-up screen and display the values of the ﬁrst six terms in
the arithmetic sequence in column B (below right).

306 Essential Further Mathematics – Module 1 Number patterns and applications

b Place the cursor in any cell in column C and press b >Data>Generate Sequence
and type in the entries shown (below left). Press to close the pop-up screen
and display the values of the ﬁrst six terms in the geometric sequence in column C
(below right).

5 Press + and select

Add Data & Statistics.
a Construct a scatterplot using term as
the independent variable and arith
as the dependent variable. To connect
points, press b >Plot Properties>
Connect Data Points.
b Press b >Plot Properties>Add
Y Variable. Select the variable geom.
Press . This will show the terms
of the geometric sequence on the
same plot.
Notes:
1 The arithmetic sequence increases in a linear
manner, whereas the geometric sequence
increases in an exponential manner.
2 Sequence plotting can also be done in the
Graphs application.

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Review 312 Essential Further Mathematics – Module 1 Number patterns and applications

14 In an arithmetic sequence, a = 250 and d = 26. The ﬁrst term in this sequence to
exceed 500 is the:
A 8th term B 9th term C 10th term D 11th term E 12th term
15 If successive terms in a geometric sequence increase by 12%, then the common
ratio, r , is:
A 0.12 B 0.88 C 1.0 D 1.12 E 1.2
16 The graph opposite shows the ﬁrst six tn
o
terms of a geometric sequence. Its
n
common ratio, r, could be:
A r = −1.5 B r = −0.5
C r = −0.25 D r = 0.5
E r = 1.5

17 The first four terms of a geometric sequence are: 10, −30, 90, −270. The sum of
the first eight terms of this sequence is:
A −32 000 B −16 400 C 16 400 D 16 405 E 32 800
18 Before he began training, Jethro’s longest jump was 5.80 m.
After the first month of training, his longest jump had increased by 0.32 m.
After the second month of training, his longest jump had increased by another
0.24 m.
After the third month of training, his longest jump had increased by another 0.18 m.
If this pattern of improvement continues, Jethro’s longest jump, correct to two
decimal places, will be closest to:
A 6.54 m B 6.68 m C 7.00 m D 7.08 m E 7.25 m
[VCAA 2010]

Extended-response questions

1 A service-station storage tank needs reﬁlling as there are only 1500 litres left in the
tank. Petrol is pumped into the tank at the rate of 750 litres per minute.
a How much petrol is in the tank at the start of the third minute?
b Write down an expression for the amount of petrol in the tank, An , at the start of
the nth minute.
c The tank holds 15 000 litres. How long does it take to ﬁll the tank?
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Chapter 10 — Difference equations 317

How to generate a sequence deﬁned by a difference equation using the TI-Nspire CAS

Generate the first five terms of the sequence defined by the difference equation
tn+1 = 3tn − 1 where t1 = 2.

Method 1 (using recursion)

1 Write down the rule for the difference tn+1 = 3tn − 1 where t1 = 2
equation and the value of the ﬁrst term.

2 Start a new document by pressing + .

Select Add Calculator.
3 Type 2, the value of the ﬁrst term. Press .
The calculator stores the value 2 as Answer.
(You can’t see this yet.)
4 Now type 3× Ans − 1, using the keystrokes
, then press . The
second term in the sequence is 5. This value is
now stored as Ans.

5 Press to generate the next term.

Continue pressing until the required
number of terms is generated.

Method 2 (using Sequence Mode)

1 Write down the rules for the difference tn+1 = 3tn − 1 where t1 = 2
equation and the value of the ﬁrst term.
2 Open a Lists and Spreadsheet application
page and name column A value.
Note: We are naming the column now because we
want to graph the sequence later.

318 Essential Further Mathematics – Module 1 Number patterns and applications

3 With the cursor in column A, press

b >Data>Generate Sequence to
display the pop-up screen shown
opposite.
Type in the entries as shown. Use
to move between entry boxes. The
Ceiling Value (i.e. highest value) can
be left blank.
Notes:
1 The calculator uses u (n − 1) and u(n) to
represent successive terms in the sequence.
2 tn+1 = 3tn − 1 can also be written as
tn = 3tn−1 − 1; hence, we use
u (n) = 3 × u (n − 1) − 1 on the calculator.

4 Press to close the pop-up screen and list

the ﬁrst ﬁve terms of the sequence.
Notes:
1 The arrow can be used to move down through
the sequence.
2 The term number can be read directly from
the row number (left-hand side) of the
spreadsheet. For example, the 4th term in this
sequence is 41.

5 The sequence is displayed best using a scatterplot.

a As we are plotting the ﬁrst ﬁve terms only, enter the numbers 1 to 5 in the list called
term (below left).
b Construct a scatterplot with term on the horizontal axis and value on the vertical
axis to obtain the plot shown below right.

Note: Sequence plotting can also be done in the Graphs application.

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330 Essential Further Mathematics – Module 1 Number patterns and applications

Exercise 10F
1 The following are general ﬁrst-order difference equations. Write down their solutions.
a tn+1 = 1.5tn − 8, t1 = 32 b tn+1 = 0.5tn + 14, t1 = 20
c tn+1 = 0.5tn − 10, t1 = 20

10.7 Summary of first-order difference equations

An important skill is the ability to differentiate between the three types of ﬁrst-order difference
equations by the sequences they generate. The table below should help you in this task.

Difference tn+1 = tn + d, t1 = a tn+1 = r tn , t1 = a tn+1 = r tn + d, t1 = a

equation
Sequence type arithmetic geometric neither arithmetic nor
geometric
(r n−1 − 1)
nth term tn = a + (n − 1)d tn = ar n−1 tn = ar n−1 + d
r −1
Example
equation tn+1 = tn + 2, t1 = 3 tn+1 = 0.5tn , t1 = 10 tn+1 = 0.5tn + 2, t1 = 10
sequence 3, 5, 7, . . . 10, 5, 2.5, . . . 10, 7, 5.5, . . .
graph tn tn tn

10 10
10

5 5 5

0 n 0 n n
1 2 3 4 5 1 2 3 4 5 0
1 2 3 4 5

nth term tn = 3 + (n − 1)2 tn = 10(0.5)n−1 tn = 6 × 0.5n−1 + 4

= 2n + 1

Exercise 10G
1 For each of the following first-order difference equations:
i identify as generating an arithmetic sequence, a geometric sequence or neither an
arithmetic nor a geometric sequence
ii write the first five terms of the sequences they define
iii plot a graph of tn against n for 1 ≤ n ≤ 5
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Chapter 10 — Difference equations 331

iv if arithmetic or geometric, write an expression for tn in terms of n

a tn+1 = tn − 5 where t1 = 35 b tn+1 = 0.25tn where t1 = 64
c tn+1 = tn + 5 where t1 = 0 d tn+1 = 1.1tn where t1 = 100
e tn+1 = tn + 0.5 where t1 = 0 f tn+1 = 1.5tn − 8 where t1 = 32
g tn+1 = 0.5tn + 10 where t1 = 20 h tn+1 = 0.5tn + 14 where t1 = 20
i tn+1 = 0.5tn − 10 where t1 = 20 j tn+1 = 0.5tn + 0.5 where t1 = 1
k tn+1 = 10tn where t1 = 0.1 l tn+1 = 2tn − 2 where t1 = 1

10.8 Applications of first-order difference equations

First-order difference equations are very useful mathematical tools for describing growth and
decay in such things as animal populations, investments and loans, and the values of goods and
services. You will meet some of these applications in this section.
First-order difference equations can be solved by ﬁnding the value of the nth term. However,
in application problems it is far more convenient and acceptable to use your calculator to
generate and manipulate the required terms in the sequences.

Example 8 Applications: managing a budget

Jarrad has moved to an interstate university to study law. Over the summer break he has
accumulated $3635. He wants to use the money to pay his living expenses while studying. He
plans to allow himself $165 per week to spend on general living expenses. Assume that Jarrad
sticks to his plan.
a Write down a difference equation to describe the reduction in Jarrad’s savings week by week.
b Determine the number of weeks his money will last.

Solution
a Write down a difference equation to describe the reduction in Jarrad’s savings week by
week.
1 Identify, name and deﬁne the Let Sn be the value of Jarrad’s savings
key variable. at the start of week n.
2 Jarrad plans to spend $165 per week. arithmetic sequence:
At the start of week 1 he has $3635. d = −165, a = 3635
The sequence is arithmetic. Use this ∴ Sn+1 = Sn − 165 where S1 = 3635
information to write down a
difference equation.
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332 Essential Further Mathematics – Module 1 Number patterns and applications

b Determine the number of weeks his money will last.

1 Use your calculator to list the sequence of terms generated by this difference equation.
Find the ﬁrst term in the sequence that has a value less than 165. This is the 23rd term,
which has a value of 5, meaning that Jarrad has only $5 left to spend at the start of the
23rd week. Thus, Jarrad can only spend $165 per week for only 22 weeks.

2 Use the down arrow ( #) to ﬁnd when the nth term of the sequence ﬁrst has a value
below 165. This is week 23, when there is only $5 left to spend. So Jarrad can spend
$165 per week for only 22 weeks.
3 Write down key values in the sequence
n 1 ... 21 22 23 . . .
(to show how you solved the problem)
Sn 3635 . . . 335 170 5 . . .
and your answer.
If Jarrad needs $ 165 a week, his
money will last 22 weeks.

Example 9 Applications: car depreciation

Your neighbour has just bought a new car for $29 790. When you look up a motoring magazine
on secondhand car prices you ﬁnd out that this particular model of car loses, on average, 17%
of its value each year.
a Write down a difference equation to describe the decreasing value of the car each year.
b What will be the secondhand value of the car after your neighbour has owned it for six
years; that is, at the start of the seventh year? Give your answer correct to the nearest dollar.

Chapter 10 — Difference equations 333

Solution
a Write down a difference equation to describe the decreasing value of the car each year.
1 Identify, name and deﬁne the key variable. Let V n be the value of the car
at the start of the nth year
2 Use the fact that the car loses 17% of its V n+1 = V n − 17% of V n
value each year to write down an expression 17
= Vn − × Vn
for Vn+1 in terms of Vn . 100
The value of the car at the start of year 1 = V n (1 − 0.17) = 0.83V n
is $29 790, so V1 = 29 790. Difference equation:
Combine this information to write down V n+1 = 0.83V n where V 1 = 29 790
the difference equation.
b What will be the secondhand value of the car after your neighbour has owned it for six
years; that is, at the start of the seventh year? Give your answer correct to the
nearest dollar.
1 Use your calculator to list the sequence of terms generated by this difference equation.
Find the 7th term.

2 Write down key values in the sequence n 1 ... 6 7

(to show how you solved the problem) V n 29 790 ... 11 734 9739.6
and your answer.
The value of the car after six years is $9740.

Chapter 10 — Difference equations 335

b Under these conditions, how long will it take for trout numbers in the lake to double?
1 Use your calculator to list the sequence of terms generated by this difference equation.
Find the ﬁrst term in the sequence that exceeds 20 000.

2 Write down key values in the sequence

n= 1 ... 14 15 ...
(to show how you solved the problem)
Tn = 10 000 . . . 19 699 21 839 . . .
and your answer.
Trout numbers double during the 14 th year.

c Graph trout numbers against year for 15 years. Comment on the pattern of growth.
1 Plot the sequence.

336 Essential Further Mathematics – Module 1 Number patterns and applications

2 Use the plot to comment on the growth Over the 15-year period, trout numbers
in trout numbers. increase in a non-linear manner.
d Suppose that the park authorities had allowed 2200 trout to be ﬁshed from the lake each year.
Write down a difference equation that determines the number of trout in the lake each year.
1 To investigate the effect of allowing Difference equation:
2200 trout to be ﬁshed from the lake, Tn+1 = 1.2Tn − 2200, T1 = 10 000
change the 1800 in the original
difference equation to 2200.
e Graph trout numbers against year for 15 years. Comment on the pattern of growth.
1 Replace the value of 1800 in the original difference equation stored in your calculator
with 2200 and replot the sequence.

2 Use the plot to comment on the growth If the number of trout that can be fished
in trout numbers. from the lake is increased to 2200 per year,
trout numbers will decrease.
f If 2200 trout are ﬁshed from the lake each year, the trout will disappear. In which year?
1 List the terms of the sequence on your calculator and determine the value of n when a
term ﬁrst becomes zero or negative.

Chapter 10 — Difference equations 337

2 Write down key values in the sequence

n 1 ... 14 15 ...
(to show how you solved the problem)
Tn 10 000 ... 300.68 −1839 ...
and your answer.
The trout will disappear from the lake during
the 14th year.

g Suppose that the park authorities allow 2000 trout to be ﬁshed from the lake each year.
Investigate.
1 The effect of allowing 2000 ﬁsh to be Difference equation:
taken from the lake by anglers can be Tn+1 = 1.2Tn − 2200, T1 = 10 000
investigated by changing the 2200 in the
original difference equation to 2000.
Replace the value of 2200 in the original difference equation stored in your calculator
with 2000 and replot the sequence.

2 Use the plot to comment on the growth Trout numbers will remain constant.
in trout numbers.

Exercise 10H
1 Rob is offered a job at $275 per week with yearly increments of $45 per week.
a Write down a difference equation of the form Wn+1 = Wn + d where W1 = a that
can be used to describe the growth in Rob’s weekly wage year by year. (Wn represents
Rob’s wage at the start of the nth year.)
b Solve the difference equation by ﬁnding an expression for Wn , Rob’s wage in year n.
c Use this expression to determine Rob’s wage in year 7.

2 Sarah is saving to go on a long overseas holiday. With savings, combined with money earned
working as a waitress, she has accumulated $4670. She wants to use the money to pay her

342 Essential Further Mathematics – Module 1 Number patterns and applications

Example 11 Generating terms in a Fibonacci sequence from adjacent terms

For the Fibonacci sequence, t11 = 89, t13 = 233 and t14 = 377:
a Determine the values of: i t15 ii t9 + t10 iii t12
b Name the terms represented by: i t18 + t19 ii t31 − t29 iii t20 + t21 + t23 + t24 − t22

Solution
Strategy: The key fact in answering all of these questions is that tn = tn−2 + tn−1 for n > 2. Or,
in words, ‘after the ﬁrst two terms, each successive term is the sum of the preceding two terms’.
t11 = 89, t13 = 233, t14 = 377
a i t15 = t13 + t14 = 233 + 377 = 610
ii t9 + t10 = t11 = 89
iii t11 + t12 = t13
∴ t12 = t13 − t11 = 233 − 89 = 144
b i t18 + t19 = t20
ii t31 − t29 = (t30 + t29) − t29 = t30
iii t20 + t21 + t23 + t24 − t22 = (t20 + t21) + (t23 + t24) − t22
= t22 + t25 − t22
= t25

When wanting to generate and/or graph more than just a few terms of the Fibonacci sequence
from its difference equation, the usual procedure is to use a calculator.

How to generate and group the terms of the Fibonacci sequence using the TI-Nspire CAS

Generate the terms of the Fibonacci sequence given the difference equation:
tn = tn−2 + tn−1 where t1 = 1 and t2 = 1.
Graph the ﬁrst 10 terms.

Steps
1 Write down the rule and the values of the tn = tn−2 + tn−1 where t1 = 1, t2 = 1.
ﬁrst two terms.
2 Start a new document by pressing + .
a Select Add Lists & Spreadsheet.
b Enter the data 1–10 into a list named
term, as shown. This is needed later
when we come to plot the sequence.
Note: You can also use the sequence command
to do this.
c Name the list value in column B. We
will use this column to list the terms
of the sequence.

Chapter 10 — Difference equations 343

d Place the cursor in any cell in column

B and press b >Data>Generate
Sequence. This will generate the
pop-up screen opposite.
e On this screen, type in the entries as
shown. Use to move between
entry boxes.
Notes:
1 Second-order difference equations
need two initial terms to be speciﬁed.
2 Leave the Ceiling Value box blank.
f Press to list the sequence of
terms, as shown.

3 Graph the sequence by constructing a

scatterplot using term as the
independent variable and value as the
dependent variable.
Notes:
1 You can read the values from the graph
by placing the cursor on the data point.
Alternatively use b >Analyze>Graph Trace.
2 Sequence graphing can also be done in the
Graphs application.

Pages changed in the Enhanced Version

Chapter 11 – Revision 361

row further each time and bringing back one apple,

Revision
until the bucket contains 10 apples.
Calculate the shortest distance a child can run to
complete this game. Fence
Bucket

Row 1 Row 2 Row 3

[based on VCAA pre 2006]
6 The charge, in dollars, for a single trip on a toll way depends on the number of sections of
road that a motorist travels and the type of toll pass that the motorist uses.
a Using toll pass A, the charge for travelling along n sections of road in a single trip on the
toll way is given by the nth term of the arithmetic sequence: $4.50, $6.20, $7.90, . . .
i Show that the common difference for this sequence is $1.70.
ii Find the charge for travelling along ﬁve sections of road in a single trip on the toll way
using toll pass A.
iii One motorist paid $16.40 for a single trip on the toll way using toll pass A. How many
sections of road did this motorist travel along?
iv At one entry point, 15 motorists entered the toll way. The ﬁrst motorist travelled along
one section of road. The second motorist travelled along two sections of road. The
third motorist travelled along three sections of road and so on. Find the total amount
of money that these 15 motorists paid for their trips, assuming that they all used toll
pass A.
v Using toll pass A, the charge, in dollars, An , for travelling along n sections of road in
a single trip on the toll way is given by the difference equation:
An+1 = mAn + k A1 = 4.50.
Write the values of m and k.
b Different charges apply when motorists use toll pass B. With toll pass B, the charge, in
dollars, Bn , for travelling along n sections of road in a single trip on the toll way is given
by the difference equation:
Bn+1 = 0.9Bn + 3 B1 = 5
i Explain the meaning of B1 = 5 in terms of the context of this problem.
ii Find B3 , the charge for travelling along three sections of road in a single trip using toll
pass B.
iii This difference equation indicates that there is a maximum charge that motorists who
use toll pass B may pay. What is this maximum charge?
c A motorist wishes to get the best value for money when travelling on the toll way.
Compare the charges for a single trip using toll pass A and toll pass B. Explain when it
would be better for the motorist to use each pass.
[VCAA 2010]
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Chapter 12 — Geometry 379

Example 15 Volume of a pyramid

Find the volume of this square pyramid with a square base

with each edge 10 cm and a height of 27 cm.

Solution 27 cm
1
V = 3x2 h
1 10 cm
= 3
× 10 × 10 × 27 10 cm
= 900 cm3

Volume of a cone
The formula for ﬁnding the volume of a cone can be stated as:

Volume of cone = 1
3
× base area × height
V = 1
3
␲r 2 h

Volume and surface area of a sphere

The formulas for the volume and the surface area of a sphere are:
r
V = 43 ␲r 3 S = 4␲r 2
where r is the radius of the sphere.

Example 16 Volume of a sphere and a cone

Find the volume of a sphere with radius 4 cm and a cone with radius 4 cm and height 10 cm.

Solution
4 1
Volume of sphere = πr 3 Volume of cone = πr 2h
3 3
4 1
= × π × 43 = × π × 42 × 10
3 3
= 268.08 cm3 (two d.p.) = 167.55 cm3 (two d.p.)

Example 17 Surface area of a sphere

Find the surface area of a sphere with radius 10 cm.

Solution
Surface area of sphere = 4πr 2
= 4π × 102
= 1256.64 cm2 (2 d.p.)
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380 Essential Further Mathematics – Module 2 Geometry and trigonometry

Composite shapes
Using the shapes above, composite shapes can be made. The volumes of these can be found by
summing the volumes of the component shapes.

Example 18 Volume of a composite shape

A hemisphere is placed on top of a cylinder to form a capsule.

The radius of both the hemisphere and the cylinder is 5 mm.
The height of the cylinder is also 5 mm. What is the volume of the
composite solid in cubic millimeters, correct to two decimal places?

Solution
1 The composite shape is made up from
a cylindrical base plus a hemispherical top.
The volume of the composite shape is the
= +
volume of the cylinder plus the volume
of the hemisphere (half a sphere)
2 Use the formula V = ␲r 2 h to ﬁnd the The volume of the cylinder
volume of the cylinder. Vcyl. = π × 52 × 5 = 392.699 . . . mm3
3 Find the volume of hemisphere noting The volume of the hemisphere
1 4
that the volume of a hemisphere is
Vhem. = 2 × 3 π × 53 = 261.799 . . . mm3
V = 12 43 ␲r 3 = 23 ␲r 3 .
4 Add the two together. The volume of the composite = 654.50 mm3
5 Write down your answer. (correct to two decimal places)

Surface area of three-dimensional shapes

The surface area of a solid can be found by calculating and totalling the area of each of its
surfaces. The net of the cylinder in the diagram demonstrates how this can be done.

l l
r r r

A = 2πrl
A = πr2 A = πr2
The surface area of the cylinder 2πr
= area of ends + area of curved surface
= area of two circles + area of rectangle
= 2 × ␲r 2 + 2␲r × l = 2␲r 2 + 2␲rl

The formulas for the surface areas of some common three-dimensional shapes follow.
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382 Essential Further Mathematics – Module 2 Geometry and trigonometry

Exercise 12F
1 Find the volume in cm3 of each of the following shapes, correct to two decimal places.
a b

radius 6.3 cm and height 2.1 cm dimensions 2.1 cm, 8.3 cm and 12.2 cm
c d

area of cross section = 2.8 cm2 radius 2.3 cm and length 4.8 cm
height = 6.2 cm

2 Each side of the square base of one of the great Egyptian

pyramids is 275 m long. It has a perpendicular height of 175 m.
Calculate the volume of this pyramid, correct to the nearest 175 m
cubic metre.
275 m
275 m
3 Find the volume, correct to one decimal place, of a:
a sphere with radius 1.5 m b cone with radius 6 cm and height 15 cm
c hemisphere of diameter 3.8 mm d cone with diameter 15 mm and height 10 mm

4 The diagram shows a capsule, which consists of two hemispheres,

each of radius 2 cm, and a cylinder of length 5 cm and radius 2 cm.
Find the volume of the capsule correct to the nearest cm3 .

5 The diagram shows a composite shape made from a cylinder and

two cones. Both the cylinder and the two cones have a radius of
12 cm. The length of the cylinder is 8 cm and height of the cones
is 10 cm. Find the volume of the composite shape. Give your
answer correct to the nearest cm3 .
6 Find the total surface areas of shapes a and b of question 1. Give answers correct to the
nearest cm2 .

7 For the triangular prism shown, ﬁnd

a the volume in m3
2m
b the total surface area in m2 , correct to one decimal place
0.5 m
3m
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Chapter 12 — Geometry 383

8 A hemispherical dome tent has a diameter of 2.5 m, as shown.

a Determine the volume enclosed by the tent, correct to the
2.5 m
nearest m3 .
b Determine the total surface area of the tent (including its ﬂoor),
correct to the nearest m2 .

9 Find, correct to two decimal places, the surface area and 4 cm

volume of the solid shown given that the cross-section is 4 cm
a right-angled isosceles triangle. 12 cm

10 Find:
a the surface area 3m
4m
b the volume
2m
of the object shown. 10 m
5m
11 The diagram opposite shows a right pyramid on a cube.
Each edge of the cube is 14 cm.
The height of the pyramid is 24 cm.
24 cm
Find:
a the volume of the solid
b the surface area of the solid

14 cm

12 Find:
a the surface
b the volume
of the solid shown opposite.

7 cm
4 cm 10 cm

4 cm
13 The solid opposite consists of a half cylinder on
a rectangular prism. Find, correct to two decimal
places:
a the surface area
b the volume

5 cm 20 cm

10 cm
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384 Essential Further Mathematics – Module 2 Geometry and trigonometry

12.7 Areas, volumes and similarity

Areas
Some examples of similar shapes and the ratio of their areas are considered in the following.

Similar circles

radius circle 2 4
3 cm Scale factor = k = = 4 cm
radius circle 1 3

␲ × 42 42 4 2
Area = ␲ × 32 Ratio of areas = = = = k2
␲ × 32 32 3 Area = ␲ × 42

Similar rectangles
4 cm
length rectangle 2 6
2 cm Scale factor = k = = =2
length rectangle 1 3 6 cm
3 cm 24
Area = 3 × 2 Ratio of areas = = 4 = (2)2 = k 2 Area = 6 × 4
6
= 6 cm2 = 24 cm2

Similar triangles

height triangle 2 9
5 cm 3 cm Scale factor = k = = =3 15 cm 9 cm
height triangle 1 3
4 cm 54
Ratio of areas = = 9 = (3)2 = k 2 12 cm
Area = 12 × 4 × 3 6
Area = 12 ×12 × 9
= 6 cm2
= 54 cm2

A similar pattern emerges for other shapes. Scaling the linear dimension of a shape by a factor
of k scales the area by a factor of k 2 .

Scaling areas
If two shapes are similar and the scale factor is k, then the area of the similar
shape = k2 × area of the original shape.

Example 20 Using area scale factors with similarity

The two triangles shown are similar.

The base of the smaller triangle has a length of 10 cm.
Its area is 40 cm2 . 40 cm2
The base of the larger triangle has a length of 25 cm.
Determine its area. 10 cm 25 cm
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Chapter 12 — Geometry 385

Solution
25
1 Determine the scale factor k. k= = 2.5
10
2 Write down the area of the small triangle. Area of small triangle = 40 cm2
3 Area of larger triangle = k 2 × area of ∴ Area of larger triangle = 2.52 × 40
smaller triangle. = 250
Substitute the appropriate values and
evaluate.
4 Write down your answer. The area of the larger triangle is 250 cm2.

Example 21 Scale factors and area

The two hearts shown are similar shapes.

The width of the larger heart is 60 cm. 12 cm 60 cm
Its area is 100 cm2 . Area = 100 cm2
The width of the smaller heart is 12 cm.
Determine its area.

Solution
12
1 Determine the scale factor k. Note we are k= = 0.2
60
scaling down.
2 Write down the area of the larger heart. Area of larger heart = 100 cm2
3 Area of smaller heart = k 2 × area of ∴ Area of smaller heart = 0.22 × 100
larger heart. =4
Substitute the appropriate values and
evaluate.
4 Write down your answer. The area of the smaller heart is 4 cm2.

Volumes
Two solids are considered to be similar if they have the same shape and the ratio of their
corresponding linear dimensions is equal.
Some examples of similar volume and the ratio of their areas are considered in the
following.

Similar spheres

3 cm
radius sphere 2 4
Scale factor = k = = 4 cm
radius sphere 1 3

Volume = 43 ␲ × 33 256
␲ 256
= 36␲ cm3 Ratio of volumes = 3 = Volume = 43 ␲ × 43
36␲ 108 256
64 4 3 = ␲ cm3
= = = k3 3
27 3
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386 Essential Further Mathematics – Module 2 Geometry and trigonometry

Similar cubes 4 cm

2 cm
side length 2 4
Scale factor = k = = =2 4 cm
2 cm side length 1 2

2 cm 64 4 cm
Volume = 2 × 2 × 2 Ratio of volumes = =8
8 Volume = 4 × 4 × 4
= 8 cm3 = (2) = k 3
3
= 64 cm3

Similar cylinders

3 cm
1 cm radius 2 3
Scale factor = k = = =3
2 cm
radius 1 1
6 cm

54␲
Volume = ␲ × 12 × 2 Ratio of volumes = = 27 = (3)3 = k 3
2␲ Volume = ␲ × 32 × 6
= 2␲ cm3
= 54␲ cm3

A similar pattern emerges for other solids. Scaling the linear dimension of a solid by a factor
of k scales the volume by a factor of k 3 .

Scaling volumes
If two solids are similar and the scale factor is k, then the volume of the similar
solid = k3 × volume of the original solid.

Example 22 Similar solids

The two cuboids shown are similar solids.

The height of the larger cuboid is 6 cm. 1.5 cm 6 cm
volume = 120 cm3
Its volume is 120 cm3 .
The height of the smaller cuboid is 1.5 cm.
Determine its volume.

Solution
1.5
1 Determine the scale factor k. Note that we k= = 0.25
are scaling down. 6
2 Write down the volume of the larger cuboid. Volume larger cuboid = 120 cm3
3 Volume smaller cuboid = k 3 × volume Volume smaller cuboid = 0.253 × 120
larger cuboid. = 1.875
Substitute the appropriate values and evaluate.
4 Write down your answer. The volume of the smaller cuboid is
1.875 cm3.
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Chapter 12 — Geometry 387

Example 23 Similar solids

V V'
The two square pyramids shown are similar
with a base dimensions 4 and 5 cm, respectively.
The height of the ﬁrst pyramid is 9 cm and 9 cm
C C'
B B'
its volume is 48 cm3 . Find the height and 4 cm 5 cm
O O'
volume of the second pyramid. A D A' D'

Pyramid 1 Pyramid 2
Solution
5
1 Determine the scale factor, k. Use the base k= = 1.25
4
measurements.
Height
2 Write down the height of Pyramid 1. Height 1 = 9 cm
3 Height Pyramid 2 = k × height Pyramid 1. ∴ Height 2 = 1.25 × 9 = 11.25
Substitute the appropriate values and evaluate.
4 Write down your answer. The height of Pyramid 2 is 11.25 cm.
Volume
5 Volume Pyramid 2 = k 3 × volume Pyramid 1. Volume 1 = 48 cm3
Substitute the appropriate values and evaluate. ∴ Volume2 = 1.253 × 48 = 93.75
6 Write down your answer. The volume of Pyramid 2 is 93.75 cm3.

Exercise 12G
1 Two regular hexagons are shown. 15 cm2
2.4 cm
7.2 cm
The side length of the smaller hexagon is 2.4 cm.
The side length of the larger hexagon is 7.2 cm.
a Determine the length scale factor k for scaling up.
b The area of the smaller hexagon is 15 cm2 .
Determine the area of the larger hexagon.
2 Triangle ABC is similar to triangle XYZ. Y
The length scale factor k = 2. The area B
×2
6 cm2
of triangle ABC is 6 cm2 . Find the area
A C X Z
of triangle XYZ.
B' C'
3 The two rectangles are similar. The area B C
of rectangle ABCD is 20 cm2 . Find the 3 cm 20 cm2 5 cm
area of rectangle AB C D . A D
A' D'
4 The two shapes shown are similar. The length
scale factor for scaling down is 23 . The area
30 cm2
of the shape to the right is 30 cm2 . What is the
area of the shape to the left?
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388 Essential Further Mathematics – Module 2 Geometry and trigonometry

5 The octagonal prisms are similar.

The height of the smaller prism is 2 m. The height of the
larger prism is 3 m. 2m
3m
The surface area of the smaller prism is 18 m2 .
Determine the surface area of the larger prism in m2 .

6 The radius of the larger sphere is 2.5 times the radius

r
of the smaller sphere. The volume of the smaller sphere is 24 mm3 . 2.5r

a Write down the length scale factor k for scaling up.

b Determine the volume of the larger sphere in mm3 .
7 The two rectangular prisms are similar. 10 cm
The length of the smaller prism is 10 cm. The length of
the larger prism is 15 cm.
The volume of the larger prism is 3375 cm3 .
3375 cm3
Determine the volume of the smaller prism in cm3 .
15 cm
8 The two cones shown are similar. The smaller cone has a diameter
of 10 cm. The larger cone has a diameter of 30 cm.
a Determine the length scale factor k for scaling up.
b What is the length scale factor k for scaling down?
c The height of the larger cone is 45 cm. Determine
10 cm
the height of the smaller cone.
d The surface area of the smaller cone is 326.9 cm2 . Determine 30 cm

the surface area of the larger cone correct to the nearest cm2 .
e The volume of the smaller cone is 392.7 cm3 . What is the volume of the larger cone,
correct to the nearest cm3 ?

9 An inverted right circular cone of capacity 100 m3 is ﬁlled with

water to half its depth. Find the volume of water.

