Full download text book at textbookfull.

com

Jacaranda Maths Quest Units 1 2

Specialist Mathematics 11 for Queensland
1st Edition Catherine Smith
DOWLOAD HERE

https://textbookfull.com/product/jacaranda-maths-
quest-units-1-2-specialist-mathematics-11-for-
queensland-1st-edition-catherine-smith/

DOWLOAD NOW

Download more textbook from textbookfull.com

More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Jacaranda Maths Quest Units 1 2 Essential Mathematics

11 for Queensland 1st Edition Mark Barnes

https://textbookfull.com/product/jacaranda-maths-quest-
units-1-2-essential-mathematics-11-for-queensland-1st-edition-
mark-barnes/

Jacaranda Maths Quest Units 1 2 Mathematical Methods 11

for Queensland 1st Edition Kahni Burrows

https://textbookfull.com/product/jacaranda-maths-quest-
units-1-2-mathematical-methods-11-for-queensland-1st-edition-
kahni-burrows/

Jacaranda Maths Quest 12 Essential Mathematics Units 3

4 for Queensland 1st Edition Mark Barnes

https://textbookfull.com/product/jacaranda-maths-
quest-12-essential-mathematics-units-3-4-for-queensland-1st-
edition-mark-barnes/

Jacaranda Maths Quest 7 Australian Curriculum Catherine

Smith

https://textbookfull.com/product/jacaranda-maths-
quest-7-australian-curriculum-catherine-smith/
Jacaranda Maths Quest Units 3 4 Mathematical Methods 12
for Queensland 1st Edition Kahni Burrows

https://textbookfull.com/product/jacaranda-maths-quest-
units-3-4-mathematical-methods-12-for-queensland-1st-edition-
kahni-burrows/

Jacaranda Maths Quest 8 Australian Curriculum third

Edition Catherine Smith

https://textbookfull.com/product/jacaranda-maths-
quest-8-australian-curriculum-third-edition-catherine-smith/

General Mathematics Units 1 2 for Queensland 1st

Edition Peter Jones

https://textbookfull.com/product/general-mathematics-
units-1-2-for-queensland-1st-edition-peter-jones/

New Century Physics for Queensland Units 1&2 3rd

Edition Richard Walding

https://textbookfull.com/product/new-century-physics-for-
queensland-units-12-3rd-edition-richard-walding/

Jacaranda Chemistry VCE Units 1 2 2nd Edition Neale

Taylor

https://textbookfull.com/product/jacaranda-chemistry-vce-
units-1-2-2nd-edition-neale-taylor/
 JACARANDA MATHS QUEST

11 1&2
SPECIALIST UNITS
MATHEMATICS FOR QUEENSLAND

CATHERINE SMITH | NICK SIMPSON | RAYMOND ROZEN

CONTRIBUTING AUTHORS
Pauline Holland | Paula Evans | Steven Morris | Margaret Swale
First published 2018 by
John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064
Typeset in 11/14 pt TimesLTStd
© John Wiley & Sons Australia, Ltd 2018
The moral rights of the authors have been asserted.
ISBN: 978-0-7303-5720-9
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the
greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the
educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL).
Reproduction and communication for other purposes
Except as permitted under the Act (for example, a fair dealing for the purposes of study, research, criticism or review), no part of this
book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior
written permission. All inquiries should be made to the publisher.
Trademarks
Jacaranda, the JacPLUS logo, the learnON, assessON and studyON logos, Wiley and the Wiley logo, and any related trade dress are
trademarks or registered trademarks of John Wiley & Sons Inc. and/or its affiliates in the United States, Australia and in other
countries, and may not be used without written permission. All other trademarks are the property of their respective owners.
Front cover image: © antishock/Shutterstock
Illustrated by various artists, diacriTech and Wiley Composition Services
Typeset in India by diacriTech
Printed in Singapore by
Markono Print Media Pte Ltd

10 9 8 7 6 5 4 3 2 1
CONTENTS
About this resource ................................................................................................................................................................................................. vii
About eBookPLUS and studyON ....................................................................................................................................................................... x
Acknowledgements ................................................................................................................................................................................................. xi

UNIT 1 COMBINATORICS, VECTORS AND PROOF 1

TOPIC 1 Combinatorics

1 Permutations and combinations 1

1.1 Overview ...................................................................................................................................................................................... 1
1.2 Counting techniques ............................................................................................................................................................... 2
1.3 Factorials and permutations ................................................................................................................................................ 14
1.4 Permutations with restrictions ............................................................................................................................................. 21
1.5 Combinations ............................................................................................................................................................................. 29
1.6 Applications of permutations and combinations ......................................................................................................... 38
1.7 Pascal’s triangle and the pigeon-hole principle ........................................................................................................... 45
1.8 Review: exam practice ........................................................................................................................................................... 52
Answers ................................................................................................................................................................................................... 54

REVISION UNIT 1 Combinatorics, vectors and proof

TOPIC 1 Combinatorics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

TOPIC 2 Vectors in the plane

2 Vectors in the plane 58

2.1 Overview ...................................................................................................................................................................................... 58
2.2 Vectors and scalars ................................................................................................................................................................. 59
2.3 Position vectors in the plane ............................................................................................................................................... 67
2.4 Scalar multiplication of vectors .......................................................................................................................................... 77
2.5 The scalar (dot) product ......................................................................................................................................................... 81
2.6 The projection of vectors — scalar and vector resolutes ........................................................................................ 88
2.7 Review: exam practice ........................................................................................................................................................... 94
Answers ................................................................................................................................................................................................... 97

3 Applications of vectors in the plane 100

3.1 Overview ...................................................................................................................................................................................... 100
3.2 Displacement and velocity.................................................................................................................................................... 101
3.3 Force and the triangle of forces.......................................................................................................................................... 107
3.4 Force and the state of equilibrium ..................................................................................................................................... 116
3.5 Relative velocity ........................................................................................................................................................................ 127
3.6 Review: exam practice ........................................................................................................................................................... 131
Answers ................................................................................................................................................................................................... 134
rfooter
REVISION UNIT 1 Combinatorics, vectors and proof
TOPIC 2 Vectors in the plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

PRACTICE ASSESSMENT 1
Problem solving and modelling task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

TOPIC 3 Introduction to proof

4 Introduction to proof 140

4.1 Overview ...................................................................................................................................................................................... 140
4.2 Number systems and writing propositions .................................................................................................................... 141
4.3 Direct proofs using Euclidean geometry ......................................................................................................................... 158
4.4 Indirect methods of proof...................................................................................................................................................... 166
4.5 Proofs with rational and irrational numbers ................................................................................................................... 170
4.6 Review: exam practice ........................................................................................................................................................... 176
Answers ................................................................................................................................................................................................... 179

5 Circle geometry 181

5.1 Overview ...................................................................................................................................................................................... 181
5.2 Review of congruent triangle tests .................................................................................................................................... 182
5.3 Circle properties 1 — angles in a circle and chords................................................................................................... 184
5.4 Circle properties 2 — tangents, secants and segments .......................................................................................... 194
5.5 Circle properties 3 — cyclic quadrilaterals .................................................................................................................... 202
5.6 Geometric proofs using vectors ......................................................................................................................................... 208
5.7 Review: exam practice ........................................................................................................................................................... 217
Answers ................................................................................................................................................................................................... 220

REVISION UNIT 1 Combinatorics, vectors and proof

TOPIC 3 Introduction to proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

PRACTICE ASSESSMENT 2
Unit 1 examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

UNIT 2 COMPLEX NUMBERS, TRIGONOMETRY, FUNCTIONS

AND MATRICES 227

TOPIC 1 Complex numbers 1

6 Complex numbers 227

6.1 Overview ...................................................................................................................................................................................... 227
6.2 Introduction to complex numbers ..................................................................................................................................... 228

iv CONTENTS
rfooter
6.3 Basic operations using complex numbers ..................................................................................................................... 233
6.4 Complex conjugates and division of complex numbers .......................................................................................... 238
6.5 The complex plane (the Argand plane) ............................................................................................................................ 244
6.6 Complex numbers in polar form ......................................................................................................................................... 252
6.7 Basic operations on complex numbers in polar form ................................................................................................ 263
6.8 Roots of equations................................................................................................................................................................... 272
6.9 Review: exam practice ........................................................................................................................................................... 276
Answers ................................................................................................................................................................................................... 278

REVISION UNIT 2 Complex numbers, trigonometry, functions

and matrices
TOPIC 1 Complex numbers 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

