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Contents

About this book 1 Exploration 134

Assessment 135
Chapter 1: Algebra 1
Introduction 5 Chapter 4: Differentiation
Bridging Unit 1 and integration
Topic A: Indices and surds 6 Introduction 13%
Topic B: Solving linear equations and Bridging Unit 4
rearranging formulae 10 Topic A: Coordinate geometry 138
Topic C: Bactorising quadratics and 4.1 Differentiation from first principles 142
simple cubics 13 4.2 Differentiating ax” and Leibniz
Topic D: Completing the square 16 notation 146
Topic E: The quadratic formula Ly 4.3 Rates of change 150
Topic F: Line graphs 20 4.4 Tangents and normals 156
Topic G: Circles 27 4.5 Turning points 162
1.1 Argument and proof oe 4.6 Integration 168
1.2 Index laws 36 4.7 Area under a curve liz
1.3 Surds 40 Summary and review 176
1.4 Quadratic functions 44 Exploration 180
1.5 Lines and circles 50 Assessment 181
1.6 Simultaneous equations 56
1.7 Inequalities 60 Chapter 5: Exponentials
Summary and review 66 and logarithms
Exploration 68 Introduction 185
Assessment 69 Bridging Unit 5
Topic A: Exponentials and logarithms 186
Chapter 2: Polynomials and the 5.1 The laws oflogarithms 190
binomial theorem 5.2 Exponential functions 194
Introduction a 5.3 Exponential processes 200
Bridging Unit 2 5.4 Curve fitting 204
Topic A: Expanding brackets a2 Summary and review 208
Topic B: Algebraic division 73 Exploration 210
Topic C: Cubic, quartic and Assessment Pala
reciprocal graphs hie
2.1 Expanding and factorising 84 Chapter 6: Vectors
2.2 The binomial theorem 88 Introduction 213
2.3. Algebraic division 94 6.1 Definitions and properties 214
2.4 Curve sketching 98 6.2 Components of a vector 218
Summary and review 104 Summary and review 224
Exploration 106 Exploration 226
Assessment 107 Assessment Pea

Chapter 3: Trigonometry Assessment, chapters 1-6: Pure 229

Introduction 109
Bridging Unit 3 Chapter 7: Units and kinematics
Topic A: Trigonometry 1 110 Introduction paaM
Topic B: Trigonometry2 118 Bridging Unit 7
3.1 Sine, cosine and tangent 22, Topic A: Kinematics 238
3.2 The sine and cosine rules 128 7.1 Standard units and basic
Summary and review 132 dimensions 242
7.2 Motion ina straight line - Chapter 10: Probability and discrete
definitions and graphs 244 random variables
7.3 Equations of motion for constant Introduction 341
acceleration 250 10.1 Probability 342
7.4 Motion with variable acceleration 254 10.2 Binomial distribution 348
Summary and review 258 Summary and review Boe
Exploration 260 Exploration 354
Assessment 261 Assessment B00

Chapter 8: Forces and Newton’s laws Chapter 11: Hypothesis testing 1

Introduction 263 Introduction Sof
Bridging Unit 8 Bridging Unit 11
Topic A: Forces and Newton's laws 264 Topic A: Hypothesis testing 358
8.1 Forces 1 268 11.1 Formulating a test 362
8.2 Dynamics | 274 11.2 the critical region 368
8.3. Motion under gravity 278 Summary and review ane
8.4 Systems of forces - 282 Exploration 374
Summary and review 288 Assesment mee
Exploration 290
Assessment 291 Assessment, chapters 9-11: Statistics att

Assessment, chapters 7-8: Mechanics 294 Mathematical formulae and

Statistical tables 381
Chapter 9: Collecting, representing
and interpreting data Mathematical formulae -
Introduction 297 to learn 389
Bridging Unit 9
Topic A: Averages 298 Mathematical notation ool
Topic B: Measures of spread 302
Topic C: Histograms 306 Answers 395
9.1 Sampling 308
9.2 Central tendency and spread 312 Index 455
9.3 Single-variable data bePed
9.4 Bivariate data 330
Summary and review 334
Exploration 336
Assessment 0fe Wi
 About this book

This book has been specifically created for those studying the Edexcel 2017 Mathematics AS
and A Levels. It's been written by a team of experienced authors and teachers, and it's packed
with questions, explanations and extra features to help you get the most out of your course.

Trigonometry

Py GPS uses a techni

To give purpose and context

to what you're about to
learn, every chapter starts
with an exciting, and often
unexpected, example of how
the maths is used in real life. On the chapter Introduction
page, the Orientation box
explains what you should
already know, what you will
learn in this chapter, and
iene SEMIS Tee Uh
" Ch16 Integration and

functions Na eee rerere rn tae EE ener,

The Bridging Units

Ca) Bridging Unit Bridging sections at the

beginning of chapters 1, 2,
Topic A: Exponentials and logarithms ey een
3, 4, 5, 7, 8, 9 and 11 help
you to revise the GCSE skills
you will need in the chapter,
and start to use the skills you
need at A Level.
Deliaxsiagyii + ———
= 2.18 (to3 wgnificant
fgures) ©

Bridging sections pair

worked examples with Try
it questions, designed to help
you practice the skills used
in the example.

Bridging exercises provide

practice in Fluency and
skills (AO1) at a level of
challenge between GCSE and
A level.
 Every section in the main chapters starts by covering the basic
Fluency and skills (A01), then builds on these techniques by Strategy boxes help build
looking at Reasoning and problem-solving (A02 and AQ3). problem-solving techniques.

; ae 3 Acartravels70 km in 35 minutes. Evaluate © 5 Aoparticle has an aceleration of 200 kmh*.

Standard units and basic dimensions ieapeniia siprese thls [a aa
a kmh" b ms* 6 The force F(in N)og an object isrelated
{
q 4
- -
Work out the distance, : in km, 4 travelle
led
to its mass
(isk) oy
m (in kg}and its acceleration
Bap Worse cue in be,
Fluency and skills in a quarter
ofanhour
byacar that has a themass ofan obje iraforcea0255N
constant speed of20ms* ave
(kilonewtons) accelfrates it at 20 km min
| All quantities in mechanics are defined in terms of three fundamental quantities or dimensions:
| mass, length and time. Quantities, or dimensions, are measured in units.
Some SI (Systeme International d’Unités) base units you'll have come across before are
kilogram / kg (mass), metre / m (length), and second / s (time). Reasoning and problem-solving
Kinematics is the study of motion, In kinematics, you will meet distance, displacement, speed,
velocity and time. These are derived quantities that you can describe in terms of the fundamental When answering a question involving units
quantities (mass, length and time). (®)convert unitsif
they'reinconsistent andperform anynecessary calculations.
EXEGD |Vector Scalar __| Fundamental quantities |SI Units @) checkthatdimensions have beenconserved andthatyourfinalanswerisinthecorrectunits.
Displacement | Distance | length metres (m) Strategy
5 length metres per second
Nery puecd time (ms* or m/s)
; ( velocity \_ length metres per second squared uand vare velocities, a is acceleration and sis displacement Use the formula i“ = u* + 2asto
Acceleration ( ae = (time): (ms?orm/s*) work out sif u=24 kmh“, v=32 kmh” and a=0.005 ms“. Give your answer
in kilometres. {

Mechanics also involves the derived quantities force and weight.

24x 1000 rs 32x1000, = Convert velocites
u= =667 ms" andvy=————= 6 89 ms bast
Force = mass = acceleration. The SI unit is the newton (N). |Keypoint|

Weight is the force of gravity on an object. An object with nrass mkg has weight mg N, whereg is the 889"
=667" +2 x 0005s
acceleration due to gravity. On Earth, this is 9.81 msf to 3 sf. If you were on the Moon, your mass
would be the same butyour weight would be less. Injcommon speech, you might use mass and 3 =———_
659° 667" = 34568 m +
| sovve tr s
~
weight to mean the same thing, but make sure you dbn't do this in Maths, 00%
Correct formulae are dimensionally consistent. If, fof example, a= b + cand ais a velocity, then b 9=3.46km(to3ef) =
and calso have the dimensions of a velocity. You mugt also use the same units throughout, and so
you may need to convert some units before carrying put any calculations for a formula to work.

Express a speed of15kmh! inmst Exercise 7.1B Reasoning and problem-solving

15kmh"= 15000 mh” 1 Arunner travels 3900 m at 8 kmh*

Find, in minutes, the time she takes.
15000 1
1 hi= '=4—ms"
O00 3600 ‘er 2 Inthe formula s=ut ++at*,wis velocity, 4 A liquid ofdensity 12gcm*is
ais acceleration, tis time and sis flowing at3kmh* througha
displacement. Find the value of s if cylindrica!
pipe of radius 5cm.
5 r = ae =
Exercise 7.1A Fluency and skills eect eR. Given thatdensity__mass
= —""—— and
t=40 minutes. Give your answer in km. that fora cytind ith radi d
1 State the quantity described by these units. 2 Convert 3A station platform is 180 m long. A train height / itsvolume isgiven byxh,
@ Newtons,N b Kilograms, kg 8.5 km tom 2.3m tomm of length 120 m passes it at 30 kmh calculate
the mass, inkg, ofthe
482 cm tom. 1650 m to km. How long will it take for the train to pass i liquid emerging
from the pipe in
© Metres per second, ms!
72kmh* toms" ldms*tokmh* completely? 30 seconds.
d Metres persecond squared, ms*
25 ems"!
to kmh" 2.4m? to cm?
1 14kgtog 1.6 tonnes to kg
—-s4aac
‘170)Units and kinematics Standard units and basic dfnensions @ MyMaths CQfas SEARCH 6) 179

The circled numbers show how Challenge questions in each section stretch you with questions at
each step in a worked example the highest level of demand. Answers to all questions are in the
is linked to the strategy box. back of this book, and full solutions are available free online.

Links to MyMaths provide a quick route to

extra support and practice. Just log in and
key the code into the search bar.

At the end of each chapter, a What Next box provides

links to further support based on how well you've 4 The distance OA He displacement AB © ‘The distance AB

understood the content. What next?

Solve problems Involving displacements, velocities and forces. 5,6
Your knowledge of this topic is still developing. Click these
Find and use the components of a vector. 6 To improve, search in MyMaths for the codes: 2206-2207 Hinks in the
digital book
A Find the Magnitude and direction of a vector expressed in component form. 6

vv Use position vectors to find displacements and distances. ?

You're gaining a secure knowledge of this topic.
To improve, look at the InvisiPen videos for Fluency and skills (06A)
1 State whether each quantity Is vector or scalar.
You've mastered these skills. Well done, you're ready to progress!
@ Speed b Displacement © Force d Velocity ® Distance Now try looking at the InvisiPen videos for is
Reasoning and problem-solving (068)
 Links to ICT resources on Kerboodle show how ‘Bane can be used to | =) Try it on
help understand the maths involved. | panty
a ss your
2 calculator
ICT Support for when and how to use |_} , You can use a
Resource calculators is available throughout | | Calculator to evaluate
online this book, with links to further the gradient of the
demonstrations in the digital book. | tangent to a curve ata
To investigate gradients Unless otherwise stated this book given point.
of chords for a graph, assumes that your calculator can do
click this link in the the required minimum according to
digital book. specification guidelines. That is, it can
perform an iterative function and it
can compute summary statistics and
access probabilities from standard
Statistical distributions.
ones |

| — Activity
@ Exploration Find out how to
Going beyond the exams

calculate the gradient

Ronald Fisher (1890 - 962) wae bom in England and studied at
of the tangent to the
curve y = 5x* - 2x where
x =3 0n your calculator.
At the end of every rane
SBaesepaeoeaagas:ga

a an Exploration page gives |

you an opportunity to explore
the subject beyond the
specification.
ga
Baeaoseapaa

——— “iy
; @

al” “tect trge —. z CS.

a Se a Tiina consider
le the 5 7
. cf eee s .
ares waa the-nignificance am a

= I
"«|| geckicece
Fishorhavehadto

eee (lanes te
mee ir| Dedicated
en

questions
; a
Oo. throughout the book
help you get familiar
gh ean with the Large data
Assessment sections at the end of each chapter test everything covered within
that chapter. Further synoptic assessments for each of Pure, Mechanics and
k set. ¢

|
Statistics can be found at the end of chapters 6, 8 and 11
—

An outlier is defined as a value outsideof the range [Q, ~ 1.5(Q,~Q,), Q,+1.5(Q,-Q,)]

d Work out whetherornot these values are outliers, showingyour working clearly
1 15.1°C atLeuchars W 221°C at Leuchars tli25°C at Hurn 6]
A council wants to sample households in a town in order to find out what proportionof 5 ‘The scatter diagram shows the mean windspeed and maximum gust speed in Camborne in
1
their waste is recycled. There are 20000 houses in the town and the council want to take October 1987

i if Describe the relationship between

ce Fi [ iE si #1) ap cafson windavead aad
a scribe how a systematic random sample could be used. [2 marks]
i | }| et Et
i. =; }
| F
a speed.
maximum gust mes [2]
2
= px st
The council intends to contact the selected households by telephone and request
a3-month period fet x
permission to track how much material they recycle over

b i
Suggest a practical iffic:
difficulty thatat maymay be encountered when contacting B households.
be encou fi) its * =o
x
af =|

i © Give a reason why the results from the sampled households may not bese
 Digitized by the Internet Archive
in 2023 with funding from
Kahle/Austin Foundation

https://archive.org/details/edexcellevelmathOO00bowl
 to ae
mas saxo

Supply and demand is a well-known example of

how maths helps us model real situations that
occur in the world. Economists and business
analysts use simultaneous equations to model
how changes in price will affect both the supply of,
and demand for, a particular product. This allows
them to forecast the optimum price-the price at
which both supply and demand are optimised.
ee
Algebra is a branch of maths that includes
simultaneous equations, along with many other
topics such as inequalities, surds and polynomial
functions. Algebra is used to model real world
occurrences in fields such as economics,
engineering and the sciences, and so an
understanding of algebra is important in a wide
@— vange of different situations.

KS4 To use direct proof, Ch12 Algebra 2

e Understand and use proof by exhaustion Functions.
algebraic notation and and counter examples. Parametric equations.
vocabulary. e To use and manipulate Algebraic and partial
index laws. fractions.
e Simplify and manipulate
algebraic expressions. @ To manipulate surds
e Rearrange formulae to and rationalise a
change the subject. denominator. Ch17 Numerical methods
® To solve quadratic Simple and iterative root
Solve linear equations.
equations and sketch finding.
quadratic curves. Newton-Raphson root
finding.
e To understand and use
coordinate geometry.
e To understand and solve
simultaneous equations.
e To understand and
solve inequalities.

Poel 1929
|
| @® MyMaths you start |C2 1170,
Practise before =
1171, 1928, a
 seer
we

Bridging init

You can apply the rules of indices and surds to simplify algebraic
expressions. The following expressions can be simplified in index
form:

oa See

Simplify these expressions. ao Ko b 12e 4x era

Multiply the coefficients

together and use
a 2x°x3x° =6x""- 2
ex ax

Since 12 _=3 and

b 7—b 1
pe NES ae ere.

| which we just write as x

Both the 3 and the x° must

be raised to the power 3

Simplify these expressions.

a 5x°x2x’ b 18x? +3x’ e¢ Gx)

Roots can also be expressed using indices, such that the square root of x is written as /x =

In general:

) |
poi
Key nt
The nth root ofx is written ax = x", and this can be raised to
m

a power to give Vx" =x"

oe
A power of —1 indicates ; u ed
a reciprocal, so x '=— and,
] A
iIneeneral pes n

Bridging Unit Indices and surds

 »

Evaluate each of these without using a calculator.

ro) Lu
[rw
TPIT

poenean
a 25°° b 6° c 83 = oc
D
== _
SE a O.
a 25% ==252 Since a power of 5
eI
AD
eT
SOTTO
£
=./25
represents a square root.
25

Dor (Co)
Since a power of —1
represents a reciprocal.

Always calculate a root |

before a power.

— Since the cube root of 8 is 2

Evaluate each of these without a calculator.

1 2
a 362 b 273 c 64°°

Write these expressions in simplified index form.

2 2X
a Vx b i c
2ai Vx
EE
At
SE
PORIRE
OE

x
ee Subtract the powers,
=2x * remembering that x = x'
4 |

= 2x?

Write these expressions in simplified index form.

ade Kas 5 a] 2
oe vx
Xx

SEARCH
 Asurd is an irrational number involving a root, for example eo or i An irrational number
You can multiply and divide surds using the rules: is areal number that
cannot be written as a
a
A WG fraction — , where a and
Jaxlb = Jab and va. [2
bare integers with b #0

You can simplify surds by finding square-number factors, for example J12 = 43 =2V3 . It may also
be possible to simplify expressions involving surds by collecting like terms or by rationalising the
denominator. Rationalising the denominator means rearranging the expression to remove any roots from
the denominator.

To rationalise the denominator, multiply both the numerator and denominator by a Com
suitable expression:

alige phannae (multiply numerator and denominator by Va )

a [=
SO
Te NG ae
1 2-Vp > aN ; f=
rem x ea = rae (multiply numerator and denominator by a— \/))

1 at+vb _a+<Sb as
as = me (multiply numerator and denominator by a+b)
a-Vb atJb a=

« Simplify these expressions without using a calculator.

7] 6 Z
=| a V18+5/2 b — ———
2. V3 1-5
a|
>< a
og
/18=J9V2 9 is a Square-number factor of
baad a2 18 so you can simplify 18

Therefore 418 Ue) = Bx 2 be

= 8/2 Collect like terms.
ape
——_
6V3 oe
ationalise the denominator
) V3 V3 by multiplying numerator
_ 6v3 and denominator by V3
2

2°) 245)
Cc aS = (1/5 \(14J5) Rationalise the denominator
by multiplying numerator
e 2(1+V5) and denominator by 1+ J/5
—4

=-5(145) (1- V5)(1+ /5)=1-/5+V5—5

=1-5=-4

Simplify these expressions without using a calculator.

a 3/28-7 he2 gee3 d

v3 1+V2 J5-2

eS Bridging Unit Indices and surds

Bridging Exercise Topic A

1 Evaluate each of these without using a calculator. PUR

Bridgin
i 1

a 492 bee? G5. d 642

2 = 2 1\3
e 9° f 16% Op sy 3 h @
to
wo
|
b a

1S) tRS
Ba
=
oo
|
Nm

Ole
a eth oles
ameety, a|e
—_
aN ee ————ea

2 Simplify these expressions fully without using a calculator.

anes be 75 C224 d 3/48

oe” 2045 fe 27-12 g 5/32-3V/8 h /50+3125
i J68+3V17 | RPO
aN ee k 4/18-2/3 | 6/5+/50
3 Simplify these expressions fully without using a calculator.
a —
1 b —
2 c
12
— d
V8
——
Ag /8 V3 V12

ea 14/2 5 521
V2, O18 14/2 34+V5
2743 62 ea 5-3
4 Expand the brackets and fully simplify each expression.

a (1+V2)(3+v2) b (1+V2)(3-V2) c¢ (1-V2)(3+V2) d (1-V2)(3-v2)

e (V¥3+2)(4+V3) f (V3+2)(4-V3) g (V3-2)(4+V3) bh (/3-2)(4-V3)
i (V6+1)(V2+3) j (V6+1)(V2-3) k (V6-1)(V2+3) (V6-1)(V2-3)
5 Write each of these expressions in simplified index form.

Ve Se a bere xox C 65x xsx" d x +x

@ 8x'+2x° f 3x°+12x’ Gina <3)" hee

eT a0 he iG) k vx° 1 ox
2
5x x Mpc
eo n 2xVx i Die el!)
" x Fe 3Vx

‘ Kee 2 Vx +3 t (3-x*)
q x?(Vx+2) a ae 7 mk

34+J/x lx Vx+2
: = X
Nise) any 3 Dee ae

@® MyMaths
Topic B: Solving linear equations and
rearranging formulae
te
This topic recaps the balance method to solve problems involving linear equations, and both
elimination and substitution methods to solve linear simultaneous equations. You can solve linear
equations and inequalities using the balance method where the same operation is applied to both
sides.

Subtract 3x from both sides

of the equation.

Add 5 to both sides of the

Divide both sides of
equation.
the equation by 4

Solve the inequality 5(x-2)<2x+1 First aupand te beckele

DK |OZAx+ Te
eer eah re Subtract 2x from both sides.

2 | ae : |Aaa 101010
to both
oth sides.
sides. |
KES oy
3 |Divide both
bot sides
sides by
bys3 |

Solve the inequality 7x-4>x+8

When solving inequalities, remember that multiplying or dividing by a negative number will reverse
the inequality sign. For example, 5 >3 but -5 <—3
Equations and formulae can be rearranged using the same method as for solving equations.

ab
Rearrange Ax—3= a to make x the subject.

2Ax—-6G=x+B Multiply both sides by 2

2Ax-6-x=B
Subtract x from both sides.
LAK =xX= B+ —————
—o

x(2A-1)=B+6 Add 6 to both sides.

she B+6 Divide both sides by
2A—4 (2A — 1) to make x the subject. Factorise the side involving x

Bridging Unit Solving linear equations and rearranging formulae

 Rearrange 3(x+A)= Bx+1 to make x the subject.
Lu
oc
_
You can solve linear simultaneous equations using the elimination method, as shown in Example QO.
Bridgin
4. The solutions to simultaneous equations give the point of intersection between the lines
represented by the two equations.

Solve the simultaneous equations 5x—4y =17, 3x+8y=5

Rae eas (0 te te | eet epennt equation
He, 2y=51 (2) eee | by
eae, a
Haire
Example
4 ee | | ne
: i

| eee —a— Te| Be a

@ a - oe ie | Subtract equation (2) from |
- S |
Av e. : . oe } equation (1) toeliminatex |
xa —2)=1 y on ——____—____— Le Ae SER
‘ | Solve thi ca
é aus OL — = 1 }
ay 3S, ~~ ——__——— pe - | Substitute ¥ = —> into one |
_— : ra
x=5 Es — | of the original equations.
. es oe ae [Bee Anata ee

Try it on your Activity

calculator Find out how to solve the
You can use a simultaneous equations
calculator to solve linear 3x-—y=13 and x+2y=2 on
simultaneous equations. your calculator.
Calculator
|

The example shows you that the lines 5x—4y=17 and y se a

1
3x+8y=5 intersect at the point [3-3]

If you are given the equation of two lines where y is the subject
then the easiest way to solve these simultaneously is to use the
substitution method as shown in the next example. 3x + 8y=5

1155, 1170, 1182, 1928, 1929 RReiNsteialas

@ MyMaths Q
 Find the point ofintersection between the lines with equations y= 2x+5and y=7-3x

—2x+5=7-5x « Substitute 2x + 5 for yinin the

- second equation.
5
Deo = 7 —
Bolt Fane 8 ;

in 2 | Solve to find the value of x |

; ; a
x =04
a oF e, az ae

ee peers id Substitute x = 0.4 into either

ee of the original equations to
— So the lines intersect at the point (0.4, 5.8) find the y-coordinate.

Find the point of intersection between the lines y=3x+4 and y=6x-—2

Try it on your Coo Activity

calculator ; Find the point of intersection
You can use a graphics ofthe lines y=5x—3 and
pre to find me point of ae y =2x+1 on your graphics
intersection
Calculator of two lines. calculator.

Bridging Exercise Topic B

1 Solve each of these linear equations.

a 3(2x+9)=7 Dax 12 Cc a d 2x+7=5x-6

yee
e 8x-3=2(3x+1) f x-1 g 2(3x-7)=4x h 7-2x=3(4-5x)
IP
2 Solve each of these linear inequalities.
7a ol!
a nee b 3-4x<15 c 5(x-l)>1l2+x d ae
e 8x-1<2x-5 f 3(x+1) 2= g 3(2x-5)<1-x h x—(3+2x)>2(x41)
3 Rearrange each of these formulae to make x the subject.
ae 2x75=3A—| b xtu=vx+3 Cc a= 2x d 5(x-—3m)=2nx-4

2 |Nef Win 1
e (1-3x) =t f -—=—+- g ——-6=4 h Vx+A=2B
Peg Ge GG| ek
4 Use algebra to solve each of these pairs of simultaneous equations.

a sxt+l2y=—-6, x+5y=4 b 7x+5y=14, 3x+4y=19 ¢ 2x-5y=4, 3x-8y=5

Gd 3x-2y=2, 8t737=45 6 9x—2y=11, -2x+3y=22 f 8x+5y=—-0.5, —6x+4y=-3.5
5 Use algebra to find the point of intersection between each pair of lines.
a y=8-3x, y=2—-5x b y=7x-4, y=3x-2 C y=2x+3, y=5—x
Il
d y+5=3x, y=-5x+7 e VE ee fT y=3(44+2) -ye7=2x

e Bridging Unit Solving linear equations and rearranging formulae

Topic C: Factorising quadratics
a
and simple cubics =
oD
a)
‘=
a PU
Expressions such as 5x° +x, 2x°+4 and x° +2x—lare called quadratics and can sometimes be
factorised into two linear factors. There are three types of quadratics to consider:
(1) Quadratics of the form ax* +bx have acommon factor of x so can be factorised using a single
bracket and removing the highest common factor of the two terms, e.g. 6x’ +8x =2x(3x+ 4)
24 Quadratics of the form x°+bx+c will sometimes factorise into two sets of brackets. You
need to find two constants with a product of cand a sum of b, e.g.
x* —3x+2=(x-2)(x—1) since -2x-1=2 and -2+ -1=-3
eS Quadratics of the form ax*—c will factorise if a and care square numbers. This is called the
difference of two squares, e.g. 4x° -9=(2x+9)(2x—9)

Factorise each of these quadratics

s 3 = The highest common
on factor of
ator ofr9x* an
and 15x
5x8is 3x |
a 9x°+15x b x°+3x-10 Cx —16 |
P GS
ranccatonnd
need to find two
imeconstants
cenceneniwith a product of
Oe er) —10 and a sum of 3:5x-2=-10
and5+ -2=3 |
b x°+3x-10= (x+5)(x—2) ___| sothe constants are —2 and 5 |

2 “i c acy pa
C14) x= 4) x° and 16 are both square numbers. |

Factorise each of these quadratics.

a 14x°—-7x Bex 5x44

When factorising quadratics of the form ax° +bx+c with a #1, first split the bx term into two terms
where the coefficients multiply to give the same value as a xc

Factorise each of these quadratics. Split 11x into 9x +2x since 9x 2=18 and |
‘ Be3x6=10
a 3x°+11x+6 b 2x°-9x+10
lier i pir eee to A oe GS See a ee

2 2 6 Factorise the first pair of terms and the second |

ax al int O= 5x 4+Oxt2x+ eae |
=3x(x+3)+2(x+3) e—— 2 EE
=(3x+2)(x+3) Split 9x into —-4x — 5x since —4 x -5 = 20
and 2x 10=20
b 2x°-9x+10=2x* —4x-5x+10 =) es
= 2x(x—2)—5(x—2) aes the
Pee the second
first pair of terms nan
fieietoarotenie
pair AS
terms. ies ee
=u) K=Z)

Factorise each of these quadratics.

a 5x°+21x+4 b 6x?+7x-3 © 8x?-22x+5

You can use the factors of ax’ + bx +c to find the roots of the quadratic equation ax’ +bx+c=0

@® MyMaths Q 1156, 1157, 1181, 1950, 1959, 1960 & 13 |

 Use factorisation to find the roots of these quadratic equations.
Factorise the quadratic.
aA + 12n= 0 b 5x? =21x-4
One of the factors must be equal to zero.
a 4x°+12x=4x(x+3)
4x(x+3)=O0>4x=Oor x+3=O0 Solve to find the roots.

If 4x =O then x =O and if x+ 3=O then x =—3

Rearrange so you have a quadratic
b 5x?-21x+4=0 « expression equal to zero.

5x* —21x+4
=5x* —20x-—xt+4
Write —-21x =—x — 20x since
=5x(x-—4)
= GE 4) —20
x -1=20and5x4=20
=( oy xr) :

(5x-1)(x-4)
=O = 5x-1=0 or x-4=0
The product is zero so one of the factors
If 5x-1=0 then x= andifx—-4=Othenx=4
must be equal to zero.

Find the roots of these quadratic equations.

a6x-—127=0 b 4x? =23x-15

A quadratic function has a parabola shaped curve.

E> When you sketch the graph of a quadratic function

For more : : A
‘information YOU must include the coordinates of the points
"on curve
sketching where the curve crosses the x and y axes.

Sketch these quadratic functions.

Find the y-intercept by letting
a y=x°+x-6 b y=-x°+4x Neo)

a When x=O0, y=—-6

Find the x-intercept by letting
When
Example
4 y =O, x°+x-G=O y=0
x +x-6=(x+3)(x—2)
Factorise to find the roots.
Cho) %—-2) =OSX=—o..0nKeae
b When x=O0, y=O Sketch the parabola and label
the y-intercept of —-6 and the
When y =O, —x° +4x =O
x-intercepts of —3 and 2
—x°+4x=-x(x-4)
—x(x-4)=O=>x=0 orx=4 Sketch the parabola, it will be
this way up since the y2 term
in the quadratic is negative.
Label the x and y intercepts.

Factorise to find the roots.

Find the x-intercept by letting y= 0

Bridging Unit Factorising quadratics and simple cubics

 Sketch these quadratic functions.
a y=x°-25 b y=x°+10x+25 C y=5x-x’
eu
i)
o 2

Bridging Exercise Topic C

1 Fully factorise each of these quadratics.

a 3x°+5x b 8x°-4x © 17x°+34x d 18x°-24x
2 Factorise each of these quadratics.

a x°+5x+6 b x’-—7x+10 C x°-5x-6 d x°+3x-28

@ x°—x—72 f x’+2x-—48 Ge 124411 Nee 5024
3 Factorise each of these quadratics.
a x°-100 b x°-81 c 4x°-9 d 64-9x’
4 Factorise each of these quadratics.

a 3x°+7x+2 b 6x?+17x+12 c 4x°-13x+3 d 2x°-7x-15

@ 2x?+3x-5 f 7x’ +25x-12 g 8x’ —22x+15 h 12x74+17x-5
5 Fully factorise each of these quadratics.
a 16x°—25 b 4x°-16x C x°+13x+12 d 3x°+16x-35
e@ x +x-12 f 100—9x° Q 2x*-14x h 20x*-—3x-2
6 Use factorisation to find the roots of these quadratic equations.
ape2ic-74=—0 ob x —36=0 Clg 347 0 d 6x°+13x+5=0
e 4x*-49=0 f x S7xr418 g x’ -7x+6=0 hye ly ea
i 17x=5x°+6 j 16x’+24x+9=0 k 9x°+4=12x | 40x’?+x=6
7 Sketch each of these quadratic functions, labelling where they cross the x and y axes.

a y=x(x-3) b y=-x(3x+2) c y=x(3-x) d y=(x+2)(x-2)

e y=(x+4) f y=—(2x+5)° g y=(x-5)(x+2) h y=(x+1)(5-x)

8 Sketch each of these quadratic functions, labelling where they cross the x and y axes.
a y=x' +6x Db
tp a a Brae Cove, S121 d y=x"°-3x-10
@ y=-x°+3x f y=15x-10x" g y=49-x* h y=-x°+2x+3
i y=x?-4x+4 jo y=-x°+14x-49 kk y=3x°+4x41 | y=-2x°+11lx-12

@ MyMaths iQ” 156, 1157, 1181, 1950, 1959, 1960

Topic D: Completing the square

Some quadratics are perfect squares such as x? —8x+16 which can be written (x—4)°. For other
re 2
+r
quadratics you can complete the square. This means write the quadratic in the form (x+q)

aay
The completed square form of x° + bx+c is [+5 -(3} Fe

If you have an expression ofthe form ax’ +bx+c then first factor out the a, as shown in Example 1

Write each of these quadratics in the form p(x+q)° +r where p, q and rare constants to be found.
ax 46x47 Dee ex

6 2 6 2 The constant term in the

a 46x47 x45] -(£) +7
=( of the
bracket will be half
Z a coefficient
of x
=(x+3)-9+7
=(x+3/-2 First factor out the
b 2x? +12x=-2[ x*-6x] coefficient of x° then
complete the square for the
=—2| (x-3)°-9] expression in the square
=-2(x-3)°
+18 brackets.

Write each of these quadratics in the form p(x+q)° +r

a x°+22x b 2x*-8x-6 c —x°+10x

The turning point on the curve with equation |Key point | i

y=p(x+q)’ +r has coordinates (—q, r), this will be a minimum |:
if p is positive and a maximum if p is negative. /

First factor out the —1 then complete the square

for the expression in the square brackets.

The curve is at its highest point when the bracket

is equal to zero: x-2=05x=2

2

; ay
So the maximum point Isat) )
2 4

Bridging Unit Completing the square

 Find the coordinates of the turning point of each of these curves and state
whether they are a maximum or a minimum. fey)
=
a y=x°-3x41 b y=-x’?-7x-12 CG y=2x-44x=1 io]
2=
i] PU
= Bridging Exercise Topic D

d 1 Write each of these quadratic expressions in the form p(x+ q) “ei

, a x°+8x b x’-18x C x°+6x+3 d x°+12x-5
e x°—7x+10 f x°+5x+9 Q 2x?+8x+4 h 3x’+18x-6
i 2x°-10x+3 jo —x?+12x-1 k —-x?+9x-3 | -2x°+5x-1
q 2 Use completing the square to find the turning point of each of these curves and state whether it
is amaximum or a minimum.

} a y=x'+14x Dipti 1003 iO y= 9x d y=-x+4x

. @ y=x+11x+30 f y=-x°+6x-7 g y=2x?+16x-5h y=-3x"?+15x-2
;
Topic E: The quadratic formula

You can solve a quadratic equation using the quadratic formula. The quadratic formula can also be
used to quickly determine how many roots a quadratic equation has.

} Com
=pryp —4ac
The quadratic formula for ax* +bx+c=0 is x= Sen
a

| Substitute into the formula,

| taking care with negatives.

| Use your calculator to

| give answer as a decimal:
| 54109 =2?.57 and
6
5-109
=—0.91
6

You can also use the equation solver on your

calculator to solve quadratic equations. fh For a
calculator
method
for solving
quadratic
|equations.

oe\
ual
oa
 This ga woe is
Inside the square root of the quadratic formula you have the expression b° — 4ac.
has.
called the discriminant. You can use the discriminant to determine how many roots the equation

it If b> —4ac <0 then the equation has no real roots.

3 If b* —4ac > 0 then the equation has two real roots.

& If b> —4ac = 0 then the equation has one real root.

e : eo :
2 \I/ AL
The curve does not The curve crosses the The curve touches
cross the x-axis so x-axis twice so the the x-axis once
the discriminant is discriminant is so the discriminant
negative. positive. equals zero.

Given that the quadratic equation x° +3x+k+1=0 has exactly one solution, find the value of k

a=1,b=3,c=k+1

=5-4k
The equation has exactly one
ey eee 4 solution so the discriminant
is zero.

Given that the quadratic equation kx* —x+5=0 has exactly one solution,
find the value of k

Given that the quadratic equation 5x° +3x—k=0 has real solutions, find the range of possible
values ofk

a=5,b=3,c=-k

=25+20k The equation has real

solutions so the discriminant
25+20k20>k2-2
is greater than or equal to
zero.

Given that the quadratic equation x° +3x—k=0 has real solutions, find the
range of possible values of k

Bridging Unit The quadratic formula

 Given that the quadratic equation —x* +7x+3—k=0 has no real solutions, find the range of
possible values of k 1)
=
o)
a=—1,b=7,c=3-k a]
=
let f — aso is] PU
G0 b* —42c=7° —4x(—1)x(S—k) 9s Find the discriminant. ]
Example
4
=61-A4k ¥ See
61 | The equation has no
61-4k<O=>k>7— —___________
@ —— solutions so the discriminant
| is negative.

Given that the quadratic equation kx” -7x+1=0 has no real solutions, find the
range ofpossible values of k

Bridging Exercise Topic E

1 Use the quadratic formula to solve each of these equations.

a 7x’+3x-8=0 b =—x*+4x-2=0 C x°-12x+4=0
2 Work out how many real solutions each of these quadratic equations has.
a x°—5x+7=0 b 7-2x-3x’=0 C 4x°-28x+49=0
3 Choose a possible equation from the box for each ofthe graphs.
a y b y
A y=-4x* +12x-9

\ / x y=-x°+2x-4

=e y=7x° -5x+4

y d y y=-x° +x+6
A

: y=6x°-x-15

4 Find the value of k in each equation given that they each have exactly one solution.
a 3x°+2x-k=0 b kx’-x+4=0 © 2x°+5x+k-5=0
5 Find the range of possible values of k for each equation given that they all have real solutions.
a x°+3x-3k=0 b kx’-7x+4=0 C -x’+6x-k-2=0
6 Find the range of possible values of k for each equation given that they all have no real solutions.
Bh he oe b —kx’ +4x+5=0 © 6x°—5x+3—-2k=0

@ MyMaths
 Topic F: Line graphs

This topic recaps how you can calculate key properties of straight line graphs when given two points
on the line, in particular: the gradient, the length of a line segment, the midpoint of a line segment,
the equation ofthe perpendicular bisector of a line segment, and the equation ofthe line. The
gradient of a line is a measure of how steep it is.

The gradient, 77, of aline between two points (x,, y, ) |Key point
4 5 Var Ma
and (x,,y,) is given byby m=——
noe
1

The line has a negative

gradient so slopes down
from left to right.

Find the gradient ofthe line through each pair ofpoints.

a (1, 7) and (4, 8) b (8,—2) and (4, 6) c (-8, 7) and (-4,-7)

You also can find the length ofa line segment between two points using Pythagoras’ theorem.

The length ofthe line segment, d, between two points |Key point |
(Sari) Anil xe.) igi = JG, -~x,)+(y.-y,)°

20 |Bridging Unit Line graphs

 Calculate the exact distance between the point (5, 1) and (6, —4)
Use

A= (6-5) +(-4-1)° ese le NC ay CATAL

with x, =5, x, =6 and
PUR
Bridging

Leave answer as a surd

since this is exact.

Calculate the exact distance between each pair of points.

a (5,2) and (7, 4) b (6,-4) and (-3, -1) © (V2, 4) and (4v2, -5)

The midpoint of a line segment is half-way between the points at either end.

The midpoint of the line segment from (x,,y,) to (x,,y, )is [2 A |

2

The points A and B have coordinates (—4, —9) and (6, —2) respectively. Find the midpoint of AB

Midpoint
—4)+6
= [SBS
(—9)+(-2
ee) Use X,+X, J, ote)
2 2 et ee
with x, =—4, x, =6 and
y, =-9, V> =-?2

Calculate the midpoint ofthe line segment between each pair of points.

a (1,9) and (2, 5) b (2, 3) and (-5, -7) c (6.4, —9.3) and (-—2.6, —3.7)

You need to be able to work with equations of straight lines.

The equation of a straight line is y=mx-+c where m |Key point |

is the gradient and c is the y-intercept.

@ MyMaths Q 1153, 1312,1314 | SEARCH |

 Work out the gradient and the y-intercept of each of these lines.

a eed b y+x=5 C -2x+3y+7=0

ys Since y = mx +c where m
1 is the gradient and c is the
a Gradient= 3 and y-intercept
=4 y-intercept.
Example
4
ee eee ee Rearrange to make ythe
So gradient= —1 and y-intercept=5 subject.

Rearrange to make y
the
subject.
a.
ee
Z oe
5o gradient= a and y-intercept= _

Work out the gradient and the y-intercept of each line.

a y=8-2x b 2y+x=3 Cc 6x-9y-—4=0

You can write the gradient of a line in terms of a known point on the line Gradient =e := -
Sa
(x,, y,), the general point (x, y), and the gradient, m.

m
Be) eset
or alternatively y—y, =m(x—x,)
x—X,

The equation of the line with gradient m through the Com

point (x,,y,) is y-y, =m(x-x,)

If you have the coordinates of two points on a line then you can find
yo —y, . - -
the equation of the line. First use m= ——— to find the gradient of
ame
the line then substitute into y—y, =m(x-—.x, ).Sometimes you will

then need to rearrange the equation into a specific form.

Find the equation of the line through the points (3, 7) and (4, —2) in the form y=mx+c

(-2)-7
First use m=22—" to find
1
the gradient.
So the equation is y—7 =—9(x—3)

y-7=-9x+27
Use y— y, = m(x — x,) with
y=-9x+34 Expand the brackets and (x,,¥,)= (3, 7), or you could
use the point (4, —2) instead.
rearrange to the correct form.

Bridging Unit Line graphs

 Find the equation of the line through each pair of points.

a (3,7) and (2, 9) b (5,-

and1)
(7, 5) C (—3, —4) and (7, 2) ro)
=
D
i)
is
[+] PU
Lines with the same gradient are parallel. For example, y=5x+2 is parallelto y=5x—7, because
the gradients are the same.

The line /, has equation 2x+6y=5. The line 1, is parallel to /, and passes through the point
(1, -5). Find the equation of 1, in the form ax+by+c=0 where a, b and care integers.

|Fearangetomateyt |
feck Oy—5>56y=5=2x
earrange to make y the
2 OPE.
ere ie subject $0 yeu can see what
Example
6
Me the gradient is.
| of |, oe
The gradient is ae which simplifies to -—1 a

Therefore the gradient of I, is ee ~ Se

Since /, and /, are parallel. |
|

So the equation
of |, is y- eee a ‘Sep omes ae
Use Y-Y;=M(xX-X,)to |
= yt5=-S-9 |write the equation of /, |

——IV—15>=x—T | Multiply both sides by —3

so that all coefficients are |
=>x+3y+14=0 Rearrange to the correct form. integers.

The line /,has equation 3x—2y =8. A second line, /, is parallel to /,and passes
through the point (3, —2). Find the equation of /, in the form ax+by+c=0 where a,
band care integers.

Lines that meet at a right angle are perpendicular. The gradients

of two perpendicular lines multiply to give —1. For example, a line
Ler
with gradient 5 is perpendicular to a line with gradient ae since
5x| —— |=—1 gradient —— gradient m
5 m
: |
( :

If the gradient of a line is m then the gradient of a Com

ee 1
perpendicular line is -— since mx{-1 J=-1
m m

@ MyMaths Q 1153, 1312, 1314 SEARCH |

 Decide whether or not each line is parallel or perpendicular to the line y=4x—1

a 2x+8y=5 b 20x+5y=2 c 16x-4y=5

First note that the gradient of y=4x—1is 4 Rearrange to make y the

subject.
a 2x+8y=5> 8y=5-2x !

Lee ASeea a noes r

The gradient is

4x{-21 =~ 50 thisart ws
line is perpendicular to y=4x-1 Since the product of the
gradients is —1
b 20x+5y=2=>5y =2-20x
2
Vy =—— 4K Rearrange to make y
the
ee subject.
The gradient is —4 so this line is neither parallel nor
perpendicular to y=4x—1

C 16x-—4y=5>4y=16x-8
é)
SR a
4 4
The gradient is 4 so this line is parallelto y=4x—1
.’@[€
OW)
EO
SS_e

Decide whether or not each line is parallel or perpendicular to the line y= 4—3x

a 3x+6y=2 b 5x-1l5y=7 C 18ax7+6y+4—0

EEE

© Theline I, has equation 7x+4y=8 The line J, is perpendicular to /, and passes through the
point (7, 3). Find the equation of J, in the form ax+by+c=0 where a, b and care integers.

L:7xt4y=8>4y=-7x+8 Rearrange to make y the

7 subject so you can see what
me as pogylana the gradient is.
i ae
30 the gradient ofI, is Ti and the gradient of |, is a
eos

: 4
30 the equation of |, is y-3= as e)

7 yy=21S Ana7
A)
Use y— y, = m(x—x,)to
write the equation of /,
=>7y-21=4x-28
Multiply both sides by 7
—4x-7y—=/=0 Rearrange to the correct form.
so that all coefficients are
integers.
alileinnhiiniahametmmememmnieediteend toe

Bridging Unit Line graphs

 The line/,has equation 4x+6y =3. A second line, l, is perpendicular to /, and
passes through the point (-1, 5). Find the equation of l, in the form ax+by+c=0 a
where a, b and c are integers. =
D
A=
a PUR
The perpendicular bisector of a line segment passes through its midpoint at a right angle.

Find the equation of the perpendicular bisector of the line segment joining (3, —4) and (9, —-6)
> ety oleae eel

9
Example

; Since they are perpendicular

and 3x(-3)=-1
Pee een a eet

Find the equation of the perpendicular bisector of the line segment joining
(2, -3) and (12, 5)

Bridging Exercise Topic F

1 Find the gradient of the line through each pair of points.

a (3,7) and (2, 8) b (5, 2) and (-4, -6) c (1.3, 4.7) and (2.6, -3.1)
(5) and (2.2} e (3,2) and (2V3, 5) 1 (Sa, @) and (a, 5a)
Za 43
2 Calculate the exact distance between each pair of points.
a_ (8,4) and (1,3) b (—3, 9) and (12, -7) c (5.9 ,6.2) and (-8.1, 3.8)
(2-) and (2.-2) Gees esa) rand 22) f (k,-3k) and (2k, -6k)
3 Find the coordinates of the midpoint of each pair of points.

a (3,9) and (1, 7) b (2,-—4) and (-3, -9) ¢ (2.1;3.5) and (6:3,—3.7)

(=.-5] and (-2,-3) e (6V5,2V5) and (-V5, V5) f (m,2n) and (3m, -2n)
4 Work out the gradient and the y-intercept of these lines.

dey = (x4 b y+2x=3 c x-y=4 d 3x+2y=7

e 5x-2y=9 f 5y-3x=0 g x+6y+3=0 h 3(y-2)=4(x-1)

Orynon Camm IC Ff
5 Find the equation of the line through each pair of points.
a (2,5) and (0, 6) b (i —3)and (2-5) 3G (4 4)and(. 7)

d (8,2)and(4,-3) @ (3,-‘yand(G,9) f (2,-v2) amdisv2, 4.2)

6 Which of these lines is either parallel or perpendicular to the line with equation y=6x+5 is
a 2x7 12y+3—0 b 18x+3y=2 c 3x-Ty+5=0 ’

7 Which ofthese lines is either parallel or perpendicular to the line with equation y= aoe 4?
a 24x+16y+3=0 b 6x+9y+2=0 Cr2seSyV=7

8 Which of these lines is either parallel or perpendicular to the line with equation 6x+12y=1?
a 2y=5-x Dios loy 4 c 10x—5y+3=0

In questions 9-13, give your answers in the form ax+by+c=0 where a, b and care integers.
9 Theline/, has equation y=5x+1
a Find the equation of the line 1, which is parallel to /, and passes through (3, —3)
b Find the equation of the line J,which is perpendicular to /,and passes through (—4, 1)

10 The line J, has equation y= 3+ox

a Find the equation ofthe line 1, which is parallel to /, and passes through (—1, 5)

b Find the equation of the line /, which is perpendicular to /,and passes through (6, 2)

11 The line J,has equation 3x+ y=9

a Find the equation of the line /,which is parallel to /, and passes through (8, —2)
b Find the equation of the line /,which is perpendicular to /,and passes through (—1, —1)

12 The line /,has equation 6x+5y+2=0

a Find the equation of the line /,which is parallel to |,and passes through (4, 0)
b Find the equation of the line /,which is perpendicular to /,and passes through (12, 3)
13 The line J,has equation 6x-—2y=1
a Find the equation of the line /,which is parallel to /,and passes through & 1]

b Find the equation of the line /, which is perpendicular to J, and passes through & -|
14 Find the equation of the perpendicular bisector of the line segment joining each pair of points.
a (5, -7) and (-3, 5) b (-5,-9)and(5,5) c (-6,2)and(4, 12)
d (2,-7) and (-1, 2) e (-—13,—5) and (15, —-12)
15 Find the point of intersection between these pairs of lines.
a y=5x-4and y=3-2x b y=8x and y=3x-10

C y=7x-5 and y=—5 x45 d yaoxt] and yooeee

16 Find the point of intersection between these pairs oflines. :
a 2x+3y=1 and 3x-y=7 b 3x-2y=4 and x+y=8
€ 5x-7y=3 and 2x+8y=3 d -8x+5y=1 and 3x+18y+7=0

© Bridging Unit Line graphs

Topic G: Circles
co)
=
=)
You can use the centre and radius of a circle to define its equation, =ke
and to define the equation of a tangent to circle at a given point. You a PUR
A
can also find points of intersection between a circle and a line or
chord.

Using Pythagoras’ theorem, a circle of radius r, with centre at the

origin, has equation x*+y* =r°
Following a similar method, you can write down the equation of a
circle with centre (a, b) and radius r, using a general point (x, y)
on the circle, as shown in the diagram.

The horizontal distance between the centre (a, b) and the point on
the circle (x, y) is the difference between the x-coordinates. The
vertical distance between the centre (a, b) and the point on the
circle (x, y) is the difference between the y-coordinates.

Using Pythagoras’ theorem: r° =(x—a)’+(y—b)’

A circle of radius r and centre (a, b) has equation |Keypoint

(x-a)’+(y—b) =r’

a Find the centre and radius of the circle with equation (x—5)*+(y+1)° =9
b Write the equation of a circle with centre (—3, 7) and radius 4 enuations = |
5-1 —— See) (x-5) +(y—(-H=8 so
a Thecentrei
ats (5-1) e—————— a=5andb=-1
Saw Bey ese i
The radius is J9 =3
| |Re
Remember to find the
b a=—3,b=7 and r=4 ete square root.
e———— . eee
So equation is (x+3) +(y-—7) =16
if Remember to square the
: . oS
|radius.

a Find the centre and radius of the circle with equation (x+2)° +(y—8)? =25

b Write the equation ofa circle with centre (7, —9) and radius 8

®@ MyMaths Q 1152, 1953 SEARCH |

“SEARCH
 as shown
If you have the equation of a circle in expanded form then you can complete the square,
and
in Topic D, to write it in the form (x—a)*+(y—b)* =r° which will enable you to state the centre
radius.

Find the centre and radius ofthe circle with equation x* + y’ —8x+4y+2=0

x°-8xty°+4yt2=O0 e . anes Group the terms involvingx

2 2 and the terms involving y
(x-4)° -16+(y+2) -4+2=0

(x-4) +(y+2)° =18 Complete the square for

x? —8x and y?+4y
So the centre is (4, —2) and the radius is ¥18 = 3/2

Find the centre and radius ofthe circles with these equations.

a x’ +y°-10y+16=0 b x°+y°+6x-12y=0

You can use a diameter of a circle to find the equation of the circle.

If AB is the diameter of a circle then |Key point |

= the centre of the circle is the midpoint of AB
= the radius of the circle is half the length of the diameter AB

Find the equation of the circle with diameter AB where A is (3, —8) and B is (—5, 4)

Centre is — The centre is the midpoint of

Are Xa Va
Fei2) AB. Use (
2 2
F ' ‘| 2 2
Radius is za (-5-3)°+(4-(-8))) ee The radius is half of the
4 length of AB
5 (-8)° +(12)°

=2V13 Use (x —a)? +(y—b) =r?

So the equation of the circle is (x+1)° +(y+2)° =52 and remember to square the
radius; (213)? = 52

Find the equation of the circle with diameter AB where A is (4, 6) and Bis (2, —4)

A tangent to a circle is a line which is perpendicular to a radius of

the circle. Note that a tangent will intersect a circle exactly once.

You can use these facts to find the equation of a tangent to a circle. eee

Bridging Unit Circles

 A circle has equation (x+3)° +(y—7)? =26
a Show that the point (—4, 2) lies on the circle. ro)
=
a
5)
b Find the equation of the tangent to the circle that passes through the point (—4, 2) 15
a PUR
a (-44+3)* +(2-7)* =(-1)? +(-5¥* Substitute x =—4, y = 2 into
— the equation.
=1+25
=26 50 (-4, 2) lies on the circle.

b Centre of circle is (—3, 7)

2-7 —5 |
Gradient of radius is —————- =—=5
oe
A tangent is perpendicular
to a radius so gradient of tangent is -=

Therefore equation of tangent is y—2= -S(x+4) Use y — y, = m(x

— x,) with
(X,,V,)=(-4, 2)

A circle has equation (x-1)*°+(y+4)? =50

a Show that the point (6, 1) lies on the circle.

b Find the equation of the tangent to the circle that passes through the point (6, 1)

You can find the point of intersection of a line and a circle by

solving their equations simultaneously. You will need to use the ae
substitution method of solving simultaneous equations.

If the line intersects the circle twice then it is a chord.

wo The line x+3y=12 and the circle (x+3)° +(y—7)° =4 intersect at the points A and B
a Find the coordinates of A and B Rearrange the equation of the
line to make either x or y the
b Calculate the length of the chord AB
subject (whichever is easiest).

ated
2 Oy
: Substitute for x (or y) in the
(12-3y+3) +(y-7) =4 : equation of the circle.
2 Be :
ee
les Oy) HY es Simplify, then use the equation
2 Z =
= 225-90y+9y +y -14y+49=4 solver a yon calculator. ie

=> 10y*-104y+270=0 Substitute the values of yinto the rearranged | :

=> V—9A oF y= > equation of the line to find the values of x

x=12-3(5.4)> x=-4.2 The line and the circle will intersect twice
unless the line is a tangent to the circle.
x=12-3(5)=-3
So they intersect at A(-4.2, 5.4) and B(-S, 9)
NI
PRT
ONSITE
SNE
AAALAC
TAIN

(Continued on next page)

@ MyMaths Q 1152, 1953 ‘SEARCH

 b Length of chord AB=,|(-3-(-4.2))° + (6-5.4)°
= /1.2° +(-O4)

= aviO (= 1.26 to 3 significant figures)

The line 3x+y=5 intersects the circle x°+(y—4)° =17 at the points A and B
a Find the coordinates of A and B b Calculate the length of the chord AB

Show that x-y=12 isa tangent to the circle (x—6)* +(y+2)° =8

Rearrange the equation of
y=x-12 the line to make either x or y
the subject.
(x-6)° +(x-124+2) =8
Example
6 => (x-6) +(x-10) =8 Substitute for y (or xX) into the
equation of the circle.
=> x*—12x+36+x* —20x+100=8 :
Expand the brackets.
=> 2x*—32x4+128=0 e———
b* —4ac =(-32) -4x2x128=0 Simplify.
So they meet once only.
Hence x— y=12i6 a tangent to(x—6)° +(y+2) =8 lf the discriminant is zero
then there is exactly one
solution.

To show that a line is a tangent to a circle you can

show that they only intersect once.

Show that 2x—y+11=0 isa tangent to the circle (v—5)’ +(y—1)° =80

Bridging Exercise Topic G

1 Write the equations of these circles.

a circle with radius 7 and centre (2, 5) b- circle with radius 4 and centre (-1, -3)
C circle with radius /2 and centre (-3,0) d= circle withradius J5 and centre (4, -2)
2 Find the centre and the radius ofthe circles with these equations.

a (x-5)’+(y-3)
=16 b (x+3)°+(y—4)
=36 Cc (x-9)’+(y+2)
=100
?
d (x+3)?+(y+1)=80
? e (x-V2)?+(y+2V2)=32 f x44) +(+4) =2
4 3) 4

© Bridging Unit Circles

 Find the centre and the radius of the circles with these equations.

a x°+2x+y=24
? b x°+y?+1l2y=13 C x +y’-4x+3=0 ne Lu
d 2 ie : £
x°+y?+6x+8y+2=0 @ x’+y’-8x-l0y=3 fo oxty'+14x-2y=5
cc
3 _
Q x+y’ +5x—4y+3=0 h x+y —3x-9y=2 i x’+y’—x+7y+12=0 0.
c
Find the equation of the circle with diameter AB where the coordinates of A and B are

dea (3,5)sand (1) 7) b (4,-1) and (2, —5) Cc (1,-3) and (-9, -6)
d (-3,-7)and(8,-16) e (V2, 4)and (—V2,6) f (4V/3, -J3) and (-2V3, -5V3)
Determine whether each of these points lies on the circle with equation (x—3)? +(y+2)’ =5

a2"(5,3) b (1,-1) c (4,3) dio)

Determine which of these circles the point (—3, 2) lies on.

a (x-5)’+y°
=68 b (x+2)’+(y+1)’
=8 c (x-6)’+(y—-2)°=81
A circle has equation (x—1)° +(y+1)° =10. Find the equation of the tangent to the circle through
the point (2, —4). Write your answer in the form ax+by+c=0 where a, b and care integers.

A circle has equation (x+3)° +(y+7)° =34. Find the equation of the tangent to the circle through
the point (0, —2). Write your answer in the form ax+ by+c=0 where a, b and c are integers.
A circle has equation x° +(y—8)° =153. Find the equation of the tangent to the circle through the
point (3, —4). Write your answer in the form y=mx+c
10 A circle has equation (x+4)* + y* = 20.5. Find the equation of the tangent to the circle through
the point (0.5, —0.5). Write your answer in the form y=mx+c
11 Find the points of intersection, A and B, between these pairs of lines and circles.
ae ty 3, tty
= 53 b y+l=0, (x-1) +(y+2) =17
C 2x-y+7=0, (x-2)’+(y+1)’=36 d y=2x+1, (x+4)’+(y+6)’ =10
12 The line 3x—9y =6 intersects the circle (x +7) +(y+3)° =10 at the points A and B
a Find the coordinates of A and B b Calculate the length of the chord AB

13 The line 2x+4y =10 intersects the circle (x+5)° +(y—2)° =20 at the points A and B
a Find the coordinates of A and B b Calculate the length of the chord AB

14 Show that the line y = x—3 is a tangent to the circle (x—3)’ +(y+2)° =2
15 Show that the line 4x+ y= 34 is a tangent to the circle (x +1)’ +(y—4)° =68
16 Show that the line x +3y =25 is a tangent to the circle x° +(y—5)° =10

17 Show that the line y = 2x +3 does not intersect the circle (x—1)’ +(y+4)° =1
18 Show that the line 3x+4y +2 =0 does not intersect the circle (x +3)’ +(y—6)° =9

@ MyMaths Q 1152, 1953

 Argument and proof

Fluency and skills

A proofis a logical argument for a mathematical statement. It shows
that something must be either true or false.
The most simple method of proving something is called direct
Statements that can
proof. It’s sometimes also called deductive proof. In direct proof,
be assumed to be true
you rely on statements that are already established, or statements
are sometimes known
that can be assumed to be true, to show by deduction that another
: true (or untrue). as axioms.
statement is
Examples of statements that can be assumed to be true include ‘you
can draw a straight line segment joining any two points, and ‘you
can write all even numbers in the form 2n and all odd numbers in
the form 2n—1

To use direct proof you |Key point

e Assume that a statement, P, is true.

e Use P to show that another statement, Q, must be true.

Use direct proof to prove that the square of any integer is one more than the product of the two
integers either side of it.

Let the integer be n

Assume that this
The two numbers on each side of hare n— 1 and n+ 1
statement is true.
The product of these two numbers is (n— 1)(n+ 1)

(f= V)(9+ 1) =H— 4 Expand the brackets to

Son? =(n—1)(n+1)+1 get the square number n?

So the square of
any integer is one more than the product of the
Rearrange to show the
two integers either side of it.
required result.

Another method of proof is called proof by exhaustion. In this method,

you list all the possible cases and test each one to see if the result you
want to prove is true. All cases must be true for proof by exhaustion
to work, since a single counter example would disprove the result.

To use proofby exhaustion you |Keypoint|

¢ List a set of cases that exhausts all possibilities.
¢ Show the statement is true in each and every case.

Algebra 1 Argument and proof

 Prove, by exhaustion, that p? + 1 is not divisible by 3, where p is an integer and 6 < p< 10

aa [ Write down every

p p’+1_ Divisible by 3? possible value of p and
6 yy NO calculate p? + 1
he B10) NO aegee
.a
8 65 NO
9 82 NO _| sme that the
10 101 NOS SOS
ee statement is true in
|eachcase.
In all cases, p* + 1 is not divisible by 3

You can also disprove a statement with disproof by counter example, in which you need to find just
one example that does not fit the statement.

Prove, by counter example, that the statement ‘n? + n + 1 is prime for all integers n’ is false.

Letn=4
ASA | =P =o x7
Show that the
21 has factors 1, 3,7 and 21, so is not prime. e— statement is false for
This disproves the statement ‘n° + n+ 1 is prime for all integers n one vaiue of n

Exercise 1.1A Fluency and skills

Use direct proof to answer these questions. 7 Prove that the square of the sum of any two
positive numbers is greater than the sum of
1 Prove that the number 1 is nota prime
the squares of the numbers.
number.
Prove that the perimeter of an isosceles right-
Prove that the sum of two odd numbers is
angled triangle is always greater than three
always even.
times the length of one of the equal sides.
Prove that the product of two consecutive
aand b are two numbers such that a= b—2
odd numbers is one less than a multiple
and the sum and product of a and b are
of four.
equal. Prove that neither a nor bis an integer.
Prove that the mean of three consecutive
10 If (5y)’ is even for an integer y, prove that y
integers is equal to the middle number.
must be even.
a Prove that the sum of the squares of
Use proof by exhaustion in the following
two consecutive integers is odd.
questions.
b Prove that the sum of the squares
11 Prove that there is exactly one square
of two consecutive even numbers is
number and exactly one cube number
always a multiple of four.
between 20 and 30
Show that the sum of four consecutive 12 Prove that, ifa month has more than five
positive integers has both even factors and letters in its name, a four letter word can be
odd factors greater than one. made using those letters.

@ MyMaths Q 2252, 2253 SEARCH

 13 Prove that, for an integer x, (x + 1)* = 3* for 17 When you subtract one number from
O<x<4 another, the answer is always less than the
first number.
14 Prove that no square numbers can have a
last digit 2,3, 7 or 8 18 Five times any number is always greater
than that number.
Give counter examples to disprove these
statements. UG) If a> b, then a’> b*
15 The product of two prime numbers is 20 The product of three consecutive integers is
always odd. always divisible by four.

16 When you throw two six-sided dice, the

total score shown is always greater than six.

Reasoning and problem-solving

To prove or disprove a statement

(4) Decide which method of proof to use.

(2) Follow the steps of your chosen method.

Strategy
(3) Write a clear conclusion that proves/disproves the statement.

+ Prove that the sum of the interior angles in any convex quadrilateral is 360°
AY
a.
a*
The sum of the interior angles of Since you know that
any quadrilateral can be found by the interior angles of a

it) breaking the quadrilateral into two triangle sum to 180°,

triangles. you use this to try to
prove the result by
The sum of the interior angles direct proof.
of any triangle equals 180°, and
each of the two triangles will
contribute 180° to the total sum Apply the result
of all angles in the quadrilateral. about angles in a
triangle to angles in a
So the interior angle sum of a quadrilateral.
convex quadrilateral is the same
as the sum of the interior angles
of two triangles, which is 360° Write your conclusion
Clearly.

Algebra 1 Argument and proof

Jane says that there are exactly three prime numbers between the numbers 15 and 21 (inclusive).

Is she correct? Use a suitable method of proof to justify your answer.

NUMBER PRIME?
15 NOS 1D — cts ox
16 NO>16=1x16,2x8,4x4
—_—_—{K{ £4
)
ili 87 S17
TES

||
Use proof by
ike) NOS Nee oe oxo poe exhaustion to check all
12 Meo ee x | the numbers within the
| se
ZO NO 20 = err 210. 4x5 | | range of values.
= ae
Z| NO 2 Oe (3)
lwei
Write a clear Pare,|
There are exactly two prime numbers between 15 and 21,50
| that proves ordisproves
Jane is wrong (she said there were three). e— — i a |S the statement.

Exercise 1.1B Reasoning and problem-solving

Pis a prime number and Q is an odd method of proof to show if this statement is
number. true or false.
a Sue says PQ is even, Liz says that PQ Prove that the sum of the interior angles of a
is odd and Graham says PQ could be convex n-sided polygon is 180(n — 2)°
either. Who is right? Use a suitable
Use a suitable method of proof to prove or
method of proofto justify your answer.
disprove the statement ‘If m*=n? then m=n'
Sue now says that P(Q + 1) is always
The hypotenuse of a right-angled triangle is
even. Is she correct? Use a suitable
(2s + a)cm and one other side is (2s — a) cm.
method of proof to justify your answer.
Use a suitable method of proof to show
Use a suitable method of proof to show that the square of the remaining side is a
whether the statement ‘Any odd number multiple of eight.
between 90 and 100 is either a prime 10 Use a suitable method of proof to show that,
number or the product of only two prime for lan <5,
numbers’ is true or false. It 1 n
—_— + —— + —— +... +——_= ——
Use a suitable method of proof to prove that by 3 8 nx(n+1) n+l
the value of 9"— 1 is divisible by 8 for 1<n<6

Is it true that ‘all triangles are obtuse’? Challenge

Use a suitable method of proof to justify
your answer. 11 A teacher tells her class that any
number is divisible by three if the sum
Prove that the sum of the interior angles of a of its digits is divisible by three. Use a
convex hexagon is 720° suitable method to prove this result for
A student says that ‘All quadrilaterals with two-digit numbers.
equal sides are squares: Use a suitable

__—_—
—SEARCH
® MyMaths Q 2252, 2253
 ie
Index law

Fluency and skills

The algebraic term 3x° is written in index form. The 3 is called the coefficient. The x part of the term
is called the base. The 5 is called the power, or index, or exponent. 3x%° means 3X XXXXKXXXXX

Indices follow some general rules.

|Key point Rule 1 has an

Rule 1: Any number raised to the power zero is 1 x=) exception when x=0,
re! as 0° is undefined.
Rule 2: Negative powers may be written as reciprocals. x “=

Rule 3: Any base raised to the power ofa unit fraction —, ;

is a root. aoe ie =3x
x2 =J/x andx3

You can combine terms in index form by following this simple set of You don’t normally
rules called the index laws. write the ‘2’ ina
To use the index laws, the bases of all the terms must be the same. square root.

|
point,
Key
Law 1: To multiply terms you add the indices. xe see
Law 2: To divide terms you subtract the indices. De ad ico ish
Law 3: To raise one term to another power you
multiply the indices. (eh aces

By combining the third general rule and the third index law you can see that ¢/(x" j=4" = (x)
So s(125') =(¥125) =5' =625

Simplify these expressions, leaving your answers in index form.

5 1

a 2m'n’ x 3m3n° b 4d? +2d°

a2 SS Ae erro Orr7 nh
pre x eS es Use x? x x= x2t2
ae sl 4

Exercise 1.2A Fluency and skills

Simplify the expressions in questions 1 to 44. Show your working.

leas 5 (-p’*)! 9 2¢e?x5e!x 7e 13 12f? x 4f*+6f?

2 (-3) 6 -(p*) 10 4f?x-—3f*x 9f°® 14 12e + 6e+ 3e?
of eT 1 (2¢=)5 11 24g" = 6g° 15 3ax5b
4 cx cs 8 d’xdxd 12 -44k“%+11k™ 16 Sw x 4x x (-6x)

Algebra 1 Index laws

 17

18
2dx3ex4

3h® x (-3h8
¥ 2
2a)SAUL ee RAS! =

a
oyBove
Say (3
19 51r5s6 x res l = 38 10245 45 5 2— 625, find the

20 57256
= p35 29
()
2
39 rente value ofn
T

30 6u° 3 nm a

DOW eh oop hs) | (ohe: FF e250) 3 value ofm

8 Ke § + (g. lj ) 39 7? ae 4
41 eh , A7 If62+1= 216, find

23 (—20z°y°) + (—4z‘y) eciisd 42 ei the value of t

24
Olas
86
one aes 2: 48 If (22")(2%)
NAS
= 256,
25 (36u°°)2 49 find the value of b
26 1251" 35 ae
(3w)?

Reasoning and problem-solving

To solve problems involving indices

ae Use the information in the question to write an expression or equation involving indices.
(2) Apply the laws of indices correctly.
Strategy
(3) Simplify expressions as much as possible.
(4) Give your answer in an appropriate format that is relevant to the question.

A swimming pool has a volume of 16s* cubic metres.

a How long does it take to fill, from empty, if water is pumped in at a rate of 4s* cubic metres
per minute?
b Ifit takes 128 minutes to fill the swimming pool, calculate the value of s

a Let the time taken to fill the swimming pool be t minutes, the
volume of the swimming pool be Vand the rate of water flow be r
Write an equation
involving indices.

| Apply the laws of

| indices.

So it takes 48° minutes to fill the swimming pool. GB)

Simplify.
ob fae
50 128=43s°
9 = 52 Give your answer in an |
Sa" appropriate format.

@ MyMaths QQ 2033-2035 SEARCH

 A rectangular flower bed has sides of length x and 8x

Around it are 6 further flower beds, each with an area equal to the cube root of the larger
flower bed.

Calculate the total area covered by the 6 smaller flower beds, giving your answer in index form.

Area of large flower bed = x x 8x Write an equation for the

Total area of smaller flower beds total area.

=6x xx 8x

=O YOu (2)

Apply the laws of indices.

©
= 6 x pe See
eo ~

2x2
Simplify and give the
final answer in index form.
i

The brain mass (kg) of a species of animal is approximately one hundredth ofthe cube root of
the square of its total body mass (kg).
a Write a formula relating brain mass, B, to total body mass, m, using index form.
b Use your formula to calculate
i The approximate brain mass of an animal of mass 3.375 kg,
Example
4
ii The approximate total body mass of an animal with brain mass 202.5 g.