10 Triangles XBY and ABC are similar. B

The area of triangle XBY is 1.8 cm2 . 3 cm

X Y
Determine the area of triangle ABC.
A 7 cm C

11 Triangles XQY and PQR are similar. Q

The area of triangle PQR is 7.5 cm2 . 3 cm

a Determine k, the length scale factor for scaling down.

b Determine the area of triangle XQY. X Y
2 cm

P R
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Chapter 12 — Geometry 393

Review
11 The value of x is: 1.2 cm
A 12 B 27 C 2.16 1.8 m
D 20.8 E 13.81
xm
18 m
12 A regular convex polygon has 12 sides. The magnitude of each of its interior angles
is:
A 30◦ B 45◦ C 60◦ D 150◦ E 120◦
Z
13 Triangles ABC and XYZ are similar isosceles triangles. C
The length of XY, correct to one decimal place, is: 10 cm 10 cm
7 cm 7 cm
A 4.8 cm B 5.7 cm C 4.2 cm
A B X Y
D 8.5 cm E 8.2 cm 4 cm
14 The rectangular prism shown has a volume of 12.8 cm3 . length

A second rectangular prism is made with half the length, height

four times the height and double the width.
width
The volume of the second prism (in cm3 ) is:
A 6.4 B 12.8 C 51.2
D 102.4 E 204.8
15 Each side length of a square is 10 cm. The length of the
D C
diagonal is:
√ √
A 10 B 5 2 C 10 2 D 8 E 1.4
10 cm

A B
2
16 To the nearest mm , the surface area of a sphere of radius
of radius 8 mm is:
A 202 mm2 B 268 mm2 C 804 mm2
D 808 mm2 E 2145 mm2
17 An equilateral triangle of side length 7 cm is cut from a
7 cm
circular sheet of metal of diameter 20 cm.
The area of the resulting shape (in cm2 ) is closest to:
20 cm
A 21 B 293 C 314
D 335 E 921
18 The diagram shows a composite shape that consists of a
hemisphere of radius 6 cm placed on top of a cylinder of
height 8 cm and radius 6 cm.
The total surface area of the composite shape (including
the base) is closest to:
A 302 cm2 B 452 cm2 C 528 cm2
D 641 cm2 E 754 cm2
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Chapter 13 – Trigonometry 411

Review
9 The area of the triangle ABC, where b = 5 cm, c = 3 cm, ∠ A = 30◦ and
∠ B = 70◦ , is:
A 2.75 cm2 B 3.75 cm2 C 6.50 cm2 D 7.50 cm2 E 8 cm2
10 The length of AC, correct to one decimal place, is: B
A 6.2 cm B 16.3 cm C 19.6 cm 109° 11 cm
D 40.4 cm E 20.3 cm 32°
A C

11 The square of the length of side BC is: B

A 36 B 85 C 49
7
D 42 E 43
60°
A 6 C

12 For the triangle shown, the value of the cosine of angle ABC is:
8 5 A
A B 74 C
25 6
−5
D E 73 25 cm
6

C B
8 cm

13 In the triangle ABC, cos x =

a A
a b x
A √ B √ C
b
a 2 + b2 a 2 + b2 C
√
b a 2 + b2 b
D E a
a a
B

14 In triangle ABC, sin x ◦ =

A
1.25 sin(37◦ )
A 1.25 sin(37◦ ) B C 37°
sin(37◦ ) 1.25 10 cm

0.8
D 0.8 sin(37◦ ) E
sin(37◦ ) x°
C B
8 cm
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Chapter 14 — Applications of geometry and trigonometry 413

Example 1 Angle of depression

The pilot of a helicopter ﬂying at 400 m observes a small boat at an angle of depression of
1.2◦ . Draw a diagram and calculate the horizontal distance of the boat to the helicopter, correct
to the nearest 10 metres.

Solution AH
= tan 1.2◦
H AB
1.2° (angle of depression)
400
∴ = tan 1.2◦
AB
400 m
400
AB =
tan 1.2
A
1.2°
B AB = 19 095.80056 . . .
The horizontal distance is 19 100 m,
to the nearest 10 metres.

Example 2 Angle of elevation

The light on a cliff-top lighthouse, known to be 75 m above sea level, is observed from a boat
at an angle of elevation of 7.1◦ . Draw a diagram and calculate the distance of the boat from the
lighthouse, to the nearest metre.

Solution
L 75
= tan 7.1◦
AB
75
∴ AB =
tan 7.1◦
75 m
= 602.135 . . .
The distance of the boat from the lighthouse
7.1°
A B is 602 m, to the nearest metre.

Example 3 Applying geometry and trigonometry with angle of elevation

From a point A, a man observes that the angle of elevation of the summit of a hill is 10◦ . He
then walks towards the hill for 500 m along ﬂat ground. The summit of the hill is now at an
angle of elevation of 14◦ . Draw a diagram and ﬁnd the height of the hill above the level of A, to
the nearest metre.

Solution H

1 Draw a diagram.
4°

166°
10° 14°
A C
500 B
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414 Essential Further Mathematics — Module 2 Geometry and trigonometry

2 Find all the unknown angles that will be The magnitude of angle
required. This is done using properties HBA = (180 − 14)◦ = 166◦ .
of angles discussed in Chapter 12. The magnitude of angle
AHB = 180 − (166 + 10) = 4◦ .
3 You choose to work in particular triangles. Using the sine rule in triangle ABH:
In this case it is triangle ABH. 500 HB
◦
=
sin 4 sin 10◦
500 × sin 10◦
∴ HB =
sin 4◦
= 1244.67 . . .
4 The information found in triangle ABH is In triangle BCH:
the length HB. This can now be used to HC
ﬁnd HC in triangle BCH. = sin 14◦
HB
∴ HC = HB sin 14◦
= 301.11 . . .
5 Write down your answer. The height of the hill is 301 m, to the
nearest metre.

Bearings
The three-ﬁgure bearing (or compass bearing) is the direction measured clockwise from
north.
The bearing of A from O is 030◦ . The bearing of C from O is 210◦ .
The bearing of B from O is 120◦ . The bearing of D from O is 330◦ .

N D N
A

30°
330° E
120° E W O 210°
W
O

B C S
S

Example 4 Bearings and Pythagoras’ theorem

The road from town A runs due west for 14 km to town B. A television mast is located due
south of B at a distance of 23 km. Draw a diagram and calculate the distance of the mast from
the centre of town A, to the nearest kilometre. Find the bearing of the mast from the centre of
the town.
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Chapter 14 — Applications of geometry and trigonometry 417

Exercise 14A
Angles of depression and elevation
1 The angle of elevation of the top of an old chimney stack at a point 40 m from its base is
41◦ . Find the height of the chimney.

2 From the top of a vertical cliff 130 m high, the angle of depression of a buoy at sea is 18◦ .
What is the distance of the buoy from the foot of the cliff?

3 A man standing on top of a mountain observes that the angle of depression to the foot of a
building is 41◦ . If the height of the man above the foot of the building is 500 m, ﬁnd the
horizontal distance from the man to the building.

4 A man lying down on top of a cliff 40 m high observes the angle of depression to a buoy in
the sea below to be 20◦ . If he is in line with the buoy, calculate the distance between the
buoy and the foot of the cliff, which may be assumed to be vertical.

5 Point S is at a distance of 120 m from the base of a building.

On the building is an aerial, AB. B
The angle of elevation from S to A is 57◦ .
A
The angle of elevation from S to B is 59◦ .
a Find the distance OA.
b Find the distance OB.
S 57° 59° O
c Find the distance AB. 120 m
6 A tower 110 m high stands on the top of a hill. From a T
point A at the foot of the hill the angle of elevation of the B 110 m
bottom of the tower is 7◦ , and that of the top is 10◦ .
a Find the magnitude of angles TAB, ABT and ATB. 10°
b Use the sine rule to ﬁnd the length AB. A 7° C
c Find CB, the height of the hill.

Bearings
7 The bearing of a point A from a point B is 207◦ . What is the bearing of B from A?

8 A ship sails 10 km north and then 15 km east. What is its bearing from the starting point?

9 A ship leaves port A and steams 15 km due east. It then turns and steams for 22 km due
north.
a What is the bearing of the ship from A?
b What is the bearing of port A from the ship?

10 The bearing of a ship, S, from a lighthouse, A, is 055◦ . A second lighthouse, B, is due east
of A. The bearing of S from B is 302◦ . Find the magnitude of angle ASB.
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418 Essential Further Mathematics — Module 2 Geometry and trigonometry

11 A yacht starts from L and sails 12 km due east to M. It then sails 9 km on a bearing of 142◦
to K. Find the magnitude of angle MLK.

12 The bearing of C from A is 035◦ . C

N
The bearing of B from A is 346◦ .
The distance of C from A is 340 km.
The distance of B from A is 160 km. B
340 km
a Find the magnitude of angle BAC.
b Use the cosine rule to ﬁnd the distance of B to C. 160 km 35°

346° A

Triangulation
13 P and Q are points on the bank of a river. A tree is
R
at a point, R, on the opposite bank such that ∠ QPR
is 53◦ and ∠ RQP is 51◦ .
a Find: i RP ii RQ 53° 51°
b T is a point between P and Q such that ∠ PTR is a P 200 m Q
right angle. Find RT and hence the width of the
river, correct to two decimal places.

14 Two points, A and B, are on opposite sides of a lake so that the A

distance between them cannot be measured directly. A third 80° 53° C
point, C, is chosen at a distance of 300 m from A and with
angles BAC and BCA of 80◦ and 53◦ , respectively. Calculate
the distance between A and B.
B

Mixed problems
15 A man walking due east along a level road observes a S
N church spire
church spire from point A. The bearing of the
◦ N
spire from A is 072 . He then walks 150 m to
72° 67°
point B where the bearing is 067◦ . east
a Find the distance of the church spire from A 150 m B road X
B (i.e. BS).
b Find the distance of the church spire from
the road (i.e. SX).

16 From a ship, S, two other ships, P, and Q, are on bearings 320◦ and 075◦ , respectively. The
distance PS = 7.5 km and the distance QS = 5 km. Find the distance PQ.

17 A yacht starts from point A and sails on a bearing of 035◦ for 2000 m. It then alters its
course to one in a direction with a bearing of 320◦ and after sailing for 2500 m it reaches
point B.
a Find the distance AB. b Find the bearing of B from A.
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Chapter 14 — Applications of geometry and trigonometry 425

Exercise 14C
1 Draw a cross-sectional proﬁle for each of the following maps with the given cross-section
AB.
a 150 m b
A B
50 m 100 m A B
O O 150 m
100 m
50 m

2 Two places on a map are 5 cm apart. One is on a 50 m contour and the other on a 450 m
contour. If the scale of the map is 1 cm to 1 km, what is the angle of elevation from the ﬁrst
to the second place?

3 a For this diagram the horizontal distance from A to B C

is 400 m. Find:
i the distance from A to B B
A
ii the angle of elevation of B from A 150 m
b The horizontal distance from B to C is 1 km. Find: 100 m
50 m
i the distance of B from C
ii the angle of elevation of B from C

4 Draw a possible contour map to match the

250 m
given cross-section. 200 m
150 m
100 m
50 m
A B

5 A hill with a ﬂat top, shown shaded on the contour map

opposite, is reached by climbing a staircase from point
D to point F. F
D
On the contour map, 1 cm represents 2 m on the 8m 10m
4m 6m
0m 2m
horizontal level.
a The length of the line DF on the contour map is
4.5 cm. What is the horizontal distance (in metres) from D to F?
b A staircase is unsafe if its angle of elevation is greater than 45◦ . Show that the staircase
between points D and F on the contour map above would be considered unsafe.
The single staircase between points D and F is replaced by two new staircases, one between
D and E, the other between E and F. See the contour map opposite.
c The new staircase from E to F will have a slope of
0.8. Calculate the length of a line drawn on the E

contour map joining points E and F. D F

8m 10 m
6m
4m
0 m2 m

[Based on VCAA 2010]

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Chapter 14 — Applications of geometry and trigonometry 429

Review
f The hexagonal blocks are 1.2 m deep. Find the volume of 1.5 m
one of the hexagonal blocks. Give your answer in cubic
metres, correct to one decimal place.

m
1.2

Aristotle wanted to see a scale model of a section of the wall before it was built.
The scale he chose was 1 : 25 (k = 25
1
).
g What would be the length of an edge of a hexagonal face
of a block for the model? Give your answer in centimetres.
h What is the volume of a block in the model, in cm3 ?
A part of the wall is to cross a marshland. Aristotle A
wanted to ﬁnd out the length of this part of the wall marshland
but did not want to get his sandals muddy. To wall
overcome the problem, Aristotle made the
50° B
measurements shown on the diagram. 20° C
20 m
i Find the distance AC in metres, correct D
20 m
to two decimal places.
j Find the length of the wall to be constructed across
the marshland. Give your answer to the nearest metre.
2 From a point C, by looking due north, a girl can see a north
beacon at point B. She can also see a tower at point T,
which is 5 km away on a bearing of 056◦ . The tower at
T
point T is due east of the beacon at B. B
5 km
a Calculate the length of BT, the distance of the tower 56°
from the beacon. Give your answer correct to three east
C
decimal places.
b If she looks a further 22◦ from the tower at T, the north
girl can see a radio mast at point M, which is 9 km
away.
i What is the bearing of the mast at point M from C? T
5 km
ii What is the distance between the tower and the M
56°
mast, correct to three decimal places? 22° 9 km
east
C
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Chapter 14 — Applications of geometry and trigonometry 431

Review
d A mesh is to be placed over the reservoir to partially Z
shade its surface. The ﬁrst plan is to use a triangular Y
mesh. The triangular mesh, XYZ, is to be supported
by three posts around the edge of the reservoir at
O
X, Y and Z, respectively, as shown. In the diagram,
YX = ZX and ∠YOZ is a right angle. O is the
centre of the circle and OZ = OY = 50 m.
i Find the length YX (correct to two decimal places). X
ii Find the area of the triangular mesh (rounded to the nearest whole number).
iii Find the percentage of the area of the circle, centre O, covered by the
triangular mesh (correct to one decimal place).
e If the mesh has the form of a regular dodecagon (12-sided regular polygon), with
vertices on the circumference of the circle, ﬁnd the percentage of the area of the
circle covered by the mesh (correct to one decimal place).
4 Lee and Nick are staying at the seaside
township of Eagle Point, which is famous
for the window in its lighthouse door, O
which is in the shape of a regular 50 cm

octagon. PQ is the bottom side of

the window with diagonals that meet at O.
The height of the window is 50 cm. P Q
Window in door
a Show by calculation that the size of
angle POQ is 45◦ .
Lighthouse door

b In triangle POQ, N is the midpoint O

of PQ.
i Write down the length of ON.
ii Write down the size of angle PON.
iii What is the length of PQ in centimetres, correct
to two decimal places? P Q
N
c Find the area of the glass in the octagonal window.
Give your answer correct to the nearest square centimetre.
d At midday, the lighthouse casts a shadow
directly onto a straight level road leading to
the lighthouse. Lee measures the length of the
sun’s ray
shadow by pacing, and ﬁnds that it is 40 paces
long when measured from the centre of the
base of the lighthouse. When Nick stands on shadow
the road, Lee ﬁnds that Nick’s shadow is two
2 paces 40 paces
paces long, as shown in the diagram. Nick is
172 cm tall. What is the height of the lighthouse, in metres, correct to one
decimal place?
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Review 432 Essential Further Mathematics — Module 2 Geometry and trigonometry

e The Eagle Point Surf Club has set up a training course which requires
participants to run 250 metres along the beach from the starting point, S, to a
point, L, on the shore. They then swim across an inlet to a point, M, on the
opposite shore before running 280 metres directly back to the starting point S, as
shown.
L is due north of S and the bearing of M from S is 078◦ .
i Write down the size of angle LSM. N
ii Find the total length of the training course. L
Give your answer correct to the nearest metre.
sea
iii What is the bearing of M from L? Give your
250 m
answer correct to the nearest degree.
beach M
S 280 m

f The club places ﬂags on the beach K vertex

to mark points on the training course.
The flagpoles sit in wooden boxes,
which are in the shape of truncated
right pyramids. One such box is
250 cm
shown in the diagram. The base L F
J
of the box, ABCD, is a 50 cm by G 40 cm
H
50 cm square. The top, FGHL, is 40 cm
D A
a 40 cm by 40 cm square. The
flagpole, KE, sits vertically in E 50 cm
the box and is 250 centimetres long. C 50 cm B
If the pyramid could be completed,
its vertex would be at K, the top of
the flagpole, as shown.
i Find the angle KCE. Give your answer correct to the nearest degree.
ii Find JE, the depth of the block, in centimetres.
[VCAA pre 2006]
5 From the top of a communications tower, the angles of 30°
T
depression of two points A and B on a horizontal line 40° top of tower
◦ ◦
through the foot of the tower are 30 and 40 .
The distance between the points is 100 m. Find:
a the distance AT 30° 40° base of tower
b the distance BT A B
100 m
c the height of the tower
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Chapter 15 — Revision 435

13 A pencil container is in the shape of a cylinder of length 30 cm and diameter 5 cm. The

Revision
total surface area of the pencil container (including both ends) is closest to:

A 39 cm2 B 157 cm2 C 471 cm2 D 491 cm2 E 511 cm2

14 D and E are points on AB and AC, respectively. A

3 cm
AD = 4 cm, D B = 2 cm, AE = 3 cm and E
4 cm
BC = 12 cm. The magnitude of ∠ADE = the
magnitude of ∠ACB. The length DE, in

+
D
centimetres, is: 2 cm
9
A 6 B 2
C 9 B
12 cm

+
D 10 E 11 C

15 In this ﬁgure the length of DB, in centimetres, is: B

√ D
A 6 B 9 C 3 5
√ √ 3 cm
D 3 6 E 3 7 3 cm

C 6 cm A

16 A conical container is 40 cm tall and has a capacity

of 6032 cm3 . Water is poured into the cone leaving airspace 10 cm
a conical airspace of height 10 cm, as shown in the 40 cm
diagram. The volume of the water, in cm3 , is closest to:
water
A 94 B 1508 C 4524
D 5655 E 5938

17 ABC is similar to AX Y. AX = 23 AB. The area B

X
of ABC is 108 cm2 . The area of AXY is:
A 32 cm2 B 48 cm2 C 54 cm2
A C
D 72 cm2 E 81 cm2 Y
18 Which one of the following equations gives the X
correct value for x? 7m 130° 8m
◦
A x = 49 + 64 + 2 (7) (8) cos 50
2
J K
B x 2 = 49 + 64 + 2 (7) (8) cos 70◦ xm
x 8 x 7
C ◦
= ◦ D ◦
=
sin 130 sin 25 sin 130 sin 25◦
E x 2 = 49 + 64 − 2 (7) (8) cos 50◦
19 The height, h m, of a television tower can be calculated
by measuring the angles of elevation of the top of the
hm
tower from two points that are in line with the tower
but that are 100 m apart. Which one of the following 15° 25°

equations will give the correct value of h? 100 m

◦ ◦
100 sin 15 tan 25 100 sin 15 sin 25◦
◦
100 sin 10◦ tan 25◦
A h= B h = C h =
sin 10◦ sin 10◦ sin 15◦
◦ ◦
100 sin 10 tan 25
D h= E h = 100 tan 15◦
sin 15◦
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438 Essential Further Mathematics — Module 2 Geometry and trigonometry

32 The hexagonal prism shown has length 2 cm and volume 17.8 cm3 .
Revision
Its cross-sectional area is closest to:
A 2.2 cm2 B 4.5 cm2 C 8.9 cm2
D 35.6 cm2 E 14.4 cm2

33 The area of triangle LMN in square centimetres is: L

6 6
A sin 40◦ B C 15 sin 40◦
5 5 cos 40◦ 6 cm
D 24 cos 40◦ E 24 sin 40◦
N 40° M
8 cm

34 The area of triangle ABC, in square centimetres, is: C

A 15 B 37.5 C 75 10 cm
D 90 E 150 30° A
B 15 cm
9 cm
35 The area of triangle ABC is 20 cm2 . Triangle A
6 cm
B X Y
100° 100°
XYZ is similar to triangle ABC. The area of
triangle XYZ, in square centimetres, is:
A 30 B 35 C 40
D 45 E 50
C
Z
36 A vegetable garden has an area of 324 m2 .
When shown on a plan, the vegetable garden has an area of 36 cm2 .
On this plan, 1 cm represents an actual distance of:
A 1m B 2m C 3m
D 9m E 18 m

37 A right pyramid with a square base is shown. The square

base has sides of length 10 m. The length of each sloping
10 m
edge is also 10 m. The height of the pyramid in metres is:
height
√ √ √
A 40 B 50 C 60
√ √
D 200 E 1000
10 m
10 m

38 In triangle ABC as shown, sin x = 37 . The value of sin y is: B

1 9 1 6 cm 8 cm
A 7
B 28
C 2
4 3 x y
D E A C
7 4
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Chapter 15 — Revision 439

39 A yacht follows a triangular course, MNP, as shown. 10 km

Revision
M P
The largest angle between any two legs of the course is
6 km 5 km
closest to: N
A 50◦ B 70◦ C 120◦
D 130◦ E 140◦

40 A hiker travels a distance of 5 km from point P to point Q on a bearing of 030◦ . She then
travels from point Q to point R on a bearing of 330◦ for 10 km. How far west of P is R in
kilometres?
A 2.5 B 5 C 7.5 D 10 E 15

41 In right-angled triangle XYZ, X Y = 8.0 cm and Z

Y Z = 2.5 cm as shown. The length of ZX, in
centimetres, correct to one decimal place, is: 2.5 cm

A 5.5 B 7.6 C 8.2 Y 8.0 cm X

D 8.4 E 10.5

42 The contour map has scale 1 : 20 000. A path, XY, is represented

on the map by a straight line segment 4 cm long. Point X is
X
on the 100 metre contour and point Y on the 250 metre
contour. The average slope of the path XY is:
A 0.03 B 0.075 C 0.1875 Y
300
D 0.3125 E 0.375 250
200

150
100
50
43 In the triangle shown, angle PQR, correct to the nearest
Q
degree, equals:
A 38◦ B 60◦ C 73◦ 5 cm 7 cm
D 82◦ E 98◦
P
8 cm R

44 The diameter of a large sphere is 4 times the diameter of a smaller sphere. It follows that
the ratio of the volume of the large sphere to the volume of the smaller sphere is:
A 4:1 B 8:1 C 16 : 1 D 32 : 1 E 64 : 1

45 QR is parallel to ST and P Q = 2Q S. Given that the P

area of triangle PST is 18 square centimetres, the area of
triangle PQR in square centimetres is:
A 2 B 6 C 8 Q R

D 9 E 12 S T
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442 Essential Further Mathematics — Module 2 Geometry and trigonometry

e Calculate the length PR. Write your answer in metres,

Revision
correct to two decimal places.
R
The second piece of shade cloth PQR is
P
35°
attached to three vertical poles located 3m
105°
at X, Y and Z as shown in the diagram. 3.5 m Q
3.5 m
Poles PX and QY are each 3.5 metres
X Z
long. The horizontal distance YZ is 2.7 metres.
2.7 m
f Calculate the length of the vertical pole Y
RZ. Write your answer correct to the
nearest centimetre. [VCAA pre 2006]

6 A wooden cylinder of radius 6 cm and height 5 cm is

attached to a square ﬂat wooden board of side length
12 cm and thickness 5 cm.
a Determine the volume of the composite shape correct
to the nearest cm3 .
b Determine the total surface area of the composite shape
correct to the nearest cm2 .

7 Two gliders travel in different directions from the same control tower.
Glider A travels 80 km on a bearing of 145◦ .
Glider B travels 50 km on a bearing of 055◦ .
Determine the bearing of glider A from glider B, correct to the nearest degree.

8 The cross-section of a waste water pipe is

circular with a radius of 1.5 m, as shown. w
The water in the pipe is 1.8 m deep.
Determine the width of the horizontal
r = 1.5 m
surface of the water (w). Give the answer
1.8 m
in metres, correct to one decimal place.
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456 Essential Further Mathematics – Module 3 Graphs and relations

1 Write down the equations and label them 1 and 2. 2x − y = 4 (1)

x + 2y = −3 (2)
2 To eliminate x, multiply equation (2) by 2 and 2x + 4y = −6 (2 )
subtract the result from equation (1).
3 Subtract (1) − (2 ). ∴ −5y = 10 (1) − (2 )
or y = −2
4 Now substitute for y in (1) to ﬁnd x. ∴ 2x − (−2) = 4
5 Check as in the substitution method. or x = 1

How to solve simultaneous equations using the TI-Nspire CAS

Solve the following pair of simultaneous equations:

24x + 12y = 36
45x + 30y = 90

Steps
1 Start a new document and select
Add Calculator.
2 Press b >Algebra>Solve System of
Equations>Solve System of Equations
and complete the pop-up screen as shown
(the default settings are for two equations
with variables x & y).
A simultaneous equation template will be
pasted to the screen.
3 Enter the equations into the template, as
shown.
4 Press to display the solution, x = 0
and y = 3.
5 The solution x = 0 and y = 3 can
be checked by substitution.

24 × 0 + 12 × 3 = 36
45 × 0 + 30 × 3 = 90

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Review 466 Essential Further Mathematics – Module 3 Graphs and relations

20 Given the straight line 2x + 3y − 6 = 0, which of the following statements is not true?
A If x increases, then y decreases.
B The line has a negative gradient.
C The gradient of the line is −2.
D The line intercepts the x-axis at 3 and the y-axis at 2.
E The line is parallel to the line with the equation 2x + 3y − 4 = 0.
21 The graph opposite shows the cost, $C, of making n apple pies. C
The proﬁt from the sale of 80 apple pies is $100.
The selling price of one apple pie is:
(100, 170)
A $1.50 B $1.75 C $2.50
D $2.75 E $3.75 20

n
O

Extended-response question

1 Anne sells Softsleep pillows for $65 each.

dollars
a Write an equation for the revenue, R dollars, R
2000
that Anne receives from the sale of x C
Softsleep pillows. 1500

b The cost, C dollars, of making Softsleep

1000
pillows is given by C = 500 + 40x. Find
the cost of making 30 Softsleep pillows. 500

The revenue, R, from the sale of x Softsleep x

O 5 10 15 20 25 30
pillows is graphed opposite. Also shown is the
graph of C = 500 + 40x.
c How many Softsleep pillows will Anne need
to sell to break even? [VCAA 2010]
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Chapter 17 – Graphs 477

Exercise 17D
1 Prepare a table of values and plot the graph of each of the following for −3 ≤ x ≤ 3. Use a
graphics calculator to help you.
a y = 12 x 2 b y = − 12 x 2 c y= 4
x2
d y = − x42 e y = − x2

f y = x2 g y = − 12 x 3 h y = −3x i y = − 23 x

2 The point (1, 5) lies on the graph of y = kx 3 . Find the value of k.

3 The point (2, 30) lies on the graph of y = kx 2 . Find the value of k.
k
4 The point (16, 4) lies on the graph of y = . Find the value of k.
x
k
5 The point (2, 1) lies on the graph of y = . Find the value of k.
x2
6 The point (3, −10) lies on the graph of y = kx. Find the value of k.

17.5 Linear representation of non-linear relations

3
Consider the relation with rule y = for x > 0. y
x

3
y=
(1, 3) x
(3, 1)
x

1
A linear graph can be obtained by graphing y against . y
x
1 1 12
x 1 2 3 4 (4, 12)
4 2 10
1 1 1 1 8
4 2 1 6
x 2 3 4 (2, 6)
4
3 3 (1, 3)
y 12 6 3 1 2
2 4 1
0 1 2 3 4 x
The gradient of the resulting straight line is 3.
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Chapter 17 – Graphs 479

Solution y
a
x 0 1 3 5 7 140
x2 0 1 9 25 49 120 (49, 123)
y 0.5 3 23 63 123 100
80
60 (25, 63)
40
20 (9, 23)
x2
10 20 30 40 50
b The y-axis intercept is 0.5.
The gradient of the straight line is 2.5.
The equation for the data is y = 2.5x2 + 0.5.
Thus, the value of k is 2.5 and the value of c is 0.5.

How to ﬁnd a rule connecting x and y using the TI-Nspire CAS

Find a rule connecting x and y.

x 0 1.2 1.3 1.5 1.8 2 2.2
y 0 6.0480 7.6895 11.8130 20.4120 28.0000 37.268

Steps
1 Start a new document by pressing
+ , and select
Add Lists & Spreadsheet.
Enter the data into lists named x and y.

2 Press + and select Add Data &

Statistics. Construct a scatterplot of y
against x. Let x be the independent
variable and y the dependent variable.
The graph suggests that the rule is of
the form y = kx n .
To ﬁnd the value of n we plot y against
x n . We are looking for a value of n that
linearises the graph of y against x n .
We will guess that the rule is y = kx 3 . To
test, we will plot y against x 3 .

480 Essential Further Mathematics — Module 3 Graphs and relations

3 Return to Lists & Spreadsheet by pressing

( + ).
a Move the cursor to the top of column
C and type xcubed (this list name will
represent x-cubed). Press .
b Move the cursor to the grey cell
immediately below the xcubed
heading and type = . Then press VAR
( ) and highlight the variable x and
press to paste into the formula
line. Press , then press to
calculate and display the cubed values.
Note: You can also type in the variable x
and then select Variable Reference when
prompted. This prompt occurs because
x can also be a column name.
4 Construct a scatterplot of y against x 3 .
Use + to return to the scatterplot
created earlier and change the
independent variable to xcubed.
The plot of y against x 3 is linear,
suggesting that our guess that the rule is
of the form y = kx 3 is correct.

5 To ﬁnd the value of n we need to ﬁt a

line to our plot and ﬁnd its slope, y
against x 3 . We do this by ﬁtting a least
squares (regression) line to the data.
Press b >Analyze>Regression>Show
Linear (ax+b).
The equation is y = 3.5x 3 , correct to
1 decimal place.

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Review 488 Essential Further Mathematics — Module 3 Graphs and relations

12 The graph shows the speed of a cyclist over ten minutes 30

of a journey. The cyclist’s speed decreased most rapidly 25

Speed (km/h)
in the period between: 20

A 0 and 3 minutes B 3 and 5 minutes 15

10
C 5 and 6 minutes D 6 and 7 minutes
5
E 7 and 10 minutes
0 1 2 3 4 5 6 7 8 9 10
Time (minutes)
13 The graph shows the cost of posting parcels of various
8
weights. A person posts two parcels, one weighing 7
6

Cost ($)
3 kg and the other 1.5 kg. If each parcel is charged 5
for separately, the cost of sending the two parcels is: 4
3
A $4.50 B $5.00 C $7.00 2
1
D $9.00 E $10.00
0 1 2 3 4 5 6
Weight (kg)
14 The cost ($C) of renting a car is given by C = an + b where:
r n is the number of kilometers travelled
r a is the cost per kilometres travelled and
r b is a ﬁxed cost.
For a person travelling 200 km, the cost of car rental is $430. For a person travelling
315 km, the cost of car rental is $660. The values of a and b are:
A a = 1, b = 230 B a = 2, b = 30 C a = 3, b = 10
D a = 200, b = 430 E a = 315, b = 660
15 The graph of y = 2x 3 is shown below. Which of the graphs A to C can also be used
to represent this relationship between x and y?
y A y
y = 2x3

(5, 10)
(5, 250)

x x
3
O O

B y C y

(5, 250) (5, 100)

3
x x
3
O O
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Chapter 17 – Graphs 489

Review
Extended-response questions

1 The Winkle Winery makes white wine that is sold at the cellar door for $15 per
bottle. The winery has ﬁxed costs that total $3200 per week. In addition, it costs $7
to produce each bottle of wine.
a Find the total cost (including the ﬁxed costs) of producing 200 bottles of white
wine in a week.
b Find the revenue obtained by the winery for the sale of 200 bottles of white wine.
c Draw up a grid like the one shown, and draw
P, Q
the graphs of the rules for:
i $P, the total cost of producing x bottles of
10 000
white wine in a week
8000

Cost ($)
ii $Q, the total amount of money received by
6000
selling x bottles of white wine in a week
4000
d Using the graph, or otherwise, find the
2000
smallest number of bottles of wine that the
Winkle Winery needs to sell in a week in x
0 200 400 600 800 1000
order to break even (to cover all costs).
[VCAA pre 2006]
2 At the Gum Flat Fun Park there are many attractions. One that appeals especially to
the younger visitors is the train Puffing Polly. The distance–time graph represents a
train trip for Puffing Polly from Frog Hollow to Eagle Hill, stopping at two stations
on the way.