TOPIC 2 Trigonometry and functions

7 Sketching graphs 285

7.1 Overview ...................................................................................................................................................................................... 285
7.2 Sketching graphs of y = |f (x) | and y = f (|x|) from y = f (x) ................................................................................... 286
7.3 Sketching graphs of reciprocal functions ....................................................................................................................... 295
7.4 Sketching graphs of rational functions ............................................................................................................................ 305
7.5 Review: exam practice ........................................................................................................................................................... 325
Answers ................................................................................................................................................................................................... 327

8 Trigonometric functions 345

8.1 Overview ...................................................................................................................................................................................... 345
8.2 Review of trigonometry .......................................................................................................................................................... 346
8.3 Solving trigonometric equations ........................................................................................................................................ 369
8.4 The tangent function ............................................................................................................................................................... 379
8.5 The reciprocal functions ........................................................................................................................................................ 389
8.6 Modelling periodic functions ............................................................................................................................................... 404
8.7 Review: exam practice ........................................................................................................................................................... 414
Answers ................................................................................................................................................................................................... 417

9 Trigonometric identities 436

9.1 Overview ...................................................................................................................................................................................... 436
9.2 Pythagorean identities ............................................................................................................................................................ 437
9.3 Compound angle formulas ................................................................................................................................................... 447
9.4 Multiple angle formulas .......................................................................................................................................................... 455
9.5 Product–sum identities .......................................................................................................................................................... 465
9.6 Convert a cos(x) + b sin(x) to R cos(x ± 𝛼) or R sin (x ± 𝛼) .................................................................................. 472
9.7 Review: exam practice ........................................................................................................................................................... 478
Answers ................................................................................................................................................................................................... 480

CONTENTS v
REVISION UNIT 2 Complex numbers, trigonometry, functions
and matrices
TOPIC 2 Trigonometry and functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485

TOPIC 3 Matrices

10 Matrix arithmetic 486

10.1 Overview ...................................................................................................................................................................................... 486
10.2 Addition, subtraction and scalar multiplication of matrices .................................................................................... 487
10.3 Matrix multiplication ................................................................................................................................................................ 495
10.4 Determinants and inverses ................................................................................................................................................... 502
10.5 Matrix equations and solving 2 × 2 linear equations .................................................................................................. 511
10.6 Review: exam practice ........................................................................................................................................................... 520
Answers ..................................................................................................................................................................................................... 523

11 Matrix transformations 527

11.1 Overview ...................................................................................................................................................................................... 527
11.2 Translations ................................................................................................................................................................................. 528
11.3 Reflections and rotations ...................................................................................................................................................... 535
11.4 Dilations ........................................................................................................................................................................................ 549
11.5 Combinations of transformations ...................................................................................................................................... 555
11.6 Review: exam practice ........................................................................................................................................................... 564
Answers ..................................................................................................................................................................................................... 567

REVISION UNIT 2 Complex numbers, trigonometry, functions

and matrices
TOPIC 3 Matrices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 570

PRACTICE ASSESSMENT 3
Unit 2 examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571

PRACTICE ASSESSMENT 4
Units 1 & 2 examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575
Glossary ...................................................................................................................................................................................................................... 583
Index ............................................................................................................................................................................................................................. 593

vi CONTENTS
ABOUT THIS RESOURCE
Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland is expertly tailored to comprehensively address the
intent and structure of the new syllabus. The Jacaranda Maths Quest for Queensland series provides easy-to-follow text and is
supported by a bank of resources for both teachers and students. At Jacaranda we believe that every student should experience
success and build confidence, while those who want to be challenged are supported as they progress to more difficult concepts and
questions.

Preparing students for exam success 𝜋𝜋 𝜋𝜋

√ √
3 cis = 2.121 + 2.121i (to 3 = +
3 2 3 2
  2. The answer appears on 2. The answer appears on 3cis i
4 4 2 2
the screen. decimal places) the screen.
“c01PermutationsAndCombinations” — 2018/6/28 — 6:54 — page 1 — #1 Note: The calculator
  will give a decimal
answer, not an exact
answer.

CHAPTER 1 Each subtopic

Chapter openers
concludes with
Units 1 & 2 Area 4 Sequence 1 Concept 5

place mathematics Permutations and combinations Complex numbers in polar form Summary screen and practice questions

carefully graded
in real‑world Exercise 6.6 Complex numbers in polar form
1.1 Overview Technology free and
contexts to drive
In the following questions give arg (z) or Arg (z) correct to 3 decimal places where the angle cannot be easily Technology active
Technology free
1.1.1 Introduction
engagement. expressed as a common multiple of 𝜋𝜋.
1. a. Represent z = 4 + 8i on an Argand diagram. questions.
Ever since you were a small child, even
 
before you started school, you have had
the experience of counting. These simple
“c04IntroductionToProof_print” — 2018/9/20 — 8:43 — page 169 — #30 b. Calculate the exact distance of z from the origin. (Do not use your calculator.)
  2. WE21 Find the modulus of each of the following.
a. z = 5 + 12i b. z = 5 − 2i c. z = −4 + 7i
counting techniques are built upon in a field √
of mathematics known as combinatorics to
d. z = −3 − 6i e. z = 3 + 2 i f. z = (2 + i)2
 

FREE access to develop very sophisticated ways of count- √ √

3. WE22 If z = 3 + i, w = 4 − 3i and u = −2 + 5i then:

ing. Permutations and combinations allow 
“PracticeAssessment1_print” — 2018/9/4 — 7:44 — page 137 — #1


studyON — our
us to calculate the number of ways objects
i. represent each of the following on an Argand diagram Two complete sets of
that x, y ∈prin-
Z +; y = 0 y = 0 contradicts the initial
belonging to a finite set can be arranged.
a. z − w b. u + z c. w − u d. w + z e. z + w − u
ii. calculate the magnitude in each case.

assumption that y ∈ Z + . practice assessments

Have
5. The you encountered
initial assumption the waspigeon-hole
study, revision Show the points z1 1= −3 + 0i, z2 = 2 + 5i, z3 = 7 + 5i and z4 = 9 + 0i on the complex
f. z2
ciplenot
does before? It isthis
fit with a deceptively simple state-
assumption. PRACTICE
4. a. WE23 ASSESSMENT
ment that can be used to identify patterns
to the equation x2 − y2 = 1. modelled on QCAA
6. As the only solution does not meet the original There are no positive integer solutions Specialist number plane.
Mathematics: Problem solving and modelling task
and exam practice in huge amounts of data, such as in DNA
assumption, the original assumption must be false.
analysis. Unit
b. Calculate the area of the shape formed when the four points are connected by straight line segments

5. a. Show the points z = −1 + 3i, u = 3 and w = 3 + 12i on the complex number plane.
in the order z1 toand to z3 to z4 .
z2 proof
tool — is included
Have you encountered Pascal’s triangle before? It spans the mathematical fields of combinations, proba-
bility, the binomial theorem, Fibonacci numbers and the bell-shaped normal distribution. In developing his
Unit 1: Combinatorics, vectors

Topic
guidelines — a set
6. a. If the complex numbers u = 3 − 4i, u, v and v form a square with an area of 64 square units, evaluate
b. Calculate the area of the triangle produced by joining the three points with straight line segments.
triangle, Blaise Pascal (1623–1662) made a fundamental contribution to the field of combinatorics.
for student revision
Topic 1: Combinatorics

with every title. In this chapter you will apply combinatorics to determine, for example, the number of ways a team of 5
b. If the complex numbers u = −2 + 5i, u, v and v form a rectangle with an area of 60 square units,
Area 3 Sequence Concept 4 the complex number v.
Units 1 & 2can be
players chosen from a group1 of 10. Consider its usefulness in developing rosters for staff or flow charts  Conditions 

studyON allows

for projects.
Indirect methods ofJust as Summary
proof Pascal’s triangle spans
screen and mathematical
practice

questions fields, combinatorics spans industries as varied and a quarantined set
∈ R+of, evaluate numbers u = a + bi, u,
“c03ApplicationsOfVectorsInThePlane_print” — 2018/9/20 — 20:00 — page 132 — #33
 Duration evaluate the complex number v.
Mode Individual/group 
as gambling, internet information transfer
“c05CircleGeometry_print” and —
— 2018/9/19 security,
21:01 —communication networks, computer chip architec-
page 217 — #37

class time)v = −c − bi and v. excluding appendix for teachers — are

  4 weeks If a, b, 3c hours
c. (including Writtenthe areaupoftothe
report, rectangle
10 pages formed2000by the complex
Individual

you to revise at the

(maximum words)
ture, logistics to DNA modelling. It has applications in any field where different choices mean different
availablethe area of the triangle that is formed by the complex numbers u = 4 + 3i and iu and the
efficiencies.
Exercise 4.4 Indirect methods of proof 7. a. Evaluate
Resources

concept, chapter, 5.7 Review: exam practice

Calculate the minimum force P
The use oforigin
b. Evaluate
O. is required,
technology
the plane.Give
8. MC Of the
• computer the following
for example:
your answer to 1 decimal place.
area of quantities,
the trianglewhichthat
oneiscontains
formed the complex numbers u = 12 + 5i and iu and the
~ , acting parallel to the plane, needed to prevent the mass slipping down
byvectors?
only
included. Exemplary
responses and
Technology free
b ∈ R+ , evaluate the area of the triangle that is formed by the complex numbers u = a + bi, iu
• internet A. Displacement, velocity, force

curriculum topic or A summary of this chapter is available in the Resources section of your eBookPLUS at www.jacplus.com.au. origin O.
• spreadsheet program
B. Distance, velocity, force
1. In theLEARNING
following list, prime numbers are marked in red.
SEQUENCE c. If a,
• graphics calculator
C. Displacement, speed, force