Write a formula for the

brain mass.

Apply the index laws

correctly.

Give your answer in an

appropriate form.

Convert the brain

mass into kilograms
and substitute into the
formula.

Use inverse operations

=91.125kg
to findm

Algebra 1 Index laws

 Exercise 1.2B Reasoning and problem-solving
1 a Work out the area of a square of side Work out the voltage in a circuit of
2s° inches. resistance 3 m'n~“ ohms carrying a
b Work out the side length of a square of current of 6m ~°n * amps.
area 25p*q° cm’. b ‘The power, W watts, in a circuit with
2 a Work out the circumference and area of current i amps and resistance r ohms, is

a circle of radius 3w ft. found by multiplying the resistance by

the square of the current. Work out the
b The volume of a sphere is 5x radius®
power when the current and resistance
and the surface area is 4x radius’. are the same as in the circuit in part a.
Work out the surface area and volume
11 The kinetic energy of a body is given by
of a sphere of radius 3w’‘ ft. 1 sas
— x mass x velocity
3 What term multiplies with 4c’d°, 5de? and 2
Work out the kinetic energy when mass = m
3c’e? to give 360? che 6)

and velocity = 9x‘ c4

4 Work out the volume of a cuboid with
dimensions 4p7q°, 3pq* and ./9p‘q° 12 You can find your Body Mass Index (BMI)
Give your answer in index form. by dividing your mass (kg) by the square of
5 a The area ofa rectangle is 8y°z’ and its your height (m). If your mass is 3gtkg and
length is 4y*z*. Work out its width. your height is 4gt 'm, what is your BMI?

b Explain why the area of a rectangle of sides 13 In an electrical circuit, the total resistance of
V8m °n° andV16m*n~ is independent of two resistors, f, and ty connected in parallel,

mand n. What is the area? is found by dividing the product of their

1
resistances by the sum of their resistances.
6 Acyclist travels 4b°c? miles in 3b’c hours. Work out the total resistance when f, = 3rs*
What is her average speed. ohms and f, = 5rs? ohms.
7 a Thevolume ofa cylinder is 8nc*dcm’.
The radius of the cylinder is 2cd“' cm. Challenge
What is its height? 14 Ina triangle with sides of length a, b and c
b Explain why the volume of a cylinder the semi-perimeter, s, is half the sum of the
of radius 3s*t~! and height (5st)? is three sides. The area of the triangle can be
independent of t. What is the volume? found by subtracting each of the sides from
8 Adisc of radius 3v’z *cm is removed from the semi-perimeter in turn (to give three
a disc of radius 4v*z *cm. What is the values), multiplying these expressions and
remaining area? the semi-perimeter altogether and then
square rooting the answer.
9 a Workout the hypotenuse of a right-
angled triangle with perpendicular sides a Write a formula for the area of the
1 1 triangle involving s, a, band c
of length 5n? and 12n*
b Use your formula to work out the area
b Work out the area of the right-angled
of a triangle with sides, 12xy, 5xy and
triangle described in part a.
13xy
10 a Towork out the voltage, V volts, in
c Youcould have found the area of this
a circuit with current i amps and
triangle in a much easier way. Explain
resistance r ohms, you multiply the
current and resistance together.

® MyMaths
Fluency and skills

A rational number is one that you can write exactly in the form |Keypoint
ee
q
where p and g are integers, q #0

Numbers that you cannot write exactly in this form are irrational numbers. If you express them as
decimals, they have an infinite number of non-repeating decimal places.
Some roots of numbers are irrational, for example, 3 = 1,732... and 3/10 = 2.15443... are irrational
numbers.

Irrational numbers involving roots, xf or J ,are called surds.

You can use the following laws to simplify surds

Ef
JaxVJb= Jab

You usually write surds in their simplest form, with the smallest
If Ja and Jb cannot
ossible number written inside the root sign. : ei
P 5 be simplified, then
You can simplify surds by looking at their factors. you cannot simplify
You should look for factors that are square numbers. Va+ vb or Va—Vb
fora+b
For example /80 = V16 xJ/5=4/5

Simplify these expressions. Show your working.

ee WE cee fixe
—
di80=20 on Gs-ay112 eT e+)

a aleal7
=7 b «/5x-/20 =/100 =10 c 5XV5=2x5=1
\ 3
d 45-25 =2V/5 e 2/7+4J/7 =7V7 i +5 [aheae a
3 3

Calculations are often more difficult if surds appear in the denominator. You can simplify such
expressions by removing any surds from the denominator. To do this, you multiply the numerator
and denominator by the same value to find an equivalent fraction with surds in the numerator
only. This is easier to simplify.

Algebra 1 Surds
This process is called rationalising the denominator.

If the fraction is in the form \Keypoint |

k
oe multiply numerator and denominator by Ja

k
pane multiply numerator and denominator by a ay

Senna
M ultiply top and
|bottom by /5 |

Multiply
top and |
|
bottom by 9+ J/7 |
54 49/74 6/747
— (9 -V7)\9
+ V7)
61 +15V7
ee
61 +157 _614+15V7
Sea7, 0.7, 37. ate

Exercise 1.3A Fluency and skills

Complete this exercise without a calculator. 9 Ji) h 2J/3x3V2

1 Classify these numbers as rational or irrational. i 5s/6x7V18 j 4V24 x 6V30

al i+ y25 | b x? c 4-3
2 Show that these expressions can be
d V21 Boe tey : (v8) expressed as positive integers.
125
3

g (17) 128
ae b
V2 J5
2 For each of these expressions, show that
Show that these expressions can be written
they can be written in the form ab where ; a oe
in the form —, where a and bare positive
a and b are integers.
Ase 2 Db eNexs7 “ae Ss
32 50
c 75 qd 27
27 a =
“00 en;
800 f (v8)5}
10

Own Com IO
 5 Show that these expressions can be written 7 Rationalise the denominators in these
expressions and leave your ae in their
in the form aVb, where a and bare integers.
simplest form. Show your working.
a 54 b 432 ae nar)
c 1280 d /3388 he re Jé
e 2 x420 f /2 x/126 ll ee
g /20+V5 h V8 -V2 os V2 -1i
3Vv7x5V4 0g 13V15 — 2V10
— om J 75 = hie e 67 — 4j7
i V¥150

k 27-3 | ¥5+45 e ee 2
g
m /363-V48 on 72-288 +200 8-5 44/2 "
; = 3V11 = 4/7
6 Show these expressions can be written in the i V6 - V5 j wate
form a+ bc , where a, b and care integers. Ve ate V5 Va

a (3V6 eS, 8 Rationalise the denominators aoe simplify

(v2 \ 2) these expressions. a, b and c are integers.
b 2+3)(44+V2
+Vb a+Jb
¢ (J2-3)(4-v2) ve b
vb a-Jb
d (3/5+4)(2V/5-6) _ warble 4, vache
e (5/3 +3V2)(4V27 -5y8) bJc Ja+Vb

Reasoning and problem-solving

To solve problems involving surds

Use the information given to form an expression involving surds.

(2) If possible, simplify surds. They should have the lowest possible number under the root sign.
Strategy
(3) Rationalise any denominator containing surds.

The sides of a parallelogram are J27 m and 2V12 m, and it

has a perpendicular height of uthm.
V3 2V12m
a Work out the perimeter of the parallelogram.
b Work out the area of the parallelogram.
Give your answers in their simplest form.

Form an expression @)
a Ferimeter involving surds.
2(V27 +212) =2(3V3 +43) =14/3 m C2)
b Area =base x perpendicular height
10 _3V3x10
Palle
ce Bis
Se
Simplify and rationalise
the denominator.

© Algebra 1 Surds
 Exercise 1.3B Reasoning and problem-solving
A rectangle has sides of length 2/3 cm and 11 The top speeds, in ms, of two scooters are
3/2 cm. What is its area? Show your working.
given as —
12 and
17Va , where ais the volume
Ja 3a
a Acircle has radius 9/3 cm.
of petrol in the tank. Find the difference in
Show that its area is 2432 cm’.
top speed between the two scooters if they
b Acircle has area 2452 m2. What is its both contain the same volume of petrol. Give
diameter? Show your working. your answer in surd form, showing your
working.
a Acar travels 18/35 m in 6V7 s.
Work out its speed, showing your working. 12 The area of an ellipse with semi-diameters
a and bis given by the formula mab
b Arunner travels for 5s at saben Saar
V5 Work out the area of an ellipse where
Work out how far she ran in simplified
form. Show your working. poe ee ad ee
Aa ANS
A cube has sides of length (2 + V7) m. Work Show your working.
out its volume in simplified surd form.
13 The force required to accelerate a particle
Rectangle A has sides of length 3/3 mand
can be calculated using F= ma, where Fis
J5 m. Rectangle B has sides of length J5m
the force, mis the mass of the particle and a
and /7 m. How many times larger is rectangle
is the acceleration. Showing your working,
A than rectangle B? Give your answer in its 5
work out Fwhen m=8¥V6 and a=——=
simplest surd form, showing your working. DIG
A right-angled triangle has perpendicular 14 An equilateral triangle with side length
sides of 2V3 cm and 3V7 cm. Calculate 5/6 inches has one vertex at the origin and
the length of the hypotenuse. Show your one side along the positive x-axis.
working and give your answer in simplified
The centre is on the vertical line of symmetry,
form.
lt
A of the way from the x-axis to the vertex. Work
Base camp is 5V5 miles due east and 5V7
miles due north of a walker. What is the out the distance from the origin to the centre
exact distance from the walker to the camp? of mass of the triangle. Show your working.
Show your working.
Challenge
The arc of a bridge forms part of a larger
i
circle with radius TH m. If the arc of the 15 Ifthe sides of a cyclic quadrilateral are
b+c+d
bridge subtends an angle of 45°, show that a, b, cand d, and s= as the
the length of the bridge is J3 mm.
area is A=,/(s—a)(s—b)(s—c)(s—d)
The equation of a parabola is y’ = 4ax
A quadrilateral with side lengths
6+J/6 545.2, 3+3V2,6+4v2 and
Find y when a =6-— V6 and x=
10 2 + 4/2 cm is inscribed in a circle.
Show your working and give your answer in
simplified form. Prove that
A = 2(1 + /2),/15(11 + 8/2)

10 Show that the ratio of the volumes of two

cubes of sides 6/8 cm and 4/2 cm is 27

@ MyMaths Q 2036, 2037, 2255 "SEARCH

 , 1s On a
Quadratic functions

Fluency and skills

When a > 0, a quadr.
A quadratic function can be written in the form ax* + bx + c, where a, b quadratic
graph looks like this.
and c are constants and a #0
A quadratic equation can be written in the general form ax*+ bx + c=0

Curves of quadratic functions, y = ax’ + bx + c, have the same general

shape. The curve crosses the y-axis when x = 0, and the curve crosses a ‘A ae
: : hen a < 0, a quadratic
:
the x-axis at any roots (or solutions) of the equation ax*+ bx + c=0 eraph looks Hkethis.
Quadratic curves are symmetrical about their vertex (the turning
point). For a> 0, this vertex is always a minimum point, and for
a <0 this vertex is always a maximum point.

The quadratic equation 3x* — 20x — 7 = 0 has solutions x =— Z andx=7

Sketch the curve of f(x) = 3x° — 20x — 7, showing where it crosses the axes.

When x= 0, y= 3(O)* — 20(0) -7=-7 e 5 Find the y-intercept.

y

t
The curve y= f(x)
ee ~~ ——— crosses the x-axis at
the solutions to f(x) = 0

Try it on your | Activity

calculator | | Find out how to sketch the
You can sketch a curve ona Rares) curve y= 4x°— 11x—3 on your
graphics calculator. | | graphics calculator.
Calculator

Algebra 1 Quadratic functions

You can solve some quadratics in the form ax? + bx + c=0 by factorisation. To factorise a quadratic,
try to write it in the form (mx + p)(nx + q) =0

A quadratic equation that can be written in the form (mx + p)(nx + q)=0 has
solutions x =—? biel!
n

Find the solutions of the quadratic equation

6x* + 17x + 7 =0 by factorisation.

Oe PAT x7=O Split the x term so that the two

6x*+ 3x+14x+7=O0 coefficients multiply to give ac.
6 x 7=42 and3 x 14=42
Oxex+ 1) + /(2x+ 1)=0 Se.
(2x 1)\(x+7)=0
Factorise the first pair of terms,
ip ‘
x=-—orx=-— then the second pair of terms.
) ig Take out a factor which is
common to both pairs.

Factorise the full expression

Sometimes a quadratic will not factorise easily. In these cases you may need to complete the square.

Any quadratic expression can be written in the You'll need to find the
following way. This is called completing the square. value of q yourself. It will
2 2

ax’? 2 +bx+c ea
of 2)| oe q be q equaltoc-—
ne

When a= 1 and qg=0, the expression is known as a perfect square. For example, x* + 6x +9 = (x +3)?

Perfect squares have only one root, so a graph of the quadratic function touches the x-axis only
once, at its vertex.

By completing the square, find all the solutions of 4—3x*—6x=0

Multiply both sides by —1

Ox" + Ox=4=0 Manipulate the expression to

B[x* + 2x] -4=0 obtain a bracket containing x?
ine Tene and the x term.
IO PD as
Complete the square and
a. -
expand. Substitute this into the
previous equation.

Completing the square is a useful tool for determining the maximum or minimum point of a
quadratic function.

@ MyMaths Q 2014-2017, 2025, 2026, 2257 asaAaeny

+ Determine the minimum point of the graph of f(x) = 2x° + 12x + 16
2 .
a. f(x) = 2x2 + 12x+ 16 = 2(x° + 6x) + 16 = 2[(x+ 3)*- 9] + 16
= =2(x+5)°—2 (x+3)° > 0, $0 the
Gve —_——_——— minimum point is when
At minimum point x=—3 ———$$
e—$
Liu
f(-3) = 2(0)?- 2 =-2 > minimum point (-3, -2) +9)3) gael)

By writing the equation, ax’ + bx +c=0,a#0, in completed square form you can derive the
quadratic formula for solving equations.
ax? + bx+c=0 ( 2a) bc
x+ =—
5 2a 4a a
G) cee — 0 ee.
a ( b ) i Ane
5 F x+ = -
( b } b? 2a 4a’
GN ea eee eC)
ghee ak b +b’-4ac
; ” x =
( < b i (ge 1G 2a 2a
a —-— =
2a) 40 a —b+/b* —4ac
i 2a

For constants a, b and c, a>0, the solutions to the equation ax° + bx + c=0 are |Keypoint
=p+1b- —4ac
x=
2a

The expression inside the square root is called the discriminant, A

oe |
point
Key
If the discriminant, A, is positive, it has two square roots. If A is 0, it has one square root. If it is
negative, it has no real square roots. The value of A tells you whether a quadratic equation
ax’ + bx + c=0 has two, one or no real solutions. This result is useful for curve sketching.

[Sealy ee sci eles LL eS ie

Ral 1 eae Als 6m OS Rl ea ia Oe tae te,
7 4 _

If A > 0, the quadratic If A=0, the quadratic If A <0, the quadratic

y=ax’ + bx+chas two y=ax + bx+chas one y=ax’ + bx+chas no
distinct roots and the repeated root and the (real) roots and the curve
curve crosses the x-axis at x-axis is a tangent to the does not cross the x-axis
two distinct points. curve at this point. at any point.

Algebra 1 Quadratic functions

 Use the discriminant A = b? — 4ac to determine how many roots
each of these quadratic equations have.
a x7+2x+1=0 b x?+2x-8=0 C x?+6x+10=0

a A=b*-44c=2?-4x1x1=0
So x*+2x+ 1 =Ohas one repeated root.
b A=b*—-4ac=2?-4x1x-8=36>0
So x*+ 2x-—8=O has two distinct roots.
c A=b*—4a4c=6*-4x1x10=-4<0
So x*+ 6x+ 10 =O has no real roots.

Try it on your | | Activity

calculator Find out how to solve
You can solve a quadratic ee 3 20 = 0 OL your
equation on a calculator. calculator.
Calculator

Exercise 1.4A Fluency and skills

1 Solve these quadratic equations by (in surd form) and also, where appropriate,
factorisation. correct to 2 decimal places.
bh 2e=6=0 a 3x°+9x+5=0 b 4x7+5x-1=0
a x-18=0
TY RP da 2ex43=0 © x¢+12x+5=0 qd) 28=2%—-x7=—0

e 2x+5x-3=0 f 3x*-23x+14=0 Be eae

g 16x2—24x+9=0 h 18+x-4x2=0 g 4¢-—36x+81=0 hh 3x*-23x+21=0
i 5x*+16x+9=0 j 10x°-x-1=0
2 For each quadratic function
4 For each quadratic function, complete the
i Factorise the equation,
; square and thus determine the coordinates of
Hi ee yON ale wer to"patt to sketcha the minimum or maximum point of the curve.
h of the function.
Bee ate ae : a f(x)=x2-14x+49 b f(x)=22+2x-5
ia i aclaibing3 a c f(x)=-e-6x-5 d f(x)=-+4x+3
=—x2— a 7x12 f f(x) =-2x°?-28x-35
a ee e f(x)=9x°-6x-5
@ f(x)=2x7-x-1 f f(x) =-3x+11x+20
5 Complete the square to work out the exact
3 Solve these quadratic equations using the solutions to these quadratic equations.
formula. Write your answers both exactly a0 Ae Seea at

@ MyMaths Q 2014-2017, 2025, 2026, 2257 aaNRtonig

 Cc) x=] 14%-+33=0 d x?+8x+10=0 7 By evaluating the discriminant, identify the
f x«°+10x+24=0 number of real roots of these equations.
e x*-6x+9=0
9g x2 +22x+118=0 h x2—-16x+54=0 a 2x90 Db 133 ot 0
C x+5x+5=0 d —-3+2x%—-x=0
[4x7 —12%4+2=0 j 9x2+12x-2=0
9x2—30x-—32=0 e 4x°4+12x+9=0 f -35+2x-x=0
kel 1x3 =0 |

6 Solve these quadratic equations using your g 9x —667 F121 =0

calculator. h -—100-—100 x-100x*=0
a 2x*-6x=0 b x+x4+2x-15=0
© x —5x—-—6=0 d 8+2x=77=0
e@e 2x*-x-15=0 f 6+4+8x-8x?=0

Reasoning and problem-solving

To solve a problem involving a quadratic curve

(4) Factorise the equation or complete the square and solve as necessary.

(2) Sketch the curve using appropriate axes and scale.

Strategy
(3) Mark any relevant points in the context of the question.

The motion of a body, which has an initial velocity uv and acceleration a, is given by the
a : : ,
formula s =ut ae where s is the displacement after a time t
a By completing the square and showing all intermediate steps, sketch the graph of s against t
when u=8 anda=-—4
Example
6 b What is happening to the body at the turning point of the graph?

ot— 2
=-2(t —-4t) Factorise and
=—2[(t-—2)*-4]=-2(t-2)*+8 complete the
square.
So there is a turning point at (2, 8)
Where the curve crosses the x-axis,

2ua—bt)=O
bg e Sketch the curve
and mark on it any
Therefore the curve cuts the x-axis relevant points.
at (O, O) and (4, O)

b The body is reversing direction. At this

point it has zero velocity.

Algebra 1 Quadratic functions

Exercise 1.4B Reasoning and problem-solving
A designer is lining the base and sides of a a Complete the square.
rectangular drawer, dimensions 2xcm by
b Sketch the graph of h=50 + 25t-5f
3xcm by 5 cm high, with paper.
Cc Use your graph to estimate
The total area of paper is 4070 cm?.
i The maximum height of the stone
a Write and solve an equation to find x above the sea and the time at which
b Hence work out the volume of the it reaches this height,
drawer in litres. ii ‘The time when the stone passes the
Sam and his mother Jane were both born on top of the cliff on the way down,
January Ist. iii The time when the stone hits the sea.

In 2002, Sam was x years old and Jane was 6 A firm making glasses makes a profit of
2x° + 11x years old. In 2007, Jane was five y thousand pounds from x thousand glasses
times as old as Sam. according to the equation y=— x* + 5x-2

a Form and solve a quadratic equation in x a_ Sketch the curve.

b Hence work out Jane’s age when Sam b Use your graph to estimate
was born. i The value of x to give maximum profit,

A photo is to be pasted onto a square of white ii ‘The value of xnot to make a loss,
3 iii The range of values of x which gives a
card with side length xcm. The photo is ye
profit of more than £3250
long and its width is 20cm less than the width
of the card. The area of the remaining card 7 The mean braking distance, d yards, for a car
surrounding the photo is 990 cm’. is given by the formula d= = a a where v is
Work out the dimensions of the card
the speed ofthe car in miles per hour.
and photo.
a_ Sketch this graph for 0 <v < 80
A piece of wire is bent into a rectangular
shape with area 85 in’. b Use your sketch to estimate the safe
braking distance for a car driving at
The total perimeter is 60 inches and the
i 15mph fi 45mph iii 75mph
rectangle is x° in long.
c A driver just stops in time in a distance
a Forman expression for the area of the
of 50 yards.
rectangle.
How fast was the car travelling when the
b By substituting z for x’, form a quadratic brakes were applied?
equation in z
c Hence work out all possible values of x
Challenge
A man stands on the edge ofa cliff and
throws a stone out over the sea. The height, 8 Useasuitable substitution to solve

hm, above the sea that the stone reaches 2(k® -11k%) = 160 for k. Give your
after t seconds is given by the formula answers in exact form.

h=50
+ 25t—5t?

FERRARO PATA

@ MyMaths OP 2014-2017, 2025, 2026, 2257 ) ‘SEARCH»

 Lines an circles

Fluency and skills

The equation of a straight line can be written in the form y= mx + c
where is the gradient and c is the y-intercept.

A straight line can also be written in the form |Keypoint|

y-y,= ie)

where (x,, y,) is a point on the line and mis the gradient.

You can rearrange the general equation of a straight line to get a formula for the gradient.

The gradient of a straight line through two points |Keypoint |

Vasa
(x, y,) and (x,, y,) is m=
2

You can use Pythagoras’ theorem to find the distance between two points.

The distance between two points (x,, y,) and (x,, y,) is |Keypoint |
given by the formula Nite x,)°+(y,- yo)”

The coordinates of the midpoint of the line joining \Keypoint

(x,, y,) and (x,, y,) are given by the formula
[aS ey)
,
2 2

Algebra 1 Lines and circles

You can use the gradients of two lines to decide if they are parallel or perpendicular.

Two lines are described by the equations |Keypoint |

y,=™m,x+c, andy,=m,x+c,
If m, = m,, the two lines are parallel.

If m, x m, = —1, the two lines are perpendicular.

A straight line segment joins the points (—2,—3) and (4, 9)

a Work out the midpoint of the line segment.
b Work out the equation of the perpendicular bisector of the line segment.
Give your answer in the form ay + bx + c=0 where a, b and care integers.

=P 42 559
a = (1,3) z
ith) Use gradient = Leas
jae ae 2d
b Gradient of line segment = Za
4—--2
Use m, x m, =—1
Gradient of perpendicular bisector = ae nee
ace ino
1
y ee
2y-GO=-x+1
Multiply through by 2
2y+x-7=0 and rearrange to the
| required form.

On a graph, the equation of any circle with centre (a, b) and radius r y
has the same general form.
The diagram shows a circle, centre (1, 4) and radius 5, with a general
point (x, y) shown on the circumference.
The vertical distance of the point (x, y) from the centre is y— 4 and
the horizontal distance of the point (x, y) from the centre is x — 1
Using Pythagoras’ theorem for the right-angled triangle shown,
you get (x— 1)?+ (y—4)?=5’
Notice that this equation is in the form (x— a)’ + (y— b)’=r?
4
This is the equation for any circle.

The equation ofa circle, centre (a, b) and radius 1, is |Keypoint,

(x-a)+(y-by=r
This can also be written in the form
V?+y —2ax-—2by+c=0
where c=a@?+b*-r°

For a circle centred at the origin, a=0 and b=0, so

the equation of the circle is simply
e+y=Pr

@ MyMaths Q 2001-2004,
2020, 2021 SaNend
 Work out the equation of the circle with centre (—4, 9), radius V8
Write your answer without brackets.

(ea yo) Use (x— a) + (y— bP=1

x*+8x+16+y*-18y+81-8=0
x*+y*%+86x— 16y+69=0

Work out the centre and radius of the circle 4x° — 4x + 4y° + 3y -6=0

Ax? -—Ax+4y*+ 3y-6=0 Divide by 4

pee) 2)
x°—xty°+—y-—=0
* 2 Complete the square terms
2 2
1 a aeoe
[x-3] -f4(y+2) ge
ee using both y terms.
bo x and y
& 64 2
[ a)+ =)= Zi Use (x- a? + (y— DP= FP?
x-— =
2 & 64
elie es e a4 You can check by
Hence the circle has centre| —,-— |and radius —
B a) drawing the circle on a
graphics calculator.

When you're working with equations of circles, it’s useful to

remember some facts about the lines and angles in a circle. You
should have come across these before in your studies.

e Ifa triangle passes through the centre of the Com

circle, and all three corners touch the circumference
of the circle, then the triangle is right-angled.
¢ ‘The perpendicular line from the centre of the circle to a
chord bisects the chord (Point A in the diagram).
¢ Any tangent to a circle is perpendicular to the radius at the
point of contact (B).

SS
Algebra 1 Lines and circles
 Exercise 1.5A Fluency and skills
1 a Write down the equation of the straight 10 Write down the equations of each of these
E : : A circles.
line with gradient an that passes
through the point (—4, 7). Give your Expand your answers into the form
answer in the form ax + by+c=0, ax’+bx+cy+dy+e=0
where a, b and c are integers.
a Centre (1,8); radius 5
b Does the point (13,3) lie on the line
b Centre (6, —7); radius 3
described in part a?
C Centre (JsAD )radius J11
Find the gradient and y-intercept of the
line 4x - 3y=8 11 Work out the centre and radius of each
of these circles.
a Show that the lines 2x — 3y= 4 and
6x + 4y=7 are perpendicular. a x’?+18x+y’?-14y+30=0

b Show that the lines 2x — 3y =4 and b x?+12x+y?+10y—25=0

8x — 12y=7 are parallel. ON 24 ary fey Ty 1 =0
Write down the gradient and y-intercept of
12 Prove that the points A (—10,—12), B(6, 18)
e eee
Getic Xe Vat a) and C(—2,-—14) lie on a semicircle.
3 4> 8
Calculate the gradient of the straight-line 13 Write the equation of the tangent to the
segment joining the points (—5, —6) and circle with centre (4, -3) at the point
(4, =1) P(-2,-1)
Hence write down the equation of the line. 14 (—3,9) is the midpoint of a chord within a
Write, in both the form y= mx+cand the
circle with centre (7,—1) and radius 18
form ax + by +c=0, the equation ofthe line a Calculate the equation of the circle.
with gradient —3 passing through (—8, —1)
b Calculate the length of the chord.
Work out the midpoint and length of the line
c Complete the square to find the exact
segment joining each of these pairs of points.
coordinates of the ends of the chord.
a (2,2) and (6, 10)
15 Write down the equations of each of the
b (-3,-4) and (2, -3) circles with diameters from

c (0,0) and (V5, 2V3) a_ (0,0) to (0,20)

Which of these lines are parallel or b (2,6) to (6,2)

perpendicular to each other?
c (4,—2) to (-3, 16)
2x+3y=4
10x —8y=5
4x —5y=6
10x+ 8y=5
y=4x+8
oy—12x=7
d (-4,-5) to(-V2,V5)
6x+ 9y= 12

a_ Write down the equation of the straight

line through the point (5, —4) which is
parallel to the line 2x + 3y-—6=0

b Write down the equation of the straight

line through the point (—2, —-3) which is
perpendicular to the line 3x + 6y+5=0

@ MyMaths Q 2001-2004, 2020, 2021 | "SEARCH

. ©
 Reasoning and problem-solving

To solve a problem involving a straight line or a circle

(4) Choose the appropriate formulae.

(2) Apply any relevant rules and theorems. Draw a sketch if it helps.

(3) Show your working and give your answer in the correct form.

a A diagonal of arhombus has equation 2x — 3y + 8=0 and midpoint (-3,7)

Work out the equation of the other diagonal.

b One vertex of the rhombus on the original diagonal is (14, 12)

Work out the coordinates of the opposite vertex.

Example
4
Write the equation of
2 ‘s) the diagonal in the
a y= Kt a
y Eee form y= mx+c
a
Gradient of this diagonal is 5

.. gradient of the other diagonal is -— Diagonals of a rhombus

2 are perpendicular so
Hence the equation of other diagonal is m,xm,=—1
2
Veal oa (x+ 3), S0

ZY OK= 5D =0

b The vertex of the diagonal is (14, 12) and the midpoint is (—3, 7)
Kae (Arey TZ
50\(—9;7) (ee) Use midpoint =
60x, =—2O0andy, =2 [Awe |

. the other vertex is (—20, 2)

A(-7,1), B(11, 13) and C(19, 1) are three points on a circle. Prove that AC is a diameter.

43— Use
: Vora}
gradient
= ———
Gradient of AB=( 2 +)=4 ‘ Xo ~%
Ch ea an
. awe 3
Gradient of BC = 19-11) 2 Use m, x m, =—1 to
prove that the lines are
;eee —1 so ABis perpendicular to BC
perpendicular.
2
Therefore ABCis90° and, since the angle in a semicircle is a
right angle, ABC is a semicircle and thus ACis a diameter. Use angle in a semicircle
theorem and answer the
question.

Algebra 1 Lines and circles

 The straight line, L, has equation 3x — 4y =—5 and intersects the circle, with centre C (4, -2) and
radius 5, at the point A (1, 2). Without finding the equation of the circle prove that Lisa
tangent to C
ai : lia a Bar \ y

Use gradient =|—-— |_

Gradient of ca-(=2)--4
Example
6 | 4) 3 Gradient ie
A = = : ae
J
|
ee
—— xX —=-180CAis perpendiculartoL e
5B 4 | aD)
Since any tangent is perpendicular to the radius at the point of PU ade r
a prove that the lines are
contact, L must be a tangent to the circle at the point A
l perpendicular.
zien |

Exercise 1.5B Reasoning and problem-solving

1 A quadrilateral has vertices P(-15,—1), 4 The equation ofa circle, centre C, is
Q(-3,4), R(12, 12) and S(0,7). Write the ?+y—4x-12y+15=0
equation of each side and identify the
; a Prove the circle does not intersect
nature of the quadrilateral.
the x-axis.
2 A giant kite is constructed using bamboo for
b Pis the point (8, 1). Find the length CP
the edges and diagonals and card for the sail.
and determine whether P lies inside or
When mapped on a diagram, the ends of the
tside the circle.
long diagonal are at P(2,—2) and R(—14,-14) ne ean aes
and the diagonals intersect at M. The short ¢ Write the set of values of k for which
diagonal QS divides RP in the ratio 3: 1 and 3y — 4x = kis a tangent to the circle.
MP=MQ=MS 5 Acircle, centre C, has equation
Calculate x+y — 20x + 10y + 25 =0 and meets the
y-axis at Q. The tangent at P(16,3) meets
The coordinates of M,
the y-axis at R. Work out the area of the
The coordinates of Q and S, triangle PQR
The equations of the diagonals,
The equations of the sides of the kite, Challenge

The area of card needed to make the kite,

6 a Show that if (a,c) and (b, d) are the
(OS The
or
Osta
aoc. total length of bamboo required for
ends of a diameter of a circle, the
the structure.
equation of the circle is
3. Onamap, three villages are situated at
points A (2,—5), B(10, 1) and C(9, -6), and (x—a)(x—b) + (y—o(y—d)=0
all lie on the circumference of a circle. The line segment with endpoints
(—3, 12) and (13, 0) is the diameter
a Find the equations of the perpendicular
of a circle. Work out the equation
bisectors of AB and AC
of the circle. Give your answer
b Hence work out the centre and equation ion brackets
of the circle and show that the triangle
formed by the villages is right-angled.

‘SEARCH|
CORE

@ MyMaths Q 2001-2004, 2020, 2021

 Simultaneous equations

Fluency and skills

The graphs of 3x — y=7 and 5x + y=9 are shown. Only one pair of he
values for (x, y) satisfies both equations. This corresponds to the point of 44
intersection of the two graphs. In this example it is x= 2 and y=—1 34

Equations solved together like this are called simultaneous equations. |

You can solve a pair of linear simultaneous |Key point =

equations se
1. Graphically. 2. By eliminating one of the variables. 24
3. By substitutin g an expression for one of the variables from one 34
equation into the other. %

Solve the simultaneous equations 2a — 5b = —34 and 3a + 4b =—5 by elimination.

Label the equations 1 and 2
2a—5bb=-354 (1) and ae | nsand? |
| Multiply equation (1) by four
8a— 20b=-136 and 15a+20b=-25 ee
and equation (2) by five.
23a=-161 e———————————— “| =
ey Add equations to eliminate
oo the Db terms.
—14-—5b=-34 e—— —— = at
e 2 ————— To find b, substitute a= —7
Be Ores OUP er a You can check your answers into equation (1)
by solving the simultaneous :
Z==/ Mie g=2)

A straight line can intersect a )

quadratic curve at either two, one
or zero points.
You should equate expressions
for the curve and the line to find
the points of intersection. You will
then obtain a quadratic equation
in the form ax? + bx+c=0
You can use the discriminant, zr ICT
A= b* — 4ac, to show if this Resource
equation has two, one or no solutions. resource on line

The diagram shows the graphs of y= x? + 4x, y=—4x—16, y=xand To investigate

y=x-3 simultaneous
y=—4x — 16 touches y= x? + 4x at the point (—4, 0) equations, click this
y= x intersects y = x° + 4x at the points (0, 0) and (—3, —3) link in the digital book.
y=x-—3 does not intersect y= x? + 4x at any point.

Algebra 1 Simultaneous equations

 Solve the simultaneous equations y = x* + 4x and y+4x + 16=0. Interpret your answers
graphically.

Ns ia ANG) $$ mae yinesubect |

ee
Substitute y=—4x — 16 into
x*+8x4+16=0 => (x+4)(x+4)=O => sox=-4 the quadratic.

When x=— 4, y=-4 x -4-—-16=0

Solve the resulting quadratic
The solution is x=—4, y=O equation.

., the straight line y+ 4x+ 16 =O touches the curve y= x2 + 4x

at a single point (—4, O), and is therefore a tangent to the curve. Derive the nature of the roots
of the quadratic equation.

Exercise 1.6A Fluency and skills

Solve the simultaneous equations from 1 to 12 Solve the two equations simultaneously and
You must show your working. show that the points of intersection are (2, 10)
1 x+y=7 2) 2a op = and (—10,—2)
267 V=11 a+2b=5 The circle with equation x* + y’ = 25 crosses
Ac+2d=2 4 2e-f=13 the line y=7 — x at two points. Solve these
5e+2d=7 e+f=5 simultaneous equations and find the points
7x+4y=12 6 -3m-4n=-15 of intersection. Show your working.
—5x—-4y=12 —3m—n=0 a Write down the equation of the straight
5¢+2d=9 8 2e=13-3f line with gradient -5that passes through
3c=d-10 6f=e-4 the point (1, 1)
x+y=3 10- g+h=1 b Write down the equation of the circle
K+y=3 Sed te) with radius 3 and centre (2, 2)
11 3g+2h=13 12° 10m=7n+17 c The line in part a crosses the circle in part
h+ 2g? = 20 m=n b at two points. Solve these simultaneous
13 Find the point(s) of intersection of the graphs equations and find the coordinates of
y* =5x and y=x and show your working. these two points. Show your working.
14 Find the point(s) of intersection of the a Write down the equation of the straight
graphs y*=6x+7 and y=x+2 and show line that passes through the points (3, 5)
your working. and (-1,-3)
15 Solve the simultaneous equations x + y* = 2 b Write down the equation of the circle
and 2 = 3x + y, showing your working. Find fant We
with centre (1,0) and radius =
down the points of intersection.
c ‘the line in part a crosses the circle in part
16 Solve the simultaneous equations b at two points. Solve these simultaneous
y?=-1—5x and y= 2x + 1. Find the points of
equations and find the coordinates of
intersection, showing your working. these two points. Show your working.
17 A curve has equation xy = 20
A straight line has equation y = 8 + x

@ MyMaths Q 2005, 2018 SEARCH

 Reasoning and problem-solving

To solve a problem involving simultaneous equations

(4) Use the information in the question to create the equations.

(2) Use either elimination or substitution to solve your equations.

Strategy
(3) Check your solution and interpret it in the context of the question.

A rectangle has sides of length (x + y)m and 2ym. The rectangle has a perimeter of 64m and an
area of 240 m2. Calculate the possible values of x and y. Show your working.

The perimeter is 2[x+ y+ 2y] =2x+ Oy

and the area is 2y (x+y) =2xy+ 2y*
+, xt 6y=64and2xy+ 2y?=240
K+ DY=O2 Onn oe
= Oy (1)
2xy+ 2y*
= 240 or xy+
y* =120 (2) Substitute x = 32 — 3y
(32 —-3y\y+ y*=120 from equation (1) into
equation (2)
S2y 2 =20
2y2 Oey 4 120=0
y?—-16y+60=0
Gy10) -0 Substitute the values
V=6
or 10 for y into equation (1)
to obtain values for x
K=572—0%,6=
14 er 52 —5 x 10=2
Checking 14 x 6+62=844+36=120 V¥
Ore x 10+ 10°=20 4100=120% Check your solution
.. the two possible values of x and y are in equation (2) and
x= 14, y=Oorx=2,
y=10 interpret it in context.

Exercise 1.6B Reasoning and problem-solving

1 Inarecent local election, the winning 3 The straight line y= mx + c passes through
candidate had an overall majority of the points (3,—10) and (—2, 5)
257 votes over her only opponent. There Find the values of m and c
were 1619 votes cast altogether.
This triangle is equilateral. 8m 4n
Form a pair of simultaneous linear equations. Find the values of m
How many votes did each candidate poll? andn 2m+5n-—6

2 A fisherman is buying bait. He can either This triangle is isosceles.

buy 6 maggots and 4 worms for £1.14 or It has a perimeter of (p+ il) em ae ten
4 maggots and 7 worms for £1.28 150cm.
How much do maggots and worms cost Find the values of p and q Spree
individually? Show your working.

© Algebra 1 Simultaneous equations

 The ages of Florence and Zebedee are in the A straight, underground water pipe
ratio 2:3 runs through the park and its position is
In 4 years’ time, their ages will be in the ratio represented by the line y + 2x =—-60
3:4 The town council wants to install a drinking
Use simultaneous equations to calculate fountain in the park. The fountain must be
how old they are now. Show your working. directly above the underground pipe, it must
a Try to solve the simultaneous linear lie on the outer edge of the lawn, and it must

equations y— 2x =3 and 4x=2y—6 be as close to the east side of the park as

possible.
How many solutions are there? Explain
your answer. Determine the coordinates of the only
possible location for the new drinking
b Try to solve the simultaneous linear
fountain.
equations y— 2x=3 and 4x=2y-8
How many solutions are there? Explain
your answer. Challenge
The equations of three straight lines and a
parabola are y+ 2x+4=0,y+ 1llx-—27=0,
15 One diagonal of a rhombus has equation
x—-—y+3=0and y=2x?—-19x+35. One ofthe 2y — x= 20. The two corners that form
the other diagonal in the rhombus
lines intersects the curve at two points, one
touch the edges ofa circle with equation
‘misses’ the curve and one is a tangent to the
x+y’ —8x-—24y+ 144=0
curve. Investigate the nature of the relationship
between each of these lines and the curve, a Find the radius of the circle.
and calculate any real points of intersection.
b Find the equation of the other
Prove that the line y= 2x — 9 does not diagonal of the rhombus.
intersect the parabola y= x?-x-6
Two particles, A and B, move along a
10 The sums of the first n terms of two sequences straight line. At a time, ¢, the position
of numbers are given by formulae S, =2n+ 14
of A from a fixed point, O, on the line is
and 2S, = n(n + 1). For which values ofndoes
given by the formula x = 2 + 8t— ft? and
S, =S,? Explain your results carefully. that of B by x= 65 — 8f points
11 A farmer has 600m of fencing. He wants to use a Howfar from Ois each particle
it to make a rectangular pen of area 16 875 m* initially?
Calculate the possible dimensions of this pen. Explain how you know that B is
12 The equation x* + y* = 25 represents a initially moving towards O
circle of radius 5 units. Prove that the line Explain why A moves away from O
3x + 4y = 25 is a tangent to this circle and and then moves back towards O
find the coordinates of the point where the
What is the maximum distance of A
tangent touches the circle.
from O?
13 An ellipse has the equation 4y* + 9x° = 36
Calculate the first time when both
Show that the line y= 2x + 1 intersects this particles are at the same distance
-8+12V6 9+24J/6 from O
ellipse at the points |
De 78 | In which directions are A and B
14 A park contains a circular lawn with a radius moving at the time you calculated
of 50m. If the park is mapped on a set of axes in part e?
with the y-axis due north, this is centred on
the point (—40, -80)
@ MyMaths
 nw

CRESTMIUTE,
ian

Inequalities

Fluency and skills

(less than or equal to)
You can express inequalities using the symbols < (less than), > (greater than), <
foralist
of math-
and > (greater than or equal to).
ematical
notation.
You can represent inequalities on a number line.

For example
x <8

=< T i T = T oa : <
—12 —8 —4 0 4 8 12

8 <y<l

~ r aman T T T T as
-12 —8 4 0 4 8 12

2<z<8

~ 1 —-- ——— T T tr T 5
—12 —8 4 0 4 8 12

w<—-4orw>ll

Fa ies T = T T >i T me
= 12 —8 4 0 4 8 12

On a number line, you use a dot, @, when representing < or =, and you use an empty circle, O,
when representing < or >
You can also use set notation to represent inequalities.
For example, the last inequality could be represented in any of the following ways.
e we{w:w<—-4orw> 11}
w is an element of the set ofvalues that are less than or equal to —4 or greater than 11
e we{wiw<-4}U{w:w>1]}
w is an element of the union of two sets. This means w is in one set or the other.
© we (-, —-4| U(11, 0)
w is in the union of two intervals. Square brackets indicate the end value is included in the
interval, round brackets indicate that the end value is not included in the interval.

To solve linear inequalities you follow the same rules for solving
linear equations, but with one exception.

When you multiply or divide an inequality by a \Keypoint

negative number, you reverse the inequality sign.

Algebra 1 Inequalities
Solve the inequality 4(3z + 12) < 5(4z-8)

4(3z+ 12) <5(4z-8) Expand the brackets.

12z+48 <20z-40
Subtract 20z and 48
12z—20z <-40-48
from each side.

Divide by —8
Remember to reverse
the inequality sign.

Shade each of these regions on a graph.

any 22-5
b y+3x<8;y-2x<4;y>1

a y—-2x=6 Sketch the line y— 2x=6

Use a dashed line to

represent < or >

Test a point on one side of

the line y— 2x=6 and shade
the region that is needed.

Test points and shade the

correct region.

Use a solid line to represent

<or>

You can check your sketches

using a graphics calculator.
Use the graphing function
and select the appropriate
inequality symbol.

@ My mats ot
 an inequality sign instead
A quadratic inequality looks similar to a quadratic equation except it has
of the ‘=’ sign.
You can solve quadratic inequalities by starting the same way you would to solve See
values.
equations. The answer, however, will be a range of values rather than up to two specific

Solve the equation x? + 4x — 5 =0 and sketch the graph y=x°+4x—5

Use your sketch to solve the inequality x* + 4x—5 2 0

(x—1)(x+5)=0 |
60 X= 1.0r=9 Look at the range of
values for x for which
(x—1)(x+ 5) > 0

These are the values

for which the curve
y=(x—1)(x+ 5) is on
or above the x-axis.

The shaded regions

on the graph show
the solution to the
inequality.

In this case, x could lie

in the first region or the
second. It cannot lie

The solution is x> 1 orx<—5 in both so the answer

must use the word ‘or’.

You could also have solved the question in Example 3 using the factorised form, by considering signs.

The product of the two brackets is positive if they are both positive or both negative.

f= 12 Oand «+52 0only i x2 1

x-1<0andx+5<0Oonlyifx<-5

The solution is x>1 or x<—5

You can represent combinations of inequalities using set notation.

Use the union symbol (VU) to represent ‘or! For example, |Key point |
0<x<3or—1 be written<x<
{x:0<x<3}U
2ca {x:-l<x
n<2}
=X sel x9)
Use the intersection symbol (4) to represent ‘and’ For example,
0<x<3and—
be 1<x
written {x:0<x
<2c <3}A{x
an :-1<x<2}
Sik}

Algebra 1 Inequalities
 Exercise 1.7A Fluency and skills |
1 Show the following inequalities on anumber 5 Sketch graphs to solve each of these
line. inequalities.
an 7 andy =12 a 2x?-3x-2>x+4

b s>14 b 3x*+19x—14<2x—8

Coo C -3+13x-4x?<5x-15

d v<5andv>14 dex 16n- Se 8 — 2x

Draw graphs to show these inequalities. Complete the square or use the quadratic
You can check your sketches using a graphics formula to solve these inequalities to 2 dp.
calculator.
Sketch graphs to help you with these
eet questions.

Dry 25 a x°?+2x-7>0

Cao b x?+7x+8<0

d 2y-3x<5 G x?—-12x+18<0

@€ 3y+4x<8 Q. x? -3x-2120
f 2y>10-4x 3x? -5x-7>0
Gea 4: Va ee LS 07S 5 f 4x°+17x-4<0

h y22; x+y<7; y-2x-4<0 g 5x’-17x+12<0 |

Find the values of x for which h 6x?-16x-—720

a 2x-9>-6 For each of the pairs of inequalities below

b 15-—2x>8x+34 i Solve the inequalities simultaneously,

c 2(4x-1)+6<15-3x ii Record the points of intersection,

d 3(x—3)+6(5—4x)
<54 iii Shade the appropriate areas
graphically.
A(2x+ 1) — 7(3x+ 2) > 5(4 — 2x) — 6(3 - x)

a(3x }+2(8 —3x)< ofx43|-af iv

5—

2 | a.

D
¥< 204-33
> x7

x+ys4, y>x7—5x74
For each part a to d, sketch a suitable
y-4x<s 17; ys4x*°-4x—-15;x<4
quadratic graph and use your sketch to solve
the given inequality. d y-—2x-20<0;y+4x-6<0;
Vie Xo OX = 2h
a x +x-—6>0
Dex Pliv+28<0
c x?-11x+24<0

d x?-2x-2420

@ MyMaths Q 2008, 2009, 2256

 Reasoning and problem-solving

To solve a problem involving inequalities

Use the information in the question to write the inequalities.

(2) Solve the inequalites and, if requested, show them on a suitable diagram.
Strategy
(3) Write a clear conclusion that answers the question.

A man travels a journey of 200 miles in his car. He is travelling in an area with a speed limit of
70 mph.

Write down and solve an inequality in ¢ (hours) to represent the time his journey takes.

' istance
Example
4 Use speed limit = cae
time
Lt

_ (2)
$22.05 7...

OOS Tia *OO=

5 1.4255,

The journey will take at least 2 hours 51 minutes. Write a clear conclusion.

An illustration in a book is a rectangle (x — 7) cm wide and (x + 1)cm long.

It must have an area less than 65 cm?

Work out the range of possible values of x. Justify your answer.

x°-6x-72<0O
(x-12)(x+6) <O ED

However, since any side of a rectangle must be positive, it follows

thatx= 7 > 0.60 "> 7 Xis both greater than 7
and smaller than 12 so
So the solution is 7<x<12 you combine the two
inequalities.

© Algebra1 Inequalities
 Exercise 1.7B Reasoning and problem-solving
1 a Children in a nursery range from six Write down inequalities for the number of
months old to 4 years and six months old people, n, who come to the party and have
inclusive. enough to eat.
Represent this information on a number Solve them and find all possible solutions.
line. A bag contains green and red discs. There
b ‘The range of temperatures outside the are rred discs and three more green than
Met Office over a 24 hour period ranged red. The total number of discs is not more
from —4°C to 16°C. than twenty. Write appropriate inequalities
and find all solutions.
Represent this information on a number
line. A girl is five years older than her brother. The
product of their ages is greater than 50. What
2 Onayouth athletics club trip there must ages could the sister be?
be at least one trainer for every six athletes
The length of a rectangle, (5b—1)cm, is greater
and the trip is not viable unless at least
than its width, (2b + 9)cm. The area is less than
eight athletes travel. Due to illness there are
456 cm’. Find the possible values of b
fewer than six trainers available to travel.
Represent this information as a shaded area The sum, S, of the first 1 positive integers
on a graph. is given by the formula 2S = n(n + 1). What
are the possible values of n for values of S
In an exam, students take a written paper
between 21 and 820?
(marked out of 100) and a practical paper
(marked out of 25). 10 The ages of two children sum to 10 and the
product of their ages is greater than 16. Find
The total mark, T, awarded is gained by all possible values of the children’s ages.
adding together twice the written mark and
three times the practical mark. To pass the
Challenge
exam, T must be at least 200. A student scores
w marks in the written paper and p in the 11 A firm makes crystal decanters.
practical.
The profit, £P, earned on x thousand
a Write an inequality in w and p decanters is given by the formula
b Solve this inequality for P=-—20x? + 1200x — 2500

a_ Solve the equation

i w=74
—20x* + 1200x — 2500 = 0 giving your
ii p=9 answer to two decimal places.
c Canastudent pass if she misses the Sketch the graph of
practical exam? y =—20x’ + 1200x — 2500

The length of a rectangle, (5m +7) cm, is Use your graph to estimate
greater than its width, (2m + 16)cm The values of x where the firm

What values can m take? makes a loss,

The range of values of x for which

For a student's 18th birthday party, 110 family
the profit is at least £10 000.
and friends have been invited and at most
Check this algebraically.
10% will not be able to come. Food has been
prepared for 105 people.
PLEDGES DART RNIN

@® MyMaths SEARCH
 Summary and review

be true.
e Touse direct proof, assume P is true and then use P to show that Q must
each case.
¢ Touse proof by exhaustion, show that the cases are exhaustive and then prove
¢ Touse proof by counter example, give an example that disproves the statement .
© xex KPa xeth, ee xP axe? (xP =x

Loe ae or (f/x)?
x" ={{(x?)
oe lak = x =x,
x
e Youcan write any rational number exactly in the form a where p and q are integers.

JA x JB =
as,
AB;
vA
ee
{A
JB VB
e

vA
k
e Yourationalise a fraction in the form A by multiplying top and bottom by Ja
a
¢ Yourationalise a fraction in the form —“ by multiplying top and bottom by a Jb
Gee
k
e Yourationalise a fraction in the form —=——>= by multiplying top and bottom by Ja Vb
Ja + Jb
¢ Any function of xin the form ax’ + bx + c where a 0 is called a quadratic function and
ax’ + bx + c= 0 is called a quadratic equation.
e Youcan solve a quadratic equation ax* + bx + c=0 using a calculator, by factorisation, by
—b+/b* —4ac
completing the square, by using the quadratic formula x = —————— , and graphically.
¢ Ifthe discriminant A = b* — 4ac > 0, the quadratic has two different roots. If A=b* —4ac =0, the
quadratic has one repeated root. If A= b° — 4ac < 0, the quadratic has no real roots.
e You can use gradients of two straight lines to decide if they are parallel, perpendicular, or neither.
e The equation ofa circle, centre (a, b) and radius 1, is (x—a)*+(y-b)=r?
¢ Ifyou multiply or divide an inequality by a negative number you reverse the inequality sign.

Check and review

You should now be able to... Try Questions

</ Understand and solve simultaneous equations involving only linear or a mix of linear
and non-linear equations.

A Solve linear and quadratic inequalities algebraically and graphically.

© Algebra 1 Summary and review

1 Prove that the product of two odd numbers 10 a Write the equations of the circles. The
must be odd. centre and radius are given for each.
2 Prove that there is at least one prime i (3,6);8 ii (-3,9);4 iii (-2,-7); 11
number between the numbers 40 and 48
b Write the equation of the tangent, at
: 1
3 Is it true that for every number n, — <n? point P(—9, 19), to the circle with centre
Give a reason for your answer. (—4, 7) and radius 13

4 Simplify ¢ Acircle with midpoint C(5,6) and radius

10 has M(8, 5) as the centre of a chord.
a (-s*)? b 64c™ eae d (k’)4
Work out the coordinates of the ends of
5 a _ Express /275 in its simplest form. the chord.

b Rationalise the denominator of

3-Ja 11 Solve these equations simultaneously.
Ja+l
6 What is the length of the hypotenuse of a a 2x—5y=11) 40+ 3y=9
right-angled triangle with sides containing b 2x-—3y=5;x-y+5=0
the right angle of length 3V3 and 3V5 cm?
12 The line y= 3x + 4 intersects the curve
7 a Solve the equation 2c? + 9c-—5=0 xy = 84 at two points. Work out their
by factorisation. coordinates.

b Solve, to 2 dp, the equation 13 a Writing your answers in set notation,

5x? + 9x—-28=0 solve these inequalities.

8 Sketch the quadratic curve y= x*-4x-1 (asx

9 a _ Write down the equations ofthese lines.

li 2(x—7)+5(6—3x) <10
b Solve these inequalities, giving your
i Gradient —6 passing through (6, —7)
answers to 2dp.
ii Gradient 5passing through (-3, 4) i x-14x+16<0
b Asquare joins the points (—2, 1), (2,4), li 5x°-13x-1120
(5,0) and (1,—3). Write the equations of
14 Shade the regions represented by these
its diagonals. Hence prove that they are
inequalities.
perpendicular.
a2 2 07 y Oy 0
b x+y<8 y>(x-2)?-4

What next?

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 Exploration
Going beyond the exams

Dierre de Fermat wag a lawyer in (7th century France who studied

mathematicg ag a hobby. He often wrote comments in the margins
of the mathe bookg that he read and, on one occagion, wrote about
a problem get over a thousand years ago by Creek mathematician
Diophantus.
The problem wag to find golutiong to the equation x" + y” = 2’
where x, y, Zand nare all positive integers. Fermat wrote that he
had digcovered ‘the most remarkable proof’ that the equation hag no
golutiong if n> 3, but that the margin was too gmall to contain it.

Find the flaw in the following ‘proof’.

ee
x*= | Square both sides
x*-|=O Subtract |from both sides
(x+(x-N=O — Factorige
xt+1=O Divide both sideg by (x-|)
2=O Substitute x=|

Who eventually proved the result known as

Fermat’s last Theorem?
How long did it take them to complete the
f?
Investigation | ~
How does Fermat’s last theorem relate to
Pythagoras’ Theorem?
How can you use these diagrams to prove
Dythagorae’ Theorem?

“We cannot solve our problems

with the same level of thinking
that created them.”
- Eingtein
What are Pythagorean triples? How many are
there?

a
TT TT TE EECA TSS ST TIS nT
In questions that tell you to show your working, you shouldn't depend solely on a calculator. For
these questions, solutions based entirely on graphical or numerical methods are not acceptable.
1 a Simplify these expressions.
; . Sa m ae

i 2” Qn Nien Hig ux”) [5 marks]

; SOE eee :
b Given es 2", write down an expression for n in terms of p and q [3]
a Simplify these surds. You must show your working.
= ii (3+2\/2 )(5—4V2)
i a [8]
b Arectangle ABCD has an area of 8cm? and length (3-V5 Jem.

Work out its width, giving your answer as a surd in simplified form. Show your working. [3]
What is the equation of the straight line that is perpendicular to
3x + 2y=5 and that passes through the point (4, 5)? [5]
a_ Express x*+ 6x+ 13 in the form (x+a)’?+b [2]
b Hence sketch the curve y = x* + 6x + 13 and label the vertex, and the point where the
curve cuts the y-axis. [3]
Solve these simultaneous equations. You must show your working.
2x+y=3 3x° +2xy+7=0 [8]
Zio
Prove that the equation x =1+ has no real solutions. [4]
a_ Solve these inequalities. You must show your working.

b3x—5 oll—=x il x?—6x+5<50 [5]

b Showona graph the set of values of x that satisfy both
3x-5<11l-—xandx*-—6x+5<0 R [2]
PQR is a right-angled triangle. Write an exact
expression for x, show your working. eae

The equation ofa circle is x* + y?— 10x + 2y—23=0 (3 + 2V2) em

a Showing your working clearly, work out

i Its centre, ii Its radius. a xem O

b The line y=x+2 meets the circle at the points P and Q

Work out, in exact form, the coordinates of P and Q. Show your working.

10 The quadratic equation (k + 1)x*— 4kx + 9 =0 has distinct real roots.

What range of values can k take?
11 Prove that
at+b
> Jab for all positive numbers a and b [4]
12 a_ Factorise the expression 2u*— 17u +8 [2]
b Hence solve the equation 2”*! — 17 x 2*+ 8 =0. Show your working. [3]
13 The straight line y= mx + 2 meets the circle x* + y* + 4x—6y + 10=0
a Prove that the x-values of the points of intersection satisfy the equation
(m?+1)x? + 2(2—-m)x+2=0 [4]
b The straight line y= mx + 2 is a tangent to the circle x* + y*+4x—6y+ 10=0
What are the possible values of m? Give your answers in exact form. [5]
14 a Given 9?=3", write down the value of n [1]
b Solve these simultaneous equations. Show your working.

se Se APY = 8. [4]
15 Decide which of these statements are true and which are false.
For those that are true, prove that they are true.
For those that are false, give a counter-example to show that they are false.
a lIfa>bthena’>b? [2]
b n’+nis an even number for all positive integers n [3]
c Ifaand bare real numbers then b* > 4a(b— a) [3]
d 2”—1is prime for all positive integers n [2]
16 The diagram shows the parabola y = 2x*— 8x + 9 and the straight line y=4x—5

Showing your working clearly, work out the coordinates of the following points.

a_ A, the y-intercept of the parabola.

[1]
b _B, the vertex of the parabola.
[2]
c Cand D, the points of intersection of the line and parabola.
[4]
17 Prove that the circle x? + y? + 6x— 4y—2=0
lies completely inside the circle x? + y?— 2x — 10y—55 =0
[9]

Algebra 1 Assessment
 Polynomials and the
binomial theorem
Natural disasters, like earthquakes, can strike at any
time and cause major crises if they're not prepared
for. We can’t say exactly when they'll hit, but their
behaviour can be predicted with mathematical
models that use the binomial theorem. These
models allow us to process huge amounts of
data, which would otherwise be meaningless or
impossible to use, in a limited amount of time.

The theorem can be applied to probability

calculations because it simplifies the maths
involved in expansions with many terms, and many
possible outcomes. Because of this it’s also used in
a number of other fields that rely heavily on chance
and probability: things like weather forecasting,
modelling and predicting the behaviour of the
economy, and planning large-scale projects with
multiple possible outcomes at each stage.
em < - vee sese

KS4 To manipulate, Ch4 Differentiation and

© To simplify and simplify and factorise integration
manipulate algebraic polynomials. Using calculus for curve
expressions, including e To understand and use sketching.
collecting like terms the binomial theorem.
and use of brackets. Ch10 Probability and
e To divide polynomials by
discrete random variables
algebraic expressions.
The binomial probability
e To understand and use distribution.
the factor theorem.
e To analyse a function Ch13 Sequences
and sketch its graph. Binomial expansions.
Position-to-term and
term-to-term rules.

Practise before
 Bridging Unit

Topic A: Expanding brackets

You know how to find the product of two binomials by multiplying every combination
of terms together and simplifying. Take extra care when squaring a binomial, and
(ax + b)(cx + d)

remember that (x+a)’ =(x+a)(x+a)= x°+2ax+a’ NOT x*+a@

Expand and simplify (3x-5)°

Always write in this form
(3x-5)° =(3x—5)(Sx—5) until you are confident.
= 9x*° —-15x-15x+25

Expand and simplify a (x-7)° b (5x+1)

To find the product of three binomials, first expand any pair, then multiply by the third.

Expand and simplify («+3)(x-2)(x+1)

Expand the first two pairs.

OSCUE Eee a: implify —2

Simplify —2x + 3x to x

(x° +x—6)(x+ 1 =x? +x* +x*° +x-Gx-6 3 terms x 2 terms = 6 terms

eo! ame -.
PM A a 2 OPM Add the x2-terms and simplify x — 6x to -5x

Expand and simplify a (x-3)(x-1)(x+1) b (x+2)°(x-4)

Bridging Exercise Topic A

1 Expand and simplify each of these expressions. C (x-3)(x+8)(2-x)
a («a4)) She (x46) “ec Gaoy d (x+6)(2x-5)(x—8)
d (x+5) e (2x+1)? f (3x-2/ @ (3x+1)(2x—-1)(x+5)
g (4x+3)? h (5x+2)? i (3-x) f (2x-3)(3x—4)(5-4x)
j (7-2x)) (k (8-8x)? | (0-9x) Q (x+5)"(x+9) he (3—x)’(x-8)
2 Expand and simplify each of these expressions. i (x+7)(x-9) j (2x+3)?(4-x)
a (x+5)(x42)(x+4) k (3x+7)%(@-8) 1 (2x=11)°(3-2x)
b (x+2)(x+7)(x-1)

Bridging Unit Expanding brackets

Topic B: Algebraic division
o Ww
fe
When simplifying fractions, divide the numerator and denominator by their highest common factor.
3_
1
For example, = ere a O.
can be simplified to its equivalent fraction -by dividing numerator and
denominator by their HCF: 28, which is the product of their common prime factors 7, 2 and 2.
Algebraic fractions can be simplified in the same way. You must first factorise the numerator and the pee
denominator, then divide both the numerator and denominator by their highest common factor. jctndlat
: x(x+1)(x—2)
| Fora
x-2 reminder on
or example, =o eee ae since the common factor of x(x+1) can be cancelled. Mald2

Factorise numerator and

| denominator.
Se ee
st
‘ [Cancel the common factor of x + 3
from numerator and denominator.

Write -3x as -6x+3x since |

—| 3x(-6)=-18 and 2x(-9)=-18 |

| Factorise in pairs.

| Recognise the denominator as a |

—| difference of two squares. |

Cancel common factor 2x + 3 from

numerator and denominator.

x(x+2)(x-1) b 3x°+2x-1
Simplify
implify the the fractio
fractions eat

If you can’t simplify by cancelling common factors, you can use the method of long 1
division. To use long division to divide the number 813 by 7 7)8
e See how many times 7 goes into 8, ignoring remainders: only once, so write | aL
in the hundreds column. 1
e Then multiply 7 by this result and write it under 813: 7x 1=7
e Subtract this number from the 8 above it to get a remainder of 1, and write 1
ec\8 3

1 |
that underneath again. Then copy down the | in the tens column.
; al7
e Repeat this process with the 11: again, 7 goes into 11 once, so write a 1, this
time in the tens column. Z 3
* 7x1=7,80 write a7 underneath, and 11 — 7 =4, so write a 4 underneath that.
Then copy down the 3

at
@ MyMaths CM isi
 eae ie
« Finally, 7 goes into 43 six times, so write a 6 in the units column, and 7
x 6 = 42, so write 42 underneath. qian

e 43-—42=1, so write | under that. di

« Tocomplete the solution, divide this 1 by the original divisor 1 y

(7) to get yourremainder: 813+7=116 — 1
——_
A 3
it
A?
You can use long division in the same way to divide polynomials. For 1
example, to work out (6x? + x— 12) + (2x +3)

¢ First divide 6x? by 2x to give 3x, and write this in the ‘x-column. SX Ue
¢ Multiply 3x by 2x + 3 to get 6x’ + 9x and write this underneath oe oe |
e Subtract this from 6x? + x to get —8x and write that underneath - a _jo
again, then carry down the —12 8x -12
e 2x goes into —8x negative four times, so write —/ in the next column. 0
Then multiply this by 2x + 3 to get -9 — |2 and write that underneath.
¢ Subtracting these two rows gives 0, so the answer is 3x — 4 exactly (if
there had been a remainder, you would need to divide it by 2x + 3)

Work out (12x* +7x+1)+(3x-2) First divide 12x? by 3xto give 4x and write
— a above the x-column.
Ape
3x-2)1 2x°+ 7x41 Multiply the divisor by 4x and subtract.
12 -o% Copy down the 1
15x41
15x +3x =5 so write this above the

es;
195x=10
number column, then multiply by the divisor
and subtract, giving a remainder of 11
il
(12x*+7x+1)+(3x—2)=4x+54
3x-2 Write the remainder over the divisor.

Use long division to work out (5x° +19x—1)+(x+4)

Another method of dividing polynomials involves comparing the coefficients. The coefficient is
the number or constant that multiplies the variable. For example, for 2x’ —5.x, the coefficients ofx
and x are 2 and —5. You can equate coefficients of the same variable from both sides of an identity.

Given that (ax+1)(x+3)° =3x* +bx° +cv+9, find the values ofthe constants a, b andc

(ax+1)(x+3)* =(axt1)(x* +6x+9) Expand the squared bracket

= ax’ +Gax® +9axtx* +6x+9
a +(Ga+1)x° +(9a+6)x+9 Multiply by the first bracket.

So 3x° +bx* +¢x+9= ax” +(Gat)x" +(94a+6)x+9 Collect like terms.

(Continued on the next page)

Bridging Unit Algebraic division

 Equate cocinclentaotx* S—a@ ge The coefficients of x° on |
both sides of the identity ro)
Equate coefficients of x*: b=Ga+1=19,___ must be equal so a= 3 1
=)
Equate coefficients of x°: c=9a+ 6=33 Ai=
‘i a PU
Therefore,a=3,b=19andc=33 Using a=3

Given that (x+a)(x-—2)(x+1)=x°—5x* +bx+c , find the values

of the constants a, b and c

You can use the comparing coefficients technique and your knowledge of indices to divide algebraic
expressions. As you saw in Example 2, dividing a quadratic polynomial by a linear polynomial gives
a linear quotient and a constant remainder.
Quotient|
For example, for certain constants a, b and c
To find the values of a, bandcyou multiply Dividend
Somat—e 15x" 14x45 _ peg b+ |
both sides of the identity by 3x—4 [Divisor-——e3x— 4 ne Use the general
form for a linear
15x? -14x+5 =(ax+b)(3x—4)+c expression.

=3ax’ +(3b—4a)x-—4b+c |This is an identity. |

Comparing coefficients of x* gives3a=15 = a=5

Comparing coefficients of x gives—14=3b-—4a => 3b=4a-14=6 => b=2

Comparing constant terms gives5=—4b+c = c=5+4b=13

Therefore, (15x* —14x+5)+(3x—4)=5x+2+ 7

DG

The same method can be used for higher-order polynomials, for example, dividing a cubic
polynomial by a linear polynomial will give a quadratic quotient and a constant remainder.

Dividing a polynomial of order m by a polynomial of order n where m 2 n will give |Keypoint |

= A quotient of order m—n
= Aremainder of order at most n-1

For example, dividing two quadratics will give a constant quotient plus a linear remainder.

Use the method of comparing coefficients to work out (2x° —7x° —19x+23)+(x-5)
A cubic (order 3) divided by a linear expression (order 1)
Oy
2x Th eo Ee ee gives a quotient of order 3 — 1 = 2, i.e. a quadratic, and
K=D i a remainder of order 1 — 1 = 0, i.e. a constant. Write the
general expression for a quadratic and a constant remainder.
2x? —Tx* —19x+23 = (ax® +bx+c)(x—5)+d
Example
4
= 9x° —5ax* + bx® —Sbx+cx—5ct+d
= ax” +(b—5a)x* +(c-5b)x-Sc+d Multiply both sides by the divisor x—5 |

(Continued on the next page)

@ MyMaths
 Compare coefficients of
a x°,x? x and constant terms
= b=ba-7=5 to find the values of a, D, c
x? :-b-5a=-7
and d
Vie op= 9 =) 6 oo =e

Constant: Sct+d=23 2 d=23+5c=3

&) ;

Simplify these fractions.

x(x—5)(x+2) ; (x+3) (4) x'(x+5)
x°(x+2) x(x+3) 2x(x—4) x(x+5)°
Simplify these fractions by first factorising the numerator and the denominator.
é x’ -2x-8 b x*-10x+21 x!—3x-10 d x°+10x+24
x +Ax44 x —x-6 x° -10x+25 2x+8
- x? +6x f 3x°+6x ; 5x°4+15x7 h x"—64
x’ —36 x°-5x-14 x°+6x4+9 3x° -24x
25-x° . 2x°?—-x-28 k 15x°+7x—4 x°-100x
45-4x—x° 2x°+7x° 10x°+13x+4 6x° +56x—40
12x°+36x 42x? —x-1 . 9x*—x 4 9x° -34x-8
2x" +6 36x" —12x+1 24x? =x —3 2x*—8x°
Use long division to work out these expressions.
a (2x°—-9x-16)+(x-6) b (6x°+3x+2)+(x-1) c (5x°+41x+41)+(x+7)
d (6x°+x-2)+(2x-1) e (15x° +26x+5)+(3x+4) f (8x°+6x—-34)+(4x4+9)
Q (3x°+18x° +9x+19)+(x+5) h (12x°+4x? +13x+4)+(2x+1)
Find the values of the constants a, b and cin each of these identities.

a (x+3)(x-—4)=ax’+bx+c b (x-9) =ax’+bx+c

C (x+4)(x+2)(x-2)=x*°+ax?+bx+c d (x+5)°(x+8)=x°+ax’?+bx+c
@ (ax+1)(x+3)(x-7)
+bx?=5x*
+cx-21 f (x+a)(x-1)(x+5)=
+bx* +cx4+10
x*
Q 9x°+bx?+cx-2=(ax+1)°(x-2) wherea>0
h (x+a)(x+b)(x-4)=x°-8x°-5x+c where b>0
Use the method of comparing coefficients to work out each ofthese divisions.
a (3x°-19x—-18)+(x-7) b (4x°+27x+20)+(x+6)
c (18x’+3)+(3x+1) d (28x°-120x-34)+(2x-9)
Use the method of comparing coefficients to simplify each ofthese fractions.
q 32x"
23 2
-3x+6 5 b f
14x°+27x°+7x-4
2 <
.
F
3x°+7x" -llx+4
2
d 2x°-x-l
x-l 2x+3 x°+3x-2 2x°-4
Bridging Unit Algebraic division
Topic C: Cubic, quartic and reciprocal graphs a
=
D
As&
This topic recaps the main properties and shapes of cubic, quartic a PU
and reciprocal graphs. By calculating x and y intercepts you can
sketch these graphs.