2000
J
1800 I
1600 G
Frog Hollow (metres)

1400 F H
Distance from

1200
1000
800 C E
B D
600
400
200 A
0
0 5 10 15 20 25
Time after leaving Frog
Hollow (minutes)

a What is the total time for which Puffing Polly is stopped at the two stations?
b i Which line segment of the graph represents the section of the trip when
Puffing Polly is travelling fastest?
ii Find Puffing Polly’s speed for this section of the trip, clearly stating the units
used in your answer. [VCAA pre 2006]
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496 Essential Further Mathematics – Module 3 Graphs and relations

There are other values of x and y that yield a proﬁt of $145

e.g. x = 55, y = 14; x = 50, y = 18; x = 45, y = 22; x = 30, y = 34.
All these points lie on the straight line 2x + 2.5y = 145 (a profit of $145).
For a profit of $185, the straight line is 2x + 2.5y = 185.
For a profit of $225, the straight line is 2x + 2.5y = 225.
All these lines are parallel. They have been added to the graph of the feasible region.

y
required region
100
90
80
70 2x + 2.5y = 250
2x + 2.5y = 185
60
(50, 50)
50
(30, 50)
40
30
20 2x + 2.5y = 225
2x + 2.5y = 145
10
x
0 10 20 30 40 50 60 70 80 90 100

It can be seen that the maximum proﬁt possible is $225 and this is achievable at only one
point in the feasible region; i.e. (50, 50).
It can be seen that a larger value of P (e.g. P = 250) will not yield points in the feasible
region.
The function with the rule P = 2x + 2.5y is an example of an objective function. In linear
programming problems, the aim is to ﬁnd the maximum or minimum value of an objective
function for a given feasible region. To help us do this, we can make use of the corner point
principle.

The corner point principle

In linear programming problems, the maximum or minimum value of a linear objective
function will occur at one of the corners of the feasible region.
Note: If two corners give the same maximum or minimum value, then all points along a line joining the two
points will also have the same maximum or minimum values. This occurs when the family of lines produced
by the objective function is parallel to one of the boundaries of the feasible region.

This means that we need to evaluate the objective function only at each of the corner points to
ﬁnd the maximum or minimum value of an objective function.
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498 Essential Further Mathematics – Module 3 Graphs and relations

b The crosses in the feasible region indicate the possible numbers of small and large vans.
c i The largest number of vehicles that could be used is 9: either 5 large and 4 small or 4 large
and 5 small or 6 large and 3 small or 7 large and 2 small.
ii The smallest number of vehicles that could be used is 6 large vans.

Example 9 Setting up and solving a linear programming problem

A business produces imitation antique vases in two styles: Ming Dynasty vases and Geometric
Period Greek vases.
Each vase requires:
potters to make the vase
artists to decorate the vase.
During one week the business employs 10 potters and 4 artists. Each employee works for a
total of 40 hours from Monday to Friday.
The time spent making each vase is shown in the table below.

Employee Ming Geometric

Potter 8 hours 4 hours
Artist 2 hours 2 hours
Let x represent the number of Ming Dynasty vases made in a week and let y represent the
number of Geometric Period vases made in a week.
To meet regular orders, the business must make at least 10 Ming vases and 20 Geometric vases
each week. These constraints can be written as:
x ≥ 10 and y ≥ 20
The total time available to the potters to make vases is 400 hours. This constraint can be
written as:
8x + 4y ≤ 400

a The total time available to the artists is 160 hours. Write an equality to represent this
constraint.
b Draw the graphs of the four inequalities in part a.
c Shade in the feasible region on the graph.
The profit is $50 on each Ming vase and $30 on each Geometric vase.
d All vases produced in a week are sold. Write down an expression in terms of x and y for the
total profit, $P, that the business will receive.
e Determine the number of each type of vase that should be produced in a week to result in
the maximum profit.

Due to increased costs, the profit made on each Geometric vase is decreased from $30 to $25.
As a result, the profit from making x Ming vases and y Geometric vases is now given by
P = 50x + 25y.
f Determine the number of each type of vase that should now be produced to result in the
maximum profit.
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Chapter 18 — Linear programming 499

Solution
a 2x + 2y ≤ 160 or, equivalently, x + y ≤ 80 b, c
d P = 50x + 30y y
e Evaluate at each of the vertices of the feasible region: 100
x = 10
90
(10, 20) P = 50 × 10 + 30 × 20 = 1100 80
(10, 70) P = 50 × 10 + 30 × 70 = 2600 70
(10, 70)

= 50 × 20 + 30 × 60 = 2800 60 (20, 60)

(20, 60) P
50
(40, 20) P = 50 × 40 + 30 × 20 = 2600 40
x + y < 80
30
To maximise the profit, 20 Ming vases and 60 Geometric 20
(10, 20) (40, 20) y = 20
vases should be produced. 10
f P = 50x + 25y
8x + 4y = 400 x
0 10 20 30 40 50 60 70 80
Evaluate P at each of the vertices of the feasible region:
(10, 20) P = 50 × 10 + 25 × 20 = 1000
(10, 70) P = 50 × 10 + 25 × 70 = 2250
(20, 60) P = 50 × 20 + 25 × 60 = 2500
(40, 20) P = 50 × 40 + 25 × 20 = 2500

The maximum value of P = 2500 occurs at two vertices, (20, 60) and (40, 20).
However, the corner point principle tells us that any point on the line joining these two vertices is
also a solution. But, because we can only accept integer solutions, we can see from the graph
that there is only one other integer solution and that occurs at the point (30, 40). Evaluating P
at this point confirms that the value of P is also maximised at this point:
P = 50 × 30 + 25 × 40 = 2500.
Thus the profit can be maximised in three ways: by producing 20 Ming vases and 60 Geometric
vases , as before; by producing 40 Ming vases and 20 Geometric vases; or by producing 30
Ming vases and 20 Geometric vases.

Exercise 18D
Constructing feasible regions and optimising
objective functions
1 The region that satisﬁes all of the following constraints: y
5x – 2y = 20
5x − 2y ≤ 20 10
(7, 7.5) –x + 2y = 8
8
−x + 2y ≤ 8 6 A
D

x ≥0 4
2
y≥0 B C
x
–8 –6 –4 –2 0 2 4 6 8
is as shown. –2
–4
a Write down the values of the coordinates of A, B, C and D. –6
b Find the maximum value of z = x + 2y subject –8
–10
to the set of constraints above.
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500 Essential Further Mathematics – Module 3 Graphs and relations

2 The region that satisﬁes all the following constraints y

is shown: 8 y = 2x – 6
A E
4x + 5y ≤ 40 6 y=6
4 D
y ≥ 2x − 6
2 4x + 5y = 40
x ≥0 B
x
0≤y≤6 0 3 C 10
–2
a Find the coordinates of A, B, C, D and E. –4
b Find the maximum value of z = 2x + y subject –6
to the set of constraints above.
3 a Illustrate the region that satisﬁes all the following constraints:
x + 3y ≤ 17
5x + 3y ≥ 25
0≤x ≤8
0≤y≤6
b Find the maximum value of z = x + 3y subject to the set of constraints in a.

4 The region that satisﬁes the following constraints y

is shown:
12
A 4x + y = 12
4x + y ≥ 12
11
3x + 4y ≥ 22
2 3x + 4y = 22
3x + 15y ≥ 44 44 B 3x + 15y = 44
x ≥0 15 C D
x
y≥0 0 3 22 44
3 3
a Find the coordinates of points A, B, C and D.
b Find the minimum value of z = 3x + 2y
subject to the set of constraints above.
5 a Illustrate the region that satisﬁes all the following constraints:
4x + 5y ≥ 52
y ≥ 0.5x
y ≤ 1.8x
x ≥4
y≥0
b Find the minimum value of z = 4x + 10y subject to the set of constraints in a.

Setting up and solving linear programming problems (constraints given)

6 Samantha wants to buy some CDs that cost $13 each and some books that cost $12 each.
She wants to buy more than two CDs and more than ﬁve books, but can spend no more
than $156.
Let x be the number of CDs and y be the number of books that Samantha buys.
The three constraints than x and y must satisfy are:
Constraint 1 : 13x + 12y ≤ 156
Constraint 2 : x > 2
Constraint 3 : y > 5
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Chapter 18 — Linear programming 501

a Explain the meaning of Constraint 1 in the context of y

15
this problem. The lines deﬁning these constraints have
boundaries excluded
been plotted on the graph shown.
b Identify the feasible region by shading. 10

c Write down the coordinates of the six points in the

feasible region that satisfy these constraints. 5
d Why is buying two CDs and eight books not a possible
solution? x
O 5 10 15
e Samantha wants to maximise T, the total number of CDs
and books she buys. Write down an expression for T in terms of x and y.
f Noting that x and y can only take integer values, determine the maximum total number
of CDs and books Samantha can buy. List all possible combinations of CDs and books
she can buy to give this maximum.

7 An ice cream manufacturer makes just two flavours: chocolate superb and vanilla royal.
Past experience shows that she needs to make at least 1200 litres of chocolate ice cream
and at least 600 litres of vanilla ice cream each day. The maximum amount of ice cream she
make can each day (chocolate + vanilla) is 2000 litres.
Let x be the amount (in litres) of chocolate ice cream she makes each day and y be the
amount (in litres) of vanilla ice cream she makes each day.
The three constraints that x and y must satisfy are:
Constraint 1 : x ≥ 1200
Constraint 2 : y ≥ 600
Constraint 3 : x + y ≤ 2000
a Explain the meaning of Constraint 3 in the context of this problem.
b Graph these three constraints and identify the feasible region. Determine the coordinates
of each of the corner points of the feasible region.
The profit from the sale of one litre of chocolate ice cream is $1.10 and the profit from the
sale of one litre of vanilla ice cream is $0.95.
c Write down an expression for the profit, $P, the ice cream manufacturer will make by
selling x litres of chocolate ice cream and y litres of vanilla ice cream.
d Determine the amounts of chocolate and vanilla ice cream she should make each day to
maximise her profit. Determine this profit.
The icecream manufacturer changes her prices so that the profit she makes on both
types of ice cream is $1.00.
e Write down an expression for the profit, $P, the ice cream manufacturer will now make
by selling x litres of chocolate ice cream and y litres of vanilla ice cream.
f Determine the amounts of chocolate and vanilla ice cream she should now make each
day to maximise her profit and determine this profit.

8 A mining company is required to move 200 workers and 36 tonnes of equipment by air. It is
able to charter two aircraft: a Hawk, which can accommodate 20 workers and 6 tonnes of
equipment; and an Eagle, which can accommodate 40 workers and 4 tonnes of equipment.
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502 Essential Further Mathematics – Module 3 Graphs and relations

Let x denote the number of trips made by the Hawk aircraft and let y denote the number of
trips made by the Eagle aircraft. The four constraints on the values x and y can take are:

Constraints 1 and 2 : x ≥ 0 and y ≥ 0

Constraint 3 : 20x + 40y ≥ 200
Constraint 4 : 6x + 4y ≥ 36
a Graph these constraints and identify the feasible region.
Hawk aircraft cost $3000 per trip while Eagle aircraft cost $4000 per trip.
b Write down an expression for the cost, $C, of making x trips with a Hawk aircraft and y
trips with an Eagle aircraft.
c Determine the number of trips that should be made by each of the aircraft to mimimise
the total cost. Determine this cost.

9 For a journey across Ellesmene

Energy per Protein per Carbohydrate
Island in the Arctic Circle, an Food serve (units) serve (units) per serve (units)
explorer wishes to travel as lightly Type X 600 3.0 20
as possible. He can obtain supplies Type Y 400 3.5 35
of two types of lightweight food,
type X and type Y, with energy, protein and carbohydrate contents shown in the
table.
The explorer estimates that his minimum daily requirements of energy, protein and
carbohydrate will be 2600 units, 19 units and 150 units, respectively. Each serve of type X
food weighs 36 g and each serve of type Y food weighs 56 g.
If x and y are the number of serves per day of type X and type Y foods, respectively, that
the explorer takes, four of the constraints on x and y are:
x ≥0 y≥0
600x + 400y ≥ 2600
3x + 3.5y ≥ 19

a Give the constraint determined by the amount of carbohydrate required.

b If W grams is the weight per day of food that the explorer takes, write down the rule for
W in terms of x and y.
c Determine the number of serves per day of each food type the explorer should take to
minimise weight while still satisfying his daily dietary requirements.

Setting up constraints and objective functions

10 A market gardener decides to buy
Fast Easy Minimum nutrient
fertiliser to spread on her garden Nutrient Grow Grow requirement
beds. Two types of fertiliser are A 3 units/bag 2 units/bag 160 units
available: Fast Grow and Easy B 5 units/bag 2 units/bag 200 units
Grow. Each fertiliser contains C 1 unit/bag 2 units/bag 80 units
three different types of nutrients
(A, B, and C) that promote plant growth but in different amounts.
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Chapter 18 — Linear programming 503

Let x be the number of bags of Fast Grow and y be the number of bags of Easy Grow.
a There must be at least 160 units of nutrient A. Write down an inequality in terms of x
and y that can be used to represent this constraint.
b There must be at least 200 units of nutrient B. Write down an inequality in terms of x
and y that can be used to represent this constraint.
c There must be at least 80 units of nutrient C. Write down an inequality in terms of x and
y that can be used to represent this constraint.
d The cost of a bag of Fast Grow is $4.00 while the cost of a bag of Easy Grow is $3.00.
Write down an expression for the cost, $C, of buying x bags of Fast Grow and y bags of
Easy Grow.

11 A small service station sells petrol and diesel. The owner needs to refill his tanks.
There are a number of constraints that determine how much petrol and diesel he orders.
Let x be the volume (in litres) of diesel and y be the volume (in litres) of petrol he orders.
Constraints 1 & 2: The maximum amount of diesel he can store in his tanks is 15 000
litres. The maximum amount of petrol he can store in his tanks is 20 000 litres.
a Write down two inequalities in terms of x and y that can be used to represent these
constraints.
Constraint 3: Experience shows that the demand for petrol is at least double the demand
for diesel. That is, for every litre of diesel he has in his tanks, he needs to have at least
two litres of petrol.
b Write down an inequality in terms of x and y that represents this constraint.
Constraint 4: One litre of diesel costs the service station $1.20 while one litre of petrol
costs the service station $1.12. The service station can afford a maximum of $25 000 in
total to pay for the fuel.
c Write down an inequality in terms of x and y that represents this constraint.
Objective function: The profit made from the sale of one litre of diesel is 5.5 cents while
the profit made from the sale of one litre of petrol is 4.6 cents.
d Write down an expression for the profit, $P, the service station will make by selling x
litres of diesel and y litres of petrol.

12 A factory makes two products, Widgets Component Number in

and Gidgets, each of which is constructed part Widgets Gidgets in stock
using different numbers of three different A 12 9 280
component parts, A, B and C. B 8 11 260
C 10 13 320
The number of Widgets and Gidgets that can be made is constrained by the number of As,
Bs and Cs currently in stock. These numbers are also shown in the table.
Let x be the number of Widgets made each month.
Let y be the number of Gidgets made each month.
One of the three constraints that x and y must satisfy is:
Constraint 1: 12x + 9y ≤ 280
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504 Essential Further Mathematics – Module 3 Graphs and relations

a Explain the meaning of Constraint 1 in the context of this problem.

Constraint 2 arises because the total number of Bs used cannot exceed 260.
Constraint 3 arises because the total number of Cs used cannot exceed 320.
b Write down two inequalities in terms of x and y that can be used to represent constraints
2 and 3.
The profit from the sale of one Widget is $84 while the profit from the sale of one
Gidget is $72.
c Write down an expression for the profit, $P, the factory will make from producing x
Widgets and y Gidgets.
By using new technology, the factory is able to increase the profit it makes from the sale
of one Widget to $120 and the profit it makes from the sale of one Gidget to $90.
d Write down an expression for the profit, $P, the factory will make from producing x
Widgets and y Gidgets under these new circumstances.

Setting up and solving linear programming problems

13 An outdoor clothing manufacturer has 520 metres of polarfleece material. The
manufacturer will use it to make jackets of two types, Polarbear and Polarfox, to sell to
retailers. For each jacket of either type, 2.0 metres of material is required. However, the
Polarbear is simpler in design, requiring 2.4 hours each in the production process, while
each Polarfox requires 3.2 hours. There are 672 hours available.
From past experience of demand, the manufacturer has decided to make no more than half
as many Polarfox jackets as Polarbear jackets. If the profit on each Polarbear jacket is $36
and the profit on each Polarfox jacket is $42, use a graphical method to find how many of
each type should be made in order to maximise profit. What is this maximum profit?

14 The army is required to airlift 450 people and 36 tonnes of baggage by helicopter. There
are 9 Redhawk helicopters and 6 Blackjet helicopters available. Each Redhawk can carry
45 passengers and 3 tonnes of baggage, while each Blackjet can carry 30 passengers and
4 tonnes of baggage. Running costs per hour are $1800 for each Redhawk and $1600 for
each Blackjet.
If the army wishes to minimise the cost of the airlift per hour, use a graphical method to
ﬁnd how many of each helicopter should be used.
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Review 510 Essential Further Mathematics – Module 3 Graphs and relations

c Use the graph from Question 1 and the expression from Question 2b, to
determine the number of models of each type that should be produced in the
week to result in the largest possible profit for Adam.
d Find the maximum profit that Adam could make in the week. [VCAA pre 2006]
3 A small canning company produces two types of canned tuna with additional chilli:
Super Tuna with fried chilli and Elite Tuna with dried chilli. A can of Super Tuna
requires 200 g of tuna and 30 g of chilli. A can of Elite Tuna requires 300 g of tuna
and 20 g of chilli. The company can produce 800 cans of tuna a day. There is 200
kg of tuna available to them every day and no limit on the chilli. Let x be the
number of cans of Elite Tuna produced in a day and let y be the number of cans of
Super Tuna produced in a day. The inequalities that represent these constraints are:
x ≥0
y≥0
x + y ≤ 800
0.3y + 0.2x ≤ 200
a Sketch the graphs of these inequalities.
b Find the coordinates of the vertices of the region defined by these inequalities.
c If the company makes $1.00 profit on the Elite and $0.80 profit on the Super,
write an expression for the daily profit in terms of x and y.
d How many cans of each type of tuna should be produced to maximise the profit?
4 The Victory Vineyard makes both a
Type of wine Production cost Sale price
red wine and a white wine. The
White $7 $15
table summarises the production
Red $10 $20
costs and sale prices per bottle of
the white wine and the red wine.
The following constraints apply to the production of wine at the Victory Vineyard.
r The maximum total number of bottles of red wine and white wine
produced by the Victory Vineyard in any day is 700.
r The total production cost of red and white wine cannot exceed $6400 per day.
r The maximum number of bottles of red wine that can be produced is
570 per day.
Use R to represent the number of bottles of red wine produced each day and W to
represent the number of bottles of white wine produced each day. These conditions
are then expressed algebraically by:
Constraint 1 R + W ≤ 700
Constraint 2 10R + 7W ≤ 6400
Constraint 3 R ≤ 570
a The lines defined by these constraints are shown on the graph that follows.
Identify the lines on this graph that define the boundaries of each of these
constraints.
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Chapter 18 — Linear programming 511

Review
W
1000

800

600

400

200
Y
0
R
200 400 600 800
A B
C
b Find the co-ordinates of the point Y on the graph.
c The profit per bottle is $8 for white wine and $10 for red wine. Write down an
expression for the profit P in terms of W and R.
d Find the maximum daily profit that can be earned by the Victory Vineyard from
selling their wine. [VCAA pre 2006]
5 Harry offers dog washing and dog clipping services.
Let x be the number of dogs washed and y be the number of dogs clipped in one day.
It takes 20 minutes to wash a dog and 25 minutes to clip a dog. There are 200
minutes available each day to wash and clip dogs.
This information is represented by Inequalities 1–3.

Inequality 1: x ≥ 0 Inequality 2: y ≥ 0 Inequality 3: 20x + 25y ≤ 200

In any one day the number of dogs clipped is at least twice the number of dogs
washed.
a Write an inequality (Inequality 4) to describe this information in terms of x and y.
b i Using graph paper, draw in the boundaries of the feasible region defined by
Inequalities 1–4.
ii On a day when exactly five dogs are clipped, what is the maximum number of
dogs that could be washed?
The profit from washing one dog is $40 and the profit from clipping one dog is $30.
Let P be the total profit obtained in one day from washing and clipping dogs.
c Write an equation for the total profit, P, in terms of x and y.
d i Determine the number of dogs that should be washed and the number of dogs
that should be clipped in one day in order to maximise the total profit.
ii What is the maximum total profit generated by washing and clipping dogs in
one day?
[VCAA 2006]
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C H A P T E R

19
MODULE 3
Revision: Graphs and
relations
19.1 Multiple-choice questions
1 The graph shows the cost (dollars) of mobile
1.75
telephone calls up to 240 seconds long. The Cost ($) 1.50
1.25
cost of making a 90-second call followed 1.00
0.75
by a 30-second call is: 0.50
0.25
A $1.00 B $1.20 C $1.25 O
30 60 90 120 150 180 210 240
D $1.50 E $1.75 Time (seconds)

2 The point (2, 1) lies on the line y = 3x + c. The value of c is:

A −7 B −5 C −1 D 5 E 7

3 The lines y + 8 = 0 and x − 12 = 0 intersect at the point:

A (−12, 8) B (−8, 12) C (0, 0) D (8, −12) E (12, −8)

Questions 4 and 5 refer to the following graph.

The graph shows a distance–time graph Distance (km)
for a car travelling from home along a 400
350
long straight road over a 16-hour period. 300
250
4 In which one of the time intervals is the 200
150
speed of the car greatest? 100
50
A 0 to 5 hours B 5 to 9 hours
O 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
C 9 to 12 hours D 12 to 14 hours
Time (hours)
E 14 to 16 hours

5 After 12 hours the car has travelled a total distance of:

A 100 km B 350 km C 450 km D 600 km E 700 km

512
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520 Essential Further Mathematics – Module 3 Graphs and relations

e Materials for each Elite cost $1200 and for each Sprint cost $700. The cost of labour is
Revision
$20 per person-hour. Taking only these costs into account, write down the cost of making
each:
i Elite bicycle ii Sprint bicycle
f In addition to the costs of materials and labour, it costs $10 000 per month to run the
triathlon bicycle manufacturing business. Emma and Brad decide to make only 6 Sprint
bicycles in the coming month. Taking all costs into account, write down:
i the cost, $C, of making the 6 Sprint bicycles and x Elite bicycles in a month
ii the total revenue, $T, made from selling the 6 Sprint bicycles and x Elite bicycles
produced during the month.
g If they sell the six Sprint bicycles produced during the month, what is the minimum
number of Elite bicycles they would need to produce and sell to avoid making a loss for
the month? Comment on this number in terms of the given constraints. [VCAA pre 2006]

5 A manufacturer makes furniture at two factories, one in Melbourne and the other in
Wangaratta.
Let x be the number of hours per week during which the factory in Melbourne makes
lounge chairs.
Let y be the number of hours per week during which the factory in Wangaratta makes
lounge chairs.
In Melbourne, 40 hours per week are available for making lounge chairs.
In Wangaratta, 35 hours per week are available for making lounge chairs.
a Write down two inequalities that express these constraints on x and y.
Three types of lounge chair are made: the Deluxe, the Standard and the Convertible.
At the Melbourne factory, 20 Standard,
Type Number produced in a week
8 Deluxe and 4 Convertible lounge
Standard 20x + 20y
chairs can be made per week.
Deluxe 8x + 4y
At the Wangaratta factory, 20 Standard,
Convertible 4x + 24y
4 Deluxe and 24 Convertible lounge
chairs can be made per week.
In terms of x and y, the number of each type of lounge chair that can be assembled in a week
is given in the table.
To meet demand, the furniture manufacturer must produce at least 400 Standard, 120
Deluxe and 160 Convertible lounge chairs each week.
b Write down the constraints that arise from these requirements.
c On a set of axes, draw a graph for the complete set of constraints of parts a and b, clearly
indicating the feasible region. Use a scale of 0 to 40 for x and y.
d The operating costs in Melbourne are $80 per hour and in Wangaratta $60 per hour. If $C
is the total operating cost per week of the two factories, express C in terms of x and y.
e Find the number of hours per week for which each factory should operate to make lounge
chairs so that the manufacturer can satisfy the demand for the chairs at the lowest
possible operating cost.
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Chapter 20 — Principles of ﬁnancial mathematics 529

Since the amount of simple interest earned is the same every year, we can apply a general rule.

Simple interest

To calculate the simple interest earned or paid use the rule

Pr t
I =
100
where
P = amount invested or borrowed
r = interest rate per annum
t = is the time in years

How does this relationship look graphically? 2500

Suppose that we were to borrow $5000 at 2000

Interest
10% per annum simple interest for a period 1500
of years. A plot of interest against time is 1000
shown. 500

From this graph we can see that the relationship is 0 1 2 3 4 5

linear, with the amount of interest paid or due being Year
directly proportional to the time for which the money is
borrowed or invested. The slope or gradient of a line that
could be drawn through these points is numerically equal to the interest rate.
To determine the amount of the investment, the interest earned is added to the amount
initially invested.

The amount of an investment, A, is the principal plus the amount of interest earned.
Prt
A=P+I =P+
100
Here, P is the amount invested or borrowed, r is the interest rate and t is the time (in years).

If the money is invested for more or less than one year, the amount of interest payable is
proportional to the length of time for which it is invested.

Example 6 Calculating the simple interest for a period other than one year

How much interest would be due on a loan of $5000 at 10% per annum for six months?

Solution
Prt 10 6
Apply the formula with P = 5000, r = 10% and I = = 5000 × ×
100 100 12
t = 6/12 since the investment is only for 6 months
= $250
and the interest rate is for the whole year.
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530 Essential Further Mathematics — Module 4 Business-related mathematics

Example 7 Calculating the total amount owed

Find the total amount owed on a loan of $10 000 at 12% per annum simple interest at the end
of two years.

Solution
Prt 12
1 Apply the formula with P = 10 000, I = = 10 000 × ×2
r = 12% and t = 2 to ﬁnd the interest.
100 100
= $2400
2 Find the total owed by adding the interest A = P + I = 10 000 + 2400 = $12 400
to the principal.

The formula given for simple interest can be rearranged to ﬁnd any of the variables when the
values of the other three variables are known.
Finding the interest rate
To ﬁnd the interest rate per annum, r, given the values of P, I and t:
100I
r=
Pt
where P is the principal, I is the amount of interest and t is the time in years.

Example 8 Calculating the interest rate of the loan or investment

Find the rate of simple interest charged per annum if a loan of $20 000 incurs interest of
$12 000 after eight years.

Solution
100I 100 × 12 000
1 Apply the formula with P = 20 000, r = =
I = 12 000 and t = 8 to ﬁnd the value of r. Pt 20 000 × 8
= 7.5%
2 Since the unit of time was years, the interest Interest rate = 7.5% per annum
rate can be written as the interest per annum.

Finding the term

To ﬁnd the number of years or term of an investment, t years, given the values of
P, I and r:
100I
t=
Pr
where P is the principal, I is the amount of interest and r is the interest rate per annum.
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532 Essential Further Mathematics — Module 4 Business-related mathematics

How to use the graphics TI-Nspire CAS to solve simple interest problems

Suppose that we wish to know the length of time it would take for $40 000 invested at
6.25% interest per annum to earn $10 000 interest.
Steps
Prt 40 000 × 6.25 × t
1 Substitute P = 40 000, r = 6.25 into the formula I = =
100 100
for interest rate. = 2500t
Method 1: Form a table
2 Start a new document by pressing
+ and select Add Lists &
Spreadsheet.
Name the lists time (to represent time in
years) and interest.
Enter the data 1 to 10 into the list named
time, as shown.
Note: You can also use the sequence command
to do this.

3 Place the cursor in the grey formula cell in

the list named interest and type
= 2500 × time.
Note: You can also use the key and paste time
from the variable list.
Press to display the values as shown.
Scrolling down the table we can see that it
takes 4 years to earn $10 000 interest.

Method 2: Draw a graph

4 Press + and select Add Data &
Statistics and construct a scatterplot of
interest against time, as shown.
Notes:
1 To connect the data points, press +b
and select Connect Data Points.
2 To display a value, place the cursor over the
data point or use b >Analyze>Graph Trace.

We can see that it takes 4 years to earn $10 000 interest. It is also worth noting that the
slope of the line is equal to the interest earned per year.
Note: You can also graph this example in the Graphs application and use the Function Table to answer
key questions.

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534 Essential Further Mathematics — Module 4 Business-related mathematics

Exercise 20B
Calculating the amount of interest earned or paid
1 Calculate the simple interest on the following amounts:
a $2000 invested at 6% per annum for four years
b $10 000 invested at 12% per annum for ﬁve years
c $8000 invested at 12.5% per annum for three years

2 Calculate the simple interest on the following amounts:

a $10 000 invested at 6% per annum for eight months
b $3500 invested at 10% per annum for 54 months
c $12 000 invested at 12% per annum for 1 14 years

3 Find the simple interest that is earned on the following investments:

a $1000 invested for one year at 6% per annum
b $5400 invested for three years at 7% per annum
c $875 invested for three-and-a-half years at 5% per annum

4 A sum of $8500 was invested in a ﬁxed-term deposit account for three years. Calculate the
simple interest earned if the rate of interest is 7.9% per annum.

5 Find the amount of interest paid on a personal loan of $7000 taken out at a simple interest
rate of 14% per annum over a period of:
a 18 months b two years c three years and 150 days

6 Ben decides to invest his savings of $1850 from his holiday job for ﬁve years at 13.25% per
annum simple interest.
a How much will he have at the end of this period?
b Use your graphics calculator to sketch a graph of the simple interest earned against time
(in years).

7 A loan of $900 is taken out at a simple interest rate of 16.5% per annum.
a How much is owing after four months have passed?
b Use your graphics calculator to sketch a graph of the simple interest paid against time
(in years).

8 For each of the following, calculate the interest payable and the balance of the account after
one year:
a $500 deposited in a savings account at 3.5% per annum
b $1200 invested in a ﬁxed term deposit account at 5.1% per annum
c $4350 transferred to an advantage saver account at 7% per annum
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Chapter 20 — Principles of ﬁnancial mathematics 535

Calculating the simple interest rate

9 Find the rate of simple interest per annum used in the following investments:
a $5300 invested for ﬁve years and earning $2119 interest
b $620 invested for one year and earning $24 interest
c $200 500 invested of two-and-a-half years and earning $30 075 interest

10 To buy his ﬁrst car, Gary took out a personal loan for $3500. He paid it back over a period of
two years and this cost him $1085 in interest. At what simple interest rate was he charged?

Calculating the time period of an investment or loan

11 If John invests $20 000 at 10% per annum until he has $32 000, for how many years will he
have to invest the money?

12 How long will it take for $17 000 invested at 15% per annum to grow to $32 300?

13 Mikki decides to put $6000 in the bank and leave it there until it doubles. If the money is
earning simple interest at a rate of 11.5% per annum, how long will this take, to the nearest
month?

14 Find the time taken for the following investments to earn the stated amounts of simple
interest:
a $2400 at 12% per annum earns $175 interest
b $700 at 4.9% per annum earns $43 interest

Calculating the principal of an investment or loan

15 Over a period of ﬁve years an investment earned $1070.25 at a simple interest rate of
5.45% per annum. What was the original amount deposited?

16 How much money needs to be invested in order to produce $725 in interest calculated at
7.5% per annum simple interest over four years?

17 How much money needs to be invested at an interest rate of 3.5% per annum simple
interest if you require $10 000 in three years’ time?

18 How long will it take, to the nearest month, for $2200, invested at 12.75% per annum, to
double in value?

Mixed problems
19 The local store advertises a stereo for $1095, or $100 deposit and $32 per week for two
years.
a How much does the stereo end up costing under this scheme?
b What equivalent rate of simple interest is being charged over the two years?
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536 Essential Further Mathematics — Module 4 Business-related mathematics

20 A personal loan of $10 000 over a period of three years is repaid at the rate of $400 per
month.
a How much money will be repaid in total?
b What equivalent rate of simple interest is being charged over the three years?

21 Vicki invested $25 000 in bonds, which return monthly interest at the simple interest rate of
12.0% per annum.
a What rate is paid each month?
b How much interest does Vicki receive each month?
c How much interest does Vicki receive each year?
d How long does it take for the deposit to pay out $7500 interest?
e How much interest does Vicki receive after a period of 10.5 years?