1. If ∠ABD = 32°, determine the sizes of the following angles. worked solutions are
• otherand
D.the origin O. velocity, force, mass
Simple familiar software/technology

unit level.
1.1 Overview Displacement,
1 1.2 Counting techniques
2 3 4 5 6 7 8 9 10 9. If î and ĵ represent unit vectors in the directions of east and north respectively, evaluate a force of
√
1.3 Factorials and permutations B

The vector 12 î + y ĵ makes an angle of 150° with the y-axis. Determine the value of y. provided for teachers.
magnitude 3 2 newtons in the southeast direction.
1.4 Permutations with restrictions Milestones

a = 2î − 3ĵ and ~
b = −3î + ĵ:
11 1.512 13 14 15 16 17 18 19
Combinations 20 10.
C Week 1 11. MC Given the vectors ~
1.6 Applications of permutations and combinations CHAPTER 6 Complex numbers 261
B. the vector 2a + 3b is parallel to the x-axis
21 A. a is parallel to b
1.722 23 triangle
Pascal’s 24 and25the pigeon-hole
26 27 principle
28
O 29 30 Week 2 ~ ~

C. the vector 2a + 3b is parallel to the y-axis

1.8 Review: exam practice ~ ~
 Week 3 
Every chapter
~ ~
From the list, select counter examples A to disprove each of the
12. A ship travels a distance d km on a bearing of N𝜃𝜃°W where 0° < 𝜃𝜃 < 90° from an origin O. If î and ĵ
D. None of the above.
Week 4 (assessment
Fully worked solutions are available for this chapter in theDresources section of your eBookPLUS at

6n + 1 are prime, c.n ∠COD ∈ N.

following statements.
Chapter questions
submission)
www.jacplus.com.au.  
a. ∠AOD b. ∠ACD d. ∠CDA
concludes with 2n + 1 are prime, n ∈ N.
represent unit vectors in the directions of east and north respectively, determine the position vector of
a. All numbers of the form
= 9, determine
Criterion Marks allocated Result
the ship from the origin.
b. 2.All numbers
If OB of thethe
form
following.
MC If v a =1,2î2,+53ĵ and v b = −2î + 2ĵ, the value of v a rel b is
and activities
Formulate
Complex familiar 4

exam practice
2. WE16 Identify counter examples to disprove E each of the *Assessment
13. objectives
7 4î + ĵ C. −4î − ĵ
CHAPTER 1 Permutations and combinations 1 ~ ~ ~

a. If x2 = 100, then x = 10.

following conjectures. F Solve A. 5ĵ B. D. ĵ

questions classified

b. If a quadrilateral has four congruent sides,
D O
then it is a square.

*Assessment objectives
14. A

Evaluate andthe
15. A
1, from
river flows 6 north to south at 5 km/h. A boat heads directly across the river from the river bank to
other side at 11 km/h.
verify
cyclist travels
5 Find the true velocity of the boat.
are aligned with
4, 5 at 15 km/h on a road heading east. When she is travelling in this direction the wind

Marzano and
*Assessment objectives
 c. If n is a multiple of 3, then it is odd.  appears to be coming from a direction 60°E of N. When she turns around and travels west on the road at

as Simple familiar,
C
Communicate 4 appears to come from 60°W of N. Find the true speed and direction of
d. If n is a multiple of 5, then the last digit is B5.  the same speed the wind 
A *Assessment the
objective
wind. 3

Complex familiar a. If a. ∠AEFis Monday, then

3. Write the contrapositive statement to each of the following propositions:
today b. EF
tomorrow is Tuesday. 
Total 16. “c06ComplexNumbers_print”
While 20 hired a Segway as a —
on holidays, Lilly great2018/9/20
way to move — 16:54 — page 234 — #8
around and explore the city. One day she travelled 500 metres
Kenall’s taxonomy


a+b
3. In the diagram, O and C are the centres of the circles. Scaffolding The approach to problem-solving and modelling on the following flowchart must

of cognitive
b. If A bisects a line segment, then A is the midpoint of the line segment. on a bearing S28°E then turned and travelled 800 metres on

4. If proof by contradiction was being used to justify that ab ≤

be used.

and Complex √ a bearing S67°W. If î and ĵ represent unit vectors of magnitude

* Queensland Curriculum
1 metre &inAssessment of eastSpecialist
Authority, Mathematics General
find Senior Syllabus 2019 v1.1, Brisbane, 2018.
, what would the initial the directions and north respectively,
2 For the most up to date assessment information, please see www.qcaa.qld.edu.au/senior.

process — retrieval,
her position vector from the starting point. Hence, find her

unfamiliar. WE17 Consider the statement ‘If n > m, then n − m > 0.’
assumption be? A displacement, correct to 1 decimal place, and her true bearing
Multiplication frombyhera constant
point. (or scalar)
Consider part a in Worked example 6, where z + w = −4 + 12i. The real and imaginary parts share a common
5.
O starting

a. Write the contrapositive statement. D Complex unfamiliar

factor of 4.17.
Hence, the equation could be rewritten as: comprehension,
z + w = −4 + 12i
Prove the statement by proving the contrapositive.
b.
C
Arnie is pushing against a trailer, preventing it from rolling down

= 4a (−1
force +
analysis and
6. At the beginning of a proof by contradiction ‘that x is a positive number’, Ailsa wrote ‘Assume x is a a hill. The trailer has a mass of 200 kg and the hill is on an
PRACTICE ASSESSMENT 1 137
incline of 15° to the horizontal. At the moment there is no
negative number.’ What has E Ailsa overlooked?
of 3i)

of the complex number −1 + 3i multiplied by a constant (or scalar), 4.

problem because Arnie is capable of pushing with

a. Determine ∠COD.
∠AEB. 4x − y = 1.’
B  
7. WE18 Use proof by contradiction to prove the proposition ‘There are no integer solutions to the
This is the equivalent
z =How
a +long
1000 N parallel to the plane.

k ∈ R,
knowledge utilisation.
prove the proposition ‘If x, y ∈ Z, then 2x + 4y ≠ 7.’
2 2 However, it is raining and the trailer is filling with water at a
Diophantine equation
b. Determine  If we considerrate
theofgeneral form
25 litres per minute. bi and
will Arnie then:
be able to hold 

Determine ∠OBD.
8. Use proof
c. Whatbytype
contradiction
of quadrilateral to
is AOBE? the trailer and stop it from running down the hill?

kz = k (a + bi)
d.

CHAPTER 4 Introduction to proof 169 = ka + kbi

 
132 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
Fully worked
examples in the
 

WORKED EXAMPLE 7
CHAPTER 5 Circle geometry 217

If z = 3 + 5i, w = 4 − 2i and v = 6 + 10i, evaluate:

  

 

a. 3z + w b. 2z − v c. 4z − 3w + 2v.
Think/Write format
provide guidance
Features of the Maths Quest series
 

THINK WRITE

Calculate 3z + w by substituting values 3z + w = 3(3 + 5i) + (4 − 2i) and are linked to

 

= (9 + 15i) + (4 − 2i)
a. 1. a.
“c10MatrixArithmetic_print” — 2018/9/8 — 14:58 — page 494 — #9

= (9 + 4) + (15 − 2)i
  for z and w.
2.Use the rule for adding complex
= 13 + 13i (or 13(1 + i))
questions.
b. 1. Calculate 2z − v by substituting values b. 2z − v = 2(3 + 5i) − (6 + 10i)
numbers.
4 −2
If A = , B= and O =
Questions and topics 9.
[ −3 2 ]
1 4
[3 5] [0 0]
0 0
, determine the matrix C given the following.