A sketch should always show: |Keypoint

e ‘The shape of the curve.
e ‘The position of the curve on the axes.
e Points of intersection with the x and y axes.

If the question calls for it, a sketch may also include:

e Maximum and minimum points.
e ‘The location of a named point.
See
Bridging
The graph of y=x° is shown. It crosses through the x-axis once Unit 1¢
only, at the point (0, 0), since the equation x° =0 has just one real x For a reminder
of sketching
solution x =0 quadratic
graphs

A cubic equation can have three real solutions, in which case it will
cross the x-axis three times. For example, the equation y=x° —x
crosses the x-axis at x=—1, x=0 and x=1 since the equation
x’ —x=0 can be solved by factorising in this way.

e =x%=0—>3(x°—1)=0
=> x(x-1)(x+1)=0
=e I

A cubic equation will look different if the coefficient of the x”

term is negative. For example, the equation y =(x+1)(x+2)(2—x)
y=(%+ l)@w+2)2—x)
crosses the x-axis at x=—1, x =—2 and x=2, but if you expand
(x+1)(x+2)(2—x) you get —x*—x°+4x+4 so the coefficient of the
x° term is negative.
You can also work out where a graph crosses the y-axis by
substituting x =0 into the equation, in this case at y=4

Sketch the graph with equation y= x(x+4)(5— x) Since these are the solutionsee |
to x(x + 4)(5—x)=0 |

The equation y = x(x+4)(5—x) crosses the x-axis at You don’toecessay |

x=0O,x=-4
and x=5 need to trey the whole |
expression to work out the
Expanding x(x+4)(5—x) gives
y=xa + 4)(5—x) |coefficient of x°
—x° +x*+20x
So the coefficient of x° is negative. x
z=
Sketch the graph.
| Remember to label the
intercepts.

@ MyMaths
 Sketch the graphs of a y=(x+3)(x-4)(x-1) b y =—x(x+1)(x—3)

My

y=(x+3y
Sometimes a polynomial equation will have repeated roots. I
A repeated root occurs when the polynomial has a squared factor, :
so the same root is given twice. This means the x axis is a tangent
to the curve at the root. For example, the quadratic equation
x?+6x+9=0 can be factorised and written as (x+3)* =0, which 2 6e rie
means that there is a repeated root of x =—3. So the graph of ?
y=x°+6x+9 will just touch the x-axis at the point x =—3 as shown.

eee! , ; " y=x(x-3)

The same principle applies to cubic equations. For example the
rae eS
equation y = x(x—3)° crosses the x-axis at x =0 and touches the 0 3
x-axis at x =3 because this is a repeated root.

Sketch the graph with equation y =—(x+2)°(x—5)

—(x+2)°(x-5)=O hasarootat x=5 y=—(x +2)? (x-5)

The coefficient of x? is
and a repeated root at x=—2
negative so the graph is this
Therefore the graph of y=—(x+ 2)°(x—5) way around.
will cross the x-axis at x =5 and touch
at x=—2
Find the point of intersection
NiO 1) = | with the y-axis.

Sketch the graphs of a y=—-x°(x+7) b y=(x-4)(x+3)

You may need to factorise or use your calculator to solve the cubic and find the x-intercepts.

Sketch the graph with equation y =5x*+2x°

5x? +2x° =x*(5x+2)

x°(5x+2)=Ohasa cae a,
Sketch the graph and label
repeated root at x =O as
the intercepts.
Therefore the graph of y =5x° +2x* will
2
cross the x-axis at x = a3 and touch at x =O

Sketch the graphs of a y=2x°+6x° b y=7x°-14x*

Bridging Unit Cubic, quartic and reciprocal graphs

 A polynomial of order 4 is called a quartic. A quartic equation with four, distinct, real roots
The graph of y=x* touches the x-axis just will cross the x-axis four times; for example
once at (0, 0) since the equation x* =0 has one y =(x+3)(x+1)(x-2)(x—5) will cross the x-axis 2
(repeated) real root of x=0 at x=-3,-1,2,5 =
o 0.

y=(x+ 3) + 1) —2)(x—-5)

The coefficient of x4 is
| negative so the graph is this
; way round.

There is a repeated root at

Example
4 | X=-3 so the curve touches
the x-axis at (—3, 0) and
crosses at (0, 0) and (5, 0)
Mae a

Sketch the graphs of a y=l-x' b y=x°(x-4)

You can apply a transformation to the graph of y = f(x) by

considering the effect on the coordinates of points.

y=f(x+a) subtracts a from the x-coordinates. y =f(ax) divides the x-coordinates by a

y =f(x)+a adds a to the y-coordinates. y =af(x) multiplies the y-coordinates by a

The graph of y=f(x) is shown. Sketch the graphs of

a y=f(x+2) Cc y=i(2)

Cay =ci(y) d y=-f(x)

State the coordinates of the local maximum, point A, in each case.

@® MyMaths
 Pye Shift the graph 2 units to the
left by subtracting 2 from
each x-coordinate.

Stretch the graph in the

x-direction by multiplying
each x-coordinate by 2

Stretch the graph in the

y-direction by multiplying
each of the y-coordinates
by3

The maximum point moves to (1, 15)

d

Reflect the graph in the

x-axis by multiplying each of
the y-coordinates by —1

The graph of y=f(x) is shown. Sketch the graphs of

a y=f(x-4) b y=f(-x)

Cyy=t2x) d y= 31(%)

The graph of y= usis called a reciprocal graph.

oe y A line is an asymptote
It has asymptotes at x=0 and y=0 as shown. to a curve if, over an
The vertical asymptote, x =0, exists because unbounded part of the
[bees : ;
— is undefined. The horizontal asymptote, 0 ae |hai atk een
0 towards the line but
y =0, exists because there is no value of never reaches it.
x for which au=()
MG

Bridging Unit Cubic, quartic and reciprocal graphs

 2
Sketch the graph of y=—— and state the equations of the asymptotes.
ca a Lu
= ae
)
o =)
‘=
—_ | Write the function in terms of + 50 you can see how the | a o.
Example
6 basic function has been transformed.

| The graph is in the other two quadrants to y = i due to

. me 2 x
| the minus sign in the equation y = -—
x
| The 2 indicates that the graph of y = ea has been
X
stretched vertically by a scale factor of 2

Sketch these graphs and state the equations of the asymptotes.

a ce b as
3G x;

When reciprocal graphs are translated horizontally the equation of the vertical asymptote will
change. The graph of y= — will have asymptotes at x =k and y=0
56 —

Sketch the graph of y -— and state the equations of the asymptotes.

Dee

1
The basic function 7 has

been translated 3 to the left.

When x =0, y= ;so this is

the y-intercept.

-
al
-a
ae
AG
7.

Sketch the graph of y= — and state the equations of the asymptotes.

I¢—

When reciprocal graphs are translated vertically the ae of the

horizontal asymptote will change. The graph of y= k+— will have
BoumDtotes at x=0 and y=k

® MyMaths “ Q 1071, 1172, 1955, 1958 fl SEARCH|

 Sketch the graph of y 20s and state the equations of the asymptotes.
a6
The basic function -has

Let f(x) = | been translated 2 up.

Example
8 a
When
1 1
y=0,2+—=0>—=-2
x Ki

== -;so this is the

x-intercept.

Asymptotes are x=O and y=2

Sketch the graph of y as and state the equations of the asymptotes.

ss

Bridging Exercise Topic C

1 Sketch each of these cubic graphs.

@ 9 Vee b y=(x+1)(x+2)(x+4) © y=(x-2)(x+3)(x+5)

d =y=x(x+1)(x-2) e y=(5—x)(x+2)(x+6) f y=—x(x+1)(x-7)

Gy = * (473) h y=(x-1)?(x+4) i y=—-x(x+5)

j y=x?(6-x) k y=x(2x+1)(x—4) | y=(x-5)(3x—1)
2 Sketch each of these cubic graphs.
ay eyeax 424" bY y=3x"—12x GC y=6x°4+15x"
d y=-x°+7x? e y=8x"-28x° f y=15x°-10x’
Q y=x°+3x?-28x h y=x°-7x?+10x i y=-x°-4x*-3x
jo y=-x°+8x?-15x k y=x-4x° | y=—-15x°+x?+2x
3 Sketch each of these quartic graphs.

Aba =—t. b y=x(x+5)(x+1)(x-3)

© y=(x+4)(x+6)(x—-2)(x-1) d y=(x+2)?(x-5)(4x-7)
e y=(3x—4)’(x+6)(x-1) fF y=—-(x+1)(2x+5)(x-7)(x-1)
9 y= (x+3)'(8-x) h y=(x+8)?(I—x)(2x+1)

© Bridging Unit Cubic, quartic and reciprocal graphs

The graph of y=f(x) is shown. Sketch the graphs of
a y=f(x+3) Dey =t(2x) a Wu
A cc
Cy =3i(x) d y=-f(x) )
aeBow _
State the coordinates of the local maximum, point A, in each case. saa) ee
The graph of y=g(x) is shown. Sketch the graphs of

TO 4 ©coal ete)
C y=g(x)+2 Cpe y=2e(x)
State the coordinates of the maximum point A in each case.

The graph of y=f(x) is shown. Sketch the graphs of

aves ) b y=f(x-3)

C= —3i(x) d y=-f(x)

State the coordinates of the maximum point A in each case.

The graph of y=g(x) is shown. Sketch the graphs of

a y=g(x-5) b y=g(-x)
c y=5+g(x) d y=-2g(x)
State the coordinates of the minimum point A in each case.

Sketch each of these reciprocal graphs.

5 apes ‘ a A oi ‘Ve 2
a # x2 4 =o peas)
1 3 1 2
XAT : a4. ees Sa , 1_x
1 : 1 1 a
i UA=1+—s Pea =—+3
= k y =—4+4+—a I y =2-—z

Write down a possible equation for each of these curves.

a b y Cc

XxX x
0 9

d e y

—> xX,
ST ine

a ea

@ MyMaths Q 1071, 1172, 1955, 1958

 Expanding and factorising

Fluency and skills

A polynomial is an algebraic expression that can have constants,
variables, coefficients and powers (also known as exponents), all
combined using addition, subtraction, multiplication and division.
All quadratics are of
The highest power in a polynomial is called its Freee Keypoint degree two.

1 e
3 and 2 are powers (+)4, (+)5 and —— are coefficients.
(or exponents). This ]
polynomial is of
degree 3 ee ae
Xand y are variables.

You can simplify polynomials by collecting (adding or subtracting) like terms.

You must never attempt to simplify a polynomial by dividing by a variable and
the exponent ofa variable can only be 0, 1, 2, 3, ... ete.

You can manipulate polynomials by expanding, simplifying and factorising them.

Expand and simplify (3x + 2y)? — (2x — 3y)?

Expand the brackets
before adding or
(3x+ 2y)* = (3x+ Zy)(Sx+ 2y) subtracting polynomials.
= 9x? + 12xy+4y¥
Multiply each term in the
(2x— By)* =4x* — 12xy+9y* so —(2x— Sy)* =—4x*+ 12xy— 9y?
first bracket by each term
9x? + 12xy+4y* in the second bracket.

—4x? + 1 2xy— Oy*

You may find it useful to
So aed eat lg ee ee a an a write like terms vertically
under each other.

Collect like terms to

simplify the polynomial.

A statement that is true for all values of the variable(s) is called |Keypoint

an identity. You write an identity using the symbol =

For example, 15x° + 8x? — 26x + 8 = (3x°+4x — 2)(5x — 4) is true for all values of x

It follows that (3x°+4x — 2) and (5x — 4) are factors of 15x° + 8x? — 26x +8

Factorising is the opposite process to expanding brackets.

Polynomials and the binomial theorem Expanding and factorising

You can factorise polynomials by comparing coefficients.

(4x — 5) is a factor of the polynomial 12x° + 21x2 — 61x + 20

Factorise the polynomial completely. Use the fact that 4x—5 is a

factor to write an identity.

12% +21 — 61x+ 20 =(4x- 5)(AX+BxtC)

To expand, multiply each term
(AX= 2)(AK +Bx+C) in the first bracket by each
=4Ax°
+ 4Bx* + 4Cx term in the second bracket.

— 5AX*
— 5Bx — 5C
To collect like terms write
=4Ax° + (4B- 5A)x* + (4C — 5B)x — 5C them under each other.
This is identical to 12x° + 21x* — 61x+ 20
so the coefficients must all be the same. Equate and compare
coefficients for x°*, x2, x and
20) AAS AZ
compare the constants.
Uneven aia
AC p = 04 Rearrange © and @

—5C =20
SubstituteA=3into@ |
A= Qandc=—4
Check by substituting the
4b —5%x%o= 72| values into @
ABb=50s0b=9
State your answer Clearly and
4-4) - 5(9)=-61V¥ e—_—_______ check it by expanding the brackets.
Sole SANk — Ol xe 2O=(4K = 5)(Sx-4+0x—4) (3x° + 9x— 4) cannot be factorised
so this is the final answer.

Exercise 2.1A Fluency and skills

1 Write the degree of each of these expressions.
a 3=-2x+x b 1-—3x+5x1 C 2x°-x+1-4¢

Expand and simplify each of these expressions.

a 2x(3x+8) b 2x(3x°+8x-9) Cc (3y + 2)(4y — 7)

d 3y(4y’+8y-7) e (t-—5)’ f

Expand and simplify each of these expressions.

a (x+4)?+(x-4)? b (5p+q)*-Gp-—q)
Factorise each of these expressions.

a 4m*+6m? b 16n*—12n c 5p'—2p?+6p Ciao) oxy.

Crore ary + ox f -vyz— 212 g 4e(e-2f)—12ef Di ee 00

Neoo5Ehren
2

i 6q(3 —2q)+9
—2q) +9q esac 4ts (d+ 1)(d+3)+(d+1)(d—5)

1 w(2w+3)(3w +9) + w(2w — 11)(2w + 3)

@ MyMaths
 5 Fully factorise these expressions.

a 4m?+4m?- 15m b 7n3—15n?+2n

6 Factorise this expression 3x(x + 2)? + (x + 2)(5x° + 2x — 6)

7 Expand and simplify these expressions.

a (5p+4qy’-(5p-4q b (x+y+z)P-(x-y—z)
© (xV3 44+ (xV3—-4) d (xV5 +4)? + («V3 -4)?
(x2 + 3x +9) is a factor of x°+ 2x* + 6x — 9. Work out the other factor.

Cos
® (x2 — 2x + 3) is a factor of 2x° — 11x? + 20x — 21. Work out the other factor.

Cc (+2y-15)isa factor of 2y’ + 3y’ — 32y + 15. Work out the other factor.
a (z — 2) is a factor of z’ + z* — 2z — 8. Work out the other factor.
(2a +5) is a factor of 6a’ + 7a’ — 2a + 45. Work out the other factor.

f (x°-4x+7) isa factor of 2x° — 5x° + 2x + 21. Factorise the polynomial fully.
g (k-3k+1)is a factor of kt+ 3k3 — 24k? + 27k — 7. Work out the other factors.

Reasoning and problem-solving

To factorise polynomials

(1) Look for obvious common factors and factorise them out.

(2) Write
Strategy an identity and expand to compare coefficients.

(3) Write your solution clearly and use suitable units where appropriate.

The volume of a cylinder is y’ — 25y + 24 ft®.

The base area is (y — 1) ft.
Write an expression for its height.

The height must be linear

Let the height be (Ay+ B) ft because it multiplies with
So y* — 25y+ 24 = (Ay + B)(y— 1) (y— 1) to give a quadratic.

y —25y+ 24=Ay + By-Ay-B

Write an identity and
y* — 25y+ 24=Ay* + (B-A)y-B
expand to compare
Su Taal ® coefficients.
(B—A) =-—25 @
—-B=24..B=-24 ©) Check by substituting into @

—24-1=-25 Vv
30 the height is (y—24) ft Write your solution clearly
and use suitable units.

Polynomials and the binomial theorem Expanding and factorising

Exercise 2.1B Reasoning and problem-solving
¢ Find the value(s) of twhen its velocity
is zero, and find its acceleration at these
times.

In this pyramid, each block is the sum of the A rectangle has the dimensions shown. All
two blocks vertically beneath. lengths are given in centimetres.
Copy and complete the pyramid. <¢
x2+2x-9 ese Il

A square has side length (4b — 7a) cm.

Write an expression for its area in expanded Bae Che :

form.

A cuboid has sides oflength (c + 2), (2c — 1)

2x2 —3x+1 P.
and (3c — 7) cm. Write an expression for its
volume in expanded form. a Find pandq in terms ofx
A square hole of side length (a + 2) cm is cut b Write expanded expressions for the
from a larger square of side length (2a + 5) cm. rectangle’s perimeter and area in terms of x
Without expanding any brackets, write the
Show how these calculations can be
remaining part of the large square as a pair of
completed without a calculator.
factors.
A rectangle, sides 2a cm by acm, has a
a 66.89?- 33.11”
square of side x cm cut from each corner. b (/8)’-(v2)’
The sides are then folded up to make an 10 A cuboid has volume (2h? + 3h? — 23h — 12) cm’.
open box. Work out the volume of this box. Its length is (h + 4) cm and its width is
A ball is thrown from ground level and (h — 3)cm. Work out the height of the
its height, h ft, at time fs is given by the cuboid.
polynomial h = 25t — 5?” 11 The area of a trapezium is given by the
a When does the ball next return to polynomial (2s — 17s’ + 41s — 30) cm’. The
ground level? perpendicular height is (4s — 6) cm. Write an
expression for the sum of the parallel sides.
b What is the maximum height reached by
the ball? 12 The area of an ellipse is given by the
formula rab, where a and b are half the
A body moves along a straight line from
lengths of the axes of symmetry. The area
a point O where its position, x metres at
is w(6¢° — 5t? + 15t+ 14) and a= (3t+ 2)
time, t seconds is given by the equation
Write an expression for b
x= 3f — 28f + 32t. Its velocity ums‘ and
acceleration ams ” at time fare given by the
equations v = 9f — 56f+ 32 and a= 18t— 56 Challenge

a Find the values of t when the body is at 13. V=nl[r? —(r—a)’] is the volume ofa
O, and find its velocity and acceleration circular pipe.
at these times.
Find an expression for Vin terms of p
b Find the distance of the body from O and when J=4p+5,r=3p—4anda=p+1
its velocity when its acceleration is zero.

@ MyMaths
 Fluency and skills
You can expand (1 + x)” where n = 0, 1, 2, 3,...

EXPANSION COEFFICIENTS
(1+x)°=1 1
(ey) ee ix ie
(1+x)?=1+2x+4+ 1x’ 1 eal
(1+ x)=14+3x+3x?+4+ 1x° 1S eee ee
(1+ x)*=1+4+ 4x + 6x? + 4x34 1x* pe Gr 289 ik Pascal’s Triangle
(1+ x)P=1 + 5x + 10x? 10x? 4+5x* + 1x” 1 5 10 10 5 was published in
1654, but was known
The coefficients form a pattern known as Pascal’s triangle. to the Chinese and
the Persians in the
Each coefficient in the triangle is the sum of the two coefficients 11th century.
above it.

Use Pascal’s triangle to write the expansion of (1 + 2y)° in

ascending powers of y.

Write down the 6th row

The coefficients are 1,6, 15, 20, 15, 6, 1
of Pascal’s triangle.
(1 + (2y))?
Use the expansion of
=1+6(2y) + 15(2y)* + 20(Zy)° + 15(2y)* + G(2y)® + (2y)®
(1 + x)", substituting
=1+12y+ GO + 160y> + 2407 + 192; + 64h 2y for x

Replacing 1 with a and x with b gives the binomial expansion

(a+ b)" where n=0, 1, 2,3, ... A binomial
expression has two
As n increases you can see that again the coefficients form terms.
Pascal’s triangle.

For more
(a+ by ~ :
is (a+b)'= la+1b

i Ce ae
(a+b) = la’ + 3a*b + 3ab? + 1b°
(a+b)‘= la‘ + 4a*b + 6a*b? + 4ab* + 1b'
(a+b)y= la’ + 5a‘b + 10a°b? + 10a?b? + 5ab‘ + 1b

Polynomials and the binomial theorem The binomial theorem

In each expansion, the power of a starts at n and decreases by 1 each term, so the powers are n, n— 1,
A=
Po oson®

The power of b starts at 0 and increases by 1 each term, so the powers are 0, 1, 2,..., 7

The sum of the powers of any individual term is always n

Expand (2 + 3t)*

Use Pascal’s triangle and

(oS (eer nr ED the expansion of (a + b)‘
substituting 2 for aand
= 2° + 4x2" x (St) + 6x 2*x (St)? +4 x 2 x (St) + (St) 3tfor b val
=16+ 966+ 2167 + 216° + 81t4

It would be impractical to use Pascal's triangle every time you need

Note that the
to work out a coefficient—say, for example, you want to find the
first coefficient in
coefficient ofx° in (x + a)'®
each row is the Oth
There is a general rule for finding this coefficient without needing to coefficient.
write out Pascal’s triangle up to the tenth row.

a |
point
Key
oe is sometimes
n
The rth coefficient in the nth row is "C_=————_ written as r oe n (€r
’ (n-r)!r!

n! stands for the product of all integers from 1 ton. |Key point | Look for the
You read it as n factorial. factorial button on
For example, 6!=6x5x4x3x2x1=720 your calculator. It
may be denoted x!
"C_is the choose function and you read it as ‘n choose r It gives
the number of possible ways of choosing r elements from a set of n
elements when the order of choosing does not matter. For example,
the number of combinations in which you can choose 2 balls from a
bag of 5 balls is °C,
You use the choose function because there are several ways of
getting certain powers from an expansion. For example, there are 3
ways of getting ab’ from the expansion of (a + b)°: a from either the
first, second or third bracket and b from the other two brackets in
each case. The term in ab’ for the expansion of (a + b)’ is therefore
°C, ab’ = 3ab*
:
ab-

ab

(a+ b) (a+b)
(at b)

;
ab-

@® MyMaths
 A term in the expansion of (y + 2x)’ is given by ky*x®
Find the value of k
/ Use your calculator to
Ge Ss (2x)? = 84x Y x G4x® 9 — find
j
°C, and work out26

= Do Toye e——— Simplify to find the

value of k
po 10

The formula for the binomial expansion of (a + b)"is sometimes

called the binomial theorem.

(a+ byl =a 4"C a b+ "Ca" “bi +... "Ca |Key point

For the expansion of (1 + x)” this gives

n(n) 2 n(n-1(n—2) 5 |Keypoint |

(1+x)" =l+nx+ 5 ai XP +..4x"

t Write the term in z‘ in the expression (2z — 1)!°. Simplify your answer.
2 The powers add to 15
a. so the second power
c*
Take a= 2zand b=—1
Geez) ed. = must be 11. Use the
coefficient "°C,,
Ee = 1005 16Za(-41)
= 2 oz07"

Exercise 2.2A Fluency and skills

1 Calculate the values of 5 Find the first four terms of these binomial
a 5! b 7! enn expansions in ascending powers of x
.\8 7
2 Calculate the values of a (1+x) hele as
a or b 16. c ZC d 8c Cc (1+2x)° d (2-3x)’
2 Z 7 8

3 Work out the values of @ (x-2)' fi i(anetis

; 5 : 10 13 20 6 Use Pascal’s triangle to expand each of
3 l is |6 | these expressions.
5
= Avy Vs
4 Use Pascal’s triangle to find the expansions a (a 4yy “b (Sbb ic [423 X)
of each of these expressions. 7 Find the first three terms of these binomial
a (1+3x}) b |
Toe } expansions in descending powers of x
2, 5
: a (2+x) berG=ex)"
c [pall4 d [1+$2) 3H |”
c (3-x)
9
d (x44)
4

e€ (2x+3)° f S+4)
2
© Polynomials and the binomial theorem The binomial theorem
8 Use the binomial theorem to expand each 12 Expand and simplify each of these expressions.
of these expressions.
a 3x(2x—5): b (2+x)'(1+x)
a (2+ 3:2)! b (3-2p)!
13 Expand and simplify each of these
c (4p+3q)° d (8p-4q) expressions.
if 6

e (32-2)! f [22-5 a (5-2x) +(3+2x)'

Leomana Ge b (1+3x)’—(1-4x)’
3 8

ae
3 3 4 14 Expand and fully simplify each of these
x 3
expressions. Show your working.
Zen
a (2+ V3) +(1-v3):
Find the terms indicated in each of these
expansions and simplify your answers. b (1-V5)-(2V5+3)
a (p+5)> term in p” 15 Write down the first four terms of the
expansion of each of these in ascending
b (4+y)° term in y°
powers of x
c (3+4q)” term in q’
Ee AGE rale by (13x)
d (4-—3m)* term in m7
whereneN,n>3
e (2z—1)* term in Zz’
16 a Expand(1+4x)’ in ascending powers of
f (243) term
in Z° x up to and including the term in x”

g (3x+4y)> term iny b Use your answer to part a to estimate

the value of(1.04)°
h (2a—3b)" — terms inia’ and ii b*
17 a Expand (1—2x)’ in ascending powers of
term in p* x up to and including the term in x°
b Use your answer to part a to estimate
terms ini a® and ii b°
the value of (0.99)'

terms inia’ and ii b° 18 Use the binomial expansion to simplify

each of these expressions. Give your final
10 Use the binomial theorem to expand each solutions in the form a+bV2
of these expressions.
a (1+v2) b (1-2)
a (+d)! b (v’-w*)?
¢ (3+2V2) di =2))

ta) (34
c (2s°+5f) d (2s’-—5f)?
Oy ee
e [a+]
ie f [2w+= |
2
d Ww

11 Use the binomial theorem to expand each 19 Use the binomial expansion to fully simplify

(oe)
of these brackets. each of these expressions.

b (x?-2)* Give your final answers in surd form.

6
a (ivay) ob (1-vey
d [= +3x] ¢ (5-v7) d (2V6+5)
€ (Ee) + (5-8)
x.

® MyMaths
 Reasoning and problem-solving

To construct a binomial expansion

(4) Create an expression in the form (1 + x)’ or (a+ 5)’

(2) Use Pascal's triangle or the binomial theorem to find the required terms of the binomial expansion.
(3) Use your expansion to answer the question in context.

n!
A football squad consists of 13 players. Use the formula “C, = rein to show that there are
78 possible combinations of choosing a team of 11 players from this squad.

13
a 13!
NE ies ae
VOX 12 tel 1OX Re
r EG 1a VO 5 oO eel

a VOCVZ . Cancel the common

>| factor 11!
156 _78
2

a Using the first three terms of the binomial expansion, estimate the value of 1.003°

b By calculating the fourth term in the expansion show that the estimate from part a is
accurate to 3 decimal places.

Example
6 a* 1.003"= (4+0:005)" Rewrite in the form (1 + x)’
First 3 terms

= At wn") 2 Use the first 3 terms of the

general expansion.
= 1 + 8(0.003) + 28(0.003)°
=1+0.024 + 0.000252

= 1.024252 (= 1.024 to 3 sf) Substitute values and

b Ce. =56(0.003)° simplify.

— 0.000001 EaiZ
Adding this term will not affect the first three decimal places.

© Polynomials and the binomial theorem The binomial theorem

 Exercise 2.2B Reasoning and problem-solving
1 How many possible ways are there to pick a
7’s rugby team from a squad of 10 players? ; o
14 In the expansion of(1+ 4 , Na positive
re
How many possible ways are there to integer, the coefficients of x' and x are
choose half of the people in a group of 20?
equal. Calculate the value of n
A cube has side length (2s — 3w). Use the
binomial expansion to find its volume. 15 Find an expression for

(nn)
n n
Use Pascal’s triangle to find the value of a
3
a 1.05° correct to six decimal places
n De eal
b 1.96* correct to four decimal places.
: ne 2 aN.
Use the binomial theorem to work out the
value of Write your answers as polynomials in n
with simplified coefficients.
a 1.015° correct to 4 decimal places,
199 \"" 16 Fully simplify these expressions.
109 | Correct to five significant figures.
n! (n+3)!
(n+1)! n(n+1)!
Use the binomial theorem to work out the
5 17 Find the constant term in the expansion of
value of (3 correct to five decimal places.
4 (2+ axy(4- a)
Work out the exact value of the middle term
10
in the expansion of (V3+V5) 18 Find the coefficient of y’ in the expansion of
a Find the coefficient of x* in the (y+5)"(2—y)
expansion of (1 + x) (2x — 3)°
b_ Find the coefficient of x* in the
expansion of (x — 2)(3x + 5)* Challenge
1
Find, in the expansion of [2-3) ihe
Sg 2% 19 A test involves 6 questions.
coefficient of
For each question there is a 25% chance
an bax
i. 10 that a student will answer it correctly.
10 Find, in the expansion of (4+t° , the
a Howmany ways are there
coefficient of
of getting exactly two of the
a ye bic questions correct?

11 The first three terms in the expansion of What is the probability of getting
(1+ax)" are 1+35x+490x". Given that nis a the first two questions correct then
positive integer find the value of the next four questions incorrect?
a n nh) What is the probability of getting
12 Given that (1+bx)" =1-24x+252x°+...fora exactly two questions correct?
positive integer n find the value of What is the probability of getting
a n b b exactly half of the questions correct?

13 In the expansion of (1+2x)’, na positive

integer, the coefficient of x° is eight times
the coefficient of x. Find the value of n

@ MyMaths
 Algebraic division

Fluency and skills

In Section 2.1 you learned how to factorise a polynomial by writing ICT
the identity and comparing and evaluating constants. Resource
You can also use the method of dividing the polynomial by a known “Te Online

factor. You can divide algebraically using the same method as ‘long To investigate algebraic
division’ in arithmetic. division, click this link
It is an easier method than comparing coefficients when the in the digital book.
polynomials are of degree 3 or higher.

Use long division to divide 2x* + 7x? — 14x* — 3x + 15 by (x + 5) Divide the first term 2x* by
x. Write the answer, 2x°, on
Give your answer in the form of a quotient and remainder.
the top.

Be See Write (x +5) x 2x®= 2x!+ 10x3

(x) 24 xe 14K aK 15 on this line and subtract from
Dee Ae WO? the line above to give —3x*
—3x° — 14x
en ey Write the —3x° and bring
down the next term, —14x?,
x?
— 3x
to make —3x? — 14x? here.
x*
+ 5x

PON Repeat this process until

Ox = 400 you get a quotient (and a
5) remainder if there is one).
60 (2x* + 7x* — 14x* — 3x+ 15)
+ (x+ 5)
(2x — 3x? + x— 8) is the
= (2x? — 3x* + x— 8) remainder 55
quotient. 55 is the remainder.

Use long division to show that (x — 2) is a factor of f(x) =2° + 1022+ 11x
Divide the first term x° by x.
x°+12x+ 35 Write the answer, x2, on top.
(x—2) x5+10x? +11x—70
x? — 2x® Multiply x? by (x— 2)
ee ae Write the answer, x° — 2x2,
underneath and subtract from
12x* — 24x
the line above.
BO) aolie)
eo / 0 Write the answer, 12x?, and
O bring the next term down.
There is no remainder when f(x) is divided by x— 2 so x—2isa
factor of f(x) Repeat the process.

Polynomials and the binomial theorem Algebraic division

 Example 1 shows that dividing f(x) by (x — a) leaves you with a remainder, R
In general, for a polynomial f(x) of degree n> 1 and any constant a

f(x) =(x-a) g(x) +R

Where g(x) is a polynomial of order n— 1 and Ris a constant.
For the particular case when x = a, this gives
f(a)=(a—a) g(a)+R
tai
You can see from this that f(a) = 0 implies there is no remainder when f(x) is divided by (x — a)

The factor theorem states that if f(a) = 0, (x — a) is a factor of f(x)

In Example 2 you saw that there is no remainder when x + 10x’ + 11x — 70 is divided by (x — 2),
which is equivalent to saying that (x — 2) is a factor ofx + 10x° + 11x—70
If you substitute x = 2 into the expression, the factor (x — 2) is zero so the value of f(x) is zero.
You can check this by substitution, which gives f(2) = 2° + 10(2)* + 11(2) — 70
=O 1 4022
00

Show that (x + 3) is a factor of 2x* + 2x° — 9x* — 4x — 39

(x— a) is a factor if f(a) = 0, so

t\—o) = 2(—3)" + 2(—3)° = 9(—3)* — 4(—3) -—39 if (x + 3) is a factor you need
=o to show that f(—3) = 0
(x + 3)is.a factor since f(—5)=O0

t Fully factorise the polynomial 2x? + 17x*— 13x — 168

= fxoo +17
x — 1Dx— 166
a.
= ee ener a toe (Ol) lOO =A G2 Use trial and error with
©x f(1) #0 so (x— 1) is not a factor ~) different values of a to find
lu Waeee yay (2) -—12(2)-168=-110 a case where f(a) = 0
(2) #O So (x— 2) is not a factor .

12)=2@) +170) —13(5)-1605=0 Use long division to divide

£(3) =O So (x— 3) is a factor the polynomial by the
22 4+ 23x +56 factor to get a quadratic
expression in x
= 3)) Cx dt MK —10x — 160
2° — 6x*
23x* — 13K | Use the result from the
long division to express
pom = COX the polynomial in a
56x — 168 partially factorised form.
56x - 168

C Factorise the quadratic

So 2x°+17x*-13x- 168= Cc 9) 020m + 23x+ 56) to fully factorise the

=(x—3)(2x+ 7)(x+ 8) polynomial.

® MyMaths Q 2042, 2043 SEARCH|

 Exercise 2.3A Fluency and skills
1 Divide 6 Workout the values of if(0) iif(1) ili f(-1)
i v f(—2) when
a x*-x-90by(x+9) Wie) vi)
a f(x) =x — 2x? + 10x
b 3x2-19 14 byx-
(x-7) (x)
bo fa
2 2
C 8x2+ 14x- 15 by(2x+5)
: ¢ ‘ix)=e=—3 Pes
272
.
2 Divide each polynomial by the given factor
by comparing coefficients. CUT) 2ia ae
a ~°4+3x-11x+7by(x-1) @
ane
fix)=x—x°—
res Ax
bey.
+ 2
| :
b 84 2x°-4x-3by(x+3) 7 a Show that (x +6) isa
i actor O
. 5 by(2x —5) x° + 4x7? — 944-168
—17x-4 36
ee i J b Show that (x — 8) is a factor of
d 3x°— 14x + 16x+ 7 by (3x + 1) 35 oq pel ae
Baan = Winch ee box 29 by (29) c¢ Show that (3x — 1) is a factor of
3 Use long division to divide 3x3 + 11x? — 25x + 7. HINT: Find a value
3x4 + 4x3 + 4x2 — 8x +5 by (x— 4) of x that makes the factor equal 0
4 Use long division to show that d Show that (5x + 2) is a factor of
2x* — 5x3 + 5x* — 5x +3 is divisible by (2x— 3) 10x? + 19x2 — 39x — 18
5 Divide using long division 8 Fully factorise the polynomial 4x° + 27x° — 7x
a — 2x4 I by (x—1) 9 Fully factorise the polynomial 2° + 9x° — 2x-9
Di OX el OX = 1 by (x11) 10 a_ Factorise ful x°ly
+ 3x* — 16x + 12
C 6x — 13x — 19x + 12 by (3x + 4) b Factorise fully x° — 6x? — 55x + 252
d 6x*— 19x? + 23x° — 26x + 21 by (2x - 3) Cc Factorise fully 6x* + 19x? + x-6
e 10x14 + 33x° — 57x? + 5x + 1 by (5x - 1) d_ Factorise fully x* — 13x° — 48

Reasoning and problem-solving

Poa) To factorise a polynomial

5)
cd) (4)Apply the factor theorem as necessary to find your first factor.
®hy (2) Divide the polynomial by the factor to get a quadratic quotient.
ahead
Ww)
(3) Factorise the quadratic quotient to fully factorise the polynomial.

(x + 1) is a factor of the polynomial 32° + 8x° + ax — 28. Fully factorise the polynomial.

f(-1)=0 Use the factor theorem,

f(a) = 0, to form an
= 3(-1)° + B(-1)* + a(-1) - Poa expression in a
—-3+6-a-28=0>a=-23

(x+ 1)) 3x? + Bx —23x — 28

Use long division to get a
(x+ 1)(3x° + 5x— 28) =(x+ 1)(Sx-7)(x+ 4)
quadratic quotient (the full
calculation isn’t shown here).
Factorise the quadratic.

© Polynomials and the binomial theorem Algebraic division

 Exercise 2.3B Reasoning and problem-solving
a 2x*+ px’ — 6x? + qx + 6 is divisible by 11 a_ ‘the velocity of a moving body is
(x—-1) 2t° — 19t? + 57t- 54ms ‘at any time t.
Use this information to write an When is the body stationary?
equation in p and q
b The acceleration of the same body is
b 2x*+ px’ — 6x? + qx + 6 is divisible by 6t? — 38t + 57ms~*. Work out
(x +3) i ‘The acceleration of the body when
Use this information to write an the velocities are zero,
equation in p and q
ii The exact times when the
¢ Solve these equations simultaneously to acceleration is zero.
find the values ofpand q
12 The volume of a cone is
a Work out the value of a when 1
mia —11x* -15x +63) m3
2x° + ax? — 4x + 1 is divisible by (x — 2)
b Work out the value of b when a Work out the possible values of radius
x*+ (b? + 1)x? + bx? + 7x — 15 is divisible and height of the cone in terms of x
by both (x+ 5) and (x— 1) b What is the range of possible values
€ Work out the values of p and gq when of x?
2x + px — 6% + gx + 6 is divisible by 13 Part of a rollercoaster ride is modelled by
(x* + 2x — 3) the equation h = f — 12f? + 41t- 30 where
x8 — 4x* — 31x+ 70;2° + 3x -—10 andx* -—9x+14 his the height above ground level in metres
have one common factor. What is it? and fis the time in seconds. Work out
What is the LCM of x* + 4x +3 andx +x-6? a At what times the ride is at ground level,

What is the highest common factor of b When, between these times, the ride is
x3 + 4x?+x—-6and x? + 3x?-x-3? above the ground level.
Find the LCM and HCE of 2x* + x-— 21 and 14 a A pyramid has a rectangular base.
2x* + 15x+28 Its volume is given by
Find the LCM and HCE ofx? + 7x? —53x-—315 V=X4+ 7x? + 14x +8 cm?
and x? + 21x* + 143x+315 Work out the possible values for its
dimensions.
f(x) =x° + 9x? + 11x-21 and
o(x)i=x* +297 —13x4+ 10 b What is the range of possible values
Find the common factor of f(x) and g(x) and of x?
show that it is also a factor of f(x) — g(x)
Challenge
Find the values of aand bif5x—4andx+3
are factors of ax’ + 33x + b 15 Asphere, radius (x + 5) cm, has
10 a Acircle’s area is 1 (4x? — 12x + 9) m’. a concentric sphere, radius
Work out its radius. (x — 3) cm removed. Use the identity
A? — B?=(A-—B)(A? + AB + B’) to work
b The volume ofa square-based pyramid
out the volume of the shell. Give the
is (2x3 — 5x? — 24x + 63) cm’. The height
volume in expanded form.
is (2x + 7) cm. Work out the length of
the side of the square base.

@ MyMaths Q 2042, 2043

 Fluency and skills
You can sketch the graph of a function without plotting a large number
You can use a
of points. A sketch should show the key features of a function.
graphics calculator
e Its general shape including any symmetry, to sketch curves.
¢ Its x- and y-intercepts.
Many sketches also show maximum points, minimum points and
Ae eee Ata point of inflection
points of in
the concavity of the
A cubic function can be written in the form y= ax’ + bx’ + cx +d, curve changes: it
where a, b, cand d are constants and a #0 bends in the other

if MS
Cubic curves take the form direction.

-
year tbe Pornd a>10 VE a + bx +exe aaa
1
Reciprocal curves such as y = — and
1 AR Re
y =— exhibit interesting behaviour
Bs
as they are undefined for certain
values of x
Both of these reciprocal functions
are undefined for x = 0 as you cannot
divide by 0. As x gets closer to 0, y
approaches infinity, 0, or negative
infinity, —oo

In both of these functions, as the magnitude of x gets bigger and bigger, y gets increasingly close to
zero but never reaches zero.
The x- and y-axes are asymptotes to the curve in each case.

Aline, J, is an asymptote to a curve, C, if, along some unbounded section of the |Key point ]
curve, the distance between C and / approaches zero.

Polynomials and the binomial theorem Curve sketching

 a Foraconstant a> 1 sketch these curves on one set of axes.

i (x)=(a—x(x+D(xt+2a) ii g(x)=—2—
Sie!
b Show that there are no positive solutions to the equation —(a — x)* (x + 1)(x+2a)-2=0

a i xintercepts: a—-x=O>x=a
<= OS x=—1
enOs
a Ka 24
y-intercept: x=O => y=ax 1 x 2a= 2a?

The coefficient of x° is . fo
Se a ad 1 a) aes As the magnitude
of x
ra gets bigger and bigger the
ll Undefined when x- a=O=> x=a : value of y gets closer to 0
=a=K)iCCr (xt 22)—2=0
(a— x)(x+ 1)(x+ 2a) = 2 | Negative cubic shape,
(aX) |a>1and-2a<-1
(a—x)(x+ 1)(x+ 2a) el =a)
(x—a) You cannot divide by 0
The equation is satisfied at the points of intersection of f(x) and g(x). |
| $0 as x gets closer to a, y
From the graph, the curves have two points of intersection and both have gets closer to 00 or —so
negative x-coordinates, so there are no positive solutions. =

Transformations can help you to see how different functions relate to one another.

You will work with four common transformations in this chapter.

y= af(x) is a vertical stretch of y = f(x) with scale |y=f(ax) is a horizontal stretch of y = f(x) with |
factor a 1
scale factor —

In the transformation y = f(ax), each x value

In the transformation y = af(x), the x-values
is multiplied by a before the corresponding
remain unchanged and each y-value is
y-value is calculated.
Itiplied by a
nee Every point (x, f(x)) becomes (x, f(ax))
Every point (x, f(x)) becomes (x, af(x))
If a <0 the transformation y= f(ax) |Key point |
If a< 0 the transformation |Key point ] reflects the curve in the y-axis. If-l<a<1
y = af(x) reflects the curve in the x-axis. the curve gets wider.

@ my Maths SEACH 0|
 |
y= f(x) + ais a translation of y = f(x) by the Ty = f(x + a) is a translation of y= f(x) by the
0
vector| | vector
a 0 |

In the transformation y = f(x) + a, the x-values In the transformation y= f(x + a), ais added to
remain unchanged and each y-value is each x-value before the corresponding y-value is
increased by a calculated.
Every point (x, f(x)) becomes (x, f(x) + a) Every point (x, f(x)) becomes (x, f(x + a))

If a < 0 the transformation If a <0 the transformation |Key point |

y = f(x) + a translates the curve downwards. y = f(x +a) translates the curve to the right.

The graph shows a sketch of the curve y = f(x)

Sketch the curves

a y=2f(x) b y=f(x)-1 c y=f(x-1) d y=f(-x)

The translated curve has

asymptote y=2x3=6

The translated
curve has
asymptote
y=3=1=2

You don’t have

enough information
to mark the
y-intercept.

The curve is
reflected in the
y-axis.

Polynomials and the binomial theorem Curve sketching

 Exercise 2.4A Fluency and skills
1 Evaluate all the intercepts on the axes for Sketch the graphs of
these graphs. Show your working.
any =t(2%) b y=f(x-2)
a y=x OF BD) y= 2 = 985
c y=t(2) d y=f(x+3)
G y=x +8 do y—2x 54
ey =1(_%) f y=-f(x)
Oy es) f y=(2x+5)-7
The graph of y= g(x) has amaximum point
Identify all the vertical and horizontal at (—2, 5) and a minimum point at (8, —4)
3
asymptotes for y = Pony Show your working. State the coordinates of the maximum and
2 Gas

minimum points of these transformed graphs.

Evaluate all axes of symmetry in these graphs.
Show your working. a y=g(4x) b y=3g(x)
a eae So 0 ny = (x2
2)" c y=g(x+7) d y=g(x)+4
c (y-3)=x+4 d y=(x-4)(x+3) e y=58(x) f y=-g(x)
Hence sketch the graph of each function. x
g y=g(-x) h y=8(3]
Sketch the graphs of these functions.
Describe each of the transformations in
dee b y=(x-3) question 7
Cary 22 3 d y=2(x+3)-1 f(x)=.x°. Write down the equation when
e y=(2x+1) f y=5+(3x-4) the graph of y=f(x) is

Oy.
— 5. —-14% a Translated 3 units left,

h y=(x+5)(x-6)(2x +1) b Translated 2 units up,

aie pee c Stretched vertically by scale factor 2,

| ae N= ea
d_ Stretched horizontally by scale factor 3
ysx+5
—]
10 The graph of y= f(x) is shown.
Sketch the graphs of these functions.

Bey = 940Ks Dy ax 2x
Coy. —30 d y=(1—x)(@+
3)

Cea 3) eh y= (ae 3)"

Gave ho yv=(e —4)(9°—-9)

The graph of y = f(x) is shown.

Sketch the graphs of

y=f(x +3) by =3i(%)
 Reasoning and problem-solving
When sketching a graph
(4) Define the function using any variables supplied in the question.
(2) Identify the standard shape of the curve and identify any symmetry.
Strategy
(3) Identify any x- and y-intercepts and any asymptotes.
Apply any suitable transformations.
(5) Show all relevant information on your sketch.

You can use graphs to show proportional relationships.

If yis proportional to x, you write y « x. This can be converted to an

equation using a constant of proportionality, giving y= kx. The graph
of yagainst xis a straight line through the origin with gradient k
If yis inversely proportional to x you write y x eeor y=—. The graph
a5 x
Oly = ieis a vertical stretch, scale factor k, of the graph y =—
x x

A rectangle has a fixed area of 36 m”. Its length, y m is inversely proportional to its width, x m.

a Write a formula for y in terms of x

b Without plotting exact points, sketch the graph of your function.
c Explain any asymptotes that the graph has.

1 Ke rye Sh
aya * s0 y= = y is inversely proportional to x

xV= 50 50 k= 36

_26
The area is fixed at 36 m2.
Ay
x

36
ee pare
x
When x = O, yis not
defined.
The line x = Ois an
asymptote.
_ 56
x
y
When y = O, xis not Apply what you know about
defined. graphs of the form y = Ls
Xx
The line
y =O is an asymptote.

yand x are actual lengths, so they must be positive and the curve approaches
the asymptotes as shown.

© Polynomials and the binomial theorem Curve sketching

 Exercise 2.4B Reasoning and problem-solving
1 The radius, r, of a container is inversely
6 ‘The graph of y=x° + Ax’ + Bx+C is shown.
proportional to its height, h J
Find the values of
A container of radius 4cm will have a height the constants A, B
of 14cm. and C
AD sings Me:
rite an equation linking h andr 7M inisie he eraphiok
b Sketch a graph to illustrate this relationship. y=f(x) where

2 ‘The volume, vcm% ofwater in a tank is tGe)=t Ae Bie Cx 10)

proportional to the square-root of a_ Find the values
the time, ¢ seconds. After 15 minutes the of the constants
tank has 1800 cm? of water in it. A, Band C

a Write an equation linking v and ¢ b Describe the

b Sketch a graph to illustrate this transformation
relationship. that maps f(x) to
1
3 a Sketch the graphs of y= a and i g(x) =—x*- Ax>-— Bx?-Cx+10
na
y=x°(x—3) on the same axes. li h(x) =x*+ Ax? + Bx?+Cx+10
b Use your answer to partatoexplainhow g ‘he graph shown has the equation
many solutions there are to the equation
y — Pete

x"(x-3)= ae)
\ il
x+C
x+
4 i Sketch both functions on the same set of Find the values of
A, Band C
axes
ii Use your sketch to find approximate
solutions to the equation.

ay oe — Or — 40 1 Sx l=
2x°4+x°—-4x+1
1 1 Challenge
Dy ys 4 27-0 2
ca i 9 For the graph of y= ax? + bx +c where
Cc Fe ee yeeg 9a a5 a, band care constants
x x
5 The graph of y= f(x) is shown. . a Explain the conditions for the
Giveth ae 1 graph to have a minimum point
f ne i. : and the conditions for the graph to
re ee : ae ma have a maximum point,
transformations in
terms of f(x) b Write down the coordinates of the
b maximum or minimum point,
a y Ne
c Write down the coordinates where
teak the curve intersects the axes,
x
> X 5 P
=
d I d Write down the equation of the line
of symmetry of the curve.

@ MyMaths Q 2022-2024, 2027, 2258 %

 Chapter summary
e The highest power in a polynomial expression is called its degree.
e When adding or subtracting polynomials, expand brackets before collecting like terms.
e Identities use the = sign. Identities are true for all values of the variable(s).
e Forn=0, 1, 2,3,...., the binomial expansions are

(1+x)" =l+nx+
A LeDate a yUE ae ie +...+X n

and
(a+b)" =a" +" C,a"'b+" C,a"?b’ +...4" Cab’ +...+b"
; n!}
¢ The coefficients of these expansions can be found from Pascal’s triangle or from "C, = aan
ir!

e Youcan divide algebraically using the same technique, as for long division in arithmetic.
e The factor theorem states that if f(a) = 0, then (x — a) is a factor of f(x)
¢ When f(x) is divided by (x — a), the remainder is f(a)
e Tosketch a graph you need to consider the symmetry, x- and y-intercepts, asymptotes,
behaviour as x and/or y approaches +, and any other obvious critical points. You can also
apply your knowledge of transformations.

Check and review

You should now be able to... Try Questions

a

& Manipulate, simplify and factorise polynomials. 1-4, 17

SERS
A

Jf Understand and use the binomial theorem. 7-11

J Divide polynomials by algebraic expressions. 6, 12, 14, 15

Jf Understand and use the factor theorem. 5, 13, 16

A Use a variety of techniques to analyse a function and sketch its graph. 18-23

1 Add together 2x° + 9x° + 11x°-3x-—5xt-12 6 Find the function that, when divided by
and 4x? — x4 - 7x9 + 34+ 12x-—5x (x +3), gives a quotient of (2x—3) anda
2 Fully factorise 4n° + 4n? — 15n remainder of —4

3 Expand and simplify these expressions. 7 Use Pascal's triangle to write the expansion
of{14 7)
a (y-1)(+3)(2y+5) b (2z4+1)(z-2) 10
Use your answer to evaluate the value of 1.1!
4 Factorise these expressions.
: Neen to 4 decimal places.
mm —(m+
(ae)
8 Use the biinomial ial ththeo rem
to expand (2s? a
— 4f)
Dar dalla
9 Use Pascal's triangle to expand and simplify
5 ‘The equation 2x° + ax? + bx + c=0 has roots
these expressions.
ci
go Find
—4, 3 and —. nid th
thevaliiesota
fa, bandc a (laa)! b (3-5) (8+/5)

© Polynomials and the binomial theorem Summary and review

10 Find the constant term in the binomial a Explain what mistake she has made.
14

expansion of w— =| b Sketch the graph of y= f(x -1)

2W
Wa (2-ax)?=512 4+ 2304x+ bx? + 04+... 19 Sketch these curves on the same set of axes.
Find the values of a, b, and c 1 4 i
a yS=— b y= Cc V=2+—
Xx Xx Xx
b Use your values of a, b, and c to find 20 Sketch the graph of y = (x — 6)
the first four terms in the expansion of
(1 —x)(2 - ax) 21 A particle moves along a straight line from
O, so that, at time fs, itis sm from O, given
12 Divide 2x° — 3x? - 26x +3 byx+3
by the equation s = t(2t — 7)?
13 By successively evaluating f(1), f(—1), f(2),
Sketch the graph and describe its motion fully.
f(—2) and so on, find all the factors of
Age one G 22 Arectangular metal sheet, 16 in by 10 in, has
; squares of side x in removed from its corners.
14 Divide 8x° + 14x° — x + 35 by (2x + 5)
The edges are turned up to form an open box.
15 Dividex — 2x° + 3x + 4 by (x — 2)
a Show that the volume of this box is
16 Show that (2x — 3) is a factor of 42° — 8° +x +3 Vo1G0r soe eid

Ie Pactorise fully 20 x" — 18x —9 b Sketch a graph to evaluate the value of x

18 Astudent attempted to transform the graph that gives the highest volume.
of y= f(x) into y= f(x — 1) 23 A particle moves along a straight line from
J
O, so that, at time ¢ seconds, it is s metres
from O, given by the equation s = ¢(t— 4)’.
Sketch the graph and describe its motion.

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 Exploration
Going beyond the exams

The binomial theorem ig a formula for finding any it to the binomial theorem was given by an Iranian
power of a two-term bracket without having to mathematician Al-Caraji in the [Ith century.
multiply them all out. [t hag exigted in various forme Around |665, Isaac Newton developed the
for centuries and gpecial cages, for low powers, were binomial theorem further by applying it to powers
known in Ancient Greece, India and Persia. other than positive whole numbers. He showed that
The triangular arrangement of the binomial a general formula worked with any rational value,
coefficients ig known ag Pascal’s triangle. It positive or negative.
took ite name from the [7th century mathematician Newton showed how the binomial theorem could
Blaise Pascal, who studied ite properties in great be used to simplify the calculation of roots and algo
depth. Although the triangle ig named after Pagcal, it uged it in a calculation of rt, which he found to 16
had been known about much earlier. A proof linking decimal places.

Dascal’s triangle

“[f have seen further than

For gmall values of x, (1 + x)) = 1+ nv others, it is by standing on the
shoulders of giants.”
Use thig regult to estimate the value of - [gaac Newton
a) (LO2)4
b) (0.99)
ce) (2.01)

Find these values on a calculator and compare

your results.
RR oe
 Assessment

1 a_ Simplify these expressions.

i (2x-3)(6x+1) li (2a—3b) fii (5x+2y)(x*-3xy-y’) [6 marks]
ax + bx Fe
Dar Givens eee (3x—4), evaluate the values of the constants a and c,
(3x+4)
and show that b=0 [3]
8

2 Write down the binomial expansion of [145] in ascending powers of x, up to

and including the term in x*. Simplify the terms as much as possible. [6]

3 a Factorise p’—10p*> +25p [2]

b Deduce that (2x+5)’-10(2x+5)* +25(2x+5)= ax*(2x+5), where aisa
constant that should be stated. [2]
4 Show that (x — 3) is nota factor of 2x° —5x* +6x—7 [3]
3 Show how the binomial expansion can be used to work out each of these without a calculator.
a 268° —232° [2]
b 469 x 548 + 469° — 469 x17 [2]
65.1 x 29.2 +65.1 x 35.9 — 91.7 26.4 + 65.3 x 26.4
[5]
18.3? —18.3 x 5.4
6 Given that (1+cx)’ =1+21x+ Ax’ + Bx? +........
a Workout i The value of c ii The value of A iii The value of B [4]

b Using your values of c, A and B, evaluate the coefficient of x* in the

expansion of (2+x)(1+cx)’ [2]
7 Express x*—-3x° +5x+1 in the form (x—2)(x* +ax+b)+c [3]
8 a Write down the expansions of i (x+y)’ ii (x-y)’ [4]
b Show that (J5+VJ2)'+(V5-V2)‘ =n, where nis an integer to be found. ; [4]

9 Write down the term which is independent of x in the expansion of [»+) [3]

10 a_ Expand each of these in ascending powers of x up to and including the term in oe

i (1+2x)° fi (2—x/)’ [5]

b Hence write down the first three terms in the binomial expansion of (2+3x—2x’)° [4]

11a Show that(x—2) isa factor of 2x°+x’-7x-6 [2]

b Show that the equation 2x° + x° -7x—6=0 has the solutions 2, >, and -1 [5]

12 Given that both (x— 1) and (x + 3) are factors of ax’ +bx* -16x+15
a__ Evaluate the values of a and b [6]

b Fully factorise ax’ +bx* -16x+15 [3]

 c Sketch the graph of °+Dx° -16x+15
y=ax’+bx° [3]
: 9 2]
d Solve the inequality ax’ +bx* -16x+1520 [

1a : [7]
13 a Expand [+=] , simplifying the terms.
x 6

b i
Hence write down the expansion ofNae *) 1
[1]

ry he [
5]
Cc Prove that the equation See =) = [«= =) = 64 has precisely two real solutions.
x 28
14 Prove these results
a eres = fc Me ean [6]

8
b Ue 2 Ce Gu = is2 [ ]

15 Here are five equations, labelled i - v, and five graphs, labelled A - E 1

il -. Vv y = l + —
y =
(x2)
A il
yy= fF 2

12 16 20 24

C D )
6
44

oe
ans” 6

E
Four of the equations correspond to four of the graphs.

a Match the four equations to their graphs. [4]

b_ For the graph that has no equation, write
down a possible equation. [1]
¢ For the equation that has no graph, sketch
its graph. [3]

© Polynomials and the binomial theorem Assessment

 GPS uses a technique called trilateration to
calculate positions. The receiver, a phone for
example, receives direct signals from four
different satellites simultaneously. The imaginary
lines between the satellites and the receiver form
the sides of triangles, which are then used by the
phone to calculate its position. Trilateration is a
hi-tech version of triangulation, a technique that
LIL ZL requires the use of trigonometry.
LM LITE
LLZ74 LEA
LLLZLZ
we LL77.
Trigonometry is the study of the relationships
between angles and the sides of a triangle.
Thus, it is immensely useful in fields such
as astronomy, engineering, architecture,
geography and navigation, as it allows easy
calculation of distances and angles or bearings.
The sine and cosine functions are periodic
in nature. This makes them highly useful in
modelling periodic phenomena, and they can
be used to describe different types of wave,
including sound and light waves.

ee FAN CST

To calculate the values Ch14 Trigonometric

e Apply and derive of sine, cosine and identities
Pythagoras’ theorem. tangent for any angle. Radians.
To use trigonometric Reciprocal and inverse
Recognise graphs of
identities and trigonometric functions.
trigonometric functions.
recognise the equation Compound angles.
Apply some properties Equivalent forms for
of angles and sides of a of a circle.
acos 0 + bsin@
triangle. To sketch and describe
trigonometric functions.
Ch16 Integration and
Ch1 Algebra 1 To solve trigonometric
differential equations
equations.
e Working with surds. Integrating trigonometric
To use the sine and
functions.
cosine rule and the
area formula for a
triangle.

= Practise before
MyMaths you start |e111 2.1131) 1133,2024, 2036
= aE PC TOTS aes ade cSAERTE
 “- fs
. = CESSES SSS
Aan
ARATE TETSU AY VUES SLegs Sul
—— qREUTNns SARA EERSTE \- Nese TSS SS
RS Lee eG RRRRRBERE CRRURNTTS Fg CeaUEN Naauacect SS
Soa eat are e

Bridging Unit

Topic A: Trigonometry 1
ratios.
When dealing with right-angled triangles you can use the sine, cosine and tangent

co | ae
For all right-angled triangles with angle 0:
opposite adjacent __ opposite opposite
gee cos@ = gees eect tan@ =———_
hypotenuse adjacent P
hypotenuse
adjacent

Find the lengths of sides x and y in these right-angled triangles.

a oe b é aes
x is the opposite side to the
2 3 20° angle and you know that
15cm 6cm
the hypotenuse is 15 cm, so
opposite
uSE sin@ =
hypotenuse
A eo
15 Rearrange to make x the
x=15sin2ZO =5.13cm subject.

ecos 7 a= eo yis the hypotenuse and you

know that the adjacent side
Rearrange to make to the 75° angle is 6 cm, so
y the subject. adjacent
use COS@ =
hypotenuse

Find the lengths of sides x and y in these right-angled triangles.

a ; b y
8 cm ee
P
35° 11cm

You know that the

adjacent to the angle
xis 5cm and that the
Find the inverse function hypotenuse is 9 cm, so use
adjacent
cos 'on your calculator. cos@ = ——__—_
hypotenuse

Bridging Unit Trigonometry 1

 Find the size of the angie marked y in the triangle.
14cm D
A
6cm =)
y
Be
=
a PUR
Sometimes you may need to use Pythagoras’ theorem along with
the trigonometric ratios to solve problems.

Pythagoras’ theorem: a’ + b° =c’ for a right-angled Key point) b Pee

triangle where c is the hypotenuse and a and bare the two
shorter sides.

1
'

Given that cos@ = a for an acute angle 6, find the exact values of
i
2
.
Since @ is an acute angle, |
you can solve this problem }

sin 6 and of tan @ by drawing a right-angled

triangle where cos@ = — |
8 |
Pn adjacent
|
; Ly pee
ee eS ee | ela as
hypotenuse te
2 the side adjacent to @ as 2
eee se PHO SB ES XS 5 eS
seats 2
Falak is
Therefore sin@= 9 ee -. —a_ oe 5 | |Use Pythagoras’ theorem to
RRS a find the missing length, x |
and tan@= v5 Since tang = 2Ppostte | eee .
2 adjacent ee =e , ~~]
Since sin@ = peOppOSIIES
hypotenuse

Given that sin@ = = for an acute angle @, find the exact values of cos 8
and tan 0

You need to know what the graphs of trigonometric functions look

like and where they cross the x and y axes.
y The period of y= sin x is 360° which means the curve
repeats every 360°
a The maximum value of y= sin xis 1 which occurs at
—360° =41 80° 180° 360° cs x= —270°, 90°, 450° etc.

The minimum value of y= sin x is —1 which occurs at

x=—90°, 270°, 630° etc.

@MyMaths CQ tani as ne RE’)

 We es The period of y= cos x is 360° which means the curve
/ repeats every 360°
The maximum value of y= cos x is 1 which occurs at
% 07 360" etc;
The minimum value of y= cos x is -1 which occurs
at=+180°, 42540" etc;

y y=tanx The period of y= tan x is 180° which means the curve

repeats every 180°
The graph of y= tan x has asymptotes at x = +90°,
38= ae2VAV, soe

You can use the graphs to find all the solutions to a trigonometric
| To see how
to sketch
equation in any range of values of x
a curve on
| a graphics
| calculator.

Find all the solutions to the equation sin x =0.8 in the range —360° < x < 360°

x=sir 'O8=53.1° Find the first solution using

your calculator.

Example
4 Consider the graph of
y =Sin x, notice that
there are 4 solutions to
sin x= 0.8 in the range
—360° < x < 360°

x=160—-53.1=126.9° Because of the symmetry

Ly of the graph between 0 and
180°, the second solution
can be found by subtracting
the first solution from 180°

The graph repeats every

x=53.1-— 360 =-—306.9° 360° so further solutions
can be found by adding or
X=126.9-360 =-233.1°
subtracting 360°
So the solutions in the range —-3GO° < x < 3GO° are
=—O0G10", —290.1"°,55.1"* and 126.02

Find all the solutions to the equation sin x = 0.2 in the

range —360° < x < 360°

Bridging Unit Trigonometry 1

 Find all the solutions to the equation cos x =—0.6 in the range 0<x<720°
; Find the first solution using
D Lu
= ise
X=coS —O.6=126.9° your calculator.
a
| o _
‘=
a Oo.
Consider the graph of
&
y = COs xX, notice that there
are 4 solutions to cos x = —0.6
in the range 0° < x <720°

Because of the symmetry

of the graph between 0 and
X= 2600 =N126.9=2355.1° 360°, the second solution
can be found by subtracting
x=126.9+360 =486.9° the first solution from 360°

X=29535,1+ 560 =593.1° | The graph repeats every

So the solutions in the range O° S x 720° are | 360° so further solutions
26.9" 200. l,4A0GS and 593. 1° | can be found by adding or
| subtracting 360°

Find all the solutions to the equation cos x =0.1 in the range —360° < x < 360°

Find all the solutions to the equation tan x = 0.5 in the range —180° < x < 360°
eea
Gl x=tan'05=266° Find the first solution using
your calculator.
y
y = tan(x)

| Consider the graph of

y = tan x; notice that
there are 3 solutions to
tan x = 0.5 in the range
—180° < x < 360°

x=26.64+180=206.6° The graph repeats every

x=26.6-180=-153.4° 180° so further solutions
So the solutions in the range —180° < x S$ 360° are can be found by adding or
subtracting 180°
—153.4°, 26.6° and 206.6°

Find all the solutions to the equation tan x =—0.3 in the

range —360° < x <360°

®@ MyMaths peel ii 2, 1131, 1132, 1133, 1145 SEARCH|

) E
 The trigonometric equation could require some rearranging first. For
example, 2sin@+1=3 must first be rearranged so sin @ is the subject.

Find all the solutions to these equations in the range 0° <@<360°

a 2sin@ =—V2 b 5cos0-1=3 Divide by 2

v2 Find the first solution using

qa sin@= ae
your calculator (if needed).
Example
7
LP , : -
08=sin iG =45° : Because of the symmetry
of the graph between 0 and
8@=160-45=135° 180°, the second solution
So the solutions in the range can be found by subtracting
the first solution from 180°
O°<6 S360 “are Ad and 135°

5cos0=4
cos0=06
0=60s, 08—=360" |
6=360-36.9=523.1° oa ue Find the first solution using
your calculator.
So the solutions in the range
O° $8< 560° are 56.9% Because of the symmetry of the graph between
and 323.1° 0 and 360°, the second solution can be found
by subtracting the first solution from 360°

Find all the solutions to these equations in the range —180°<@<180°

a tan@d + 5=3 b 8cos@ =-1 C 7sin0-—3=-1

The graph of y=sin 2x is a stretch of the graph y= sin x by scale y

factor £ in the x-direction as shown. f
2 y=sin2x

You can see on the graph that the equation sin 2x =0.5 will have four ~— 0.5¥#?W0 ‘oir
solutions in the interval 0 < x <360° | 90° 180° 270° 360°
To ensure you do not miss any ofthe required solutions, you
should adjust the interval by multiplying each part by 2, i
vee
giving 0<2x <720°
Then 2x=sin '0.5=30°

Also 2x =180—30=150°, 2x = 30+ 360=390° and 2x =150+360=510°

So the four solutions for 2x in the interval 0<2x <720° are 30% 150°;
390° and 510°. Divide each solution for 2x by 2 to give the values of
xin the interval 0<x<360°: x=15°, 75°, 195°, 255°

Bridging Unit Trigonometry 1

 Find all the solutions of the equation tan3x =—1 such that —90< x <90°
oy
Adjust the interval: -270°< 3x <270° es a en by 3 since =
=)
Then 3x =tan"(-1)=—45° the equation involves 3x | o
ie
a PU
8 Also, 3x=-45-180 =-225°
Example Add or subtract multiples of
3x=-454+180=135° 180° to find the other two
solutions.
y = tan 3x

Divide each solution in

—270° <3x <270° by 3
to find the solutions in
—90<x <90

: ; 1
Find all the solutions to cos 4x = in the interval 0< x <180°

The curve y = cos(x — 30°) is a translation of the curve y= cos x by y

30° in the positive x-direction as shown.

To solve the equation cos(x— 30°) = 0.9 for x in the interval

0 <x < 360° you need to subtract 30° from each part of the
expression, giving —30° < x—30° < 330° =i y = cos(x — 30°)

Then x—30=cos |0.9=25.8°

Also, x —30 = 360 — 25.8 = 334.2°, but this is not in the interval —30° < x—30° < 330°
To get the second solution, use the periodicity of the curve and subtract 360° to give the solution
x-30=-25.8
Then add 30 on to each value for (x — 30) to give the final solutions x = 25.8 + 30=55.8° and
X=—25.6 +30=4.2°

Find all the solutions of the equation sin(x+50°)=—0.8 such that —180° < x <180°

Adjust the interval: -130°<x+50°<230° =

Then x+50=sin '-O.8=-53.1°
This is outside the interval
Example
9 Alisa, «4-50=180
+535. 1=253.1° —130°< x+50° < 230° SO
subtract 360° from 233.1 to
Solution in intervalis x +5O=-126.9°
| give —126.9 which is in the
S0 x=—53.1—5O0=—-103.1° Subtract 50° from each interval.
solution in to find the solutions
X¥=-126.9-—50=-176.9° in—180
< x <180

Find all the solutions to tan(x+100)=0.3 in the interval 0< x <360°

@ MyMaths Cree iioed1 3 1132. 113341143 SEARCH |

Bridging Exercise Topic A
1 Find the side labelled x in each of these triangles.