22 Maryanne invested $50 000 in a bank account that pays annual interest at the simple
interest rate of 7% per annum.
a Draw the graph of the interest earned each year against time (in years).
b If the interest is paid into the same account, draw the graph of the amount in the account
against time (in years).

20.3 Compound interest

Most interest calculations are not as straightforward as simple interest. The more usual form of
interest is compound interest. It is called compound interest because the interest accumulated
each year is added to the principal, and for each subsequent year interest is earned on this total
of principal and interest. The interest thus compounds. Consider the situation where $5000 is
invested at 10% interest per annum, and the interest is credited to the account annually:
In the ﬁrst year:
interest = $5000 × 10% × 1 = $500
and so at the end of the ﬁrst year the amount of money in the account is:

$5000 + $500 = $5500

In the second year:
interest = $5500 × 10% × 1 = $550
and so at the end of the second year the amount of money in the account is:

$5500 + $550 = $6050

In the third year:
interest = $6050 × 10% = $605
and so at the end of the third year the amount of money in the account is:

$6050 + $605 = $6655

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538 Essential Further Mathematics — Module 4 Business-related mathematics

The interest ($I) that would result from investing $P at r% per annum, compounded
annually for a time period of t years, is:
r t
I = A− P = P × 1+ −P
100

Example 11 Calculating the investment and interest with interest compounded

annually

a Determine the amount of money accumulated after four years if $10 000 is invested at an
interest rate of 9% per annum, compounded annually, giving your answer to the nearest
dollar.
b Determine the amount of interest earned.

Solution
r t 9 4
a Substitute P = $10 000, t = 4, A = P × 1+ = 10 000 × 1 +
100 100
r = 9 in the formula giving the
= 10 000 × 1.4116
amount of the investment.
= $14 116 to the nearest dollar
b Subtract the principal from this amount I = A − P = 14 116 − 10 000
to determine the interest earned. = $4116

Another way of determining compound interest is to enter the appropriate formula into the
graphics calculator, and examine the interest earned using the table and graph facilities of the
calculator.

How to investigate compound interest problems using the TI-Nspire CAS

Determine the amount of money accumulated after 4 years if $10 000 is invested at an
interest rate of 9% per annum, compounded annually. Give your answer to the nearest
dollar.
Steps t
9
1 Substitute P = 10 000, r = 9 in the A = 10 000 × 1 +
100
compound interest formula.

Method 1: Form a table

2 Start a new document by pressing
+ , and select Add Lists &
Spreadsheet.
Name the lists time (to represent time in
years) and amount.
Enter the data 1 to 10 into the list named
time, as shown.

Chapter 20 — Principles of ﬁnancial mathematics 539

3 Place the cursor in the grey formula cell in

the list named amount and type
= 10 000 × (1 + 9 ÷ 100)∧ time.
Press to display the values, as shown.
Scrolling down the table we can see the
amount of money accumulated after
4 years is $14 116.

Method 2: Draw a graph

4 Press + and select Add Data &
Statistics and construct a scatterplot of
amount against time, as shown.
Notes:
1 To connect the data points, press +b
and select Connect Data Points.
2 To display a value, place the cursor over the
data point or use b >Analyze>Graph Trace.
3 You can use + b and select
Zoom>Window Settings and set the Ymin to 0 if
you prefer.
From the graph, we can see that the amount of money accumulated after 4 years is
$14 116.

How to investigate compound interest problems using the ClassPad

Determine the amount of money accumulated after four years if $10 000 is invested at an
interest rate of 9% per annum, compounded annually. Give your answer to the nearest
dollar.
Steps t
9
1 Substitute P = 10 000, r = 9 in to the A = 10 000 × 1 +
100
formula for compound interest.

542 Essential Further Mathematics — Module 4 Business-related mathematics

Example 13 Calculating the interest on the investment or loan

Determine the interest earned in Example 12.

Solution
Subtract the principal from the amount I = A − P = 3043.33 − 2700
of the investment to ﬁnd the interest. = $343.33

As was the case with simple interest, we often use the formula for compound interest to ﬁnd
the value of any of the variables in the equation when the values of the other variables are
known. However, since the compound interest formula is quite complex, the easiest way to do
this is to use the Equation Solver function of the graphics calculator.

How to solve for any variable in the compound interest formula using the TI-Nspire CAS

Suppose that an investment of $2000 has grown to $2123.40 after 12 months invested at
r% per annum compound interest, compounded monthly. Find the value of r, correct
to 1 decimal place.
Steps

1 The compound interest formula is r /n nt
A = P × 1+
r/n nt 100
A = P × 1+
100 r /12 12×1
Substitute P = 2000, A = 2123.40, 2123.40 = 2000 × 1 +
100
n = 12 and t = 1 into this formula. or
12
Use the solve(..) command to solve for r, r
2123.40 = 2000 × 1 +
the annual interest rate. 1200
2 Start a new document by pressing + .
a Select Add Calculator and press
b >Algebra>Solve to paste in the
solve(..) command.
b Complete the command by typing in the
following equation to be solved and the
unknown (r):
2123.40 = 2000 (1 + r ÷ 1200)∧ 12, r
That is, solve(2123.40 =
2000 (1 + r ÷ 1200)∧ 12, r )
Press to execute the command and
display the answer.
Note: Use the arrow after typing in the 12 to return to the base line to ﬁnish typing the entry.
3 Note that there are two solutions, r = −2406 and r = 6.002. The interest rate cannot
be negative, so r = 6.0%.

544 Essential Further Mathematics — Module 4 Business-related mathematics

Example 14 Using the solve command to ﬁnd the initial investment

How much money must you deposit at 7% per annum compound interest, compounding yearly,
if you require $10 000 in three years’ time? Give your answer to the nearest dollar.

Solution

The compound interest formula is r/n nt
A = P× 1+
r/n nt 100
A = P × 1+
100 7/1 1×3
10 000 = P × 1 +
1 Substitute A = 10 000, r = 7, n = 1 100
or
and t = 3 into this formula. 7 3
10 000 = P × 1 +
100
2 Use the solve( command to solve for P (the
principal).

3 Write the answer. Answer: Deposit $8163

Example 15 Using the solve command to ﬁnd a time period

How long, to the nearest year, will it take for an investment of $1000 to reach $1873 if it is
invested at 9% per annum compounded monthly?

Chapter 20 — Principles of ﬁnancial mathematics 545

Solution
r /n nt
The compound interest formula is A=P × 1 +
100
r/n nt
A = P × 1+ 9/12 12 × t
100 1873 = 1000 × 1 +
100
1 Substitute A = 1873, P = 1000, r = 9, or
9 12t
and n = 12 into the formula. 1873 = 1000 × 1 +
1200
2 Use the solve( command to solve for t.

Hint for ClassPad:

When entering the 12t term, place brackets
around it (12t); hence, enter the expression as
solve(1873 = 1000 × (1 + 9/1200)∧ (12t))
3 Write the answer. Answer: Invest for 7 years.

Exercise 20C
1 Calculate the compound interest for the following:
a $2000 invested at 6% per annum for four years
b $10 000 invested at 12% per annum for ﬁve years
c $8000 invested at 12.5% per annum for three years

2 How much money would be in an account after ﬁve years if $3000 is invested at 10% per
annum compounded annually?

3 How much interest is earned if $3300 is invested for 10 years at 7.5% per annum
compounded annually?

4 Compare the interest earned with both simple and compound interest if $4500 is invested at
11% per annum for six years. What is the amount of the difference?

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Chapter 21 – Applications of ﬁnancial mathematics 561

Example 6 Finding the interest earned

Andrea receives a statement from the Date Debit ($) Credit ($) Total($)
bank which gives the detail of her Opening Balance:
investment account from 1 July until 1 July 2000.00
31 December, 2005. The details are 8 August 360.00 2360.00
as shown. 10 September 1363.40 996.60
Closing Balance:
31 December 996.60

How much interest has been earned on this account if the bank pays simple interest of 4.5%
per annum on the minimum daily balance?

Solution
1 The balance from 1 July until 1 July until 8 August = 31 + 8 = 39 days
8 August is $2000. How many
days is this?
4.5 39
2 Determine the interest payable Interest = 2000 × × = 9.616
for this period.
100 365

3 The balance from 9 August 9 August until 10 September = 23 + 10 = 33 days

until 10 September is $2360.
How many days is this?
4.5 33
4 Determine the interest payable Interest = 2360 × × = 9.602
for this period.
100 365
5 The balance from 11 September 11 September until 31 December
until 31 December is $3723.40. = 20 + 31 + 30 + 31 = 112 days
How many days is this?
4.5 112
6 Determine the interest payable Interest = 996.60 × × = 13.761
for this period.
100 365
7 Determine the total interest. Total interest = 9.616 + 9.602 + 13.761 = 32.979
Thus the total interest earned is $32.98.

Exercise 21B
1 An account at a bank is paid interest of 0.75% per month on the minimum monthly balance,
credited to the account at the beginning of the next month. During a particular month the
following transactions took place:

7 September $1500 withdrawn

12 September $950 withdrawn
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Chapter 21 – Applications of ﬁnancial mathematics 563

7 The details of an investment account Date Debit ($) Credit ($) Total ($)
are as shown. Opening Balance:
How much interest has been earned 1 July 500.00
on this account if the bank pays simple 8 August 400.00 900.00
interest of 3% per annum on the 10 December 350.00 1250.00
minimum daily balance? Closing Balance:
31 December 1250.00
8 Andrew receives a statement from the Date Debit ($) Credit ($) Total ($)
bank that gives the detail of his Opening Balance:
investment account from 1 November 1 November 10 000.00
until 31 December. The details are 12 November 4350.98 14 350.98
as shown. 11 December 2277.44 12 073.54
How much interest has been earned
Closing Balance:
on this account if the bank pays
31 December
simple interest of 4% per annum
on the minimum daily balance?

21.3 Time payments (Hire purchase)

Instead of saving for the purchase of an item, an option is to enter into a hire-purchase
agreement. This means the purchaser agrees to hire the item from the vendor and make
periodical payments at an agreed rate of interest. At the end of the period of the agreement, the
item is owned by the purchaser. If the purchaser stops making payments at any stage of the
agreement, the item is returned to the vendor and no money is refunded to the purchaser.
The interest rate being charged in these contracts is not always stated explicitly. There are
two different interest rates that could be stated, or determined, and it is important to distinguish
between them so that we can judge just how much we are paying for an item. These are the ﬂat
rate of interest, r f , and the effective rate of interest, re .

Flat rate of interest

The interest paid given as a percentage of the original amount owed is called the ﬂat rate of
interest. The ﬂat interest rate is exactly the same as the simple interest rate, but is generally
called by this name in the hire-purchase context. In Chapter 20 we established that for simple
interest:
100I
r=
Pt
where P is the principal, I is the amount of interest, t is the time in years.
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Chapter 21 – Applications of ﬁnancial mathematics 577

How to determine ﬂat rate depreciation and book value using the TI-Nspire CAS

A computer system costs $9500 to buy and decreases in value by 10% of the purchase
price each year.
a What is the amount of depreciation after 4 years?
b Find its book value after 4 years.
Steps
1 Write expressions for depreciation
9500 × 10 × t
and book value. depreciation =
100
Pr t 9500 × 10 × t
book value = P − = 9500 −
100 100
2 Start a new document by pressing
+ , and select
Add Lists & Spreadsheet.
a Name three lists: year (for t),
depreciation, and book value,
respectively.
Hint: Use + for the underscore
or just type bookvalue.
b Enter the numbers 1, 2, 3, . . . , 10
into the list year.
c Move the cursor to the grey
formula cell of the list depreciation
and type
= (9500 × 10 × year )/100
Press to calculate the values
for depreciation.
3 Move the cursor to the grey formula cell
of the list book value and type
= 9500 − (9500 × 10 × year )/100
Press to calculate the values for book
value.
Notes:
1 An alternative formula to use to calculate
the list book value would be
= 9500 − depreciation
2 You can use the key to display the
variable list rather than retyping the list
names.
4 Scrolling through the table we see that
after 4 years the depreciation is $3800 and
the book value is $5700.

580 Essential Further Mathematics — Module 4 Business-related mathematics

How to determine reducing balance depreciation and book value using the TI-Nspire CAS

A computer system costs $9500 to buy and decreases in value by 20% each year.
a What is the book value of the computer after four years?
b By how much has the value of the computer depreciated over the four years?

Steps

1 Write expressions for book value 20 t
book value = 9500 × 1 −
and depreciation. 100

20 t
depreciation = 9500 − 9500 × 1 −
100
2 Start a new document by pressing
+ , and select Add Lists &
Spreadsheet.
a Name three lists, year (t),
book value and depreciation,
respectively.
Hint: Use + for the underscore
or just write as bookvalue.
b Enter the numbers 1, 2, 3, . . . , 10
into the list year.
c Move the cursor to the grey
formula cell of the list
book value and type
= (9500 × (1 − 20/100)∧ year
Press to calculate the values
for book value.
3 Move the cursor to the grey formula cell
of the list depreciation and type
= 9500 − (9500 × (1 − 20/100)∧ year
Press to calculate the values for
depreciation.
Note: You can use the key to display
the variable list rather than retyping in the
list names.

4 Scrolling through the table, we see that

after four years the book value is $3891.20
and the depreciation is $5608.80.

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582 Essential Further Mathematics — Module 4 Business-related mathematics

Exercise 21E
Unit cost depreciation
1 A machine originally costing $37 000 is expected to produce 100 000 units. The output of
the machine in each of the ﬁrst three years was 5234, 6286 and 3987 units respectively. Its
anticipated scrap value is $5000.
a What is the unit cost for this machine?
b Find the total production over the ﬁrst three years, and hence the book value at the end
of three years.
c Estimate how many years it will be in use, if the average production during its life is
5169 units per year.

2 A company buys a taxi for $29 000. It depreciates at a rate of 25 cents per kilometre. If the
taxi has a scrap value of $5000, ﬁnd how many kilometres it will have travelled by the time
it reaches its scrap value.

3 If a car is valued at $35 400 at the start of the year, and at $25 700 at the end of the year,
what has been the unit cost per kilometre if it travelled 25 000 km that year?

4 A printing machine costing $110 000 has a scrap value of $2500 after it has printed
4 million pages.
a Find:
i the unit cost of the machine
ii the book value of the machine after printing 1.5 million pages
iii the annual depreciation charge of the machine if it prints 750 000 pages per year
b Find the book value of the printing machine after ﬁve years if it prints, on average,
750 000 pages per year.
c How many pages has the machine printed by the time the book value is $70 000, if it
prints, on average, 750 000 pages per year?

Flat rate depreciation

5 A sewing machine originally cost $1700 and decreases in value by 12.5% of the purchase
price per year.
a What is the amount of the depreciation after 3 years?
b Find its book value after 3 years.
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6 A harvester was bought for $65 000 and it decreases by 10% of the purchase price per
annum.
a Write down the rule relating book value, ﬂat rate of depreciation and time in years.
b Use your graphic calculator to draw a graph of book value against time in years.
c Find the amount of the yearly depreciation.
d If the scrap value of the harvester is $13 000, for how many years will it be in use?

7 A computer depreciates at a ﬂat rate of 22.5% of the purchase price per annum. Its
purchase price is $5600.
a What is the book value of the computer after 3 years?
b After how long will the computer be written off if the scrap value is nil?

8 A machine costs $7000 new and depreciates at a ﬂat rate of 17.5% per annum. If its scrap
value is $875, ﬁnd:
a the book value of the machine after two years
b after how many years the machine will be written off

Reducing balance depreciation

9 A stereo system purchased for $1200 incurs 12% per annum reducing balance
depreciation.
a Find the book value after 7 years.
b What is the total depreciation after 7 years?
c If the stereo has a scrap value of $215, in which year will this value be reached?

10 A car costing $38 500 depreciates at a rate of 9.5% per year. Give your answers to the
following to the nearest dollar.
a What is the book value of the car at the end of ﬁve years?
b What is the total amount of depreciation after ﬁve years?
c If the car has a scrap value of $10 000, in which year will this value be reached?

11 A machine has a book value after 10 years of $13 770. If it has depreciated at a reducing
balance rate of 8.2% per annum, what was the initial cost of the machine?

12 After depreciating at a reducing balance rate of 12.5% per annum, a yacht is now worth
$56 100. What was the yacht worth when it was new six years ago, to the nearest $100?

13 What reducing balance rate would cause the value of a car to drop from $8000 to $6645 in
three years?
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Chapter 21 – Applications of ﬁnancial mathematics 585

How to use Finance Solver on the TI-Nspire CAS

Steps
1 Press c (or w then c on the
Clickpad). Then press A to open the
Scratchpad: Calculate.
2 Press b >Finance>Finance Solver.

3 To use Finance Solver you need to know

the meaning of each of its symbols. These
are as follows:
• N is the total number of payments
• I(%) is the annual interest rate
• PV is the present value of the loan or
investment
• Pmt is the amount paid at each payment
• FV is the future value of the loan or
investment
• PpY is the number of payments per year
• CpY is the number of times the interest is
compounded per year. (It is almost always
the same as PpY.)
• PmtAt is used to indicate whether
the interest is compounded at the end
or at the beginning of the time period.
Leave this set at END.
Note: Use or to move down boxes. Press to move up. For PP Y and CP Y press to move
down to the next entry box.

4 When using Finance Solver to solve loan and investment problems, there will be one
unknown quantity. To ﬁnd its value, move the cursor to its entry box and press to
solve.

Now we can consider each of the applications of the ﬁnance solver separately.

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Reducing balance loans

Reducing balance loans were introduced in Section 20.4. Essentially, this describes a situation
where a loan is taken out under compound interest, and period repayments are made.

Example 17 Determining the repayment amount, total cost and total amount of
interest paid

Simone borrows $10 000 to be repaid over a period of 5 years. Interest is charged at the rate of
8% per annum compounding monthly. Find:
a the monthly repayment correct to the nearest cent
b the total cost of paying off the loan, to the nearest dollar
c the total amount of interest paid

Solution
a 1 Open the ﬁnance solver on your calculator and
N: 60
enter the information below, as shown opposite.
I%: 8
• N: 60 (number of monthly payments in 5 years)
• I%: 8 (annual interest rate) PV: 10000

• PV: 10 000 (positive as this is the amount Pmt or PMT:

the bank has given to you) FV: 0
• Pmt or PMT (the unknown payment):
Pp/y or P/Y: 12
leave blank or Clear
Cp/y or C/Y: 12
• FV: 0 (loan is to be paid off completely)
• Pp/Y: 12 (monthly payments)
• Cp/Y: 12 (interest compounds monthly)
2 Solve for the unknown. On the:
N: 60
TI-Nspire: Move the cursor to the PMT entry box
I%: 8
and press to solve.
PV: 10000
ClassPad: Tap on the PMT box to the left.
The amount –202.7639 . . . now appears in the Pmt Pmt or PMT: −202.7639…

or PMT entry box. FV: 0

Note: The sign of the payment is negative because it Pp/y or P/Y: 12
is the amount that Simone must give back (repay)
Cp/Y or C/Y: 12
to the bank each month.
3 Write your answer. Simone must repay the bank
$202.76 per month.
b total cost of paying off the loan = total number of payments × payment amount
total cost = 5 × 12 × 202.76 = $12 166 (to the nearest dollar)
c total interest paid = total cost of paying off the loan – amount of loan
total interest paid = 12 166 − 10 000 = $2166
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588 Essential Further Mathematics — Module 4 Business-related mathematics

Using a ﬁnance solver we can solve for any of the variables listed.

Example 18 Determining the amount owed and the number of repayments for a
reducing balance loan

Andrew borrows $20 000 at 7.25% per annum, compounded monthly, and makes monthly
repayments of $200.
a How much does he owe after three years?
b How long will it take him to pay out the loan? Give your answer to the nearest month.

Solution
a 1 Open the ﬁnance solver on your calculator and enter
N: 36
the information below, as shown opposite.
• N: 36 (number of monthly payments in 3 years) I%: 7.25

• I%: 7.25 (annual interest rate) PV: 20000

• PV: 20 000 (positive, as this is the amount the Pmt or PMT: –200

bank has given to you) FV:

• Pmt or PMT: –200 (negative, as this is the amount Pp/y or P/Y: 12

you give back to the bank each month) Cp/Y or C/Y: 12

• FV (the unknown quantity): leave blank or Clear

• Pp/Y: 12 (monthly payments per year)
• Cp/Y: 12 (interest compounds monthly)
2 Solve for the unknown. On the:
N: 36
TI-Nspire: Move the cursor to the FV entry box and
I%: 7.25
press to solve.
PV: 20000
ClassPad: Tap on the FV box on the left.
Pmt or PMT: –200
The amount –16 826.97 . . . now appears in the FV
FV: –16826.97…
entry box.
Note: The sign of the future value is negative, indicating Pp/y or P/Y: 12
that this is money that is still owed to the bank and must, Cp/Y or C/Y: 12
eventually, be paid back. See page 591.
3 Write your answer. After three years, Andrew still
owes the bank $16 826.97
b 1 N, the total number of payments, is now the
N:
unknown. Leave blank or Clear.
I%: 7.25
Change FV to 0 to indicate the loan is to be fully
PV: 20000
paid out.
Pmt or PMT: –200
All other values stay the same.
FV: 0

Pp/y or P/Y: 12

Cp/Y or C/Y: 12
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Chapter 21 – Applications of ﬁnancial mathematics 593

Example 22 Interest only loans

Jane borrows $500 000 to buy shares. If the interest on the loan is 6.65% per annum,
compounding monthly, what will be her monthly repayment on an interest only loan?

Solution
1 We will consider the situation for one year only; all
N: 12
other years will be the same. Using your ﬁnance solver,
I%: 6.65
solve for Pmt with:
PV: 500000
• N: 12
Pmt or PMT: –2770.83…
• I%: 6.65
FV: –500000
• PV: 500 000
Pp/y or P/Y: 12
• FV: −500 000 (negative, as Jane will eventually have
Cp/Y or C/Y: 12
to pay this money back to the lender)
• Pp/Y: 12
• Cp/Y: 12
Note: Pmt or PMT will be negative as this amount will
need to be paid back to the lender at the end of each
month.
2 Write your answer. Jane's monthly repayments
are $2770.83.

The repayment on the interest only loan is equivalent to paying only the simple interest due on
the principal for one year. This can be readily veriﬁed using the information in Example 22.

Perpetuities
A perpetuity is an investment that pays out an equal amount, hopefully forever! For example,
you might want to start a scholarship at your school where, every year, a student will receive
$1000. You want this scholarship to continue indeﬁnitely, even after you are long gone. The
question is, how much money will it cost you? This is just an application of simple interest.
If we invest P dollars for one year at an interest rate of r% per annum, then, at the end of the
year, the amount, A, that we will have in our investment fund is given by:
r
A = amount invested + interest earned = P + P ×
100
If we only spend the interest earned at the end each year, then we will always have the original
r
P dollars to reinvest each year and always be able to make a regular payment of Q = P ×
100
dollars each year.

In a perpetuity, if an amount, $P, is invested at an interest rate of r% per annum, and a

regular payment of $Q per annum is made, then:
Pr 100Q
Q= or P=
100 r
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Example 23 Perpetuity investment amount

Suppose that Richard wishes to start a scholarship, where every year a student receives $1000.
If the interest on the initial investment averages 3% per annum, how much should be invested?

Solution
Substitute Q = $1000 and r = 3 into the 100Q 100 × 1000
P = = = 33 333.33
formula for a perpetuity. r 3
Answer: Invest $33 333.33

Example 24 Perpetuity payment

Elizabeth places her superannuation payout of $500 000 in a perpetuity that will provide a
monthly income without using any of the principal. If the interest rate on the perpetuity is
6% per annum, what monthly payment will Elizabeth receive?

Solution
1 To determine how much Elizabeth will receive Pr 500000 × 6
per annum substitute P = $500 000 and r = 6 Q= =
100 100
into the formula to ﬁnd the payment, Q. = $30 000
2 Since this is the annual payment, we divide 30 000
Monthly payment = = $2500
by 12 to ﬁnd the monthly payment. 12

Exercise 21F
Reducing balance loans
1 A loan of $90 000 is to be repaid over a period of 30 years. Interest is charged at the rate of
11% per annum compounding monthly. Find:
a the monthly repayment correct to the nearest cent
b the total cost of paying off the loan to the nearest dollar
c the total amount of interest paid

2 A building society offers $240 000 home loans at an interest rate of 10.25% compounding
monthly.
a If repayments are $2200 per month, calculate the amount still owing on the loan after
12 years. Give your answer correct to the nearest dollar.
b If the loan is to be fully repaid after 12 years, calculate:
i the monthly repayment, correct to the nearest cent
ii the total amount repaid, correct to the nearest dollar
iii the total amount of interest paid
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Chapter 21 – Applications of ﬁnancial mathematics 595

3 A loan of $10 000 is to be repaid over 5 years. Interest is charged at the rate of 11% per
annum compounding quarterly. Find:
a the quarterly repayment, correct to the nearest cent
b the total cost of paying off the loan, to the nearest dollar
c the total amount of interest paid

4 Interest on a reducing balance loan of $65 000 is compounded quarterly at an interest rate
of 12.75% per annum. Calculate the quarterly repayment if:
a the amount still owing after 10 years is $25 000
b the amount still owing after 20 years is $25 000
c the loan is fully repaid after 10 years
d the loan is fully repaid after 20 years

5 Dan arranges to make repayments of $450 per month to repay a loan of $20 000, with
interest being charged at 9.5% per annum compounded monthly. Find:
a the number of monthly repayments required to pay out the loan (to the nearest month)
b the amount of interest charged

6 Joan considers taking out a loan on the terms given in Question 5. However, she decides
that she can afford higher monthly repayments of $550.
a How long does it take her to pay off her loan (to the nearest month)?
b How much interest does Joan save by paying the higher monthly instalment?

7 A loan of $600 000 is taken out to ﬁnance a new business. The loan is to be repaid fully
over 10 years with quarterly payments of $23 690.90.
Determine the annual interest rate for this loan. Give your answer correct to two decimal
places.

Annuities
8 Stephanie purchases a $40 000 annuity, with interest paid at 7.5% per annum compounded
monthly. If she wishes to receive a monthly payment for 10 years, how much will she
receive each month?

9 Lee purchases an annuity for $140 000, with interest of 6.25% per annum compounded
monthly. If he receives payments of $975 per month, how long will the annuity last? Give
your answer to the nearest month.

10 Raj purchases an annuity for $85 500, with interest of 7.25% per annum compounded
quarterly.
a If he receives quarterly payments for 10 years, how much will he receive each quarter?
b If he receives a regular quarterly payment of $5000, how long will the annuity last? Give
your answer to the nearest quarter.
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596 Essential Further Mathematics — Module 4 Business-related mathematics

Adding to an investment
11 Bree has $25 000 in an account that pays interest at a rate of 6.15% per annum
compounding monthly.
a If she makes monthly deposits of $120 to the account, how much will she have in the
account at the end of 5 years?
b If she makes monthly withdrawals of $120 from the account, how much will she have in
the account at the end of 5 years?

12 Jarrod saves $500 per month in an account that pays interest at a rate of 6% per annum
compounding monthly.
a If he makes monthly deposits of $500 to the account, how much will he have in the
account at the end of 10 years?
b Suppose that, after 10 years of making deposits, Jarrod starts withdrawing $500 each
month from the account. How much will he have in the account at the end of another
10 years?

Comparing loans
13 Mr and Mrs Kostas decide to borrow $25 000 to help them ﬁnance the construction of their
swimming pool. They consider two loan repayment options:
Loan option A: Monthly repayments of 7.5% per annum compounded monthly
Loan option B: Quarterly repayments at 7.5% per annum compounded quarterly
They wish to pay off the loan over 5 years. Calculate, to the nearest dollar, for each loan:
a the total repayment
b the total interest paid and hence decide which, if either, is the better loan

14 If Mr and Mrs Kostas of Question 13 choose Loan option A, how much interest do they pay
if the interest rate is increased by 0.5%?

15 A ﬂat rate loan over 6 years at 12.75% per annum amounted to a repayment of $12 500.
a How much was originally borrowed?
b Calculate the quarterly repayments.
c Compare the savings of a reducing balance loan by working out the quarterly
repayments with interest set at 12.75% per annum compounded quarterly.
d How much is saved over the full 6-year period by adopting a reducing balance loan?

16 A personal loan of $7500 is taken out at 11.5% per annum over 4 years.
a Calculate the total amount to be repaid:
i if the loan was a ﬂat rate loan
ii if the loan was a reducing balance loan with monthly repayments
b What ﬂat rate payment of interest would the monthly repayment in a part ii be
equivalent to?
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Chapter 21 – Applications of ﬁnancial mathematics 597

1
17 A credit institution offers loans of up to $12 000 at an interest rate of 9 % per annum
3
calculated on the principal.
a Calculate the interest charged on a loan of $9500 after three years.
b Calculate the monthly repayments on the loan in a if it is to be fully repaid in ﬁve
years.
c If monthly repayments of $370.75 are made, how long does it take to fully repay the
loan?

Interest only loans

18 Georgia borrows $100 000 to buy an investment property. If the interest on the loan is
7.15% per annum compounding monthly, what will be her monthly repayment on an
interest only loan?

19 In order to invest in the stockmarket, Jamie takes out an interest only loan of $50 000. If the
interest on the loan is 8.15% per annum compounding monthly, what will be his monthly
repayments?

20 Jackson takes out an interest only loan of $30 000 from the bank to buy a painting, which
he hopes to resell at a proﬁt in 12 months’ time. The interest on the loan is 9.25% per
annum compounding monthly, and he makes monthly payments on the loan. How much
will he need to sell the painting for in order not to lose money?

Perpetuities
21 Geoff wishes to set up a fund so that every year $2500 is donated to the RSPCA in his
name. If the interest on his initial investment averages 2.5% per annum, compounded
annually, how much should he invest?

22 Barbara wishes to start a scholarship that will reward the top mathematics student each
year with a $500 prize. If the interest on the initial investment averages 2.7% per annum
compounded annually, how much should be invested? Give your answer to the nearest
dollar.

23 Cathy wishes to maintain an ongoing donation of $5500 per year to the Collingwood
Football Club. If the interest on the initial investment averages 2.75% per annum
compounded annually, how much should she invest?

24 Craig wins $1 000 000 in a lottery and decides to place it in a perpetuity that pays 5.75%
per annum interest compounding monthly. What monthly payment does he receive?

25 Suzie invests her inheritance of $642 000 in a perpetuity that pays 6.1% per annum
compounding quarterly. What quarterly payment does she receive? After ﬁve quarterly
payments, how much money remains invested in the perpetuity?
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Reducing balance loan with changing conditions

26 An amount of $35 000 is borrowed for 20 years at 10.5% per annum compounded
monthly.
a What are the repayments for the loan?
b How much interest is paid on the loan over the 20-year period?
c How much is still owing at the end of 4 years?
After four years, the interest rate rises to 13.75% per annum.
d What are the new repayments that will see the amount repaid in a total of 20 years?
e How much extra must now be repaid on the loan over the term of 20 years?