= 6 + 10i − 6 − 10i
for z and v.
3A = C − 2B C + 3A − 2B = O
are sequenced from = 0 + 0i
a. b. 2. Use the rule for subtraction of complex

4 −2
=0 Selected worked
numbers.
Given the matrices A = , B= , O= and I = , determine the
[ −3 2 ] [3 5] [0 0] [0 1]
1 4 0 0 1 0

lower to higher levels Calculate 4z − 3w + 2v by substituting 4z − 3w + 2v = 4(3 + 5i) − 3(4 − 2i) + 2(6 + 10i)
10.

examples
c. 1. c.
a. 3A + C − 2B + 4I = O 4A − C + 3B − 2I = O
matrix C if the following apply.

= 12 + 20i − 12 + 6i + 12 + 20i
values for z, w and v.
of complexity; ideas
b.

x −3
11. If A = and B = = 12 + 46i
2. Use the addition rule and the subtraction
[2 x] [ y −3 ]
2 y
, determine the values of x and y given the following. rule to simplify. demonstrate the
and concepts are A+B= B−A=
−1
a.
[9 2]
7 4
b.
[ −4 −6 ]
1
TI | THINK WRITE CASIO | THINK WRITE use of non‑CAS
logically developed If D = and E =
2 −2
, determine the matrix C given the following.
c.1. On a Calculator page, c.1. On a Run-Matrix screen,
12.
[ −3 2 −2 ]
1 4 5
[1 4 −3 ]
4
complete the entry
3 + 5i
complete the entry line as:
calculators.
and questions are C=D+E 3D + 2C = 4E 3 + 5i
line as:
a. b. Press the store button,

EXE to store z = 3 + 5i.

Press CTRL, then press then type ‘Z’ and press
Given A =
carefully graded, 13. a.
[ −1 4 ]
2 3
write down the values of a11 , a12 , a21 and a22 .
VAR, then type ‘z’ and

z = 3 + 5i.
press ENTER to store Repeat this step to store
Find the 2 × 2 matrix B if b11 = 3, b12 = −2, b21 = −3 and b22 = 5.
the complex numbers

allowing every 14. a. Find the 2 × 2 matrix A whose elements are aij = 2i − j for j ≠ i and aij = ij for j = i.
Free fully worked
b.
Repeat this step to w and v.
b. Find the 2 × 2 matrix A whose elements are aij = i + j for i < j, aij = i − j + 1 for i > j and
store the complex Note: The symbol i can be
aij = i + j + 1 for i = j.
numbers w and v. found by pressing

student to achieve Note: The symbol i can SHIFT 0.

solutions are
the 𝜋𝜋 button.
be found by pressing

The trace of a matrix A denoted by tr (A) is equal to the sum of leading diagonal elements. For 2 × 2
Technology active

success. 15.
provided, enabling
matrices, if A = then tr (A) = a11 + a22 . Consider the following matrices: A = ,
[ a21 a22 ] [ −1 4 ]
a11 a12 2 3

B=
4 −2
and C =
1 −2
  students to get help
[3 5] [5 4]
234 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland

 
“c01PermutationsAndCombinations_WS_print” — 2018/7/12 — 4:57 — page 1 — #1
 where they need it,

An extensive i. tr (A) ii. tr (B) tr (C)
a. Calculate the following.
CHAPTER 1 Permutations and combinations • EXERCISE 1.2
b. Is tr (A + B + C) = tr (A) + tr (B) + tr (C) ?
whether at home or
iii.
1

c. Is tr (2A + 3B − 4C) = 2tr (A) + 3tr (B) − 4tr (C) ?

 

glossary of ⎡ 12 10 4 ⎤ ⎡ 15 ⎤
Chapter 1 — Permutations and combinations
in the classroom —
If A = ⎢⎢ 8 6 8 ⎥⎥ and B = ⎢⎢ 2 ⎥⎥ , use your calculator to calculate A × B.
⎣ 14 12 10 ⎦ ⎣ 4⎦
mathematical terms
16.
Exercise 1.2 — Counting techniques
1 a R = {30, 32, 34, 36, 38, 40, 42, 44}
What is the order of AB?
S = {30, 33, 36, 39, 42, 45}
help at the point of
is provided in print T = {30, 35, 40, 45}
R ∩ S = {24, 30, 42} learning is critical.
R ∩ T = {30, 40}
and as a hover‑over S ∩ T = {30, 45}
Answers are provided
R ∩ S ∩ T = {30}

feature in the 494 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
R S
at the end of each
eBookPLUS. 

 

32 34 38 44
36
42
33
39
chapter in the print
30

and offline PDF.

40 45

35

ABOUT THIS RESOURCE vii

eBookPLUS features 2. The answer appears on
the screen.
Note: The calculator
𝜋𝜋
3 cis = 2.121 + 2.121i (to 3
4
decimal places)
2. The answer appears on
the screen.
3cis
𝜋𝜋
4
=
√
3 2
2
+
√
3 2
2
i

will give a decimal

answer, not an exact
answer.

Fully worked solutions for every question Concept summary links to studyON for
study, revision and exam practice Units 1 & 2 Area 4 Sequence 1 Concept 5

Complex numbers in polar form Summary screen and practice questions

Digital documents: downloadable

Exercise 6.6 Complex numbers in polar form
SkillSHEETS to support skill development
In the following questions give arg (z) or Arg (z) correct to 3 decimal places where the angle cannot be easily
Technology free
and SpreadSHEETS to explore
expressed as a common multiple of 𝜋𝜋.
mathematical relationships and concepts 1. a. Represent z = 4 + 8i on an Argand diagram.
b. Calculate the exact distance of z from the origin. (Do not use your calculator.)

a. z = 5 + 12i b. z = 5 − 2i c. z = −4 + 7i
2. WE21 Find the modulus of each of the following.
√

d. z = −3 − 6i e. z = 3 + 2 i f. z = (2 + i)2
√ √

3. WE22 If z = 3 + i, w = 4 − 3i and u = −2 + 5i then:

Chapter summaries in downloadable format i. represent each of the following on an Argand diagram

to assist in study and exam preparation a. z − w b. u + z c. w − u d. w + z e. z + w − u

ii. calculate the magnitude in each case.

4. a. WE23 Show the points z1 = −3 + 0i, z2 = 2 + 5i, z3 = 7 + 5i and z4 = 9 + 0i on the complex

f. z2

number plane.
b. Calculate the area of the shape formed when the four points are connected by straight line segments

5. a. Show the points z = −1 + 3i, u = 3 and w = 3 + 12i on the complex number plane.
in the order z1 to z2 to z3 to z4 .

A downloadable PDF of the entire chapter 6. a. If the complex numbers u = 3 − 4i, u, v and v form a square with an area of 64 square units, evaluate
b. Calculate the area of the triangle produced by joining the three points with straight line segments.

of the print text b. If the complex numbers u = −2 + 5i, u, v and v form a rectangle with an area of 60 square units,
the complex number v.

c. If a, b, c ∈ R+ , evaluate the area of the rectangle formed by the complex numbers u = a + bi, u,
evaluate the complex number v.

v = −c − bi and v.
7. a. Evaluate the area of the triangle that is formed by the complex numbers u = 4 + 3i and iu and the

Interactivities and video eLessons placed b. Evaluate the area of the triangle that is formed by the complex numbers u = 12 + 5i and iu and the
origin O.

at the point of learning to enhance c. If a, b ∈ R+ , evaluate the area of the triangle that is formed by the complex numbers u = a + bi, iu
origin O.

and the origin O.

understanding and correct common
misconceptions
CHAPTER 6 Complex numbers 261

 

In the Prelims section of

 

your eBooKPLUS
A downloadable PDF of the entire
solutions manual, containing worked
solutions for every question in the text

A set of four practice assessments: a

problem solving and modelling task and
three examination‑style assessments

FREE copies of the Maths Quest Manual

for the TI‑Nspire CAS calculator and
the Maths Quest Manual for the Casio
Classpad II calculator A downloadable PDF of the entire print text

Additional resources
for teachers available
in the eGuidePLUS
In the Resources tab of every chapter
there are two topic tests in downloadable,
customisable Word format with
worked solutions.

In the Prelims section

of the eGuidePLUS
Work programs are provided to assist with
classroom planning.

Practice assessments: in addition to

the four provided in the eBookPLUS,
teachers have access to a further four
quarantined assessments. Modelled on
QCAA guidelines, the problem solving
and modelling tasks are provided
with exemplary responses while the
examination‑style assessments include
annotated worked solutions. They are
downloadable in Word format to allow
teachers to customise as they need.

viii ABOUT THIS RESOURCE

studyON — an invaluable exam preparation tool
studyON provides a complete study solution. An interactive and highly visual online study, revision
and exam practice tool, it is designed to help students and teachers maximise exam results.