2 Find the angle labelled @ in each of these triangles.

L]
a 12 cm b C 08cm
i 3cm
q 11.2 cm 7.4cem Q

3 Find the missing side lengths in each of these triangles.

a b Cc
eer
y; 3.7 cm 11.2 cm ve

4cem

4 Giventhat cos@ == for an acute angle 0, find the values of sin@ and tan @

; th , :
5 Given that tan@= z for an acute angle 9, find the exact values of sin @ and cos @

F : eee :
6 Given that sin@= aie for an acute angle x, find the exact values of cos @ and tan@

7 Solve each of these equations for 0° < x < 360°

alesinee= 0:7 b sinx=—05 CC sin x=0:35 d ‘sinx=-0.27

8 Solve each of these equations for —360° < x <360°

: 3
AeesiieGe 0.0 b ee c dee d Sintgeee

Bridging Unit Trigonometry 1

 Solve each of these equations for 0° < x <360°
a -cosx=033 Deecos | cos x=-0.9 d ee ro) LL
4 = cc
10 Solve each of these equations for —360° < @ < 360° D
5) >
=
a coso =+ b cos0 = cos@=0.15
a) A.
d cos@=-0.18
2 3
11 Solve each of these equations for —360° < 8 < 360°

a tané=0.1 b tan@=-1 rang =“? d tan@=1.5

12 Solve each of these equations for 0° < x <360°

Ao Est b 5+tanx=3 cosx —1=-—0.5 Cian 21

13 Solve each of these equations for —180°< x <180°

a 4sinx=-3 Deesian x73 SCOS%=—2 d 2sinx=—V2

14 Solve each of these equations for 0°<@< 360°

Ae sCOs On bo =4
2+5sing o--o1an
0 =1 d 6cos@+5=2

15 Solve each of these equations for —180° <6 <180°

a 3tan0—4=7+tané J2.cos@+1=V2+cos@

c 3sin@+2V3 =J3+sin@ 3-5cos@=2+cos0

16 Solve each of these equations for —360° < x < 360°

a 2—5cosx=sin30 cos0=2-sinx

G 3tan135=1+tanx sin 60+ cosx=1

17 Solve each of these equations for —180° <@ <180°

2
a tan20=V3 b cos29= 7 apy d cos20=0.3
2

18 Solve each of these equations for 0°<@<90°

a nag =? b sin3@ =0.3 cos 40 =—0.6 d tan3@=-1

19 Solve each ofthese equations for —360° <@ < 360°

7] @ V3
a sin 2|=0.2 b tan{© |=—J/3 oO cos} — |=——
2 2

20 Solve each of these equations for —180° <6 <180°

1 il
sin(9+65°) =0.7 d cos(@—140°) =—0.2
a
CATR:
tan(@+45°)=—— b cos(@—50°) == c

21 Solve each ofthese equations for 0° <@ < 360°

1
a tan(@—25°)=0.8 b an(O+10 )=—— cos(@—70°)=0.15 d tan(@+200)=—1

®@ MyMaths oe 1110, 1130 1032, 1133, 1143 SEARCH

Topic B: Trigonometry 2

To solve problems involving non-right-angled triangles you use the c

sine rule and the cosine rule. b S

snA sinB sinC : |Keypoint a

Sine rule: = = to find an angle,
a b G

or write as —— is =— to find a side. It’s important Angles are written upper

oie SUS eae case and sides are lower
that sides and angles with the same letter are opposite. case. Angle A is opposite
side aand so on.
In order to use the sine rule you must have information about an
opposite side and angle pair.

Find the lengths of sides x and y in this triangle.

oe Cj = —

sin@2 sin 33
9 The side of length 9 cm is
x=— xsin62 =164 cm Rearrange to solve for x
sin 33 opposite the 33° angle. The
side x is opposite the 82°
The angle opposite yis 160-353-682 =65° angle. So you can use the
View You could also use the sine rule.
50
siOD sin 35 other pair of x and 82°:
y 16.4
v= 2 xsin65 =150cm sin 65 sin 82
in dS

When finding an angle, remember that the equation sin@=k has two solutions in the range
0° <@<180° when 0<k<1. So you need to subtract the first solution you find from 180° to find a
second solution then decide whether or not it is a possible solution for your triangle.
For example, if A=40°, a=5 and b=7 then two different triangles could be formed:

77cm
G 7cm
Scm
A
A Sem

Bridging Unit Trigonometry 2

The sine rule gives the acute solution B=64°, but B=180—64=116° is also a possible solution.
You need to check whether or not the obtuse solution will actually work. If it is too big then the
a
angle sum of the triangle would be more than 180° which is not possible! cs
=)
a)
‘=
Find the size of angle @in this triangle. 12 cm a PUR
4cm
Cc

sin@ sin&2 |
af et oe e Sa ae
= — ————
4 12 | The Sle of length 12 cm is |
in BO opposite the 80 Ng so
6= | you can use the sine rule.
=| The angle Gis opposite a
G38 (0526, =19.2° | side of length 4 cm.

or0=180-192=160.2° e——___—_
Rearrange to solve for @ |
but 160.8° is not possible for this triangle as tt would give an —
angle sum of more than 160° Subtract from 180° to give |
60, 0-aO.2° other solution.
eee
cece eee

Find the size of angle @in this triangle.

24 cm

If you do not have information about an opposite side and angle A

pair then you will need to use the cosine rule.
b B

Cosine rule: @ =b* +c’ —2bc cos A |Key point |

(where angle A is opposite side a)

Find the length of side x in this triangle.

R= 18 —2x7*K16xc0s70
=2868 You do not have information about an opposite side
and angle pair so you need to use the cosine rule.
Mea eOUD =I6l cm
xis the side you need to find so this is ‘a’ in the
rule, which means the 70° angle is ‘A’ since it is
opposite x. The other two sides are ‘b’ and ‘c’in
either order.

Find the length of side x in this triangle.

REESE IEROENY

®@ MyMaths ~ SEARC
 find one
If you know the lengths of all three sides of a triangle then you can use the cosine rule to
of the angles. You can either use a” =? +c’ —2bc cos A and solve to find A, or you can use the
rearranged version ofthe cosine rule:

b’ +c? -a’
Cosine rule: cos A=
2bec
(Remember that side a is opposite angle A)

Find the size of angles x and y in this triangle.

(2-4o°=7>)" 22
C= Sere etl
ZRORNE vy, You know the lengths of all
2D three sides so use the
x=cos |(=) =oo
Example
4 4” cosine rule.

Find the size of angles x and y in this triangle. os

4cm\ . y
XxX :

13 cm

The equation cos @ = k only has one solution in the range c

0° <@<180° so the cosine rule gives a unique solution. b B
You can also use trigonometry to find the area of a triangle.

Lae
Area of triangle = nee sinC
where Cis the angle between sides a and b

Calculate the area of this triangle.

Area =5%89x1 O.7Xsin28.3 =26.6 cm?

Or, using the 95.9° angle: The 28.3° angle is between

Area=—x8.9x5.1xsin95.9= 22.6 cm? teé2 cn and 107m

Calculate the area of this triangle lOc

7com 110° a

14cm

Bridging Unit Trigonometry 2

Bridging Exercise Topic B
D
=
D
1 Use the sine rule to find the length of the sides labelled x and y in each of these triangles. 3s
aS
a PUR
a y 92° x b 4cm Cc

7 . ; 9 cm
Use the sine rule to find the size of angle @in each of these triangles. Explain whether the
solution is unique in each case.
a Py 19cm b Cc

93° g 4cm
17 cm 4.5cm

Use the cosine rule to find the length of the side x in each of these triangles.

a 15cm b 8.3 cm Cc
ie Osan DPSS (eta)
as
26 cm x
17 cm

Use the cosine rule to find the size of the angles labelled x and y in each of these triangles.
a b 6cm Cc
24 OB eam 6.8 cm
19cm ey
SMe 3
4cm
17 cm 13.6cm
Find the length of the side labelled x in each of these triangles.
3
a 94°\ 11 cm b = ( 21cm

g)gj2 os ‘ \/ i e 19cm

d - 15 mm e f 17m
85 60°

13cm 55
65° 6
48°
x
Find the size of the acute angle Gin each of these triangles.
b 25 mm c 23 m

17 cm 20 mm ioe 2

Triangle ABC is such that AB=5 cm, BC=3 cm and AC=7 cm. Calculate the size of angle ABC

Triangle ABC is such that AB = 24 cm, AC = 27 cm, angle ABC = 37° and angle BCA= 8.
Calculate 0
Find the area of each of the triangles in question 3

@ MyMaths ( Q 1094, 1095, 1120

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Sine, cosine and tangent

Fluency and skills

You can use trigonometry to find lengths and angles in right-angled triangles. This branch of
mathematics is used in engineering, technology and many sciences.

Pythagoras’ theorem for right-angled triangles is a° +b* =c” sin = =

2 2
b
2 2
b
pie
2
eer : Ga ns a
Dividing bye°gives +" = or{) (2) =]
Ch (e C a c
Come Coe

tan 0= —
For a list sin’ 8+cos’ 6=1 b
of math-
ematical a
notation.
| tan@=—

Dividing numerator and denominator of tan 0 by c gives a definition for tan 9 in terms of sin 0 and cos 6

These two identities are

cos@ true for all values of 6

Calculate asin@ btan@ assurds, given that @is acute and cos@=

@ is acute, So ignore -/2

a sin*@=1-cos°@ =1-(
0 ie Ds
Use the identities.

Substitute values and

simplify.

il
Prove that tan@+
tan@ sin@cos@

1 _ sin® cos@ i
tan@+ = Use tan@ = dal
tan@ cos@ = sin@ cos@

iesin’ @+cos* @
= Snes
Add the two fractions.

~ sin@cos@ Use sin? @ + cos? @ = 1

Trigonometry Sine, cosine and tangent

You can use the unit circle to draw graphs of the trigonometric y
ratios. The point P moving around the circle, centre O, has
coordinates x = cos 6 and y= sin 0
As P(x, y) moves around the circle you can plot graphs of the values
ofy, xand asfor each value of 0
x

+> 0
=o? 0° 360°

Extending the graphs for higher and lower values of 6 shows they are all periodic functions, with a
period of 360° for sine and cosine and 180° for tangent.

You can also see the symmetries from the graphs. For example, y= sin @ has lines of symmetry at
§=-90°, 8=90°, 9 =270°,... and it has rotational symmetry (order 2) about every point where the
graph intersects the 0-axis.

Express a sin1l27° b cos132° in terms of acute angles.

Find the given values.

sin 127° is positive. Ge |\O2 lenegative, -———_—_— Use the symmetry of the
graph to find the acute
Ze Oey 132°-90°=42°
angle with the same

Use the line of symmetry 9=90° ~—_—Use rotational symmetry numeric value.
about (90°, 0)
Oba:
a=90°-—42°=48° Write the sign and acute
sin 127° = sin 55° angle of the trigonometric
606 152° =—cos 46° ratio.

and ySeech2.4 |
The trigonometric graphs and equations can be transformed in the same way as quadratic
lated
Fora
polynomial graphs.
on trans-
forming
graphs.

@ MyMaths Q 2047, 2048, 2053, 2257, 2284, 2285 ,

 Another method for finding equivalent acute angles is to use a quadrant diagram.
°
Imagine a radius OP rotating about O through an angle 6 from the positive x-axis. Meese
Depart on the
quadrant OP lies in, you can form an acute triangle with the x-axis as its base.
quadrant, the x andy coordinates ofpoint P are positive or negative and so the sine, cosine and
tangent of 0 are also positive or negative.

You can use the word ‘CAST’ as a mnemonic to help you remember where each ratio is positive.

CAST starts from the 4th quadrant and moves anticlockwise, as all the ratios are positive in the lst
quadrant.

Gan
Ist quadrant sin= +
P

ICT
paeletsicts}
tan= + tan = et yt
eae
Bae
SSB
ICT
Resource
resource online
To experiment with
graphical solutions
of trigonometric
equations, click this
link in the digital book.

Express a cos 132° b tan 683° in terms of acute angles.

Db 662°=560"+ 325°

Example
4

Draw a diagram
showing the radius,

|
the given angle, the
triangle with the x-axis
a= 1680-132=48° and the acute angle a
152° is in the 2nd quadrant P
50 COS 132° is negative. a =060=— 3525 =37" Calculate the value of a
cos 152° =-cos 48° 683" is in the 4th quadrant
S50 tan 683° is negative. Find the sign using
CAST.
tan 683° =—tan 37°

Trigonometry Sine, cosine and tangent

 Exercise 3.1A Fluency and skills

: ind i
1 Use sin?@+cos?@=1and tan =~ to rele f sin @ cos @ tan@
cos@ tané
calculate the value of sin 0 and tan @, given
that @is acute and 6 Express, in terms of acute angles,
=
aie cos = = b cos 0=0.8 a sin380° b tan390°
Pe arg = c cos700° d tan(-—42°)

2 Use the quadrant or graphical method to Peed pained)

find these values in terms of acute angles. 7 Solve these equations for —180° < 0< 180°
a cos190° b tan 160° a sini = cos? b sin@+cos@=0
Cc sin340° d cos158° 8 Use the triangle to write
e tan215° f sin285° these trigonometric ratios
in surd form.
Check your answers using the method that 7 fe} ° V3.

you didn’t use the first time. oat Oy 02200

3 Copy and complete this table. Ee WnemnZey

8 sor[oF 90 [ran[270°[560
e cos(—60°) f tan(—150°) l
9 Use a calculator and give all the values of 6
in the range —360° to 360° for which

an sing
= (0:4 b tang
= 5

Cc cos@=-0.5
4 i Sketch the graph y = f(x) for
—360° <x < 360°. Describe the line and 10 Use a calculator to find the smallest positive
rotational symmetries of the graph. angle for which

ii On the same set of axes, sketch the a sin@ and cos @ are both positive and
graph y = g(x) for —360° < x < 360° sin 0=0.8
sO Calichecyoursketches ona b_ sin @ and tan @ are both negative and
calculator. aoe
iii Describe the transformation that 11 Solve these equations for 0° <0 < 360°
maps f(x) to g(x) Show your working.
a a ge a 4sin0=3 b 3tan@=4
b f(x) =cosx;
g(x) =cosx—1 Cc 2sin0d+1=0 d 3cos@+2=0
x
c f(x) =tanx; g(x) = tan|4 e tang+3=-0 f 7+10sin@=0
4) Simplify g 4cos @=-3 h 4+9tand=0

a Sine b 1—cos’ 0

vl-sin'
1-sin’ 6 d
tan 6 cos @
on

® MyMaths Q 2047, 2048, 2053, 2257, 2284, 2285

 Reasoning and problem-solving
To solve problems involving trigonometric ratios
Use trigonometric identities to simplify expressions.
(2) Draw either a quadrant diagram or a trigonometric graph to show the information.
StrategyUse your knowledge of graphs, quadrant diagrams, symmetry and transformations to help you answer
the question.

Solve 5cos 20+ 3 =0 for 0° < @< 180°. Show your working.

5cos 20 =-3

cos 20 = 7 =-0.6
3 —- -
wera
Rearrange and simplify.

ForO <20=300°
Draw either a
either a —— = quadrant diagram ora
trigonometric graph.

cos 20=-—0.6 at aand b

20=cos '(-0.6) Use acalculator

= 1269" (=4 to give the principal f=
cos 2 0is negative in 2nd and 3rd value.
quadrants Or 20=56C0"— 126.2"
cos a=0.6 =253.1° (=b)
Saga 9 1262"
20=180°—a or180°+a é ° Use the quadrant
Orde 2935.1 diagram or symmetry
=12602° “or 250.1" Y) of graph to work out
0=63,5" er 1166" the values of @

You can check your solution by solving

the equation on a calculator.

Exercise 3.1B Reasoning and problem-solving

1 Solve these equations for 0° < 0 < 360° 2 Solve these equations for 0° < @ < 180°
Show your working. a 2sin20=1 bh 3 tan 20 2
a sin(@ +30) =— b cos(0 ~ 30") = G. Scossd=2 d 5sin30+3=0
C tan(@ +20°)=1 d 2sin(@ +30°)=-1 e 5tan 20+3=0 f asin( 50|=3
Trigonometry Sine, cosine and tangent
3 Give full descriptions of any two 8 ‘The graph of y= asin b@ has a maximum
transformations, which map the graph of value of 5and a period of 45°. Find the
a y=sin@ onto y=cos@ values of a and b. Show your working.

b y=tan6@ onto itself. 9 The depth of water, metres, at point P on

the seabed changes with the tide and is
4 y given by h=3 + 2sin(30° x t), where fis the
1 time in hours after midnight.
P

a Whatis the greatest and least depth of

water at P?

b What is the period of the oscillation of

the tide?
c¢ Atwhat times do the high tides occur on
a Given acircle, centre O and radius 3,
this day?
write the coordinates of point P
10 Solve these equations for 0 < @< 360°
b Show these coordinates satisfy the
equation of the circle x° + y =7° and a 7cos6+6sin* @—-8=0
write the value of r b 4cos’6+5sin@=3
c Another circle has the equation 11. a Drawan accurate graph of the function
4x° + 4y* = 25. What is its radius? y =2cos0+3sin6 for —180° < 6< 180°
5 Acircle, with centre at the origin, passes b Solve the equation 2cos6+3sin@=0 for
through the point (6, 8). What is its equation this range of 6 by using
in its simplest form?
i your graph,
6 Solve these equations for —180° < 6 < 180°
Show your working. ii an algebraic method.
12 Prove these identities.
a 2sin@=cos@
b 4cos6=5sin0 a cos’ x—sin* x=cos’ x—sin* x
Cc 3sin20@ —cos20 =0 1
b tanx+
tan x sin xcosx
dd) 3siv20—2 tan 20
e 3sin0 +tan@ =0
f sin@cos@—cos@=0 Challenge
—tan’
7 Solve these equations for 0° <6 < 360° >—=1-2sin’ x and
13 Prove that pale
1+t an’ x
asin’ @—2sin0+1=0
weil tan: oad
=—
b tan’@—tand-2=0 hence solve the equation ———
eribsiap.e, ae
Cc 2sin0+2=3cos6
for 0 <x <360°
d 2cos’@+sin’@=2
e 2cos@+2=4sin’ 0
f 5sin@—4cos’ 0 =2

@ MyMaths Q 2047, 2048, 2053, 2257, 2284, 2285 SEARCH|

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The sine and cosine rules

Fluency and skills

You can use the sine and cosine rules to calculate lengths and B
angles in any triangle — not just right-angled triangles. :
Cc

When you know a pair of opposite sides and angles, you can
calculate other sides and angles using the sine rule. A ; é

The sine rule states that, for triangle ABC, |Keypoint Ucethelefi handwversian

a b iG An sinA_sinB_ sinC for sides and the right-

sinA sinB sinC a b C hand one for angles.

Triangle ABC can

be written AABC
In AABC, angle A = 50°, side a= 8cm and side c= 10cm.
Calculate angles B and C, given that the triangle is acute.

As cis Known, use the

iu A) sine rule to calculate
e a angle C
first.
sinc v sin5O°
le) y a) Substitute in the correct
values.
sindO*°
ngs. 10
=0 9575.
Sine is positive between O° and 160", so there are Rearrange to solve for sin C

two possible values of C Do not round answers

during a calculation.
The given triangle is acute, so C=73.2°

PSIQIC FA OO oe OO ae =O. a Use the angle sum of a

triangle.

The data in Example 1 (A = 50°, a=8cm, c= 10cm) can also

describe an obtuse triangle where C’= 180° — 73.2° = 106.8° and
B= 180° — 50° 106.8° = 23.2°. This is an example of the ambiguous
case, where the initial data gives two possible triangles.
When you know two sides and the angle between them, you can use
the cosine rule to calculate the third side. You can also use this rule
to calculate angles when you know all three sides but no angles.

The cosine rule states that, for triangle ABC, a? = b? +c? —2becosA
cm c
/; N
Alternatively, b° = a’ +c” —2accosB or c? =a’ +b? —2abcosC A G

Trigonometry The sine and cosine rules

 In AABC, a=4cm, b=9cm and c=6cm. Calculate angle B

poate : You need to find angle B, so use the

Cae a formula which has b? as the subject.
9° = 6° +4° -2x6x4xcosB
2—
‘Example
48 cos B=36+ 16-81 =-29
ee
IS a LE |Rearrange to make cos B the subject. |
48 ee
Pugeb= 127.2" ea cos Bis negati
gative, so angle B is obtuse. |

You can calculate the area of any triangle when you know any two
sides and the angle between them.

: 1 :
Area of triangle ABC= gett sin C

Exercise 3.2A Fluency and skills

1 Calculate the lengths BC and PR in these 4 Calculate all the unknown sides and angles
triangles. in these triangles. Give both solutions if the
B data is ambiguous.
a A 10cm
Ly 7 cm ee
12cm
5 cm
G
54 65° -
A G
B
2 a Triangle ABCis acute with AB=9cm, c 65a
BC=8cm and angle A = 52°. Calculate see | :
angle C a ae

b i
Triangle EFG is obtuse with EG = 11cm, Ax
EF=7cm and angle G=35°. Calculate
obtuse angle F
c Triangle HI/is obtuse with H/= 10cm,
IJ=5cm and angle H = 28°. Calculate
obtuse angleJ ion

3 a Calculate the lengths BC and PR in these

triangles 5 Calculate the unknown sides and angles in

b Calculate the areas of the triangles. a AABCwhere a=11.1cm, b= 17.3cmand

B P e=21.2cm

b ADEF where d=75.3cm, e=56.2cm and

8 cm angle F=51°

48° — Cx c AHI where with h = 44.2 cm, i= 69.7cm

sO am S OQ oan R and angle J = 33°

@ MyMaths SEARCH 120)

 6 Calculate the length x and the area of the
triangle, giving your answers as surds.

b In AXYZ, calculate the size of angle Z and

3.cm explain why it is the only possible value.
-
7 a InAABC, use the sine rule to show that
there are two possible positions for
vertex C(C, and C,). Calculate the two
possible sizes of angle C
Z

To solve problems involving sine and cosine rules or the area formula
(4) Draw a large diagram to show the information you have and what you need to work out.
(2) Decide which rule or combination of rules you need to use.
Strategy
(3) Calculate missing values and add them to your diagram as you solve the problem.

In AABC, angle A = 49°, angle B = 76° and c= 12 cm. Calculate the unknown sides and angles,
and calculate the area of the triangle.

Angle C= 160° — 76° — 49° =55°

Draw a diagram to show
Aa AZ the information.
The sine rule gives
sin49° sind55°
gu 12ain4
=P ODS...
Sino" Choose the sine rule
=11.1cm (to3 sf) because side c and angle C
are now both known.

The sine rule gives The cosine rule gives

. ee
: - bo = 12° 41,055" 212 Rearrange and calculate a
sin76° sind55 X11.055 xcos76°
pe — =202,05
sin
mec igeipael fe 3 of)
fe
b=14.213... You can use either the sine
= 14.2cm (to 3 sf) rule or the cosine rule to
calculate b
The two unknown sides are 11.1 cmand 14.2 cm.
You can decide which rule
is easier to use.
The area of triangle = sbosind
4 You could also use
=5X14.2x12xsin49" = 64.3 cm* 1 \ 1
5
—ac sinB or 5— ap sin
i C

© Trigonometry The sine and cosine rules

 Exercise 3.2B Reasoning and problem-solving
1 Calculate the area of AEFG, given that e=5cm, f=6cm and e—10'em,

2 a AABChasAB=5 cm, BC=6cm and AC=7cm. Calculate the size of the smallest angle
in the triangle.
b AEGFhas EF=5cm, FG=7cm and EG = 10cm. Calculate the size of the largest angle in the
triangle.
3 AABChas b= 4/3 cm, c=12cmand angle A = 30°. Prove the triangle is isosceles.
4 Aparallelogram has diagonals 10cm and 16cm long and an angle of 42° between them.
Calculate the lengths of its sides.
5 a ADEPhas sides d=3x,e=x+2and f=2x+1.Ifangle D=60°, show that the triangle is
equilateral. Calculate its area as a surd.
3
b APQRhas an area of — m?. If p=x+ 1, q=2x+ 1 and angle R= 30°, what is the
value of x? :
6 a _ Find two different expressions for the height h using
AACP and ABCP

Hence, prove the sine rule. Also prove that the area of
1 1
AABC= eee = rey

b Find expressions for CP, AP and BP in terms of the sides

a, b, cand angle A. Hence, use Pythagoras’ theorem to
prove the cosine rule.

me Vi CI ee 2, V3 cm and angle Y=30°. Prove that

there are two triangles that satisfy this data and prove that
one is isosceles and the other is right-angled.
8 ‘The side opposite the smallest angle in a triangle is 8 cm long. If the angles are in the ratio
5:10:21, find the length of the other two sides.

9 Twocircles, radii 7cm and 9cm, intersect with centres 11 cm apart. What is the length of their
common chord?

10 The circumcircle of AABC has centre O and radius

r, as Shown in the diagram. Point P is the foot of the
perpendicular from O to BC. Consider ABOP and prove
iden . Hence, prove the sine rule.

11 A triangle has base angles of 22.5° and 112.5°. Prove that

the height of the triangle is half the length of the base.

Challenge -

12 InAXYZ, x=n?-1, y=n’-n+land z=n*—2n

Prove that angle Y= 60°

@ MyMaths Q 2045, 2046 "SEARCH |

 ~_ ae

« Sine, cosine and tangent are periodic functions. Their graphs have line and rotational symmetry.
+ The sine, cosine and tangent of any angle can be expressed in terms of an acute angle.
¢ The sign and size of the sine, cosine or tangent of any angle can also be found using a sketch
graph of the function. aay,
e The two identities sin°9+cos @=1 and tan0= help you manipulate trigonometric
expressions. ou
e The quadrant diagram can be used to find the sign and size of the sine, cosine or tangent of any
angle. The mnemonic CAST helps you to remember in which quadrants the trigonometric ratios
are positive.
¢ Tosolvea trigonometric equation, use identities to simplify it and then use a quadrant diagram
or graph to find all possible angles.
¢ ‘The sine and cosine rules are used to calculate unknown sides and angles in any triangle.
» The sine rule, 7 = Z pene , is used when you know a pair of opposite sides and angles.
sinA sinB sinC
¢ The cosine rule, a° = b*° +c* —2bccos A, is used when you know either two sides and the angle
between them or all three sides.
e ‘The area formula for a triangle, Area = jabsin C, uses two sides and the included angle.

Check and review

Try Questions
Nps ee

1,3,7

& Use the two identities sin2@ + cos?@ = 1 and tané = bad and recognise x* + y? = r?
as the equation of a circle. iy

A Solve various types of trigonometric equations.

/ Use the sine and cosine rules and the area formula for a triangle. |

1 Given that 0 is acute, calculate the value of

a sin@ andtan@ whencos@ 0.8 b cos @ and tan 0 when sin 0 ah

13
De cmpihe on Sue, 2
0 b tan@(1—sin’ee 0)
L=<Sine 2 cos@
3 Express, in terms of acute angles,

asin 190° b tan260° C cos 140° d tan318° @- sin37I°

f cos480° g tan(150°) h_ cos(200°) i sin(280°)

Trigonometry Summary and review

 Find the maximum value of y and the period for these functions, showing your working.
a y=4sinx b y=5sin2x € y=6cos5x
Sketch the graphs of y =sinx and y=cosx for 0° < x < 180° on the same axes.
a Use your graph to solve the equation sinx= cos x
b Solve the same equation algebraically to check your solutions.
a Show that the point P(2cos 0, 2sin 6) lies on a circle and find its radius.
b Show that the point Q(1, V3 ) lies on the circle and write the value of @ at Q
Use the triangle to write these trig ratios in surd form.
a sind35° b cos225° Ce tana.
d cos405° e sin(—135°) f tan(—225°)
Give all the values of 0 in the range 360° to 360° for which
a cos@=0.7 b tan@=2.5 c sin@=-0.5
Solve these equations for 0° < 0 < 360°, showing your working.
: ]
a 3sin@=2 Deez ian o—7 10-2 cose
= l—0, -d. cos 6 tand@—0:5 e SCORES
10 Solve these equations for 180° < @ < 180°. Show your working.
a 4sin0=3cos0 b 4sin@=3tand C 3sin’@ =tan0cos 6

d sin(o—20°) = e cos(0-+30°) == f tan(@-10°)-1

11 Solve these equations for 0° < 6 < 180°, showing your working.
a osin26
—1 b 5tan20—-2=0 c 5sin30-—1=0
d 3cos30—2=0 e 3sin20 —cos20=0 f 2sin[ *0)-cos| 20}=0
12 Solve these equations for 0° < 6 < 360°
a 2cos*@+sin@
—1 b cos*@+cos@ =sin’é c 6sin’?@+5cos@
=5

diitan-¢.—2 d e 1+sin@ cos’@ =sin0 f Asin?O=2+cos0é

cos
13 Calculate the side BC, the angle E, and the area of each triangle.
a AABCwhere AC=8cm, Angle A = 42° and Angle B= 56°
b ADEFwhere DF=6cm, EF= 11cm and Angle D= 124°

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Reasoning and problem-solving (03B)
 Exploration
Going beyond the exams

Trigonometry, ag we Know it today, was largely developed $

| z between the [6th and [Sth centuries. However, the ¢
— foundationg of trigonometry were laid ag long ago ag the 4
Mm | 3rd century BC. 5
| Hipparchus (190 BC - [20 BC), a Creek ¢| €
mathematician and agtronomer regarded by many ag the | é
me founder of trigonometry, constructed the first known 2000 Rn on ono oe §
trigonometric tables based on the lengths of chords in circles. POOROe
| El | Contributions to the early development of the theory were made
| by scholare from a number of countries, including Greece, Turkey,
) India, Egypt and China.

a|
| Use a spreadsheet to calculate and compare the values of sin (x + y) and gin x cog y+ cog x gin y for
|
| different values of x and y
|a
|
|
|a
ies Use a SD graph plotter to draw the graphe of sin(x+y) and sin x cos y+ cog x gin y
| Ls What do you notice about the two graphe’?
|@
| pac fmnsisiinninsieiga cd =

(8 ||Haase
|| The recuttgin(4+ B)= sinA C08 oe
Henage
Adapt your proof from the other ‘Have a go’ fe
Cn cos A sin Bhas been known in various forme the cage where one of the angles ig acute and the
| gince ancient times. other ig obtuge.
‘a Prove that thig result ig the cage, where A and
= Bare acute angles,
| o by considering the
lg areas of the three
triangleg shown in Z
| the diagram below. c\
So

ie= Poo
ae r
|a sa
aad - TE TELS INTESETOP TTT ERRERARPETNeHS
In questions that tell you to show your working, you shouldn’t depend solely on a calculator. For
these questions, solutions based entirely on graphical or numerical methods are not acceptable.
1 Sketch these pairs of graphs for —180° < x <180°

a y=sinx y=sin2x [3 marks] b y=tanx; y=tan(x-20°) [4]

On each diagram, show the coordinates where the curve crosses the x-axis and give the
equations of any asymptotes.
2 Solve these equations for 0 < x < 360°. Show your working.

deecOs
%= 0.208 [3] b 2tan(x-80°)=3 [4]
3 f(x)=sin(x+45°) for0< x <360°

a Sketch the graph of y = f(x) and label the coordinates of intersection with the axes. [3]
b Write down the coordinates of the minimum and maximum points in this interval. [3]
c Solve the equation sin(x+45°)=0.3 for x in the interval 0° < x < 360°. Show your working. [4]
4 For the curve with equation y= cos, give the coordinates of a

a Maximum point, b Minimum point. [3]

5 ‘Thetriangle DEF has DE=8m, EF=6mand DF=7m.
a Calculate the size of 7DEF [3]
b Calculate the area of the triangle. [3]

6 A triangle has side lengths 19cm, 13cm and x and angle 55° as shown. — &
Calculate the size of x [3]

7 Anequilateral triangle has area V3 square units. As\ ge

Calculate the side lengths of the triangle. [3]
8 Solve these equations for —180° < x <180°. Show your working.
a 2sin(x-10)=-0.4 [4] Deatan37—0.7- 5 [6]
9 The curve C has equation y = tan(x—a@) with —180° < x <180° and 0°<a@ < 45°
a Sketch C and label the points of intersection with the x-axis. [3]

b Write down the equations of the asymptotes. [2]

c Solve the equation tan(x—a@)= V3 for —180° < x <180°. Show your working. [4]

10 f(x)=kcosx where kis a positive constant.

a_ Sketch the graph of y= f(x) for 0< x < 360°
Label the points of intersection with the coordinate axes. [3]

b Given that k =3, solve the equation kcosx = sinx for 0° < x < 360°. Show your working. [4]
11 f(x) =cos2x, g(x)= lee
a Sketch y=f(x) and y=g(x) on the same axes for 0°S x 360°
[5]
b Howmany solutions are there to f(x) =g(x)? Justify your answer.
[1]
A
12 A triangle ABC has AB = 10cm, BC= 16cm and ZBCA = 30°
7" <50 10 cm
a_ Calculate the possible lengths of AC C [5]
16cm
b What is the minimum possible area of the triangle? B [3]
13 In the triangle CDE, CD=9cm, CE= 14cm ANnGeA GD A=

a_ Calculate the size of ZDEC [3]

b Explain why there is only one possible value of 2DEC y [2]
14 In the triangle ABC, BC=9cm, CA= 14cm and ZBCA = 46°
a Calculate the length of side AB 14 cm [3]
b Calculate the size of the largest angle in the triangle. : Ae) ; [3]
15 A triangle has side lengths 12cm, 8cm and 6cm.

Calculate the size of the largest angle in the triangle. [4]

2
16 Solve the inequality sinx > ee for 0< x <360°. Show your working. [4]
17 a Show that cos 0+tan@sin@= aay: [3]
b Hence solve cos@+tan@sin@ = 2.5 for —180° <8 < 180° [3]
18 Solve these equations for 0° < x < 360°. Show your working.
a sin’ x=0.65 [5]
b tan’ x—2tanx-3=0 [4]
19 Solve, for 0 < x <180°, the equation 3cos° 2x =2sin2x+3. Show your working. [8]
20 f(@)=2tan30+5sin30

Find all the solutions to f(@)=0 in the range 0° < @ <180°. Show your working. [9]
: ; 1 ; &
21 Given that sin x = a and x is acute, find the exact value of

a cose 12| b tanx [3]

Give your answers in the form a/b where ais rational and bis the smallest possible integer.
22 2cos’ @—ksin@ =2—k
a Find the range ofvalues of k for which the equation has no solutions.
[6]
b Find the solutions in the range 0° < @ < 360° when k= 1. Show your working.
[4]
23 Find an expression for tan@ in terms of a, given that 0 is acute and sin@ =a
[3]
24 Solve the equation sin" x—5cos* x+1=0 for 0° < x < 360°, Show your working.
[8]
25 The area of an isosceles triangle is 400 cm?
Calculate the perimeter of the triangle given that one of the angles is 150°
[7]

© Trigonometry Assessment
 Differentiation and
integration
Differentiation enables us to calculate rates of
change. This is very useful for finding expressions for
displacement, velocity and acceleration. For example,
an expression for the displacement of an airplane in
the sky informs us of the distance and direction of
the airplane from its original position, at a given time.
The first derivative of this expression gives the rate
of change of displacement, that is, the velocity. The
_ second derivative gives an expression for the rate of
} change of velocity, that is, the acceleration.

Differentiation and integration (which can be

considered as reverse differentiation) belong to a
branch of mathematics called calculus. Calculus is the
study of change, and it’s a powerful tool in modelling
real-world situations. Calculus has many applications
in a variety of fields including quantum mechanics,
thermodynamics, engineering and economics, in
modelling growth and movement.
Orientation

Ch1.5 Lines and circles To differentiate from Ch7 Units

andkinematics.
e The equation of a first principles. Velocity and acceleration ;
straight line where m e To differentiate terms -asratesofchange. =
4
is the gradient. of the form ax” Acceleration as a sous:

eon Fa Sen oe ae a era ine

perpendicular to of change.
each other: © To work out and vee
m, xm, =—l interpret equations, Ch15 Differentiation
tangents, normals,
Points of inflection.
Ch2 Polynomials and the turning points and
The product and quotient
binomial theorem second derivatives.
rules.
e Binomial expansion © To work out the integral The chain rule.
formula. of a function, calculate
e Curve sketching. definite integrals and Ch16 Integration
use these to calculate Integration by parts, by
the area under a Curve. substitution and using
partial fractions.

Practise before
@ MyMaths you start |C 2002, 2004, 2022, 2041
 Bridging Unit

See You can use your knowledge of graphs to describe how the gradient :
Bridging
Unit 1F of a polynomial changes with x, and you can use a gradient function
reminder of to get information about the corresponding polynomial.
gradients
You can easily determine from a sketch whether part of a curve has
a positive or negative gradient.

For example, this curve has a negative gradient when —2 <x <1 and
a positive gradient when x <—2 and x>1
-154
When x =—2 and x=1 the gradient of the curve is zero, so the curve 29 |
has a maximum point at (—2, 20) and a minimum point at (1, —7)

You can estimate the gradient of the curve at a point by choosing two

points (x,, y,) and (x,,y,) on the curve and using

hie
(2.5, 20)
The two points should be close together since this will give a more
accurate approximation. For example, to estimate the gradient at the
point (2, 4), take this point as (x,, y,)
20—4
Ifyou chose (2.5, 20) for (x,, y, )then this will give a gradient of II (ee)we)
220
However, if you chose (2.1, 6.552) for (x,,y, )then this will give a
: 6.552—4 we
gradient of aepCone which is a more accurate estimate.

For the graph shown,

a State the range of values of x for which the gradient is
i positive ii negative.
b State the coordinates of the point where the gradient is zero.
; 6 -5
c Estimate the gradient of the curve at the point (1, 0) using the chord
i from (1, 0) to (2, 7) ii from (1, 0) to (1.1, 0.61)

a i The curve has a positive gradient when x >—2

li The curve has a negative gradient when x <—2
b The gradient of the curve is zero at the point (—2, -9) This is a minimum point.
|
C i Gradient of chord from (1,0) to (2, 7) is 7-0

co 0 This is a more accurate

Ii Gradient of chord from (1, O) to (1.1,0.61) is 061-0 =6"\ approximation of the
1.1-1 gradient of the curve at (1, 0)

Bridging Unit Coordinate geometry

 For the graph shown,

a State the range of values of x for which the gradient is

i positive ii negative.
PU
Bridgin
b State the coordinates of the point where the gradient is zero.

c Estimate the gradient of the curve at the point (5, 12)

using the chord

i from (5, 12) to (6, 7) ii from (5, 12) to (5.5, 9.75)

Acurve y=f(x) will have a gradient function called f ’(x). You can plot the graph of y =f (x) by
estimating the gradient at several points on the curve y = f(x)

The graph of y= f(x) is shown, where f(x)=x° +2x+3

a State the gradient of the curve of y=f(x) at the point (—1, 2)

b Use chords to estimate the gradient of the curve of y=f(x)

at the points (—2, 3), (0, 3) and (1, 6)

c Plot the graph of the gradient function y=f’(x)

a (—1, 2) isa minimum point so the gradient is O

The jest of the

function is UC
a line.
Choose suitable chords to
estimate the gradients.

f(x)=5-x’
a State the gradient of the curve of y=f(x) at the point (O55)
(1, 4)
b Use chords to estimate the gradient ofthe curve of y = f(x) at the points (—2, 1), (-1, 4) and

c¢ Plot the graph of the gradient function y=f’(x)

en
@® MyMaths Q 2002, 2028
 1
f(x)=—x°+x
(x) :
You are given the value of the gradient at several points.
f’(—3) =10, f’(-2) =5, f’(-1) =2, f’G) =2, f’(2) =5, f/(3)=10
Plot the gradient function y=f’(x) |aie orctertnnerona |

sketching.
f(x)=x443 tas Gradient
The gradient of the curve y=f(x) at various —32
points is given in the table. |! —4

Use these points to plot the graph of the

gradient function y =f ‘(x)

You may have noticed a relationship between the order i Grderus gradient
of the function and the order of its gradient function. Order of function function
= The quadratic functions had linear gradient functions. Be
= ‘The cubic function had a quadratic gradient function. S
= ‘The quartic function had a cubic gradient function. 4

A polynomial function of order n will have a gradient function of order n— 1 |Key point |

You can use the methods described to help you work out the gradient function of a curve using
information about the curve. The converse, working out the equation of a curve using its gradient
function, requires a bit more information. Each curve has only one, unique, gradient function but
each gradient function might describe any one of an infinite set of curves. To know which curve the
gradient function is describing, you need to know the coordinates of a point that lies on the curve.
For example, information about the gradient function might give you most of the equation of the
curve: y=x° —3x+c. If you also know it passes through the point (2, —1) then you can substitute for
x andy and find the value of the constant c. In this case,

—1=2°-3(2)+c> c=1soy=x?-3x+]1

t Find the equation of the curve y=x°+3x°—5x+c which passes through the point (-1, 5)
£
a
£ 5=(-1°+3(-1)*-5(-1)t+e e— Substitute x=—1 and y=5
6> into the equation.
5=-14+5+5+¢e>c¢c=-2
Lid
Therefore, the equation is y=x° +3x* —5x—2

Bridging Unit Coordinate geometry

 Find the equation of the curve y =x’ —2x* +c which passes through (4, 16)

Bridging Exercise Topic A PUR

Bridgin

1 For the graph of y =7x"+ox6 shown,

a State the range of values of x for which the gradient is
i positive ii negative,
b Find the coordinates of the point where the gradient is zero,
c Estimate the gradient of the curve at the point (2, —4) by using
the chord
i from (2, —4) to (3, -2.25) ii from (2, —4) to (2.2, -3.69)
2 For the graph of yaox" —6x+10 shown,
a State the range of values of x for which the gradient is
i positive ii negative,
b Find the coordinates of the points where the gradient is zero,
c Estimate the gradient of the curve at the point (0, 10)
by using the chord
é + |! 4
i from (0, 10) to (1, 4.125) ii from (0, 10) to [242

Betis) 2— 45
a State the gradient of the curve of y=f(x) at the point (2, —4)
b Estimate the gradient of the curve of y=f(x)
at the points (—1, 5), (0, 0) and (4, 0)
c Plot the graph of the gradient function y=f (x)
4 State which of these graphs shows the gradient function of
i y=x°+6x-5 ii y=x*-4x°+2 iii y=x°-5 iv y=8+6x—-x°
a y b y c y d y

; i . eS Sete 5 :

Find the equation ofthe curve y=6x° —8x+c which passes through (3, 12)
Find the equation of the curve y=x°" +2x°—3x+c which passes through (1, 3)

Find the equation of the curve y= 3x°-—7x°+4x+c which passes through (—2, 4)

Given that f(x)=x°—5x+c and f(2)=4, find the value of c

ao
OOo
On Given that f(x)=x°+3x° -2x+c and f(—3)=8, find the value of c

bray

@ MyMaths
 Differentiation from first principles

Fluency and skills

rate
When looking at the graph of a function, the gradient of its curve at any given point tells you the
of change. Differentiation from first principles is a method of calculating the gradient and, therefore,
the rate of change.

For example, you can work out the gradient of the function y = x° at
the point P(2, 4) using differentiation from first principles.

Define a point Q that lies on the curve, a tiny horizontal distance h

from P, so that Q has coordinates (2 + h, (2 + h)*) Ce

PQ is the chord that connects the points.

The gradient of the chord PQ is given by

Pie

_—44+4ht+h?-4 4h+he
(2+h)-2 oh
—4 4h
; ICT
As the distance between P and Q becomes very small, h os Resource
very small and m,,, approaches 4 online
Gradient at P=4 To investigate gradients
of chords for a graph
Th is method can be generalised for any function. chickihie nlean tie :

Consider the graph y= f(x) digital book.

Let the point P lie on the curve and have x-coordinate x
Its y-coordinate is then f(x)
Let the point Q also lie on the curve, / units to the right of P
Its coordinates are therefore (x + h, f(x + h))

The gradient of PQ is given by \Keypoint|

m
Yo-Yo _f(x+h)-f(x) _f(x+h)-f(x)
pole eos (x+h)—x h

As h approaches 0, the point Q approaches P and the gradient of the

chord PQ gets closer to the gradient of the curve at P

© Differentiation and integration Differentiation from first principles

The gradient of the curve at P is defined as the limiting value of the i
gradient of PQ as h approaches 0. This limit is denoted by f’(x) and ane value, os
is called the derived function or derivative of f(x). See p.391 for a paolo epeciic
list of mathematical notation. value that a function
approaches or tends
f(x+h)-f(x) |Key point | towards. “lim”
ho>0
followed by a
h
function means the
limit of the function
Differentiation with this method is referred to as finding the BS endetGierO
derivative from first principles.

Use differentiation from first principles to work out the derivative of y =x? and the gradient at
the point (3,9)

f(x) =
20. TX) (x-hi)*
f(x+h)—f{x) eae ee
f’(x)= eat ee Substitute the FRC
ibijse
_ (xt+h)e -x* x’ + 2xh+he —x® Wee |
= lim —— —__ = lim ——
h30 h h-O

a= lim(2x +h) Raa

Expand and |
the expression.
S2XK 0

The gradient at the point (3, 9) Pis

ER GerN
f"(3)=2x3=- a Let A tend towards zero.

Derivatives give the rate of change and constants don’t change. So a function multiplied by a
constant will differentiate to give the derived function multiplied by the same constant.

If a function is itself a constant, then the derivative will be zero.

For a function af(x), where a is a constant, the derived function is given by af’(x) |Keypoint,

For a function f(x) = a, where a is a constant, the derived function f’(x) is zero

Differentiate a 3x° Dae

3x? is in the form af(x

eee

a A= ssuscs where ape

So differentiating 3x*:
BX2¢= 6X —————————————————————— From Example 1,
C9) = 26
=
baa
Sof'(x)=0 f(x) = a, where ais a ~
constant.

@ MyMaths
 Exercise 4.1A Fluency and skills
Use the method shown in Example 1 to 4 Work out, from first principles, the derived
1
work out the gradient of these functions at function when
the points given. a f(x) =2x2 b f(x) =42

al ya=x atx—3) Day=x atx —4 ce f(x)=6x d f(x)=512°

Chey=2x ative =o atx 1 e f()=2+1 f f(x)=2x-3

1 3
@ y=—x atx=4 f y=—x atx=10 g fee h f(x) =28+1
2 4 3

Oa aa ee at ae 5 a Workout, from first principles, the

2 Use the method of differentiation from first derived function where
principles to work out the derivative and i f()=x4x2
hence the gradient of the curve.
‘ i ile) =e-beed
a y=xat the point (1,1)
l= 4s—5
b y=3x’ at the point (2, 12)
WV fgj=x+2x4+3
¢ y=x whenx=3

d the point (5, 19)

y=4x-1at V f(x)=x?-3x-1
Vi iix<j=24 452-3
e y=5x at the point (6,18)
b Work out, from first principles, the
f y=x?+1 atthe point (2,5)
derived function of
g y=2x' at the point (1,2)
ie =6 ii f(x)=0
h y=x°?+2 atthe point (2, 10)
iii f(x) =-2 iv f(x)=n
3. Use differentiation from first principles to
work out the gradient of the tangent to ¢ Work out, from first principles, the
a y=2x at the point where x=2 derived function of
b y=3x2+2at (3,29) i f(x)=x li f(x)=-x
r y=*- atthe point(4,8) iii f(x)=2x+1 iv f()=4-3x
d y= 5 —4 at the point (2,—2) 4 eg
e y=2x? -1
at the point (-2,7) a 2x
b y=3x'—
f point
y=x’+xa where x=1
tthe GC y=2x d y=l1-x
g y=x'+xat
the point (2, 10) @ yax—2x° fo yHx- 428

Reasoning and problem-solving

To solve problems involving differentiation from first principles

(4) Substitute your function into the formula f’( x)= ees ls,
h0
(2) Expand and simplify the expression.
Strategy
(3) Let tend towards 0 and write down the limit of the expression, f(x)
(4) Find the value of the gradient at a point (a, b) on the curve by evaluating f’(a)

© Differentiation and integration Differentiation from first principles

 At which point on the curve y= 2x° is the gradient equal to 24?
———_{@)
= =|ieeetheaoe
—,

2(x +h)? — 2x°

f(x)=2x° so, fF(x)= lin
h + 2
2x° + Ox°h + Gxh?+ 2h? — 2x? Lon + Find the ore Wit
el
1-30 im
ii Ox” FO Heh)
oe (2)
3

f(x) =6x? e—____— Use the derivative

=eeere(S)and

ii(gj=24 So, 6x2= 24 eee the initial conditions to

form an Sauaton
lf x=22 then y=f(t2) =2 x (42)°=4+16
—— —_(4)
The gradient is 24 at the points (2, 16) and (-2,-16) e——___— Solve the equation ae
formed.

Exercise 4.1B Reasoning and problem-solving

1 At which point on the curve y = 5x does the b y=x' and y=3x°+9x
gradient take the value given? Show your
C y=xandy=2x*-x
working.
d y=x' and y= 4x - 4x
ae)
@ y=x+3x+ landy=7x+1
b 100
tf y=2x+x-4andy=11x+2
c 0.5
0..y=x—xand y=5x- 2
d_ Half of what it is at (2, 20)
ho y=2x?
+ 3x? and y= 12x
eA third of what it is at (3, 45)
a Consider the derivatives of 1, x, x*, x,
f Four times what it is at (1, 5)
x’, and hence suggest a general rule
At which two points on the curve y= x’ does about the derivative of x”
the gradient equal the value given? Show
b Consider the derivatives of 2, 4x, 3x°,
your working.
5x’, —2x* and hence suggest a general
a3 D2 C27 rule about the derivative of ax"
1
C0. 035-e a {+147 c ‘Test your rule by considering the
For what value of x will these pairs of curves derivative of 2x° and 3x°
have the same gradient? Show your working. d Can you say you have proved your rule?
a y=x and
y= 2x
b y=2x? and y=12x Challenge

GC) y=3x and y= 15x, 6 Can you show from first principles that
d y=ax’ and y= bx where a and bare aay ine curve’ = v has a gradient of —4
constants. 1
when x= ;
For what value(s) of x will these pairs of curves
b The derivative of r is eo
have the same gradient? Show your working.
a y=xXandy=x+5x

@ MyMaths “SEARCH|
 Differentiating ax’ and Leibniz notation

Fluency and skills

You can use a simple rule to differentiate functions in the form ax"

Iff(x)=ax" then f’(x)=nax"”

Ifa function is a sum of two other functions, you can differentiate each function one at a time and
then add the results.

Ifh(x)=f(x)+g(x) then h’(x)=f’(x)+g’(x)

Isaac Newton is credited with having come up with the idea of cel
Calculus first, but Gottfried Leibniz, a German mathematician and = calculator
contemporary of Newton, also developed the concept and devised an You can use a calculator
alternative notation which is commonly used. to evaluate the gradient
of the tangent to a curve
For y, — y, he used the symbol dy and for x, —x, he used the symbol 6x
For a list
at a given point.
eee
ematical So Nemes Sy. and he wrote that fle = oy
notation. XQ — Xp (8x 06x dx

Lf y=f(x)
y= f(s) thenee er)
|?

. es f Sees
ci ope: a function, or finding ae gives a formula for the Activity
gradient of the graph of the function at a point. This is also the Find out how to
gradient of the tangent to the curve at this point. calculate the gradient
of the tangent to the
curve y= 5x? — 2x where
x=30n your calculator.

Differentiate y = 3x° + 4x° + 2x +3

v SOK Ak Ox = Ora aye tov 3° ea Mitte each temo ie

Ao
dy _ 4
ee
il O =I

d
ae =o aya nax"' on each
dx

© Differentiation and integration Differentiating ax” and Leibniz notation

 Work out the derived function when f(x)= 4 oe Vx+2x"
a

f(x) = Ayo es. x2 42y7 « Write each term in the

1 | |form ax”
(x) =OX4x7'+(-1)x 3x + ax x? +7K 2x8 a |
—___________
ee
, eae | Use f(x) = nax"' on |
#'(x)=—3x™ +—x 27414x° Le
2. each term.
a |
: 3 1
f(x) =->+——=+14x°
x 2/x simpy an |

Exercise 4.2A Fluency and skills

1 Differentiate 4 For each question part ato d
a 3x? b 6x! Cass i Find an expression in x for the gradient
l function,
d 8 e -4 I a= pees
3 ii Find the value of the gradient at the
th Sees be saa ii Xe given point.
jo =x k x? es a Given that f(x) = 3x° + 4x — 6 work out the
5 a value of f’(—2)
ieee ) ee ae 02.0
b Given that y= 2x* — 5x* — 1 work out the
2 Work out the derivative of dy
value of — when x= 1
ave bx c i dx y
3/2 c Acurve has equation y=10x + —
is RN ae Se fa. /3x . f as
1 h 3 6 Calculate the gradient of the curve at the
g = e an point where x = 2
1 k 3 | 1 d Calculate the gradient of the curve
Mies Te 8 4
Vx Vx? V5 Vj=—--=, al the point (2,5)
eee eek
e i Expand y=x(x-1)
3 Calculate ay when y= . dy
dx ii Hence evaluate — when x= 4 and
a x?4+2x-3 b 1-2x-5x" y=x(x-1)
/ , oe a iii Hence state the gradient of the
Gee Naot Genkataritt tangent to the curve at (4, 12)
1 2
Cee ae TS ce 5 Write an expression in x for a and thus
ae
a 3 10 calculate the gradient of the tangent to each
x
g x°-—+—+5 h —-l-— curve at the point given.
bee x 10 .
l 5 a y=2x°—5x+1 at(1,—2)
i x += je xe= Ve 10
Vx x b y=1—5x+—
at (2,-4)
2 5 2 a x
hie ale are c y=x(2x+1)
at(-3, 15)
d y= Vit at(4,3)
 6 For each pair of functions, find which has 7 Acurveis given byy=x°+5x°—-8x+1
the greater gradient at the given point. Which of the following statements are true?

a
d
Gp> tWwhenx=1
dy
b Pra =
aeeN
a y=x? and y=20-x at
the point (4, 16)
b y=x?and +3 x—
y=6— 2x at-8
the point ay ay)
Cc pee
a 0 when x =4 ae
d —>0Ow henx=-2
(272)
c y=2x?+13x 8
-—1atthe
and y=2x+3 d 9
e OMewhen x =~—4 is equal to &Y when x==
omits 7-11)
‘ =3x°—5 dx dx 3
d y=3x° -5x-2 and y=x"—x
x—2 andy= 2x +3 at the . i

point (-1,6) f oe when x=~—1 is equal to a when x= 1

e y=+x and y=2x- 15 at the point (9,3)

Reasoning and problem-solving

To solve differentiation problems involving polynomials with rational powers

@) Use the laws of alaebra to make your expression the sum of terms of the form ax”

(2) Apply f(x) = ax” = f’(x) = nax"' to each term to find the derivative.
Strategy
Substitute any numbers required and answer the question.

: Lane
A Given that f(x) = el find the expression f’(x) and hence find f’(4)
a4 iG
E Write in index form.

co xX+1 > 1
iV) i) —=————
Af] ae
ee
=o 2Chne eee
Divide by x° to make
ao ye p (4)= ‘| j 71 your expression a sum
A as ofA 2(V4 2 of terms of the form ax”

Apply f(x) = nax’"' to

each term.

1 Work out the derivative with respect to x of

ay (ae ec (eeril) f n(x)=x(vx +1)

b g(x)=(x-1)(x+1)
J pax (442%)
Coehtx\=x° (1325) h ae ee
d k(x)=Vx(x+3) ne i¢(x?+3x+1)
- um
4x
© Differentiation and integration Differentiating ax” and Leibniz
notation
 e€ Choose the correct word to make each
2 Given y, find dy
dx statement true.
a =X b = . d
J NS Ba i When ey <0, the curve is (rising/
uF dx
Cy X+vxX ie pes 1-x-2Jx falling) from left to right.
x - d
; : ii When > 0, the curve is (rising/
e Ex=x f TO.) x dx
Ve Sig A oer falling) from left to right.

; n Ko + 3x —1 h melee 5 ‘The sketch shows the curve

re a Nea EX
laren, 10x° +40
Xx y =——__ ,
0.5 8x 85.5
iG
ee y
x 90
80
3 Work out the derivative with respect to x of o
each of these functions. su
a f(x)=(x-3)(x+1) a
10
b g(x)=(x—4)(x-5) oe ‘
Cc h(x)=(1-x)(3+x) dy
a Workout —
d j(x)=(x+1)(2x+1) dx
b i For which value of x is the gradient of
@ k(x)=x(x+1)(x-1) the curve zero? Show your working.
f m(x)=(x+1)(Vx +1) ii What is the value of y at this point?
c For which values of x is the curve
4 The sketch shows part of the curve x
y =(x-1)(x—7) near the origin. i Decreasing, fi Increasing?
y
Challenge

6 Prove that the gradient of the function y

ch2.2
See |
> X
f(x) =(x+ 1)! at the point (1, 16) is 32
=s 4 . .
Forare ee

° expanding
. ; 4
7 a Differentiate the function brackets
and the
ix) a(x 1c 2) binomial
theorem.

a Workout dy Work out the gradient of the curve

dx il.) at
b Identify where the curve crosses the x-axis. Pion point athe eadient equal

c¢ Workout the point where the gradient of to zero?

oe Ue te et: A line with equation y= 2x — k,

d i Whereis gy <0? where k is a constant, is a tangent
Mes to the curve.

ii Where is oy >0? i At what point does the tangent

oes touch the curve?
ii What is the value of k?

EAE

® MyMaths SEARCH
 Abi. _— —

Rates of change

Fluency and skills

When yis a function of x, the gradient of a graph of y against x tells you how the y-measurement is
changing per unit x-measurement.

The rate of change of y with respect to x |Keypoint|

can be written uy
dx

The gradient of a distance-time graph is a measure of the rate of change of distance (7) with respect
F : a: A
eon to time (f), this is called velocity (v).
distance—
time
dr Key point
graphs.
v=
~ dt
: ed OR
If v metres per second represents velocity and t seconds represents time, then the gradient, —, isa
measure of the rate at which velocity is changing with time, in metres per second per second.

, COT
The rate of change of velocity is called acceleration, a= =

Acceleration is the derivative of a derivative, which is called the second derivative.

‘or on Similar notation is used for the second derivative, f”(x), as for the first derivative, f(x)

‘oie ay ,. ay, Ga
accelera-

SUD Eestare ba (gt (x)

A particle is moving on the y-axis such that its distance, rcm, from the origin is given by
r=f'+2t?+t, where tis the time measured in seconds.
; dr
a Use the fact that the velocity v = ae to find an expression for the particle's velocity.
2
; ao 0:7 Agia
b Use the fact that the acceleration a=— = —— to find an expression for the
acceleration. dé di

ais 2 dr
a r=t°+2t °+t Rack: 2 +4t+1 e—______ Use f’(t) = nat’

b d a9? 44241
dt

Differentiation and integration Rates of change

By differentiating a function and sketching a graph of the derivative,
you can find out whether A positive gradient
epee : d means an increasing
the function is increasing & > 0}, function. A negative
gradient means a
the function is decreasing & <0 } decreasing function.

Leanne : ' d
or the function is neither increasing nor decreasing a ==() |in
which case you call it stationary.

Consider the curve y = 2x° — 3x° — 36x + 2

a Work out dy

oo d
b Use y your equation
q from 9)part a to sketch a staph
graph oe You must show
of a y your working.g y
Ch2.4
See |
¢ Using your sketch, determine where the value of y is increasing and decreasing. reminder
. . . . . . For a

on curve

d Work out where the value of y is stationary. Beene

A y=2x°—3x" —36x+2
Wek Differentiate to find the
gradient function.

d
When x=0O, ae 6(—3)(2) =—36 Determine where
ae the gradient function
When “ =O X= DOr —Z crosses the axes.
x
dy
dx

Use this information

to sketch a graph.
/ You can also use your
calculator to sketch the
function.

Y, .
From the sketch, a0 (it’s increasing)
x
when x<—2 or when x> 3
Int t the graph.
From the sketch, ~ <0 (it's decreasing) when -2 <x<3 Cee ae OteD .
x
d The value of y will be neither increasing nor decreasing
(it is stationary) at both x=—2 and x=35

@ MyMaths Q 2269, 2270 SEARCH|

 Try it on your Activity
calculator Find out how to sketch the
You can use a calculator to curve f(x) =3x?—x*+land
sketch a function and its its derivative f’(x) on your
Calculator
derivative. calculator.

Exercise 4.3A Fluency and skills

1 Calculate the rate of change of the following 2 Work out the rate of change of the rate of
2

functions at the given points. You must show change, ae |of the following functions
all your working.
at the given points. You must show all your
a ef e)=x + l0xatxc—A working.

b g(x)=x°+2x°+x+latx=-1 a Yen Paeata—o

10
G hi) = 5-56 ata b y=—atx=2
ae
1
d- k(x)=x%+—atx=3 1
is G y=—=—atx=l1
Ve
e m(x)=9x° +6x+latx=1
d y=x'-x’atx=-2
tf -n(\=x x atx ==2 » 4
@ y=x -—atx=2
ie
f y=x'°+4x°+3x atx=-1

h q(x)=x? +latx=36

| r(x)=x*-8x" atx=—2 h y=3x—4Jx atx=0.16

J s(x)=Vx—x atx=4 i y=4-ax, where ais a constant, at x=—3

: 1 1
Kiet = 2a J y=Hx+2+—atx=—
BG 2
1
I ulec)=4—
3x atx ——10 k yr at x=0:5
a
1 2 3 4 5
m v(x)=F gyate=-1 he ee at x=—-2
2 OS 245 120
Nn w(x)=1-3x-2x? atx=0 3 Using the gradient function of each curve,
162 9
determine where the curve is
0 y(x)=—~+2x° atx=3 i Stationary,
x
1000 ii Increasing,
D> 2x) =20\ e+ a abe 25 iii Decreasing.

Differentiation and integration Rates of change

 at one,
a y=x +4x-12 x3
i y=—
b y=3-5x-2x? @;
=e
Clie 1 I| an a Ai
x er . dy ‘
ab pe ae 4x+] 4 By finding expressions for rie determine

Il which of each pair of functions has the

Sey y lela X— ox
2x a greater rate of hange wi respect to
change with x at
aS the given x-value.
f ee ea
: 2 au ands) tea |
3
eye 1
ie at X>0 b y=5-3x and y=— atx=0.5
23
h pare ene C y=x°-2 and y=x?-x-2 atx=3
d y=1+10x—-x° and y=x-x’ atx=2

Reasoning and problem-solving

To answer a problem involving rate of change

(4) Read and understand the context, identifying any function or relationship.
(2) Differentiate to get a formula for the relevant rate of change.
Strategy
(3) Evaluate under the given conditions.
(4) Apply this to answer the initial question, being mindful of the context and units.

A conical vat is filled with water. The volume in the vat at time t seconds is Vml.

V is a function of t such that the volume at time tis found by multiplying the cube of t by 507

a Work out V(t), the rate at which the vat is filled, in millilitres per second.
b Calculate the rate at which the vat is filling with water after 3 seconds.

Identify the function.

a V(t)=50nt?
v(t) =150nt*
F Differentiate to get a
formula for the relevant

b V"(3)=150nx3? rate of change.

=13501
V'(3)=4241

_ After 3seconds, the vat is filling at the rate of 4241 mlis"|

(4 sf) ”

@ MyMaths Q 2269, 2270

 An object is thrown into the air. Its height after t seconds is given by
h=1+ 30t— 5f where his its height in metres.
per second.
a Write down an expression for the rate at which the object is climbing, in metres
b Work out
4
Example
i When the object is rising,
ii When the object is falling.

c¢ After how many seconds does the object reach its maximum height?

a h=14+30t—-5t* Identify the function.

h
20 =30-10¢t
dt Differentiate to get a
formula for the rate of
change.
b i <>0=30-10t>0
ie

50> 10¢ z Evaluate when the rate

t<3s of change is greater
than zero.
The object is rising before the third second.
sa All
il ae <O'=> 50 —10b <0 Answer the question,
remembering units.
DO = OL
t>3s

The object is falling after the third second.

c ON 30, 10
at
30 = 10t
t=35

At exactly three seconds the object has reached the top of its
flight and is neither rising nor falling.

Exercise 4.3B Reasoning and problem-solving

1 A taxi driver charges passengers according removed from the freezer, is given by
to the formula C(x) = 2.5x + 6, where Cis M(t) = 500 —7.5t
the
beecost in £ and x is the distance travelled dM F
a Work out are the rate at which the mass
is changing.
Work out the rate in £ per km that the taxi ice
driver charges. b Your answer should have a negative sign
in it. Explai isi
2 A block of ice melts so that its dry mass Madacetne DY Ul ts
M, at atime t minutes after it has been

Differentiation and integration Rates of change

 t seconds after the valve opens is given by
The volume ofa sphere is V = srr
V =360t -6t°
The surface area of a sphere is S = 41r°
a Write down an expression for the
A spherical bubble is expanding. rate at which the cistern is filling after
a Find an expression for the rate of change t seconds.
of the volume as r increases. b Calculate the rate at which the cistern is
b Calculate the rate of change of the volume filling after
of the bubble when its radius is 3 cm. i 10seconds, ii 20 seconds.
¢ Calculate the rate of change of the Cc When the rate is zero, a ballcock shuts
surface area with respect to the radius off the valve. At what time does this
when the radius is 3 cm. occur?

A parabola has equation y = 35-2x—x* d What volume of water is in the tank

a Work out the rate of change of y with when the valve closes?

respect to x when x is equal to For each function

i -2 Pa iii 5 i Work out an expression for the rate of

b When will this rate of change be zero? change of y with respect to x

A skydiver jumps from an ascending plane. ii Evaluate this rate of change when x=0
His height, hm above the ground, is given by iii By expressing the rate of change in the
h=4000+ 3t-—4.9f, where t seconds is the
form a =(x+a) +b, establish that each
time since leaving the plane.
function is increasing for all values of x
a Workout the rate at which the
a y= 45x +30x41
skydiver is falling.
x?

b How fast is he falling after 5 seconds? b y= Sx tlax-4

c Howfast is he falling after 10 seconds? aes
3
i
Cc Uae ey ABs
d_ Calculate his acceleration at this time.
The derivative of a function is
A golf ball was struck on the moon in 1974.
Its height, hm, is modelled by h= 10t— 1.62?,
where t seconds is the time since striking
the ball. Show that the function is always decreasing.
dh
a Calculate Fe the rate at which the
Challenge
height of the ball is changing.
b After how much time will the ball be
10 Acurve has equation
1
falling? y=x'
+ x21
Z ed . d’y
c Calculate the acceleration of the ball in a Workout il dx?

the gravitational field of the moon.

b Show that the gradient of the curve
A cistern fills from empty. A valve opens is an increasing function.
and the volume of water, Vml, in the cistern

® MyMaths Q 2269, 2270

 gs a
Tangents and normals

Fluency and skills

ESE When lines with gradient m, and m, are perpendicular to each other, m, x ™, = =i
Fora
reminder |Key point.
on the il

nace m, =—— for perpendicular lines.

straight mM,
line

The tangent to the curve y= f(x), which touches the curve at the A line with gradient
point (x, f(x)), has the same gradient as the curve at that point, m passing through
giving m, = f’(x) the point (a, b)
The normal to the curve y = f(x), which passes through the point has equation
(x, f(x)), is perpendicular to the tangent at that point. (y—-b)=m(x-a)
1 1
Wine
giv8 N = m, fle)

A curve has equation y = 2x? — 3x— 10

a Work out the equation ofthe tangent to the curve at the point (4, 10)

b Work out the equation of the normal to the curve when x =—2

a y=2x°-3x-10 so
dy
Were Bie a Differentiate.
x
At the point (4, 10) the tangent has gradient
dy
—=4X%4—5=19 e—<——_——_______ !Substitute.
dx
The equation of the tangent is
(y-10)=13(x-4) e— Use (y— b)= m(x— a)
y=13x-42
b When x=—2
y= 2x(-2)* -3x(-2)-10e Substitute x = —2 into
the original equation.
vet
30 (—2, 4) is a point on the normal.
At (—2, 4) the tangent has gradient
dy
—=4x(-2)-3=-11
dx
So the normal has a gradient of a ee
The equation of the normal is
|

(y= = A) 4)= ——
an (Ke ) Use (y— b) = m(x—a)
Tly=x=46

Differentiation and integration Tangents and normals

 Exercise 4.4A Fluency and skills
1 Work out the equation of the tangent to each 4 A line is a tangent to the curve y= x* +3x-1
of these curves at the given points. Show at the point (1, k)
your working.
a Whatis the value of k?
a y=20"-3x—
lat (1,4)
b What is the gradient of the tangent at this
Dy y=3-—x—x7 at(—2, 1) point? Show your working.
C y=2x?+
3x? at (1,5) C Work out the equation of the line.
de y=5x°
= x*at (2,4) A curve has equation y = x°+7x-—9

ra Ae a Calculate the point on this curve with

x
x coordinate 1
ey b Calculate the gradient of the tangent to the
Be
curve at this point. Show your working.
g y=Vx at(9,3)
c Hence state the gradient of the normal to
the curve at this point.
; D d Work out the equation of the normal to
i) y=Vxe+——
at (453)
Ts ae the curve at this point.
; 1 il 2
ese + — at (1,2)
a
A curve has equation y = 2x + —

a
a
Calculate the point on the curve with
Work out the equation of the normal to each x-coordinate 2
curve at the given points. Show your working.
b Calculate the gradient of the tangent to the
a y=x?+2x-7at
(2,1) curve at this point. Show your working.
b y=4-5x-x’at(-3,
10) c Hence state the gradient of the normal to
Coy=3—<
at (2,—5) the curve at this point.

d y=x'+2x?+x?
at (1,4) d Work out the equation of the normal to
the curve at this point.
8 =~-at(2,3)
Xx A parabola has equation y = x° + 6x +5
f y= x +xat(4,6) a i Work out the gradient of the tangent
1 il 3 at the point where x =—3. Show your
Ne== F-—at
17 ((4—a working.
ii Give the equation of the tangent.
h pew er 7)
ee ae 6 b Give the equation of the normal to the
A curve has equation y= 3x* curve at this point.

a Work out the point on the curve with c Inasimilar way, work out the equation
of the tangent and normal to each curve
x-coordinate 3
at the given point. Show your working.
b Work out the gradient of the curve at this
point. Show your working. i y=x?+2x-24atx=-l
ii y=x?+10xatx=—-5
c Work out the equation of the tangent to iii y=21+4x—-x’ atx=2
the curve at this point.
ESERIES ORT

@ MyMaths SEARC
 Reasoning and problem-solving

To work out where a tangent or normal meets a curve

(4) Differentiate the function for the curve.
=1
Equate this to the gradient of the tangent or normal (remember m,=——).
StrategyRearrange and solve for x
Substitute x in the function and solve for y

The line y=3x-+ bis a tangentto the curve y=2x+4Vx ,x>0

a Work out the point where the tangent meets the curve, thus find the value of the constant b

b Work out the equation of the normal to the curve at this point.

il

A y=2xt4J/x =2x+4x2
Differentiate the
function of the curve.

d
Set uy equal to the
dx
gradient of the tangent.
Ne=e
x=4.
Rearrange and solve
ie
x cannot be negative. : 5

When x= 4,
. . ze @)
y=2x444xV4=16
30 the tangent touches the curve at (4, 16)
O(4)+p=16
b=4

Find the gradient of the

normal.