27 A couple negotiates a 25-year mortgage of $150 000 at a fixed rate of 7.5% per annum
compounded monthly for the first 7 years, then at the market rate for the remainder of the
loan. They agree to monthly repayments of $1100 for the first 7 years. Calculate:
a the amount still owing after the first 7 years
b the new monthly repayments required to pay off the loan if after 7 years the market rate
has risen to 8.5% per annum

28 A couple puts a $20 000 down-payment on a new home and arranges to pay off the rest in
monthly instalments of $625 for 30 years at a monthly compounded interest rate of 8.5%
per annum.
a What was the selling price of the house, to the nearest cent?
b How much interest will they pay over the term of the loan?
c How much do they owe after 6 years?
After 6 years the interest rates increase by 0.9%. The couple must now extend the period of
their loan in order to pay it back in full.
d How much will they still owe after the original 30-year period?
e Will they ever repay the loan at their original monthly repayment of $625?
f Calculate the new monthly repayment amount required if the couple still wishes to pay
off the loan in 30 years.
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26 Peter borrows $80 000 for 10 years at 5.6% per annum, compounding monthly, with
Revision
monthly repayments of $555. Which one of the following statements is true?
A The loan will be fully paid out in 10 years.
B At the end of 5 years, the balance of the loan will be $40 000.
C The amount of interest paid each month during the loan increases.
D Weekly payments of $132 compounding weekly would reduce the period of the loan.
E If one extra payment of $2000 is to be made, it would be better to make it at the end of
year 8 than at the end of year 2. [VCAA pre 2006]

27 At the start of each year, Joe’s salary increases to take inﬂation into account.
Inﬂation averaged 2% per annum last year and 3% per annum the year before that.
Joe’s salary this year is $42 000.
Joe’s salary two years ago, correct to the nearest dollar, would have been:
A $39 900 B $39 925 C $39 925 D $39 976 E $39 977 [VCAA 2007]

28 Alf and Rani each invest $2500 for ﬁve years.

Alf’s investment earns simple interest at the rate of 8.5% per annum.
Rani’s investment earns interest at the rate of 7.25% per annum compounding monthly.
After 5 years, correct to the nearest dollar, Alf will have:
A $26 less than Rani B $26 more than Rani
C $16 less than Rani D $16 more than Rani
E the same amount of money as Rani

29 $5000 is invested at a rate of r % per annum compounding quarterly. The value, in dollars,
of this investment after two-and-a-half years is given by:
r 10 r 2.5 r 2.5
A 5000 1 + B 5000 1 + C 5000 1 +
100 400 100
r 2.5 r 10
D 5000 1 + E 5000 1 +
1200 400
22.2 Extended-response questions
1 Adele decides to spend her money as follows:
$40 000 on a new car
$40 000 on the latest computer equipment
Adele knows that the car will depreciate by 25% per annum based on the reducing value of
the car, whereas the computer equipment will depreciate at a flat rate of $8000 per year.
a What is the value of the car after:
i one year? ii three years?
b What is the value of the computer equipment after two years?
c After how many full years does the depreciated value of the car first exceed the
depreciated value of the computer equipment?
d Determine the annual percentage flat rate depreciation applied to the computer
equipment. [VCAA pre 2006]
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Chapter 22 — Revision 613

2 Sally’s credit union passbook looked like this in June 2012.

Revision
Date Particulars Deposits Withdrawals Balance
01 July 2011 Brought forward 2400.00
15 Dec 2011 Deposit 1200.00 3600.00
02 Feb 2012 ATM withdrawal 3000.00
14 May 2012 Interest 85.50
20 June 2012 ATM withdrawal 450.00 2635.50
a What was:
i the amount withdrawn on 2 February 2012?
ii the account balance for 14 May 2012?
b Interest on this account was paid at a rate of 0.3% per month, based on a minimum
monthly balance. How much interest did Sally earn for the month of December
2011? [based on VCAA pre 2006]

3 On 1 July 2012, Sally invested $4000 in a new term deposit that offered a total of $416
interest after two years.
a What was the annual simple interest rate offered for this term deposit?
b An alternative option for Sally had been to invest with a bank at a rate of 4.8% per
annum compounding annually. To calculate the total amount in this account after two
years with this option, Sally wrote down an equation that looked like this:
total amount = 4000 × c × c
What number should Sally have used for c?
c What annual compounding interest rate, correct to two decimal places, would Sally have
needed to earn $416 interest in two years on a $4000 investment?
[based on VCAA pre 2006]

4 Lucy wants to borrow $25 000. Interest is calculated quarterly on the reducing balance at
an interest rate of 7.9%.
a If Lucy can afford to repay her loan at $1600 per quarter:
i How much of Lucy’s ﬁrst payment is interest?
ii Will repayments of $1600 enable Lucy to repay the loan within four years? Explain.
b Suppose Lucy arranges to pay $1525 per quarter.
i How long will it take her to pay back the loan? Give your answer to the nearest
quarter.
ii How much will the period of Lucy’s loan be reduced if her payments are increased to
$1745? Give your answer to the nearest quarter.

5 Eric wants to buy a photocopier. Crazy Bob’s normally sells them for $4450, but they have
a special discounted price of $3800 for this week.
a What is the percentage discount? Write your answer correct to one decimal place.
b Crazy Bob’s offers to sell the photocopier for the discounted price of $3800, with terms
of $500 deposit and $330 per month for 12 months.
(cont’d.)
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i What is the total cost of the photocopier on these terms?

Revision
ii What is the annual ﬂat rate of interest charged?
c Eric sees the same photocopier for sale at Discount House, also for $3800. The terms of
the sale there require no deposit and monthly repayments over two years at an interest
rate of 8.5% per annum, calculated monthly on the reducing balance.
i What is the monthly repayment for this loan? Write your answer in dollars correct to
two decimal places.
ii What is the total cost of the machine from Discount House on these terms? Write
your answer correct to the nearest dollar.
d Whose terms, Crazy Bob’s or Discount House, offer the lowest total cost for the
photocopier? Justify your answer by calculating the difference in total money paid.

6 Brad buys a coffee machine for his café with an initial value of $3100. He considers two
methods of depreciating the value of the coffee machine.
a Suppose that the value of the machine is depreciated using the reducing balance method
over 3 years and reducing at a rate of 15% per annum. What is the depreciated value of
the machine after 3 years? Write your answer correct to the nearest dollar.
b Alternatively, suppose that the machine is depreciated using the unit cost method. Brad
sells 15 000 cups of coffee per year and the unit cost per cup is 3.0 cents. Determine the
depreciated value of the machine after 3 years. Write your answer correct to the nearest
dollar.
c Brad wants the depreciated value of the machine after 3 years to be the same when
calculated by both methods of depreciation. What would the unit cost per cup of
coffee have to be for this to occur? Write your answer in cents, correct to one decimal
place. [VCAA pre 2006]

7 Roslyn earns an annual salary of $54 200, which is paid monthly. She did not join the
superannuation fund until her 37th birthday and she now pays 7% of her gross salary to the
superannuation fund. Her employer contributes a further 14%.
a What amount of money is placed each month into her superannuation fund?
b The superannuation fund pays 4.2% per annum compound interest, compounded
monthly. Assuming that Roslyn’s annual salary remains constant, what is the amount of
superannuation she will have available at her 60th birthday?
c If there is an average of 2.5% inﬂation over the period of time that Roslyn is working,
what is the purchasing power of the amount of superannuation determined in part b?
d Suppose that when Roslyn retires she places her superannuation in a perpetuity that will
provide a monthly income without using any of the principal. If the perpetuity pays
4.25% per annum compounding monthly, what monthly payment will Roslyn receive?

8 Shelly decides to sell her business and invest the proceeds in an investment account that
pays 5.5% per annum interest, compounding monthly. She plans to continue to work for
ﬁve more years and add another $1500 per month to the account, and then retire.
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Chapter 22 — Revision 615

a If she makes a proﬁt of $825 000 on her business, how much will Shelly have in the

Revision
investment account when she retires?
b If there has been an average inﬂation rate of 3.2% over the 5-year period of her
investment, what is the purchasing power of the amount of money Shelly has in her
account?
c When she retires in ﬁve years, Shelly plans to use her money to buy an annuity, which
pays 5.75% per annum compounding monthly. If she receives $8400 per month for her
living expenses, how long will the annuity last?
d Alternatively, Shelly could place the money in a perpetuity. If the perpetuity she selects
pays 5.75% per annum compounding monthly, how much is the monthly payment that
Shelly will receive?

9 Glenda decides to buy a house worth $250 000 with a deposit of $80 000, and a loan of
$170 000 from a building society. To repay the loan of $170 000, Glenda pays the building
society $1850 per month for 10 years.
a Calculate the total amount of Glenda’s repayments to the building society.
b Determine the total interest on the loan during the 10 years.
c Find the annual ﬂat rate of interest charged by the building society. Give your answer
correct to one decimal place.

10 Robyn invests $100 000 to provide a scholarship valued at $10 000 to the best mathematics
student in the ﬁnal year at her old school. She invests the money into an annuity at an
interest rate of 8.25% per annum compound interest. She makes the payment to the
winning student each year immediately after the interest is paid into the account.
a How much money is left in the account after the ﬁrst two scholarships are awarded?
b Determine the amount that is left in Robyn’s account after 10 years of awarding
scholarships. Give your answer to the nearest cent.
c What would be the maximum value for each scholarship if they are to be awarded
forever?
d How much would Robyn need to invest to be able to pay the $10 000 scholarship in
perpetuity? Give your answer to the nearest dollar.
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Chapter 23 – Undirected graphs 627

It is easy to remember the difference between Hamilton paths (circuits) and Euler paths
(circuits). Hamilton graphs are deﬁned in terms of vertices and Euler graphs are deﬁned
in terms of edges.

Unfortunately, unlike the condition for an Euler circuit, there is no nice condition to identify
when a graph is a Hamilton circuit. It is just a matter of trial and error.

Example 7 Identifying a Hamilton circuit C B A

List a Hamilton circuit for the graph shown. E

Solution F
H G
A Hamilton circuit is C → B → A → E → F → G → H → D → C .

Not every graph that has a Hamilton circuit has an Euler circuit, F A
and also not every graph that has an Euler circuit has a
Hamilton circuit. The graph in Example 7 has a Hamilton
circuit but not an Euler circuit. The graph in Figure 23.19 has an C

Euler circuit but not a Hamilton circuit.

E B
Figure 23.19

Exercise 23D
1 i Identify whether each graph below has an Euler circuit, or an Euler path but not an Euler
circuit, or neither an Euler circuit nor an Euler path.
ii Name the Euler circuits or paths found.
a A B b B C c A
C
F
G B
C
E
H
D
E D A D
E
F
d C e E A
B D
B

D C

E F
A
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Chapter 23 – Undirected graphs 631

c B 18 C d D
100 140
10 70
E H
19 E G
18 20 C 100
10 9 200
90 80 90
F
A 18 D B
90
120

2 By trial and error, ﬁnd the shortest path from A to E. B F

4 6 7
D
8
A 3
E
5
3

3 Find the shortest Hamilton path for the following graph, B 6 C

starting at A.
5 6
3 4
G
A 4
D
2
3 4 5
5

F 3 E

4 In the network opposite, the vertices represent 3

12
8 4
small towns and the edges represent roads. The 2 8
3 2
numbers on each edge indicate the distances A
3
9 B
(in km) between towns. 11 3

15 8
a Determine the length of the shortest path 14

between the towns labelled A and B.

b Find the minimal spanning tree for this network and determine its length.
300
5 In the network opposite, the vertices represent 140
70 40
water tanks on a large property and the edges 80 70
80 40
90 60
represent pipes used to move water between
40 40
these tanks. The numbers on each edge 80 50
60 110
indicate the lengths of pipes (in m) connecting 150 120
90
different tanks.
Determine the shortest length of pipe needed to connect all water storages.
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Chapter 23 – Undirected graphs 635

Review
5 Which of the following graphs does not have an Euler circuit?
A B C

D E

6 A connected planar graph divides the plane into a number of regions. If the graph
has eight vertices and these are linked by 13 edges, then the number of regions is:
A 5 B 6 C 7 D 8 E 10
7 For the graph shown, which of the following paths is a Hamilton A
circuit? E
A ABCDCFDEFAEA B AEFDCBA C AFCDEABA B
F
D ABCDEA E AEDCBAF D

C
8 The graph opposite has:
A 4 faces B 5 faces C 6 faces D 7 faces E 8 faces

9 The sum of the degrees of the vertices on the graph shown

here is:
A 20 B 21 C 22 D 23 E 24

B
10 For the graph shown, which additional arc could be added
to the network so that the graph formed would contain an C
A
Euler path?
E
A AF B DE C AB D CF E BF
F
D
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11 For the graph shown here, the minimum length spanning 7

tree has length: 8
A 30 B 31 C 33 D 34 E 26 4
5 10
6
4 9
2
12 Of the following graphs, which one has both Euler and
Hamilton circuits?
A B C

D E

13 A complete graph with six vertices is drawn. This network would best represent:
A the journey of a paper boy who delivers to six homes covering the minimum
distance
B the cables required to connect six houses to a pay television service that
minimises the length of cables needed
C a six-team basketball competition where all teams play each other once
D a project where six tasks must be performed between the start and ﬁnish
E the allocation of different assignments to a group of six students [VCAA 2006]
2
14 Which one of the following is a spanning tree for
the graph shown here?
3
1

5 4
A 2 B 2

3 3
1 1

4
5 5 4
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Chapter 23 – Undirected graphs 637

Review
C 2 D 2 E 2

3 3
1 1
1
4 4 5
5
5
15 Which one of the following graphs has an Euler circuit?
A B
C

D E

16 Which one of the following graphs provides a counter-example to the statement:

‘For a graph with seven vertices, if the degree of each vertex is greater than 2 then
the graph contains a Hamilton circuit’?
A B C

D E

17 A planar graph has 5 vertices and 4 faces. The number of edges is:
A 5 B 6 C 7 D 8 E 9
18 The smallest number of edges for a graph with 10 vertices to be connected is:
A 6 B 7 C 8 D 9 E 10
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Review 638 Essential Further Mathematics – Module 5 Networks and decision mathematics

19 Which one of the following paths is a Hamilton Q

circuit for the graph shown here?
A PQRSTP B PQRSTUVP V R
U
C PQUVRSTP D PQRSTUVUTP P
E PQRSTUVRVQUTP S

T
20 Four towns, A, B, C and D, are linked by roads as shown. B
Which of the following graphs could be used to C
represent the network of roads? Each edge
represents a route between two towns
A
D
A B B B C B
C
C
C
A A
A D
D
D
D B E B
C C
A A
D
D

Extended-response questions

1 This question is about the vertices of a graph and the degree of a vertex. In Graph A
below, there are four vertices (the dots).
Graph A Graph B Graph C

1 2

3 4
a Complete the table for Graph B. Degree 0 1 2 3 4 5 6 7
b Study Graphs A, B and C and then Number of vertices
consider the statement:
‘In any graph the total number of vertices of odd degree is an even number.’
Is this statement true for Graphs A, B and C? How many vertices of odd degree
does each graph have?
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Review 640 Essential Further Mathematics – Module 5 Networks and decision mathematics

iii Fill in the missing entries for the A B C D E F

⎡ ⎤
matrix shown for the completed A 0 1 0 1 1 1
⎢ ⎥
graph formed above. B ⎢1 0 1 0 0 0⎥
⎢ ⎥
C⎢⎢0 1 0 1 1 0⎥⎥
D⎢⎢1 0 − − − −⎥⎥
⎢ ⎥
E ⎣1 0 − − − −⎦
F 1 0 − − − −
b A walker follows the route A−B−A−F−E−D−C−E−F−A.
i How far does this person walk?
ii Why is the route not a Hamilton circuit?
iii Write down a route that a walker could follow that is a Hamilton circuit.
iv Find the distance walked in following this Hamilton circuit.
c It is impossible to start at A and return to A by going along each path exactly
once. An extra path joining two campsites can be constructed so that this is
possible. Which two campsites need to be joined by a path to make this possible?
4 An estate has large open parklands that B
250
contain seven large trees. The trees are 200
C
400
denoted as vertices A to G on the network
150
A F
diagram shown. Walking paths link the 200
150

trees as shown. The numbers on the edges 350

200
250 D
represent the lengths of the paths in metres. 250

G
a Determine the sum of the degrees of the 300
100

E
vertices of this network.
b One day Jamie decides to go for a walk that will take him along each of the paths
between the trees. He wishes to walk the minimum possible distance.
i State a vertex at which Jamie could begin his walk.
ii Determine the total distance, in metres, that Jamie will walk.
Michelle is currently at F. She wishes to follow a route that can be described as
the shortest Hamiltonian circuit.
c Write down a route that Michelle can take. [VCAA 2007]
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Chapter 24 — Directed graphs 663

3 Three volunteer workers, Joe, Meg and Job

Ali, are available to help with three A B C
jobs. The time (in minutes) in which each Joe 20 20 36
worker is able to complete each task is
Meg 16 20 44
given in the table opposite.
Ali 26 26 44
Which allocation of workers to jobs will
enable the jobs to be completed in the minimum time?

4 A company has four machine operators Machine

and four different machines that they
Operator W X Y Z
can operate. The table shows the hourly
A 38 35 26 54
cost in dollars of running each
B 32 29 32 26
machine for each operator. How
C 44 26 23 35
should the machinists be allocated
D 20 26 32 29
to the machines to maximise the
hourly output from each of the
machines with the staff available?

5 A football association is scheduling Team Home Away Neutral

football games to be played by three Champs 10 9 8
teams (the Champs, the Stars and the Stars 7 4 5
Wests) on a public holiday. On this day,
Wests 8 7 6
one team must play at their Home ground,
one will play Away and one will play at a Neutral ground.
The costs (in $000s) for each team to play at each of the grounds are given in the table below.
Determine a schedule that will minimise the total cost of playing the three games and
determine this cost.
Note: There are two different ways of scheduling the games to achieve the same minimum cost. Identify
both of these.

6 A roadside vehicle assistance Motorist

organisation has four service vehicles Service vehicle Jess Mark Raj Karla
located in four different places. The A 18 15 15 16
table below shows the distance (in km) B 7 17 11 13
of each of these service vehicles from C 25 19 18 21
four motorists in need of roadside D 9 22 19 23
assistance.
Determine a service vehicle assignment that will ensure that the total distance travelled by
the service vehicles is minimised. Determine this distance.
Note: There are two ways that the service vehicles can be assigned to minimise the total distance travelled.
Identify both of these.
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11 This graph represents the activity E, 3

B, 4 I, 3
schedule for a project where the Start A, 5 D, 6 Finish
H, 3
component times in days are shown. K, 6
C, 3 G, 2 J, 1
The critical path for the network of
F, 6
this project is given by:
A A–B–E–I–K B A–D–H–I–K C A–C–G–H–I–K
D A–C–F–J–K E A–D–G–F–J–K
12 The table opposite lists the six Task Predecessor EST
activities in a project and the A – 0
earliest start time, in hours, and B – 0
the predecessor(s) of each task.
C A 8
The time taken for activity E is two
D B 15
hours. Without affecting the time
E C 22
taken for the entire project, the time
F D, E 35
taken for activity C could be
increased by:
A 0 hours B 8 hours C 9 hours D 11 hours E 27 hours
[VCAA pre 2006]
13 The edges in this directed graph correspond B, 6
2 4
A, 3 E, 2
to the tasks involved in the preparation of an
examination. The numbers indicate the time, 1 D, 5 6 7
in weeks, needed for each task. The total H, 6
C, 2 3 5 G, 4
F, 3
number of weeks needed for the preparation
of the examination is:
A 14 B 15 C 16 D 17 E 27
14 The directed graph represents a E, 1
A, 2
manufacturing process with G, 1
Start
activities and their duration (in hours) C, 4 F, 2
B, 3 Finish
listed on the arcs of the graph. The D, 2 H, 4
earliest time (in hours) after the start that
activity G can begin is:
A 3 B 5 C 6 D 7 E 8
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Review
4 WestAir Company flies routes in western Mildura
2
Echuca
Victoria. The network shows the layout of 4
7 1
3
connecting flight paths for WestAir, which Ballarat Melbourne
8
originate in Mildura and terminate either Horsham 2 7 10
2
1 Geelong
in Melbourne or on the way to Melbourne. 2 3
Hamilton
On this network the available spaces for 2
Warrnambool
passengers flying out of various locations
on one morning are listed.
a The network is cut as shown. What does Mildura
2 Echuca
this cut tell us about the maximum 4
7 1
3
number of passengers who could depart Ballarat Melbourne
8
Mildura and arrive in Melbourne on this Horsham 2
2
7 10
1
morning using WestAir? 2
3 Geelong
Hamilton
b What is the maximum number of 2
passengers who could travel from Mildura Warrnambool

to Melbourne for the morning via WestAir

services? [VCAA pre 2006]
5 LiteAero Company designs and makes
Duration Immediate
light aircraft for the civil aviation industry. Activity (weeks) predecessor(s)
They identify 10 activities required for A 4 −
production of their new model, the B 5 A
MarchFly. These, and the associated C 7 B
activity durations, are given in the D 6 B
table opposite. E 7 B
F 4 C
G 2 E, F
H 4 F
I 2 D, G
J 1 H, I
a An incomplete network for this project is shown. Complete the network by
drawing and labelling activity D.
F, 4
C, 7 H, 4
E, 7 G, 2
A, 4 B, 5 I, 2 J, 1

(cont’d.)
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Review 672 Essential Further Mathematics — Module 5 Networks and decision mathematics

b Use the information from the table to Earliest Latest

complete the missing earliest and latest Activity start time start time
start times. A 0 0
c State the critical path(s) for this network. B 4 4
C 9 9
D 9
E 9 13
F 16 16
G 20
H 20 20
I 22 22
J 24 24
[VCAA pre 2006]
6 A school swimming team wants to select a 4 × 200 metre relay team. The fastest
times of its four best swimmers in each of the strokes are shown in the table below.
Which swimmer should swim which stroke to give the team the best chance of
winning, and what would be their time to swim the relay?

Stroke
Backstroke Breaststroke Butterﬂy Freestyle
Rob 76 78 70 62
Joel 74 80 66 62
Henk 72 76 68 58
Sav 78 80 66 60

7 In the network opposite, the values on the 3

cut

edges give the maximum ﬂow possible 10 8

Source 6 7 2
between each pair of vertices. The arrows 9 2
8
5
show the direction of ﬂow in the network. 11 5
9 Sink

Also shown is a cut that separates the 15

13
14
source from the sink.
a Determine the capacity of the cut shown.
b Determine the maximum ﬂow.
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Chapter 25 – Revision 677

19 What additional arc could be added to the graph to ensure

Revision
B
that the resulting graph would contain an Euler circuit?
A AB B AC C AD D AE E BC
A C
D

20 This network represents a project development with D

C I
activities listed on the arcs of the graph. Which of the E J
A
following statements must be true? H K
F
A A must be completed before B can start. B
G
B A must be completed before F can start.
C E and F must start at the same time.
D E and F must ﬁnish at the same time.
E E cannot start until A is ﬁnished.

21 A connected graph with 12 edges divides a plane into 4 regions. The number of vertices in
this graph will be:
A 6 B 10 C 12 D 13 E 14

22 An adjacency matrix for the graph opposite could be:

⎡ ⎤ ⎡ ⎤
A 0 0 1 0 B 0 0 1 0
⎢0 0 1 0⎥ ⎢0 0 1 0⎥
⎢ ⎥ ⎢ ⎥
⎢ ⎥ ⎢ ⎥
⎣1 1 2 0⎦ ⎣1 1 1 0⎦
0 0 0 0 0 0 0 0
⎡ ⎤ ⎡ ⎤ ⎡ ⎤
C 0 0 1 0 D 0 0 1 0 E 0 0 1 0
⎢0 0 1 0⎥ ⎢0 0 1 0⎥ ⎢0 0⎥
⎢ ⎥ ⎢ ⎥ ⎢ 1 1 ⎥
⎢ ⎥ ⎢ ⎥ ⎢ ⎥
⎣1 1 3 0⎦ ⎣1 1 0 0⎦ ⎣1 1 2 0⎦
0 0 0 0 0 0 1 0 0 0 0 0

23 A vehicle is travelling from town P to town Q. The journey requires the vehicle to travel
along a network linking suitable fuel stops. The cost, in dollars, of travel between these is
shown on the network below, where the nodes represent fuel stops.
90
160
80 60
P 135 110
70 100 85
120 Q
205 120
95
What is the minimum cost, in dollars, for the trip?
A 400 B 405 C 410 D 420 E 440
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24 The capacity of the cut in the network ﬂow diagram cut

Revision
9 3
shown is: 4
2
A 0 B 2 C 10 D 13 E 16 8 6
3
5 3

25 The sum of the degrees of the vertices on the graph

shown is:
A 12 B 13 C 14 D 15 E 16

26 A connected planar graph divides the plane into a number of regions. If the graph has
9 vertices and these are linked by 20 edges, then the number of regions is:
A 11 B 13 C 21 D 27 E 31

27 The sum of the weights of the minimum spanning tree

6 4
of the weighted graph is: 7
A 2 B 30 C 32 D 33 E 35 8
5
7
3
The following graph relates to questions 28 and 29
1
7 2
4
1 5
2 3
4 6
3 5 3
6

28 The maximum ﬂow in the network linking node 1 to node 6 is:

A 5 B 6 C 7 D 8 E 9

29 The number of ways that node 6 can be reached from node 1 is:
A 1 B 2 C 3 D 4 E 5

30 An undirected connected graph has ﬁve vertices. Three of these vertices are of even degree
and two of these vertices are of odd degree. One extra edge is added. It joins two of the
existing vertices.
In the resulting graph, it is not possible to have ﬁve vertices that are:
A all of even degree
B all of equal degree
C one of even degree and four of odd degree
D three of even degree and two of odd degree
E four of even degree and one of odd degree [VCAA 2009]
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Chapter 25 – Revision 679

31 Five soccer teams played each other once in a tournament. In each game there was a winner

Revision
and a loser. A table of one-step and two-step dominances summarises the results.
Team One-step dominances Two-step dominances
Aardvarks 1 2
Bears 3 5
Chimps 2 4
Donkeys 3 4
Elephants 1 1
One result in the tournament that must have occurred is that:
A Elephants defeated Bears B Elephants defeated Aardvarks
C Aardvarks defeated Donkeys D Donkeys defeated Bears
E Bears defeated Chimps [VCAA 2009]

25.2 Extended-response questions

1 The network diagram shows the distances, in kilometres, 30
25 7
along a series of roads that connect a quarry, Q, with 18 7
worksites, shown as nodes. 26 9 46 25 13 3
6 8 7
a One of these worksites is labelled as W. Q 16 W
7 15 7
i Indicate the shortest path from the quarry to W. 9 7 4
13 14
ii Determine the length, in kilometres, of the shortest 13
10
path between the quarry Q and the worksite W.
b The engineer at the quarry wants to visit all worksites in the network. Beginning at Q, he
wants to pass through each worksite only once before returning to the quarry.
i What mathematical term describes the route the engineer wants to take?
ii Show a complete route that the engineer could take to visit each worksite only once
before returning to the quarry. [VCAA pre 2006]

2 All the activities and their durations (in hours) in a project at the quarry are shown in the
network diagram below. The least time required for completing this entire project is
30 hours.
G, 4

E, 4 T, 0 J, 3
A, 6 F,6 I, 2 K,
Start Finish

B, 5 C, 2 H, 3

D,
For each activity in this project, the table on the next page shows the completion time, the
earliest starting time and the latest starting time.
(cont’d.)
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Revision 680 Essential Further Mathematics – Module 5 Networks and decision mathematics

Completion Earliest Latest

Activity time (hours) starting time (hours) starting time (hours)
A 6 0
B 5 0 0
C 2 5 5
D 5 9
E 4 7 7
F 6 7
G 4 11 11
H 3 9 13
I 2 13 16
J 3 15 15
K 18 18

a Complete the missing times in the table.

b Write down the critical path for this project.

3 A development project involves Optimistic

completing a number of activities as Node–link Activity time (days) Predecessor(s)
shown in the table. With each activity, 1–2 A 4 –
there is the optimistic assessment 1–3 B 2 –
of completion time (i.e. the shortest 2–4 C 1 A
time likely to occur). Time is 3–4 D 6 B
measured in days. 3–5 E 5 B
3–6 F 7 B
4–7 G 5 C, D
5–7 H 1 E
6–8 I 2 F
7–9 J 10 G, H
8–9 K 6 I

The set of activities can be represented on a directed graph.

a Construct a graph for this project, labelling the activities on the arcs (edges) with their
associated shortest durations.
b Determine the earliest start time for each activity from your graph.
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Chapter 25 – Revision 681

c How long is the estimated project time under this set of activity durations?

Revision
d Determine the latest start time for each activity from your graph.
e State the critical path.
f If the ﬁnal activity, K , had to be delayed, how many days could this delay take before the
project schedule was disrupted? [VCAA pre 2006]

4 A train journey consists of a connected sequence of stages formed by edges on the directed
network from Arlie to Bowen. The number of available seats for each stage is indicated
beside the corresponding edge, as shown in the diagram.

cut B cut C
cut D
cut A 0
4
3 3 9
7 4 7 8 Bowen
Arlie 1
7 4 cut E
4 8 1
4

The five cuts, A, B, C, D and E, shown on the network, are attempts to find the
maximum number of available seats that can be booked for a journey from Arlie to
Bowen.
a Write down the capacity of cut A, cut B and cut C.
b Cut E is not a valid cut when trying to find the minimum cut between Arlie and Bowen.
Why?
c Determine the maximum number of available seats for a train journey from Arlie to
Bowen.

5 The Bowen Yard Buster team specialises in backyard improvement projects. The team has
identiﬁed the activities required for a backyard improvement. The network diagram on the
next page shows the activities identiﬁed and the actual times, in hours, needed to complete
each activity, that is, the duration of each activity.
The table lists the activities, their immediate predecessor(s) and the earliest starting times
(EST), in hours, of each of the activities. Activity X is not yet drawn on the network
diagram.

(cont’d.)
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J, 2
Revision
Immediate EST
C, 2 predecessor(s)
A – 0
D, 4 L, 3
B – 0
A, 3 E, 2 H, 3 C A 3
B, 2 F, 1 K, 3 M, 3
D A 3
E 3
G, 3
I, 3 F B, E 5
G B, E 5
H D 7
a Use the information in the network diagram I G
to complete the table. J C, X 8
b Draw and label activity X on the network K F, H 10
diagram above, including its direction L J 10
and duration. M I, K
c The path A–D–H–K–M is the only X D 7
critical path in this project.
i Write down the duration of path A–D–H–K–M.
ii Explain the importance of the critical path in completing the project.

6 To save money, Bowen Yard Busters decide to revise J, 2

the project and leave out activities D, G, I and X. C, 2

This results in a reduction in the time needed to L, 3

H, 2
complete activities H, K and M as shown. A, 3
B, 2 E, 2 K, 1 M, 2
a For this revised project network, what is the
F, 1
earliest starting time for activity K?
b Write down the critical path for this revised project network.
c Without affecting the earliest completion time for this entire revised project, what is the
latest starting time for activity M?

7 A rural town, built on hills, contains a set of roads Q

0.8 0.9
represented by arcs in the network shown here. The S
numbers on the network refer to distances along the P 0.7
0.7 0.8 0.6
roads (in kilometres) and the letters refer to
intersections of the roads. The arcs without endpoints R 0.8 1.0
T
refer to the two roads in and out of town. 0.6
U
a i What is the length of the shortest route through the town from P to U?
ii A safety ofﬁcer who enters the town at P needs to examine all intersections in the
town before leaving from U to travel to the next town. To save time, she wants to pass
through each intersection only once. State a path through the network of roads that
would enable her to do this.
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Chapter 25 – Revision 683

b A technician from the electricity company is checking the overhead cables along each

Revision
street. The technician elects to follow an Euler path through the network streets
(ignoring the roads in and out of town) starting at R and ﬁnishing at S.
i Complete the following Euler path: R–Q–P–R– − − −T –U –S
ii How would the technician beneﬁt from choosing an Euler path?