Concept summary screens Direct links from the The studyON question hierarchy allows students in the
and interactivities summarise eBookPLUS help scaffold Continue Studying feature to revise across the entire
key concepts and help prevent students’ understanding and course, or to drill down to concept level for a more granular
misconceptions. study practices. set of questions.

studyON prepares students for actual exams: studyON’s built‑in progress tracker enables
• The Sit Exams feature allows students to sit timed practice exams. self‑diagnosis of strengths and weaknesses at
• Exam‑style questions have been authored by our team of highly qualiḀed teachers. a topic and concept level, so students know
• From 2020, offcial past QCAA exam questions will be available for Units 3 & 4 with exemplary exactly what needs extra revision and can sit
worked solutions to provide feedback for every question.
their exams with confidence.

studyON Teacher edition is a powerful diagnostic tool

Enables teachers to assign Allows teachers to monitor students’ Alignment with the Jacaranda text helps
activities for extra revision and activities and results to pinpoint with planning, and instant feedback saves
practice, and track progress strengths and weaknesses. Armed with marking time. Built-in reporting functionality
at an individual, group evidence‑based insights, teachers can lets teachers easily schedule, export and print
and classroom level intervene at the right time. reports in Excel.

ABOUT THIS RESOURCE ix

About eBookPLUS and studyON
Access your online Jacaranda STEP 1 Go to www.jacplus.com.au
and create a user account.
resources anywhere, anytime, from STEP 2 Enter your registration code.
STEP 3 Instant access!
any device in three easy steps:

eBookPLUS is an electronic version of the studyON is an interactive and highly visual online
textbook, together with a targeted range of study, revision and exam practice tool designed to help
supporting multimedia resources. students and teachers maximise exam results.
eBookPLUS features: studyON features:
• eBook — the entire textbook in • Concept summary screens provide concise
electronic format explanations of key concepts, with relevant examples.
• Digital documents designed for easy • Access exam questions that have been written
customisation and editing by experienced examiners for practice at a concept,
• Interactivities to reinforce and enhance area or entire course level, and receive immediate
students’ learning feedback. From 2020, QCAA questions will be
included with exemplary worked solutions.
• eLessons — engaging video clips and
supporting material • Sit past QCAA exams (Units 3 & 4) or topic tests
(Units 1 & 2) in exam-like situations.
• Weblinks to relevant support material on
the internet • Video animations and interactivities
demonstrate concepts to provide a deep
eGuidePLUS features assessment and understanding (Units 3 & 4 only).
curriculum material to support teachers. • All results and performance in practice and
sit questions are tracked to a concept level to
pinpoint strengths and weaknesses.

NEED HELP? Go to www.jacplus.com.au Minimum requirements

and select the Help link. JacarandaPLUS requires you to use a
• Visit the JacarandaPLUS Support Centre at supported internet browser and version,
http://jacplus.desk.com to access a range of step-by-step otherwise you will not be able to access
user guides, ask questions or search for information. your resources or view all features and
• Contact John Wiley & Sons Australia, Ltd. upgrades. Please view the complete list of
Email: [email protected] JacPLUS minimum system requirements at
Phone: 1800 JAC PLUS (1800 522 7587) http://jacplus.desk.com.
ACKNOWLEDGEMENTS
The authors and publisher would like to thank the following copyright holders, organisations and individuals
for their assistance and for permission to reproduce copyright material in this book.
Images
• Alamy Australia Pty Ltd: 51/PA Images • Alamy Stock Photo: 93/Andrew Watson; 140/INTERFOTO/Personalities;
181/Stocktrek Images, Inc.; 263/Science History Images; 345/North Wind Picture Archives; 346/© David Wall; 405/Aflo Co.
Ltd.; 410/Bill Bachman; 413 (top)/dpa picture alliance • Getty Images: 09/monkeybusinessimages; 12 (bottom)/Paul Brad-
bury; 411 (middle)/blue jean images RF; 413 (bottom)/Caiaimage/Agnieszka Olek; 477 (bottom)/matejmo; 499/llhedgehogll;
533 (top)/tonymax • Getty Images Australia: 554/Sveta • iStockphoto: 13 (middle)/Anatoliy Babiyroyalty free - extended
use; 228/© Andrew Richroyalty free - extended use; 501/©David Marchal; 563/©teekid • NASA: 286 • Shutterstock:
01/Asisyaj; 12 (top), 96; 13 (bottom)/Alhovik; 19/Dima Sidelnikov; 23/filippo giuliani; 27/Corepics VOF; 28/donatas1205;
29/Pressmaster; 31/Monkey Business Images; 43/Melanie Lemahieu; 44 (bottom)/mikeledray; 44 (top)/Maridav; 50/g-
stockstudio; 52/simez78; 58/De Visu; 65/Fasttailwind; 75/Cbenjasuwan; 76/Paulo Vilela; 77/DR Travel Photo and
Video; 94/silvae; 100/bilha golan; 101/© My Good Images; 102/Galyna Andrushko; 105 (middle)/best images; 105
(top)/Samuel Borges Photography; 105 (bottom)/Wallenrock; 106 (top)/Tono Balaguer; 106 (bottom)/travis manley; 107
(top)/Romolo Tavani; 107 (bottom)/iurii; 107 (middle)/oumjeab; 116/Katrina Leigh; 117/TFoxFoto; 118/graph; 119/Jacob
Lund; 121/oleschwander; 125/momente; 126/Jordan Tan; 127 (bottom)/Edaccor; 127 (top)/Serjio74; 128/ersin ergin;
129/Martin Valigursky; 130 (bottom)/sportpoint; 130 (middle)/theskaman306; 132/Patricia Hofmeester; 133/wavebreakmedia;
138 (top)/COO7; 138 (bottom)/Oleksii Sidorov; 144/In-Finity; 146/Jane0606; 152/Billion Photos; 154/Bradley Black-
burn; 159/Kotomiti Okuma; 166/Mariusz Niedzwiedzki; 168/Greta Gabaglio; 169/djumandji; 174/acid2728k; 175/KKulikov;
216/benedix; 227/Raimundas; 232, 262, 271, 276 (top), 276 (bottom)/frankies; 238/Bruce Rolff; 241/Christian Heiling; 243,
251/Orla; 302/Sophie James; 323/Sann von Mai; 324, 325/inter reality; 367, 378, 379, 388, 403/agsandrew; 404/jan kra-
nendonk; 411 (bottom)/Alex Mit; 411 (top)/Stacey Newman; 412 (bottom)/Philip Bird LRPS CPAGB; 412 (middle)/Eugene
Onischenko; 413 (middle)/Aun Photographer; 436/Olga Popova; 439/Vasileios Karafillidis; 446, 464 (bottom), 464 (bottom),
478/Yuriy Belmesov; 450/Maryna Kulchytska; 451/Sharlotta; 454 (top)/BCFC; 454 (bottom)/brize99; 463/Zenphotography;
464 (top)/Elena Pominova; 470/HHStudio; 471/saiko3p; 476/Ewa Studio; 477 (top)/KalpanaBS; 486/Lenscap Photogra-
phy; 487/Petr Toman; 489/svariophoto; 493/Neale Cousland; 510/ImageFlow; 518/ESB Professional; 519/Michelangelus;
520/BeeBright; 527, 564/Liu zishan; 528/Joel Shawn; 529/Jessica L Archibald; 533 (bottom)/Africa Studio; 534/Dudarev
Mikhail; 547/Keo; 548/VAlex; 552/Alita Bobrov; 555/artefacti; 557/GrAl; 558/kentoh; 565 (middle)/Mike Flippo; 565
(bottom)/Diana Taliun; 566 (top)/Lightspring; 566 (middle)/Masekesam

Every effort has been made to trace the ownership of copyright material. Information that will enable the
publisher to rectify any error or omission in subsequent reprints will be welcome. In such cases, please contact
the Permissions Section of John Wiley & Sons Australia, Ltd.

ACKNOWLEDGEMENTS xi
CHAPTER 1
Permutations and combinations

1.1 Overview
1.1.1 Introduction
Ever since you were a small child, even
before you started school, you have
had the experience of counting. These
simple counting techniques are built upon
to develop very sophisticated ways of
counting, in a field of mathematics known
as combinatorics. Permutations and combi-
nations allow us to calculate the number of
ways objects belonging to a finite set can be
arranged.
Have you encountered the pigeon-hole
principle before? It is a deceptively simple
statement that can be used to identify
patterns in huge amounts of data, such as
in DNA analysis.
Have you encountered Pascal’s triangle before? It spans the mathematical fields of combinations,
probability, the binomial theorem, Fibonacci numbers and the bell-shaped normal distribution. In developing
his triangle, Blaise Pascal (1623–1662) made a fundamental contribution to the field of combinatorics.
In this chapter you will apply combinatorics to determine, for example, the number of ways a team of 5
players can be chosen from a group of 10. Consider its usefulness in developing rosters for staff or flow charts
for projects. Just as Pascal’s triangle spans mathematical fields, combinatorics spans industries as varied
as gambling, internet information transfer and security, communication networks, computer chip architec-
ture, logistics and DNA modelling. It has applications in any field where different choices mean different
efficiencies.