Differentiation and integration Tangents and normals

 To work out the area bound between a tangent, a normal and the x-axis/y-axis

(4) Work out the equation of the tangent and, from it, the equation of the normal.
(2) Work out where each line crosses the required axis. Lines cut the x-axis when y= 0,
Strategyand the y-axis when x= 0
(3) Sketch the situation if required.
(4) Use A= 3 x base x height, where the base is the length between the intercepts on the x-axis or y-axis
and height is the y-coordinate or x-coordinate respectively.

The point T (1, 2) lies on the curve y=x° + x

Work out the triangular area trapped between the tangent and
the normal to the curve at this point and the x-axis.

The gradient of the tangent at T(1, 2) is

dy So tae Se
ax
=4 Substitute the
1 x-coordinate of
So the gradient of the normal is a a Remember you could do
(y— b) =m(x—a) this using your calculator.
y-2=4(x-1) ae

This crosses the x-axis when y= O

50,0-2=4(x-1) :
__| Use (y— b)=mx—
a)to
Zz 1 work out the equation of
Therefore, A is the point (=.0| the tangent.
1
Equation of the normalis y—2= Sera ——| Work out the equation
of the tangent.
g
This crosses the x-axis when y=O |

a ar a ) Work
out where
ves each line crosses the
required axis.
Bis the point (9, O)
1 4
ive Oa as a Use the equation of the
: tangent to work out the
SS Ast q
equation of the normal.
Area of triangle = eae

1 pKa a2 (Square units) pace |

ee (os (2 s Area = 3% base x height

® MyMaths
 Exercise 4.4B Reasoning and problem-solving
1 The line with equation y=1—3x isa b Work out the equation of the normal to
tangent to the curve y=x°—7x+k the curve at the same point.
where k is a constant. c Calculate the area of the triangle bound
a Calculate the value of x at the point by the tangent, the normal and the y-axis.
2
where the tangent meets the curve. 6 Acubiccurve y=x +x +2x+lhasa
b Hence calculate the value of k tangent at x=0

The curve y= aaa >0 has anormal a Work out the equation of this tangent.

that runs parallel = the line b Work out the coordinates of the point
B where the tangent crosses the curve
y=3x+4
again.
Work out the point where the normal crosses
© Work out the coordinates of the point C
the curve at right angles.
where the tangent at B crosses the x-axis.
a Work out the equation of the normal to
d Calculate the area of the triangle BCO
the curve y=x° ~3x+1]at the point A,
where O is the origin.
where x= 1
J
A parabola has the equation y =2x° —3x+1
a Work out the equation of the tangent
to the curve that is parallel to the line
y=5x

b Work out the equation of the normal at

this point.

A point in the first quadrant (p, q) lies on

the curve y=x° +1

b Work out the point B where the normal The tangent at this point is perpendicular to
at A crosses the curve again. x
the e liliney =—-—a
“=

C Prove that the line AB is not normal to a Calculate the values ofp and q
the curve at B
2x? +1 1+4x b What is the equation of the tangent at
The curves y= and y= ,x#0 this point?
intersect at the point (a, b). At this point, the ¢ Whatis the equation of the normal at
line that is the tangent to one curve is the this point?
normal to the other line. 18 E
A normal to the curve y=x+—, x>0, is
a_ Use two methods to work out an parallel to y=x x
expression for the gradient of this line.
a Work out the coordinates of the point
b Work out the point (a, b) where the normal crosses the curve at
¢ Work out the equation of the line. right angles.
a Work out the equation of the tangent to b Work out the equation of the tangent at
9 this point.
the curve y=2—— whenx=3
a

Differentiation and integration Tangents and normals

10 For each parabola a Work out the equation of the normal to
i Express the equation in the form Hg curve
b+(x+a) i AtA ii AtB
ii Hence deduce the coordinates of the b Show that these two normals intersect
turning point on the parabola. on the x-axis.
iii Work out the equation of the tangent 12 The parabola y = 4+2x-—2x’ crosses the
and the normal at this point. y-axis at the point (p, q)
iv Comment on your answers. a_ State the values of p and g

y=x°+6x-1 b Work out the gradient ofthe tangent of

the curve at this point.
os
® y=x°-10x+5
© y=x?-3x-7 ¢ Work out the equation of the normal to
; this point.
d y=4-8x-x°
: d The curve crosses the x-axis at two points.
@ y=x +4 5
i Work out the coordinates of these
Be ee points.
11. A parabolic mirror has a cross-section as ii Work out the equation of the normal
shown. at both points.

e Arelated curve, y=4—2x’ crosses the

y-axis at (0, 4)

Work out the equation of the normal to

this curve at this point.

Challenge

x 13 a Work out the equation of the

360
tangent to the curve y=—— (x21)
x
at the point where x = 30
Work out the equation of the
normal at the point where x = 60

i Atwhat point is the gradient of

the normal 2
The branch above the x-axis has equation ii Give the equation of this

ae 10x normal.
The branch below it has equation y = =104 7 The line y=—40x+kis a tangent to

The line AB is parallel to the y-axis. the curve.

Peer i i At what point does this line

touch the curve?

ii What is the value of k?

® MyMaths
 =
Turning points

Fluency and skills

When a curve changes from an increasing function to a decreasing function or vice versa, it passes
through a point where it is stationary. This is called a turning point or stationary point.

At a turning point, the gradient of the tangent is zero. Com A turning pointis a
Therefore, you can work out the coordinates of the stationary point, but
turning point by equating the derivative to zero. a stationary point
is not necessarily a
Here are examples of amaximum turning point and a minimum turning point. You
turning point. will learn about
other types of
Increasing = —— ~ Decreasing Decreasing Increasing
stationary point in
f(x) >0 f(x) <0 P(x) <0 SS eee f(x) >0
Section 15.1
At a maximum turning point, as x increases, the gradient changes
from positive through zero to negative.

At a minimum turning point, as x increases, the gradient changes

from negative through zero to positive.

Work out the coordinates of the turning point on the curve y= x +4x—12 and determine its
nature by inspection of the derivative either side of the point. Show your working.

y=x°+4x-12 Differentiate. a

At a turning point,
Find the value of x
dy
——=O>2xr4=OS>x=—2 ¢ when the derivative is
ax
equal to zero.
y=(-2)°+4x(-2)-125
y=-16 ©
The turning point is at (—2,-16) Substitute into the
original equation.
dy
At x=-2.1,7 7=2(-2.1)+4=-0.2

At x=-1.9, ae 2(-1.9)+4=02 e
Consider the value of
the derivative either
dx
The gradient is increasing from negative to positive, so the point side of the turning point.

(—2, -16) is a minimum turning point.

Differentiation and integration Turning points

hoy
o
whed
Tryiton your | Cae Activity
&
=| calculator | Z Find out how to find
L You can find turning points | the turning points of
ye)
on a graphics calculator. 7 Vax —3x 9x4 1 on
Oo
your graphics calculator.

As well as by inspection, the nature of a turning point can be determined by finding the second
derivative with respect to x, ee
oeely
If the gradient, —, is decreasing and the second derivative is negative, the turning point is a maximum.
dx

At a maximum turning point, ae <0

, om
e ae
If the gradient, —, is increasing and the second derivative is positive, the turning point is a minimum.
dx
: |
point
Key |
At a minimum turning point, Ae >0

Remember that you can also represent the second derivative using the notation f”’(x)

: : ‘ ih
Use calculus to work out the coordinates of the turning point on the curve f(x) =x+—, x>0
and determine its nature. 3

| 1
(ij=xr— so f(x)=1=—
Example
2 x x
1
At a turning point, f(x) =O s01-— =O
sf
Solving for x gives x= +1
but x>O,S0 x= 1

When x= 1,
1 Substitute into the

Le at 1 original equation.
So the turning point is at (1, 2)
1
Po=l——= + 1 — Ke
x Find the second
~ "2 derivative to determine
Ti) ae the nature of the
turning point.
When x= 1, 7
 Exercise 4.5A Fluency and skills
iii f(x) = 1-36x—
21x? — 2x°
1 For each curve, work out the coordinates of
the stationary point(s) and determine their iv f(x) = 2x = lle 82
nature by inspection. Show your working.
v f(x) =3—4x4+
5x? —2x°
Guy Ga 3 Da vi f(x) =5 +.x— 2x? — 4x?
(i eee Sear dey
5 "The function f(x) =3x%° + 8x — 6x — 240-1
Cy =2
4 (x6 fey =0
has three turning points.
0 Ny 2 = ih
a Show that stationary points can be found
: . : 4
(yi Oe ce J NEA RAS atx= 1 x=—l and s——z

18 Work out the coordinates of the three

Key 2 0
og stationary points.
1
ee 0 ee) Use the second derivative to help you
x
establish the nature of each.
m y=x-10/x,x>0
6 The function f(x) = 3x‘ — 42° — 36x° has three
ie SPS =O 0 turning points. A sketch of the graph of the
function is shown.
2 The curve y= x*— 6x’ has two turning points. y

a Work out the coordinates of both turning

points. Show your working.
b Use the second derivative to determine
the nature of each.

C Sketch the curve y =x — 6x? Show the

coordinates of the turning points and
any intersections with axes on your sketch.
The sketch suggests that these turning
3 a Work out the coordinates of the turning points can be found at x=—2, x=0 and
points of y= 2x° + 30x° + 1 and determine x=3
their nature. Show your working.
Show that this is the case.
Co Sketch the curve y = 2x + 30° + 1 Show
Use the second derivative to verify the
the coordinates of the turning points and
nature of each turning point.
any intersections with axes on your sketch.
4 f(x) = 22° —9x? + 12x+7 7 A function is defined by f(x) = ees x>0
x
a Differentiate f(x)
a Show that the only stationary point on
the curve y= f(x) is atx=3
b The curve y= f(x) has two turning points.
State the coordinates of the stationary
Work out the coordinates of them both
point and determine its nature. Show
and determine their natures. Show your
your working.
working.
A related function is defined by
¢ Repeat this process with the following
: 72
functions. f(x) =8x+—,x#0
oe
Pt) =x xe = Ady) It has a stationary point at x =—3
Determine the nature of this stationary
fi f(x) =2° + 3x? -—45x-45
point. Show your working.
Differentiation and integration Turning points
 Reasoning and problem-solving

~. 10 identify the main features of a curve

2)
S (4) Work out where it crosses the axes (x= 0 and y = 0)
# (2) Consider the behaviour of the curve as x tends . infinity and identify any asymptotes.
" (3) Work out the coordinates of the turning points ( = 0|and determine their nature.
(4) Use the information you have found to sketch the function. tseech2.|

ae
about
sketching
y=(x-10)(x+5)(x4+14) Ae
a Show that the curve crosses the y-axis at (0, -700)

b Show that there is a maximum turning point at (—10, 400) and a minimum turning
point at (4, -972)

c Sketch the curve. : : (1)

: a Find where the graph ~
a The curve crosses the y-axis when x= O | crosses the axes |
90 y=—-10X 5x 14
=—700, giving (O, 700) as a point on the curve.

b y=(x-10)(x+5)(x+14)
ry A a a
i =x 2x =120x—700 Differentiate and
in 3x°+18x—-120=3(x-4)(x+10) = factorise.
x d
Stationary points occur when = SO = X=4 aid <= 10
4 =
Nive < Pe Work out the
y=(4-10)(4+ 5)(4 + 14) =-972, giving (4,-972) Crardinarceorine
When x=—10 | | turning points.
y=(-10-10)(-10+
5)(-10 + 14) =400, giving (-10, 400) =
dy 2
olen Find the second (3)
‘aK i)
d? y derivative
So - =6x+16

er
x
a x=, we ye ivative isis positi
derivative positive so ((4,-972) ) isa .
| Use the second 3)
minimum turning point. derivative to determine
When x=—10, it is negative so (—10, 400) is a maximum turning point. the nature of the
3 turning points.

(10,400)

Use this information

to sketch the function.
You could use your
graphics calculator to
check your sketch.
 To optimise a given situation
Express the dependent variable (say y) as a function of the independent variable (Say x).
Differentiate y with respect to x
Strategy
(3) Let the derivative be zero and find the value of x that optimises the value of y
Examine the nature of the turning points to decide if it is a maximum or minimum.
Put your turning point in the context of the question.

A piece of rope 120m long is to be used to draw out a rectangle on the ground.

What is the biggest area that can be enclosed in the rectangle?

Let x represent the height of the rectangle in metres,

1
4
Example
So width = a! 202%) =CO—x
Use the fact that
perimeter = 2 x width +
2 x length = 120 to
60 —x
write width in terms of
length.

Identify your variables —

a sketch helps.

The area, A= x(GO-—x)=6Ox—x°

dA
—=60-2x
dx

At a turning point,
dA
—_=05060-2x=O
ax
K=O)
Let the derivative be
Differentiating again gives zero.
a As
a Find the nature of the
This is less than zero, so the turning point is a maximum. turning point.

The greatest area will be enclosed when x= 30

SoA, max
= 30(60- 30) Use the value of x to
= 900 answer the question in
context.
The greatest area that can be enclosed is 900 2.

Differentiation and integration Turning points

Exercise 4.5B Reasoning and problem-solving
Two numbers, x and 1000 — x, add to A small tray is made from a 12cm square of
make 1000. What would they need to be to metal.
maximise their product? Small squares are cut from each corner and
The product of two positive whole numbers, the edges left are turned up.
3600 aant

x and , 1S 3600. Their sum is the smallest

| Bs;
it can be. What are the two numbers? 12cm

Two numbers, x and y, have a sum of 12.

What values of x and y will make xy a
i A|

maximum?
What should the side of the small square be
A wire model ofa so as to maximise the volume of the tray?
cuboid is made. The
A fruit drink container is a cuboid with a
total length of wire on
square base. It has to hold 1000 ml ofjuice.
used is 600 cm.
Let one side of the square base be xcm and
a Express yin terms of x the height of the container be hcm.
b Express the volume of the cuboid in a_ Express hin terms of x
terms of x b Find an expression for the surface area
Cc Find the values of x and y which of the cuboid in terms of x
maximise the volume. c Find the value of x that will minimise the
surface area (and hence the cost of the
A rope of length 16m is used to form three
container).
sides of a rectangular pen against a wall.

wall
Challenge

9 Acylindrical container has to hold

440 ml of juice.
y

a Express its height hcm in terms of

a Howshould the rope be arranged to
the radius xcm.
maximise the area enclosed?
The surface area of a cylinder with
b Another length of rope is used to enclose a lid and a base is given by
an area of 50m” in a similar way. What is
2nx°? +2nxh
the shortest length of rope that is needed?
Calculate the value of x that
The point A(x, y) lies in the first quadrant on
minimises this surface area.
the line with equation y = 6 — 5x
Show your working and write your
A rectangle with two sides on the coordinate
answer correct to 2 decimal places.
axes has A as one vertex.
If the container doesn’t need a lid,
a Workout an expression in x for the area how does this affect the answer?
of the rectangle.

b Work out the point for which this area is

a maximum.

@ MyMaths
 Integration

Fluency and skills

The reverse process of differentiation is known is integration.
To differentiate sums of terms of the form ax" you multiply by the
power then reduce the power by | to get nax” ’
To integrate you do the exact opposite: you add 1 to the power then
When you perform
divide by the new power.
an integration you
When you differentiate a constant, the result is zero. So when you
can check your result
perform an integration, you should add a constant, c, to allow for
by differentiating it -
this. This is referred to as the constant of integration. The value of
you should get back
this constant can only be determined if further information is given.
to what you started
Integrating x” with respect to x is written as |Keypoint,
with.
n+l

[wake +c,n#-l1
n+1

When a function is multiplied by a constant, the constant can be

moved outside the integral.

faf(x)dx = alf(x)dx where a is a constant.

When integrating the sum of two functions, each function can be

You may see this
integrated separately.
rule referred to as
Given that displacement is a function of time r(¢), then velocity
the sum rule.
v(t) =r (¢). Reversing this, we get
[(f(x)+g(x))dx=

Jv(t)dt=r(t)+ce [f()dx+ fg(x)dx

Given that velocity is a function of time v(t), then acceleration

a(t)=v’(t). Reversing this we get

fa(t)de=v(t)+c

The Fundamental Theorem of Calculus shows how integrals and

derivatives are linked to one another. The theorem states that, if f(x)
is a continuous function on the interval a<x< b, then

[ t0oax = F(b)—F(a) where “(F(x)) = f(x)

Differentiation and integration Integration

 fice 6xe ae
Ue
a Integrate to find f(x)
b Given that the point (1, 4) lies on the curve y= f(x), find the constant of integration.

eh aiGe is Ilex +3x* “ayaCad (2

a 1 roe Express all the terms in
index form a
and use the sum
rule to isolate functions.
|

= [6x°dx+ f3x%dxt fxPax+ [4x°dx

ne Integrate ae
ox 3x? Ax!
—+¢ = rues n+i
4 a Jax eee
aa)

z
) 4 4 odes wil
eases
=—=x*4+x° 42x? +4xtco e———

3 4 z
b Se +x° +2x° +4x+¢
Substitute in coordinate
ee values for x and y

<< restr adai, |

Exercise 4.6A Fluency and skills

1 Work out the integral of each function with e [(x? +x+1)dx f [(1-4x-3x" )dx
respect to x, remembering the constant of
g [(4x°+2x-7)dx h [(2+9x7 -12x° Jax
integration.
i [Vxdx [Xxdx
10 Dy 3%

Re
il
6x° dint 2a k —dx [2 dx

25x" fx 3. Workout

Oo
oo
ee
® Swear h 5-4x a [rdx
3x°+6x+2 j 12x°+6 c J sin 30° )dx
3—4x-6x* | xetx?+x41
e [4x +4x-—28dx ile+ : Jax
Bae OA KY
=r
n 2°+4x+1
p. 2x" —x*
g (ve-z Jax = f(sx-S Jax

Bia, (h-+)
r x'—x?+x+6
ay
t X 4 —xi+x? tae

Il
yn
eo
9°
2
3% vy —x?-x*+4
3} :
k Jur qoax
1 1 (x+1)
ax
3
nx" +27x 2
Find
=
_—_|e
wsRo
+ mic jora
SSS

Jidx b [xdx o ise)ae

|
=]
e—
—
=

c [(6x+7)dx d {(3 ~ 2x)dx

ber
w

@ MyMaths
 4 The derivative and a point on the curve 5 Work out the function, f(x) for the given
y= f(x) are given. f’(x) and the point (x, f(x))
Work out the function f(x) a f(x)=40+3; (2,4)

Ay elses eu) be fee 107 (2)

Det (= eanare) iv) f’(x) = 3x? + 2x+ 1; (2,1)

c at (9, 100)
f(x)=5Vx d (1,5)
f’(x)=4x+3Vx;

Reasoning and problem-solving

To solve problems that require integration

Identify the variables and express the problem as a mathematical equation.
Integrate.
StrategyUse initial conditions to work out the constant of integration.
(4) Substitute c into the equation and answer the question.

‘The particle starts from rest’

A moving particle has acceleration —10 cms ~* means when t=0, v=0
The particle starts from rest 50cm to the right of the origin.
a Express the velocity as a function of time.
b Express the displacement from the origin as a function of time.
c State the acceleration, velocity and displacement after 3 seconds. Identify the variables
and express the
oo - ———$—$—$——$—————
- | rate of change as a
v(t) = fateyat mathematical equation.
= [-104¢
| ofide aril Integrate to work out
= 107 the general form of the
function.
v(0)=-10x0+c=0
ESO ——
Use the initial conditions
90 V(t)=—-10f e to work out c
b o(t)=[vit)at © a(3)=-10 cms
= {(-108)at v(3)=-10x3
=—40 cms" Use the value of cto
==5¢°+¢ 5(3) =-5 x 32+50 answer the question.
6(O) ==5 x 07+ c=50
=5cm
Eo)

So s(t) =-5t? +50

170|Differentiation and integration Integration

 Exercise 4.6B Reasoning and problem-solving
1 Given that the rate of change of P with 6 ‘The second derivative of a function is given
respect to tis 7, and that when t=4, P=2
d°

by 2 =6
a Express Pin terms of t dx
When y=20y al and i! =
b Work out P when t=5 dx
What is the value of ywhen x= 4?
Cc Work out twhen P= 16
7 a Aparticle moves on the x-axis so that
2 It is known that f’(x) =1—6x and that f(3) =6 its acceleration is a function of time,

a Calculate f(—2) a(t) = 2t. Initially (at t= 0) the particle was

2cm to the right of the origin travelling
b For what values of x does f(x)=0?
with a velocity, v, of 2cms"!.
3 Kepler was an astronomer who studied the i Express the velocity and the
relationship between the orbital period, in displacement, s, as a function of t
y years, of a celestial body and the mean
ii Calculate both velocity and
distance from the Sun, R (measured in
displacement when t= 1
astronomical units AU). The rate at which
b Repeat part a for particles with the
the period increases as the distance from the
following initial conditions.
: sere
Sun increases is given by aedy oo[-
e i a(t)=6; s(0)=—2; v(0)=5
a Express yin terms of randc, the lt alé)=f+1;s(0)=1; v0) =2
constant of integration.
iii a(t) =t*; s(0) =0; v(0) =-1
b The Earth is 1 astronomical unit from the
Sun and takes one year to orbit it. Find the 8 Apiece of rock breaks away from the White
relation between y and r Cliffs of Dover.

c Mars is 1.5 AU from the Sun. How long Its acceleration towards the shore, 90m

does it take to orbit the Sun? below, is5ms~.

d_ Saturn takes 29.4 years to orbit the Sun. Let t seconds be the time since the rock broke

What is its mean distance form the Sun? free. Let v(t)ms" be its velocity at time t. Note
that when t= 0, the velocity of the rock is 0
4 The rate at which the depth, h metres, ina
How long will it take for the rock to hit the
reservoir drops as time passes is given by
shore?
oe =f—4t,t >0where fis the time in days.
dt
Challenge
When t=0, h=4
9 The velocity of a particle is given by
a Express fas a function of t
v(t) =4 + 3t where distance is measured
b What is the depth after half a day? in metres and time in seconds. After
c When is the depth 16m? one second the particle is 6m to the
right of the origin.
5 ‘The second derivative of a function is given
2 a Where was the particle initially?
by ayLeSslox|
dx b What is its acceleration at t= 5?
When x=1, ae 4 c Howfar has it travelled in the fifth
dx dy second?
a Work out an expression in x for a
d Work out an expression in n for the
b Whenx=1,y= u . What is the value of y distance travelled in the n™ second.
when x = 2?

® MyMaths Q 2054, 2055 :~ SEARCH

 —. 8 at, #

Area under a curve

Fluency and skills

You can use integration to find the area between a curve
and the x-axis. To do this, you perform a calculation using
a definite integral.

b
A definite integral is denoted by I f(x) dx

bis called the upper limit, and a the lower limit.

Consider a continuous function y = f(x) over some

interval and where all points on the curve in that interval
ICT
Resource
lie on the same side ot the x-axis. The area, A, is bound by
online
y=f(x), the x-axis and the lines x=a and x= b where a< b
To experiment with
Consider a small change in x and the change in area, 6A, that
numerical integration
results from this change. using rectangles, click
Use Leibniz notation where 6x represents a small change in x and this link in the digital
dy represents the corresponding change in y book.

= 1s)
Zooming in you can see a
small section of the area,
trapped between vertical
lines at x and atx + 6x

The small area between the vertical lines at x and x + dx (shaded)

is denoted by 6A
yox SA <(y+ by )dx
Dividing by 8x: ys <(y+8y)
x
As you let 6x tend to zero: Remember
e OA dA oy dy
eee ee
< —
ey eee
boas
Nee
i =
a im—=
sailde
dA
So =—
ede
Integrating this will give you a formula for the area from the origin up to the upper bound, namely
A= |ydx. Note that, when calculating this small area, the lines x= a and x= b were not
used so this
has given us a general formula for calculating the area. A further calculation is needed
to obtain the
area between x=aandx=b

172) Differentiation and integration Area under a curve

If you wish to calculate the area between two vertical lines, x= a and
x= b, then you need only integrate to get the formula for area and
substitute a and b for x. The difference between your results is the
required area.
The constants of
If ff(x)dx = F(x) +c then (F(b) +c) — (F(a) +c) = F(b) — F(a)
integration sum to
zero. This means
The area under a curve between the x-axis, x= a, x=b |Key point
you don’t need
and y= f(x), is given by A= i)f(x)dx =F(b)—F(a) to worry about
the constant of
Working with areas below the x-axis will produce negative results. integration when
As area is a positive quantity you should use the magnitude of the calculating a
answer only (ignore the negative sign). definite integral.

4
Evaluate the definite integral | (3x° +4x+1)dx. You must show your working.

[,: Gx? z +4x41dx

3 2 4
= [x +2x° + x oo Integrate.

=(4°+2x4°+4)-(17+2x¥ +1) Substitute the

=100-4 two values of x

=96

A parabola cuts the axes as shown.

2
Show that the area A is Ue units.

A= [ox —8x+12dx
rh

Substitute the two values

210_4xsori2x6)-(F-4xa+12%2
of x

te
3 Remember, areas must
Area Ais 1 O=units®. always be positive, so you
can ignore the minus sign.

If you had calculated the definite integral between 0 and 6, the answer would
be zero. The positive and negative sections would cancel each other out.

@ MyMaths Q. 2056, 2273 “si

ha
°)
pe) Activity
Try it on your
& calculator Find out how to evaluate
=|
2 You can use a calculator to °3x4— x3 +1dx on your
© evaluate a definite integral. calculator.
oO

Exercise 4.7A Fluency and skills

1 Evaluate these definite integrals. Show your 2 Workout the total shaded area for each of
working in each case. these graphs. Show your working in each
case.
af x+idx b f'2x-1dx
a

3 6
c i 4—xdx d ple — 3xdx

3 7
S [7x f I,tmdx ;

)
g itm+1dx h [ 3x¢+4x+1dx

. 3 =
i f_,% —6x+9dx j fp-x-x dx e

8g 15 1
yf oaks If) ttogdx

m 25 ] g
Le 242 x+3dx n i Bis
ee

5 45
0 ii4nx” dx p [ix txdx
i
3 tt
Ge af Serene older [iax
. Fak,
4

Differentiation and integration Area under a curve

 Reasoning and problem-solving

To calculate the area under a curve

(4) Make a sketch of the function, if there isn’t one provided.
(2) Identify the area that has to be calculated.
‘Strategy
(3) Write down thedefinite integral associated with thearea.
(4) Evaluate the definite integral and remember that the area is always positive.

Exercise 4.7B Reasoning and problem-solving

An area of 29 units” is bound by the line 6 ‘The area trapped between the x-axis and the
y =x, the x-axis and the lines x =—3 and parabola y =(x+3)(x—9) is split in two parts
x=a,a<0. Use integration to help you by the y-axis. What is the ratio of the larger
calculate the value of a part to the smaller?
Integrate the function f(x) = x* — 6x + 8 with 7 Anareais bounded by the curve y = 4x’,
respect to x and thus calculate the area the x-axis, the line x= 1 and the line x=a,
bound by the curve y = f(x), the x-axis, and a> 1. What is the value of aif the area is
the lines x=2 and x=4 2400 units’?
A parabola has equation y= 10 + 3x— x* 8 Sketch a graph of y=sinx for 0 <x < 360°
Calculate the area of the dome trapped and, using this, explain why the definite
between the curve and the x-axis. integral Jein ax equals zero
The equation y = Vx is one part of a parabola :
with y=0 as the axis of symmetry. 9 Ona velocity-time curve, the distance
travelled can be obtained by calculating the
a Calculate Jydx
area under the curve.
b Calculate the area trapped between the
curve, the x-axis and the lines x= 0 and
An object is thrown straight up. Its velocity,
in ms |, after tseconds can be calculated
x=A1
using v(t)=24t—5t°
c Pis the area below the curve between
x=landx=4. Qis the area between What distance did the object travel between
x=4 and x=9. Calculate the ratio P:Q f= ana t=4?

d Calculate the area trapped between the

curve y=1+ Vx, the x-axis and the lines Challenge
x=0 and x=1 and explain the difference
10 Space debris is detected falling into
between this and the answer to part b.
the Earth’s atmosphere. Its velocity
a Area A is defined by A(a) = az dx in kilometres per second is modelled
For what value of a is the area 999 units’? by v(t)=5+0.01¢ where fis the time
in seconds measured from where the
b Area B is defined by B(a) = [se dx
debris was detected. It completely
For what value of a is the area 875 units’? burned up after 4 seconds. How far did
c Area Cis defined by C(a)= Jah (ele the debris travel in the atmosphere?

For what values of a is the area 19 units’?

a .

2056, 2273 ye Vata

@ MyMaths Q
 Summary and review

gradient of the
« The gradient of the tangent to a curve at the point P can be approximated by the
chord PQ, where Q is a point close to P on the curve.
ng
¢ The derivative at the point P on the curve can be calculated from first principles by consideri
the limiting value of the gradient of the chord PQ as Q tends to P
e ‘The derivative is denoted by f(x)
ee TiC OSes)
MCS) Mge h
dy
e If atc then — = f’(x

e The derivative gives the instantaneous rate of change of y with respect to x.

e The derivative of
. dy
y= ax", where a is a constant, is re ah (179
4
e f(x)=ag(x)+bh(x) => f’(x)=ag’(x)+bh’(x), where a, b are constants.
¢ f(x) gives the rate of change of function f with respect to x. So,
f(x) > 0 means the function is increasing,
f’(x) <0 means the function is decreasing,
f’(x) = 0 means the function is stationary.
e By sketching the gradient function, you can determine whether a function is increasing,
decreasing, or stationary.
e Ata turning point, the tangent is horizontal, so f’(x) =0
¢ Where the function changes from being an increasing to a decreasing function, the turning
point is referred to as a maximum.
¢ Where the function changes from being a decreasing to an increasing function, the turning
point is referred to as a minimum.
e ‘The derivative is itself a function that can be differentiated. The result is called the second
derivative and is denoted by f”(x) or a
x
d
o

. acegives the rate of change of the gradient with respect to x. Assuming “ =0, then f”(x)>0
rs
means the gradient is increasing—it is a minimum turning point.

f(x) <0 means the gradient is decreasing—it is a maximum turning point.

¢ Since the derivative at a point (a, f(a)) gives the gradient of the curve at that point and the
gradient of the tangent at that point then m,,, wn =! (a) and the equation of the tangent is
y—f(a)=f'(a)(x—a)
e l
‘The normal at(a,f(a@)) has a gradient m ee a Fla) so the equation of the normal is
1
Vas Ge aoe)
f(a)

Differentiation and integration Summary and review

 The process of differentiation can be reversed by a process
called integration.
F’(x)=£(x)= F(x)= JtGodx+e
where c is the constant of integration.
ax n+1
fax" d= Fae read as “the integral of ax” with respect to x”

J(af(x0)+bg(x))dx= alf(x)dx+b{ g(x)dx

b
ipf(x)dx is called a definite integral with upper limit b and

lower limit a

[t(xjdx=F(x)+e5 [tax = F(b)—F(a)

If f(x) is continuous in the interval a < x < b and all points on the
curve in this interval are on the same side of the x-axis, the area
bounded by the curve, the x-axis and the lines x= a and x= bis
given by the positive value of J°f(x)dx

Check and review

You should now be able to... | Try Questions

J Differentiate from first principles.
J Differentiate functions composed of terms of the form ax”

J Use differentiation to calculate rates of change.

of Work out equations, tangents and normals.

Work out turning points and determine their nature.

f Work out and interpret the second derivative.

f Work out the integral of a function.

of Understand and calculate definite integrals.

JA Use definite integrals to calculate the area under a curve.

Differentiate each function from first principles.

a joes BLS) b y=x°+lwhenx=-l c y=x'-x-5at (2,9)

d €, y=t= fy
Vol=x
Work out the derivative of
1
f(x)=x°+2x°+3x41 b y=4Vx+x ¢ y=xtits
a

Ise S 4.2
d f(x)=4/x-4/x
= 93
omer
= f
aie
— — +4 ___

ie eee. : ya tev
Vole ais eerie Ym ie

a)
j
2x?
Work out the value ofthe following functions. Show your working.
- d : x4+3
a f’(2) when f(x)=2x° -5 b a when x=3 given y= er
x g
1 33 dy x-9
f’(4)
(4) when (x) as
f(x).=1+—-—= d —ae whenx
=9 given 7
given y= y=—=

Work out the rate of change of y with respect to x when x= 4 given that y = x(2x° - 5x)
Show your working.
A roll of paper is being unravelled. The volume of the roll is a function of the changing
radius, rem. V =25nr° [Vcm’ is the volume].

Calculate the rate of change of the volume when the radius is 3cm. Show your working.

A particle moves along the x-axis so that its distance, Dcm, from the origin at time tfseconds
is given by D(t)=t° —5t+1
i Work out the particle’s velocity at t= 3 (the rate of change of distance with respect to time).
Show your working.

ii Work out the particle’s acceleration at this time (the rate of change ofvelocity with time).
Show your working.

A tourist ascends the outside of a tall building in a scenic elevator.

As she ascends, she can see further. The distance to her horizon, K km, can be calculated by

the formula K = |e. where / is her height in metres and D is the diameter of the planet in

kilometres. On Earth, D= 12 742 km

i Calculate the rate of change of the distance to her horizon with respect to her height
1 When she is 50 m up,
2 Whenshe is 100 m up.
ii How high up will she be when the distance to the horizon is changing at a rate of 0.4 km
per m of height?
iii Suppose the tourist were on a building on the Moon. The Moon has a diameter of 3474 km.
Calculate the rate of change of the distance to her horizon with respect to her height when
she is 50 m up.

Differentiation and integration Summary and review

5S Work out the equations of the tangent and normal to the given curves at the given points.
Show your working.

a y=x°+4x+3 at(1,8)
b ene at (3,5)
c (Ears ae at (2,9)
d y=200Vx at (25, 1000)
6 Work out the turning pointsoneachcurveand 9 Calculate the following definite integrals.
determine their nature. Show your working. Show your working.
a y=x°+4x-5 a [ x+6dx
b y=3x°=4%
10
y=10x' b ; 2mdx

a , oe
d y=ax+— where ais a positive constant.
oe
@ y=ax?+bx+cwhere a, band care
positive constants. Wigs
d - Dads
7 Work out the second derivative of ;

| Ios
2 t x+1
a y=x i |peo let

bey
y 1 10 a Calculate the area bounded by
Cc ae y=x° —7x+10, the x-axis,
6, ge seas ee os x= 2 and x=5. Show your working.
ee
2 6 24 120 720 b Calculate the area bounded by
8 Calculate y=x° —5x+6, the x-axis,
a fi-x-x° dx x=2 and x=3. Show your working.

b (one Ax? dx Cc Calculate the area bounded by

Xe i y=27 — x’, the x-axis, and the y-axis.
c [vx- = dx Show your working.
Vx
d pele
a
What next?

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 Exploration
Going beyond the exams

Differentiation and integration belong to a branch of mathe called

calculug, which ig the study of change. It took hundreds of years
and the work of many mathematiciang to develop calculus to the
gtate in which we know it today.
The firgt pergon to write a book about both differentiation
and integration, and the firet woman to write any book about
mathematics, wag Gaetana Maria Agnesi. One of 2! children,
Maria digplayed incredible ability in a number of disciplines at an
early age, and wag an early campaigner for women’s right to be
educated - giving a speech on the topic when she wag 9 years old.
Agnesi’s book, gtituzioni analitiche ad uso della gioventu
italiana (analytical ingtitutiong for the uge of the Italian youth), wag
publighed in !748 when ghe wag just 3O years old.

Before Maria, in the (7th century, the fundamental Find out the contributiong that Newton and
theorem of calculug wag independently diecovered by —_Leibniz made to the theorem of calculug and uge
Isaac Newton and Gottfried Leibniz. your research to write a gummary. [n your summary,
Thege two were both well-regarded by the digcuge any similarities and differences between the
mathematical community, and both published very worke of each mathematician, and how their regultg
similar works on the subject within only a few years added to or built on what was previously egtablighed
of each other. Thig led to suspicions of copying and _ in the field of calculus.
a qa bitter feud between the two lagted until Leibniz’e
= death in I716.

ie = - ee

Yi

_———/Saak Newton. se
er
In questions that tell you to show your working, you shouldn’t depend solely on a calculator. For
these questions, solutions based entirely on graphical or numerical methods are not acceptable.

1 Differentiate these polynomials with respect to x.

@ x =5x 741 [3 marks] b x°+7x° [3] Seale [4]
The radius (in cm) of a circle at time ¢ seconds is given by r= 20-2Vt

a Work out an expression for the rate of change of the radius. [3]
b Calculate the rate of change of the radius at time 25s. State the units of your answer. [2]
Va 2x =x
a Calculate the gradient of the curve at the point (1, 1). Show your working. [3]
b Work out the equation of the normal to the curve at the point (1, 1) [3]
1
ix )= 2 bee oe
a Work out an expression for f’(x) [2]
b Calculate f’(2) [2]
¢ Work out the equation of the tangent to y=f(x) at the point where x =2
Give your equation in the form ax +by +c =0 where a, b and c are integers. [4]
The curve Chas equation y =6x° —3x° -12x+5
a_ Use calculus to show that C has a turning point when x = - [4]
b Work out the coordinates of the other turning point on C. Show your working. [2]
c Is this point is a maximum or a minimum? Explain your reasoning. [2]
Work out the range of values of x for which y = x’ +5x° —8x+4 is decreasing. [5]
Work out these integrals.

a [2x+3x° de [2] b [x*-42° de [3] c JaVe+e ax [3]

Calculate the exact values of these definite integrals. You must show
your working.
3 2
2
Z,
a [5x*-2 de [4] b favx dx [4] [=3-3x dx [4]
0 1 x
1

Find an expression for f(x) when

ay f(xj=4x +5x—-1 [3] b f'(x)=7x°-x+Vx [5]
yA y=—2+4x-3
10 The region shown is bounded by the x-axis and the curve
y=-x' +4x-3.,
i a eT | ‘
Show that the area of the shaded region is a square units.
11 Vox
dy ae [5]
a Workout ae from first principles.

b Calculate the gradient of the tangent where x=5 [2]

12 y=x-2x
dy Gee [5]
a Workout ay from first principles.

b Calculate the gradient of the tangent where x = 2 [2]

13 Work out —dy when
ayy 43)
— (0-3) [4] by="—=
Ve a [a]
14 The volume (in litres) of water in a container at time ¢ minutes is given by
_ t°—-8t
=:
Calculate the rate of change of the volume after 4 minutes. Show your working. [6]
Find and work out the equation of the normal to y= x (2x+1)(x-—3)

at the point where x = 2 [10]

16 The curve C has equation y = =
a Find “ and work out the equation ofthe tangent to C at the point where x= 1 [9]
The tangent to C at x= 1 crosses the x-axis at the point A and the y-axis at the point B

b Calculate the exact area of the triangle AOB [4]

17 Show that the function f(x) =(1+2x)’ is increasing for all values of x [6]
a
18 Work out the range ofvalues of x for which f(x) = 5V/x+ i=: is a decreasing function.
1 5
[4]
19 Work out the range of values of x for which y = Ae 1)(5—x) is an increasing function. [7]
20 Given that f(x) =x? (2x—./x), work out expressions for

a f(x) [4] ees) A

d’y
21 Given that y = 3x° —4/x, work out 2 [4]
22 Showing your working, calculate the coordinates of the stationary point on
the curve with equation

y= 3245-15, x0

Show that this point is a minimum.

[8]
23 A cylindrical tin is closed at both ends and has a volume of 200 cm‘.
a Express the height, h in terms of the radius, x
[3]
b Show that the surface area, A of the tin is given by

A=2nx? +408
x [3]
¢€ Calculate the value of x for which A is a minimum.
[4]
d Hence, work out the minimum value ofA
[2]
@ Justify that the value found in part dis a minimum.
[2]
© Differentiation and integration Assessment
24 A box has a square base of side length x
The volume of the box is 3000 cm‘.
a Show that the surface area, A, of the box (not including the lid)
12000
is given by A= x* +——— [6]
x 7
b Calculate the value of x for which A is a minimum. [3]
C Hence, work out the minimum value of A [2]
d Justify that the value found in part c is a minimum. [2]
25 Work out these integrals.
a | (2x+3)? 2 dx
J [3] b |JJx(5x-1)dx [4] Cu) eee
Ds 3%
|= dx [4]4
26 Calculate the exact values of these definite integrals. You must show your working.
1

a {(3x-1)'dx [5] b fx°(x-4)(x-5)dx [5]

0 es
27 Calculate the area of the region bounded by the x-axis and the curve y= x° —3x-10
You must show your working. [8]

28 The shaded region shown is bounded by the x-axis, the line x = -

; : 5
and the curve with equation y =—~—3x"
v 2/0, ¥>0

Calculate the area of the shaded region. You must show your working. ; [5]
29 The curve with equation y = f(x) passes through the point (1, 1) ¢ _
Given that f’(x)=5x* =
a Calculate f(x) ‘ [4]
b Work out the equation of the normal to the curve at the point (1, 1) [4]

30 a Differentiate with respect to x, where k is a constant.

i kxtx', k#-1 Dh =—pes [4]
b Integrate the functions in ie a with respect to x [5]

31 f(x)=x’-2x
The tangent to y = f(x) through the point where x = 2 meets the normal through
the point x = —1 at the point P. Calculate the coordinates of P [13]

32 The function f(x) is given by f(x) = x° + kx where k is a positive constant.

The tangent to y =f(x) at the point where x= k meets the x-axis at the point A and
the y-axis at the point B
Given that the area of the triangle ABO is 36 square units, work out the value of k [10]

33 The normal to the curve y= 2x” — x + 2 at the point where x = 1 intersects the curve again at the
point Q. Calculate the coordinates of Q [9]

34 Work out and classify all the stationary points of the curve y = x" —2x° +1.
Show your working. [8]

35 Work out and classify all the stationary points of the curve with equation
y =3x'+4x° -12x* +20. You must show your working.
 increasing function. [5]
36 Calculate the range of values of x for which f(x)=4x* —2x” is an
37 Calculate the range of values ofxfor which f(x)=-3x" +8x° +90x° +12
is a decreasing function. [6]
38 A triangular prism has a cross-section with
base twice its height.
The volume ofthe prism is 250 cm’.
Calculate the minimum possible surface area
of the prism given that it is closed at both ends. [12]

39 A cylinder of radius, rcm is open at one end.

The surface area ofthe cylinder is 700 cm’.

Calculate the maximum possible volume of the cylinder. 2x [11]

40 The curve with equation y = f(x) passes through the point A(1, 4)
et
Given that f’(x)=3x° -— 3
28
a Work out the equation of the tangent to the curve at the point when x=—1 [7]
The tangent crosses the y-axis at the point B
b Calculate the area of the triangle ABO [3]
41 The curve with equation y = f(x) passes through the point (0, 0)

Given that f’(x)=4x-—3x’, work out the area enclosed by the curve y = f(x) and the x-axis.
You must show your working. [8]
42 The shaded region is bounded by the curve with equation
y=12-7x—x° and the line with equation y=4
Calculate the area of the shaded region. Show your working. [9]
Calculate the area of the region bounded by
the x-axis and the curve with equation y = x(x+1)(x—2) rs O a Xx

Show your working. [8]

The shaded region is bounded by the curve with :
equation y =3x° +1 and the lines y=4 and y=2 |
Calculate the area of the shaded region. Show your working. [11]
4
The region R is bounded by the x-axis and
2
the curve with equation
i
y=x°(k—x), where kis a positive constant. O
———
‘
Given that the area of R is 108 square units, calculate the value of k
[7]
The region R is bounded by the curve with equation ¥
y=13-2x—x’* and the line y=1l-x f
Showing your working, calculate the area of R
13 [9]
mm
O =X

© Differentiation and integration Assessment

 Animal populations grow at increasing rates
when there is adequate food supply, optimal
living conditions and the absence of predators.
The growth of the population is proportional
to its size, leading to faster and faster growth as
time progresses. This type of growth is called
‘exponential

Exponential functions and their inverses,

logarithmic functions, appear in many areas
of life as well as in many areas of mathematics.
They are used to model growth and decline and
can be used to calculate populations, radioactive
decay and increasing bank balances as a result
of interest. This means that these functions are an
invaluable part of mathematical modelling.

To convert between Ch15 Differentiation

e Recognise, sketch and powers and logarithms. Derivation for a” and
interpret graphs of e¢ To manipulate and In x and applications to
exponential functions solve equations problems.
y= k* for positive involving powers and
values of k logarithms. Ch16 Integration
e To use exponential Integration of exponential
| Ch2.4 Curve sketching functions and their functions.
-p.58 e Graph transformations. graphs. 7
| e ionali e i and use
To verify areers
Proportionality.
mathematical sae sca ;
models and consider nvestment
vesuner banking.
1 Differentiation
phe limitations of these Wildlife biology.
p.86 e Differentiation from first
aire models.
principles.

l
\ Py.@ aaMyMaths Practiseyoubefore
start |© 1070, 2024, 2028, 2258
See
Bridg =) )You're likely to have come across exponentials before, but you may not have heard of logarithms.
ynia
Fora
Section 5.1 will go into detail on what exactly a logarithm is, but for now you just need to know that
eminder_
of laws of
it’s the inverse of an exponential.
indices
You read “log, b” as
An exponential takes the form a’ whilst a logarithm takes the form log, b “log base a of b” or
a*= bis equivalent to x= logb |Key point “log of bto base a’.

For example, 2* =19 = x =log, 19. This expression, log, 19, is a logarithm with base 2. You can use your
calculator to evaluate logarithms: typing in the numbers gives x = log, 19 = 4.25 to 3 significant figures.

Solve the equation 3° =11 ————— ———

The base of the logarithm will be the same as the

be | base of the exponential. In this case, it’s 3
SSS 2 et = ae

= 2.18 (to 3 significant figures) ae Calculate log, 11 on your calculator. The button
| will look something like log

You can also use this technique of converting exponentials to logarithms

when solving more complicated equations involving exponentials.
You may need to
use laws of indices.
Solve the equation 3** —7(3* )+10=0

BO \e le =. = Since (37) =3” |

Let y= 3" then the equation becomes : Se Saeei
=O =O —— eee | Re-write the equationasa
quadratic in y
The solutions to this are y=2 and y=5 e————_________ a
a So ey = 2) or ea" = 5 eee 2 2 Seen oa 5 | Use your
ied calculator to solve
| the quadratic equation. =
ae Therefore, x =log,2 =0.631 Fs ee
pete ra : it
| Give your answers to | a '
oe
with a Or x=log,5
= =1.46
= —— = #significant
ianiti figures.
i | i “| Since y = 3° |

Bridging Unit Exponentials and logarithms

 Solve the equation (3*)’ —5(3*)=0
D
=
=)
athe
Solve the equation 2** —2*** —20=0 i+] PUR
pow

(2°)
=p ae
io | Since (27)° = 2”

Te eae |
| Shep 2?" =F |
= 8(2") aa
7 Se ae
Let y=2" so the equation becomes y*-8y-20=O »—— |HEH Ne TEU es
| auadratic iny
The solutions
to this are y=1Oandy=—-2 q— SEa an E
” ty Use your1caleulatoto solve

Therefore, x = log, 10 x
= Dye ere
Since
Bon y = 2”

If y=—2 then there are no solutions for x because 2” cannot bea

negative value.

Solve the equation 2(5** )—5*** +50=0

The graphs of exponential and logarithmic functions have

characteristic curved shapes with an asymptote at one of the
axes.
The graph of y=a’* will always
pass through the point (0, 1)
Complete a table of values and plot the graph of y=6"*
for any base a since a° =1
for values of xbetween x =—2 and x=3

Substitute each of the values

for x, e.g. 6° = 0.0278
(to 3 significant figures).
Example
4

Note, the x-axis is an

asymptote as the value of a*
can never be zero.
 for positive values
As shown in Example 4, when ais positive, the graph of y = a*is only defined
of x
of y. So its inverse, the graph of y=log, x, is only defined for positive values

Complete a table of values and plot the graph of y =log, x forx=0tox=10

Malgood) fo) ers ee! Substitute each of the values

pe | Sy Poel ees a for x, €.9. log, (
; =—]
y (to 3 significant figures).

The graph of y =log, x will always

pass through the point (1, 0) for
any base a, since log, 1=0

Complete a table of values and plot the graph of y=log, x for x=0 tox=10

‘seech2.4 au can also transform the graphs of exponential and logarithmic y. 3

| Fora functions using the usual rules for graph transformations. In the
reminder
on gr ap Case ofa translation, it may be helpful to think first about what
transforma-
tions. happens to the asymptote. For example, the graph of y=2* +3is
the graph of y = 2* translated 3 units in the positive y-direction,
therefore the asymptote of y =0 is translated to y=3

©] The graph of y =3° is shown. Sketch

the graphs of
ay=3 =2 b y=2(3")

The asymptote is translated

from y =0 to y =-2

The curve is stretched by scale

y = 2(3°)
factor 2 in the y-direction, so the
y-intercept becomes (0, 2)

Sketch the graphs of a y=4+3*

188 Bridging Unit Exponentials and logarithms

 log(x) is only defined when x >0
a The graph of y=log, x is shown.
‘.|_ Sketch the graphs of 1)
=
=)
a y =log,(x+3), x>-3 b y=log,(—x), x<0 y = log, x A)
& +=
a PUR
<
lJ
-

y= logy x)

by — thetctt
curve is reflected in the
= y-axis so the x-intercept
becomes (—1, 0)

Sketch the graphs of a y=log,(x-2) b y=log, (=)

APsa— 27, Dee 16 C i-6a— u cia ails

9 32
ee 3a— 13 foe 25 oe. = n> 5: =0:008

iveni6>=38 [> 72 =0:3 k 5° =682 iG Or

m 2(4*)=85 N3(o)=0-7 Omon.— 17, Dee ==

2 Solve each of these equations, giving your answers to 3 significant figures where appropriate.

a (3*)’-2(3*)=0 b (2*)’-5(2*)+6=0 c 3°*-3(3*)-4=0

d 2°" +2*—30=0 e 2(6*)—31(6*)+15=0 f 3°*—11(3* )+24=0
g 2-2"7-120=0 h 7%=—777-8=0 i 3°*-3**+20=0
3. Copy and complete the table ofvalues and plot the graph of | |—3|—2|-1| 0 | 1 | 2/3

ana 5a by y= ; Jy | |
4 Copy and complete the table of values and plot, for x > 0, the graph of
a y=log,(x) b y=log,(x) aS asee
5 The graph of y=6" is shown. Sketch the graph of y
a y=5+6" b y=4(6") ,
Cae y= 6-2 d y=-6°
6 The graph of y=log, x, x >0 is shown. Sketch the graph of y = log, x

a y=log,(x+3),x>-3 JD y=log,(# x>0

x >5
Ceeyeloe,(1—-5), «<0
qd) y=log.(—x),

@ MyMaths
 The laws of logarithms

Fluency and skills

Logarithms allow you to perform certain calculations with a large number of digits more efficiently.

You read 10’= 10000 as ‘10 to the power 4 equals 10000’.

Similarly, you read x = a" as ‘x is equal to a to the power rn’.
Logarithms are a different way of working with powers. Another way of reading x = a" is to say ‘nis
the logarithm of x to base a’. The following three statements are equivalent.

al |
point
Key
n=log x

nis the log of x to base a

For example, 10° = 100 and log,, 100 =2 are equivalent statements.

The most common base to use is 10, but you can use any positive number.

You need to know the following three cases for x = a". They are true when a>0anda¥l

Whenn=1 == a =O =e nlog a—i

When n=0 SS el => slog F=0
1
Wiens) a= as log,(~ }=-1
a a

There are three laws of logarithms:

Law 1 log, (xy)=log, x+log, y

Law 2 os,(}- log, x—log, y

y
Law 3 log ,(x*)=klog, x

Ene» These laws are derived from the rules of indices.

Fora c i a | mite ra P y te
Sten For example, for Law 1, if p=log, x and q= log, y, then x=a? and y=a‘
;
Bl
on index You know xy =a’
— 7? Gi
xa‘ =a"
ace
so log ,(xy)=pt+ q=log,x+log, y
If the base of a logarithm is not given, then always use base 10

You can write log,, x as simply logx eax pein)

Exponentials and logarithms The laws of logarithms

 Show that log.125=3

Pee 125 aogy hit 128in on

Die Saw ae 1

=Oxj0g,9 «——_____ Use Law 3 to simplify

the log.
toil =) ee

Write as a single logarithm 5 log,, 2—log,, 4 + log,, x. Show your working.

ooo

4 . |Use Law 3 to write 5 log 2 as

5 log 2—log bel log x =log hg oa log 4 +log x2 - log 2° and ss X as log x?

ana |
ae
Sea s ET
S109) -——x<x |e = :
_| Use Laws1 and 2 to
=log (6Vx) | combine logs.

| Simplify the expression.

Exercise 5.1A Fluency and skills

1 Write each of the following using e log.125+log.5 f log,81—log,27
fogarabrns, g log 8+log2 h log 9—log.27
Aes Di 3-=9
© 10°=1000 d 216% 4 Write each of these as a single logarithm.

1 a log4+l
e 0.001=10% f —=41 Se
i b log 12—log2
Som 933 h Le 33
g 8 4 c log2+log6—log3
2 Write each of the following in index d 3log2+log4
notation.
e 3log3+2log2
log, 32=5 b log,16=4 1
ae, Me f 3 log 6 — 2 log 3 + log 9
=4 d log.1=0
Peels i Me g 4log2—5log1
et aes = !
: e,( 5] ies bs h 2 log4+log-
log,,2=— h_ lo (=)=—6 1 iT
Deo 4 Bal 64 ij log9
+ logs
3 Find the value of each of these expressions. if 2
i
Show your working. Jj —log
5 eau4+—log 8 27

a_ log,9 b log,16 k 4logx+2logy

c log,16 d_ log,,16 | 2logx+logy

@ MyMaths ©
 5 Write each of these in terms of log a, log b and 6 Write each of these logarithms in terms of
log c, where a, b and care greater than zero. log2 and log3. By taking log2 ~ 0.301 and
log3 ~ 0.477, find their approximate values.
a log(a‘b)
a logl2 b logl8
a
b log (<)
z c log4.5 d log13.5

c og ( e log5 f log0.125

¢ gio
Cane)
Vab
ae fee
25log
is
log 243
ais
c
f log (Vabc) 8 Write log40 in terms oflog 5. If
b log5= 0.698 970 00... find the value
gee fa? of log 40 correct to 6 decimal places.

Reasoning and problem-solving

a To solve problems with logarithms

(22)
®
oid (4) Convert between index notation and logarithmic notation.
©
ta
od
(2)Apply the laws of logarithms if necessary and any results for special cases.
”
Manipulate and solve the equation. Check your solution by substituting back into the original equation.

Solve the equation 2°**' = 36. Show your working.

Convert to logarithmic
| notation using the
Oxt 1 =|log,50 ¢———
equivalent statements
3x=l0g,56 — 1 | X= a’and n=log.x
1

x =—(log,
zl
36— 1)=1.39 (to 3sf
92 ( ) Manipulate and solve
Check: 22" = 241741 — 9517 360 F for x. Use the original
equation to check your
solution.

Try it on your
calculator Activity
You can use a calculator Find out how to solve
to solve equations with 3°! = 10 on your calculator.
Calculator
exponents.

© Exponentials and logarithms The laws of logarithms

Exercise 5.1B Reasoning and problem-solving
Solve each of these equations. Give your
Solve 3°*" —5 x 3*142=0
answers to 3 sf and show your working.
Hence, find the point of intersection of
a 2*=5 b 3*=10 the graphs of y=3°*'+2 and y=5x3""
Chee 4 diz 3-7 Find the point of intersection of the graphs of
e 3°'=80 {23 = 20 y=2* —5 and y=4 x 2". Show your working.

a a)
1 n\n a Solve
a 9 h = =)

i 3*>10000 ii 0.2*<0.001
j Gye = gtx j Ree = pees

Calculate the smallest integer for which

Solve each of these equations. 2” > 1000000

Show your working. Calculate the largest integer for which

0.2” > 0.000005
a log,,(2x-40)=3
Calculate the smallest positive integer value
b log.(3x+4)=2
of x such that
log,(x+2)—log, x=log,8 x 6

a 1+— | >1.25 b 1-—0.8* >0.95

oo
a log,(x+2)+log,x=1 100
Given that x=a’” and y=a’, prove that
(5°) log.(x* — 10) = log.(3x)
f log.x+log,(x—12)=3
a log, (=]-log, x—log, y
y
g 2log,x=log,(2x—-1) b logy(v )—klog x
1
Show that x = 316 and y=3.16 is the solution 10 Prove that log, b=
log,a
to these simultaneous equations to 3 sf. Solve
logx+logy=3 i log,x=4log,5
log x—log y=2 ii log,x+8log,3=6
Let y=a* and use the fact that a** =(a*)’
to solve each of these quadratic equations. Challenge
Give your answers to 3 sf where appropriate.
11 a Starting with x =a’, prove that
Det rea=)
]
log, x= oe
sr
® °° 19 x 3" + 27=0 log, a
oO 27*4.6=5
x 2* Express log, 12 as a logarithm in
base 10, so that log, 12 =k x log,,12
d 2%-2*"=8
and find the value of k
5°* +5 —50=0
Write these as logarithms in
fags? 26 X3%=9 base 10 and use a calculator to
find their values.
g 2°" -13 x 2* +20=0
blog, 37... log,6. Ii log,25
h 9*+8=2(3"")
j 25*+4=5°"" 12 Ifx=log,z, y=log, x andz=log, y,
prove that xyz = 1
[p22 10

@® MyMaths Q 2062, 2063, 2257 | SEARCH|

 The general equation of an exponential function
is y= a* where ais a positive constant.
1 x

.
The table shows values for the graphs of y = 2° and y= (

x ave =A 0 1 =
Poe ; Note that a ~
y=2* pres Q1=— 90 il 21-9

4 2 Ie

Wo) 2) -(G)
242) (12)
“l e) Ie
The diagram shows how the shape ofthe graph
varies for different values of a. When a is greater
than 1, the graph curves up from left to right.
When ais less than 1, the graph curves down
from left to right and is a reflection in the y-axis.
The equations with a < 1 can also be written as
y=1.5*, y=2~* and 3%, so the diagram also shows
the relationship between y= a* and y=a~*
There is one special value of awhere the gradient
of the curve y = a’ is equal to the value ofa* for
all values ofx
This is called the exponential function and
e is irrational (like z)
is written y = e*, where e = 2.71828 (to 5 dp).
and e* is sometimes

The graph of y= e* has a gradient of e* at any point (x, y) \Keypoint | written exp(x)

E=lZp You can transform the graph of y = e* in various ways.

Fora
reminder In particular, a stretch parallel to the x-axis by a scale
on trans-
formations factor k results in a curve with the equation y = e“
of graphs
and
propor- The tangent at P, is steeper by a factor k than the tangent at Pp
tionality,
The graph of y= e“ has a gradient of k x e* at the point (x, y)

This means that the gradient of y = e“ is proportional to y at the

point (x, y), where the constant of proportionality is k
= oz > xX
0.35 0.70

A This diagram shows k = 2

Exponentials and logarithms Exponential functions

The inverses of exponential functions are logarithmic functions. You can find the inverse of an
exponential function, y = a‘, using the following method.
To find the inverse:
y=a
Take logs to base a on both sides.
log y=log a
Use log laws to find x in terms of y
log y=xlog a Remember log a=1
log y=x Then interchange x and y
= lo ) $
Oo Spay a ys

The inverse of y = a’ is the logarithmic |Keypoint

function, y=log, x

The diagram shows the shape of, and the relationship

between, some exponential functions and their inverses.
In particular

e ais positive for all values of x

e log, x does not exist for negative values of x
e all the exponential graphs pass through (0, 1) because a°= 1 Bee
for all a(a¥0) ame, Resource
¢ all the logarithmic graphs pass through (1,0) because log ,1=0 cuca online
for alla>0 To experiment with the
graph of y = a’ and its
|Key point | inverse, click this link See p.391
The inverse of y= e*is y=log, x which can be For a list

written y=Inx matical

y notation.

In x is called the natural (or Naperian) logarithm.

Note thaty = e* passes through the point (0, 1) and its inverse
y =n x passes through the point (1, 0)
The x-axis is an asymptote for the graph y= e*
The y-axis is an asymptote for the graph y=In x

a This is a table of values for the function y= a*

Find the value of a. Hence, find the values ofp and q
b The graph of the function y= e* contains the point (3, e°)
Find the value of k and the gradient of the graph at this point.

a) Whenix= 2,4 =9,5042—5 e——_—— Substitute into y= a*

p=a=S'=Sandq=F =5°=27
b When x=3, y =e*=e% so k=2 + supstuieinto y= |
The gradient ofy=e” is kx e*
Use the known fact
So the gradient at the point (3, e°) is 2 x e**° = 2e° about y= e”

® MyMaths Q 2061, 2133, 2134 § SEARC

You can solve equations which involve the exponential and natural
logarithm functions using the same methods as in Section 5.1

Solve the equations. Give your answers to 3 sf.

ase —12 b In(4x-1)=6

aver = 12
Take natural logs of
Ineo 7 lil both sides.
Ox =e
[Gilmer In and e are inverse

b In(4x-1)=6
elt (4x-1) = 26 Solve to find x

Exercise 5.2A Fluency and skills

1 Draw the graphs of y= 3* and y=3~* for —2 <x <2 on the same axes.
Explain why the graph of y= @ is identical to one of the graphs you have drawn.

2 Solve these equations. Give your answers to 3 sf.

aes 8 bese 100

¢ In(@x46)=15 d In(18x-—55)=2

3 These two tables give the values (x, y) for three relationships. Values are given to 4sf where
appropriate. For each table
i Write the equation for each of the three relationships,
ii State which one of the three relationships is exponential,
iii Write the three y-values when x=5
a | 3 ‘i b

| 6 seal
9 16 |
8 16

4 ‘These two tables give the values ofxand y for two exponential relationships.

EEEEEER] * BPEGEEE
Copy and complete the tables and write the equations for the relationships.

Exponentials and logarithms Exponential functions

5 a Copy and complete this table for the curve y =e”. Give your answers to 3 sf.

Gradient at (x, y)

i
b Repeat for the curve y=e**
Each of the points W, X, Y, Z lies on one of the curves A, B, Cor D. Match each point to a curve.
The coordinates are given correct to 2 dp.
W (2.10, 0.23) X (0.80, 0.33) Y (1.20, 2.30) Z (0.50, 1.73)
A y=2° Bey=3o C y=2” Dy=4"*
a Write down the gradient of the graph of
i y=e' atthe point (2, e?)
ii y=e “atthe point (2,e°
b Find the equation of the tangent to the curves at the given points.

Determine the equation of the tangent to the curve y =e“ at the point where
a
ab SG i ee
2
Describe the transformation that maps the curve y =e" onto each of these curves. Sketch
the graph of y=e* and its image in each case. You can check your sketches on a graphics
calculator.
dey b y=-e* Cay 2s diay es
e y=e"+l f y=e*-1 jaye hye
10 a Draw the graph of y=3°* on graph paper with both axes labelled from —2 to 9. On the same
axes, draw the graph of its inverse by reflecting in the line y=x
Answer parts b to d using your graphs. You can use your calculator to check your answers.
b Write the coordinates of the image of the point (1,3) under the reflection.
c Write the coordinates of the point where x = 1.2 and also of its image point. Hence write the
value of log, 3.74
d_ Write the values of

id sie ii log,5.20 pes

iv log,1.73 v log,6 vi log,7

11 a ‘The graph of y =e" passes through the points (3, p), (q, e*) and (7, 9). Write the values of p, g
andr
1 ;
b The graph of y=e * passes through the points 7 a }(b, e*) and (c, 9). Write the values of
a, bandc

@ MyMaths Q 2061, 2133, 2134 &

 Reasoning and problem-solving

To solve problems involving exponential functions

(4) Draw or sketch a graph if it is helpful.

Use what you know about the gradients of y= e” and y = e”

Strategy
Use the relationship between an exponential function and its inverse.

The tangent to the curve y = e* at point P, where x = 2, intersects the y-axis at point Q
Find point Q 2)

| The gradient of y= eis e*

The gradient of y=e*at P(2,e*) ise* e———_——

At P, the equation of the tangent is ae fee ge aaa @)

giving y=ex-e straight line to find the
equation of the tangent.
When x=O y=O-e?=—eé*
The point Qis (0, -€”) The tangent intersects the
y-axis at Q, so x=0

State the inverse of the function y = Inx. Find the equation of the normal to this inverse
at x = 3, giving values to 2 dp.

Inx and e* are inverse

Ve eletne verse =
functions.
The gradient
Example
4 of the tangent is e°
50 the gradient of the normal is ==
Whenx= 5,2" 5 :
Ve 1
Equation of normal =a
e°y—e°=-x+3
Remember to give your
y=-e°x+ 3e° + €®
answer in the form asked
y=-0.05x+ 20:25 e— for in the question.

Exercise 5.2B Reasoning and problem-solving

1. a Drawthe graphs of the curve y = 2" and 2 a Sketch the graphs of y=2* and y=? on
the line y=6 on the same axes for 0<x<3 the same axes and explain why there is
Write an estimate of their point of more than one possible solution to the
intersection and hence deduce an equation 2* = x°
approximate solution to the equation 2°=6 b Draw the two graphs for —2 < x < 4 and find
b Draw the graphs of y=3* and y=x4+3 solutions to the equation in part a, giving
on the same axes for 0 <x <2. Find an answers to 2 dp where appropriate. You
approximate solution to the equation can check your sketches on a graphics
3*—x = 3 from your diagram. calculator.

Exponentials and logarithms Exponential functions

3 Use an algebraic method to find the point of 6 Find the point where the tangent to the
intersection for each of these pairs of curves. curve y =e” at the point (4, e?) intersects
a y=4" and y=4"° the straight line x = 6. Show your working.
Dey 4 any 7 Find the equation of the normal to the curve
Cyes andyoo” y=e ‘when x= 1, giving values to 3 dp.
d y=4x2*and y=2” 8 Find the x-intercept of the normal to the
curve y—e 2x °
=
4 ‘The curves of y=e* and y= e* intersect Sd a nO nS Cet
the straight line x = 2 at points P and Q 9 a Write the equation of the graph of the
respectively. Calculate the distance PQ to 3 sf. inverse of the function y=a*

5 Prove that the tangent to the curve y=e** b Show that the inverse of y =2* is
at the point where x = 1 passes through the approximately y =1.44xIn x. Hence,
point(20] find the value of x if 2* =17

Challenge

10 The diagram shows how to investigate the

gradient of a curve y= a" at P(0, 1)
using differentiation from first principles. BSeechat |
Fora
reminder
on differ-
entiation
from first
principles.