8 The local council plans to turn the main street of the town into a mall. The planning phase
involves a number of activities whose normal completion times are supplied in Table 1.
Also included in the table are the ‘crash time’ (possible time to which the activity time can
be shortened) and the daily cost of this ‘crashing’.
Table 1 Project completion times and costs

Activity Normal completion time (days) Crash time (days) Cost of crashing per day ($)
A 10 8 400
B 5 5 –
C 3 2 400
D 5 4 600
E 4 4 –
F 6 5 500
G 6 4 200
H 7 5 300
I 5 5 –
J 4 3 400

Activity Earliest start time (day) Latest start time (day)

A 0 0
B 0 2
C 5 7
D 10 10
E 10 12
F 16
G 15
H 15 15
I 22 22
J 21 23
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9 A group of seven towns on an island have been surveyed 19 B 20

for transport and communications needs. The towns A D 56
(labelled A, B, C, D, E, F, G) form the network shown 32 E
29 21
here. The road distances between the towns are marked 18
33
in kilometres. (All towns may be treated as points being C 28
of no size compared to the network lengths.) F
25 16
a Explain what is meant by the description of the graph G
as ‘planar’.
b The roads between the towns define boundaries used by the local authority to establish
rural planning subregions. (That is, the section bounded by roads AB, AC and BC
would be one subregion. These subregions are non-overlapping.)
Treating the subregions as faces of the graph (with the exterior of the network as one
subregion), the roads as edges and towns as vertices, show that Euler’s formula linking
the number of vertices, edges and faces in a planar graph, i.e.
number of vertices + number of faces = number of edges + 2, is satisfied.
An inspector of roads is stationed at B. Starting from B, she must travel the complete
network of roads to examine them.
c If she wishes to travel the least distance where will she end up in the network?
d What will that distance be?
e Is the route unique? Briefly justify your answer.
f Determine the shortest distance that a fire truck stationed at E must travel to assist at an
emergency at A.
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Chapter 25 – Revision 685

g To establish a cable network for telecommunications 19 B 20

Revision
on the island, it is proposed to put the cable A D 56
underground beside the existing roads. What is the 32 E
29 21
minimal length of cable required here if back-up 18
33
links are not considered necessary; that is, there are C 28
F
no loops in the cable network?
25 16
G
The Island Bank has outlets in each of the towns. The regional assistant manager
stationed at C must visit each outlet every second Friday and then return to the office at C.
h Treating the towns as vertices and roads as edges in a graph, what is the distance of a
journey that forms a Hamilton circuit in the graph?
i What is the length of the trip that gives the optimal (that is, shortest) route to the
assistant manager?
j A reservoir at E pumps water through pipes along
the network routes shown. The capacities of the flow B
5 5
are given in the digraph shown here in megalitres D
A 8
per day. 2 E
4 5
Occasionally, there are fire emergencies in the 6 4
forest beside A and additional flow of water C 6
is used. What is the maximum flow that can reach F
2 3
A from E? G

10 George, Harriet, Ian, Josie and Keith are a group of ﬁve musicians. They plan to form a
band where each musician will play one instrument only. The bipartite graph below shows
the instrument that each is able to play.
George drums

Harriet guitar

Ian keyboards

Josie saxophone

Keith vocals

a Given that each musician will play one instrument only:

i which musician must play the guitar?
ii name the instruments that Harriet, Ian and Keith must play

(cont’d.)
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686 Essential Further Mathematics – Module 5 Networks and decision mathematics

The ﬁve musicians compete in a music trivia loser

Revision
game. G H I J K
Each musician competes once against every G 0 0 1 0 1
other musician. H 1 0 1 1 0
In each game there is a winner and a loser. winner I 0 0 0 1 0
The results are represented in the dominance J 1 0 0 0 0
K 0 1 1 1 0
matrix opposite.
b Explain why the ﬁgures in bold in the matrix
Harriet
are all zero.

The incomplete directed graph opposite has

been constructed from this matrix. On this
George Ian
graph, draw an arrow from Harriet to George
that shows that Harriet won against George.
One of the edges on the directed graph is
missing.
Keith Josie
c Using the information in the dominance
matrix, draw in the missing edge on the
graph and show its direction.

The results of each trivia contest (one-step Musician Dominance value (wins)
dominances) are summarised in the table
George 2
opposite.
Harriet 3
In order to rank the musicians from ﬁrst to last
Ian 1
in the trivia contest, two-step (two-edge)
Josie 1
dominances will be considered.
Keith 3

The incomplete matrix opposite shows G H I J K

two-step dominances. G 0 1 1 2 0
d Explain the two-step dominance that H 1 0 1 1 1
George has over Ian. I 1 0 0 0 0
e Determine the value of the entry x in the J 0 0 1 0 1
matrix. K 2 0 1 x 0
f Taking into consideration both the one-step
and two-step dominances, determine which
musician was ranked ﬁrst and which
musician was ranked last in the trivia
contest. [based on VCAA 2006]
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Chapter 25 – Revision 687

11 Jack’s construction company builds a particular type of house using the project plan given

Revision
in Table 1.

Activity Description Predecessor Duration

(days)
A build foundation – 5
B build frame A 8
C build roof B 12
D do electrical wiring B 5
E put in windows B 4
F install insulation E 1
G install plumbing F 1
H put on siding G 6
I paint house C, H 3
Table 1 J add ﬁxtures/ﬁttings D, I 3

A project network for this plan, with activities on arcs, is shown here.

A B C I J
E H
F G

a Using the information in Table 1,

Activity Earliest start time Latest start time
determine the times missing from
A 0 0
Table 2.
B 5 5
b What is the earliest time in which the
C 13 13
project can be completed using the
D 13
information given in Table 1?
E 13
c What is/are the critical path/paths in
F 17
this network?
G 18 18
d What is the ﬂoat (slack time) for any
H 19 19
activity not on a critical path?
I 25 25
Table 2 J 28 28

(cont’d.)
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688 Essential Further Mathematics – Module 5 Networks and decision mathematics

Like many construction projects, this

Revision
Activity Cost per day for Maximum possible
plan can have its time reduced by reducing activity reduction (days)
‘crashing’ the project, that is, using duration ($)
more resources to ﬁnish parts of the A 300 2
job more quickly. Table 3 gives the B 150 3
cost of these reductions and the C 200 1
maximum extent to which each D 400 2
action can be taken. E 200 2
e Using the information in Table 3,
H 300 3
determine the shortest time in
I 400 1
which the project can now be
J 150 1
completed. Show all working.
f What is the minimum additional Table 3
cost to achieve this?

12 A company is building the new Bigtown C 175 D

A 230 215
University. The company has constructed B 250
nine new faculty buildings in a layout as 400 450 535 E
210 350
shown. The minimum distances in metres 425
500 410 F
between adjacent buildings in the university 375
180 I 600
are also shown. 210
H 350 G
A computer network is to be built to serve the whole university.
a Draw a network that will ensure that all the buildings are connected to the network but
that also minimises the amount of cable used. Label each node in the network.
b What is the minimum length of cable required? [VCAA pre 2006]

13 The assembly of machined parts in a manufacturing process can be represented by the

following network. The activities are represented by the letters on the arcs and the numbers
represent the time taken (in hours) for the activities scheduled.
2 5 18
C, 2 G, 4
D, 2 J, 4
A, 2 H, 8
F, 1
B, 1 E, 6 I, 5 K, 2
4 10 17 22 22 24 24

a The earliest start times (EST) for

Activity A B C D E F G H I J K
each activity except G are given in
EST 0 0 2 2 4 4 10 10 18 22
the table. Complete the table
by ﬁnding the EST for G.
b What is the shortest time required to assemble the product?
c What is the ﬂoat (slack time) for Activity I?
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Chapter 25 – Revision 689

14 A number of towns need to be linked by pipelines M

Revision
38 N
to a natural gas supply. In the network shown, the 51 31 40
existing road links between towns L , M, N , O, 43
S 72
L 24
P, Q and R and to the supply point, S, are shown 35 R 50 65
as edges. The towns and the gas supply are shown 47
O
57 63
as vertices. The distances along roads are given in P
kilometres. 55

a What is the shortest distance along roads from the Q

gas supply point S to the town O?

b The gas company decides to run the gas lines along the existing roads. To ensure that all
nodes on the network are linked, the company does not need to place pipes along all the
roads in the network.
i What is the usual name given to the network within a graph (here, the road system)
which links all nodes (towns and supply) and which gives the shortest total length?
ii Sketch this network.
iii What is the minimum length of gas pipeline the company can use to supply all the
towns by running the pipes along the existing roads?
c The gas company decides it wants to run the pipeline directly to any town which is
linked by road to its supply at S. Towns not directly connected to S by road will be linked
via other towns in the network.
What is the minimum length of pipeline that will enable all towns to be connected to the
gas supply under these circumstances?

15 In laying a pipeline, the various jobs involved have been grouped into a set of speciﬁc tasks
A–K, which are performed in the precedence described in the network below.
G
4 6
D F J
A I
1 3 5 7 8
E H K
B C
2
Table 1 Task durations
a List all the task(s) that must be
completed before task E is Task Normal completion time (months)
started. A 10
The durations of the tasks are B 6
given in Table 1. C 3
D 4
E 7
F 4
G 5
H 4
I 5
J 4
K 3
(cont’d.)
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690 Essential Further Mathematics – Module 5 Networks and decision mathematics

b Use the information in Table 2 Starting times for tasks

Revision
Table 1 to complete
Task EST LST
Table 2.
A 0 0
c For this project:
B 0
i write down the critical path
C 6 7
ii determine the length of
D 10 10
the critical path (that is,
E 11
the earliest time the
F 14 14
project can be completed)
G 14 18
d If the project managers are
H 18 20
prepared to pay more for
I 18
additional labour and
J 23 23
machinery, the time taken
to complete task A can be K 22 24
reduced to 8 months, task E can be reduced to 5 months and task I can be reduced to
4 months.
Under these circumstances:
i what would be the critical path(s)?
ii how long would it take to complete the project?

16 The pipeline construction team needs tractors at four different worksites. Four tractors are
available but these are in four different locations. The cost (in dollars) of providing a tractor
at each of the sites from each of the locations is given in Table 3.
Table 3 Cost of providing tractors (in dollars)

Tractor based at
Assigned to Location 1 Location 2 Location 3 Location 4
Site 1 1130 830 2010 1140
Site 2 1020 1100 690 850
Site 3 2010 1320 1150 1410
Site 4 960 1210 2100 1530

a Use the Hungarian algorithm, or otherwise, Tractor at Assign to

to complete the following table. From each Location 1 Site 4
location show where the tractors should
Location 2
be sent to minimise the total cost of providing
Location 3
tractors to the pipeline construction team.
Location 4
b What is the minimum cost of providing
tractors to the pipeline construction team? [VCAA pre 2006]
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Chapter 25 – Revision 691

17 The map shows six camp sites, A, B, C, D, E B

Revision
6 9
and F which are joined by paths. The numbers
on the paths show lengths in kilometres of lake C
4
sections of the paths. A 5 3 D

5
4
1
5
2
E
F 3

The National Park Authority limits the number 60

B 30

of people per day who can walk along each of

70
the paths connecting the camp sites as shown in C
A 50 D
the graph. Note that, due to a landslide,
0
path CE has been blocked and cannot be used. 50 10
F 20
60
20
a What is the maximum number of people per E
day who can travel from A to C using the
paths and directions as shown in the graph?
Justify your answer.
b The number of people allowed to use the paths each day in the reverse direction is given
by the following table.

Path Number allowed This diagram may be used to assist

B to A 60 answering part b.
C to B 30
B
C to D 50
C to E 0
C
D to E 20 A D
F to E 0
F
D to F 5
E to A 0 E
D to A 50
F to A 20

What is the maximum number of people per day who can travel from C to A?

18 Camp sites A, B, C and D are to be supplied

W X Y Z
with food. Four local residents, W, X, Y and Z,
A 30 70 60 20
offer to supply one campsite each. The cost in
B 40 30 50 80
dollars of supplying one load of food from
C 50 40 60 50
each resident to each campsite is tabulated.
D 60 70 30 70

a Find the two possible matchings between campsites and residents so that the total cost is
a minimum.
b State this minimum cost.
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694 Essential Further Mathematics – Module 6 Matrices and applications

Square matrices
As a ﬁnal example, we could form a matrix we might call ⎡ ⎤
173 57 18 86
M (for males). This matrix contains only the data for the ⎢179 58 19 82⎥
⎢ ⎥
males. As this matrix has four rows and four columns, it is a M =⎢ ⎥
⎣195 84 18 71⎦
(4 × 4) matrix; four rows by four columns. It contains 184 74 22 78
4 × 4 = 16 elements.
A matrix like M, with an equal number of rows and columns is called a square matrix.

Example 1 Matrix facts

For each of the matrices below, write down its type, order and the number of elements.

Solution
Matrix Type Order No. of elements
⎡ ⎤
1 5 1 Square matrix (3 × 3) 9
⎢ ⎥ no. of rows = no. of columns 3×3=9
A = ⎣2 0 4⎦ 3 rows, 3 cols.

2 −1 6
⎡ ⎤
1 Column matrix (3 × 1) 3
⎢ ⎥
B = ⎣0⎦ single column 3 rows, 1 col. 3×1=3
1
C = [3 1 0 5 −3 1] Row matrix (1 × 6) 6
single row 1 row, 6 cols. 1×6=6

Some notation
In some situations, we would like to talk about a matrix and its elements without having
speciﬁc numbers in mind. We do this as follows.
For the matrix A, which has n rows and m columns, we write:

a1,1 a1,2 a1,3 a1,m a2, 3

...
a2,1 a2,2 a2,3 ... a2,m
A = a3,1 a3,2 a3,3 ... a3,m
row number column number
... ... ... ... ...
an,1 an,2 an,3 ... an,m

Thus:
a2,1 represents the element in the 2nd row and the 1st column
a1,2 represents the element in the 1st row and the 2nd column
a2,2 represents the element in the 2nd row and the 2nd column
am,n represents the element in the mth row and the nth column

Note: When there is no confusion, it is common to omit the comma and write a2, 3 as a23 .
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Chapter 26 – Matrices and applications I 695

Example 2 Identifying the elements in a matrix

⎡ ⎤ ⎡ ⎤
For the matrices A and B, opposite, write down the 1 5 3 3
values of: ⎢ ⎥ ⎢ ⎥
A = ⎣−1 0 4⎦ B = ⎣2⎦
a a1,2 b a2,1 c a33 d b31 2 −2 6 1

Solution
a a1,2 is the element in the 1st row and the 2nd column of A a1, 2 = 5
b a2,1 is the element in the 2nd row and the 1st column of A a2, 1 = −1
c a33 is the element in the 3rd row and the 3rd column of A a33 = 6
d b31 is the element in the 3rd row and the 1st column of B b31 = 1

Entering a matrix into a graphics calculator

Later in this chapter, you will learn about matrix arithmetic: how to add, subtract and multiply
matrices. While it is possible to carry out these tasks by hand, for all but the smallest matrices
this is extremely tedious. Most matrix arithmetic is better done with the help of a graphics
calculator. However, before you can perform matrix arithmetic, you will need to know how to
enter a matrix into your calculator.

How to enter a matrix on the TI-Nspire CAS

2 3 0
Enter the matrix A = .
1 4 2
Steps
1 Press c (or w then c on the
Clickpad) then A to open the
Scratchpad:Calculate.
Note: You can also use c>Documents>
New Document>Add Calculator if preferred.

2 Press ( + on the Clickpad)

to select the Math Templates. Use the
cursor arrows to highlight the
matrix template shown. Press .

696 Essential Further Mathematics – Module 6 Matrices and applications

3 Use the arrow to select the Number of

rows required. (In this case, the number
of rows is 2.) Press to move to the
next entry and repeat for the Number of
columns. (In this case, the number of
columns is 3.) Use to highlight OK
and press .

4 Type the values into the matrix

template. Use to move to the
required position in the matrix to enter
each value.
When the matrix has been completed,
press to move outside the matrix
press + , followed by .
This will store the matrix as the
variable a. Press .
5 When you
type A (or a) it will paste in
2 3 0
the matrix . Press to
1 4 2
display.

How to enter a matrix using the ClassPad

2 3 0
Enter the matrix A = .
1 4 2
Steps
1 a Locate and open the Main ( )
application. Press k to
display the hidden keyboard.
b On the keyboard, tap the )
tab, followed by the - menu
item at the bottom of the
keyboard.
2 Tap the 2 ×2 matrix icon,
followed by the 1 × 2 matrix
icon. This will add a third column
and create a 2 ×3 matrix.

Chapter 26 – Matrices and applications I 697

3 Type the values into the matrix

template.
Note: Tap at each new position to enter
the new value.

4 To assign the matrix the variable

name A, move the cursor to the
very right-hand side of the
matrix, then tap the variable
assignment key followed
by A.
Press E to conﬁrm your choice.
Note: Until it is reassigned, A will
represent the matrix as deﬁned above.

Exercise 26A
1 Complete the sentences below that relate to the following matrices:
⎡ ⎤
⎡ ⎤ 2 6 ⎡ ⎤

3 ⎢−1 0⎥
4 3 1
⎢ ⎥ 0 1 ⎢ ⎥ ⎢ ⎥
A= 2 1 1 0 2 B = ⎣2⎦ C = D=⎢ ⎥ E = ⎣0 −1 0⎦
−1 2 ⎣ 1 3⎦
1 2 0 4
4 −4

a The square matrices are and . b Matrix B has rows.

c The row matrix is . d The column matrix is .
e Matrix D has rows and columns.
f The order of matrix E is × .
g The order of matrix A is × .
h The order of matrix B is × .
i The order of matrix D is × .
j There are elements in matrix E.
k There are elements in matrix A.
l a14 = m b31 = n c11 = o d41 = p e22 =
q d32 = r b11 = s c12 = t a12 = u e13 =

2 Enter the following matrices into your calculator and display.

1 0 3 4 −4 d F=
2
a B= b C= c E = [1 −1 2]
2 −2 1 −2 6 3

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Chapter 26 – Matrices and applications I 699

Example 5 Representing a network diagram by a matrix

1
Represent the network diagram shown opposite by a 4 × 4 2
matrix A, where the:
matrix element = 1 if the two points are joined by a line.
3
matrix element = 0 if the two points are not connected.
Note: Elements are the numbers in the matrix. 4

Solution
1 Draw in a blank 4 × 4 matrix, labelling the rows ⎡ 1 2 3 4⎤
1
and columns 1, 2, 3, 4 to indicate the points. 2 ⎢ ⎥
⎢ ⎥
⎢ ⎥
2 Fill in the elements of the matrix row by row, 3 ⎣ ⎦
starting at the left-hand top corner: 4
r a = 0 (there is no line joining point 1 to itself)
11
r a = 1 (there is a line joining points 1 and 2) ⎡1 2 3 4⎤
12 1 0 1 0 1
r a = 0 (there is no line joining points 1 and 3) 2 ⎢1 0 1 1⎥
13 ⎢ ⎥
⎢ ⎥
r a = 1 (there is a line joining points 1 and 4) 3 ⎣0 1 0 0⎦
14
and so on until the matrix is complete. 4 1 1 0 0
Note: If a network contains no ‘loops’ (lines joining points to themselves) the elements in the leading diagonal
will always be zero. Knowing this can save a lot of work.

Example 6 Interpreting a matrix representing a network diagram

The diagram opposite shows the roads interconnecting Town 1 Town 2

four towns: Town 1, Town 2, Town 3, and Town 4. This
diagram has been represented by a 4 × 4 matrix, A. Town 3
The elements show the number of roads between each Town 4
pair of towns.
a In the matrix A, a24 = 1. What does this tell us? ⎡1 2 3 4⎤
1 0 1 0 0
b In the matrix A, a34 = 3. What does this tell us? 2 ⎢⎢1 0 2 1⎥⎥
c In the matrix A, a41 = 0. What does this tell us? A = ⎢ ⎥
3 ⎣0 2 0 3⎦
d What is the sum of the elements in Row 3 of the 4 0 1 3 0
matrix and what does this tell us?
e What is the sum of all the elements of the matrix and what does this tell us?

Solution
a There is one road between Town 2 and Town 4.
b There are three roads between Town 4 and Town 3.
c There is no road between Town 4 and Town 1.
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700 Essential Further Mathematics – Module 6 Matrices and applications

d 5: The total number of roads between Town 3 and the other towns in the network.
e 14: The total number of different ways you can travel between towns.
Note: For each road, there are two ways you can travel; for example, from Town 1 to Town 2
(a12 = 1) and from Town 2 to Town 1 (a21 = 1).

Exercise 26B
Residents TVs Computers
1 The table of data opposite gives the Household A 4 2 1
number of residents, TVs and Household B 6 2 3
computers in three households. Household C 2 1 0
Use the table to:
a construct a matrix to display the
numerical information in the table. What is its order?
b construct a row matrix to display the numerical information in the table relating to
Household B. What is its order?
c construct a column matrix to display the numerical information in the table relating to
computers. What is its order? What does the sum of its elements tell you?

2 The table of data opposite gives the yearly Car sales Small Medium Large
car sales for two car dealers. Use the table to: Honest Joe’s 24 32 11
a construct a matrix to display the Super Deals 32 34 9
numerical information in the table.
What is its order?
b construct a row matrix to display the
numerical information in the table relating to Honest Joe’s. What is its order?
c construct a column matrix to display the numerical information in the table relating to
small cars. What is its order? What does the sum of its elements tell you?

3 Convert the 16-digit credit card number 3452 8279 0020 3069 into a 2 × 8 matrix. List the
digits in pairs, one under the other. Ignore spaces.

4 Represent each of the following network diagrams by a matrix A using the rules:
matrix element = 1 if points are joined by a line
matrix element = 0 if points are not joined by a line.
a b c
2 1
1 2
1
2
3 3
3
4
4
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Chapter 26 – Matrices and applications I 701

5 The diagram opposite shows the roads interconnecting Town 1

Town 2
three towns: Town 1, Town 2 and Town 3.
Represent this diagram by a 3 × 3 matrix where the Town 3
elements represent the number of roads between each
pair of towns.
Girl 1 Girl 2
6 The network diagram opposite shows a friendship
network between ﬁve girls: Girls 1 to 5.
Girl 3
This network has been represented by a 5 × 5
Girl 4
matrix, F, using the rule: Girl 5

element = 1 if the pair of girls are friends

⎡1 2 3 4 5 ⎤
element = 0 if the pair of girls are not friends. 1 0 1 0 0 0
⎢ ⎥
a In the matrix F, f 34 = 1. What does this tell us? 2 ⎢1 0 1 0 0⎥
⎢ ⎥
b In the matrix F, f 25 = 0. What does this tell us? F= 3 ⎢0 1 0 1 1⎥
⎢ ⎥
⎢ ⎥
c What is the sum of the elements in Row 3 of the 4 ⎣0 0 1 0 1⎦
matrix and what does this tell us? 5 0 0 1 1 0
d Which girl has the least friends? The most friends?

26.3 Matrix arithmetic: addition, subtraction and

scalar multiplication
Equality of two matrices
Two matrices are equal if they are of the same order and each corresponding element is
identical in value. It is not sufﬁcient for the two matrices to contain an identical set of
numbers; they must also be in the same positions.

1 2 1 2
is equal to because corresponding elements are equal
3 4 3 4

1 2 4 3
is not equal to same numbers but different positions
3 4 2 1

Matrix addition and subtraction

Adding and subtracting matrices

If two matrices are of the same order (same number of rows and columns), they can be
added (subtracted) by adding (subtracting) their corresponding elements.
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704 Essential Further Mathematics – Module 6 Matrices and applications

How to add, subtract and scalar multiply matrices using the TI-Nspire CAS

2 3 0 1 0 3
If A = and B = , ﬁnd
1 4 2 2 −2 1
a A+B b A−B c 3A − 2B
Steps
1 Go to Scratchpad:Calculate.
Note: You can also use c>Documents>
New Document>Add Calculator if preferred.

2 Enter the matrices A and B into your

calculator.
Note: Refer to page 695 if you are
unsure of how to enter a matrix into
your calculator.
a To determine A + B, type a + b.
Press to evaluate.
b To determine. A − B, type a − b.
Press to evaluate.

c To determine 3A − 2B, type

3a − 2b. Press to evaluate.

712 Essential Further Mathematics – Module 6 Matrices and applications

Solution (2 × 2) (2 × 1)

1 Write down the matrix product and, 1 0 2
AB =
above each matrix, write down its 2 3 3
order. Use this information to AB is defined because the number of columns
determine whether the matrix product in A equals the number of rows in B.
is deﬁned and its order. The order of AB is (2 × 1).
2 To determine the matrix product:
1 0 2 1×2+0×3 2
i multiply each element in the row = =
2 3 3 2×2+3×3 13
matrix by the corresponding

2
element in the column matrix ∴ A B=
ii add the results 13
iii write down your answer

In principle, if you can multiply a row matrix by a column matrix, you can work out the
product between any two matrices, provided it is deﬁned. However, because you have to do it
for every possible row/column combination, it soon gets beyond the most patient and careful
human being. For that reason, in practice we make use of technology to do it for us.

Using a calculator to multiply two matrices

We will illustrate how to use a calculator to multiply matrices by evaluating the matrix product
in the football score example given earlier.

How to multiply two matrices using the TI-Nspire CAS

11 5 6
If C = and D = , ﬁnd the matrix CD.
10 9 1

Steps
1 Go to Scratchpad:Calculate.
Note: You can also use c>Documents>
New Document>Add Calculator if preferred.

2 Enter the matrices C and D into your

calculator.
3 To calculate matrix CD, type c × d.
Press to evaluate.
Note: You must put a multiplication sign between
the c and d.

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Chapter 26 – Matrices and applications I 717

Review
Key ideas and chapter summary

Matrix (plural: matrices) A matrix is a rectangular array of numbers or symbols

(elements) enclosed in brackets.

1 2 0 3 1 −1
[5] [2 0 1] and
−1 1 1 1 0 1
are all examples of matrices.
Row matrix (row vector) A row matrix contains a single row of elements.
[2 0 1] is an example of a row matrix.
Column matrix (column A

column
matrix contains a single column of elements.
vector) −1
is an example of a column matrix.
1

Square matrix A square

matrix has an equal number of rows and columns.
2 0
is an example of a square matrix.
1 1
The null (zero) matrix A null (zero) matrix contains only zeros.

0 0 0 0 0 0
[0] [0 0 0] and are all
0 0 0 0 0 0
examples of null matrices.
Order of a matrix The order of a matrix is deﬁned by the number of rows and
columns.
A matrix with m rows and n columns is said to be of order m × n
(read ‘m by n’).
For example:
[2 0 1] is a (1 × 3) matrix: one row and three columns

2 0
is a (2 × 2) matrix: two rows and two columns
1 1
The order of a matrix is important in determining whether it can
be added to, subtracted from or multiplied by another matrix.
Locating an element in The location of each element in the matrix is speciﬁed by its row
a matrix and column number.

3 −1 2
For example, in the matrix A = the element
4 0 1
a12 = −1 is in the 1st row and 2nd column
a21 = 4 is in the 2nd row and 1st column
For a (m × n) matrix, the number of elements = m × n.
For example:
[2 0 1] is a (1 × 3) matrix and has 1 × 3 = 3 elements.

2 0
is a (2 × 2) matrix and has 2 × 2 = 4 elements.
1 1
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Chapter 26 – Matrices and applications I 721

Review
12 X is a 3 × 2 matrix. Y is a 2 × 3 matrix. Z is a 2 × 2 matrix. Which of the following
matrix expressions is not deﬁned?
A XY B YX C X Z − 2X D Y X + 2Z E XY − Y X

⎡ ⎤
3
⎢5⎥
⎢ ⎥
13 A = [1 1 1 1] and B = ⎢ ⎥ .
⎣2⎦
4
Which of the following will generate a matrix that displays the mean of 3, 5, 2, 4 ?
1 1 1 1 1
A (A + B) B (A + B) C B D AB E BA
4 2 4 4 4
14 The diagram opposite is to be represented by a matrix, A, 1
where: 2
r element = 1 if the two points are joined by a line
r element = 0 if the two points are not connected. 3

The matrix A is: ⎡ ⎤ ⎡ ⎤ 4

1 0 0 0 1
⎢2⎥ ⎢0 0 1 0⎥
⎢ ⎥ ⎢ ⎥
A 1 2 3 4 B ⎢ ⎥ C ⎢ ⎥
⎣3⎦ ⎣0 1 0 1⎦
4 1 0 1 0
⎡ ⎤ ⎡ ⎤
0 0 0 1 1 2 3 4
⎢0 1 1 0⎥ ⎢2 3 4 1⎥
⎢ ⎥ ⎢ ⎥
D ⎢ ⎥ E ⎢ ⎥
⎣0 1 1 1⎦ ⎣3 4 1 2⎦
1 0 1 0 4 1 2 3

3 −2 x 1
15 The matrix equation = generates the following pair of
1 4 y 2
simultaneous linear equations:

A x + 4y = 2 B 3x − 2y = 1 C x + 2y = 1
3x − 2y = 1 x + 4y = 2 4x + y = 2
D 3x + 2y = 1 E x + 2y = 3
x − 4y = 2 4x − y = −2
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728 Essential Further Mathematics — Module 6 Matrices and applications

3 Write down the matrix and c 2 4
use the rule C =
2 3
a b
2 4
det (C) =
c d ∴ det (C ) = = 2 × 3 − 2 × 4 = −2
2 3
= a × d − b × c.

Evaluate. −1
1 d −b
∴C =
Use the formula
det (C ) −c a

1 d −b 1 3 −4 −1.5 2
C −1 = = =
det (C) −c a −2 −2 2 1 −1
to evaluate.

Using a graphics calculator to determine the determinant and

inverse of an n × n matrix (n ≥ 2)
There are rules for ﬁnding the inverse of a square matrix of any size, but they are extremely
complicated and take huge amounts of time to compute by hand. So, in practice, we use a
calculator to ﬁnd the inverse of all but a (2 × 2) matrix. In fact, you can use a calculator to
compute the inverse of a (2 × 2) matrix if you wish, but it is often just as quick to do it by
hand. The same goes for calculating determinants, although the determinant of a (2 × 2)
matrix is computed much more quickly by hand.

How to ﬁnd the determinant and inverse of a matrix using the TI-Nspire CAS
⎡ ⎤
1 2 3
⎢ ⎥
If A = ⎣ 4 1 0 ⎦, ﬁnd det (A) and A−1 .
2 0 2

Steps
1 Go to Scratchpad: Calculate
2 Enter the matrix A into your calculator.
3 To calculate det(A), type det(a) and
press to evaluate.
Note: det( ) can also be accessed using
b >Matrix & Vector>Determinant.

Chapter 27 — Matrices and applications II 729

4 To calculate the inverse matrix A−1 ,

type a∧ − 1 and press to evaluate.
If you want to see the answer in
fractional form, enter as exact(a∧ − 1)
and press to evaluate.

Notes:
1 When the elements in the matrix to be inverted
are whole numbers, the elements of the inverse
will always be whole numbers or fractions. If
this is the case, and the inverse you obtain with
your calculator contains decimals, it is worth
converting it to fractional form. Although the
mode is set to Approximate (or decimal), we
can make the display show fractions using
exact( . . .) in front of the command. exact( . . . )
can also be pasted from the Catalog ( ).
2 If the matrix has no inverse, the calculator will
respond with the error message Singular matrix.

How to ﬁnd the determinant and inverse of a matrix using the ClassPad
⎡ ⎤
1 2 3
⎢ ⎥
If A = ⎣ 4 1 0 ⎦, ﬁnd det (A) and A−1 .
2 0 2

Steps
1 Enter the matrix A into your
calculator.
Note: Change the status of the
calculator to Standard in order for
fractions to be displayed. Tapping
on Decimal will change the calculator
to Standard.

Chapter 27 — Matrices and applications II 735

Solution
1 Rewrite the equations in matrix form.
3 4.5 x 9
=
2 3 y 4
2 By identifying the matrices A, X
3 4.5 x 9
and C, rewrite the matrix equation Let A = , X = , C = .
2 3 y 4
in the form AX = C.
3 Provided that det (A) = 0, the solution Then AX = C or X = A −1C (det ( A ) = 0)
in matrix form is X = A−1 C.
In this case:

3 4.5
det (A) = = 0,
2 3
but let us see what happens.
4 Enter the matrices A and C into
your calculator.
5 Attempt to solve the matrix equation
by evaluating the matrix product A−1 C.
6 The calculator gives an error No unique solution as det(A ) = 0.
message: Singular matrix or Undeﬁned.
This is because det(A) = 0. The system
of equations does not have a unique
solution. Write down your conclusion.

The power of the matrix method for solving systems of linear equations becomes apparent
when we solve a system of three or more equations.

Example 7 Solving a set of three simultaneous linear equations using

the inverse matrix

Solve using matrix methods:

3x + 4y − 2z = −5
2x + 3y = −1
x + 2y + 3z = 3
Solution
⎡ ⎤⎡ ⎤ ⎡ ⎤
1 Rewrite the equations in matrix form. 3 4 −2 x −5
⎢ ⎥⎢ ⎥ ⎢ ⎥
⎣2 3 0 ⎦ ⎣ y ⎦ = ⎣ −1 ⎦
1 2 3 z 3
⎡ ⎤ ⎡ ⎤ ⎡ ⎤
2 By identifying the matrices 3 4 −2 x −5
⎢ ⎥ ⎢ ⎥ ⎢ ⎥
A, X and C, rewrite the matrix Let A = ⎣ 2 3 0 ⎦ , X = ⎣ y ⎦ , C = ⎣ −1 ⎦
equation in the form AX = C. 1 2 3 z 3
Note: There is no z term in the second equation, so its coefﬁcient is zero.

Chapter 27 — Matrices and applications II 737

4 Enter the matrices A and C into your

calculator and solve the matrix equation
by evaluating the matrix product A−1 C.