LEARNING SEQUENCE
1.1 Overview
1.2 Counting techniques
1.3 Factorials and permutations
1.4 Permutations with restrictions
1.5 Combinations
1.6 Applications of permutations and combinations
1.7 Pascal’s triangle and the pigeon-hole principle
1.8 Review: exam practice

Fully worked solutions for this chapter are available in the Resources section of your eBookPLUS at
www.jacplus.com.au.

CHAPTER 1 Permutations and combinations 1

1.2 Counting techniques
1.2.1 Review of set notation
A set, S, is a collection of objects. The objects in a set are referred to as the elements of the set.
A set can be written in a variety of ways. Consider the following. Let the sample space be the set of numbers
between 1 and 20, that is {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}.
Let the set S be the set of even numbers between 1 and 20 inclusive.
S can be:
• written as a list: S = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20} (in any order)
• written as a rule: S = {n: n = 2r for 1 ≤ r ≤ 10}
• shown in a Venn diagram.

ξ 13
S 1
14 15
2 6 5
8 18 12 3 9
10
7 19
4 20 16
11
17

The complement of S, written as S′, is the set of all things NOT in S. In this example,
S′ = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}.
The complete set of objects being considered is called the universal set, 𝜉. It is represented by the rect-
angle in the Venn diagram, and is abbreviated with Greek letter 𝜉 (pronounced ‘ksi’). In this example,
𝜉 = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}.
Now consider a second set, T, which is the set of numbers that are multiples of 3 between 1 and 20; that is,
T = {3, 6, 9, 12, 15, 18}. The sets S and T can be combined in various ways.

ξ 13 1
S T 7
14 3
2 6
8 10 12
16 18 9
4 15

17 5 19 11

The union of S and T is all the elements in either S or T or both. It is shown as follows.

ξ 13 1
S T 7
14 3
2 6
8 10 12
16 18 9
4 15
20
17 5 19 11

S ∪ T = {2, 3, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20}

2 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland

 The intersection of S and T is all the elements that are in both S and T.

ξ 13 1
S T 7
14 3
2 6
8 10 12
16 18 9
4 15
20
17 5 19 11

S ∩ T = {6, 12, 18}

1.2.2 The inclusion–exclusion principle

Continuing the example from subsection 1.2.1, we have the two sets S = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
and T = {3, 6, 9, 12, 15, 18}. If we find the number of elements in the two sets, we obtain n (S) = 10 and
n (T) = 6.
In general, for two sets S and T, n(S ∪ T) = n(S) + n(T) − n(S ∩ T).
This is known as the inclusion–exclusion principle.
n(S ∪ T) is the number of elements in the union of S and T (i.e. the number of elements in S or T or both).
This is equal to n(S) (the number of elements in S) plus n(T) (the number of elements in T) minus n(S ∩ T)
(the number of elements in both S and T, as these have already been counted in sets S and T).
For our example above:
n (S ∪ T) = n (S) + n (T) − n (S ∩ T)
n (S) = 10, n (T) = 6, n (S ∩ T) = 3
So, n(S ∪ T) = 13, which can be confirmed by counting all the elements which occur in S, T or both.

If three sets are involved, the inclusion–exclusion principle becomes:

n (S ∪ T ∪ R) = n (S) + n (T) + n (R) − n (S ∩ T) − n (T ∩ R) − n (S ∩ R) + n (S ∩ T ∩ R)

An example of the inclusion–exclusion principle with three sets is shown in Worked example 1.

WORKED EXAMPLE 1

Let R be the set of natural numbers between 15 and 30 inclusive that are divisible by 2.
Let S be the set of natural numbers between 15 and 30 inclusive that are divisible by 3.
Let T be the set of natural numbers between 15 and 30 inclusive that are divisible by 5.
a. Construct a Venn diagram to represent R, S and T.
b. Use this diagram to evaluate n(R ∪ S ∪ T).
c. Recall the inclusion–exclusion principle to compute n(R ∪ S ∪ T).

CHAPTER 1 Permutations and combinations 3

 THINK WRITE
a. 1. R is the set of natural numbers between a. ξ
R 15
15 and 30 divisible by 2, so:
18
R = {16, 18, 20, … 30} 20 17
16 28 19
22 21
30
24 25
26 23
27
29

2. S is the set of natural numbers between ξ 17

15 and 30 divisible by 3, so: R S 19
22
S = {15, 18, 21, 24, 27, 30} 15
16 18
R ∩ S are the numbers which occur in 20 21
24
both S and R, so: 28 30 27
R ∩ S = {18, 24, 30} 26
23
25 29

3. T is the set of natural numbers between

ξ R S 19
15 and 30 divisible by 5, so:
T = {15, 20, 25, 30} 16 18
22 24 21
R ∩ T = {20, 30}
28 27
S ∩ T = {15, 30} 30
R ∩ S ∩ T = {30} 26 20 15
17
25
23 29
T

b. n(R ∪ S ∪ T) is the number of elements in n(R ∪ S ∪ T) = 4 + 2 + 1 + 2 + 1 + 1 + 1

sets R, S and T. Count the number of = 12
elements within each portion of each
circle.
c. 1. Recall the inclusion-exclusion principle n(S ∪ T ∪ R) = n(S) + n(T) + n(R) − n(S ∩ T)
formula. − n(T ∩ R) − n(S ∩ R) + n(S ∩ T ∩ R)
2. The number of elements in each set can n(S ∪ T ∪ R) = 6 + 4 + 8 − 2 − 2 − 3 + 1
be substituted into the formula. = 12
This agrees with the calculation from the Venn
diagram in part b.

4 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland

1.2.3 Types of counting techniques
Counting techniques allow us to determine the number of ways an activity can occur. This in turn allows us
to calculate the probability of an event. Recall from your earlier probability studies that the probability of
event A, P(A), can be determined by counting the number of elements in A and dividing by the total number
in the sample space, 𝜉, according to the formula
n (A)
P (A) = .
n (𝜉)
Different types of counting techniques are employed depending on whether order is important. When order
is important, this is called an arrangement or a permutation; when it is not important, it is called a selection
or a combination. Permutations and combinations are defined more formally in sections 1.3 and 1.5.

1.2.4 The addition and multiplication principles

To count the number of ways in which an activity can occur, first make a list. Let each outcome be represented
by a letter and then systematically list all the possibilities.
Consider the following question:
In driving from Brisbane to Rockhampton I can take any one of 4 different roads and in driving from
Rockhampton to Townsville there are 3 different roads I can take. How many different routes can I take in
driving from Brisbane to Townsville?
To answer this, let R1 , R2 , R3 , R4 stand for the 4 roads from Brisbane to Rockhampton and T1 , T2 , T3
stand for the 3 roads from Rockhampton to Townsville.
Use the figure to systematically list the roads:

R 1 T1 , R 1 T2 , R 1 T3
B1 T1
R2 T1 , R2 T2 , R2 T3 B2
B T
B3 R T2
R3 T1 , R3 T2 , R3 T3
T3
B4
R4 T1 , R4 T2 , R4 T3

Hence, there are 12 different ways I can drive from Brisbane to Townsville.
In the above example it can be argued logically that if there are 4 ways of getting from Brisbane to
Rockhampton and 3 ways of getting from Rockhampton to Townsville then there are 4 × 3 ways of getting
from Brisbane to Townsville.
This idea is formalised in the multiplication principle.
The multiplication principle should be used when there are operations or events (say, A and B), where one
event is followed by the other – that is, when order is important.

The multiplication principle:

If there are n ways of performing operation A and m ways of performing
operation B, then there are n × m ways of performing A and B in the order AB.
Note: In this case ‘and’ means to multiply.

CHAPTER 1 Permutations and combinations 5

 A useful technique for solving problems based on the multiplication principle is to use boxes. In the example
above we would write
1st 2nd

4 3

The value in the ‘1st’ column represents the number of ways the first operation — the trip from Brisbane
to Rockhampton — can be performed.
The value in the ‘2nd’ column stands for the number of ways the second operation — the trip from
Rockhampton to Townsville — can be performed.
To apply the multiplication principle you multiply the numbers in the lower row of boxes.