Taking 6x = 0.0001, use a spreadsheet

to copy and complete the table of
values for the gradient of the chord
ox
il
PQ= 5 for curves with different
x
values of a
Between which pair of values does e lie? Give a reason for your answer.
Create further tables for narrower ranges of a to find the value of e correct to 2 decimal
places.
Why will this method only give an approximate value of e?

(You can take increasingly small values for 6x to convince yourself that e does lie between
the values you have found.)
11 The graph of y=e* has a gradient of e* at the point (x, y)
a Justify this statement by copying and
completing this table of values.
Take 6x = 0.0001 and choose your own
values of x for x > 3. You could use a
computer spreadsheet.

b Whyis this method nota proof of the

statement?

®@ MyMaths
 Exponential processes

Fluency and skills

using
Mathematical models are used to describe and make predictions about real-life events
mathematical language and symbols.
ality
The gradient of y= e* is proportional to y at the point (x, y), where the constant of proportion
is k. This property of proportionality occurs frequently in the natural world and allows you to create
mathematical models of events such as radioactive decay and population growth.

For example, if the rate of increase of a population ofbacteria is directly proportional to the number
of bacteria, y, then o = ky. The rate of change of y = e“ is proportional to y, so an exponential
gre
function is a good model for this situation.

An equation of the form y = Ae“ gives an exponential model where A and k are constants.

The population, P hundreds of cells, of an organism grows

alt
exponentially over time, t hours, according to P= Ae”
a Find the value of A, copy and complete the table and draw a
graph to represent the data.
b What is the rate of increase in the population when t= 5? F
Show your working. —— | y=e* has a gradient of |
k x e* at the point (x, y)
P L
a When t=0,P=Axe° =AX1=A,50A=4 A

O 5 10 15
ia |4e° =5,14| 4e°" =6.59 |4e°" =8.47
b When t=5, the rate of change of Pis
ls =4x Soe
Ax a ee =0.257 hundreds e————
| You can check your answer
dP
by evaluating — at f=5
= Zoe Gells per hour e——___— : 4 : dt
on a calculator.

Exercise 5.3A Fluency and skills

1 The value of n, after thours, is given byn=2' 2 A patient is injected with 10 units of
a Copy and complete this table. insulin. The drug content in the body
| > PE | decreases exponentially and the number
|ents2 Ee | of units, n, left in the patient after
| ui | | | fminutes is modelled by n= Ax0.95'
b Calculate the value of n after 6 hours.

Exponentials and logarithms Exponential processes

The actual number of units in the patient is 6 ‘The population of a country at the start
measured at the times given in this table. of a given year, P millions, is growing
exponentially so that P=15e°°" where fis
ol ici ea the time in years after 2000. Calculate
“ ee fa
a ‘The size of the population at the start
of 2006
a State the value of A
b The rate of increase in the population
b Copy and complete the table. Does at the start of 2006
the model predict reasonably accurate
c ‘The average rate of increase in the
values of n for t< 8?
population from the start of 2000 to
C Does the model indicate that less than the start of 2006
half the initial insulin is present in the
7 Aninjected drug decays exponentially. Its
patient after 13 minutes?
concentration, Cmg per ml, after t hours is
The variables x, y and z change with time t. given by C=2xe°*™"
Calculate the rate of change of each variable
a Whatis the initial concentration?
at the instant when ic 0 ii t=2
b Calculate the concentration after 4 hours.
ane" > =) Diy =s5e" c z=100e*
c Whatis the rate of decay of the drug when
Show your working. eee Oa ee ae
Do x, y and z grow or decay over time? Show your working.
a_ The height hcm ofa bean shoot t 8 The cost of living in Exruria increased by
hours after germination is given by 5% each year from 2000 to 2010. The weekly
h=0.3e°" food bill per family was £P at the start of 2000
What is the rate of growth of the a Show that by the start of 2002 this bill
bean shoot when t= 5? Show your was £P x 1.05?
working.
b If P=102, find the weekly food bill at the
b A radioactive chemical decays so that, start of 2010
after t hours, its mass ™ is given by
9 £P invested for n years at r% p.a. increases to
m=2xe ’°"'kg. Calculate its rate of
decay after 100 hours. £A where A = p(s |
100
The temperature 6°C of water in a boiler Two friends have £1000 each. They place
rises so that 9 = =eafter f minutes. their money in different accounts and make
no withdrawals for 4 years. Both accounts
a What is the temperature
have annual fixed rates; one at 6% p.a., the
i Initially, ii After 2 minutes? other at 4% p.a. What is the difference in
b What is the average rate of change of their savings at the end of the 4 years?
temperature over the first 2 minutes? 10 The mass m of a radioactive material at a

c Whatis the instantaneous rate of change time tis given by m=m,e“ where k and m,
of temperature when t= 2? Show your are constants. If m= ee when t= 10, find
working. the value of k. Also find the time taken for
d_ The boiler switches off after 6 minutes. the initial mass of material to decay to half
What is the temperature at this time? that mass.

@® MyMaths ~SEARCH
 Reasoning and problem-solving

To solve modelling problems involving rates of change

(1) Calculate data using the model.
(2) Consider sketching or using a graphical calculator to graph the model.
Strategy
(3) Use your knowledge of exponential functions and logarithms to find rates of change and solve equations.
Compare actual data with your model and, where necessary, comment on any limitations.

An area of fungus, A cm”, grows over t days such that A=2+6e°"

a Sketch a graph of A against f by calculatingA for t= 0, 10, 20 and 30

b Howlong does it take for the area of the fungus to double?

What is the initial rate of change of A?

Why might this model not be realistic for large values of t? ;
Substitute the given
values of tto calculate
A over time.

Sketch a graph,
2406 =1OO starting with t= 0
2+6e*=46.3
2t6e?= 1225 The table shows that t
0 is less than 10
Initially A= ©, so area doubles when A= 16

16=2+6e°" Form an equation using

| the model.

Take natural logs

of both sides and
simplify using log laws.
t=6547 to 3sf Remember Ine = 1
It takes approximately & days for the fungus to double its
area.
The rate of change of
Rate of change is O+ 6 x O,1e°"'* y=e* is ke The
constant 2 has zero
Wh en = t=O, initial
inttl rate of change = =O0.6cm 2 per day. rate of change.

There is no limit placed on the area of fungus—it would increase

to infinity according to the model. The model ignores factors
such as limited space and changes in conditions. Comment on limitations
of the model.

Exponentials and logarithms Exponential processes

 Exercise 5.3B Reasoning and problem-solving
1 A population of insects, n, increases over t 4 Trees in a local wood are infected by
days, and can be modelled by n=100—80e“ disease. The number of unhealthy trees, N,

a What was the initial number of insects? was observed over t years and modelled by
N =200- Ae™"
b Ifthere are 72 insects after 5 days, does
this data fit the model? a If there are 91 unhealthy trees after
10 years, calculate the value of A
¢ How many insects are there after 9 days?
b What is the initial number of unhealthy
d Does the model predict a limiting trees and the initial rate of change?
number of insects? If so, what is it?
¢ Howlong does it takes for the initial
A population of bacteria grows so that the number of unhealthy trees to triple?
actual number of bacteria is n after tf hours.
d= Explain why the model predicts a limit to
The number, p, predicted by a model of the
N and state its value.
growth, is given by p=2+ Ae”
A block of steel leaves a furnace and cools. Its
temperature, °C, is given by @=c+500e °°”
after it has been cooling for ¢ minutes.

a_ Ifthe steel leaves the furnace at

a Calculate A and copy and complete the 530°C, how long does it take for the
table. temperature to drop to 100°C?
b According to the model, how long does b Calculate the rate of decrease of
it take for the initial number of bacteria temperature (to 3 sf) when t= 20
to triple? c Explain why the model predicts a
c Draw graphs of n and p against ton minimum temperature below which the
the same axes. Is the model accurate at steel does not cool. State its value.
predicting the actual numbers? What d Why might this model not be appropriate?
limitations would you place on the model?

d What rate of growth is predicted at t= 40? Challenge

For each of the following contexts, select the
6 Arare plant has been monitored over
most appropriate model. Explain your answer.
time. Its population, n, after tyears
a A population of deer on a remote island, of monitoring has been modelled
1
at
D, is modelled over tyears. e
asn=—=——; where A and k are
Model A: D=10+6e°* t¢20 cok
Model B: D=-7+6e°*% t20 positive constants.

b The concentration of a drug, Cmg per ml, a There were 250 plants initially and
decays exponentially over t days. 528 plants after 4 years. Calculate
Model A: C=5e™ Model B: C= 5e* the values of A and k to 2sf.

c Anarea of bacteria, A cm’, grows ina Show that, according to this

circular petri dish with radius 4 cm over model, the population cannot
thours.
exceed a certain number and
A: A=2+3e" O<t<1.4 calculate this number.
Model
Model B:A=2+3e" 0<t<2.4

@ MyMaths
 Curve fitting

Fluency and skills

Two common, non-linear relationships take the form y= ax" andy= kb*, where a, n, band kare
constants. These are called polynomial and exponential relationships respectively. Given values for
x and y, we can use logs to determine the form ofthe relationship and find values for the constants.
When you plot these relationships on axes where the scales are linear, the range between plotted
y-values gets larger and larger, and the graph becomes harder to read accurately. By using logs, you
can scale down the y-values and convert the relationships into linear ones. This means that their
graphs are transformed into straight line graphs.

y=ax" becomes Y=nX +c, where Y=log y, X=log x andc=log a |Key point

y=kb becomes Y= mx +c, where Y= log y, m=log band c=log k

These straight lines are lines ofbest fit through the data points.

The relationship between x andy is given by y= ax" x 10 | 20 | 30 | 50 | 100

where a and n are constants. y | 88 |939 |409 | 837 |2208 |
Use the data in this table to find the values of a and n, and write the relationship.

Take logarithms to
Veee ; base 10
log y=log (ax") watcha 5 10
Simplify using the laws
log y=nlogx+loga e—— —_ 4 of logs.
Se oo a 7
~| Substitute Y= log y,
The graph of Y= nX+cis.a straight line with gradient nand intercept c X= log x and c=loga

X=logx |1.00] 1.30] 1.48] 1.70] 2.00 |4 y=toey

Y=logy | 1.94 |2.37|261 |292|3.34 Work out
values of
Triangle PQR gives the gradient, ; Xand Y
OOF Nes | and draw
[ae cpaoe 6 a graph of
e
1.94) Q2
R(1,(1, 1.94) this data.
From the graph, y-intercept, cx 0.54

loga=cx 0.54

Et AO ea t~ Sohe)

The required relationship is y= 3.5 x'4

Check: when x= 10, y= 3.5 x 10'* = 88 (to 2 sf) Check using data from
the given table.

Exponentials and logarithms Curve fitting

 Exercise 5.4A Fluency and skills
1 The relationship y = ax” is graphed as li Find a@andn and write the relationship.
Y=nX+cwhere Y=logy, X=logx and
Check your answers using the data.
c=logaas shown. Take readings from the

“Babe bar ttre

graph to find the values of a and n. Write the
relationship between x and y
40

i sz]a
10 1S 20
376 |333 |305
7S 1.72 |0.57 |0.30 |0.19
For each set of data, y= kb* where k and b
are constants. For each table

i Drawan appropriate straight-line graph,

ii Find k and band write the relationship.

The relationship y = kb* is graphed as
Y=mx+cwhere Y=logy, m=logb and Check your answers using the data.

Eceee
c=logkas shown. Use the graph to find the
a
values of b and k. Write the relationship
between x and y

:
° (Gl 20[2s [50[as [a0]
py Lire [iss [uno [97 [69
d
= [03 |04 |05 |06
This set of data gives four points on the
graph of the function y = f(x)

3.
0 0.5

Foreachset of data,
1.0 1.5

y= ax” where a andn

Slo
Draw appropriate graphs to investigate
are constants. For each table
whether the function has the form f(x) = ax”
i |Drawan appropriate straight-line graph, or f(x) = kb‘ and work out the function f(x)

@® MyMaths “SEARCH
 Reasoning and problem-solving

~ To solve problems involving polynomial and exponential relationships

5)
.
®
= 4) Transform the non-linear functions y = ax" and y= kb*to linear functions using logarithms
(1)

£
”
2)_) Use the transformed data to draw a straight-line graph, using a line of best fit when necessary.

(5) Use your graph to calculate the constants and work out the relationship between xXand y

When experimental data is gathered, it is often not exact. ICT

Data points plotted on a scatter diagram may not lie exactly Resource
ona straight line. You have to judge by eye where to draw the online
line of best fit. toes

logarithmic graphs and

lines of best fit, click this
link in the digital book.

A patch of algae grows so that its area is ycm/? after x days.

a_ Use the data in this table to find the relationship between Beastie taste
x and yin the form y= kb*
What was the initial area of algae and what would you expect the area to be after 10 days?

a logy=log(kb*) e— Take logarithms to

base 10
log y= xlogb+logk eee aaa eam
VAR eer Simplify using the laws
| of logs.
This is a straight line with gradient log b and intercept log k

| Substitute Y= log y
—

phat with
aa | st a =mx+c
: — x

1.27-O.69
Gradient= log b SEereac a ae Work out values of Y
ma Plot the data and draw
bePa: 10 0.0966... e120
—
a line of best fit by eye.
y intercept =logk= 0.49
aa
Use the graph to
The required relationship is y= 3.1 x 1.25% find the gradient and
y-intercept.
b When x=O, the initial area = 3.1 x 1.259°=3.1cm2
After 10 days, the expected area = 3.1 x 1.2519 = 28.9cm?2

206 Exponentials and logarithms Curve fitting

 Exercise 5.4B Reasoning and problem-solving
1 A pipe empties water into a river. The table b Estimate the size of the population in 1990
shows the volume of water, ym°, leaving the and in 2010. Which of your two answers is
pipe each second, for different depths of the better estimate? Explain why.
water, xm, in the pipe. Engineers expect x and
4 When 200 cm’ of gas being held under high
y to be connected by the relationship y= ax”
pressure suddenly expands, its pressure
ey ea ae p (measured in thousands ofpascals)
5.8 | 7.6 | 87 |
10.0 decreases rapidly as its volume, vcm‘*,
increases. The values are given in the table.
a Show, by drawing a line of best fit on
appropriate axes, that the engineers are | v | 200 |250 | 300 | 350 | 400
right and find approximate values of a 78.0 |56.5 |43.7 |36.0 |29.7
and n a Show that p=kx v"is a good
b What volume of water (in m*) would you approximation for this data and
expect to leave the pipe each second calculate the values of the constants k
when the depth of water is and n to 3sf.

i 1.35 metres ii 3.2 metres? b What is the volume of the gas when its
pressure has fallen to
c Which of your two answers in part b is
the more reliable? Explain why. i Half its initial pressure,

When an oil droplet is placed on the surface ii A tenth ofits initial pressure?
of water it forms a circle. As time, f seconds, ¢ Which of your two answers to part b is
increases, the area, A, of the oil increases. more reliable? Explain why.

iol ees ee 117 Challenge

a Show that there is a relationship 5 The mass, m grams, of a radioactive

between A and t given by A=k x t” and material decreases with time, t
find the values of the constants k and n hours. The mass predicted to remain
b Explain why this algebraic model is radioactive after various times is given
better at estimating the area of the in the table.
oil slick after 1 second than after
1 minute.
A small town has had a growing population, p,
Draw an appropriate straight-line
for many years, x, since 1980 graph and find the relationship
1980 | 1985 | 1995 | 2000 between mand t
0 5 15 20 According to this model, what mass
| p | 4140 | 5000 | 8400 | 10200 of radioactive material is present
when t= 0?
a Show that the population can be
How long does the model predict
approximately related to the number of
it will take for the radioactive
years since 1980 using p =k x b*. State
the value of k and find the value of b substance to decay to half its
original mass? This is its half-life.
using an appropriate straight-line graph.

® MyMaths
e x=a"andn=log,x are equivalent statements.
e The inverse of y=a* is y=log,x
¢ Logarithmic expressions can be manipulated using the following three laws of logarithms.
Law 1: log (xy) =log x+logy

Law 2: oads| =log x—logy

y
Law 3: log (x*) =klog,x
e Logs can have different bases. Bases 10 and e are the most common.
e The value of e is 2.71828 (to 5 dp).
¢ The general exponential function is a*. The exponential function is e*
¢ The inverse of y= e* is y= log.xwhich can be written as y=Inx
« The gradient of y =e" is e* and the gradient of y=e™ is ke
¢ The graph of y=e* can be transformed in a variety of ways.
e Mathematical models using exponential functions can be used to describe real-life events.
A common model is y= Ae“. Contextual limitations of these models should be considered.
¢ Twocommon, non-linear relationships take the form y= ax" and y=kb*
e The graphs ofthese relationships can be transformed into straight lines using logs.
y=ax" becomes Y=nX +c, where Y=logy, X=logx and c=loga
y=kb* becomes Y=mx +c, where Y=logy, m=logband c=logk
e ‘These straight lines are lines of best fit through the data points.

Check and review

You should now be able to...

Sf Convert between powers and logarithms.

Manipulate expressions and solve equations involving powers and logarithms.

J Use the exponential functions y= a", y=e*, y=eand their graphs.

SA Verify and use mathematical models, including those of the form y= ax” and y = kb*

Sf Consider limitations of exponential models.

1 Express each of these in logarithmic form. 3 Evaluate

a 27=32 b 0.0001 =10% a log,16+log,2 b log,16—log,2
2 Express each of these in index notation. i i
: 4 Write 2log 9-+log{ = as a single logarithm.
a log,16=4 b log, == }=-2 :
5 Write os| in terms of log a and log b

208|Exponentials and logarithms Summary and review

6 Solve these equations, giving your answers 15 A bank account has £250 invested in it ata
to 3sf. compound rate of r% p.a.
A 224 a Prove that, after n years, the account
be 2948 =0 holds £A where A= 250eee
100
G lov(2x-15)=2 b Find Awhenr=5 andn=4

7 Calculate the smallest positive integer x C How long does it take for the amount
such that invested to double in value when r= 6?
4

a (| e2mnb 1-097 +08 16 Two variables are measured. The relationship

100
between them is likely to be y=kxb*
8 a _ Find the equation of the tangent to the
curve y=e’ at the point (3, e’) x 1.0 2.0 Oman
b Find the equation of the tangent to y 15.0 Zl, 43.4 | 70.2 |
y= e** at the point where x = 2. What are a Plota suitable straight-line graph and
the coordinates of the point where this estimate the values of the constants
tangent intersects the line x= 1? bandk
9 Describe the transformation that maps b Further measurements give the values
y=e* onto y=e™* x=7.5, y=372. Show whether the
10 The graph of y=e’ passes through the points model predicts these results sufficiently
(3, a) and (b, 4) accurately or not.
Find the exact values of a and b 17 The variables x and y satisfy the relationship
11. Calculate the value of k (to 3sf) where the y =axx’, where aand bare constants. By
inverse of y=3* is y=klInx drawing a line of best fit, show that this is
approximately correct and estimate the
12 Find the equation of the normal to the graph
values of aand b
of y= =e +2x° at the point (0,5
x 4.0 48 | 56 | 64
13 Prove that the normal to the curve Ly | 90 140 | 198 | 270
y=1-x+ eat the point (1, e) passes
through the point (e’, —1) 18 A scientist proposes that the population of
deer, D, on an island can be modelled by the
14 Sketch the graph of y=x* +e" formula D = 25e°". Why might this model
Find the minimum point.
not be appropriate?

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Reasoning and problem-solving (05B)
 Exploration
Going beyond the exams

Towarde the end of l6th century, rapid advances in science

demanded calculations to be carried out on a gcale never geen
DT before. Thie put pregcure on mathematician to devise methods for
gimplifying the processes involved in multiplication, division and
finding powers and roots.
|o In 1614 the Scottigh mathematician John Napier published his
7 work on logarithms, which scientists, navigators and engineers
quickly adopted in their calculations.
Qwigg mathematician Leonhard Euler did further work on
3 logarithmng in the [Sth century, creating the gygtem that we still use
| | _today.

a
|
- “For the sake of brevity,
| * we will always represent this
|o number 2.718281828459...
_ by the letter e.”
| 2 - Leonhard Euler
| oo

ae
a |re
| 2 Fe
os i ‘ aioe
|
| Find the dates for each of the following events and fih method for ‘extracting equare roote’ by
plot them all on a single timeline. 3 Uc .
fe Lloday | a =a method to find the square root of
2. Your date of birth ‘
rf 3. The moon landing
4. The firet powered flight = ee
| @ 5. The firgt use of a printing press
6. The firgt uge of coing *
is 7. The end of the Neolithic age }
| 8. The extinction of dinogaurg

& Explain the need for a logarithmic timegcale. Have

4 go at plotting a timeline of the game events with
a logarithmic scale. :

go
|g
In questions that tell you to show your working, you shouldn’t depend solely on a calculator. For
these questions, solutions based entirely on graphical or numerical methods are not acceptable.
1 Sketch, on the same axes, the graphs of y= 2", y=5* and y=0.5* [4 marks]
2 Given f(x)=log, x
a Sketch the graph of y = f(x) and write down the equation of any asymptote. [3]
b Solve the equations
Py i(x)=3 ii f(x)=-2 iii f(x)=0.5 [3]
3 Write in the form log. b. Show your working.
a log,7+log.8 [1] b log,24—log.8 [1] ¢ 3log,2—log.10 [2]
4 a _ Write down the value of
i log,81 ii log, (5) [2]
b Express as a single logarithm
i Zilog blog 3 et log 5 [4]
5 Solve these equations, giving your answers to 3 significant figures. Show your working.
a Ge=13 [ZieeDoee [2]
6 Solve these equations for x > 0. Show your working.
a log, x—log,3=log, 4 [2] b log,9+2log,x=log, x* [2]
7 The number of bacteria on a dish is given by the equation B = 200e”
where fis the time in hours.
a How many bacteria are there originally? [1]

b How long will it be until there are 10000 bacteria? [3]

c¢ Give one reason why this model might not be appropriate. [1]

8 The value, £V, of an investment after ¢ years is given by the formula V = V,e"""
where V, is the amount originally invested.

How long will it take for the investment to double in value? [3]

9 ‘The graph of y =k* passes through (2, 15)

Find an exact value of k [2]

10 The graph of y= ax" passes through the points (1, 2) and (—2, 32)
Find exact values of aand n [3]

11 a Sketch the graph of y=2+e*, and write down the equation of the asymptote. [3]

b Solve the equation e** =5, giving your answer in terms of logarithms.
Show your working. [2]
12 Given that log, 3=p

a Write in terms of p
i epee)
tl
ii log,Sn —3
+r
iii log,3n [6]
b Find the value of n given that log, 3n—log, 9=2 [3]
13 Solve these equations. Show your working.
a log,x+log,(x—1)=log,12 [5]
b log,x—log,(x—-1)=2 [3]
¢ 3ilnx—In2x=5 [4]
14 The population of a particular species on an island f years after a study began is modelled as
1500a'
p= where dis a positive constant.
2+a'
a What was the population at the beginning of the study? [2]
b Given that the population after two years was 600
i Find the value of a
ii Calculate, to the nearest whole year, how long it takes for the population to
double its initial size. [8]
c¢ Explain why, according to this model, the population cannot exceed 1500 [2]
d= Give one reason why this model might not be appropriate. [1]
15 A radioactive isotope has mass, M grams, at time tfdays given by the equation
Miceae
a _ Whatis the initial mass of the isotope? [1]
b What is the half-life of the isotope? [3]
16 The graph of y= a(b) passes through the points (0,5) and (2, 1.25)
a_ Find exact values for a and b [3]
b Sketch the curve. [2]
17 Find the rate of change of the function f(t)=e” at time t= 1.5. Show your working. [3]
18 Solve this equation. You must show your working.
2* +7(2*)-18=0 [3]
19 The concentration of adrug, C mg per litre, in the blood of a patient at
time t hours is modelled by the equation
C= Gem
where C;, is the initial concentration and r is the removal rate.
The concentration after 1 hour is 9.2 mg/litre and after 2 hours is 8.5 mg/litre.
a Calculate the initial concentration and the value of r. Give your answers to 2 significant
figures.
[7]
The drug becomes ineffective when the concentration falls below 3.6 mg/litre.
b What is the maximum time that can elapse before a second dose should be given?
Give
your answer to the nearest hour.
[3]
Assessment
 Vectors

The current pushing on a boat, as well as the

wind if there is any, will have an effect on the
motion of the boat. All the forces acting on the
boat are vectors with a magnitude and direction,
and a kayaker needs to consider all of these
components to work out how hard, and in which
direction, they must paddle: it’s not as simple as
just paddling in the direction they want to travel.

Vectors can be used to describe anything that

has both magnitude and direction, and they are
used in many fields, especially those involved
with the motion of objects (such as physics
and engineering). Velocity, acceleration, force
and momentum are all vector quantities. The
concept of vectors is relatively simple, but it’s “
fundamental to a lot of maths. <

Ch1 Algebra 1 To identify vector and Ch7 Units and kinematics

e Simultaneous equations. scalar quantities. Motion in a straight line.
e To solve geometric Distance and speed
problems in 2D using as scalar quanitites.
Ch3 Trigonometry vector methods. Position, displacement
and velocity as vector
e Sine and cosine rules e To solve problems
quantites.
and the area formula. involving displacements,
velocities and forces.
e To find the magnitude
Ch8 Forces and Newton’s
and direction of a
laws
vector and use the
Resolving in two directions.
components.
Magnitude and direction of
e To use the position a resultant force.
vectors to find
displacements and
distances.

@® MyMaths Pee erga |CQ 2005, 2018, 2045, 2046

 Fluency and skills
A scalar quantity has magnitude (size) only.
Examples include distance (100m) and speed (10m Seah
A vector quantity has both magnitude and direction. Examples
include displacement (100m north) and velocity (10ms* ona A
bearing of 217°). > Vector a represents the directed
line segment from A to B.
You can represent any vector between points Aand Bbythe _ D (Gs
magnitude and direction of a directed line segment; written AB, a,
a or a. When you write a vector by hand, using only a single letter,
make sure to underline it.
You write the magnitude as |AB| or AB or |a| or a e 2
For a list 2 ; A Two pairs of equal vectors are
of math- Key point
ematical Vectors are equal if they have the same magnitude shown.
notation.
and direction. AB = DC and AD = BC

Multiplying a vector by a number (a scalar) changes its magnitude Drawing triangles and
but not its direction. parallelograms like this is
sometimes known as usin
a is a vector parallel ie a and with magnitude k{a| |Keypoint ‘the triangle and vacates
a is parallel to b only ifa = kb gram laws of addition!

Combining vectors AB and BC gives the vector AC

You add vectors by placing them ‘nose to tail’

The vector sum of two or more vectors is called |Keypoint |

their resultant. A p B

Two or more points are collinear if a single vector, or multiple A AC is the resultant of AB
parallel vectors, can pass through the points to form a single, and BC
straight line segment. AB + BC = AC

A vector with a magnitude of 1 is called a unit vector. |Keypoint | eee om:

' : Lens en.
The unit vector in the direction of ais a= ial ee
a
AB+ BA =0(the zero vector. It has zero magnitude and undefined
direction). This means that BA =— AB

a and —a have the same magnitude but opposite |Keypoint DY ae : = Se

directions. |
In the diagram DB= DA+ AB=-q+p=p—q

Subtracting a vector is the same as adding its negative. |Keypoint

Vectors Definitions and properties

 Vector p has magnitude 10 and direction due east. Vector q has magnitude 8 and
direction 055°. Find the resultant of p and q

A N Zi,

1 Draw a diagram. @, is
eee
BA
the direction of p+q

A 6 B

(eSn cos
Resultant p+q=AC
APO +O" —2x 10 x 8ic0s145° oo _————— Use the cosine rule on |
}

triangle ABC |
Ip+q|=AC=17.2
For a
sin@ eel es __| Use the sine rule on reminder
of the sine
8 hye triangle ABC and cosine
rules.

C= 15>"
Give the final result as
The resultant has magnitude 17.2 and direction O74.5° a bearing.

Exercise 6.1A Fluency and skills

1 The diagram shows parallelo- D ¢ a p:16,east q:20,north
gram ABCD, where AB = p and b p:5,100° —q: 6, 060°
AD=q. Express these vectorsin 4 p 8 Cl p: 12 nortngs qs) 3, 200°
terms of pand q
Vectors p and q have magnitudes 8 and 5
a BCs be DG ‘cc BA’ d CB respectively and the angle between their
pmeiC
eet GBD eds DB directions is 45°. Find the magnitude and
direction from p of these vectors.
2 The diagram shows two squares E D
ABEF and BCDE, where AB=p q ee a ptq ob p-q
and AF = q. Express these Vis
Dies Find the magnitude and direction of the
vectors in terms of p and q resultant of each pair of given vectors.
a BD b AD c CF d AG Show your working.

3 The diagram shows a trapezium Cc a A displacement of3.5 km on a bearing

ABCD in which BCis parallel to D of 050° and a displacement of 5.4 km on
AD and twice as long. Express q a bearing of 128°
these vectors in terms of p and q b A displacement of 26 km on a bearing of
= aH 8 A 175° and a displacement of 18 km ona
Aenea b DC coed
bearing of 294°
¢ “Aci *d BD C Velocities of 15 kmh" due north and
4 Ineach part of this question you are given 23kmh' ona bearing of 253°
the magnitude and direction (bearing) of two
d_ Forces of 355 N on a bearing of 320° and
vectors p and q. In each case, work out the 270 N on a bearing of 025°
magnitude and direction of their resultant.
@ MyMaths "SEARCH
Reasoning and problem-solving

To solve problems involving vectors

ion given in the question.
Sketch a diagram using directed line segments, to show all the informat
(2) Look for parallel, collinear and equal vectors.
(3) Break down vectors into a route using vectors you already know.

ABCD is a parallelogram. E is the midpoint of AC

Vector AB= p and vector AD=q
Prove that Fis the midpoint of BD

oe 4
AC=ptq so AE= ped)
= q 1 Find the position of E in
EINE) Ce x aeost e Gist Gla?) relation to B

But BD=q-p
BE and
BD are
collinear and BE is half
as long as BD
Hence BEDis a straight line and Eis the midpoint of BD

The diagram shows parallelogram ABCD. E lies on DC, and DE: EC=1:3

AE and BC, when extended (produced), meet at F

AB=pand AD=q
AF=AAE and BF= UBC
a Express AF in terms of A, p and q

b Express AF in terms of ii, p and q

¢ Hence find the values of Aand

a AE=AD+DE=9+—p
AP=AHE=A 9+~p |
Use the answers from
b AF=AB + BF=AB+uUBC
=pt+uq parts a and b.
1 1
c Ala+sp }=p+ iq aves(1A—1)p=(u-A)q
p and q are not parallel,
oA = Oand u-A=O so the equation is only
possible if both sides are
A=4
and w=4 the zero vector.

216 Vectors Definitions and properties

 Exercise 6.1B Reasoning and problem-solving
1 Intriangle ABC, D and A
a Express AF in terms of J, p and q
Eare the midpoints of
AB and AC b Express AF in terms of , p and q
BC =pand BD= q ” 2 C¢ Hence determine the values of A and
Express these vectors q
in terms ofp and q 6 Aship is being steered due east. A current
flows from north to south causing the ship
to travel at 12 km h' ona bearing of 120°
DE Work out
€ What does this tell you about DE and a ‘The speed of the current,
BC? Explain why.
b The still-water speed ofthe ship.
2 Inthe triangle shown,
Dand E are the 7 Points A and Bare directly opposite each
midpoints of BC and other across a river that is 100 m wide and
not to scale
AC respectively. The flowing at 2 ms". A boat, which can travel at
point Glies on AD and 4 ms’ in still water, leaves A to cross the river.

AG is twice GD a_ Ifthe boat is steered directly across the

Let AB=pand river, how far downstream of B will it

AG=q A * js reach the other bank?

Show that BGE is a straight line and find the b In what direction should it be steered so
ratio BG: GE that it travels directly to B?
3 Inatriangle ABC, the points D, E and
Fare the midpoints of AB, BC and CA Challenge
respectively. Point P lies in the plane of the 8 Anaircraft has a speed in still air of
triangle. By setting PA=a, PB=b and PC=c, 300 km h”. A wind is blowing from the
show that PD+
PE + PF = PA+ PB+PC south at 80 kmh”. The pilot must fly to a
4 ABCDisa quadrilateral. E, F, Gand H point south-east of his present position.
are the midpoints of AB, BC, CD and DA
a On what bearing should the pilot
respectively. By setting AB=p, BC=q and steer the aircraft?
CD =r, show that EFGH is a parallelogram.
b At what speed will the aircraft
5 Inthe diagram, Dis the midpoint of AE and
travel?
AB: BC=1:2
AB=pand AD=q A ship, which can travel at 12kmh"
CF = ACD and EF = WEB in still water, is steered due north.
E A current of 9kmh' from west to
east pushes the ship off course.
a Find the ship’s resultant velocity.
b the ship is turned around with the
intention of returning to its starting
point. On what bearing should it be
steered?
 >

. a 2 es. cs at

Components of a vector

Fluency and skills

Vectors i and j are unit vectors in the x and y directions. P
pean 2
The vector OP shown has an x-component of 3 and a
y-component of 2. You can write it in component form 1
— 3 j
in terms of i and j, or as a column vector: OP = 3i + 2j = - -
2 Sie pes mer
Suppose that a vector OP has magnitude r, direction 6and
A iandj are unit vectors,
components x and y, as shown.
ith)
If you know rand 6, you If you are given x and y, you
can resolve the vector into can find the magnitude and
components. direction.

|
point
Key |
x=rcos 86andy=rsin 0 Ewae Dalat
tts rcos@ r=,/x’+y? and tano=~
OP=reosdi+rsind}=| ' x
rsin@

Itis a good idea to sketch a diagram when finding @ because, for

example, (3i— 2j) and (—3i + 2j) would give the same value of tan @

Express these vectors in component form. =r ICT

a b B Resource
resource on line

To experiment with
converting vectors
between different
forms, click this link in
the digital book.
OA=6 cos 50°=3.86 AP=6 sin 50°=4.60

OP =3.86i + 4.60j nah

4.60
Ob= 5 cos4o = 11.0 BPQ=15sin43°=102
ee -11.0
0G =-11.0i
-10.2; ae

Vectors Components of a vector

 Work out the magnitude and direction of these vectors.
a p=5i+2j b q=-i-2j

Wie 42° =5.59 lql=/(E1)

+(-2)? =2.24
a
Yea Oars given O=21 00° Taig =2 “given 0=6o4-

You should always make the direction clear - in this case by marking
the angle in a diagram. More formally, you can state the direction as a
rotation @ from the positive x-direction, where —180° < @< 180°
The answer to part b would then be given as —116.6°

When vectors are expressed in component form

e toadd (or subtract) two vectors, you add (or subtract) the two
i-components and add (or subtract) the two j-components,
e to multiply a vector by a scalar, you multiply both components
by that scalar.

(ai+ bj) + (cit+ dj) =(a+c)i+(b+d)j \Keypoint |

(ai+ bj) —(ci+ dj) =(a-—c)i+(b-d)j

k(ait+ bj)=kai+kbj — wherekisascalar.

Given p = 12i + 5j and q = 3i— 4j, work out

a ip-q ii 2p+3q b A vector parallel to p and with magnitude 39
c ‘The unit vector q

j=9i4 Qj
(5-4)3)i+
a i p—q=12i+ 5j-(i-4))=(12-
il 2p+dq= ZA 2i+ Di) + O(oi — 4j)=(24i+ 10) + i= 1 2)=doi— 2}
ee See
Vector Kp is
beipjav12* +o =13 parallel to p and
A parallel vector with magnitude 39 is Sp=S6i+ 19j
has k times the

e =5
|ql=/3°+(-4) g
magnitude.

4=24=06'-08j

@ MyMaths
 You can separate a two-dimensional vector equation into two
equations, one for each ofthe x- and y-components.

Two vectors are equal if and only if both their i- and |Keypoint
j-components are equal.

If ai+ bj=ci+ dj thena=candb=d

Given that p = xi+ yjand q=(2y + 5)i+ (1 —x)j, work out the values ofxand y for which p=q

xi Vj = (Zyl Cl =x)

Example
4 ee
and y=1-x [2] ee = aa Equate components.

1 1
= — aay =—|— Solve [1] and [2].
: ts) 4 )

To describe the position of a point A relative to an origin O, you

use the vector OA. This is called the position vector of A. It is often
labelled a orr, a B

If points A and B have position vectors a and b then |Key point| b

vector AB=b—a distance AB =|b-—al
O

As A has position vector (2i+j), you can say that

its coordinates are (2, 1)
Points A and B have position vectors a = 2i + j and b = 5i— 6j
Evaluate the distance AB

W=(61-€) (014-317

Points A, B and Clie on a straight line, with C between A and B, and AC: CB=2:3

A and B have position vectors a = 2i + 3j and b = 12i+ 5j respectively. Find the position
vector c of C

AB=b-a=(
Example
6 5j) -(2i+
12i+
3j)=101+ 2j Sketch a diagram to
ee help you answer the
C=—AB=4i+08; question.

c=atAC=(2i+3j) + (4i+0.8))
= 61+ 3.8} This comes from
AC: CB=2:3

Vectors Components of a vector

 Exercise 6.2A Fluency and skills
1 Write these vectors in the form xi + yj. Show your working.

Evaluate the magnitude, r, and the direction, 6, of these vectors, where @is the anticlockwise
rotation from the positive x-direction and —180° < 6 < 180°
Show your working.
a 5i+2j b 7i+9j c —5j

d -2i+3j e 3i-5j isi sie

The diagram shows the magnitude and direction of four vectors.
By writing each of these vectors in component form, find the
magnitude and direction of their resultant.

Given vectors p = 2i—j, q=—2i+3j and r=4i+j, calculate each

of these vectors.

a pt+q De par c 2q-p d 2p+3r e |p| f |q+r|

Given vectors p = 3i+ uj, q= vi— 4j and r = 4i — 6j, work out

a The values ofuandvifp—q=r

b= The value of wif p andr are parallel.

Given p =—3i+ 4j, write down

a Avector parallel to p with magnitude 20

b The unit vector p in the direction of p

Evaluate the values of a and b which satisfy these equations.

a (2a+1)i+(a—2)j=(b-li+(2-b)j
b (a@—-—b’)i+ 2abj=3i+ 4j
Point A has position vector (8i— 15j) m.

Work out the distance of point A from the origin. Show your working.

@ MyMaths “SEARCH (@®

 9 Points A and B have position vectors (—2i + 3j) m and (4i + 7j) m respectively. Evaluate
a The length AB,
b The angle made by AB with the x-direction.

10 A particle is at point A, position vector (3i + 7j) m. It undergoes a displacement of (6i — 3j) m,
ending up at B
a Calculate the particle’s final distance from the origin O

b Find the angle AOB

11 ABCDis a parallelogram. The vertices A, B and C have position vectors a =i+ 2j, b=3i+ 6j and
c=—4i-+ 7j respectively.

a Find the vector BC.

b Hence find the position vector d of D

= =!
12 ABCDisa parallelogram. A, B and D have position vectors a= a0 }b= e andd=
Find the position vector ce of C —4 6

13 Points A, B and Glie on a straight line in that order, with AB: BC=7:3

A and C have position vectors a = —5i+ 4j and c= 7i+ 12j respectively. Find the position
vector b of B

Reasoning and problem-solving

~ To solve a problem involving vector components

5
®
(4) Draw a diagram if appropriate.
©ha
ofa Convert vectors to components if they're not already in component form.
”
When solving vector equations remember that you can equate x- and y-components separately.

Show that the points A (0, 2), B (2, 5) and C (6, 11) are collinear.

2} (5) “(4 Express each point as a

vector from the origin.

Determine two vectors that

join a common point (B).

Show that the vectors are

parallel (vectors a and b are
30 the points A, Band C must be collinear.
parallel if a = Kb).

222 Vectors Components of a vector

Exercise 6.2B Reasoning and problem-solving
A canoeist takes part in a race across a lake. 7 The road from P to Q makes a detour round
They must pass through checkpoints, whose a mountain. It first goes 6km from P ona
positions on a grid map are given by the x- bearing of 080°, then 7 km on a bearing of
and y-coordinates (1, 11), (7, 6) and (13, 1) 020° and finally 5km on a bearing of 295°
respectively. Show that the canoeist will pass to reach Q. There is a plan to bore a tunnel
through all three checkpoints if they paddle through the mountain from P to Q. It will
in a straight line. be considered cost effective if it reduces the
Particles A and B have position vectors journey by more than 10 km. Determine
a= (2i+ 5j) m and b= (6i+ 3j) m whether the tunnel should be built based
respectively. Particle A undergoes a on this information.
displacement of (2i — 3j) m and particle B Ifa particle moves with constant velocity v,
moves in the opposite direction and three its displacement after time fis vt. Particle A
times as far. Calculate the distance between is initially at the point with position vector
the particles after these displacements. (i+ 4j) m and moving with constant velocity
Points A and B have position vectors (3i+3j) ms". At the same time, particle B is at
a=3i+j and b= 11i+ 6j respectively. Point C the point (5i+ 2j) m and moving with constant
lies on the same straight line as A and B velocity (2i+ 3.5j) ms. After tseconds the
The lengths AC and BC are in the ratio 3:2 particles are at A’ and B’ respectively.
Show that there are two possible positions for a Find the position vector of A’in terms of t
point C, and find the position vector of each.
b Find the vector A’B’ in terms of t
A town contains four shops A, B, Cand D
Shop B is 200m west ofA. Shop Cis 100m C Decide if the particles will collide, and, if

north ofA. Shop D is 283 m north-east ofA so, find the position vector of the point of
Show that the positions of shops B, Cand D collision
are collinear, given that the distances are If a particle moves with constant velocity v,
rounded. its displacement after time fis vt. A particle
Particle A is stationary at the point (2i + 3j) m, starts from the point with position vector
particle B is stationary at the point (3i—j) m 4j m and moves with constant velocity
and particle Cis stationary at the point (2i—j) ms. At the same time a second
(4i+ 13j). Particle B undergoes a particle starts from the point (6i + 8j) m and
displacement of k(i+2j) and particle C moves with constant velocity (—i—3j) ms“
undergoes a displacement of k(4i—j) so that Show that the particles collide, and find the
all three particles are aligned in a straight line. time at which they do so.
Determine the possible values of k
Particle A starts at the point (3i+j) mand Challenge
travels for 2 s along a track, finishing at the
10 Particle A starts from the point with
point (7i+ 4j) m. A second particle, B, starts at
position vector 5j m and moves with
the same time from the point 2i m. It travels
constant velocity (2i+j) ms"'. Five
along a parallel track for a distance of dm.
seconds later a second particle, B,
a Work out the final position vector of Bin leaves the origin, moving with constant
component form, in terms of d velocity, and collides with A after a
b Ifd=15, evaluate the final distance from further 2 s. Find the velocity of B
AtoB

@ MyMaths
 Summary and review

Chapter summary
e A vector quantity has both magnitude and direction.
A scalar quantity has magnitude only.
¢ Equal vectors have the same magnitude and direction.
¢ _kais parallel to a and has magnitude k|a|
¢ Two or more points are collinear if a single vector, or multiple
parallel vectors, pass through those points. hy bate
e The unit vector has a magnitude of 1 in the direction of ais a= fal
; : ———- “ss a a|
e AC=AB+BC, AC is the resultant of AB and BC
e Making a vector negative reverses its direction, so BA = —AB
x
e Avector is written in component form as xi+ yj or *)

¢ For magnitude rand direction 6(the positive rotation from the

x-direction), x=rcos @ and y=rsin@
¢ Forcomponents x and y, r=,/x°+y° and tan @= =
e« Treat components separately in calculations and equations
(ai+bj) + (ci+ dj)=(atc)it+(b+d)j
k(ai+ bj) = kai + kbj
if ai+bj=ci+ dj then a=cand b=d aris
¢ The position vector of a point A relative to an origin O is OA, often labelled a orr,
¢ Ifpoints A and B have position vectors a and b then vector AB = b— a and distance AB = |b — al

Check and review

You should now be able to... Try Questions

A \dentify vector quantities and scalar quantities. 1

wr
—~—
Y
invo
Salveproblemshingdsla
veectiesanaf
ceme oes. nts
| 6

Fin themagnitueanddrectonotavectorexpressedincomponentfom. iene

_YUsepostonvectorstnddisplacementsanddstanoes. | iy
1 State whether each quantity is vector or scalar.

a Speed b Displacement c Force d Velocity € Distance

Vectors Summary and review

2 Inthe diagram, Cis the midpoint of BD, Fis the midpoint of AC
and EB=2AE. The vectors AE and EF are p and q respectively.

a Express these vectors in terms of p and q

i AB ii BC iii DF
b Show that E, Fand Dare collinear.

3 The
eediagram shows a regular hexagon ABCDEF. AB= p and B C

Express these vectors in terms of p and q /

a BC 0b BEC DOC GE : :
4 the diagram shows a quadrilateral ABCD ;
ae F E
AB=p, ACZ q and AD =r. Eis the midpoint of CD
The point Flies on BD and BF: FD =3:1 .a
Express these vectors in terms of p, qandr
aod a mes els _. a, p
aD OC eH Secs Ab adap Oy (aie ye A
5 Vis the resultant
of two velocities, Vv, and v, ax
v, has magnitude 3ms" and direction 150° (anticlockwise r

rotation from the x-direction). v, has magnitude 10 ms" and

direction @. Given that the direction of V is 90°, calculate

a The value of 0 b The magnitude of V

6 Forces P, Q and R have directions 50°, 100° and —20° respectively (measured from the
positive x-direction) |P| =8 N, |Q|=10 N and |R|=6N
a_ Express P, Q and Rin component form.
b Calculate the magnitude and direction of the resultant of the three forces.
7 Inrelation to origin O, points A and B have position vectors a = 2i + 5j and b= 61 — 2j
respectively. Find
a The distance OA b The displacement AB Cc ‘The distance AB

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Reasoning and problem-solving (06B)
 Exploration
Going beyond the exams

: History
H WILLARD GIS J Willard Gibbs wae an American mathematical physicist. Between
AEF \l* ISS! and [884, while teaching at Yale University, he produced lecture
notes to help hig students understand the electromagnetic theory of
light. [n hig notes he replaced something called quaternions with a
cimpler representation that we now know ag vectors.
C.0
Pee
Oo
OO
O.
6 These vector analygig notes proved to be a great success and
»
were later adapted and published as a textbook by one of Gibbs’
2 Le DDE
|
| :
2005
a ee
ad )
etudents, Edwin Bidwell Wilson, in {9OI. Thig means that vectors
are 4 relatively recent part of mathematics.
“Mathematics ig a
language.” Research
- J Cibbe
The theory of quaterniong wag developed by Sir William
Rowan Hamilton. What ig the connection with Broom Bridge
- in Dublin’?
- A Britich mathematician also developed a theory of vector
calculus independently around the same time ae Cibbe. Who
wag it?

Did you know?

Vectors are uged extensively in video game development. They
are required in order to control or determine the position of
objects on the gcreen.
Programmers combine the language of mathematics with
the computer programming language to create the game.
Most people would think that computer programming ig a
modern invention that didn’t truly come about until the 2nd
half of the 20th century.
However, the title of “firet computer programmer’ ig often
given to Ada Lovelace, a mathematician born in (815.
Lovelace met Charles Babbage, a mathematician and
engineer who wag working on an ‘analytical engine’, which wag
essentially what we would now describe ag a programmable
computer. She took interest in hig work and developed what we
now consider to be the firet ever computer program.
The analytical engine never did get built, but Lovelace laid
the foundatione for the type of computer programming that—
we encounter in go many agpects of our lives today.
ess
BSS Toews

saa cele aaa edie adam

 Assessment

1 Given vectors p= ‘\and q= |

= 4
a Evaluate 3p +5q [2 marks]
b Write down the unit vector, q in the direction of q [3]
2 Four vectors, a, b, c and d have a resultant of 0. Given a= 2i+ 7j, b= 3i-10j
and c = 5i— 21j, evaluate
ad [3]
b |d| [2]
3 A sailing boat starts from buoyA and sails 800 metres on a bearing of 032° to buoy B
It then sails 1200 metres on a bearing of 294° to buoy C. Work out
a The distance AC [6]
b The bearing of C from A [4]
4 Given vectors p = xi + 2j, q = 3i+ yj andr = 4i + 6j, evaluate

a xandyifr=p-—q [3]
b xifpandrare parallel. [2]
5 Ariver flows at 0.3 ms"!. Peter and Mary, who can each swim at 0.5 ms‘in still water,
wish to cross the river. The river is 20 metres wide.

a Peter aims straight across the river, and is carried downstream by the current. [3]
i Howlong does he take to reach the other side?
ii Work out his actual speed of travel.
b Mary swims to the closest point on the opposite bank.
i In which direction does she aim?
ii Work out her actual speed of travel.
iii How long does it take her to reach the other side? [6]

6 ‘The diagram shows two vectors, a and b, where OA =aand OB =b. The point X lies on
OA where OX: XA =2:1. The point Y lies on OB where OY: YB=3:1. Mis the midpoint of XB
 a Express these vectors in terms of a and b
[11]

i OX ii OY iii OM iw AM v MY
b are collinear, and work out
Use your answer to a to prove that A, M and Y
the ratio AM: MY [2]
2, 4
7 Vectorsa=| , |and vectorb=| |

Work out the magnitude and direction of the resultant of a and b [6]
8 Ais the point (—2, 5), Bis the point (1, 3) and Cis the point (10, —3)
a Write down i AB ii BC [2]
b Prove that A, Band Care collinear. [2]
—3 | 2
9 Two vectors, aandb, are given by a= |‘ and b= |
;|

Given |a + Ab| = 13, work out the possible values of the scalar A [6]
10 The diagram shows a trapezium OABC where OA =a, OC =c, and CB=2a
Mis the midpoint of AB, and Nis the midpoint of BC

O a

a Express these vectors in terms of a and c [7]

iOB iON iiiAB iwOM v MN
The line OB meets the line MN at the point X
b Evaluate OX [8]
6 —3 1 10
11 PointsP, Q, Rand
S have position vectorsp= || q=| re 4)and s= 6 | [7]
3 =
Prove that the quadrilateral PQRS is a parallelogram.

] 5 2
12 Vectorsx, y andz are given byx=[ if
v-(3| and z= [
a Prove that x + 3y is parallel to z
[3]
b Work out the value of the integer c, for which x + cz is parallel to y
[4]
13 Two forces act on an object: a2N force ona bearing of 030° and a 3.5N force.
The resultant of the two forces acts in a northerly direction. Work out
a_ The direction of the 3.5N force,
[6]
b ‘The magnitude of the resultant force.
[2]

228|Vectors Assessment
 Assessment
Chapters 1-6: Pure

In questions that tell you to show your working, you shouldn’t depend solely on a calculator. For
these questions, solutions based entirely on graphical or numerical methods are not acceptable.
1 a Simplify these expressions.
: v Ye x n

i (o2e ii S ii [om [4 marks]

a
b Solve the equation 2**!= 4°. You must show your working. [2]
2 Solve these simultaneous equations. You must show your working.
Rete 5 oe 2xy—5=0 [5]
oi (xX) =x pox tk4

a Show that when k= 10 the equation f(x) = 0 has no real solutions. [2]
b Solve the equation f(x) = 0 given that
ie 6 Wek 5 [4]
c Find the value of k for which the equation f(x) = 0 has precisely one solution. [2]
Write x° — 4x + 12 in the form (x + p)* + q where p and q are integers to be found. [2]
ff
Cs Show algebraically that the equation x* — 4x + 12 = 0 has no real solutions. [2]
Cc Sketch the graph of y=x°— 4x+ 12 and write down the coordinates of the
minimum point. [3]
5 The diagram shows the triangle ABC where AB =p and AC =q
The point D is the midpoint of BC
a Express these vectors in terms of p and q ;
i BC ii BD iii DA [5]

b
r-[aenta-(_)
Z 3

Calculate the magnitude of these vectors. A

P
.
i AB ii BD :
c Show that vectors p and q are perpendicular. C

6 a_ Express fae in the form p+ qvV3 and write down the values of p and q
3
You must show your working.
b Solve the equation xV/8 =5,/2 —-/32
Show your working and give your answer in its simplest form.
7 Acircle has equation x’ + y —6x+ 14y+33=0

a Workout the centre and the radius of the circle. Show your working.
b Sketch the circle, labelling its points of intersection with the coordinate axes.
Assessment Chapters 1-6: Pure
8 The line p, has equation 2x + 8y + 14=0
a Find the gradient of p, [2]

The line p, is perpendicular to p, and passes through the point (3, 6)

b Find the equation of the line p, in the form ax + by + c=0 [3]

The lines p, and p, intersect at the point A

c Find the coordinates of A using algebra. [3]

d Calculate the length OA [2]

9 a=2i-3j and b=8i+j where i and jare unit vectors in a due east and due north direction
respectively.
a Find the vector c=a—3b [2]

b Calculate the magnitude and direction of vector c. Show your working. [4]

c Describe the geometric relationship between the vector c and the vector 11i + 3j

Explain how you determined this relationship. [2]

10 Prove by nimi annals that the following statement is false.

“The product of two consecutive integers is odd.’ [2]
11. a Write down the value of °C, [1]

b Find the binomial expansion in ascending powers of x of

tee)? fi (2x+1)4 [6]

12 A boat is sailing with a velocity of . AOS ©

a Calculate the speed of the boat to 1 decimal place. [2]

b Find the direction the boat is sailing as a bearing. [2]
13. Given p(x) =x° — 2x°-5x+6

a Show that (x — 3) is a factor of p(x) [2]

b Find all the solutions to the equation p(x) = 0. Show your working. [3]
c¢ Sketch the curve of y= p(x)
Label the coordinates where the curve crosses the x-axis and y-axis. [3]
14 a Sketch these graphs on the same axes, giving the coordinates of their intersections
with the x and y-axis.
s 1
i y=—— lope a
‘ xL+3 “4 1 [5]
b State how many solutions there are to the equation =3
eG
Explain your answer. “" [1]
cm

15 A triangle has sides 9 cm and 17 cm and angle 65° as

shown.
a Calculate the length of side x
[2]
200|Assessment Chapters 1-6: Pure
Assessment Chapters 1-6: Pure |
b Work out the size of the acute angle y [3]
¢ Calculate the area of the triangle. [2]
16 a Solve these equations for 0 < x < 180°
Show your working and give your answers to 1 dp where appropriate.
i sinx=0.5 ii cos2x=0.75 [6]
b Sketch the graph of y= sin (x + 40) for 0 <x < 360°
Label the x-intercepts. [2]
17 A triangle has sides of 12.3 cm and 13.7 cm and angles of 34° and @ as shown.
a Calculate the possible values of 0 13.7 cm [4]
b If @is acute, calculate the area of the triangle. [3]
18 Differentiate the following expressions with respect to x
1
Ay se Spree) ny Ae 12.3 em [5]
Xx
19 a Find the gradient of the curve y = x* — 2x at the point (2, 4). Show your working. [3]
b Find the equation of the normal to the curve y = x° — 2x at the point (2,4). Give your answer
in the form ax + by=c where a, b and care integers. [3]
20 Work out these integrals.
a |(2x+3)dx ob JVx(5x—-1)dx C [Jee 11]
BE
21 ‘The shaded area is enclosed by the x-axis, the line x = 5 and the curve with
equation y=—2 + As
YY

> X

a_ Find the coordinates of the point where the curve crosses the x-axis. Show your working. [2]

b Calculate the shaded area, giving your answer in surd form. You must show your working. —_[4]
|
22 Acurve has equation y= x" 25 oes

Find mA [2]

b Find the equation of the tangent to the curve through the point where x=—1 [3]

This tangent crosses the x-axis at the point A and the y-axis at the point B
c Calculate the area of triangle OAB [3]

23 The graph of y=a(x”) passes through the points (3, 16) and (2, 4)
Find an approximate equation for the curve.
Assessment Chapters 1-6: Pure

24 a Write these expressions in the form log, a. Show your working.

ii log, 6+ 2log,3 iii 1+log,5 [5]
log, 15-log73
b Solve the equation 3” =17
Show your working and give your answer to 3 significant figures. [2]

25 a_ Sketch the graph of y=log, x

Label any points of intersection with the coordinate axes and give the equation
of any asymptotes. [3]
b Solve these equations, giving your answers as exact fractions. You must
show your working.

ilogie——o ii Inx+In5=In(x+1) [4]

26 a_ Solve these inequalities. You must show your working.

i 10-2x>4-5x ii x°+x<6 [5]
b Give the range ofvalues of x that satisfies both 10Q—2x 24—5x and x? +x<6 [2]

27 The points A(3, 7) and B(5, —3) are points on the circumference of a circle.

AB is a diameter of the circle.

a Find the equation of the circle. [4]

b Find an equation of the tangent to the circle at the point A [4]

28 a Work out the points of intersection, A and B, between the line with equation x+2y=5
and the curve with equation x° — xy— y* =5. Show your working. [5]
b Find an equation of the chord AB in the form ax+by+c=0 [3]
29 Prove that n” —m’ is odd for any consecutive integers mand n [3]
30 You are given f(x) = 2x? + 2kx— 4k
Find the range of values of k for which f(x)=0 has real solutions. [4]
SIei(l=x =a 4410
(x — 2) is a factor of f(x) and when f(x) is divided by (x+1) the remainder is 6

Find the values of the constants a and b [4]

S2Pt (2ee he
x=—4 is a solution off(x)=0
a Fully factorise f(x) [2]
b Sketch the graph of y = f(x), giving the coordinates of the x and y-intercepts.
[3]
33 OA= : and OB = Hi
Calculate the area of triangle OAB to 1 decimal place.
[6]

232 Assessment Chapters 1-6: Pure

Assessment Chapters 1-6: Pure |
34 A ball is kicked from the ground at an angle of 30° to the horizontal at a speed of 15 ms!
Write down the initial velocity of the ball as a vector. [3]
35 Use the binomial expansion to expand then fully simplify these expressions.
Show your working.
a (1+V5) b (1-V3)(2-V3) [7]
36 a Find the expansion of (2+.x)’ in ascending powers of x [3]
b Use your expansion to find the value of 2.001° correct to 3 decimal places. [2]
37 a Show that the equation sin3x+2cos3x =0 can be written tan3x =—2 [2]
b Solve the equation sin3x+2cos3x=0 for 0< x <180°
Show your working and give your solutions correct to the nearest degree. [4]
38 a Sketch, for -180° < x < 180°, the following graphs. In each case, give the coordinates of
intersection with the x- and y-axes, the equations of any asymptotes, and the
coordinates of any maximum or minimum points.

i y=2sinx ii y=tan2x [8]

b Solve the equation 2sin(x+30)= 3 for values of x in the range —180° < x < 180°
Show your working. [4]
39 Given that cosx= =for an acute angle x, find the exact value of the following expressions.
Give your answers in the form a2

a sinx b tanx [5]

40 A triangle has side lengths 19mm, 24mm and 31 mm.

a Calculate the size of the smallest angle in the triangle. [3]

b Calculate the area of the triangle. [3]

41 Atriangle has side lengths 12 cm and 17cm with an angle of 30° as shown.
a Find the perimeter of the triangle. Give your
12cm [3]
answer to 1 dp.
b Calculate the area of the triangle. VAX [2]

A second triangle has the same area but is equilateral. ee

c Find the perimeter of this new triangle. Give your answer to 1 dp. [3]
xe+ ay
42 Acurve has equation y= ae

a Showthaty=x+4x°+4x° [2]

b Find an expression for ;

padx pes [4]

dx
1
[4]
c Calculate the value of }y dx. Show your working.
=i)
Assessment Chapters 1-6: Pure
at a
43 A river has parallel banks and is 15m wide as shown. The water in the river is flowing
ata
velocity of 3 ms" parallel to the banks. A boat crosses a river at an angle of @ to the bank
velocity relative to the water of 4 ms” perpendicular to the bank.
Se A

3ms"

15m

4ms' ; “
“oy y
a Find the resultant speed of the boat. [2]
b Find the angle @ [2]

Aya
dy raeme
a Work out a from first principles. [5]
b Calculate the gradient of the tangent to the curve when x = —2 [2]

45 Find the range of values of x for which f(x) =5J/x — us is an increasing function. [4]
vx
46 Find and classify all the stationary points of the curve with equation

y = 3x1 + 4x3 — 12x? + 20 [8]

You must show your working.

47 Aboxhas a square base with side x cm and height h cm.

The volume of the box is 3000 cm?

a Show that the surface area, A, of the box (not
12 000
including the lid) is given by A =x? + [6]
x
b Calculate the value of x for which A is a minimum. [3]
c Hence, find the minimum value of A [2]
d Justify that the value found in part b is a minimum. [2]
48 a Integrate the expression 10x* —12x° +1 with respect to x [3]
A curve has equation y = f(x)
d
Given that oe=10x*—12x* +1, and that the curve passes through the point (2, 9),

b Find the equation of the curve, [2]

C Verify that the curve passes through the point (—1, —24) [2]

234|Assessment Chapters 1-6: Pure

Assessment Chapters 1-6: Pure —
49 A jet ski travels 200 m ina straight line ona bearing of 200°, then 600 m in a straight line on
a bearing of 060°. Calculate the distance the jet ski must travel, to the nearest m, and the
bearing on which it needs to travel to return directly to its start point. [6]
90 Use the data in the table to approximate the equation of the curve, given that it is in
the form y= ax”

Give your values of a and b to one decimal place. [4]

(b

51 ‘The price in £ of a car that is t years old is modelled by the formula P=12000e °—1000
a When will the car first be worth less than £3000? Give your answer in years and
months to the nearest month. [3]

b Comment on the appropriateness of this model. [1]

52 a Sketch on the same axes the graphs of

i ey=log.x yin [3]

b Solve the equation Inx—2In3=5
Show your working and give your answer in terms of e [3]

53 a Use a suitable method of proof to prove or disprove the following statements.

i “2”+1lis a prime number for all positive integers n”

ii “3"+1is even for all integers nin the range 1 <n< 4”

iii “5” +10 is a multiple of 5 for all positive integers n” ; [6]

b For each proof in part a, state the name

of the method of proof you have used. [3]
54 The curve shown has equation y= A+
56 tS ;
FindthevaluesofA,BandC = |... [4]

55 ‘The first three terms in the expansion

of (1+ ax)” are 1-8x+30x°
Given that n € Z’, find the value of

aon [4] ba [1]

56 From the expansion of (4 + 3x)* (x — 2)’, work out

a Theconstant term, [2] b The term in x’ [4]

57 Solve these equations for —360 < x < 360°

Show your working and give your answers to 3 significant figures.

sin’-x=0.6 [4] b cos?x—cosx-—2=0 [3]

a
Assessment Chapters 1-6: Pure
i 3
[3]
58 a x—4
Prove that 3sin? x—4cos’x=7sin*
your working. [5]
b Solve the equation 3 sin? x — 4. cos? x= 1 for —180° < x < 180°. You must show

59 Solve the quadratic equation cos x + 3 sin? x = 2 for x in the range 0<x< 360°.
You must show your working. [6]

60 f(x)=x1+5x°-2

a The line /,is the tangent to y= f(x) at the point where x=—1. Find the equation of /, [4]

The line /,is the normal to y = f(x) at the point where x= 1

b Find the point of intersection of J,and /,. You must show your working. [6]
61 Given that g(x)=x° -9x* +11x+21
a_ Solve the equation g(x) =0. Show your working. [3]

b Calculate the area bounded by the curve with equation y = g(x) and the x-axis.
Show your working. [6]
62 Aclosed cylinder is such that its surface area is 502 cm*

a Calculate the radius of the cylinder that gives the maximum volume. [7]

b Find the maximum volume and prove it is a maximum. [4]

63 A population of an organism grows such that after thours the number of organisms is N
thousand, where Nis given by the equation N = A—8e“

Initially there are 3000 organisms and this number doubles after 5 hours.
a Find the value of
ie ii k [5]
b Sketch the graph of N against t for t> 0 [2]
¢ How many organisms are there after 3 hours? [2]
d What is the rate of change of N after 3 hours? [3]
é€ Whatis the limiting value of Nas t > «? [2]
64 Solve the equation 2e** —13e* +15=0. You must show your working. [4]
65 Solve these equations. Show your working.

a log, (x+6) ~~=2log, x [5]

b log,y+log, 3y=2 [4]
c (Inx)*-3lnx=1 [4]
66 Solve these simultaneous equations. Show your working.
xy = 24

Iny+2in= In| S| [6]

67 What vector describes the translation of the curve y=, x onto the curve y=Vx+3?
[1]

205|Assessment Chapters 1-6: Pure

 Racing cars must be designed to cope with the
variable acceleration provided by the engine,
and to best utilise the constant downwards
acceleration of gravity. The velocity and
acceleration of a car, or the time it takes to goa
certain distance along the track, can be calculated
using a number of different mathematical
methods.

The equations for constant acceleration—

sometimes called the suvat equations—can be
used to model or calculate the motion of objects
in a variety of situations. The time it takes a lift to z
ES
go up 40 floors in a skyscraper; the speed at which
e
a pebble thrown into a pond hits the water; the
acceleration of a rocket as it takes off from Earth
— all of these situations can be modelled with a
simple set of equations.

To understand SI units Ch8 Forces and Newton’s

e Change freely between and convert between laws
related standard units them and other metric Systems of forces.
and compound units. units. Dynamics and
e Plot and interpret e Calculate average applications of F = ma
speed and average Motion under gravity.
graphs to solve simple
kinematic problems. velocity.
e Draw and interpret Careers
graphs of displacement Road traffic investigators.
and velocity against Aeronautical engineering.
time.
e Derive and use the
formulae for motion.
| _ Ché6 Vectors
e Use calculus to solve
|e Scalar and vector problems involving
definitions. variable acceleration.

| |
|@® MyMaths a Q 1222, 1970, 2056, 2206, 2269
 (7
Bridging Uni

Topic A: Kinematics
Kinematics is the study of motion, and this chapter covers the
motion of objects in all kinds of different situations. The most basic
equation for motion is the one that links speed, distance and time:
You can rearrange this to
distance
speed = ane distance = speed x time or
herp distance
=
speed
. : :
Whilst this equation relates only to an object moving with constant
.

speed, you can also use a more general equation for an object
whose speed is changing:
total distance
average speed =
total time

kmh"! means ‘kilometres per hour’

a Acar travels at a constant speed of 47 kmh" for and ms! means ‘metres per second:
12 minutes. How far does it travel in this time?

b A cyclist rides at a constant speed of 8 ms '. How long does it take her to cycle 7.2 km?

The speed is given in

ania ininives=@:Z2 hous ——
kmh-', so convert the time
Demmnce=A7 O02 == = | to hours.

=94km
bo 2ln=7200 (ine Use distance = speed x time

7200 RP ;
Time = Sea eee Sie ae distance |The speed is given in ms”,
6 : | Use time= oe 2
= 900 seconds (= 15 minutes) speed so convert the distance to
eee
metres.

A car travels at a constant speed. It takes 9 minutes to travel 12 km.

Calculate its speed in kmh"

The displacement of an object is its distance from afixed point

in a given direction. This might be the same as the distance, but
Displacement and
not necessarily. For example, ifadog runs across a 100 m field, its
velocity are vector
distance and displacement will both be 100 m. However, if it runs
quantities because they
across the field, turns round, and comes back to its starting point, it
have magnitude and
will have travelled a distance of 200 m, but its displacement from the
direction.
starting point will be 0 m.

Bridging Unit Kinematics

Velocity is the rate of change of displacement, much like speed is the rate of change of distance. So
velocity also takes into account the direction from a fixed point, whilst speed does not. Again, they
may be the same, but not if there’s a change of direction or if the object moves backwards.

Displacement-time graphs are useful tools for studying the motion of an object. Positive
gradients show the object is moving in the positive (or forwards) direction, and negative
gradients show motion in the negative (or backwards) direction.

On a displacement-time graph, the gradient |Keypoint,

represents the velocity. :=
O
When the displacement is negative, the object is ‘behind’ its starting point, but be careful not to Lu
confuse this with the gradient. If the graph shows a negative displacement but a positive gradient, =
Bridgin

it’s behind the starting point but moving ‘forwards, that is, back towards the starting point.

Displacement-time graphs Positive value Negative value

Positive gradient In front of fixed point, moving Behind fixed point, moving
forwards away from it. forwards towards it.
Negative gradient In front of fixed point, moving Behind fixed point, moving
backwards towards it. backwards away from it.

The motion of a particle is described by this a age (m)

displacement-time graph.
a Find the velocity of the particle during the
first 2 seconds.
Find the velocity of the particle during the next
4 seconds.
c Find the displacement of the particle after 8 seconds.
Calculate the total distance travelled during these 8 seconds.
Calculate the average speed of the particle over the whole 8 seconds.