5 Write down your answer. 100
Therefore, X= or x = 100and y = 100.
100

Exercise 27B
1 Write each of the following systems of linear equations in matrix form.
a 3x + 2y = 2 b 3x + 5y = 6 c x + 2y = 1
2x + 5y = 4 2x + 4y = 3 2x − 3y = 2

d x − 3y = 7 e −3x − 2y = 2 f 3x + 4y − 2z = 5
−2x + y = 4 x + 2y = −1 2x + 3y + 5z = 2
x + 2y + 3z = 3
g 5x − 2z = 3 h x + y − 2z + w =3
x −y+ z=2 2x − y + z − w =2
x +y+ z=1 x + 2y + z + w =1
2x − 3y + 2z − 2w =0

2 Give two explanations of how a system of two linear equations can have no unique solution.

3 What is the condition for the matrix equation AX = C not to have a unique solution?

4 By evaluating an appropriate determinant, determine which of the following matrix

equations have no solution.

3 1 x 2 4 2 x 2 −1 1 x 0
a = b = c =
2 1 y 1 2 1 y 1 2 −1 y 1

0 −1 x 2 2.5 1 x 2 1 1 x 0
d = e = f =
2 1 y 4 5 2 y 1 2 2 y 2
⎡ ⎤⎡ ⎤ ⎡ ⎤

1 2 3 x 1
−1 1 x 0 5 2 x 10 ⎢ ⎥⎢ ⎥ ⎢ ⎥
g = h = i ⎣2 4 6⎦⎣ y ⎦ = ⎣0⎦
2 −1 y 1 2 1 y 4
1 1 1 z 1
⎡ ⎤⎡ ⎤ ⎡ ⎤ ⎡ ⎤⎡ ⎤ ⎡ ⎤
1 0 3 x 1 −1 0 2 x 2
⎢ ⎥⎢ ⎥ ⎢ ⎥ ⎢ ⎥⎢ ⎥ ⎢ ⎥
j ⎣0 1 0⎦⎣ y ⎦ = ⎣0⎦ k ⎣ 0 1 1⎦⎣ y ⎦ = ⎣1⎦
0 1 1 z 1 0 1 1 z 3
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Chapter 27 — Matrices and applications II 743

Exercise 27D
Setting up a transition matrix
1 Complete the following transition matrices:

0.75 0.05 0.90 0.15 0.80 0.50 0.33
a b c d
0.25 0.85 0.20 0.65

2 The diagrams below describe a series of transitions between the states indicated. Construct a
transition matrix that can be used to represent each of these diagrams. Use columns to deﬁne
the starting points. Convert the percentages to proportions.
a 60% b 30%

40% A B 45% 70% X Y 75%

55% 25%
c 70% d 45%

10% Y 25% B
15% 45% 20%
60%
15% 23% 35% 20%
X Z A C
30% 30%
55% 65%
22% 15%

Interpreting transition matrices

Let us return to the car rental problem at the start of this section. As we saw then, the following
transition matrix, T , and its transition diagram can be used to describe the weekly pattern of
rental car returns at Bendigo and Colac.

rented in B = Bendigo
20%
B C C = Colac

0.80 0.10 B returned to 80% 90%

T = B C
0.20 0.90 C
10%

Using this information alone, a number of predictions can be made.

For example, if 50 cars are rented in Bendigo this week, the transition matrix predicts that:
r 80% or 40 of these cars will be returned to Bendigo next week (0.80 × 50 = 40)
r 20% or 10 of these cars will be returned to Colac next week (0.20 × 50 = 10).
Further, if 40 cars are rented in Colac this week, the transition matrix predicts that:
r 10% or 4 of these cars will be returned to Bendigo next week (0.10 × 40 = 4)
r 90% or 36 of these cars will be returned to Colac next week (0.90 × 40 = 36).
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744 Essential Further Mathematics — Module 6 Matrices and applications

Example 13 Interpreting a transition matrix

The following transition matrix, T, and its transition diagram can be used to describe the
weekly pattern of rental car returns in three locations: Albury, Wodonga and Benalla.

rented in 80%
A W B
⎡0.7 0.05 0.12⎤ A A = Albury
T = ⎢0.1 0.8 0.11⎥ W returned to
B = Benalla
W
⎢ ⎥ 10% 15% W = Wodonga
⎣0.2 0.15 0.77⎦ B 70%
5% 11%
A B
20%
12% 77%

Use the information in transition matrix T and its transition diagram to answer the following
questions.
a What percentage of cars rented in Wodonga each week are predicted to be returned to:
i Albury? ii Benalla? iii Wodonga?
b Two hundred cars were rented in Albury this week. How many of these cars do we expect to
be returned to:
i Albury? ii Benalla? iii Wodonga?
c What percentage of cars rented in Benalla each week are not expected to be returned to
Benalla?
d One hundred and sixty cars were rented in Albury this week. How many of these cars are
expected to be returned to either Benalla or Wodonga?

Solution
a i 0.5 or 5% ii 0.15 or 15% iii 0.80 or 80%
b i 0.70 × 200 = 140 cars ii 0.20 × 200 = 40 cars iii 0.10 × 200 = 20 cars
c 11 + 12 = 23% or 100 − 77 = 23%
d 20% of 160 + 10% of 160 = 48 cars

Exercise 27E
Interpreting transition matrices
1 Each time people attend the movies they buy either a bag of popcorn (P) or an ice cream (I).
Experience has shown that:
r 85% of people who buy popcorn this time will buy popcorn next time
r 15% of people who buy popcorn this time will buy an ice cream next time
r 75% of people who buy an ice cream this time will buy an ice cream next time
r 25% of people who buy ice cream this time will buy popcorn next time.
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Chapter 27 — Matrices and applications II 745

a Construct transition matrix and transition diagram that can be used to describe this
situation. Use the models below.
this time
P I
⎡ ⎤P P I
T =⎢ ⎥ I next time
⎣ ⎦
b Eighty people are seen buying popcorn at the movies. How many of these are expected to
buy popcorn next time they go to the movies?
c Sixty people are seen buying an ice cream at the movies. How many of these are expected
to buy popcorn next time they go to the movies?
d On another occasion, 120 people are seen buying popcorn and 40 are seen buying an ice
cream. How many of these people are expected to buy an ice cream next time they attend
the movies?

2 On Windy Island, sea birds are observed nesting at three sites, A, B and C. The following
transition matrix and accompanying transition diagram can be used to predict the movement
of these sea birds between these sites from year to year.
this year 10%
A B C 100% 80%
⎡1.0 0.10 0.05⎤ A A B
⎢ ⎥
T = ⎢ 0 0.80 0.05⎥ B next year 5%
10%
⎢⎣ 0 0.10 0.90⎥⎦ C 5%
C
90%

a What percentage of sea birds nesting at site B this year were expected to nest at:
i site A next year? ii site B next year? iii site C next year?
b This year, 850 sea birds were observed nesting at site B. How many of these birds are
expected to:
i still nest at site B next year ? ii move to site A to nest next year?
c This year, 1150 sea birds were observed nesting at site A. How many of these birds are
expected to nest at:
i site A next year? ii site B next year? iii site C next year?
d What does the ‘1’ in column A, row A of the transition matrix indicate?

3 A car insurance company ﬁnds that:

r 22% of car drivers who are involved in an accident this year (A) are also expected to be
involved in an accident next year
r 9% of drivers who are not involved in an accident this year (N) are expected to be involved
in an accident next year.
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746 Essential Further Mathematics — Module 6 Matrices and applications

The transition diagram that can be used to describe this situation is shown below.
this year
A N 78%

⎡0.22 0.09⎤ A 22% A N 91%

T =⎢ ⎥ next year
⎣0.78 0.91⎦ N 9%

a In 2011, 84 000 drivers insured with the company were not involved in an accident.
i How many of these 84 000 drivers were expected not to be involved in an accident in
2012?
ii How many of these 84 000 drivers were expected to be involved in an accident in
2012?
b In 2011, 25 000 drivers insured with the company were involved in an accident.
i How many of these drivers were expected to be involved in an accident in 2012?
ii How many of these same drivers were expected to be involved in an accident in 2013?
iii How many of these same drivers were expected to be involved in an accident in 2014?

Using matrix methods to make predictions with

a transition matrix
We return again to the car rental problem.
The car rental ﬁrm now plans to buy 90 new cars and base 50 in Bendigo and 40 in Colac.
Given this pattern of rental car returns, the questions the manager would like answered are:
‘If we start off with 50 cars in Bendigo, and 40 cars in Colac, how many cars will be
available for rent at Bendigo and Colac after one week, two weeks, etc?’
‘What will happen in the long term? Will the numbers of cars available for rent each week
from each location vary from week to week or will it settle down to some ﬁxed value?’

We saw in the previous section how to predict the number of cars returned to each of the sites
after one week. In principle, we could extend this method to answer the remaining questions,
but it would be extremely tedious and time-consuming. However, using our knowledge of
matrices, we can develop a method that will enable us to answer such questions in a
computationally efﬁcient manner.
As before, we start with the transition matrix that describes how the cars move between
Bendigo and Colac:

0.8 0.1
T =
0.2 0.9

Initially, there are 50 cars in Bendigo, and 40 cars in Colac.

We now construct a column matrix S0 , called an initial state matrix, to show this situation.

50
S0 =
40

After one week, the number of cars at each branch will change.
Construct a new state matrix S1 to show the number of cars at each branch after one week.
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Chapter 27 — Matrices and applications II 747

Then,

S1 = T S0

0.8 0.1 50
=
0.2 0.9 40

0.8 × 50 + 0.1 × 40
=
0.2 × 50 + 0.9 × 40

44
or S1 =
46

Thus, after one week there will be 44 cars in Bendigo and 46 in Colac.
What is the situation after two weeks?
Following the same pattern,

0.8 0.1 44 39.8
S2 = T S1 = =
0.2 0.9 46 50.2

Thus, after two weeks (theoretically) there will be 39.8 cars in Bendigo and 50.2 in Colac.
After three weeks

0.8 0.1 39.8 36.9
S3 = T S2 = =
0.2 0.9 50.2 53.1

Thus, after three weeks (theoretically) there will be 36.9 cars in Bendigo and 53.1 in Colac.
A pattern is now emerging. So far we have seen that:

S1 = TS 0 , S2 = TS 1 , S3 = TS 2

Continuing this pattern, we can write a general rule that links successive state matrices:

Sn = TS n−1

Using this rule, we ﬁnd the following:

Week 4 Week 5 Week 6 Week 7 Week 11

Week 12
Week 13
Week 14 Week 15

34.8 33.4 32.4 31.6 30.4 30.3 30.2 30.1 30.1
...
55.2 56.6 57.6 58.4 59.6 59.7 59.8 59.9 59.9

What you should notice is that as the weeks go by, the number of cars at each of the locations

30.1
starts to settle down to what we call the steady state solution given by the matrix .
59.9
The theoretical steady state solution is 30.1 (in practice, 30) cars at the Bendigo branch and
59.9 (in practice, 60) cars at the Colac branch and, it will not change from then on. This can
be seen in the graph (the points have been joined to guide the eye).
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748 Essential Further Mathematics — Module 6 Matrices and applications

Initial value Bendigo: 50 Steady state value: Colac 60

60
Colac
50

Number of cars 40
Bendigo
30
Initial value Colac: 40 Steady state value: Bendigo 30
20

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Weeks

Note: In the steady state, cars are still moving between Bendigo and Colac, but the number of cars rented in
Bendigo and returned to Colac is balanced by the number of cars rented in Colac and returned to Bendigo.

Example 14 Making step-by-step predictions with a transition matrix

Let us return to the factory problem in Example 12. The factory has a large number of
machines. The machines can be in one of two states: operating (O) or broken (B). Broken
machines are repaired and come back into operation and vice versa. On a given day, the
situation is described by the transition matrix. Columns deﬁne the machine states at the start of
the day.

O B
O 0.85 0.05
T =
B 0.15 0.95

At the start of a particular day, 80 machines are operating and 20 are broken. How many
machines are in operation and how many are broken after:
a one day? b three days?

Solution

1 Write down the transition matrix. 0.85 0.05
T =
0.15 0.95

2 Write down a column matrix with 80
S0 representing the initial S0 =
20
operational state of the machines.

3 To determine the operational state 0.85 0.05 80 69
of the machines after one day, form S1 = T S0 = =
0.15 0.95 20 31
the product S1 = T S0 and evaluate.
4 Write down your conclusion. After one day, 69 machines are operational
and 31 are broken.
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Chapter 27 — Matrices and applications II 749

5 To find the operational state of 0.85 0.05 69 60.2
the machines after three days, S2 = T S1 = =
0.15 0.95 31 39.8
we must first find the operating state
of the machines after two days.
Form the product S2 = T S1 and
evaluate.

6 The operating state of the 0.85 0.05 60.2 53.16
machines after 3 days is then S3 = T S2 = =
0.15 0.95 39.8 46.84
given by the product S3 = T S2 .
Evaluate.
7 Write down your conclusion. After three days, 53 machines are
operating and 47 are broken.

While we can use repeated matrix multiplication to work out successive states of an evolving
situation such as the car rental problem, there is a more efﬁcient method when we want to
investigate long-term behaviour.
If we follow through the process step by step we have:

S1 = T S0
S2 = T S1 = T (T S0 ) = T 2 S0
S3 = T S2 = T (T S1 ) = T 2 S1 = T 2 (T S0 ) = T 3 S0 and so on.

Thus we can write for the nth step:

Sn = T n S0

We now have a simple rule for determining the state matrix after n steps.

Example 15 Making predictions with a transition matrix using the rule Sn = T n S0

Let us return to the factory problem of Examples 12 and 14.

O B
On a given day, the situation is described by the transition O 0.85 0.05
T =
matrix. Columns deﬁne the machine states at the start of a day. B 0.15 0.95
At the start of a particular day, 80 machines are operating and 20 are broken. How many
machines are in operation and how many are broken after 10 days?

Solution
1 Write down the transition matrix, T, and initial
0.85 0.05 80
state matrix, S0 . Enter the matrices into your T = S0 =
0.15 0.95 20
calculator. Use T and S.
2 To ﬁnd out how many machines are in Sn = T n S0
operation and how many are broken after
10 days, write down the rule Sn = T n S0 and ∴ S10 = T 10 S0
substitute n = 10 to give S10 = T 10 S0 .
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750 Essential Further Mathematics — Module 6 Matrices and applications

3 Enter the expression T 10 S into your calculator

and evaluate.

30.9
4 Write down your answer in matrix form, S10 =
69.1
then in words.
After 10 days, 31 machines will be
operational and 69 broken.

Finding the steady state solution

Initial value Bendigo: 50 Steady state value: Colac 60
In the car rental problem, we found that even 60
Colac
though the number of cars returned to each 50

location varied from day to day, eventually Number of cars 40

Bendigo
30
it settled down to a steady state solution in 20
Initial value Colac: 40 Steady state value: Bendigo 30

which the number of cars at each location 10

0
remained the same. See the graph opposite. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Weeks

Although we arrived at this conclusion by repeated calculations, we can arrive at the solution
much faster.

Finding the steady state solution using the rule Sn = T n S0

If S0 is the initial state matrix, then the steady state matrix S, is given by

S = T n S0

as n tends to inﬁnity (∞).

While in practice we cannot evaluate T n for n = ∞, we ﬁnd that, depending on the
circumstances, values of n around 15 to 30 can often give a very close approximation to the
steady state solution.

Example 16 Estimating the steady state solution

0.8 0.1 50
For the car rental problem, the transition matrix is T = and S0 = .
0.2 0.9 40
Estimate the steady state solution by calculating Sn for n = 10, 17 and 18.

Chapter 27 — Matrices and applications II 751

Solution

0.8 0.1 50
1 Write down the transition matrix T and T = S0 =
0.2 0.9 40
initial state matrix S0 . Enter the matrices
into your calculator. Use T and S.
2 Use the rule Sn = T n S0 to write down the Sn = T n S0
expression for the nth state for n = 10. ∴ S10 = T 10 S0
3 Enter the expression T 10 S into your calculator
and evaluate.
4 Repeat the process for n = 15, 17 and 18.

5 Write down your answer in matrix 30.1 30.0 30.0
form, then in words. This result S15 = , S17 = , S18 =
59.9 60.0 60.0
agrees with the graphical result
arrived at earlier. There appears to be a steady state solution
Note: To establish a steady state to a given with 30 cars at Bendigo and 60 at Colac.
degree of accuracy, in this case one decimal
place, at least two successive state matrices
must agree to this degree of accuracy.

Exercise 27F

0.9 0.2 100
1 For the transition matrix T = and an initial state matrix S0 = :
0.1 0.8 200
a Use the relationship Sn = T Sn−1 to determine: i S1 ii S2 iii S3
5
b Determine the value of T .
c Use the relationship Sn = T n S0 to determine i S2 ii S3 iii S7
d Calculate Sn = T S0 for n = 10, 15, 21 and 22 to show that the steady state solution is
n

200
close to .
100
⎡ ⎤ ⎡ ⎤
0.7 0.4 0.1 100
⎢ ⎥ ⎢ ⎥
2 For the transition matrix T = ⎣ 0.2 0.1 0.3 ⎦ and an initial state matrix S0 = ⎣ 200 ⎦:
0.1 0.5 0.6 300

a Use the relationship Sn = T Sn−1 to determine: i S1 ii S2 iii S3

b Use the relationship Sn = T S0 to determine:
n
i S2 ii S3 iii S7
c Calculate Sn = T n S0 for n = 10, 15, 17 and 18 to show that the steady state solution is
⎡ ⎤
247.1
⎢ ⎥
close to ⎣ 129.4 ⎦.
223.5
ISBN 978-1-107-65590-4 © Peter Jones, Michael Evans, Kay Lipson 2012 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.
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752 Essential Further Mathematics — Module 6 Matrices and applications

3 Two fast-food outlets, Jill’s and Pete’s, are located in a small town. In a given week:
r 80% of people who go to Jill’s return the next week
r 20% of people who go to Jill’s go to Pete’s the next week
r 25% of people who go to Pete’s go to Jill’s the next week
r 75% of people who go to Pete’s return the next week

a Construct a transition matrix T of the form

This week
20%
J P

J 80% J P 75%
Next week:
P
25%
to describe this situation.
b In the initial week, 800 people go to the fast-food outlets, 400 to Jill’s and 400 to Pete’s.
Write down a column matrix S0 that describes this situation.
c How many of the 800 people do we expect to go to Jill’s in the next week? How many go
to Pete’s?
d How many of the 800 people do we expect to go to Jill’s after ﬁve weeks’ time? How
many go to Pete’s?
e In the longer term, how many of the 800 people do we expect to go to Jill’s? How many
go to Pete’s?

4 Imagine that we live in a world in which people are either ‘happy’ or ‘unhappy’. However,
the way people feel changes from day to day. In the imagined world:
r 90% of people who are happy today will be happy tomorrow
r 10% of people who are happy today will be unhappy tomorrow
r 40% of people who are unhappy today will be happy tomorrow
r 60% of people who are unhappy today will be unhappy tomorrow.

a Construct a transition matrix, T, of the form

Today
10%
H U
H 90% H U 40%
Tomorrow:
U
60%
to describe this situation.
b On a given day, out of 2000 people, 1500 are happy and 500 are unhappy. Write down a
column matrix, S0 , that describes this situation.
c The next day, how many people do we expect to be ‘happy’ and how many ‘unhappy’?
d After four days, how many people do we expect to be ‘happy’ and how many ‘unhappy’?
e In the long term, how many people do we expect to be ‘happy’ and how many ‘unhappy’?
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Chapter 27 — Matrices and applications II 753

5 In another model of this world, people can be Today

‘happy’, ‘neither happy nor sad’, or ‘sad’. Tomorrow Happy Neither Sad
However, the way people feel can change from happy 0.80 0.40 0.35
day to day. The table below shows the ways in
neither 0.15 0.30 0.40
which people’s feelings may vary from day to
sad 0.05 0.30 0.25
day in this imaginary world, and the proportion
of people involved.
a Construct a transition matrix, T, to describe this situation. Use the columns to deﬁne the
situation today and the rows to describe the situation tomorrow.
b On a given day, out of 2000 people, 1200 are ‘happy’, 600 are ‘neither happy nor sad’ and
200 are ‘sad’. Write down a column matrix, S0 , that describes this situation.
c The next day, how many people do we expect to be happy, neither happy nor sad, or sad?
d After ﬁve days, how many people do we expect to be happy, neither happy nor sad, or sad?
e In the long term, how many of the 2000 people do we expect to be happy, neither happy
nor sad, or sad?

6 On Windy Island, sea birds are observed nesting at three sites, A, B and C. The following
transition matrix and accompanying transition diagram can be used to predict the movement
of these sea birds between these sites from year to year.
this year 10%
A B C 100% 80%
⎡1.0 0.10 0.05⎤ A A B
⎢ ⎥
T = ⎢ 0 0.80 0.05⎥ B next year 5%
10%
⎢⎣ 0 0.10 0.90⎥⎦ C 5%
C
90%

In year 1, 10 000 sea birds were observed nesting at each site.

a Write down the state matrix, S1 , that describes this situation.
b Use the rule Sn+1 = TS n to:
i determine S2 , the state matrix for year 2
ii predict the number of sea birds nesting at site B in year 3
c Without calculation, write down the number of sea birds predicted to nest at each of the
three sites in the long term. Explain why this can be done without calculation.

0.6 0.2 100
7 For the transition matrix T = and the state matrix S1 = :
0.4 0.8 100
a Use the relationship Sn+1 = T Sn to determine: i S2 ii S4

10
b Use the relationship Sn+1 = T Sn + R, where R = , to determine: i S2 ii S3
5

−20
c Use the relationship Sn+1 = T Sn − B, where B = , to determine: i S2 ii S3
20
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754 Essential Further Mathematics — Module 6 Matrices and applications

8 Returning to Exercise 6:
To help solve the problem of having all the birds eventually nesting at site A, the ranger
suggests that 2000 sea birds could be removed from site A each year and relocated in equal
numbers to sites B and C.
The state matrix, S2 , is now given by
S2 = TS 1 + ⎡N ⎤ ⎡ ⎤ ⎡ ⎤
10000 1.0 0.10 0.05 −2000
⎢ ⎥ ⎢ ⎥ ⎢ ⎥
where S1 = ⎣ 10000 ⎦ , T = ⎣ 0 0.80 0.05 ⎦ and N = ⎣ 1000 ⎦.
10000 0 0.10 0.90 1000
a Evaluate:
i S2 ii S3 (assuming that S3 = TS 2 + N )
When this plan is tested, it is found that the sea birds tended to be concentrated at site C.
The desired outcome is to have equal numbers of birds nesting at each of the sites. An
alternative plan is to remove 1500 seabirds from site A each year and relocate all of them
at site B.
The state matrix, S1 , is now given by
S2 = TS 1 + ⎡M ⎤ ⎡ ⎤ ⎡ ⎤
10000 1.0 0.10 0.05 −1500
⎢ ⎥ ⎢ ⎥ ⎢ ⎥
where S1 = ⎣ 10000 ⎦ , T = ⎣ 0 0.80 0.05 ⎦ and M = ⎣ 1500 ⎦ .
10000 0 0.10 0.90 0
b Evaluate:
i S2 ii S3 (given that S3 = TS 2 + M)
c Without performing any calculations, write down the number of birds expected to nest at
each site in the long term.

0.60 0.20 0.20 0 100
9 Given T = , B= and S0 = , evaluate
0.40 0.80 0 0.10 100
a i S1 = T S0 + B S0 ii S2 = T S1 + B S1

0.80 0.20
b i S1 = DS0 where D = T + B = ii S2 = D 2 S0
0.40 0.90

1.5 −0.20 100
10 a Given R = and S0 = , evaluate:
0.40 0.50 100
i S1 = RS0 ii S2 = R S1 iii S2 = R 2 S0
b Using Sn = RS n−1 , evaluate (correct to the nearest whole number):
i S3 = R 3 S0 ii S6 iii S20

11 On Icy Island, there are three penguin rookeries, A, B and C. The following matrix, G, and
the accompanying transition diagram can be used to describe the way that the penguins
move between the three rookeries each year. The matrix also allows for a 20% increase in
penguin numbers at each rookery each year. This increase is due to an excess of births over
deaths.
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Chapter 27 — Matrices and applications II 755

In 2012, there were 4000 penguins at each site. this year

A B C
a Write down a state matrix, S2012 , that can be
⎡0.90 0.10 0.05⎤ A
used to represent this situation. ⎢ ⎥
G = ⎢0.10 1.00 0.05⎥ B next year
b Use the relationship S2013 = GS 2012 to
⎢⎣0.20 0.10 1.10⎥⎦ C
determine S2013 .
c Use the relationship Sn+1 = GS n to determine (correct to the nearest whole number):
i S2014 ii S2015 iii S2016 iv S2017
d Using the information contained in the state matrices S2016 to S2017 , describe how
penguin numbers at each site are expected to change during the period 2012 to 2016.

12 A farm has a large population of both rabbits (R) and foxes (F).
The initial population matrix

1000 R
P0 =
200 F

shows that, initially, there were 1000 rabbits and 200 foxes on the farm.
a In total, how many rabbits and foxes were living on the farm?
The number of rabbits and foxes on the farm one month later can be predicted using the
matrix equation P1 = NP0 , where N is the matrix
this month
R F
1.1 −0.20 R
N= next month
0.20 0.80 F
b Determine P1 , the population matrix after one month.
c In total, how many rabbits and foxes are expected to be living on the farm after one
month?
Assume that the population matrix for the following months can be determined as
follows: P2 = N P1 , P3 = N P2 or Pn = G Pn−1
d i Calculate P3 , P6 , and P9 .
ii Describe how the number of rabbits and foxes on the farm is expected to change in
the ﬁrst 9 months.
e By what month would we expect the rabbit population on the farm to disappear?
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Review 756 Essential Further Mathematics — Module 6 Matrices and applications

Key ideas and chapter summary

The identity matrix An identity (unit) matrix, I, is a square matrix with ones
down the leading diagonal and zeros elsewhere.
⎡ ⎤
⎡ ⎤ 1 0 0 0
1 0 0
1 0 ⎢ ⎢ ⎥
⎥ ⎢0 1 0 0⎥
⎣ 0 1 0 ⎦ ⎢ ⎥ are all examples of
0 1 ⎣0 0 1 0⎦
0 0 1 identity matrices
0 0 0 1
The determinant of a matrix The determinant of a matrix, A, is written as det(A) or |A|.

a b a b
If A = , then det(A) = =a×d −b×c
c d c d
Only square matrices have determinants.
1 3
For example, if A = then
3 4

1 3

det (A) =

= 1 × 4 − 3 × 3 = −5

3 4

For higher order matrices, a calculator is used to calculate

the determinant.
The inverse of a matrix The inverse of a matrix, A, is written as A−1 and has the
property that A A−1 = A−1 A = I.
Only square matrices have inverses.
The inverse of a matrix is not deﬁned if det(A) = 0.

a b
Determining the inverse If A = , then its inverse, A−1 , is given by
of a matrix c d

1 d −b 1 d −b
A−1 = =
ad − bc −c a det(A) −c a
1
provided = 0, that is, provided det(A) = 0.
ad − bc

1 3
For example, if A = then
3 4

1 d −b 1 4 −3
A−1 = =
det(A) −c a −5 −3 1

−0.8 0.6
=
0.6 −0.2
For higher order matrices, a calculator is used to determine
the inverse.
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Chapter 27 — Matrices and applications II 757

Review
ax + by = e
Representing systems of linear The set of linear equations can be written in
cx + dy = f
equations with matrices
a b x e
matrix form as = .
c d y f
x + 3y = 1
For example, the set of equations
3x + 4y = 2

1 3 x 1
can written in matrix form as =
3 4 y 2
A similar pattern follows for sets of three, four, five etc.
equations.
Matrix solution of a system Provided that det(A) = 0, the set of linear equations defined
of linear equations by AX = C has the solution X = A−1 C. The order of
multiplication is important.
1 3 x 1
For example, the solution of =
3 4 y 2
−1
x 1 3 1
is given by =
y 3 4 2

−0.8 0.6 1 0.4
= =
0.6 −0.2 2 0.2
If det(A) = 0, then the system of equations has no unique
solution. The equations are either inconsistent (at least two
of the graphs do not cross), or dependent (at least two of the
graphs are identical).
Power of a matrix The power of a matrix is defined in the same way as the
powers of numbers: A2 = A × A, A3 = A × A × A,
A4 = A × A × A × A and so on.
Only square matrices can be raised to a power.
A0 is defined to be I, the identity matrix.
Transition matrix Transition matrices are square and have the property that
the sum
of the columns
equals one. For example,
0.7 0.1
T = could be a transition matrix.
0.3 0.9
Initial state matrix The initial state matrix, S0 , defines the starting state of a

100
system. For a two-state system, S0 = could be an
200
initial state matrix.
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Review 758 Essential Further Mathematics — Module 6 Matrices and applications

Steady state solution matrix The steady state matrix, S, represents the ﬁnal state of a
system. The ﬁnal state of a system can be estimated by
calculating T n S0 for a large value of n.

Skills check

Having completed this chapter you should be able to:

recognise an identity matrix
calculate the determinant of a matrix
know the properties of an inverse matrix
ﬁnd the inverse of a square matrix using a calculator
use determinants to test a system of linear equations for solutions
use inverse matrices to solve systems of linear equations
determine the power of a square matrix using a calculator
ﬁnd the steady state solution of a system given the initial state, S0 , and the
transition matrix, T.

Multiple-choice questions

The following matrices are needed for Questions 1 to 7 ⎡ ⎤

1 0 2
2 0 43 0.9 0.5 ⎢ ⎥ 1 2
U= V = W = X = ⎣3 2 0⎦ Y =
1 1 45 0.1 0.5 2 4
1 1 2
1 The matrix that cannot be raised to a power is:
A U B V C W D X E Y
2 det(U ) =
A 1 B 0 C 1 D 2 E 4
−1
3 Y =
0.5 0 4 −2 1 0 1 −4 2
A B C D
−0.5 1 −2 1 0 1 8 2 −1
E not defined
4 U −1=
0.5 0 4 −2 1 0 1 −4 2
A B C D
−0.5 1 −2 1 0 1 8 2 −1
E not defined
2
5 3U =
8 0 4 0 12 0 24 0
A B C D
7 1 3 1 9 3 21 3
E not defined
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Chapter 27 — Matrices and applications II 759

Review
6 The matrix that could be a transition matrix is:
A U B V C W D X E Y
7 The matrix that could be a state matrix with two states is:
A U B V C W D X E Y
8
25%

75% A B 95%

The transition matrix that can be used to represent the information in the diagram
above is:
From From

A B A B
A To: A 0.75 0.25 B To: A 0.75 0.05
B 0.05 0.95 B 0.25 0.95
From From

A B A B
C To: A 0.75 0.95 D To: A 0.75 0.25
B 0.25 0.05 B 0.95 0.05

From

A B
E To: A 0.25 0.05
B 0.75 0.95

9 60%

10% Y 35%
75%
5% 20%
X Z
15%
50%
30%
The transition matrix that can be used to represent the information in the diagram
above is:
From From
X Y Z X Y Z
⎡ ⎤ ⎡ ⎤
A To: X 0.75 0.05 0.30 B To: X 0.75 0.10 0.15
⎢ ⎥ ⎢ ⎥
Y ⎣ 0.10 0.60 0.20 ⎦ Y ⎣ 0.60 0.05 0.35 ⎦
Z 0.15 0.35 0.50 Z 0.50 0.30 0.20
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Review 760 Essential Further Mathematics — Module 6 Matrices and applications

From From
X Y Z X Y Z
⎡ ⎤ ⎡ ⎤
C To: X 0.75 0.10 0.15 D To: X 0.75 0.05 0.15
⎢ ⎥ ⎢ ⎥
Y ⎣ 0.60 0.05 0.35 ⎦ Y ⎣ 0.10 0.60 0.20 ⎦
Z 0.50 0.30 0.20 Z 0.15 0.35 0.50

From
X Y Z
⎡ ⎤
E To: X 0.75 0.05 0.15
⎢ ⎥
Y ⎣ 0.15 0.35 0.50 ⎦
Z 0.10 0.60 0.20
10 Which of the following systems of linear equations has a unique solution?
x − 3y = 6 2x + 2y = 6 4x − 3y = 6
I II III
2x + y = 3 4x + 4y = 3 8x − 12y = 3
A I only B I and II only C II only D I and III only E all
2x − 3y = 6
11 The linear equations can be written in matrix form as:
2x + y = 3

2 2 x 6 2 2 y 3
A = B =
−3 1 y 3 −3 1 x 6

2 3 x 6 2 −3 x 6
C = D =
2 0 y 3 2 1 y 3

2 3 x 6
E =
2 1 y 3

The following information is needed for Questions 12 to 17

0.6 0.5 100
A system is deﬁned by a transition matrix T = with S0 = .
0.4 0.5 200
12 For this system, S1 =

60 140 160 166 200
A B C D E
200 160 140 144 100

13 For this system, T 2 is:

0.36 0.25 0.56 0.55 0.6 0.5 1.2 1.0
A B C D
0.16 0.25 0.44 0.45 0.4 0.5 0.8 1.0
E not deﬁned
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Chapter 27 — Matrices and applications II 761

Review
14 For this system, S3 is closest to:

160 166.6 166.7 640 400
A B C D E
140 133.4 133.3 560 800
15 For this system, the steady state solution is closest to:

166.5 166.6 166.7 166.8 166.9
A B C D E
133.5 133.4 133.3 133.2 133.1

10
16 If L 1 = TS 0 + B, where B = , then L 1 equals:
20

70 150 170 176 210
A B C D E
220 180 160 164 120

10
17 If P1 = TS 0 − 2 B, where B = , then P1 equals:
20

140 170 170 170 180
A B C D E
100 100 100 160 180

The following information is needed for questions 18 to 19

A system
of state matrices
Sn is deﬁned by the matrix equation Sn+1 = GS n , where
0 −0.5
G=
1.5 0.5

10
18 If S1 = , then S2 equals:
20

−12.5 −10 10 10 15
A B C D E
−2.5 25 20 25 30

10
19 If S1 = , then S3 equals:
20

−12.5 −10 10 10 15
A B C D E
−2.5 25 20 25 30

0.5 0.6 22
20 T = is a transition matrix. S5 = is a state matrix.
0.5 0.4 18
If S5 = TS 4 , then S4 equals:

18 20 21.8 22 18.2
A B C D E
22 20 18.2 18 21.2
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Review 762 Essential Further Mathematics — Module 6 Matrices and applications

Extended-response questions

1 We wish to solve the following system of linear equations

3x + 2y = 7
4x − 2y = 0
using matrix methods.
a Write the equations in matrix form.
b The solution is given by X = A−1 C. Write down the matrices A, A−1 , X and C.
c Solve the equations.
d Use the determinant test to show that the following systems of linear equations do
not have a unique solution.