WORKED EXAMPLE 2

Two letters are to be chosen from the set of 5 letters. A, B, C, D and E, where order is important.
a. Recall how to list all the different ways that this may be done.
b. Use the multiplication principle to calculate the number of ways that this may be done.
c. Determine the probability the first letter will be a C.

THINK WRITE
a 1. Begin with A in first place and make a list of each a AB AC AD AE
of the possible pairs.
2. Make a list of each of the possible pairs with B in BA BC BD BE
the first position.
3. Make a list of each of the possible pairs with C in CA CB CD CE
the first position.
4. Make a list of each of the possible pairs with D in DA DB DC DE
the first position.
5. Make a list of each of the possible pairs with E in EA EB EC ED
the first position.
Note: AB and BA need to be listed separately as
order is important.
b The multiplication principle could have been used to b 5 4
determine the number of ordered pairs.
1. Rule up two boxes which represent the pair.
2. Write down the number of letters which may be
selected for the first box. That is, in first place any
of the 5 letters may be used.
3. Write down the number of letters which may be
selected for the second box. That is, in second
place, any of the 4 letters may be used.
Note: One less letter is used to avoid repetition.
4. Evaluate. 5 × 4 = 20 ways
5. Answer the question. There are 20 ways in which 2 letters
may be selected from a group of 5
where order is important.

6 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland

 n(A)
c 1. Recall the probability formula.The total number in c P(A) =
n(𝜉)
the set n(𝜉) was determined in part b.
n(𝜉) = 20

2. Let A be the event that the pair starts with a C. 1

Draw a table showing the requirement imposed by
the first letter to be C.
3. Complete the table. Once the first letter has been 1 4
completed, there are 4 choices for the second letter.
There are 1 × 4 = 4 possible
Use the multiplication principle to determine the
combinations beginning with C.
number of combinations starting with C.
So, n(A) = 4.
n(A)
4. Use the probability formula to answer the question. P(A) =
n(𝜉)
4
=
20
1
=
5
This is confirmed by examining the
answer to part a.

WORKED EXAMPLE 3

a. Use the multiplication principle to calculate how many ways an arrangement of 5 numbers
can be chosen from {1, 2, 3, 4, 5, 6}.
b. Determine the probability of the number ending with 4.

THINK WRITE
a 1. Instead of listing all possibilities, draw 5 boxes to represent
the 5 numbers chosen.
Label each box on the top row as 1st, 2nd, 3rd, 4th and 5th.
Note: The word arrangement implies order is important.
2. Fill in each of the boxes showing the number of ways a
1st 2nd 3rd 4th 5th
number may be chosen.
a. In the 1st box there are 6 choices for the first number. 6 5 4 3 2
b. In the 2nd box there are 5 choices for the second number
as 1 number has already been used.
c. In the 3rd box there are 4 choices for the third number
as 2 numbers have already been used.
d. Continue this process until each of the 5 boxes is filled.

CHAPTER 1 Permutations and combinations 7

 3. Use the multiplication principle as this is an ‘and’ No. of ways = 6 × 5 × 4 × 3 × 2
situation. = 720
4. Answer the question. An arrangement of 5 numbers
may be chosen 720 ways.
n(A)
b. 1. Recall the probability formula. b P(A) =
n(𝜉)
The total number of arrangements, n(𝜉), was determined in
part a. n(𝜉) = 720
2. Let A be the event that the number ends with 4.
1st 2nd 3rd 4th 5th
Draw a table showing the requirement imposed by the last
letter to be 4. 1

3. Complete the table. Once the last number has been

1st 2nd 3rd 4th 5th
completed, there are 5 choices for the number in the first
position, 4 choices for the next number. Continue this 5 4 3 2 1
process until each of the 5 columns has been filled.
Use the multiplication principle to determine the number There are
of combinations ending with 4. 5 × 4 × 3 × 2 × 1 = 120 possible
combinations ending with 4.
So, n(A) = 120.
n(A)
4. Use the probability formula to answer the question. P(A) =
n(𝜉)
120
=
720
1
=
6
This is confirmed by examining
the answer to part a.

Now consider a different situation, one in which the two operations do not occur one after the other.
I am going to travel from Brisbane to either Sydney or Adelaide. There are 4 ways of travelling from
Brisbane to Sydney and 3 ways of travelling from Brisbane to Adelaide.
How many different ways can I travel to either Sydney or 1
1
Adelaide? 2
2
It can be seen from the figure that there are 4 + 3 = 7 ways of A 3
S
completing the journey. This idea is summarised in the addition 3 B
4
principle.
The addition principle should be used when two distinct operations or events occur in which one event is
not followed by another — that is, when the events are mutually exclusive.

The addition principle:

If there are n ways of performing operation A and m ways of performing
operation B, then there are n + m ways of performing A or B.
Note: In this case ‘and’ means to add.