4-0 Ee
a Velocity = =. é eee lyUse the gradient of the line.
eee
a Gee ee ee ge “]

| The velocity is rate as the

Seis i 2 a
b Velocity = 6_2 =-0.75 ms e— particle ] |
is travelling ‘backwards’.
a
You can come
read | The speed would be 0.75 ms
}
i]

€ Displacement = oe eT this off the graph.

|
| ca ===
|

d Total distance=4+3+3=10m e— en — This is different to the final

10) % | displacement, because the
e@ Average speed=——=1.29msS e«——_ | direction doesn’t matter. Split the
% = | motion into distinct sections each |
total distance | | time the gradient changes, and add |
Use average speed=
totaltime = | | them poeta |
= an — a oe nn nen

For the graph in Example 2,

a Calculate the velocity in the final 2s, b State the speed in the final 2s.

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 Just
Velocity-time graphs are another useful tool for showing the motion of an object.
ming kinematics
like displacement-time graphs, their gradient is important when perfor
calculations.

On a velocity-time graph, the gradient represents

the acceleration and the displacement is given by
the area under the graph.

Be careful not to confuse displacement-time and velocity-time graphs. Despite looking very similar,
they don’t display the same information. In particular, the gradient and value of velocity-time
graphs don’t tell you anything about where the object is in relation to the fixed point, which is why
you need to find the area.
Velocity-time graphs Positive value Zero value [Negative value
Positive gradient Moving in forwards Changing direction, Moving in backwards
direction, speeding up. from backwards to direction, slowing
forwards. down.
Zero gradient Moving in forwards Not moving. Moving in backwards
direction at steady direction at steady
speed. speed.
Negative gradient Moving in forwards Changing direction, Moving in backwards
direction, slowing from forwards to direction, speeding up.
down. backwards.

The motion of a particle in a given direction is given by

Velocity (ms!)
this velocity-time graph.
20
a Describe the motion of the particle during these 15
8 seconds. 10
b State the acceleration of the particle in the final :
3 seconds. . ' o Time (s)

¢ Calculate the total displacement over the 8 seconds.

a The particle accelerates over 2 seconds to a velocity of 15 ms

then moves at a constant velocity of 15 ms" for 3 seconds Use acceleration = gradient.
before decelerating to rest over a further 3 seconds.
O-15 This is the same as a deceleration of
b Acceleration =
SiS

=-5ims”~ e
Using the formula for the area of a
1
C Total displacement= eid 5xX(6+3)=825m e trapezium to calculate the area under
the graph.

For the graph in Example 3,

a Calculate the acceleration over the first 2 S.
b Calculate the total displacement of the particle whilst
it is moving at a constant velocity.

Bridging Unit Kinematics

Bridging Exercise Topic A
1 Calculate the speed of an object that travels
a 18kmin 4 hours (in kmh‘),

b 30min48s(inms-),
C 12km in 32 minutes (in kmh’).
s
2 Calculate the distance travelled by a particle moving at O
Lu
a 13kmh"' for 2.5 hours, =
Bridging

b 9.2 ms for 75 seconds,

€ 68kmh' for3 hours 24 minutes.

3 Calculate the time taken from a particle to travel

a 27kmat30kmh",

D138 mat 0.8ms

Cc 36cmat0.3ms".

4 ‘The displacement-time graph describes the eisplacement(n)

motion ofa car travelling along a straight road.

a Calculate the velocity during the first 2 s.

b For how long was the car stationary?

c¢ Calculate the velocity and the speed during

the final 5 s.
d Calculate the total distance travelled by the car.

e Calculate the average speed over the whole 8 s.

5 The speed-time graph describes the motion of a particle moving in a straight line.
Speed (ms ')

As long as the motion is

in a straight line and the
object is always either
stationary or moving
forwards, then a speed-

> Time (s)

time graph is the same
mM
pS
oF
NG
as a velocity-time graph.

a Calculate the acceleration over the first 2 s.

b Calculate the acceleration over the next 2 s.

c Describe the motion of the particle between 4 s and 7 s.

d Calculate the deceleration over the final 1 s.

e Calculate the distance travelled by the particle over the final 4 s.

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 a

Standard spits and basic dimensions

Fluency and skills

All quantities in mechanics are defined in terms of three fundamental quantities or dimensions:
mass, length and time. Quantities, or dimensions, are measured in units.

Some SI (Systeme International d’Unités) base units you'll have come across before are
kilogram / kg (mass), metre / m (length), and second / s (time).
Kinematics is the study of motion. In kinematics, you will meet distance, displacement, speed,
velocity and time. These are derived quantities that you can describe in terms of the fundamental
quantities (mass, length and time).

‘Vector __|[Scalar__| Fundamental quantities [SIUnits

Fora
reminder
on vectors Tacs omer length metres per second
bce: PS time (ms! or m/s)
veloci len metres per second squared
time / (time)’ (ms~ or m/s’)

Mechanics also involves the derived quantities force and weight.

Force = mass x acceleration. The SI unit is the newton (N). |Key point |

Weight is the force of gravity on an object. An object with mass mkg has weight mg N, where gis the
acceleration due to gravity. On Earth, this is 9.81 ms" to 3 sf. Ifyou were on the Moon, your mass
would be the same but your weight would be less. In common speech, you might use mass and
weight to mean the same thing, but make sure you don’t do this in Maths.
Correct formulae are dimensionally consistent. If, for example, a= b + cand ais a velocity, then b
and c also have the dimensions of a velocity. You must also use the same units throughout, and so
you may need to convert some units before carrying out any calculations for a formula to work.

Express a speed of 15 kmh! inms'!

Le knit = 15000
th 1 km=1000m
_ 15000 |
15000 mh '=——— ms '=4— ms"

Exercise 7.1A Fluency and skills

1 State the quantity described by these units. 2 Convert
a Newtons, N b Kilograms, kg a 85kmtom b 2.3m tomm
c Metres per second, ms"! 482 cm tom d 1650mtokm
:
e 72knh" toms? f 14ms'tokmh?
d Metres per second squared, ms”
g 25 cms to kmh* h 2.4 m’ to cm?
. | l4kgtog j 1.6 tonnes to kg
Units and kinematics Standard units and basic dimensions
 3 Acar travels 70 km in 35 minutes. Evaluate 5 A particle has an acceleration of 200 kmh”.
its speed in Express this in ms?
ae kin his b ms! 6 ‘The force F (in N) on an object is related
4 Work out the distance, in km, travelled to its mass m (in kg) and its acceleration
in a quarter of an hour by a car that has a a (in ms”) by F= ma. Work out, in kg,
constant speed of 20 ms! the mass of an object if a force of 0.25 kN
(kilonewtons) accelerates it at 20 km min~

Reasoning and problem-solving

When answering a question involving units

Gs) Convert units if they’re inconsistent and perform any necessary calculations.
(2) Check that dimensions have been conserved and that your final answer is in the correct units.
Strategy

u and v are velocities, ais acceleration and s is displacement. Use the formula v* = wv? + 2as to
work out s if u= 24 kmh", v=32 kmh! and a=0.005 ms~*. Give your answer in kilometres.

24 x 1000 a SANGO = omen velocities

Se ae eee ee a iene
36OO 3600
Example
2
889° = 667° +2 x 0005s

Peo ee ee
. Substitute values and

cape sz,
0.01

5= 3.46 km (to 3 sf) ve ma Convert your answer

| to km.

1 Arunner travels 3900 m at 8 kmh!

Find, in minutes, the time she takes. Challenge
i ; ,
2 Inthe formula s = ul+ iat’ u is velocity, 4 A liquid of density 1.2gcm*is:
ais acceleration, fis time and s is flowing at 3kmh" through a
displacement. Find the value of s if cylindrical pipe of radius 5cm.
mass
u=4kmh"', a=0.01 ms* and Given that density =
ee and
: freee ainner volume
whadu, and
t= 40 minutes. Give your answer in km.

3 Astation platform is 180 m long. A train height h its volume is given by mr°h,
of length 120 m passes it at 30 kmh”. calculate the mass, in kg, of the
How long will it take for the train to pass liquid emerging from the pipe in
completely? 30 seconds.

® MyMaths
 and graphs
Motion in a straight line — definitions

Fluency and skills

You use these terms to describe location and movement.

Position is a vector: the distance and direction from the origin O

Displacement is a vector: the change of position.
Distance is a scalar: the magnitude of displacement.
Velocity is a vector: the rate of change of displacement.
Speed is a scalar: the magnitude of velocity.

The diagram shows displacement PQ =-6 from position 4 to position —2, then displacement QO =2
from position —2 to position 0 (the origin).

a :
ss !

2 @
| O &
Pie@
le [——__ ai T =
3 —2 —| 0 | 2 3 4 5 displacement
(m)

The resultant displacement PO is -4m but the total distance moved is 8m.

You can see from this that it’s important to distinguish between displacement and distance.
Similarly, it’s important to distinguish between the average velocity during motion and the average
speed during motion. Average speed will not take into account the direction of the motion.

; resultant displacement
Average velocity = ——— —_—____——_
total time

Average speed
auuiene
= —————_——_
Key point

total time

You can illustrate motion with a displacement-time (or s-t) graph.

change of displacement a ae Displacement is
For an s-t graph, gradient = , which is velocity.
change of time usually represented
by the letter s
The gradient of a displacement-time graph is the velocity. \Keypoint |

For straight-line s-t graphs, you should assume that any changes of gradient are instantaneous.
This
makes calculations easier, but in reality the velocity would change over a given period of time.

Units and kinematics Motion in a straight line — definitions and graphs

 The graph shows the motion of a particle along a straight line
between 0 and 11 seconds.

a Find the displacement and velocity for the first 6 seconds

and for the final 5 seconds.
b Find i The resultant displacement,
Displacement
(m)
li The average velocity,
iii The average speed.

a First 6 seconds:
displacement = 12 m
12-0 - eee.
Velocity = =2ms ——— — - — Velocity = gradient
6-O
Final 5 seconds:
displacement = (—3)-12=-15m Average velocity =
eSayai2 ; Resultant displacement
Velocity = caenie e — 1S Total time

I Resultant displacement = 12+ (-15)=-3m

Average speed =
as oe) Ss ;
li Average velocity=—— ms'| e—_——__— Total distance
Total time
ApZa 48) e Speed is a scalar, so all
iii A Verage Spee A= 17 = motion is positive.

You can also draw a velocity-time graph (a v-t graph).

If velocity changes from ums"! tovms' ints, as shown, then

US g ;
gradient = = ms =rate of change of velocity = acceleration.

Acceleration is the rate of change of velocity. |Keypoint)

The gradient of a velocity-time graph is the acceleration.

change invelocity uv—u Velocity

Acceleration = ;
time t

The shaded area = AG+v)t = average velocity xtime=displacement __,

The area between the v-t graph and the f-axis is the |Key point
displacement. | O|

@® MyMaths
 Use this velocity-time graph to answer the questions.
vA :

Calculate the acceleration during

i The first 15 s ii The remaining 20 s

Calculate i The resultant displacement, ii The total distance travelled.

Sketch the corresponding s-t graph.

a i Acceleration= sc =04ms~ Acceleration = gradient

15-O
* —4)—
il Acceleration = Ee =-—O.5ms~
535-15
b i Object moves forward for the first 27 s The velocity is positive.
1
Displacement
=— x 27 x6=61m
2 Displacement = shaded
In final & 5, the object moves backwards: area
1
displacement = a x6xX(-4)=-16 m

Resultant displacement = 81-16 = 65m Gradient (velocity)

increases (in red) to
ii Total distance =814+16=97m be the steepest at
t= 15s, then
decreases (in blue) to
zero at f= 27s, when
s=81m

Gradient then becomes

negative (in green) and
increasingly steep,
ending at s=65m

Negative acceleration is sometimes called deceleration. Though

it often means slowing down, in the final stage of Example 2 the
acceleration is negative but the speed is increasing.

Units and kinematics Motion in a straight line — definitions and graphs

 Exercise 7.2A Fluency and skills
1 The graph shows the motion of an object ina 4 The graph
straight line over 20 seconds. shows a :
particle
moving along
a Straight line.
(ms!)
Velocity Time (s)
20 a During
Time (s)
Displacement
(m) what time
period is the particle moving backwards?

a During what time period(s) is the b Evaluate the average acceleration of the
particle moving backwards? particle between 0 and 11 seconds.

b During what time period(s) is the object C Work out the acceleration of the particle
not moving? between 4 and 9 seconds.

C€ Without performing any calculations, A particle, travelling at 36 ms", is brought

state with reason the time period during uniformly to rest with acceleration —1.2 ms~*
which the object’s speed is greatest. a Sketch the velocity-time graph for this
The graph shows a particle moving in a motion.
straight line. b Calculate the distance the particle
travels before it stops.

easi=)
Aman stands 2.5m from the wall of an ice
rink and hits a hockey puck towards the
wall. The puck hits the wall after 1.4s before
travelling straight back in the opposite
Displacement
(m) direction. After another 3.2 s the puck stops
suddenly in a goal, 1.8m behind the man.
a Drawa displacement-time graph for the
a Describe the motion ofthe particle. motion of the hockey puck.
b Evaluate its velocity in each phase. b Calculate the puck’s
c Workout i Its average speed, i Velocity during the first 1.4s,
ii Its average velocity.
ii Velocity during the final 3.2,
The graph shows a particle moving along a iii Average speed between being hit and
straight line. coming to a stop.
7 A particle, travelling at 15 ms, accelerates
uniformly to a velocity of 45 ms‘ in 12s.
Sketch a velocity-time graph for this motion
and use it to
(ms~!)
Velocity
a Work out the particle’s acceleration,
b Calculate how far the particle travels
a Calculate the distance travelled by the
while accelerating.
particle during the first 10 seconds.
b Calculate the acceleration of the particle
between 10 and 20 seconds.

@ MyMaths
 Reasoning and problem-solving
To solve problems using motion graphs
or speed.
(4) Be clear whether you are being asked for displacement or distance, and velocity

(2) Use gradient to calculate velocity from an s-t graph, and acceleration from a v-t graph.
Strategy
_ Use area under a -t graph to calculate displacement. Keep in mind that area below the Eaxis is
negative displacement.

The graph shows the acceleration of an object during a period of 7 seconds. At the start of that
period, the velocity of the object is 2 ms"

Time (s)
ary
.

Acceleration
~)
(ms

oa
ey
ee

By sketching the velocity-time graph, calculate the resultant displacement of the object and
the total distance it travels.

The v-t graph is as shown. Gradient = 2 for 2 s,

0 for 2 s and then —4
for3s

(ms!)
Velocity
b

| aN

—6

;
A= =(2+6)x2=8
p= 2%6= 12 Calculate the area
: 1
under each region.
C=) bie San ieee
Note that region
D gives negative
Displacement = 8+12+4.5-4.5=20 m
displacement
Distance = 8+12+4.54+45=29m

© Units and kinematics Motion in a straight line — definitions and

graphs
Exercise 7.2B Reasoning and problem-solving
A ball rolls at a constant speed of 4ms". 4 Arunner anda cyclist start together
After 6 m, it hits a wall and rebounds along from rest at the same point. The runner
the same line at a constant speed of 2.5 ms", accelerates at 0.6 ms” for 10s, then
A further 3s later the ball is stopped. continues at uniform velocity. The
a Drawa displacement-time graph. cyclist accelerates uniformly for 8 s then
immediately slows uniformly to rest after a
b Work out
further 22 s. At the moment the cyclist stops
i The average speed ofthe ball,
they have both gone the same distance.
ii The average velocity of the ball.
a Drawavelocity-time graph for the
The graph shows the motion of a cat along
runner and for the cyclist.
the top of a fence.
b Work out
io4
i How far each travels,
ii The cyclist’s greatest speed.

“Time (s)
Car P is at rest when car Q passes it at a
constant speed of 20 ms’. Immediately,
Displacement
(m)
P sets off in pursuit, accelerating at 2ms~
until it reaches 30ms' and continues at
that speed.
a Describe the cat’s motion during this
period of 20s a Sketch a velocity-time graph for this
situation.
b Calculate the cat’s velocity during each
phase. b Howfar is P behind Q when it reaches
full speed?
¢ Work out
i The average speed ofthe cat, ¢ How much longer after this point does
ii The average velocity of the cat it take for P to draw level with Q?
during this period of 20s d_ Inreality, the graph showing this motion
d Explain why, in reality, the motion of would not be made up of perfect straight
a cat could not be represented by a lines. Suggest why this is.
straight-line graph like the one shown.

Acar accelerates from rest at point O for 6s Challenge

at 2.5ms~°, then brakes uniformly to rest
6 Acarcan accelerate and decelerate at
in 4s. It immediately reverses, accelerating
2.5ms~ and has a cruising speed of
uniformly and passing point O at a speed of
90 kmh‘. It travels 8 km along a road,
6ms!
but 2km of road is affected by road
a Sketch a velocity-time graph. works with a speed limit of 36kmh™.
b Calculate the car’s greatest positive The total journey time will depend
displacement from O on where the road-works occur. By
sketching suitable graphs, work out
c At what time was the car back at O?
the maximum and minimum journey
d_ Calculate the car’s acceleration whilst times. Assume the car starts and
reversing. finishes at rest.

EASON

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 Equations of motion for constant acceleration

Fluency and skills

All motion problems involve some or all of these quantities.
s= displacement u = initial velocity v = final velocity |Keypoint |
For a list
of mathe- a= acceleration t=time
matical

For constant acceleration, these quantities satisfy five equations, sometimes called the suvat
notation.

equations. You need to memorise these equations and know how to derive them.

Each one involves four of the five variables, and when solving a problem you should list the
variables you know and the variables you want to find. This will let you choose the correct
equation to use—find the one with 3 variables that you know and I that you don't.
: (a
Acceleration = gradieut of v-t graph, so a= cor

Qe es |
point
Key | ICT
Resource
= area under
Displacement graph 5
is cas online
e il |Keypoint To practise choosing
= Se
which equation of
poner ; 1 motion to use, click this
Substituting for v from ee into @. s= ae +at)t link in the digital book.

3 See aN
Lisa
eta
Key point|
Rearranging @ you get u=v — at. Substituting this into (2 } s= ae —at+v)t
a
o i
Los
ea
Key point|
2,

v-u (u+v)(v—u)
Rearranging @. you get t = ——. Substituting this into (2 } $=
a 2a

Oy mers Key point

In problems involving these equations, the moving objects
are usually treated as ‘particles’, with a small or irrelevant size.
In most cases this won’t affect the results. However, when
you're dealing with a large object moving across a relatively
short distance, such as a bus moving between street
A If this box were treated as a particle with
junctions, the true distance may be shorter than that used
irrelevant size, it would move 2m t
in calculations—you might need to consider this when between the walls of the corridor. .pai
discussing the limitations of mathematical models, it will only move 1.2m

Units and kinematics Equations of motion for constant acceleration

 An object travelling at 15 ms" accelerates at 3ms~ for 5s. Work out
a Its final velocity, b Its displacement during this period.
— _
7 7
ay = 1 a= = find 4 @— ___| List what you know and |
VEO
< 0) 6 1 your ‘target’ variable.
.. final velocity is 30 ms"
“i Use v=u+ at |
b v=15,a=3,t=5,
finds

s=1
4225x5
e352 21125 ee
.. displacement = 112.5m

Exercise 7.3A Fluency and skills

1 You are given the initial velocity u and the uf A particle accelerates uniformly for 8.1s.
uniform acceleration a of a particle during After this time, it has a displacement of
time ¢. Write down the equation you could 80cm and its speed is 14cms!
use to find its displacement during this time.
a Calculate its acceleration during this
Zed valtiatey 1 — 410s, a=2mS, (=78 time inms”
b Evaluate vifv=12ms',a=—3ms”, t=4s b Calculate its speed before it underwent
Cs Evaluatelitiw=Sms.v=—35ms., the acceleration in ms"!
a=3ms7 A particle travelling at 144kmh" is brought
Evaluate
sii u=oms > @=2ms- f=4s5
uniformly to rest in a distance of 200m.
Work out
b Evaluate aifs=30m, v=—4ms",t=6s
a___Its acceleration,
c Evaluate tifu=12ms',a=-6ms”,
b The time it takes to stop.
s=9m
A particle, accelerating at 4ms°*, takes 5s to
Evaluate sifu=4ms,v=6ms"1,
travel from A to B. Its speed at Bis 24ms"
a=5mse
Work out
b Evaluate fifiu=3ms),v=5ms7,s=20m
a ‘The distance AB b Itsspeed at A
c Evaluatesify=8ms1, a=2ms~,t=3s
A driver notices the speed limit change
5 v=12.lms"',a=-1.20ms',s=73.6m and applies the brakes suddenly, causing a
a Calculate u uniform deceleration. The car’s speed after
braking is 60 kmh", the car’s deceleration
b Calculate t
while braking is (—)10 ms ~*and the distance
A particle starts from rest and accelerates it covers while braking is 26m.
uniformly for 10 s. It moves 150m in that
a Howfast, in kmh", was the car moving
time. Work out
before applying the brakes?
a___Its acceleration,
b For how long did the driver apply the
b Its speed at the end of the period. brakes?
LAAT

@ MyMaths ( Q 2184. SEARCH

 Reasoning and problem-solving

When solving a problem with the equations of motion for constant acceleration
careful
Use the information in the question to list the known values and the variable you need to find. Be
to distinguish between displaceme nt and distance, and between velocity and speed.

Strategy
(2) Choose the correct equation to use.
(3) Apply the equation to find the numerical value and use it to answer the original question.

A hot-air balloon is drifting in a straight line at a constant velocity of 3ms". A sudden head-
wind gives it an acceleration of -0.5ms~” for a period of 16s. For this period, calculate
a The resultant displacement of the balloon, b The distance travelled.

List the Known values and the

a u=3,a=—0.5, t= 16, finds ‘target’ variable.

6=3x16 +4 x(-05)x 16" =-16

Use s =ut+2at?
Resultant displacement =—16m

b Initial velocity was forward, so the balloon must have slowed

down to rest and then moved backwards to -16m
.. Need to find the maximum positive displacement.

i= O, A= O'S), VO inlaval © List the Known values and the

O= 37+ 2X(-05) Xela so ‘target’ variable.Atmaximum
positive displacement, v= 0
The balloon went 9 m forward, then 25 m backwards to -16m
Total distance travelled = 34m
Use v° =u* + 2as

Answer the question.

Car P is accelerating at 2ms~*. When its velocity is 10ms"', it is overtaken by car Q, which is
travelling at 16ms" and accelerating at 1 ms’. How long will P take to catch up with Q?

For car P u=10ms"',a=2ms*%, displacement S.

For carQ u=16ms"',a=1ms*, displacement 2.
Find time t for which 2.=9, List the known values
1 P : and the ‘target’ variable.
5, =10t+ 5x 2t =10t+t"
= Ve
$=16t+5t
Use s=ut + pat*
5=S, = 10t+¢° =16¢6+21¢?
2
This givest*-12t=O0 = t(t-12)=0
Use the values you have
The roots are t=O and t=12
calculated to answer
Q passes P at t=0,soP catchesQatt=125
the origina! question.

Units and kinematics Equations of motion for constant acceleration

Exercise 7.3B Reasoning and problem-solving
A lorry starts from rest and accelerates 6 An object, starting from rest, travels 10m
uniformly at 3ms°. It passes point A during one second and 15 m during the next
after 20 s and point B after a further 10s. second. Work out the acceleration of the
Calculate the distance AB object, assuming it to be constant.
A train leaves station A from rest with Lorry A is travelling along a straight road, with
constant acceleration 0.2 ms *. It reaches lorry B following 40 m behind. They are both
maximum speed after 2 minutes, maintains travelling at a constant 25ms". Lorry A then
this speed for 4 minutes, then slows down brakes to a halt, with acceleration —5ms~.
to stop at station B with acceleration The driver of lorry B takes 0.2 seconds to
—1.5ms~*. Calculate the distance AB react, then brakes with acceleration —-4ms~

A ferry carries passengers between banks a Do the lorries collide?

of a river, which are 20 m apart. After setting
b State any assumptions you made, and
off, the ferry accelerates at 0.2ms~ for
explain how this may affect the answer.
12 seconds before turning off the engine
and decelerating at a constant rate and
coming to a stop at the opposite bank.
Challenge
a Calculate the speed of the ferry after the
first 12 seconds. 8 There are five equations of constant
motion often referred to as the suvat
b Calculate the distance the ferry travels
equations.
during these 12 seconds.
Use the fact that the gradient of a v-t
¢ Calculate the value of the ferry’s
graph gives the acceleration, and
deceleration after the engines are
the area under a v-t graph gives the
turned off.
displacement, to show how each of
d State any assumptions you made in these equations can be derived.
part c and explain why, in reality, this A car crosses a speed hump with a
value would be higher. velocity of 4ms''. It then accelerates
A train accelerates uniformly from rest for at 2.5ms~*to9ms". The driver then
1 minute, at which time its velocity is brakes, causing an acceleration of
30kmh‘. It maintains this speed until —3ms~*, reducing the speed to 4ms"
it is 500m from the next station. It then to cross the next hump.
decelerates uniformly and stops at the station. a Howfar apart are the humps?
Calculate the train’s acceleration during the
first and last phases of this journey. b Howlong does the car take to travel
from one hump to the next?
A boat is travelling at 4ms''. Its propeller
The question implies that the car
is then put into reverse, giving it an
is being modelled as a particle.
acceleration of -0.4ms ~*for 25 seconds.
In what way, if any, does this
a Work out the displacement of the boat assumption affect your results?
during this period.

b Work out the distance travelled by the

boat during this period.

@ MyMaths
 Motion with variable acceleration

Fluency and skills

is not
You know that velocity is equal to the gradient of a displacement-time (s-t) graph. If the graph
linear, the gradient changes, but at a particular point on the graph you can say
A
gradient of s-t graph = velocity at that instant Coma Taner

Similarly, for a non-linear velocity-time (v-t) graph ,

5
gradient of v-t graph = acceleration at Coma 5
: al Gradient of tangent
that instant Z . here gives velocity
: = at that instant
ESEZ=p If you know sas a function of ¢, you can work out the |
=m ; ere Ce
fora, gradient (velocity) by differentiation. The velocity is |
oifining —_-the rate of change of displacement. ! —~
gradients Time
entiation. ds 2
v=—— Ol V=S
dt
A dot abovea
Similarly, acceleration is the rate of change of velocity. You can
variable denotes
obtain acceleration by differentiating velocity with respect to time, alii ;
wre Ee ie 2) 2 . the derivative with
which is the same as differentiating displacement twice. ;
respect to time.
diss | Key point | Two dots show the
=——=as
RAPE ee or a
diane dig second derivative.

A particle moves in a straight line so that at time ¢ seconds its displacement

s, in metres, from an origin O is given by s = t* — 32¢. Evaluate its velocity
Differentiate displacement
and acceleration when f= 2. Show your working.
to find velocity.

Differentiate velocity to
yal? ape oaa
at find acceleration.
When t=2,v=4x2°-32=O0O sothe particle is at rest when t= 2
d You can check your
pe tay 2

dt answer by finding —
When t=2,a=12x2°=48 soa=48ms-2whent=2
at the point where t= 2
on a calculator.

ESEZ2 You can also write the relationship between s, v and a using integrals.
For are
minder of Remember to
integration ds dv |Key point |
tbs
and areas V Fi
=— => § = Jude and a di
=— =) if) = Jade include the constant
graphs. of integration.

You know that integration corresponds to area under a graph, and so the first of these relationsh
ips
confirms that displacement is the area under the v-t graph.

Units and kinematics Motion with variable acceleration

 A particle starts with velocity 2ms and moves with acceleration a =(6t+4)ms”
a Calculate its velocity after 5s b Calculate the distance it travels in that time.

| Integrate acceleration
a v=[6r+4 dt=3t°+4t+¢ to find velocity.
emember to add c
V=2 When c=O)}soc= 2 ——__
—$—<— << | eit
v= St? +4t+2 | [
When t=5,v=3x5°+4x5+2=97ms"
:
=
SE eee
U
anaes=
itial vel

b s=[3t° +4642 do=t?+20°+2t+d ~——

_

5=O when t=0,s0d=O | = Integrate velocity to find

6=t24+ 224+ 2t displacement.

When t=5,5=5°+2x5°4+2x5=185m
In this case,
.. The particle travels 185 m e— distance = displacement

Exercise 7.4A Fluency and skills

Show your working for these questions. 1) Given? = 145 1-

1 Givens =47?—-? a_ Write an expression for a,

a_ Write an expression for v b Evaluate twhen a=6ms2

b Evaluate
vwhen f= 2s 8 Ifv=24-6tands=Omwhent=0s
2 Given s=(t+ 2)(t- 6) a Write an expression for s,
a Write an expression for v habeas when

SENET RUT. as 9 Ifa=6t?+3andv=4ms'whent=0s

c Evaluate v when t= 100s : :
a Write an expression for v
3. Givenv=6t*?—8t
b Evaluate v when t=2s
a Write an expression for a
P 10 Ifv=9-t* ands=4m when ft=0s, evaluate
b Evaluate awhent=3s
a swhent=l1s
4 Givenv=t(f+7)
b swhenv=0ms!
a Write an expression for a
11 Ifa@=6t-—12andv=2ms'whent=0s,
b Evaluate awhen t=0s evaluate
‘ — F4 2
5 Given s=t*+5t?, evaluate a vwhent=3m,
a vwhent=1s r
b vwhena=0ms7
b awhent=0.5s ,
12.0 —24t- +6) —10
6 Givens=3t?-—12t+5
a_ Given that v=2ms" when t= 0s, work
a Write an expression for v, erpuatiicnT eats

b Evaluate twhenv=0ms" b Given that s=5m when t= 0s, work out

swhen t=1s

@ MyMaths
 Reasoning and problem-solving
When solving a motion problem with differentiation or integration
differentiate
Identify what dimension(s) you're dealing with (speed, velocity, distance, displacement) and
or integrate as appropriate.
Strategy
(2) (When integrating) include the constant of integration and calculate its value.

(3) Use the result of your differentiation or integration to answer the original question.

A particle moves with acceleration (2t— 3) ms *. It is initially at a point O and is travelling with
velocity 2ms_!. Show that its direction of travel changes twice and find the distance between
the points where this occurs.

Integrate a to obtain

3 y=[2e-3 dt=t-3t+e
Example vand include the
constant of integration.
When t=O, v=2,50c=2
nt ENO
(C= b= 2) As the particle starts
The particle changes direction when v =O with positive velocity,
=(¢— (e—-2)=0 = p= | ana tv=2 it must be moving
backwards between
VO fone onr 2 1 and 2 seconds, and
forwards the rest of
VEO Or 1 <b< 2
the time.
s=[t*-36+2 de=se°-Se*
+2b+0,
When t=O, 5=0,s0¢,=O0 Integrate v to obtain
e. Uae) ne sand include the
Sat Bt a ale constant of integration.
ae a 5 te=—m
When t=1,9=% fee Ed
ee ee Find the positions at
Z Z which v= 0 and use
Distance between the points =< — &= 4 m this information to
answer the question.

Exercise 7.4B Reasoning and problem-solving

1 Aparticle, moving in a straight line, starts 2 Aparticle is initially traveling at 18ms?
from rest at O. Its acceleration (in ms”) at It is acted upon by a braking force that
time fis given by a= 30 -6t brings it to rest. At time fs during braking,
a Calculate its velocity and position at its acceleration has magnitude tm s*
ied Calculate
b How long does the particle take to a the length of time it takes to stop,
return to O? b the distance it travels before coming
C What is its greatest positive to rest.
displacement from O?

Units and kinematics Motion with variable acceleration

A particle, initially at rest, is acted on for 3s 8 A particle is moving in a straight line.
by a variable force that gives it acceleration Its velocity at time fs is given by
of (8f+2)ms~. Work out the distance it v=6t-—3t?ms!
travels while the force is acting.
a Evaluate its velocity at times t = 1 and
A ball is thrown straight up from an open t=3
window. Its height, at time fs, is hm above
b What distance does it travel from time
the ground, where h = 4 + 8t— 5t?
bl tomime tire
a How high is the window above the
ground?
Challenge
b For how long is the ball in the air?
c¢ Atwhat speed does it hit the ground? 9 Acar travels from rest at a set of traffic
lights until it stops at the next set of
d_ Evaluate the maximum height it reaches
lights. The car’s displacement xm from
above the ground.
its starting position at time fs is given
A particle starts from point O and moves so by x= t?(t? —75t +1500)
that its displacement s, in metres, at time ¢ y 13500

seconds is given by s = t* — 32t. Work out Write an expression for the car’s
velocity.
a_i Its position at the moment it is
instantaneously at rest, Work out the time it takes for the
car to travel between the two sets
ii Its acceleration at the moment itis
of lights.
instantaneously at rest,
What is the distance between the
b Its speed at the moment that it returns
two sets of lights?
to O,
Work out the car’s maximum
c ‘The distance it travels in the first 3s
speed.
A particle travels in a straight line through
The suvat equations can be derived
a point O with constant acceleration. Its
using differentiation and integration.
velocity is given by v=2t—3ms!
Acceleration is the derivative of
If its displacement from O is —4m at t=0s,
locity, soa =—
veloci a
work out how long before the particle passes : dt
point O For a constant acceleration between
t v

t=0 and t=t, this gives Iadt=| dv

A particle moving along a straight line u

through a point O has acceleration given by a Use this information to derive the
a=(2t—5)ms~. When t=4s, the particle suvat equation that uses a, t, uand v
has velocity 2ms-! and displacement from one ds
O of +8m. Work out the two positions where Similarly, v= aoso, between

the particle is at rest. displacement s = 0 and s=s,

[as= [ vat

b Use this information to derive the

suvat equation that uses s, u, aand t

@® MyMaths
 Summary and review

Chapter summary
«The SI base units used in this chapter are kilograms / kg (mass), metres / m (length) and
seconds / s (time).
¢ Inkinematics, the quantities in the table are used.

Scalar Quantity
Displacement Distance
Velocity Speed |ms! orm/s
Acceleration — |ms? or m/s?

¢ Formulae should be dimensionally consistent and you must use the same units throughout,
converting if necessary.
e Position is a vector - the distance and direction from the origin.
Displacement is a vector - the change of position.
Distance is a scalar - the magnitude of displacement.
Velocity is a vector - the rate of change of displacement.
Speed is a scalar - the magnitude of velocity.
Acceleration is a vector - the rate of change of velocity.
resultant displacement total distance
e Average velocity = Se and average speed = ——— _—_
total time
total time
¢ The gradient of a displacement-time (s-f) graph is the velocity.
e The gradient of a velocity-time (v-t) graph is the acceleration.
e ‘The area between a v-t graph and the f-axis is the displacement.
e Instraight-line graphs, changes in motion are assumed to be instantaneous. In reality, this is
usually not possible.
e s=displacement, u = initial velocity, v= final velocity, a= acceleration, t= time
es 2 2 2 1 i 9
For constant acceleration: v=u+at;s=ut a B= 24s: s= aH +v)t;s=vt——at”
2
¢ The equations of motion for constant acceleration assume objects to be particles with tiny or
irrelevant size. In reality, the size of an object may affect calculations.
ds dv d’s
e For variable acceleration, use calculus: a
v= — Meak Fe
and a=—=—;;s=]|v fv dt and dens
v Ja d t

Check and review

You should now be able to...

W Use standard SI units and convert between them and other metric units. :
e
——2,4
| Drawandinterpretgraphsofdisplacementandveloc agaisttime. |
mn

Units and kinematics Summary and review

 ; es a Work out the acceleration of the object
1 Using the formula s = vt——at’, calculate s if
Z for each of the three stages of the motion.
v=Skmh", a=0.002ms” and t= 10 minutes. :
Give your answer in kilometres to 3sf. b Calculate i The resultant displacement,
; ii The distance travelled.
2 An object travels for 10s at8ms7 and then
for a further distance of 120m at 18ms"'. ¢ Calculate the average velocity of the
Work out its average speed for the whole particle.
journey. 5 A particle moves with constant acceleration
3 A log flume climbs a slope for 20s at a along a straight line. It passes the origin, O,
constant lms‘. It then pauses for 5s before at 2ms'' and travels 15m in the next 5s
moving rapidly downhill at 10ms for 5s a Calculate its acceleration.
a Sketch a displacement-time graph for b Work out its position when its velocity is
this motion. Sins
b Explain why it is unrealistic that a log 6 Aparticle, P, is moving along a straight line.
flume would be able to move with the At time t seconds, its displacement, s metres
motion described by your graph. from the origin, O, is given by s = t(f — 16)
4 The velocity-time graph shows the motion of a Write down an expression for the
a particle for a period of 10s velocity of P at time ¢

: b Work out the acceleration of Pwhen t=5

=)

\ 7 A particle moves along a straight line with

is Ay acceleration a =(4t—3)ms~ at time fs.
Initially it has a velocity of 5ms"!

oa l
bssrach a Write down an expression for its velocity
3 5 10 at time ¢

b If the particle started at the origin, O, work

\ out its displacement from O after 4s

epee: Click these

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 Exploration
Going beyond the exams

[f you have ever struggled with mechanics,

you may take some comfort from the fact
that the lawg and equations that are used
today took many centuries to establigh.
Galileo (564 - 1642) has often been
credited with establighing the principles
governing uniformly accelerated motion.
(Much of the work, however, had already
been done alrnogt three centuries earlier, by
a group known ag The Oxford Calculators.
The Oxford Calculators were a group of
l4th century thinkers associated with Oxtord
University's Merton College.
The group distinguighed between 2 oa =; 2 Fea -
kinematics and dynamics and they a a a REE ft SE
were the firgt to formulate the mean
speed theorem. Investigation.
Thig theorern states that an object
which uniformly accelerates from Explain how thie diagram illustrates the mean ¢ eed th
rect will cover the game distance ag P ads
an object travelling at a constant
velocity if this velocity ig half the final
gpeed of the accelerated object.

The theory of kinematics continues to be developed all the time.

Ferdinand Freudenstein was a 20th century American physicist
and engineer, regarded by many ag the father of modern
kinematics.
The Freudenstein equation, which he presented in hig [954
doctoral thesis, can be applied to 4 number of machines used in
daily life euch ag the braking eystem of a vehicle. Designers of
modern mechanical eysteme tet them using apps that build on
Freudengtein’s ideag.
 Assessment

A train leaves a station, P, and accelerates from rest with a constant acceleration of 0.4ms7 until
it reaches a speed of 24ms '. It maintains this speed for 6 minutes. It then decelerates uniformly
with a deceleration of 0.2ms*', until it comes to rest at station Q.

a Draw a velocity-time graph of the journey from P to Q, labelling

all the relevant times. [5 marks]
b Calculate the distance PQ. [2]
At time f= 0s, a body passes the origin with a velocity of 6(0ms", and decelerates uniformly at a
rate of 4ms*

a Determine the time at which the body is at rest. [2]

b Determine the times at which the body is 400 metres from the origin. [4]
Points A, B and Clie on a straight line. The distances AB and BC are 80 m and 96 m respectively.
A particle moves in a straight line from A to C with an acceleration of 4ms~. It takes 5 seconds to
travel from A to B. Work out

a_ The speed of the particle at A, [3]

b The time taken for the particle to travel from B to C [6]
The displacement, s metres, of a particle, at a time t seconds, is given by the formula
s=t?}—9t?
+ 24t

a Write an expression for the velocity of the particle. [2]

b Calculate the times at which the particle is at rest. [3]

c Work out the distance travelled by the particle between t=0s and t=5s [5]
A speeding van passes a police car. The van is travelling at 27 ms"', and the police car is travelling
at 15ms_. From the instant when the van is level with the police car, the police car accelerates
uniformly at 3ms in order to catch the van. Work out

a The time taken until the police car is level with the van, [5]

b The speed of the police car at this time. [2]

Aman ona bicycle accelerates uniformly from rest to a velocity of 10ms ‘in 5 seconds. He
maintains this speed for 20 seconds, and then decelerates uniformly to rest. His journey takes a
total of T seconds.

a Drawa velocity-time graph of his journey. [3]

Given that he cycles a total of 265 metres, calculate

b The value of T, [3]

c The acceleration for the final stage of his journey. [2]

 A and B with .
7 Acar moving along a straight road with constant acceleration passes points
instant when it
velocities 10 ms and 40 ms" respectively. Work out the velocity of the car at the
passes M, the midpoint of AB [6]
ports
8 Abus travels ona straight road with a constant acceleration of 0.8m s°*. A and B are two
its velocity by 12m s' in travelling
on the road, a distance of 390 metres apart. The bus increases
from A to B

a What is the speed of the bus at A? [5]

b Work out the time taken for the bus to travel from A to B [2]

9g A
7 =|

g
2
2
Se)

05 >
3 i T;
Time (sec)

The diagram shows the velocity-time graph of the motion of a runner over a time period of
T seconds. During that time, the runner travels a distance of 76 metres.
a Write down the initial speed of the runner. [1]

b Work out the value of her initial acceleration. [2]

c Describe her motion from t=3 to t=11 [1]

d Calculate the value of T [6]

10 The acceleration, ams”, of a particle moving in a straight line is given by the formula a = 2t-6
At time t= 0, the particle is moving through the origin with a velocity of l1Oms!

a Write an expression for the velocity of the particle at time f [4]

b At which times is the particle moving with a velocity of 2ms !? [4]
c¢ Write an expression for the displacement of the particle at time t [4]
d Work out the displacement of the particle when t=6 [2]
11 A jogger is running along a straight road with a velocity of 4ms' when she passes her friend
who is stationary with a bicycle. Three seconds after the jogger is level with her friend, her friend
sets offin pursuit. Her friend accelerates from rest with a constant acceleration of 2ms~. When
the cyclist has been riding for T seconds, the cyclist and her friend are level.

a Drawa velocity-time graph for t=0 to t= 7T+3 [3]

b Write down an equation for T [4]
C Solve this equation to find the value of T [3]
d How fast is the cyclist travelling when they draw level?
[2]

Units and kinematics Assessment

 ry teJ nyaid

The abseiler in this picture is in equilibrium. The rope

is taut but the abseiler is not moving, which means
that all forces acting on the person are balanced. The
weight of the abseiler balances with the tension in
the rope. The force applied by the abseiler against the
rock face balances with the normal reaction from the
rock face. This simple example illustrates that systems
of forces surround us every day.

Drawing diagrams and labelling forces is a useful way

to visualise these systems. It is important to remember
that any object that is not accelerating is in a state
of equilibrium. This means that the forces can be
balanced even if the object is moving. There are many
different types of forces, and an understanding of how
they work is vital for modelling.

*
< p.153) Ch6 Vectors To resolve forces in Ch18 Motion in two
a3 e Scalar and vector two perpendicular dimensions
definitions. directions. SUVAT equations in 2D.
To calculate the The significance of g
¢ Components of a vector.
magnitude and direction
of a resultant force. Ch19 Forces
77| Ch7 Units and kinematics Modelling friction.
To resolve for particles
e Formulae for motion. Inclined planes.
with constant
e Acceleration under Moments.
acceleration, including
those which are
connected by string
over pulleys and
‘connected’ particles.
Understand mass and
weight.

=
\® MyMaths
ee _
you start |
Practise before
2206, = 2183, 2184
Most situations covered in this chapter will involve one or more forces acting on an
object. Often, it can be useful to draw a diagram showing these forces.

For example, consider a ball held up by a string. There are two forces acting on the ball:
its weight (W) and the tension (7) in the string. If the tension in the string is equal to the
weight, then the ball is in equilibrium. Ifthe ball is simply hanging, it will continue to do
so, and if it’s being lifted or lowered by the string, it will continue at constant speed.

The resultant force in a direction is the sum of all forces acting in that direction. |Key point |
If the resultant force in all directions is zero then an object is in equilibrium.

The diagram shows the forces acting on a particle.

Given that the particle is in equilibrium, state the value of the
forces T and P

Resolving vertically gives T-3=Os0T=3N e——_—_—_—___,

Resolving horizontally gives P+ T-12=O0

P+4-—12=O0s0P=9N e— | Take forces upwards as positive

ie —— | and forces downwards as negative.
Substitute 7=3 | | Since the system is in equilibrium,
| and take upwards | | the forces must equal zero.
Forces are measured in newtons (N). | forces as positive.

Given that this system is in equilibrium, state the

values of the forces T and P

If the resultant force acting on an object is > 0, the object is not in

eee ; = inte The weight of an object
equilibrium and will accelerate in the direction of the resultant force,
is its mass multiplied
Accelerate could mean speed up, slow down, or start moving from rest.
by the acceleration due
The resultant force, F, in any direction is given by |Keypoint tO BeyteWee o
F=ma where mis the mass (in kg) and a is the acceleration BA TSC SATE
(in ms~*) in that direction. This is Newton’s 2nd law B98 TS ton te
acceleration due to
gravity on Earth.

Bridging Unit Forces and Newton’s laws

 The forces acting on a particle are shown in the force diagram.
The mass of the particle is 5 kg.
Calculate the acceleration of the particle.

Resolving vertically gives 5g—5g=O

50 the particle will not accelerate vertically.

Resolving horizontally gives 12-8=4N Since the resultant force

So the particle will accelerate horizontally to the right. acts in this direction.

F=ma gives 4=5a

The resultant force is 4
2e42=CO.6ems wtheright. -—— _ Remember to give the units and and the mass is 5
direction of your answer.

As this is a force diagram, the

weight is shown not the mass.

A particle of mass 0.8 kg is acted on by the forces shown

in the diagram. Find the size and direction of the
acceleration of the particle.

You can indicate acceleration on a force diagram using double arrows. 4ms~

A particle of mass 7 kg is acted upon by the forces shown in the

diagram and moves horizontally with acceleration 1.2 ms~ 1.2ms2
a a ok
Calculate the values of Rand T

Resolving vertically gives R-7g =O since the particle does not

accelerate vertically. 1gN
50 R=7g=69N (to 2 significant figures)
Since we have used the estimate g= 9.8 ms®,
Using F=ma horizontally gives answers should only be given to 2 significant figures.
1-3=7X1.2 ae ae aT)
T-3=8A4 Remember you need the mass, which
T=11A N(to 3 significant figures) is 7 (not 7g, which is the weight).

This calculation did not involve an

approximation of g, so give your
answer to 3 significant figures unless
directed otherwise.

@ MyMaths CQ 2ise207 ala

 A particle of mass 13 kg is acted upon by
the forces shown in the diagram and moves
vertically with acceleration 0.6 ms ~

Calculate the values of

X and Y

If you have two particles connected by a string, you can calculate their acceleration and the tension
in the string using simultaneous equations.

Two particles, one of mass 3 kg and the other of mass 5 kg, are
connected by a light, inextensible string, which passes over a
smooth pulley as shown.
Calculate the tension in the string and the acceleration of the particles.

Example
4 First consider thedkg particle: The resultant force is
F=ma gives T-29.4=Sa (1) Pete neers T — 29.4 acting vertically
| upwards.
Now consider the 5 kg particle: | ee
F=ma gives 49-T=5a (2) 2 The resultant force is 29.4N 49.0 N
e———
+(2): (T-29.4)+(49-T)=3at5a
(1) Le T acting vertically
Fora
reminder on A9G= Bz downwards.
simul-
taneous
| equations
> 4= pe =245ms- 1 Solve simultaneously to find
the values of a and T
30 both particles move with acceleration 2.45 m ae = ©
Substitute the value of a into (1): The 3 kg particle accelerates
T—=294=3(2A5) vertically upwards and the
5 kg particle accelerates
T=294+3(2.45)=356.8N
vertically downwards.
The tension in the string is 36.8 N

If the string in a question is described as ‘light and inextensible’ then you can ignore its mass and
assume that the tension is the same throughout, and the acceleration is the same for all particles
attached to it. Ifan object is described as ‘smooth’ then you can assume there is no friction.

Two particles, one of mass 2 kg and the other of mass 12 kg,

are connected by a light, inextensible string, which passes
over a smooth pulley as shown.
Using “= ma for each of the particles gives the
simultaneous equations
D196 =2¢6 and 117.6=7 =124
Calculate the tension in the string and the acceleration
of the particles.

Bridging Unit Forces and Newton’s laws

 Bridging Exercise Topic A

1 Given that the particle in each of these force 5 A particle of mass i Seas
diagrams is in equilibrium, calculate the 1.7 kg moves under eee
values of the forces X and Yin each case. the forces shown 8N y
a Xx b 18 N with a horizontal
acceleration
9N of 5.2ms
: 1.7¢ N
5 =
as
EO
17N 9N 2N Y >
Y Calculate the values of X and Y 3
x y os
pe ae 6 Aparticle of
c : mass 2.5 kg
moves under the y
Xx 3.7ms2
forces shown
aa ame with a vertical
acceleration of 2.5gN
2X 3.7 ms * downwards.

2 Aparticle of mass 3.5 kg oN Calculate the values ofXand Y

is acted on by the forces
shown in the diagram. 7 Two particles, one of mass 4 kg and
Hindthe <eeand 4N 1N the other of mass 16 kg are O
Aireedan tie connected by a light,
Dee atthe inextensible string, which
3.5¢N passes over a smooth pulley
ah particle.
i as shown. Using F=ma
particle ol mass 11N for each of the particles cs
2.8 kg is acted on i ;
im = h show a gives the simultaneous 44 ahkg
orces .
a < a Seated ON 8N equations T—39.2=4a and
° one om 4N 156.8—-T =l6a 1 ie
size and direction of aes a
the acceleration of the Calculate the tensioninthe ~~ i
particle. on string and the acceleration of the particles.

4 Use the force diagram and the acceleration 8 Two particles, one of mass 0.7 kg
given to find the mass ofeach particle. and the other of mass
a mon b en 0.2 kg, are connected
=, = EEE by a light, inextensible
6 ms 2ms~
on string which passes over a
5N 13.N 14N
T ib
smooth pulley as shown.
Using F =ma for each
mg N mg N of the particles gives the 0.7 kg 0.2 kg
c 15N simultaneous equations 7 a
6.86—T =0.7a and
at “aN T-1.96=0.2a 6.86N 1.96N

Calculate the tension in the string and the

12N | + acceleration of the particles.
4ms~-

@Mymoths CQ aoa REA)

 Fluency and skills
When you hit a tennis ball, you are applying a force to it. When you Examples of forces
pick up a book, you are applying a force to it. include:
To describe a force you give both its magnitude and the direction Kicking aball with
ESE in which it acts, so force is a vector quantity. The magnitude ofa
force of magnitude
Fora
force is measured in newtons (N). The direction can be given as an
reminder 200 N in the easterly
on vectors. angle or bearing.
direction.
All objects accelerate downwards towards the ground due to the
gravitational pull of the Earth, also known as an object’s weight.
A force F=(3i+4j)N
acting on a particle.
Objects stop accelerating downwards when a contact force pushes
upwards to counteract their weight. The contact force is called the
normal reaction. It is always perpendicular (or normal) to the surface
and if the object is at rest then the forces must balance each other.

A box, with weight WN, is at rest on a horizontal table. Explain why

it does not move even though its weight is pulling it directly down.

The weight of the box is balanced by the reaction from the table,
which pushes directly upwards with the same strength as the
weight.

The box in Example 1 is said to be in equilibrium. Bracketed arrows are

sometimes used to
An object that is at rest or moving with constant |Keypoint | denote the direcdon i
velocity is in equilibrium.
which you are resolving.
(T) indicates that you
In these situations you can resolve the forces in a particular direction.
are resolving vertically
This means you find the overall force acting in that direction.
and (—>) indicates
Resolve vertically R= Wes) that you are resolving
horizontally.
When you resolve in any direction for an object that Key point
is in equilibrium, the overall force in that direction will be zero.

If you apply a horizontal force P to a box laying on a rough surface, F

a resistance force acts in the opposite direction. If the box doesn’t
move, the resistance force must equal P

Forces and Newton’s laws Forces

Resolve horizontally P—F=0
Resolve vertically R-W=0 The resistance to
motion due to a
The resistance force always acts in a direction which |Keypoint rough surface is
opposes motion. There is no resistance to motion on smooth surfaces. sometimes called
Resistance to motion appears when rough surfaces try to move friction. This is why
relative to each other. EO RAMON IS

An object does not have to be at rest to be in equilibrium. It could be moving at a constant velocity.
Newton’s first law of motion states that an object will remain at rest or continue to move with
constant velocity unless an external force is applied to it, i.e. a moving object remains in equilibrium
as long as the resultant force on it is zero.
A string is attached to a box and pulled vertically so that the box iP
moves upwards with a constant speed of 1ms"! ome
Resolve vertically T—-W=0 Ims r r
The force Tin the string is a tension.
The box is pushed upwards at a constant speed of 5ms |!by two rods.
Resolve vertically 2T—-W=0
The force Tin each rod is called thrust.
When a rod or string is being pulled, the force is a tension force. When a rod is in compression (being
squashed), the force is a thrust force. You cannot compress a string or it just goes slack, so you cannot
have a thrust force in a string.

A bag of weight W rests on a table. It is pulled by two horizontal strings with tensions T and
S, both pulling in the same direction, so that the box moves at a constant speed of lms".
The resistance force is F and the normal reaction of the table on the box is R
a Drawa diagram showing all the forces acting on the box.
b Resolve horizontally and vertically to form two equations.
c The resistance to motion is 5 N and the tension in string Tis 1.5 N. Find the tension S

Speed is not a force

but can be included in
these diagrams.

Forces in opposite
b (>) directions cancel |
out if the object is in
(T) Sela equilibrium.

© F=SandT=1.9 Substitute numerical

oo eke 18) values to find the
5=3.5N unknown force.

FSO EY RNINSTN

@ MyMaths Q 2186, 2293 EARCH

Exercise 8.1A Fluency and skills

Draw diagrams showing all the forces acting 4 Resolve horizontally and vertically for the
on the blocks in the following situations. following objects, which are in equilibrium.
(Use F for the resistance force and R for the a Ve

normal reaction.)

a Ablock of weight Wis placed on a 70N

smooth horizontal table.
r 20N

b Ablock of weight 4 Wis placed ona

rough horizontal table and is pushed
50N
with a horizontal force of P which causes
At rest
it to move at2ms' 5
b 20N
c Ablock of weight Wis placed on a rough y

horizontal table and a string is attached 4 3ms |

to the block which pulls horizontally, at
constant velocity, with tension T ihe 40N

d Ablock of weight Wis placed on a rough

horizontal table and a string, attached to
Y
the block, pulls the block along the table 30N
with tension Tat an angle of 40° to the
Cc 30N
horizontal. 20N

Resolve forces vertically in question la.

————— ee nce
Resolve horizontally and vertically in
BG 20N
question Ib.
c Resolve horizontally and vertically in
question Ic.
y
A girl holds a string, which is attached to a
box of weight 40 N. The box hangs vertically
d \
below the girl’s hand.
a Find the magnitude of the tension in the
string.

She then pulls the box upwards with

constant velocity.

b Find the magnitude ofthe tension in the

string. A car travels with constant velocity of 8ms"!
in a straight line along a horizontal road. The
resistance to its motion is 900 N.
a What is the driving force of the engine?

b As the car travels, keeping the same

driving force, the resistance to its motion
increases. What happens to the speed of
the car?

© Forces and Newton’s laws Forces

 Reasoning and problem-solving

When more than one force acts on an object, the resultant force is the single force that is equivalent
to all the forces acting on the object.

If forces F,, F,,...,F, act on an object then the resultant Bey pete
force is R=F, +E, +...F,

To solve questions involving the resultant force

(4) Resolve in two perpendicular directions (always in the direction of one of the forces) to find the sum of
the components of all the forces in these two directions. Label the components P and Q
Strategy
(2) Draw a right-angled triangle with P and
Qas the two shorter sides. R
Le)
(3) To calculate the resultant R = /P’ + Q* is the
magnitude and a gives the direction.

lf the resultant Ris known, use P= Acos ~ and

Q= Rsin o to find the components.

The forces (3i+14j)N, (5i—2j)N and (7i-j)N act on an object.

a Calculate the resultant force in the form (ai+bj)N.
b Find the magnitude and direction of the resultant force.
Work out the sum of
Give the direction as the angle between the resultant force and
forces in both directions.
the unit vector i.
See Ch6.2 for a reminder
on components of

a (3i+14j)N+(Si-2j)N+(7i— j)N=(15i+17j)N ies

Draw a sketch.

itude:
Magnitude Use Pythagoras’
415*+11% =186N (to3 sf) theorem to find the
ae magnitude.
irection:
A
GAO,
= ——
15
e (1 Use trigonometry to
= te |=o900 (0 td
ea (-
5] on” P) find the angle.

The angle the resultant makes with the horizontal is DO

PRE
EEL ES E TO A

@ MyMaths Q 2186, 2293 ~ SEARCH

 Work out Xand Yif the resultant force on this object has magnitude
24Nand makes an angle of 30° above the rightward horizontal.
.

©
vt

ro
= Resolve horizontally 40 —X
< Resolve vertically 20-Y e—_—_—_
Lu | YN
24N |
UL) (9 eee Resolve horizontally
| and vertically.
aN a
A(x
Draw a sketch.
AO-X =24.co0s30

20-Y =24sin30

50 K=19:.2N (toSet) ana yY=oN

Exercise 8.1B Reasoning and problem-solving

1 The forces (10i+15j)N, (25i+7j)N and a B
(13i—4j)N act on an object. ae
ee 35N
a Work out the resultant force in the form
(ai+bj)N.
b Find the magnitude and direction of the 30N
resultant force. Show your working. b c
2 The forces (200i+350j)N, (125i+75j)N and
(—200i—300j)N act on an object. 2CN 36N
a Work out the resultant force in the form
(ai+bj)N. 12N D
b_ Find the magnitude and direction of the
E
resultant force. Show your working.
90 HS a ) F
3. The forces N, N and N act is E
=25 60 b
on an object. F
a Calculate the values of a and b if the
a d H
resultant force is N.
120
80N 5G3H
b_ Find the magnitude and direction of the ;
resultant force. Show your working.
4 ‘these objects are all in equilibrium. Find 2
the values of the lettered forces.

Forces and Newton’s laws Forces

5 Find the magnitude and direction of the b Atacertain point in the journey the
resultant force on this object. Show your cyclist accelerates without increasing
working. the force she applies to the bicycle. Give
8N
a possible reason for this.

A block of weight 50 N is placed on a rough,

4N saul horizontal table. A horizontal force of
magnitude 5 N is applied to the block but
the block does not move. Find
20N
a ‘The magnitude of the vertical force
Find the magnitude and direction of the exerted by the table on the block,
resultant force on the following objects.
Show your working. b ‘The magnitude ofthe horizontal force
exerted by the table on the block.
a 33N
10 A train moves over rough tracks at a
8N = 12N
constant velocity. One carriage follows the
engine, attached to the engine by a light,
inextensible tow bar.
30N
a__Is the tow bar in thrust or tension? Give
a reason for your answer.
b 54N
b= The train then travels in the opposite
direction. Does your answer to part a
change? Give a reason for your answer.

11 The underside of a block of weight 50 N is

64N
attached to a vertical rod which applies an
State why the following objects cannot be in upward vertical force of 60 N to the block.
equilibrium. State whether the rod is in tension or thrust.

a Y

y= 20N Challenge

12 Work out the positive values of X and

SON Y given that the resultant force has
magnitude 30 N on a 315° bearing and
Y acts in a northerly direction.

5X

A bicycle travels with a constant velocity of

6ms- ina straight line along a horizontal
road. The resistance to motion is 300 N.
a What is the magnitude of the force
applied by the cyclist?

@ MyMaths Q_ 2186, 2293 "SEARCH

i
 Dynamics

Fluency and skills

When you give a large push to a sledge on ice, the sledge begins to accelerate. The bigger the force that
you apply, the bigger the acceleration. Acceleration is directly proportional to the force that you apply.
If you had a sledge of twice the mass, you would need a force twice the size to create the same
acceleration. The force you apply is directly proportional to the mass.

EEE) Newton’s second law of motion states that the resultant force acting on a particle is proportional to
ae
reminder
the product of the mass of the particle and its acceleration, F « ma
on propor- $ 7 é : =
tionality. | You measure force in newtons; one newton is the force required to give a 1 kg mass an acceleration
of lms. Using these units, Newton’s second law is F= ma

If a resultant force FN acts on an object of mass m kg |Keypoint |

giving it an acceleration ams ~ then F= ma

Remember that
Calculate the acceleration if the forces acting on an object of
acceleration is a vector
mass 25 kg are (40i+15j) N, (20i—7j) N and (31i+ 23j) N. eRe cer

The resultant force

F=(40i+15j)+(20i-7j)+(31+23j)=91+31jN
cach oe — Eee
“, a=(3.64i+1.24 j)mo~

The equation F = ma can be used in any direction where Fis the overall force in Key point
that direction and a is the acceleration in that direction.

iA box of mass 5 kg and weight 49 N rests on a horizontal floor. A

horizontal force of 30 N is applied to the box. The box is subject to atte
a resistance force of 10 N when it is moving. Resolve horizontally 30N
and vertically to calculate the normal reaction
Rand the acceleration a
49N
R-49=0,s0R=49N e— Resolve vertically. |
30-10=54a e— ——__—_§_§ 7 :
one Aaya e ___| Apply Newton's second law
horizontally and solve.

Forces and Newton’s laws Dynamics

 Exercise 8.2A Fluency and skills
1 A box of mass 5kg lies on a horizontal 7 Work out the missing values in the following
table. A horizontal force of magnitude 20 N diagrams.
is applied to the box. Find the magnitude
a R
of the resistive force if the acceleration is A =)
————\{—$|
>> ams
Lvs?
30N ~| tg | — 120N
2 Acrate of mass 60kg lies on a horizontal
floor. A horizontal force of magnitude 300 N
is applied to the box. Find the acceleration
of the crate if the resistive force has 98N
magnitude 210N.
b R
A
3 Acar of mass 1000kg is travelling along ————_—>> 2ms”
a horizontal road. The total resistance to
motion is 400 N and the driving force is os Sl cua 70N
1600 N. Calculate the acceleration of the car.

4 Arope is attached to a block of mass 250kg, y

which lies on horizontal ground. The rope oN
is pulled horizontally with tension T. The
magnitude of the resistive force is 650N. 8 A truck of mass 2000 kg is travelling on a
Find T if the block accelerates at 0.25ms~°. horizontal road. The total resistance to
motion is 500N. A horizontal braking force
5 Calculate the acceleration acting on an of magnitude 900N is applied to the truck.
object if Work out the deceleration of the truck.

a ‘The resultant force is (9i + 18j) N and 9 A box of mass mkg rests on a horizontal
the mass is 5kg, floor. A horizontal force 40 N is applied to
a Biota ien d
Rimine eculaniiorce is |Jshie the box which gives it an acceleration of
mass is 2kg, 2ms *. Calculate the value of m if the total
resistance to motion is 12N.
c ‘Theresultant force is 7 N and the mass is
10 Acar of mass 800kg is moving along a
ae straight level road with a velocity of 30ms",
d ‘the forces acting on the object are when the driver spots an obstacle ahead.
(Si —j) N and (3i — 4j) N and the mass The driver immediately applies the brakes,
is 4kg, providing a net braking force of 3000 N.
e The forces acting on the object are Calculate
(3i+ 8j)N, (9i+11j)N, (-i—-7j)N and a The deceleration,

(ROD ES CHE Sa Ne ent b The time taken for the car to come
6 Acar of mass 1200kg is at rest ona to rest,
horizontal road. Work out the force needed ¢ The distance travelled by the car in
to give the car an acceleration of 3ms ° if coming to rest.
the total resistance to motion is 300N.

pRozamegrimnparncne Onset!

® MyMaths Q_ 2187, 2293 e ‘SEARCH >

 Reasoning and problem-solving
F is the overall force in
You saw earlier that the equation F = ma can be used in any direction where
that direction and a is the acceleration in that direction.

To solve questions involving acceleration

Se

(2) Use F= mato write an equation of motion where Fis the sum of the components of all the forces in the
Strategydirection of a.
(3) Solve the equation to calculate the unknown force.

A box of mass 10kg and weight 98 N is pulled upwards by a vertical string. The block is
decelerating at a rate of 2ms~.

a Find the tension in the string.

b State any assumptions you made in part a.

Draw a diagram.

98N Write a vertical equation

of motion.
ali 9O= NOxea

fo = ON

b This model assumes the string is light and inextensible, there

is no air resistance or wind acting on the particle, and it models
the box as a particle that has no size and that doesn't spin.

In mechanics, you often model strings as inextensible

which means they do not stretch under tension.

Exercise 8.2B Reasoning and problem-solving

1 Work out the mass of a car if a resultant 3 Work out how far an initially stationary
force of magnitude 700 N causes a constant object of mass 0.5 kg will travel in 1 second
acceleration that brings the car from rest to if a resultant force of 30N is applied to it for
10ms in 200m. that one second.
2 Work out the magnitude of the resultant 4 Atrain of mass 50 tonnes accelerates from rest
force on a bike of mass 100 kg that goes from to aspeed of 10ms' over a distance of 50m.
Liss to 12 nase i200, If the total resistance to motion is 3000N then
work out the driving force acting on the train.

Forces and Newton’s laws Dynamics

5 Acyclist and her bike have a combined mass above the box and the tension in the string is
of 80 kg. She travels on a horizontal road at slowly increased until the box is just about to
12ms' and the total resistance to motion is lift off the ground.
25N.
a Find the tension in the string at this point.
a What is the magnitude of the force that
The tension in the string is then increased to
she is applying?
60N.
The cyclist sees a problem ahead so
b Find how long the box takes to reach a
immediately stops pedalling and applies the height of 1m.
brake. Her braking distance is 10m.
When the box is at a height of 1 m above the
b Assuming that the resistance to motion ground the tension is reduced to 40N.
stays at 25 N, find the braking force that
c Find the speed at which the box hits the
she applies.
ground.
¢€ State, with a reason, what will actually a
happen to the resistance to motion and 10 A force |
|N is applied to a box of mass
what effect this will have on your answer 4kg. Another force : N of magnitude 10N
to part b.
is to be applied in order to give the box the
A box of mass m kg has the following greatest possible acceleration. Find a and b
forces acting on it: (2i+ 7j) N, (3i—2j)N, and find the magnitude of the acceleration
(11i — 2j) N, (11i+ 3j)N and (5i + pj)N. The of the box.
resultant acceleration is (7i+ pj). Find the
values of m and p Challenge
A parachutist of mass 80 kg and weight 800 N
is falling to the ground. Her speed changes 11 Calculate the two possible values of x if
from 50ms' to 10ms" in 2 seconds. 25 8
the forces a and es applied toa
a Assuming constant acceleration over box of mass 5kg cause an acceleration
these two seconds, find the resistive of magnitude 2.6ms *. Assume there is
force of the parachute. no resistance to motion. Assume both
forces act only in directions parallel to
b Comment on the assumption that the
acceleration will be constant over these
the ground.
two seconds.
Work out R and m in this diagram.
A lorry of mass mkg accelerates from rest to R
a speed of 20ms” over 16 seconds. ‘The total ————>-> 2 ms”
resistance to motion of the lorry is 1200N and
140N
the driving force of the lorry is 3700 N. Find m

A string is attached to the top of a box of

mass 5kg and weight 49 N. The box is at rest
on the ground. The string is held vertically

O @
SIRS TEENA REPE II

@ MyMaths Q 9187,.2293 “SEARCH

 Motion under gravity

Fluency and skills

If a ball of mass mkg is dropped and air resistance is ignored then
the only force acting on the ball is the gravitational pull of the Earth.
The acceleration ofthe ball is entirely due to the weight of the ball.
The weight of the ball depends on where the ball is. If the ball is
in space its weight is much less than if it is near the surface of the
Earth. Note however that even if the ball’s weight changes based on
whete it is, its mass never changes.

Using Newton's second law,

yf
F=ma gives W=mg
Vv —sWeight (1)

An object of mass mkg has weight mg newtons. Coma

: ; ; ; You may be told

In questions involving motion on Earth, you should assume that 5
to use g=9.81ms~
g=9.8ms~ unless you are told to use a different value in the
org=10ms~.In
question.
your answers you
should use the same
number of significant
figures as the value of
gyou are given.

Work out the following quantities.

a ‘The weight of a car of mass 1230kg.
b ‘The weight of a piece of paper of mass 4.54 g.
C ‘The mass of a cup ofwater of weight 3.2 N. You may assume that gis 1Oms~?.

aW=1230xX9.6=12054N Assuming g=9.8ms~%,

90W = 12000 N (to 2 sf) a give your answer to 2 sf.

b W=0.00454 x 9.8=0.0445374N e@
Convert the mass to
“. W=O0.045 N (to 2 sf) kilograms.
€ 3.2=mx10
m=0.32kg=320g
m= 300 g(to 1 sf)

©} Forces and Newton’s laws Motion under gravity

 A block is pulled along a horizontal surface by a horizontal string. The tension in the string is
40 N. The frictional force is 30 N and the normal reaction is 20 N. Work out the mass and the
acceleration of the block. You may assume that gis 10ms~.
Resolve vertically

mee ee oe
a anil and solve to find |

i =eik ’
g 20N Write an equation of
AQ = 30228 beds ; motion using F= ma

So4=5ins= 30N 40N

10m (= mg)

A stone of mass 50g is dropped from the top of a cliff, which is 20 m above the sea.

a Find the speed at which the stone hits the sea below.

b State any assumptions you have made.