2 3 x 6 2 2 x 6
i = ii =
6 9 y 3 8 8 y 24

1 −3 x 6
iii =
2 −6 y 3
2 We wish to solve the following system of linear equations
x − 2y + z = 0
3x + 2y − z = 4
2x − y + z = 3
using matrix methods.
a Write the equations in matrix form.
b The solution is given by X = A−1 C. Write down the matrices A, A−1 , X and C.
c Solve the equations.

0.15 0.75 400
3 For the transition matrix T = and initial state matrix S0 = :
0.85 0.25 800
a Use the relationship Sn = T Sn−1 to determine: i S1 ii S2 iii S3
4
b Determine the value of T .
c Use the relationship Sn = T n S0 to determine: i S2 ii S3 iii S6
d Calculate Sn = T S0 for n = 10, 15, 16 and 17 to show that the steady state
n

562.5
solution is close to .
637.5
4 Experience at a ﬁtness centre shows that:
r 70% of members who use the centre in a given week will also use the
centre the next week; the remaining 30% will not use the centre the next
week
r 40% of members who do not use the centre in a given week will use the
centre in the next week; the remaining 60% will not use the centre in the
next week.
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Chapter 27 — Matrices and applications II 763

Review
a Construct a transition matrix, T, of the form below to describe this situation.

This week
30%
Use Not use

Next week: Use 70% U N 40%

Not use 60%

b This week, 400 members used the centre and 100 did not use the centre. Write
down a column matrix, S0 , that describes this situation.
c How many members do you expect to use the centre next week?
d How many members do you expect to use the centre after ﬁve weeks?
e In the long term, how many members are expected to use the centre each week?
5 Camper vans are available for weekly rental in each of three cities: Sydney,
Melbourne and Adelaide. At the beginning of the year, there are 120 camper vans
available for hire in Sydney (S), 200 in Melbourne (M) and 80 in Adelaide (A).
a Write down a column matrix, S0 , that lists the number of vans initially available
for hire in the three cities.
The transition diagram opposite shows 60%
the percentage of vans hired in each
city and either returned to that city or to S
10% 15%
one of the other cities at the end 80%
25% 5%
of each week. A M
10%
85%
10%
b Write down the percentage of camper vans hired in Melbourne that will be
returned to Adelaide the next week.
c Two hundred vans are rented in Melbourne in the ﬁrst week. How many of these
vans will be returned to either Adelaide or Sydney the next week?
d Use the transition diagram to construct a transition matrix, T.
Assume that all camper vans available for hire are rented each week and that all
camper vans returned to a city are available for hire the next week.
e Write down an expression in terms of S0 and T that can be used to determine the
state matrix, S1 , that lists the number of camper vans available for hire in the
three cities at the end of week 1. Determine this state matrix.
f Use the transition matrix to predict the number of camper vans available for hire
in Sydney at the end of week 3. Give your answer correct to the nearest whole
number.
g In the long term, how many vans are expected to be available for hire at the end
of each week in the three cities? Give your answers correct to the nearest whole
numbers.
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Review 764 Essential Further Mathematics — Module 6 Matrices and applications

6 The Dinosaurs (D) and the Scorpions (S) are two basketball terms that play in
different leagues in the same city.
The matrix A1 is the attendance matrix for the first game. This matrix shows the
number of people who attended the first Dinosaurs game and the number of people
who attended the first Scorpions game.

2000 D
A1 =
1000 S
The number of people expected to attend the second game for each team can be
determined using the matrix equation

A2 = G A1
this game
D S
1.2 −0.3 D next game
where G is the matrix G =
0.2 0.7 S
a i Determine A2 , the attendance matrix for the second game.
ii Every person who attends either the second Dinosaurs game or the second
Scorpions game will be given a free cap.
How many caps, in total, are expected to be given away?
Assume that the attendance matrices for successive games can be determined as
follows.
A3 = G A2 , A4 = G A3 , and so on such that An+1 = G An
b Determine the attendence matrix (with the elements written correct to the nearest
whole number) for game 10.
c Describe the way in which the number of people attending the Dinosaurs’ games
is expected to change over the next 80 or so games.
The attendance at the first Dinosaurs game was 2000 people and the attendance at
the first Scorpions game was 1000 people.
Suppose, instead, that 2000 people attend the first Dinosaurs game, and 1800 people
attend the first Scorpions game.
d Describe the way in which the number of people attending the Dinosaurs’ games
is expected to change over the next 80 or so games. [VCAA 2010]
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766 Essential Further Mathematics – Module 6 Matrices and applications

⎡ ⎤
2 0 1
Revision
⎢ ⎥
8 In the matrix A = ⎣ 4 −1 3⎦ the element a3,2 = a32 =
−5 −4 7
A −4 B −1 C 0 D 3 E 4

2 0 −1 0
93 −2 =
−1 1 1 1

3 0 4 0 8 0 8 0 5 0
A B C D E
0 0 −4 0 −5 1 0 −1 −3 1
⎡ ⎤
1

⎢ ⎥
10 1 0 −1 × ⎣2⎦ =
3

A [−2] B −2 C [4] D 4 E not deﬁned

11 R is a 3 × 3 matrix. The order of matrix R 4 is:

A 3 B 3×3 C 4×4 D 9 E 9×9

2 4 −1 2
12 × =
0 1 0 4
⎡ ⎤

−2 0 6
−2 20 −2 8 2 4 −1 2 ⎢ ⎥
A B C D ⎣ 2 −1 2⎦ E not deﬁned
0 4 0 4 0 1 0 4
3 0 7
13 Matrix X is of order p × q and matrix Y is of order q × r .
The matrix products X −1 Y and X −1 Y are both deﬁned:
A for no values of p, q or r B when p = r C when p = q = r only
D when p = q and q = r E for all values of p, q and r

14 The diagram opposite is to be represented by a matrix A, where: 3

2
• element = 1 if the two points are joined by a line
• element = 0 if the two points are not connected
The matrix A is: 1 4
⎡ ⎤ ⎡ ⎤ ⎡ ⎤ ⎡ ⎤
1 0 0 1 1 0 0 1 1 1 2 3 4
⎢2⎥ ⎢0 0 1 1⎥ ⎢0 1 1 0⎥ ⎢2 3 4 1⎥
⎢ ⎥ ⎢ ⎥ ⎢ ⎥ ⎢ ⎥
A 1 2 3 4 B ⎢ ⎥ C ⎢ ⎥D ⎢ ⎥ E ⎢ ⎥
⎣3⎦ ⎣1 1 0 1⎦ ⎣0 1 1 1⎦ ⎣3 4 1 2⎦
4 1 1 1 0 1 0 1 0 4 1 2 3

2 0 x 1
15 The matrix equation = generates the following pair of simultaneous
1 3 y 4
linear equations:
A x+y=1 B 2x = 1 C x + 4y = 0 D x =1 E x+y=1
x + 3y = 4 x + 3y = 4 x + 3y = 4 3x + y = 4 3x + y = 4
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Chapter 28 – Revision 767

The following matrices are needed for Questions 16 to 23

Revision

2 5 0.75 0.35 2 1 0 0.75 0.5 1 2
U= V = W = X= Y =
4 10 0.15 0.45 2 3 1 0.25 0.5 1 4
⎡ ⎤
1 0 −1
⎢ ⎥
Z = ⎣3 0 0⎦
1 1 2
16 The matrix that cannot be raised to a power is:
A U B V C W D X E Y
17 det(X ) =
A −1 B −0.25 C 0.25 D 1 E 0.75
18 Y −1
=

0.5 0 2 −1 4 −2 1 −4 2
A B C D E not deﬁned
−0.5 1 −0.5 0.5 −1 1 4 2 −1
19 Which of the following matrix expressions is not deﬁned?
A V X − XV B UW − W C W Z D Y 2 − V X −1 E YW + WX

20 (U − Y )2 =

1 3 10 21 3 7 44 119
A B C D E not deﬁned
3 6 21 45 5 14 85 231
21 The matrix that could be a transition matrix is:
A U B V C W D X E Y
22 The transition matrix that can be used to represent the
55%
information in the diagram opposite is: 45% A B 75%
25%
From From

⎡
A B⎡ ⎡
A B⎡
A To: B To:
A ⎢
0.45 0.55⎢ ⎢ A ⎢0.45 0.25⎢ ⎢
B ⎡0.25 0.75 ⎡ B ⎡0.55 0.75 ⎡

From From From

⎡
A B ⎡ ⎡
A B⎡ ⎡
A B⎡
C To: D To: E To:
A ⎢0.45
⎣ 0.75 ⎢⎣ A ⎢0.75 0.45⎢ A ⎢0.55 0.25⎢
⎢
⎣ ⎣⎢ ⎣ ⎣ ⎣ ⎣
B 0.35 0.25 B 0.55 0.25 B 0.45 0.75
⎡ ⎡
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768 Essential Further Mathematics – Module 6 Matrices and applications

23 The transition matrix that can be used to represent the information in the diagram below is:
Revision
85%
From
X Y Z
⎡ ⎤ Y
A To : X 0.80 0.85 0.40 10% 5%
80%
⎢ ⎥
Y ⎣0.10 0.10 0.05⎦ 10% 5%
X Z
Z 0.10 0.05 0.55 10%
55% 40%
From From
X Y Z X Y Z
⎡ ⎤ ⎡ ⎤
B To : X 0.80 0.10 0.55 C To : X 0.80 0.10 0.55
⎢ ⎥ ⎢ ⎥
Y ⎣0.10 0.85 0.5 ⎦ Y ⎣0.10 0.85 0.05⎦
Z 0.10 0.5 0.40 Z 0.10 0.05 0.40
From From

⎡ X Y Z ⎤ ⎡ X Y Z ⎤
D To : X 0.10 0.85 0.55 E To : X 0.80 0.10 0.55
⎢ ⎥ ⎢ ⎥
Y ⎣0.80 0.15 0.5 ⎦ Y ⎣0.85 0.85 0.05 ⎦
Z ⎡0.10 0.5 0.40 ⎡ Z 0.40 0.05 0.40

24 Which of the following systems of linear equations does not have a unique solution?

I x − 3y = 5 II 2x + y = 6 III 2x − 3y = 2
2x + 2y = 3 5x + 4y = 3 4x − 6y = 1
A I only B I and II only C II only D III only E all

11 −5 x 4 x
25 The solution of the matrix equation = is given by =
−2 1 y 3 y

11 −5 4 1 5 4 4 1 5
A B C
−2 1 3 2 11 3 3 2 11
⎡ ⎤

⎢4⎥
⎣ ⎦
4 11 −5 3
D E ⎡ ⎤
3 −2 1 ⎢ 11 −5 ⎥
⎣ ⎦
−2 1

0.95 0.23
26 T = is a transition matrix. One element is missing. The missing element is:
0.77

A 0.05 B 0.5 C 0.18 D 0.33 E 5

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770 Essential Further Mathematics – Module 6 Matrices and applications

32 Kerry sat for a multiple-choice test consisting of six questions.

Revision
Each question had four alternative answers, A, B, C or D.
He selected D for his answer to the ﬁrst question.
He then determined the answers to the remaining questions by following the transition
matrix

This question
A B C D
⎡ ⎤
A 1 0 1 0
Next question B⎢⎢0 0 0 1⎥
⎥
⎢ ⎥
C ⎣0 1 0 0⎦
D 0 0 0 0

The answers that he gave to the six test questions, starting with D, were:
A DBCADB B DBCAAA C DBCACA D DACBDD E DCBABC

[VCAA 2007]
The following information relates to questions 33 to 35.
A large population of mutton birds migrates each year to a remote island to nest and breed.
There are four nesting sites on the island, A, B, C and D.
Researchers suggest that the following transition matrix can be used to predict the number
of mutton birds nesting at each of the four sites in subsequent years. An equivalent
transition diagram is also given.

This year 40% 100%

A B C D 35%
⎡ ⎤ A B
0.4 0 0.2 0 A
15%
⎢0.35 1 0.15 0⎥
T = ⎢
⎢
⎥
⎥
B
next year 10% 15%
⎣0.15 0 0.55 0⎦ C
0.1 0 0.1 1 D 20%
D C
10%

100% 55%

33 Two thousand eight hundred mutton birds nest at site C in 2008.

Of these 2800 mutton birds, the number that nest at site A in 2009 is predicted to be:
A 560 B 980 C 1680 D 2800 E 3360

34 This transition matrix predicts that, in the long term, the mutton birds will:
A nest only at site A
B nest only at site B
C nest only at sites A and C
D nest only at sites B and D
E continue to nest at all four sites
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772 Essential Further Mathematics – Module 6 Matrices and applications

3 We wish to solve the following system of linear equations

Revision
x−y+z =2
3x + y − z = 2
x−y =5
using matrix methods.
a Write the equations in matrix form.
b The solution is given by X = A−1 C. Write down the matrices A, A−1 , X and C.
c Solve the equations.

4 Lake Blue and Lake Green are two small lakes connected by a channel. This enables fish to
move between the two lakes on a daily basis. Research has shown that each day:
r 67% of fish in Lake Blue stay in Lake Blue
r 33% of fish in Lake Blue move to Lake Green
r 72% of fish in Lake Green stay in Lake Green
r 28% of fish in Lake Green move to Lake Blue.
a Construct a transition matrix, T, of the form:
From
Blue Green

To: Blue
Green

to describe this situation.

b Today there are currently 4000 fish in Lake Blue and 6000 fish in Lake Green. Write
down a column matrix, S0 , that describes this situation.
c How many fish do you expect to be in each lake tomorrow?
d How many fish do you expect to be in each lake in three days’ time?
e In the long term, how many fish do you expect to be in each lake?

0.86 0.2 100
5 For the transition matrix T = and an initial state matrix S0 = :
0.14 0.8 200

a Use the relationship Sn = TSn−1 to determine: i S1 ii S2 iii S3

6
b Determine the value of T .
c Use the relationship Sn = T n Sn−1 to determine: i S2 ii S3 iii S5
d Calculate Sn = T S0 for n = 10, 15, 20 and 21 to show that the steady state solution is
n

176.5
close to .
123.5
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Chapter 28 – Revision 773

6 The table below displays the energy content and amounts of fat, carbohydrate and protein

Revision
contained in a serve of four foods: bread, margarine, peanut butter and honey.

Food Energy content Fat Carbohydrate Protein

(kilojoules/serve) (grams/serve) (grams/serve) (grams/serve)
Bread 531 1.2 20.1 4.2
Margarine 41 6.7 0.4 0.6
Peanut butter 534 10.7 3.5 4.6
Honey 212 0 12.5 0.1

a Write down a 2 × 3 matrix that displays the fat, carbohydrate and protein content (in
columns) of bread and margarine.
b A and B are two matrices deﬁned ⎡ as ⎤follows.
531
⎢ 41 ⎥
⎢ ⎥
A = [2 2 1 1] B=⎢ ⎥
⎣ 534 ⎦
212
i Evaluate the matrix product AB. ii Determine the order of matrix product BA.
Matrix A displays the number of servings of the four foods (bread, margarine, peanut
butter and honey) needed to make a peanut butter and honey sandwich.
Matrix B displays the energy content per serving of the four foods.
iii Explain the information that the matrix product AB provides.
c The number of serves of bread (b), margarine (m), peanut butter (p) and honey (h) that
contain, in total, 53 grams of fat, 101.5 grams of carbohydrate, 28.5 grams of protein and
3568 kilojoules of energy can be determined by solving the matrix equation:
⎡ ⎤⎡ ⎤ ⎡ ⎤
1.2 6.7 10.7 0 b 53
⎢20.1 0.4 3.5 12.5⎥ ⎢m ⎥ ⎢101.5⎥
⎢ ⎥⎢ ⎥ ⎢ ⎥
⎢ ⎥⎢ ⎥ = ⎢ ⎥
⎣ 4.2 0.6 4.6 0.1 ⎦ ⎣ p ⎦ ⎣ 28.5 ⎦
531 41 534 212 h 3568
Solve the matrix equation to ﬁnd the values b, m, p and h.
[VCAA 2007]

7 To study the life-and-death cycle of an insect population, a number of insect eggs (E),
juvenile insects (J) and adult insects (A) are placed in a closed environment.
The initial state of this population can be described by the column matrix:
⎡ ⎤
400 E
⎢200⎥ J
⎢ ⎥
S0 = ⎢ ⎥
⎣100⎦ A
0 D

A row has been included in the state matrix to allow for insects and eggs that die (D).
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774 Essential Further Mathematics – Module 6 Matrices and applications

a What is the total number of insects in the population (including eggs) at the beginning of
Revision
the study?

In this population:
r eggs may die, or they may live and grow into juveniles
r juveniles may die, or they may live and grow into adults
r adults will live a period of time but they will eventually die.
In this population, the adult insects have been sterilised so that no new eggs are produced.
In these circumstances, the life-and-death cycle of the insects can be modelled by the
transition matrix:
This week
E J A D
0.4 0 0 0 E
0.5 0.4 0 0 J
T= next week
0 0.5 0.8 0 A
0.1 0.1 0.2 1 D
b What proportion of eggs turn into juveniles each week?
c i Evaluate the matrix product S1 = T S0 .
ii Write down the number of live juveniles in the population after one week.
iii Determine the number of live juveniles in the population after four weeks. Write your
answer correct to the nearest whole number.
iv After a number of weeks there will be no live eggs (less than one) left in the
population. When does this ﬁrst occur?
v Write down the exact long-term state matrix for this population.
d If the study is repeated with unsterilised adult insects, eggs will be laid and potentially
grow into adults.
Assuming 30% of adults lay eggs each week, the population matrix after one week, S1 , is
now given by
S = T S0 + B S0
⎡1 ⎤ ⎡ ⎤
0 0 0.3 0 400 E
⎢0 0 0 0⎥ ⎢ 200 ⎥ J
⎢ ⎥ ⎢ ⎥
where B = ⎢ ⎥ and S0 = ⎢ ⎥
⎣0 0 0 0⎦ ⎣ 100 ⎦ A
0 0 0 0 0 D

i Determine S1 .
This pattern continues. The population matrix after n weeks Sn , is given by

Sn = T Sn−1 + B Sn−1

ii Determine the number of live eggs in this insect population after two weeks.
[VCAA 2007]
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Chapter 28 – Revision 775

8 The following transition matrix, T, is used to help predict class attendance of History

Revision
students at the university on a lecture-by-lecture basis.
this lecture
attend not attend
0.90 0.20 attend
T= next lecture
0.10 0.80 not attend
S1 is the attendance matrix for the ﬁrst History lecture.

540 attend
S1 =
36 not attend

S1 indicates that 540 History students attended the first lecture and 36 History students did
not attend the first lecture.
a Use T and S1 to:
i to the nearest whole number, determine S2 , the attendance matrix for the second
lecture
ii predict the number of History students attending the fifth lecture
b Write down a matrix equation for Sn in terms of T, n and S1 .
The History lecture can be transferred to a smaller lecture theatre when the number of
students predicted to attend falls below 400.
c For which lecture can this first be done?
d In the long term, how many History students are predicted to attend lectures?
The bookshop manager at the university has developed a matrix formula for determining the
number of Mathematics and Physics textbooks he should order each year.
For 2009, the starting point for the formula is the column matrix S2008 . This lists the number
of Mathematics and Physics textbooks sold in 2008.

456 Mathematics
S2008 =
350 Physics

O2009 is a column matrix listing the number of Mathematics and Physics textbooks to be
ordered for 2009. O2009 is given by the matrix formula:

0.75 0 18
O2009 = AS2008 + B where A = and B =
0 0.68 12

e Determine O2009 .
The matrix formula above only allows the manager to predict the number of books he should
order one year ahead.
A new matrix formula enables him to determine the number of books to be ordered two or
more years ahead.
The new matrix formula is:

On+1 = C On − D
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Revision 776 Essential Further Mathematics – Module 6 Matrices and applications

where On is a column matrix listing the number of Mathematics and Physics textbooks to be
ordered for
year n.

0.8 0 40
Here C = and D =
0 0.8 38
The number of books ordered in 2008 was given by:

500 Mathematics
O2008 =
360 Physics

f Use the new matrix formula to determine the number of Mathematics textbooks the
bookshop manager should order in 2010.
[VCAA 2008]

9 In 2009, a school entered a Rock Eisteddfod competition.

When rehearsals commenced in February, all students were asked whether they thought the
school would make the state ﬁnals. The students’ responses, ‘yes’, ‘no’ or ‘undecided’ are
shown in the initial state matrix S0 .
⎡ ⎤
160 yes
⎢ ⎥
S0 = ⎣120⎦ no
220 undecided

a How many students attend this school?

Each week some students are expected to change their responses. The changes in their
responses from one week to the next are modelled by the transition matrix, T, shown below.
response this week
yes no undecided
0.85 0.35 0.60 yes
response
T = 0.10 0.40 0.30 no next week
0.05 0.25 0.10 undecided
The following diagram can also be used to display the information represented in the
transition matrix T.

85%
yes

10%
5%
35% 60%

30%
no
40% undecided 10%
Pages changed in the Enhanced Version

Appendix: TI-Nspire CAS

Operating system
Written for operating system OS3.

Keystroke actions and short cuts for the

TI-Nspire CAS Clickpad (grey)
: removes menus and Home page (icon display)
dialogue boxes
+ : undo last move
: displays icon page to
+ : redo last move select applications, mode, My
Documents and start a new
document

: move to next entry box

(field) : options for each
application
+ : switch applications + : contextual menus
in split screen (same as right mouse click)

: backspace – deletes a
: accesses secondary (blue) character
commands + : clear – clears an
+ : displays page sorter entry line
+ : displays previous page
+ : displays next page : mouse pointer (cursor),
selects items
+ : grab

: shift key + : degree sign (°)

+ : fraction template

: display lists of stored

variables : completes commands and
+ : store command ( ) displays results

788
ISBN 978-1-107-65590-4 © Peter Jones, Michael Evans, Kay Lipson 2012 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.
Pages changed in the Enhanced Version

Appendix: TI-Nspire CAS 789

Keystroke actions and short cuts for the

TI-Nspire CAS Touchpad (black)

Home page (icon display)

: removes menus and
dialogue boxes : displays icon page to
+ : undo last move select applications, mode,
+ : redo last move My Documents and start a
new document.
: move to next entry
box (field) : options for each
+ : switch applications application.
in split screen + : contextual menus
(same as right mouse click)
Nav Pad (touch pad)

: accesses secondary : mouse pointer (cursor),

(yellow) commands selects items
+ : grab
+ : displays page sorter
+ : displays previous page : backspace – deletes a
+ : displays next page character.

: 2D templates

+ : fraction template
: shift key
: completes commands
and displays results.

: display lists of
stored variables
+ : store command ( )

790 Essential Further Mathematics

Keystroke actions and short cuts for the

TI-Nspire CAS CX

Home page (icon display)

: accesses secondary : mouse pointer (cursor),

(yellow) commands selects items
+ : grab
+ : displays page sorter
+ : displays previous page : backspace – deletes a
+ : displays next page character.

: 2D templates

+ : fraction template
: shift key
: completes commands
and displays results.

: display lists of
stored variables
+ : store command ( )

Appendix: TI-Nspire CAS 791

Setting the Mode

For Further Mathematics it is convenient to set the calculation mode to Degree and
Approximate (decimal) right from the start. The calculator will remain in this mode unless you
change the settings again.
1 Press c (or w and c on the grey Clickpad) and select Settings>Settings>General as
shown in step 2 below.
Hint: If the icon page does not display when you press c, then press ﬁrst.

2 Use the key to move down to the box that displays Angle. Use to select Degree,
press . Continue using the key until you reach the Calculation Mode box. Use
to select Approximate, then press .

3 Press the key until you reach the

Make Default box and press .
Press again to accept the change
to the settings.

792 Essential Further Mathematics

The home screen is divided into two main areas – Scratchpad and Documents.

Scratchpad
Note: The Scratchpad is only available on OS 2.0 or higher.
A: Calculate – this is a fully functional CAS calculation platform that allows for quick and
easy access to the home screen and menus. It can be used for most calculations such as
arithmetic, algebra, ﬁnance, trigonometry and matrices. Scatchpad is similar in functionality to
the Documents: Calculator application, but saves opening up a new document every time you
want to do a calculation.

Calculating
1 Press then c (or w and c on the grey
Clickpad).
Pressing also opens the Scratchpad.
If you prefer to use the Documents platform
for your calculations then press
c >New Document>Add Calculator and
follow the same steps.
Hint: You can undo your action using +
(or + )
Note: If using the TI-Nspire CAS Touchpad you can
check the mode settings by moving the cursor onto the
icon displayed on the top of each screen.
(General settings only.)

2 To calculate, simply enter the required

expression and press . For example, if
we wish to evaluate 5 + 3 × 6, we type in
the expression and press .
Note: The symbol · (dot) is used on the screen to
represent the multiplication sign.

3 Type in 56 ÷ 9 and press to obtain the

result 6.22222. If the result is displayed as
56
, you are in Auto not Approximate mode.
9
Change the mode now (see above).

Appendix: TI-Nspire CAS 793

4 To copy and edit a previously evaluated line,

keep pressing until the expression to be
copied is highlighted, then press to
paste it on a new line. You are now able to
edit this expression as required.
Note: You can only edit on a new line; that is, if no
answer is present on that line.

5 You can enter fractions using the fraction

template if you prefer. Press + to
paste the fraction template and enter the
values. Use the key to move between
boxes. Press to display the answer.

6 For problems that involve angles (e.g.

evaluate sin(26◦ ) ) it is good practice to
include the degree symbol even if the mode
is set to degree (DEG) as recommended.
Note: if the calculator is accidentally left in radian
(RAD) mode the degree symbol will override this
and compute using degree values.
The degree symbol can be accessed using
(or + on the Clickpad).
Alternatively select from the Symbols
palette ( + ).

Solving equations
Using the Solve command
Solve 2y + 3 = 7 for y.

794 Essential Further Mathematics

1 Go to the Scratchpad: Calculate and press

b >Algebra>Solve and complete as shown
opposite.
Keystrokes: 2
.
Hint: You can also type in solve( directly from the
keypad but make sure you include the opening bracket.
Note that the Scratchpad: Calculate
continues on from the previous work. Use
the up arrow to scroll back through
previously worked examples.

Clearing the history area

Once you have pressed the computation
becomes part of the History area.
To clear a line from the history area,
press repeatedly until the expression
is highlighted and press (or press
on the Clickpad).
To completely clear the History Area, press
b >Actions>Clear History.

Alternatively, press /+b to access the

contextual menu.
It is also useful to occasionally clear any
previously stored values. It is important you
do this before a test or examination. Clearing
History does not clear stored variables.
Pressing b >Actions>Clear a-z. . . will clear
any stored values for single letter variables that
have been used in the Scratchpad.
Use b >Actions>Delete Variable if the
variable name is more than one letter. For
example, to delete the variable perimeter,
then use DelVar perimeter.

Appendix: TI-Nspire CAS 795

Documents
This platform must be used to cover most parts
of the Core section, particularly statistical plotting
and spreadsheet applications. Also many of the
ﬁnance applications from the Business-related
mathematics module such as depreciation and
sections of the Number patterns and applications
module will be covered using this platform.
All of the examples described in the Scratchpad
section earlier can also be done using the
Documents platform if preferred.

Starting a new document

1 To start a new document, press c (or press c on the Clickpad) and select New Doc (or
use the keyboard shortcut + to start a new document).

2 If prompted to save an existing document move the cursor to No and press .

It is possible to switch between the Scratchpad and the Documents platforms by pressing
c or . This might be useful to do a quick trial, or check, a calculation or graph in the
Scratchpad whilst working in the Documents platform.
Select Current Document on the Home page to return to the current document.

How to construct parallel boxplots

Construct parallel boxplots to display the pulse rates of 23 adult females and 23 adult males.

Pulse rate (beats per minute)

Females Males
65 73 74 81 59 64 76 83 95 70 73 79 80 73 73 78 75 65 69 70 70 78 58 77
64 77 80 82 77 87 66 89 68 78 74 64 76 67 69 72 71 68 72 67 77 73

Steps
1 Start a new document: + .

2 Select Add Lists & Spreadsheet.

Enter the data into lists called females and
males as shown.

796 Essential Further Mathematics

3 Statistical graphing is done through the

Data & Statistics application.
Press + and select Add Data &
Statistics.
(or press c and arrow to and press
)
Note: A random display of dots will appear – this
is to indicate list data is available for plotting.
It is not a statistical plot.

a Press to show the list of

variables. Select the variable,
females. Press to paste
the variable to the x-axis.
A dot plot is displayed by
default, as shown.

b To add another variable to the

x-axis, press b >Plot
Properties>Add X Variable,
then ·. Select the variable
males. Parallel dot plots are
displayed by default.

c To change the plots to box

plots press b >Plot
Type>Box Plot, then ·.
Note: To change the colour of the plots, move
the cursor on the plot and press
/+b>Color>Fill Color.
Your screen should now look
like that shown opposite.

Appendix: TI-Nspire CAS 797

4 Data analysis
Use b >Analyze>Graph Trace and use the
cursor arrows to navigate through the key
points.
Starting at the far left of the plots, we see
that, for females, the:
• minimum value is 59: MinX = 59
• ﬁrst quartile is 68: Q1 = 68
• median is 76: Median = 76
• third quartile is 81: Q3 = 81
• maximum value is 95: MaxX = 95
and for males, the:
• minimum value is 58: MinX = 58
• ﬁrst quartile is 68: Q1 = 68
• median is 72: Median = 72
• third quartile is 76: Q3 = 76
• maximum value is 80: MaxX = 80

ISBN 978-1-107-65590-4 © Peter Jones, Michael Evans, Kay Lipson 2012 Cambridge University Press
Photocopying is restricted under law and this material must not be transferred to another party.

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