8 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland

Another random document with
no related content on Scribd:
 STANDARD WORKS
Published by Mr. MURRAY.
AIDS TO FAITH; a Series of Theological Essays. By Various Writers.
Edited by William Thomson, D.D., Lord Archbishop of York. 8vo.
9s.
AUSTIN’S GENERAL COURSE OF JURISPRUDENCE; or, the
Philosophy of Positive Law. 2 vols., 8vo. [Nearly ready.
BIRCH’S HISTORY OF ANCIENT POTTERY AND PORCELAIN:
Egyptian, Assyrian, Greek, Roman, and Etruscan. With 200
Illustrations. 2 vols., medium 8vo. 42s.
BLUNTS LECTURES ON THE EARLY FATHERS. 8vo. 15s.
BYRON’S POETICAL WORKS. Edited with Notes. Portrait. 6 vols., 8vo.
45s.
CAMPBELL’S LIVES OF THE LORD CHANCELLORS OF ENGLAND; from
the Earliest Times to 1838. 10 vols., crown 8vo. 6s. each.
CHURTON AND JONES’S NEW TESTAMENT. Edited with Notes, and
Illustrated by 100 Panoramic and other Views of Localities
mentioned. 2 vols., 8vo. 21s.
CROWE AND CAVELCASELLE’S HISTORY OF PAINTING IN ITALY;
from the Second to Sixteenth Century. First Series. With 100
Illustrations. 3 vols., 8vo. 63s.
DARWIN ON THE ORIGIN OF SPECIES BY NATURAL SELECTION.
Post 8vo. 15s.
DARWIN ON THE VARIATION OF ANIMALS AND PLANTS UNDER
DOMESTICATION. Illustrations. 2 vols., 8vo. 28s.
DYER’S HISTORY OF MODERN EUROPE; from the Taking of
Constantinople to the Close of the Crimean War. 4 vols., 8vo.
ELPHINSTONE’S HISTORY OF INDIA; the Hindoo and Mahomedan
Period. Map. 8vo. 18s.
FERGUSSON’S HISTORY OF ARCHITECTURE; from the Earliest Times
to the Present Day. With 1500 Illustrations and Index. 3 vols.,
8vo. 5l. 15s. 6d.
FORSTER’S HISTORY OF THE GRAND REMONSTRANCE, 1641. 8vo.
12s.
FORSTER’S LIFE OF SIR JOHN ELIOT. 1590-1632. Portraits. 2 vols.,
8vo. 30s.
FORSYTH’S LIFE OF CICERO. With a Selection from his
Correspondence and Orations. Illustrations. 8vo. 16s.
FOSS’S JUDGES OF ENGLAND. With Sketches of their Lives, and
Notices of the Courts at Westminster; from the Time of the
Conquest to the Present Time. 9 vols., 8vo.
GIBBON’S HISTORY OF THE DECLINE AND FALL OF THE ROMAN
EMPIRE. Edited with Notes by Milman, Guizot, and Dr. Wm. Smith.
Maps. 8 vols., 8vo. 60s.
GOLDSMITH’S WORKS. Edited with Notes. 4 vols., 8vo. 30s.
GROTE’S HISTORY OF GREECE; from the Earliest Period to the Close
of the Generation contemporary with Alexander the Great.
Maps. 8 vols., 8vo. 112s.
GROTE’S PLATO, AND THE OTHER COMPANIONS OF SOKRATES. 3
vols., 8vo. 45s.
HALLAM’S HISTORY OF EUROPE DURING THE MIDDLE AGES. 3
vols., 8vo., 30s.; or 3 vols., post 8vo., 18s.
HALLAM’S CONSTITUTIONAL HISTORY OF ENGLAND; from the
Accession of Henry VII. to the Death of George II. 3 vols., 8vo.,
30s.; or 3 vols., post 8vo., 18s.
HALLAM’S LITERARY HISTORY OF EUROPE. 3 vols., 8vo., 36s.; or 4
vols., post 8vo., 24s.
HOOK’S CHURCH DICTIONARY. 8vo. 16s.
HOMER’S ILIAD, rendered into English Blank Verse. By Lord Derby. 2
vols., 8vo., 24s.; or 2 vols., post 8vo., 10s.
JOHNSON’S LIVES OF THE ENGLISH POETS. Edited with Notes. 3
vols., 8vo. 22s. 6d.
LAYARD’S NINEVEH AND ITS REMAINS; a Popular Narrative of an
Expedition to Assyria during the Years 1845-7. With Illustrations.
Post 8vo. 7s. 6d.
LAYARD’S NINEVEH AND BABYLON: a Popular Narrative of a Second
Expedition to Assyria, during the Years 1849-51. With
Illustrations. Post 8vo. 7s. 6d.
LIDDELL’S HISTORY OF ROME; from the Earliest Times to the
Establishment of the Empire. 2 vols., 8vo. 28s.
LYELL’S ELEMENTS OF GEOLOGY; or, The Ancient Changes of the
Earth and its Inhabitants. Woodcuts. 8vo. 18s.
LYELL’S PRINCIPLES OF GEOLOGY; or, The Modern Changes of the
Earth and its Inhabitants. Illustrations. 2 vols., 8vo. 32s.
LYELL’S ANTIQUITY OF MAN, FROM GEOLOGICAL EVIDENCES. With
Remarks on Theories of the Origin of Species by Variation.
Illustrations. 8vo. 14s.
LINDSAY’S LIVES OF THE LINDSAYS; or, a Memoir of the Houses of
Crawford and Balcarres. With Extracts from Official Papers and
Personal Narratives. 3 vols., 8vo. 24s.
MAHON’S HISTORY OF ENGLAND; from the Peace of Utrecht to the
Peace of Versailles, 1713-1783. 7 vols., 8vo., 93s.; or 7 vols.,
post 8vo., 35s.
MAINE ON ANCIENT LAW: its Connection with the Early History of
Society, and its Relation to Modern Ideas. 8vo. 12s.
MANSEL’S BAMPTON LECTURES.—THE LIMITS OF RELIGIOUS
THOUGHT EXAMINED. Post 8vo. 8s. 6d.
MARRYAT’S HISTORY OF POTTERY AND PORCELAIN, MEDIÆVAL
AND MODERN. With Plates and Woodcuts. Medium 8vo. 42s.
MILMAN’S HISTORY OF THE JEWS; from the Earliest Period to
Modern Times. With New Preface and Notes. 3 vols., post 8vo.
18s.
MILMAN’S HISTORY OF CHRISTIANITY; from the Birth of Christ to
the Abolition of Paganism in the Roman Empire. 3 vols., post
8vo. 18s.
MILMAN’S HISTORY OF LATIN CHRISTIANITY AND OF THE POPES
DOWN TO NICHOLAS V. 9 vols. post 8vo. 54s.
MILMAN’S ANNALS OF ST. PAUL’S CATHEDRAL. Portrait and
Illustrations. 8vo. 18s.
MOTLEY’S HISTORY OF THE UNITED NETHERLANDS; from the
Death of William the Silent to the Twelve Years’ Truce, 1609.
Portraits. 4 vols. 8vo., 60s.; or 4 vols. crown 8vo., 24s.
MURCHISON’S SILURIA: a History of the Oldest Rocks in the British
Isles and other Countries. Map and Illustrations. 8vo. 30s.
NICHOLAS’S HISTORIC PEERAGE OF ENGLAND exhibiting the Origin
and Descent of every Title of Peerage since the Conquest. 8vo.
30s.
PERCY’S METALLURGY: or, the Art of Extracting Metals from their
Ores, and Adapting them to Various Purposes of Manufacture.
Vol. I.—Fuel, Wood, Peat. Coal, Charcoal, Coke. Fireclays.
Copper, Zinc, and Brass. With 150 Illustrations. 8vo. 21s.
Vol. II.—Iron and Steel. With 220 Illustrations. 8vo. 42s.
Vol. III.—Lead, Silver, Gold, Platinum, Tin, Nickel, Cobalt,
Antimony, Bismuth, Arsenic, and other Metals. With
Illustrations. 8vo. [In the press.
PRINCIPLES AT STAKE. Essays on Church Questions of the Day. By
various Writers. Edited by George Henry Sumner, M.A. 8vo. 12s.
RAWLINSON’S ANCIENT EASTERN MONARCHIES. Illustrations. 4
vols., 8vo. 16s. each.
RAWLINSON’S HERODOTUS. Edited with Notes and Essays. Maps
and Illustrations. 4 vols., 8vo. 48s.
REED’S PRACTICAL TREATISE ON SHIP-BUILDING IN IRON AND
STEEL. With 5 Plates and 250 Woodcuts. 8vo. 30s.
ROBERTSON’S HISTORY OF THE CHRISTIAN CHURCH; from the
Apostolic Age to the Death of Boniface VIII., a.d. 64-1303. 3
vols., 8vo. 56s.
SMILES’S LIVES OF BRITISH ENGINEERS; from the Earliest Period.
With a History of the Invention and Introduction of the Steam
Engine and Railway Locomotive. With 9 Portraits and 350
Illustrations. 4 vols., 8vo. 21s. each.
SMITH’S DICTIONARY OF THE BIBLE: its Antiquities, Biography,
Geography, and Natural History. Illustrations. By Various Writers.
3 vols., 8vo. 5l. 5s.
STANLEY’S HISTORY OF THE JEWISH CHURCH. 2 Vols., 8vo. 32s.
STANLEY’S HISTORY OF THE EASTERN CHURCH. 8vo. 12s.
STANLEY’S COMMENTARY ON THE EPISTLES OF ST. PAUL TO THE
CORINTHIANS. 8vo. 18s.
STANLEY’S SINAI AND PALESTINE, in connection with their History.
Plans. 8vo. 14s.
STANLEY’S HISTORICAL MEMORIALS OF WESTMINSTER ABBEY.
Illustrations. 8vo. 18s.
SYBEL’S (Von) HISTORY OF EUROPE DURING THE FRENCH
REVOLUTION. 4 vols. 8vo.
WORDSWORTH’S GREECE: Pictorial, Descriptive, and Historical. With
600 Illustrations. Royal 8vo. 21s.
LONDON: PRINTED BY W. CLOWES AND SONS, DUKE STREET, STAMFORD
STREET,
AND CHARING CROSS.
*** END OF THE PROJECT GUTENBERG EBOOK TRAVELS IN THE
EAST INDIAN ARCHIPELAGO ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States
copyright in these works, so the Foundation (and you!) can copy
and distribute it in the United States without permission and
without paying copyright royalties. Special rules, set forth in the
General Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree
to abide by all the terms of this agreement, you must cease
using and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project Gutenberg™
works in compliance with the terms of this agreement for
keeping the Project Gutenberg™ name associated with the
work. You can easily comply with the terms of this agreement
by keeping this work in the same format with its attached full
Project Gutenberg™ License when you share it without charge
with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and
with almost no restrictions whatsoever. You may copy it,
give it away or re-use it under the terms of the Project
Gutenberg License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country
where you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of
the copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute

this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must,
at no additional cost, fee or expense to the user, provide a copy,
a means of exporting a copy, or a means of obtaining a copy
upon request, of the work in its original “Plain Vanilla ASCII” or
other form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you

derive from the use of Project Gutenberg™ works
calculated using the method you already use to calculate
your applicable taxes. The fee is owed to the owner of the
Project Gutenberg™ trademark, but he has agreed to
donate royalties under this paragraph to the Project
 Gutenberg Literary Archive Foundation. Royalty payments
must be paid within 60 days following each date on which
you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly
marked as such and sent to the Project Gutenberg Literary
Archive Foundation at the address specified in Section 4,
“Information about donations to the Project Gutenberg
Literary Archive Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of
receipt that s/he does not agree to the terms of the full
Project Gutenberg™ License. You must require such a user
to return or destroy all copies of the works possessed in a
physical medium and discontinue all use of and all access to
other copies of Project Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full

refund of any money paid for a work or a replacement
copy, if a defect in the electronic work is discovered and
reported to you within 90 days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite these
efforts, Project Gutenberg™ electronic works, and the medium
on which they may be stored, may contain “Defects,” such as,
but not limited to, incomplete, inaccurate or corrupt data,
transcription errors, a copyright or other intellectual property
infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be
read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU AGREE
THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT
EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE
THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person
or entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR
IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you
do or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission

of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status
by the Internal Revenue Service. The Foundation’s EIN or
federal tax identification number is 64-6221541. Contributions
to the Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact
 Section 4. Information about Donations to
the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or determine
the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About

Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.
back
back