Write down the
quantities that you
a The acceleration of the stone is 9.8ms~. know. The acceleration
yv=O B= 70) a= 9.8 is equal to g

y7=ur+2as
| Select an appropriate
Ve=ex2OxK OS
| equation and solve
v=20ms'' (to2 sf)
for v. See Ch7.3 for a
b The model assumes that there is no air resistance or wind and it reminder on equations
of motion for constant
models the stone as a particle that has no size and does not spin.
acceleration.

Exercise 8.3A Fluency and skills

1 Workout 4 A particle is thrown vertically downwards
with a speed of 18ms" from the top ofa
a The weight ofa 10g piece ofpaper,
building, which is 5m high. Find the speed
b ‘The weight of a 10 tonne lorry, with which the particle hits the ground. You
C The mass ofa 100N weight. may assume that gis 10ms~°.

2 Ablock of mass 75kg is pulled up by a vertical 5 A blockis pulled along a horizontal surface
rope. The tension in the rope is 1200N. by a horizontal string. The tension in the
Calculate the acceleration of the block. string is 450 N. The resistance force is 300 N
and the normal reaction force is 250 N. Work
3 A ball is thrown vertically upwards. It returns
out the mass and the acceleration of the
to its starting point after 3 seconds. Find the
block. You may assume that gis 10ms”.
speed with which it was thrown. You may
assume that gis 9.81 ms °.

@ MyMaths Q 2185, 2187 SEARCH

 6 Ablockis pulled along a horizontal surface 10 A box of mass 10kg is lifted by a light string
by a horizontal string. The tension in the so that it accelerates upwards at 2.0ms°.
string is 70 N. The resistance force is 50 N Work out the tension in the string.
and the normal reaction force is 40 N. Work 11. A box of mass 2kg sinks through water with
out the mass and the Eset riers of he anracceleration of2 neta WOnComntTG
block. You may assume that gis 1Oms~. Omen Fee

(ee ee Tne iepuuee vere 12 Abox of mass mkg is lifted by a light string
me a pores Baie Ei ee! i so that it accelerates upwards at 3ms ~°. If the
the rope is 130N. Find the acceleration of tension in the string is 256N calculate rm
the crate. You may assume that gis 10ms~.
13 A block of mass 200 kg is pulled vertically
8 Aboxof mass mkg is pulled vertically upwards by a vertical cable. The block is
upwards by a vertical string. The tension in accelerating upwards at 0.5ms~. Find the
the string is 80 N and the acceleration of the
magnitude of the tension in the cable. You
box is 0.2ms~. Find m
may assume that gis 9.81ms~.
9 Work out the tension in the cable attached to 14
A container of mass 60 kg is being lowered
the top of a lift of mass 400 kg when the lift is
vertically downwards by a vertical cable.
a Stationary, The container is accelerating downwards at

b Accelerating at 1 ms“ vertically upwards, 0.1ms~. Find the magnitude of the tension in
the cable. You may assume that gis 9.81ms °.
c Accelerating at 2ms ”° vertically
downwards.

Reasoning and problem-solving

a To solve questions involving weight

2)
® (1) Draw a clear diagram, marking on all the forces which act on the object and the acceleration.
oS!
©
al (2) Resolve vertically and use F= ma to create an equation.
” (3) Solve the equation for the acceleration of the object or any unknown force or mass.

A bag of mass 10b kg is lowered by a light, inextensible string so that it accelerates downwards
at 3bms *. Calculate the possible values of b if the tension is 41.5N.

tk Draw a diagram.

Example
4 (b) 10bg-T=10bx 3b
98b- 41.5 =30b Write an equation of motion
using F= ma. If string is
3Ob* —98b+41.5=0 described as ‘light’ you can
V4624 assume it has no mass for
b=98+ calculations.
6O
b=2.80r0.5
Substitute T= 41.5 and
g= 9.8 and solve.

200 Forces and Newton’s laws Motion under gravity

 Exercise 8.3B Reasoning and problem-solving
1 A crane lifts up a crate of bricks with mass rope is 50N. Find the acceleration of the box
1200 kg from the ground. The acceleration and the height it will be at after 5 seconds.
is constant, and after 1 second the crate You may assume that gis 10ms”.
is 0.5m off the ground. Work out the
A man on the surface of the moon lifts a
acceleration of the crate and the tension in
box of mass 10kg by pulling on a string. The
the crane’s cable.
tension in the string is 30 N. Find how long
A block of mass 5kg is pulled along a it takes to lift the box to a height of 1m. You
horizontal surface by a horizontal string.
may assume that gis 1.6ms°.
The tension in the string is 50 N. The normal
reaction force is R and the resistance force A box of mass 3kg rests on a tray of mass
2kg. They are lifted up by two vertical strings
is Work out R and the acceleration of the
each attached to the tray so that the tension
block. You may assume that gis 10ms~. in each string is the same. The box and the
A man who weighs 780 N on the surface of tray accelerate upwards at lms °.
the Earth weighs only 130 N on the surface
a Find the tension in each of the strings.
of the moon. Work out the ratio of the value
of gon the moon to the value of g on the b ‘The 3kg box falls off the tray but the
surface of the Earth. tension in the string stays the same. Find
A crate of mass 20kg is pulled upwards from the new acceleration of the tray.
rest by a light rope to a speed of 4ms". If the
tension in the rope is 260 N then work out how Challenge
far the crate travelled before getting to 4ms"'.
10 A block of mass m kg is pulled along
A ball is thrown vertically upwards from the
a horizontal surface by a horizontal
ground. Its highest point is 20m above the
string. The normal reaction force is
ground. Find how long the ball is in the air.
R. The tension in the string is half
A box of mass 8.5kg is pulled vertically the normal reaction force and the
upwards by a rope. resistance force is one fifth of the
a Calculate the tension in the rope, in normal reaction force. You may
terms of g,when assume g = 10ms~*

i The basket is stationary, a Calculate the acceleration of the

block.
ii The basket is accelerating at 2ms~*
upwards. Calculate the acceleration of the
block assuming there is no friction.
b What assumptions have you made about
the rope? 11 A bag of mass 4kg hangs stationary
from a taut string at a height of 2m. It
A box of mass 25kg is being lifted. The box is lowered to the ground at constant
starts from rest and then a rope attached to acceleration, hitting the ground after
the top of the box pulls it vertically upwards. twice the time it would have taken if
The tension in the rope is 400 N. Another it had been in freefall. Work out the
rope is attached to the bottom ofthe box tension in the string in terms of g
and a man pulls lightly down to stop the box
from swaying to the side. The tension in this

ee

@ MyMaths Q 2185, 2187 , SEARCH|

 ¥

Systems of forces

Fluency and skills

A person standing in a lift exerts a force, acting vertically
downwards, on the floor of the lift. The lift exerts a force, acting
vertically upwards, on the person. As the lift moves up and down,
the size of this force changes but the force that the person exerts on
the lift is always equal and opposite to the force the lift exerts on the
person.
Newton’s third law states that for every action there is an equal and
opposite reaction.

Newton’s third law states that when an object A exerts |Key point
a force on an object B, object B exerts an equal and opposite
force on object A.

If a red ball hits a yellow ball, the force that the red ball exerts on
the yellow ball has equal magnitude to the force that the yellow ball
exerts on the red ball. These forces act in opposite directions.

A man of mass 80kg is in a lift of mass 300 kg, which is accelerating upwards at 4.1 ms °.
a Work out the tension in the cable pulling the lift by

i Considering the set of forces acting on the man and the set of forces acting on the lift,
ii Considering the man and the lift as one object.

Use Newton's third law to explain why you can consider the man and the lift as one object.

a i Let Rbe the normal reaction

41ms~
of the litt on the man.

R-80g=80x4.1 e— : Write the vertical equation

of motion for the man.
“R=1112N

The force exerted by the lift on the man is

1112Nupwards. e

Consider the forces

acting on the man.

(Continued on the next page)

Forces and Newton’s laws Systems of forces

 By Newton's third law, the force exerted
by the man on the lift is 1112N
vertically downwards.

Let Tbe the tension in the cable. R

1 =5002—1112=3500 x41 Write the vertical equation

of motion for the lift.
T=500g+11124+300x4.1=5282N

. tension = 5300N (to 2 sf) 1112N 300g Consider the forces

acting on the lift.
i f— 000g = 380 x4.1 =e

Write the vertical

T=380g + 380 X 4.1=5282N 4.1ms2
98 equation of motion for
.. tension = 5300N (to 2 sf) the lift and the man
‘ together. |
b By Newton's third law, the force of the
man on the lift is equal and opposite to
the force of the lift on the man. They
cancel each other out and so when you
consider the man and the lift as one
object you can ignore the internal
The total weight of man
forces between them.
and lift is 380 kg.

The main source of resistance to

A van of mass 1250kg tows a trailer of mass 250 kg motion for a moving vehicle is
along a horizontal road. The driving force from the usually air resistance.
engine is DN, the van experiences air resistance of
300 N and the trailer experiences air resistance of 100N.

If the acceleration of the van and trailer is 2.4ms”°, calculate the tension in the connection
Example
2
between the van and the trailer and calculate the driving force D

Let T be the tension in the connection between the van and the trailer

By Newton’s third law,

the force of the van on
the trailer and the force
of the trailer on the car
cancel each other out.
250g

T-100=250 X24 (1) nts horeoralenuetions

For trailer

For car D-T-300=1250x2.4 (2) of motion for the trailer

(1) and for the car (2).
:
From (1) T=100+250x24=700N
Substituting this into (2) gives
- D=700+300 +1250x24=4000N

@ MyMaths
 Exercise 8.4A Fluency and skills |
1 Awoman of mass 60kg is in a lift of mass 5 Acar of mass 1500kg tows a caravan of
250 kg which is accelerating downwards at mass 400 kg along a horizontal Ee The
32 Mise: driving force is DN, the car experiences
; air resistance of 250 N and the trailer
Se aedici eee ees an experiences air resistance of 120N. The car
Ce A ed aaa ab and caravan accelerate from rest at 1.8ms~°.
in the cable.
a
t the value of D
Work out the va as
b Resolve vertically for the woman to
work out the magnitude of the reaction b Calculate the tension in the connection
force between the woman and the lift. between the car and the caravan.
2 A box of mass 20kg is in a lift of mass 200 kg. This driving force is applied for 10 seconds.
If the tension in the cable is 2800 N then At that point the driver puts his foot on the
work out the acceleration of the lift and the brake and applies a braking force of 2000N.
reaction force between the box and the lift. cy sCaleulatenaw facie can ae eae

3 Acar of mass 1200 kg tows a caravan of travel with the brake applied before they
mass 800 kg along a horizontal road. The come to rest.
driving force is 4000 N, the car experiences A man of mass 80kg carries a bag of mass
air resistance of 150 N and the caravan 2kg in a lift ofmass 500kg. The lift is moving

ee ee upwards and decelerates from a speed of

ee 5ms | to rest ina distance of 20m.
diesline ace leravion otis cap a Calculate the tension in the cable and
b The force transmitted through the tow bar. the normal reaction force between the
4 A tray of mass 500g has a box of mass 750g man and the lift.
placed on it. A string is attached to the tray b- Calculate the force that the man feels
and the string is pulled upwards to cause from carrying the bag.
the tray and box to accelerate. The tension The cable from a crane is attached to a crate
in the string is 15 N. Find the acceleration of mass 220 kg. Another crate of mass 150 kg
of the tray and the box. Find also the force is connected to the 220 kg crate by a cable
exerted by the tray on the box. You may and hangs vertically below it. The crane
assume that gis 10ms”°. then begins to pull the crates up, giving
them both an acceleration of 0.6ms~. Find
the tensions in the two cables.

Reasoning and problem-solving

To solve questions involving connected objects

(4) Draw a clear diagram marking on all the forces which act on the objects and
the acceleration.
(2) Consider the whole system or isolate one of the objects and create an equation
of motion, using F= ma
Strategy
(3) Use equations of motion for constant acceleration to solve the equations for
the unknown quantity.

© Forces and Newton’s laws Systems of forces

The two ends of a light, inextensible string are attached to two objects of mass 4kg and 9kg.
The string passes over a smooth, fixed pulley. The 9 kg mass is initially 0.2m above the ground
and the 4kg mass is initially 0.6 m above the ground. They are released from rest.
a i Write an equation of motion for each mass.
ii Use your equations of motion to work out the acceleration of the two masses and the
tension in the string.
b Work out the speed at which the 9 kg mass hits the ground.
¢ Work out the greatest height of the 4kg mass above the ground in subsequent motion.

ai 4kgmass: (1) T-4g=4a (1)

9 kg mass: (L) Og—1=2a. (4)

li. Adding up (1) and (2) a

gives 5g=135a ;

-.a=3.8ms ~ (to 2 sf)

Using (1) T =54N (to 2 sf)
When the 9kg mass hits the
Dye O a= 35 §s=07 ground, the string becomes
slack. There is no upwards
vo=ue +2a5=152
force on the 4kg mass and
Sov=1.2ms | (to 2 sf) it begins to decelerate due
to gravity.
C For upward motion,

a=—9.8ms “(to 2 sf)

At highest point v=O
Fora
u=125 v=O a=-96 reminder
of the
equations
vy’ =u +2as gives Use values from your answer
of motion.

Fe DeaT 25° from part b and identify the

2x(-9.8) =ODT7 equation of motion needed.

So greatest height of 9kg mass above the | The particle is initially 0.6m
ground is 0.6+0.2+0.077=0.68m above the ground, travels 0.2m
as the 9kg mass falls and then
(to 2 sf)
travels a further 0.077 m.

pai Ay etoto}
ICT
Resource
resource online
To experiment with the
motion of connected
masses, click this link
in the digital book.

@ MyMaths
 A 2 kg mass rests on a rough horizontal table. It is attached to a long string that passes over a
smooth pulley at the end ofthe table, and is tied to a 3 kg mass held still in the air, 1m above
the ground. The 3 kg mass is released. The 2 kg mass experiences a constant resistance to
motion of magnitude 10N.
a Work out the acceleration of the two masses and the tension in the string.
Example
4
b Work out the speed at which the 3 kg mass hits the ground.
© Work out how far the 2 kg mass travels before it comes to rest.
d Work out the magnitude of the force exerted by the string on the pulley before the 3 kg mass
hits the floor. GD)

a K—2g=0

T—-10=2a(1) Resolve vertically

3g—T=3a(2) for the 2kg mass.

Adding (1) and (2) gives

5g-10=5a Write an equation
Zi oye, ms “(to 2 sf) of motion using
F= ma for each
(1) gives mass.
(OE Za— own
(to 2 sf) Check your
answer by
va “ao solving the
simultaneous
vo =u°+245=78
equations ona
“.v=26ms' (to2 sf) calculator.
C Apply F= mato the right, -10 = 2a

a=—5ms*

At stopping point v =O
Write an equation
u=2,.8 u=O a=-5 of motion for the
. B 2kg mass.
v" =u" +2as gives 5 =
ax
So the total distance travelled is , Identify the
1+ 0.784 =1.8m (to 2 sf) equation of motion
needed.
d A triangle of forces gives magnitude of
resultant R
178°
oes 4178" =25N meena
theorem to
calculate the force
on the pulley
caused by the
tension in the string.

Forces and Newton’s laws Systems of forces

 Exercise 8.4B Reasoning and problem-solving

1 A2kg mass and a3 kg mass are connected 4 ‘Two blocks, A and B, of mass 3kg and
by a light inextensible string and hang 4kg respectively, are connected by a
either side of a smooth, fixed pulley. light, inextensible string, passing over a
Calculate the tension in the string and the fixed smooth, light pulley. The blocks are
acceleration of the particles. released from rest with the string taut, and
2 A3kg mass rests on a rough horizontal table. the hanging parts vertical. Find
It is attached to a long string that passes over a ‘The acceleration of B,
a smooth pulley at the end of the table and
b The tension in the string.
is tied to a mass of 5kg, which is held at rest
in the air, 0.2m above the ground. The 5kg After 5 seconds, B strikes the floor. Block A
mass is released from rest. The 3kg mass continues upwards, and does not hit the
pulley. Find
experiences a constant resistance to motion
of magnitude 12N. c ‘The velocity of A at the instant when B
a Work out the tension in the string and strikes the floor,

the magnitude of the acceleration of the d ‘the greatest height above its initial
two masses. starting height reached by A.
b Work out the speed at which the 5kg
mass hits the ground.
Challenge
¢ Work out how far the 3 kg mass travels
before it comes to rest. 5 Twotrays, each of mass 1kg, are
d Work out the magnitude of the force connected by a long light, inextensible
exerted by the string on the pulley while string and hang either side of a smooth,
the 5 kg mass is falling. fixed pulley. Both trays are 1m above
3 Two blocks, A the horizontal ground. A mass of 2kg
and B, of masses and 3kg respectively is placed in each
5kg and 10kg tray and the system is released from
respectively are rest. When the tray with the 3 kg mass is
connected by a 0.5m above the ground, the 3kg mass
light, inextensible slips out. Find the time from the system
string that passes initially being released from rest and
over a smooth pulley, P. Initially A is at rest the tray with the 2kg mass hitting the
on a smooth horizontal table, and B hangs ground.
freely, as shown in the diagram. The system Anxkg and ay kg mass are connected
is released from rest. You may assume that g by a light, inextensible string and hang
=10ms* either side of a smooth fixed pulley.
a Calculate the acceleration of B. The masses are initially both s metres
b Calculate the tension in the string. above the horizontal ground. They
are released from rest. If y > x, work
After three seconds, A is still moving freely
out the tension in the string and the
when B hits the floor.
acceleration in terms of x, yand g
c Calculate the velocity of A at this time.
d Calculate the initial height of B above
the floor.
 Chapter summary
+ Newton’s first law of motion states that an object will remain at rest or continue to move with
constant velocity unless an external force is applied to it.
¢ Force is a vector. It has both magnitude and direction.
¢ Anobject is in equilibrium if it is at rest or moving at constant velocity.
¢ The resultant force is the single force equivalent to all the forces acting on the object.
¢ Ifan object is in equilibrium, the resultant force is zero.
e You can summarise Newton’s second law of motion as:
Ifa resultant force FN acts on an object of mass mkg, giving it an acceleration a, then F=ma
e Youcan use the equation F =ma in any direction, where Fis the overall force in that direction
and a is the acceleration in that direction.
e Resistance forces always oppose motion.
¢ Deceleration of ams~ in one direction is acceleration of -ams~ in the opposite direction.
¢ An object of mass mkg has weight mg N. g is approximately 9.8ms~° on the Earth’s surface.
It decreases as the object moves further from the Earth’s surface.
e Newton’s third law states that for every action there is an equal and opposite reaction. So when
an object A exerts a force on an object B, object B exerts an equal and opposite force on object A.
e Iftwo objects are connected, the internal forces between them can be ignored when the two
objects are considered as a whole. E.g. a man standing in a lift or a van towing a trailer.
e Anumber of assumptions are often made in questions involving forces and Newton’s laws:
o Objects are particles. There is no turning effect and mass acts at one point.
© Strings are light and inextensible.
o The acceleration is constant through the string.
o The tension is constant through the string.
o The tension in the string is the same on both sides of a pulley.
© Pulleys and smooth surfaces are perfectly smooth. There is no resistance force acting.

Check and review

Try Questions

/ Understand the connection between the mass and the weight of an object. Know that 5
weight changes depending on where the object is.

& Resolve for “connected” particles, such as an object in a lift.

A Resolve for particles moving with constant acceleration connected by string over pulleys.
3

288 Forces and Newton’s laws Summary and review

1 Express, as a vector, the resultant force A woman of mass 40 kg is in a lift of mass
acting on this box. 450 kg which is moving upwards but
2N decelerating at 0.9ms *. Work out the
tension in the cable that holds up the lift and
4NnN SN the magnitude of reaction force between the
woman and the lift.

3N Two masses A and B of 5 kg and 10 kg

respectively are attached to the ends of a
2 ‘The forces (13i—5j)N, (-5i+7j)N and
light, inextensible string. Mass A lies on a
(12i+j)N act on an object.
rough, horizontal platform. The string passes
Work out the magnitude and direction of the
over a small smooth pulley fixed on the
resultant force.
edge of the platform. The pulley is initially
3 A bird is held in equilibrium so that it is 3m from A. Mass B hangs freely below the
not moving in any direction. Its mass is 3kg pulley. The masses are released from rest
and it is flying with a forwards driving force with the string taut. There is a constant
parallel to the ground of 20N. If the only resistive force of 20 N on mass A as it is
external force exerted on the bird is caused moving.
by the wind, find the vector that describes
a Work out the tension in the string and
the force exerted on the bird by the wind.
the magnitude of the acceleration of the
4 Acar of mass 1250kg is travelling at 40ms! masses.
on a horizontal road. There is no resistance
After 0.5 seconds, a 9 kg section of the 10kg
force. Work out the braking force needed to
mass falls off.
bring the car to rest in 100m.
5 Aman lifts up a bucket of mass 200g. Inside b Work out how long it takes for the
the bucket is a brick of mass 500g. The 10 kg mass to come to rest after the 9kg
acceleration of the bucket and the brick is section falls off.
0.3ms°. Find the force exerted by the man c Work out the closest distance between
on the bucket and the force exerted by the A and the pulley.
bucket on the brick if
d Calculate the magnitude of the force on
a The manison the surface of the Earth. the pulley from the strings after the 9 kg
You may assume that gis 10ms”°. section falls off.
b The manis on the surface of the Moon.
You may assume that gis 1.6ms°.

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 Exploration
Going beyond the exams

etICTO
rUSTOrU ij

Galileo Galilei wag born in Italy in [564 and throughout hig

lifetime he made contributions to astronomy, physics, engineering,
philosophy and mathematics.
Before Galileo, the description of forces and their influence,
given by Aristotle, had remained unchallenged for almost two
thougand years. Galileo exposed the errors in Arigtotle’s work
through experiment and logic.
Galileo's work in mechanics paved the way for Newton to define
hig three laws of motion in {687

“A ship ig gailing on a calm gea when a cannon ball ig dropped “All truths are easy to
from the crow’s nest. understand, once discovered; \
Where does the cannon ball land?” the point is to discover them.”

* Describe the path of the cannon ball ag geen by gomeone on

the ship.
* Describe the path of the cannon ball ag geen by gomeone on the
shore, ag the ship passes by.
* Why ig the path of the cannonball different in each cage?

Find out how Galileo uged the dropping of a cannon ball to

demonstrate a flaw in Aristotle's undergtanding of the way forces
behave.

The work of Galileo and Newton stood the test of time until the
20th century and ig now referred to ag classical mechanics.
In the late {SOs and early 900s, Einstein and other
ecientigte showed that the lawe of claggical mechanics don’t
alwaye hold. They needed a more general theory, and this gave rise
to anew field of gtudy called quantum mechanics.
in 905, Einetein introduced the concept of the peed of light,
and gtated that nothing can travel faster thie speed. What ig the
value of the gpeed of light, and do we still believe his theory to be
true’?
 Assessment

A car of mass 750 kg moves along a level straight road at a constant velocity of 20ms".
The engine produces a driving force of 3000N.
a Write the magnitude of the resisting force. [1 mark]
The car increases the driving force to 6000 N. Assuming that the resisting force
remains constant,
b Find the acceleration of the car, [2]
¢ Calculate the distance travelled by the car as it increases its speed from 20ms7
to30ms". [2]
Two particles, P and Q, of mass 20kg and 30kg respectively, are connected by a light
inextensible string, passing over a fixed smooth light pulley. The particles are released
from rest with the string taut, and the hanging parts vertical. Find
a The acceleration of P, [6] b The tension in the string. [1]
A small block of mass 5kg is released from rest at the surface of a lake of still water.
The water offers a constant resisting force of 29 N.
a Calculate the acceleration of the block. [3]
After 8 seconds the block hits the bottom of the lake.
b How fast is the block moving when it hits the bottom of the lake? [2]
€ Howdeep is the lake at that point? [2]
A car of mass 1200 kg tows a caravan of mass 800 kg along a horizontal road. The car and the
caravan experience resistances of 500 N and 300 N respectively. The constant horizontal force
driving the car forwards is 1500 N.
Set up equations of motion for the car and the caravan and solve to find
a The acceleration of the car and the caravan, [6]
b The tension in the tow bar connecting the car and the caravan. [1]
The upwards motion of a lift between two floors is in three stages. Firstly the lift accelerates from
rest at 2ms “until it reaches a velocity of 6ms''. It maintains this velocity for 5 seconds, after
which it slows to rest with a deceleration of 3ms ~*.

a Drawa velocity-time graph for the motion of the lift between the two floors. [3]

b Calculate the reaction force between a man of mass 100kg and the floor of the lift during
each of the three stages of the motion. [5]
The diagram shows the velocity-time graph for the
motion of a lift moving up between two floors in
a tall building. A parcel of mass 40 kg rests on the Z
floor of the lift. Calculate the vertical force exerted 2
by the floor of the lift on the parcel between 3
a -t=Oandt=3 [3]
Deets and t=12 [2]
Time (seconds)

ond t—15 [3] ©}

Cee)
 al road. The lorry
7 Alorry of mass 1900kg tows a trailer of mass 800 kg along a straight horizont
trailer experience
and the trailer are connected by a light horizontal tow bar. The lorry and the
resistances to motion of 700 N and 400N respectively. The constant horizontal driving force on
the lorry is 2900 N.
[4]
a Set up equations of motion for the lorry and the trailer.
b Use your equations to work out

i The acceleration of the lorry and the trailer, ii The tension in the tow bar. [3]

When the speed ofthe vehicles is 12 ms" the tow bar breaks. The resistance to the motion of the
trailer remains 400 N.

c Find the distance moved by the trailer from the moment the tow bar breaks to the moment
the trailer comes to rest. [4]

8 Two boxes, A and B, of masses 0.2 kg and 0.3kg respectively A

are connected by a light, inextensible string that passes 0.2kg
over a smooth pulley, P. Initially A is at rest on a rough
horizontal platform, a distance 4m from the pulley,
and B hangs freely. The system is released from rest. A
experiences a constant resisting force of 0.15 g. In this
question give your answers in terms of g

a Calculate the acceleration of A. [5]

When A is 1 metre from the pulley, the string breaks.

b Calculate the velocity of A at this instant. [2]

¢ Calculate the deceleration of A after the string has broken. [2]

d Show that A is moving at a speed of re ms 'when it hits the pulley. [2]

9 Two particles, A and B, of masses 2kg and 3 kg respectively are attached to the ends ofa
light inextensible string. The string passes over a smooth fixed pulley. The system is released
from rest with both masses a height of 72cm above a horizontal table. Calculate
a The speed with which B hits the table, [8]
b How long it takes for B to hit the table. [2]
When B has hit the table, particle A continues upwards without hitting the pulley.
¢ Calculate the greatest height above the table reached by A. [3]
10 The diagram shows three bodies, P,Q and R, Q
connected by two light inextensible strings, 3kg |
passing over smooth pulleys. Q lies on a
smooth horizontal table, and P and R hang
freely. The system is released from rest.

a Calculate the acceleration of Q.

[8]
b Calculate the tension in the string
joining P to Q. [2]
¢ Calculate the tension in the string joining Q to R.
[2]

Assessment
11 A lift of mass 820kg transports a woman of mass 80kg. The lift is accelerating upwards at 4ms~°.
a Calculate the tension in the lift cable. [2]
b Calculate the vertical force exerted on the woman by the floor of the lift. [2]
Some time later the tension in the lift cable is 8640 N.
€ Calculate the acceleration of the lift. [2]
d Calculate the vertical force exerted on the woman by the floor of the lift. [2]
12 A tug of mass 8000 kg is pulling a barge of mass 6000 kg along a canal. The tug and the barge are
connected by an inextensible horizontal tow rope. The tug and the barge experience resistances to
motion of 1200 N and 600 N respectively. The tug is accelerating at 0.2ms~. Find

a ‘The force in the tow rope, [2]

b The tractive force of the tug. [2]
The tow rope can operate safely up to a maximum force of 2100 N.
¢ Calculate the maximum safe tractive force for the tug. [4]
13 A car of mass 1000 kg tows a trailer of mass 400 kg along a horizontal road. The engine of the car
exerts a forward force of 4.9 KN. The car and the trailer experience resisting forces that are each
proportional to their masses. Given that the car accelerates at 3ms ° find

a_ The tension in the tow bar, [7]

b The resisting force on the trailer. [1]

14 A body, B, of mass 20 kg, hangs below a mass, A, of 5kg, connected by a 295N
light inextensible string. The system is lifted by a vertical force of 295 N,
applied to A

a Calculate the acceleration of A. [6]

b Calculate the tension in the string between A and B. [2]

15 A locomotive of mass 10 tonnes pushes a carriage of mass 5 tonnes along

straight, horizontal rails. The locomotive and the carriage are joined by
a horizontal coupling. The locomotive and the carriage experience
resisting forces of 3kN and 2kN respectively. They accelerate at 0.3ms~.
Find

a The force in the coupling, [2]

b The force of the engine on the locomotive. [3]

When the locomotive and the carriage are travelling at 20m s!, the locomotive turns off its
engine.

c Calculate the new force in the coupling. [8]

Calculate the time until the locomotive and the carriage come to rest. [2]
d
 Assessment
Chapters 7-8: Mechanics

1 Atrain travels at a constant speed of 50 kmh" for 5 minutes before decelerating at a constant
rate for one minute until it comes to a stop. After waiting for 2 minutes the train goes in the
opposite direction, accelerating at a constant rate for 1 minute to reach a speed of 30 kmh?

a Sketch a velocity-time graph for the journey described. [3]

b Find the total distance travelled. [2]

c Calculate the resultant displacement of the train after 9 minutes. [2]

2 An object starts from rest and accelerates at a constant rate for 3 seconds until it is moving
atl2ms"
a Calculate
i The acceleration of the particle, ii The distance taken to reach 12ms' [3]

The acceleration of the object is caused by a force of 5 N

b Calculate the mass of the object. State the unit of your answer. [3]
3 Abook falls from a shelf and takes 0.6 seconds to hit the ground.
a_ Calculate

i The height of the shelf to the nearest cm,

ii The speed at which the book hits the ground. [4]

b What assumptions did you make in your answers to part a? [2]
4 ‘The displacement, s, in metres of a particle from its start point at time f seconds is given by

Sa is lg
Calculate
a_ ‘The velocity after 3 seconds, [3] b The acceleration after 3 seconds. [3]
5 A toy train moves back and forwards along a displacement
straight section of track. (cm)
20
The displacement—time graph shows the motion
of the toy train.
a Calculate time (s)
i)
i The time spent stationary,
ii The velocity during the first 3 seconds, -18
iii The total distance travelled.
[4]
b Find the average speed of the train during the final 6 seconds. State the units
of
your answer.
[3]

© Assessment Chapters 7-8: Mechanics

Assessment Chapters 7-8: Mechanics
6 The displacement, s m ofa particle at time fs is given by the formula s= f° — 3t+2

a Calculate the displacement of the particle after 5 seconds.

[2]
b Find an expression for the velocity of the particle after t seconds.
[2]
¢ Calculate the acceleration of the particle after 5 seconds.
[3]
d Sketch a velocity—time graph for this situation. [3]
7 A motorbike starts from rest and moves along a straight horizontal road.

It accelerates at 3 ms~ until it reaches a speed of 24 ms |, then it decelerates at 2 ms~

until it comes to a stop.

a_ Find the length of the journey. [4]

b Calculate the average speed over the whole journey. [4]
A family of total mass 180 kg are in a lift of mass 500 kg. The lift is accelerating upwards
at2.4ms°

Use 9.61 ms~as an approximation of g and give your answers to an appropriate degree of
accuracy.

a Find the tension in the cable. [3]

The least massive member of the family has a mass of 22 kg
b Calculate the reaction force between the child and the lift. [3]
c Without further calculation, state how the reaction force will vary for the heavier
members of the family. [1]
A box of mass 0.5 kg starts from rest and is pulled along a horizontal table by a string.
The resistance force is 2 N and the tension in the string is 3.5 N

a Calculate the distance travelled by the box in the first 2 seconds. [4]
After 4 seconds the string breaks.
b Calculate the length of time until the box comes to rest. [3]
10 A train consists of a carriage of mass 3000 kg pulled by an engine of mass 4000 kg with a
driving force of 12000 N. The train moves along a straight, horizontal track. The carriage
and the engine are joined by a horizontal light bar and their total resistances to motion
are 600 N and 900N respectively.

a Calculate

i The acceleration of the train, ii The tension in the bar. [4]

When the speed of the train is 13 ms"! the carriage becomes disconnected from the engine.

b Calculate the distance travelled by the carriage until it comes to rest. [3]
Assessment Chapters 7-8: Mechanics
11 This graph shows the acceleration of a aceelersion
(ms~)
particle from rest.

a Sketch a velocity—time graph. in) [4]

= ee 7
b Work out the displacement of the
particle after 10 seconds. r 3 6 ‘10

c Calculate the average speed over the

10 seconds. [4]
3) —$________+

12 The acceleration (in ms ”) of a particle at time

ts is given by the formula a= 2t—4

Find the distance travelled by the particle in the first 7 seconds given that it is
initially travelling at 5 ms! [5]

13 A diver of mass 65 kg jumps vertically upwards with a speed of 3.5 ms* from a board 3m above
a swimming pool. By modelling the diver as a particle moving vertically only (but not hitting the
board on the way down), calculate

a The time taken for the diver to reach the water, [4]

b ‘The speed of the diver when they reach the water. [2]

Give your answers to an appropriate degree of accuracy.

14 A particle has acceleration (4t— 5) ms~ and is initially travelling at3 ms"
a___ Find the times at which the particle changes direction. [5]
b Calculate the displacement of the particle after 2 seconds. [4]
c Calculate the distance travelled in the first 2 seconds. [4]

15 Two remote-control cars are on a smooth, horizontal surface.

One of the cars passes the other at point A whilst travelling at a constant speed of 3 ms"!

Two seconds after the first car passes, the second car accelerates from rest at a rate of
1.8 ms~ until it catches up with the first car at point B
a_ Calculate the time the second car has been moving when they meet at point B [5]
b Calculate the distance from A to B [2]
16 A ball is dropped from a height of2m and at the same time a second ball is projected
vertically from the ground at a speed of 6ms!
When and where will the two balls collide? Give your answers to 2 decimal places. [6]
2 Two boxes of mass 3 kg and 2.5 kg are connected by a light inextensible string that passes
over a smooth pulley. The boxes both hang 2m above the ground before the system is
released from rest.
a Calculate
i ‘The initial acceleration of the boxes, ii The tension in the string. [5]
b Assuming it does not reach the pulley, work out the greatest height reached by
the 2.5 kg box.
[4]

206 Assessment Chapters 7-8: Mechanics

 Ifa drinks vendor wants to investigate whether
temperature affects their sales, they can make
simple recordings of mean temperature and sales
over a given time period. The data can then be
analysed to determine whether a correlation exists.
This is an example of bivariate data — temperature
and sales are two independent variables that may
or may not affect each other. It is important to
recognise, however, that correlation does not always
imply causation. This means that two sets of data
can show correlation without one affecting the other.

Data collection and analysis is the foundation of

many different kinds of research. Being able to
collect relevant data accurately and without bias,
effectively represent it, and then interpret the
results in a meaningful way is very important when
undertaking investigations and testing hypotheses.
1

To distinguish a Ch10 Probability

Apply statistics to population and its and discrete random
describe a population. parameters from variables
a sample and its Binomial distribution.
Construct and interpret
tables, charts and Statistics.
diagrams for numerical e To identify and name Ch11 Hypothesis testing 1
data. sampling methods and Formulating a test.
Recognise appropriate highlight sources of The critical region.
measures of central bias.
tendency and spread. e Read discrete and
Use and interpret continuous data from a
scatter graphs of variety of diagrams.
bivariate data. e Plot and use scatter
Recognise correlation. diagrams.
e Summarise raw data.

aes Q 1192, 1194, 1195, 1213, 1248

 lit, a

Bridging Unit

Topic A: Averages

You can summarise data using summary statistics, which are key values relating to the data. The
three averages (that is, the mean, median and mode) are three examples of summary statistics, and
you should make sure you know how to define and calculate them.

The mean is the sum of the values divided by the |Keypoint |

number of values.

The median is the middle value when the data is listed in order
of size. For n values, listed in order of size, The modal class, (or ’

ce ah a is an integer, then this is the position of the median. group or category) refers
2 to when data is grouped
If ~~ isanotan integer, then find the mean of the two see Example 3. If values
+1 . . ° ~~ r T
-
Bs or classes are tied for
: : n+l ae
values either side of the —— position.
2 most common, you get
The mode is the most commonly occurring value or class. multiple modes.

Calculate the mean, median and mode ofthis data.

5 12 7, 4 14 19 12

wee 10 E - + sicthcum oft|

oince the sum
of the
values is 133 and there
|

SD
are 10 values.

To find the median, write the numbers in size order first:

A aaa mele eh AN a oe Oe 24
+1 10+ ane
There are 10 numbers, and a = on =5,.5is not a whole The Sth value is 12 and
Zs j ~| the 6th value is 14
number, so take the mean of the 5th and Gth values.
12+14
Therefore the median is =—___ =a

Since 12 occurs three

Manteo = eS j pees | times which is more
| than any other value.

Calculate the mean, median and mode of this data.

by, (ey, 2 to, 4h (, Ob

Bridging Unit Averages

Data can also be presented in a frequency table. In these cases, you need to multiply each value
by its frequency when working out the mean and median. The mode is just the value(s) with the
highest frequency.

Your calculator may be able to find

Calculate the mean, median and mode of this data. the mean, mode and median of data —

mals [elr make sure you know how to use it.

Frequency
[26[25[17[4] 1| The sum of the values is
the sum of each number
Creat Ox cert (Ox17)+(7
x4) +(Sx1), «ES multiplied by its frequency.
Mean
2A+25417+4+4+1
_ ——
359 =9.06
| Divide the sum by the total
q 71 frequency.
The total frequency is 71
71+14 The data is already listed in

2
eee = 36 so the median is the 36th value. | order. The 36th value would
ro)
lie in the 2nd column. a
Median =5 fe)
Bie fe
Mode= 5 The frequency of 5 is highest. a a

Calculate the mean, median and mode of this data. |x | 6 t 8 9

fi 2 |6 |12] 11|
If data is grouped, use the midpoint of each group as an approximation of all the values in the group.

Since you don’t

Estimate the mean of this data and state the modal class. know the exact

Number x values, the mean is

co in a only an estimate.

Since it has the highest

esti
To eatpiiate the mean, ; use fA:midpoints
idpoints ofof each eachgroup
grou ener

aie oes Eee trequency. the bounds of the interval

(5X2)+(12.5x8)+(17.5X16)+(22.5x20)+(27.5x15) and divide by 2, e.g.
Aen e 25+ 30
= 2S
5 ee ese
WZOE® NAZIS
=205

Estimate the mean of this data and state the modal class.

VSt< 2 DBE IWGCES S36 Io) 10<x<20 |

4 16 ul
PEPEREC

@ MyMaths “SEARCH -
 interpolation. You
To estimate the median of grouped data you can use a method called linear
through the group
assume that the values in each group are evenly spread out and work out how far
the median will lie.

Estimate the median of the data in Example 3 You do not need to use the

+1 method since this is an

There are 61 values so the median is in the 30.5th position. 2
estimation of the median. You
This will lie in the 20 <x< 25 class. e can just halve the value of n

Example
4 It will be the 30.5 — 26 = 4.5th position in that class.
Consider the cumulative
ae ee NWZS probabilities: the first two
20 ae is the proportion of terms are in0 < x< 10, the
20
3rd to 10th terms are in
Median= 20+1.125=21.1 eo the way through the class,
10 < x<15, the 11th to 26th
so multiply this by the
terms are in 15 < x< 20 and
| class width (5).
a= the 27th to 46th terms are in
20'< X= 25
| Add on the lower class
boundary.
Since there are 26 values
smaller than this class.

Estimate the median of the data in Try It 3

Data is sometimes coded to make the numbers easier to work with.

om to Sun
For example, the distance from the first 4 planets in our solar millions of km)
system to the Sun is given in the table in millions of kilometres. Mercury
So in this case, the true values are actually a million times larger. | Venus

ae = 68 | Earth
Mean =
8 | Mars
So the mean distance is 68 x 1000000 = 68 000000 km

Raw data has been coded by subtracting 20 from each value, giving the values

0-5, 0.87 =0:2,"0.9," —0.5, —0.4, —0.8, 0.4, =0.1," 05

Calculate the mean of the raw data.
Use the sum of the values
divided by the number of
The mean of the coded data is = =O values.

So the mean of the raw data is 20+0.11=20.11

Add the 20 back on to find the
mean of the uncoded data.

Raw data has been coded by dividing it by 10, giving the values:
1% Dy 2: 8, By, il, %

Calculate the mean of the raw data.

Bridging Unit Averages

Bridging Exercise Topic A

1 Calculate the mean, median and mode of each set of data.

dae 3G none Da Oe 387 0.85,.6

CRS Urs Go 24 0,5, 1 9.0.1 19723, 19724718) 23719903
e
Number Cee 45 6 |Number 2 |4 |Ged
Frequency | 12 | 13 | 10 | 7 | 2 |Frequency 5 | 8 |12 ci
g
Number | BmeeLUT eUSaEZ0) 625 Number 25 |
Frequency |1 | ee ie ae Frequency | 8

2 Estimate the mean and median and state the modal class of each set of data. ®?
Be

: oC 20)
SK | Wex20 <
20<x<30 Ie 30<x< 40 40<x<50 zr
oy)
7 4 17 12 | 6 1

b | x O<x<2 |2<x<4 4<x<6 6<x<8 8<x< 10

i g 5 6 12 8
Cc
10S 15 Less 274 0) 2025 2 SEO SUS 455 |

wee 8 rn 9 4
d piers 5<x<10 | 10<x<15 | 15<x<25 | 25<x<40
| | 16 22 | 13 8 3
3 Inaclass of 30 students, the mean score of the 12 boys in a test is 75% and the mean test score of
the girls is 80%. Calculate the mean score for the whole class. Hint: calculate the total score for
the boys and the total for the girls and add to give the total for the whole class.

4 Inanother class of 25 students, the mean score for the whole class is 70% and the mean score for
the 10 boys is 72%. What is the mean score for the girls?

5 Raw data is coded by multiplying each of the values by 10. If the coded data has a mean of 14,
find the mean of the original data.

6 Raw data is coded by subtracting 5 from each of the values. If the coded data has a mean of0.4,
find the mean of the original data.

7 Raw data is coded by dividing each of the values by 2. If the coded data has a mean of 32, find
the mean of the original data.

8 Raw data is coded by dividing each of the values by 10”. If the coded data has a mean of 1.8, find
the mean of the original data in standard form.

@ MyMaths
Topic B: Measures of spread

As well as the three averages covered in Topic A, summary statistics The interquartile range
also include measures of spread ofthe data. These include the gives you an idea of
range, interquartile range and standard deviation.
how spread out the data
oints are, and whether
The range is the smallest value subtracted from Key point| ee concentrate around
the largest value. the middle value. The
The interquartile range (IQR) is the lower quartile subtracted standard deviation gives
from the upper quartile. you an idea of how much
: ; 3 : the data points differ
The upper quartile, Q., is the value that a of the data is less than. re ee

i .
The lower quartile, Q,, is the value that viof the data is less than.

If the data were grouped,

You can calculate the quartiles using similar methods as for the you would need to use

median. Find the value of a for Q, or 3(n+1) 5 Q.. Ifitis an linear interpolation to
find the quartiles - like in
integer then this is the position of the quartile, if it is not an integer
Example 4 of Topic A.
then use the mean of the values either side of that position.

Calculate the range and interquartile range of this data: 5, 7, 10, 3, 5, 9, 3, 9, 6, 1, 4, 3

Range = 10 = 1 = 9 e— | Subtract the smallest

value from the largest.
Datainiorder, |, 2,0, Oo 4, 55,6 7, 9,9, 10ye—
Or Pe ea
=3 2550 Q, is Che mean of the 3rd and 4th values: 2 To find the quartiles, first
4 4A put the data in order.

A(n+1) 3(12+1
eto omer) = 917/75 60 Q., is the mean of the Oth
4 4
and 1Oth values:
To
el ar =8 Subtract the lower
quartile from the upper
IQR=8-3=5 e— 2s
quartile.

Calculate the range and interquartile range of this data:

PARE Aogee ye Paaal ya Oc yetcs ae

Bridging Unit Measures of spread

 The standard deviation is a measure of the average Key point|
distance between each data point and the mean.

You can calculate the standard deviation by subtracting the

mean from each value then squaring the result to give a positive
number.

Take the numbers 2, 3, 6 and 9. Their mean is EP

Oe 5

Subtract the mean from each value and square:

(2-5) =(-3)’ =9
(3-5) =(-2)'=4
(6—5)’ =)? =1
(9-5)? =4’ =16

2
Dear
Then find the mean of these values: TS

Finally, square-root this to give the standard deviation. Standard deviation = /7.5 =2.74 (to 3 =
significant figures). So the numbers 2, 3, 6 and 9 are, on average, 2.74 away from their mean (5). n
Bridging

Calculate the standard deviation of this data. 3,7, 2,4,9,6,11

poe

| Frsttinatnemen
ee = ener tt

(3-6) =9 (7-6) =1 - Subtract the mean from |

A baie each data point then
(Zo) Ae Oye at square the result. |

|Calculate the mean |

Snes |64 = a sant fifigures) e EE of these values then
standard deviation ; 3.02 (3 significant | saareroertn nite |
|standard deviation. j
|

Calculate the standard deviation of this data. 3,6, 12, 2,1, 10,9, 13

If you are given the sum of the values Lx, or the sum of the
squares =x’, you can save time by using formulae to calculate the
mean and standard deviation.

|Keypoint | >x and =x? can also

Mean = Ze be referred to as
n summary statistics.
Standard deviation =

where Di means the sum of all the data points and

Sie means the sum of the squares of all the data points.

@ MyMaths
 that ya =46 and
A sample of 8 people complete a task and their times, x, are recorded. Given
Die = 354, calculate the mean and standard deviation of the times taken.

x
Use mean = ——
Mean = aks=].5S n
2

Standard deviation = (2)

& 8 Use standard deviation
2
= 3.34 (to 3 significant figures) ye PoE:
Alon n

Asample of 12 people complete a task and their times, x, are recorded. Given
that a =78 and Dae =650, calculate the mean and standard deviation
of the times taken.

If you are given the raw data you can calculate the sums of x and x° yourself.

Calculate the standard deviation of this data. 6 |7 8

17 |4 1

Sx =(4X24)+(5x25)+(6X17)+(7X4)4
(8X1)
Example
4
Sx?=(4°x24)+(5*
x25)+(6? x17)4+(7* x4)+(8? x1)
ne ene
=1881
n=244+25417+441
— al
2

Standard deviation = = =)
TA FA
= 0.962 (to 3 significant figures)

Your calculator might be able to calculate the standard

deviation using either raw data or the summary
statistics — make sure you know how to do that.

Calculate the standard deviation of this data.

6 8 9 |
12 a

© Bridging Unit Measures of spread

Bridging Exercise Topic B

1 Calculate the range and interquartile range of each set of data.

EV re (il ite alba i) Shick Ish falomepis)

Ces 0.3516. 159274) 0-oeles, Ol d 12,19, 23, 19, 24, 18, 23, 19, 23

e
f Number |2 |4 6 |8
Frequency |
5| 8 12 |7

Number | 5 | 10 | 15 | 20 | 25 h | Number [05 [1[15/2)

Frequency Imes: [70 he Frequency | 8 6| 6 |3 a
=
(2)
2=
2 Calculate the standard deviation of each set of data. a STA
f
ds 4,0; 2,5,1

ml On22, 35, 18/4, 15) 35/7

Gee e107 04, Lo

Ope a es Ol 3,0

3 Asample of 10 people complete a task and their times, x, are recorded. Given that x =

and Dake =7561, calculate the mean and standard deviation of the times taken.

4 Asample of 9 people complete a task and their times, x, are recorded. Given that SS: = 25

and Yee =163, calculate the mean and standard deviation of the times taken.

5 Asample of 16 people complete a task and their times, x, are recorded. Given that Me 2155
and ae = 2301, calculate the mean and standard deviation of the times taken.

6 Asample of 20 people complete a task and their times, x, are recorded. Given that a =66.2

and See = 388.1, calculate the mean and standard deviation of the times taken.

7 For each set of data, calculate Se Wie and n, then use these values to find the mean and
standard deviation.

a QeNanbere 1|2/3/]4/5/]
Frequency 14| Oy) oe ek

Number 10 | 15 | 20
Frequency | 6 | 4 8 a

@ MyMaths
Topic C: Histograms

the bar represents

You can use a histogram to display continuous data. In a histogram, the area of
the frequency. The height of the bar is called the frequency density.

The frequency density for a class is given by the frequency divided by the range of the Key point
Frequency
values in that class (called the class width). That is, Frequency density = Cia

Draw a histogram to display this data for the heights of Height, h (cm) |Frequenc
a group of children. 60<h<80
80<h<90
Frequency <h<100
ens ares
Height, h(cm) |Frequency
<h
60 <h<&0O

2 g i Calculate the frequency density

90 S$h<100 TENO=OE | using the formula
100 $h<150 10+50=0.2 Frequency density = F™Uency
Class width

Note that the vertical axis is

labelled ‘frequency density’ not
‘frequency’ and the horizontal
nn! axis las 2 CONUNUOUS Scale.
density
Frequency
Height (cm) There should be no gaps
60 80 100 120 140 160
between the bars.

Draw a histogram to display this data about the heights of a group of children.

Height, h(em) | 60<h<100 |100<h<110 |110<h<130 |

Frequency 16 9 4 |

In Example 1, the area of each bar is equal to the frequency ofits class. However, often the area is
only proportional to the frequency. You need to find the number k such that Area=k x frequency.

|
The table gives the masses of some books. The bar
representing the 200 <m<250 class has width 5 and height 9 100<m<200 Para
a Calculate the dimensions of the 100 <m <200 bar.
200<m <250
b Estimate the number of books with a mass > 268 g. 250<m<300

300<m< 400

(Continued on the next page)

Bridging Unit Histograms

 a The 200< m< 250 class hasclass width 5O and bar width 5
The 1 00< m oc calthas class width 100, so the width of ilpo ie Monel ie bar |
the bar will be 10 = a ae ae
The 200 <m<250 class has frequency 15 and area=5x9=45 Ende iealien eh Bebigen
‘ ‘ . area and frequency for
So area= 3x frequency for this histogram e- | this histogram using the
Therefore the 100 <m<200 bar has area=3x8=24 |information given
So the height of the bar is 24+10=2.4 e———____ aa |
Use height = area + width.
b All 6 of the books in the 300 <m< 400 class have a mass greater ; i, =
than 268g ERs,
Se ae |
Since the class width is
Estimate of number of books in 250 <m< 300 class with mass |
50 and you want values of
greater than 268 gis x1 eee eee | 6 between 268 and 300. |
| Multiply by 10 as that’s the
Total estimate =6+6.4 = 12.4 which is 12 books to the nearest book. |frequency of this class |

The table gives the masses of some books. Mass, m(g) |Frequency
A histogram is created from this data. The bar 250<m<300 20
for the 250<m<300 class has width 5 and height2 |399 << 340 25
a Calculate the dimensions of the 340<m< 360 16
340 <m<360 bar. 360<m<500 12
b Estimate the number of books with a mass less than 308 g.

Bridging Exercise Topic C

1 a Drawahistogram to 20<x<30 | 30<x<40 | 40<x<80
TEU ES eee «in an S|
b Estimate the probability that x is less than 22

2 ‘The table gives the time it took 30 people to ie en ea

wash their cars. The bar representing people
taking between 30 and 40 minutes has people
width 2 and height 3
a Calculate the dimensions of the bar representing
people taking between 10 and 30 minutes.

b Estimate how many people took over an hour.

3. The histogram shows the distances thrown aa

in a shot-put competition.

There were 64 throws recorded in the competition.

a Calculate the number of shots that were

i Less than 4m, ili More than 12m. (fA Se 1D 16) 20

Distance (m)

b Estimate the number of shots that were between 10m and 13m.

@ MyMaths
Fluency and skills
effectively.
Sampling from a population can provide extremely useful information, if done

The population is the set of things you are interested in. |Key point
A sample is a subset of the population.

The population may be finite, like the current top-selling pop artists, or infinite, such as the range of
locations at which an archer’s arrow might land.
To find parameters for a population you often need to use every piece of data in the population. This
requires a census, which is a collection of every data point in the population. Sometimes a census is
impractical or impossible, so you use a sample to say something about the entire population.

‘
A parameter is a number that describes the entire |Keypoint Toucan tseisiat istic
population. A statistic is a number taken from a single sample— lo cshmale ape
you can use one or more ofthese to estimate the parameter. For example, the mean of
a sample is an estimate
of the population mean.

Advantage Disadvantage
Census |« Guarantees an accurate view of the ¢ Not possible for an infinite population.
population. e Time-consuming and expensive.
eUnrealistic when it damages the thing
being investigated, e.g. testing battery
lifetimes.
Sample |« Canbe used fora large or infinite population. | e« Can give a misleading view of the
e Quicker and cheaper than a census. population.

A student wants to know the mean number of sweets in a packet of their favourite snack. They
are interested in packets made within the last year.
They open 10 packets and count the number of sweets in each. They find the mean ofthese totals.
a Identify the population, the parameter, the sample(s) and the statistic(s) in this example,
and say which statistic can be used to estimate the parameter.
b Explain why it is not sensible to use a census in this situation.

a The population is all packets of the snack made within the last year. The mean number of
sweets per packet is the parameter. The 10 packets of sweets opened by the student is
the sample. The statistics are the number of sweets in each of these 10 packets and the
sample mean. The sample mean is an estimator for the parameter,
b It would be difficult to gather all data points as, unless the factory records this data, most
packets will have been disposed of or sold to unknown destinations,

Collecting, representing and interpreting data sampling

When deciding on the best way to produce a sample, it is useful to know if you would, at least in
principle, be able to list every single member of the population.
The table shows some typical methods of sampling that you can use if you are able to list every
member of the population.

Sampling method | Description

Simple random Every member of the population is equally likely to be chosen. For example,
sampling allocate each member of the population a number. Then use random numbers to
choose a sample of the desired size.
Systematic Find a sample of size n from a population of size N by taking one member
sampling from the first k members of the population at random, and then selecting
N
every k'" member after that, where k = —
n
Stratified When you know you want distinct groups to be represented in your sample,
sampling split the population into these distinct groups and then sample within each
group in proportion to its size.
STA
Often, you're not able to list every member of a population. In this case, you have to generate a
sample to represent the population in the best way you can.

Sampling method | Description

Opportunity Take samples from members of the population you have access to until you
sampling have a sample of the desired size.

Quota sampling When you know you want distinct groups to be represented in your sample,
decide how many members of each group you wish to sample in advance and
use opportunity sampling until you have a large enough sample for each group.

Exercise 9.1A Fluency and skills

1. Achild wants to know the average height of | 3 You wish to find out the favourite bands of
an adult in their family. They measure the students in a school. There are 1000 students
heights of all their adult relatives who live in the school.
in their city. Identify the population, the 4 Describe how to take a census.
parameter, the sample(s) and the statistic(s)
asgervorg ont b Describe how to take a sample of size 40
in this situation.
using simple random sampling.
2 Aconservationist is interested to know the
c Give one argument for using a sample
maximum height that various species of
and one argument for using a census.
trees reach in their country’s forests. They
4 Systematic sampling is used to find a sample
choose a random forest and measure the
from a population of 3783 people. A random
heights of all the trees there. Identify the
number between 1 and 13 is generated, then
population, the parameter, the sample(s)
that numbered member of the population
and the statistic(s) in this situation.
and every 13'" member thereafter is chosen
for the sample. How large is the sample?

RAE EER

@ MyMaths SEARCH |
 5 Aschool wishes to know how popular ¢ Theschool lists the students by year and
its new after-school club is with the 1000 by class and gives each student a number.
students in the school. The school has Six students are chosen at random from
three year-groups of 150 students each and each of the three smaller year groups and
two year-groups of 275 students each. It 11 students are chosen at random from
comes up with three methods of sampling a each of the two larger year groups.

group of 40 students to get an idea. 6 A manufacturer of lightbulbs produces 2772

State the name of each sampling method. coloured lightbulbs in a day, amongst which
are 1001 red bulbs, 1309 blue bulbs and 462
a 40students are chosen at random from
green bulbs. 36 bulbs are chosen to test their
the list of 1000 students using random
numbers between 1 and 1000 lifetimes.

b The school lists the students by year a Calculate how many of each colour bulb
and by class and gives each student a are chosen if a stratified sample is taken.

number. The school randomly chooses b Explain why it would not be appropriate
one student from the first 25 listed and to use a census in this situation.
then every 25" student from the list, until
they've picked 40 students.

Reasoning and problem-solving

When deciding on a sampling method

(4) Consider whether or not you can list every member of a population.
(2) Identify any sources of bias and any difficulties you might face in taking certain samples.
Strategy
(3) Compare the different sampling methods you have available and choose the one that best suits your
needs and limitations.

Taking a sample that accurately reflects the population is not a simple job. It is all too easy to bias
your sample or get results that may not accurately reflect the population.

A sampling method is biased if it creates a sample that does not represent |Keypoint |
the population.

When deciding on a sampling method, you should aim to produce as unbiased a sample as
possible, but you may need to factor in the difficulty and cost of any sampling method chosen.

A researcher looks at whether rainfall in eastern China is greater in 2015 than 1987. She gathers 100
measurements in Beijing in 2015 and compares them with measurements for Beijing for
the same
times of year in 1987.
a Suggest why any conclusions she draws might not be valid.
b Suggest and explain a sampling method that she could use to get a better
representation of
rainfall in eastern China.

310) Collecting, representing and interpreting data Sampling

 @ She has only looked at one location in eastern China. Other locations ___| Think about the possible
might have higher results or lower results. | sources of bias.
b if she has appropriate data from 1987 she could instead use quota
sampling, in which she selects several diverse locations in eastern | Think about which
China and takes a predetermined number of measurements from *——) sampling method best |
each of them. | suits this situation.
L pete

Exercise 9.1B Reasoning and problem-solving

1 A meteorologist wants to know the average students then the teacher randomly chooses
temperature in their town. The values of another school and draws random students
temperature, taken hourly over a period of until enough are chosen.
three months, give an average result of 14°C, a For each idea, decide if every possible
but the values taken hourly over a period of sample is equally likely to be chosen.
three years give a result of 21°C.
b State, with reason, which idea is best
a Howreliable are the two methods and from a Statistical point of view.
what might you conclude about the
C Suggest another method the teacher
actual average temperature?
could use based on stratified sampling.
The meteorologist takes monthly average
values and orders them by time, from first to Challenge
last. They then use systematic sampling to
3 Weather data is taken from five different
generate a random number between 1 and 12
locations in Britain between May and data set
for the first monthly value used for a sample,
October in both 1987 and 2015
and every 12" monthly value is used after that.
a Why might five different locations
b Say why this wouldn’t give a fair
be chosen and what is the name of
representation of the average temperature.
this sampling technique?
A teacher is organising a conference in
Give one reason why the same
their city but is not sure where best to hold
locations and one why the same
it so that everyone can attend. There are
months are chosen for both years.
293 students spread across 12 schools. The
teacher wants to obtain a sample of36
The Met Office collects data from
approximately 300 weather stations
students to take into account their views.
around Britain, an average of 40 km apart.
The teacher comes up with two ideas:
a Why might it be important to have
Idea 1. The teacher could list all 293
lots of stations and why should they
students and number them from 000 to
not be too close together?
292. The teacher randomly generates 36
different 3-digit numbers in this range and A website has been set up which accepts
the corresponding students are included in data submission from anyone with their
the sample. own weather station.

Idea 2. Two schools are selected at random b Give one reason to accept any
and 18 students from each school are submissions and one reason they
selected at random. If there aren’t enough need to be cautious about this data.

@ MyMaths
 Fluency and skills

Discrete data can take any one of a finite set of |Keypoint

categories (non-numeric) or values (numeric), but nothing in
between those values. Often, the values are different categories.
Continuous data is always numeric, and it can take any value
between two points on a number line.

Statistical investigations generate large quantities of raw data. It is useful to reduce this data to some
key values, called summary statistics. These can be categorised as measures of central tendency
(also known as ‘averages’) and measures of dispersion (also known as ‘spread’).

There are three measures of central tendency: mode, |Key point |

median and mean.

The mode ofa set of data is the value or category that occurs most often or has the largest frequency.
For grouped data, the modal interval or modal group is normally given.

|Key point | The symbol siSe means

To work out the mean x of a set of n observations, the sum of’ whatever
‘ras’ calculate their sum and divide the result by n follows it. The bar on
matical top of the x indicates the
notation. — Dec
x= = mean of the x-values.
n

|Keypoint’ f denotes the frequency,

The mean One ty a ae given in the form ofa so ¥ fis the number of
frequency distribution is given by observations and ¥ fv is
sy Ex: the sum of the x-values.

For a grouped frequency distribution, you can only calculate an estimate for the mean rather than
the exact value. In this case, x is the middle value of each group.
The median of a set of data is the middle value of data listed in order of size.

To calculate the position of the median of a set of n observations, work out the value of n+l
——
re
a
n+]
the
Ifh value
c 3] of fp 5 isa& whole > number,aT then» the » median
——=41S rJi<
is
ic
the value
re
in
j
that position.
11
Iftythe answer is*
ay whole number, then the median is the mean of the two values in the positions
on either side of
a
2

Collecting, representing and interpreting data Central tendency and spread

 Try it on your eS Activity
calculator oe 1.61111 1 Find out how to calculate the
You can calculate the mode, s oe eo mean, median and mode of
mean (x) and median for 10076865 the data set
Calculator
a set of data using your : a8
~ calculator.

on your calculator.

a Work out the mode and median of this data set.

b Show that the mean ofthis data set is 1.79

a Modes=1 and 2 Two values have frequency

6 so this data is bi-modal.
Median = 2

>'f=19 so the median is

heise OX241X6+2xX64+3x44+4x1 ae
the oS.= 10th value.
2+64+6+4+41

Use mean =

Write the modal interval, the

Ea
S| rapaof the mean
and an estimate canefor cts ee
E this data set. S'f = 23 so the median is
uo Modal interval: 12 <x< 16 Fe cate oinaine:

Median liesin@<x<12 Ee
Use the midpoint of each interval
to calculate your estimate for the
Midpoints: 2,6, 10, 14, 18 mean.

Estimate for mean = 10.9 Use your calculator to get

the mean. Check the value is
sensible.

@ Myhaths
In order to summarise data, you can also use measures of spread or dispersion.

You should be familiar with four measures of pee Keypoint

range, interquartile range, variance and standard deviation.

The range ofa set of data is the largest value minus |Keypoint |
the smallest value.

The median, i.e. the middle value of ordered data, is sometimes

Quartiles divide the
called the second quartile. The first quartile (or lower quartile) is ordered data into four
the middle value between the lowest value and the median, and the
groups, with equal
third quartile (or upper quartile) is the middle value between the numbers of observations
median and the largest value. ;
in each.
To evaluate the first and third quartiles for a set of n |Keypoint |
P n+l
ungrouped observations, work out the values of ie and

SUEab) respectively.

irl aL) ae : “
If the values of oi or ee) is a whole number, then the quartile is the value in that position.

If the answer is not a whole number, then the quartile is the mean of the two values in the positions
+]
on either side of a or ea)

If the first and third quartiles of a set of observations |Keypoint |

are denoted by Q, and Q,, the interquartile range is IQR = OF 0.

Find the interquartile range for this set of data:

DONO 2p LO, 2p play a4, 2) hy a LAO

1222677 615,14.14. 1919 20 23 04 @ a Write thedata inascending

et order.

|
Calculate Q.
i | | | | |

You can check the values

of Q, and Q, on your
IAR=Q,-Q,=19-5=14 calculator.

As well as the quartiles and interquartile range, you can also work out percenti
les and the
interpercentile range of data.

Collecting, representing and interpreting data Central tendency and

spread
 The masses, in grams, of 80 apples are shown in the table. Mass, m frequency |
Calculate the 30% to 80% interpercentile range. 60<m<70 a |
- 70<m<é80 26
SOth percentile = ios x60=24thapple e——__—___—_—_—_, 80<m<90 29
Example
4 90<m< 100
80th percentile = —x 80 = ©4th apple ———

Imagine the apples arranged

Mass, m frequency | cumulative frequency
| sera in order of mass and work out
GO<me70 7 which is at the 30th and 80th

33 percentile.
Osi ae @

60 <m< 90 62 Work out the cumulative |

90 <m< 100 80 frequencies.
rec
Imagine the apples are
ne arranged in order of mass.

—7
See oe / Ld. 0 _ 0.385 is the
The 64th apple is 2 into the group 90 < m< 100 difference in the mass between
100-90 successive apples in the 70 <
Mass of 64th apple = 90 + 2 x ra. = 91.44 (l0 5st) m < 80 group assuming that
So the 30% to 80% interpercentile range = 91.1-76.5=14.6g a eee Eee
interpolation.

The variance of a set of data measures how spread-out the values

are from the mean. To find the variance of a population you calculate
the difference between each data value (x) and the mean (x). You
then find the mean of the squares of these values. This is the mean of
The values are squared
(x- x)’, and is called the variance, o”. The square root of the variance,
to remove minuses.
o, is the standard deviation.

yo yr _, Ga
The variance of n observations with mean x is defined as 0” = _ ——__—_—_ = —— - x

n n

ES Dag = x)’ Dies <2

The standard deviation of n values with mean x is defined as o = Fier = are a

When a population is large it may be more practical to use a sample from the population to estimate
the variance of the whole population. An unbiased estimate of the population variance using a
sample of n observations with sample mean x is given by the sample variance, Ss

ee Dia: py ee z De The divisor in the

n-1 n-1 n(n-1) sample variance is n—1
The sample standard deviation of a set of n values is defined as
 ICT
In this course you can use o * and o. You may see s on your
calculator so you should know what it means.
Resource
You may also see the variance defined as a and the standard online
ice = To investigate standard
deviation defined as 7 where S,. = Yi(x- ah Aone

click this link in the

digital book.

Try it on your Activity

calculator Find out how to calculate
You can calculate the the standard deviation of the
standard deviation of a data set
Calculator
population, or estimate the
standard deviation using a
sample, on your calculator.
on your calculator.

Calculate the standard deviation, o, of each of these sets of data.

a n=49, )\(x—-x) =68.4
b n=1000, }’x=47000,
¥\x* =2900000
Ce Ong 5)4,4,.0;.6,.0;09) 4,5, GO Te
d
7<x<8 | 8<x<9 | 9<x<10 | 10<x<11 | 11<x<12
if 3 10 oan eo oo ee

0 =,/—— =1.18 brackets.

49
ae 2 900000 _ 47000" Use =x and nto find the
; 1000 _ 1000 oO mean, then calculate o
o=167 e—
Find o using your
Midpoints: 7.5, 8.5, 9.5, 10.5, 11.5 calculator.
(on Or)
The data is grouped so oe
use midpoints and find Bae
9 using your calculator.

Collecting, representing and interpreting data Central tendenc

y and spread
 Data can be coded before the mean and variance are calculated. For
example, masses can be changed from x kilograms to y grams by
multiplying each value by 1000, so y= 1000x

If you are given the mean and variance of the coded data, you
have to ‘decode’ them to find the mean and variance of the
original data.

Coding affects the mean and variance in different ways:

Ify =ax+bthen y=ax+bando} =a’o. >0,=a0,

© | The mean and variance of coded y-values are y =54.6 ando;=1.04

2 Calculate the mean and variance of the original x-values given that y= 4x — 60
E Ss
4 y=ax+p O, =a'0, 500, =4°o, Substitute er into the |
Bee | 54624560 ee | ee
x= 54.6+60 = 2865 o =0.065 Sie ee and solve for the “|
4 ‘ original mean and standard |
deviation.

Exercise 9.2A Fluency and skills |

1 For these sets of data, give the
i Mode(s), ili Mean, iii Median, iv Range, v Standard deviation.

ain, 0) 952,.5, 6, 10;,8,5; 7,4, 6, 11

De 68, (lL, (2, 75, 66, 65,69, 70,71, 68, 62, 64, 71

2 For this data, calculate

a The modal interval, b = Anestimate for the mean.

3 Work out the 1" and 3" quartiles and the interquartile range for these observations.
A215, 19,21, 25; 20; 29, 32, 20
oi ES Ras gets pea A set acoh shirehres Bebe a Ua ao

4 Work out the mean of this data set.

ys fe ft
> EE 5 i a 2

®@ MyMaths Q 2279-2282 “SEARCH

 5 50 milksamples, each of mass 100g, were
analysed as part of a food quality inspection and
Cs
the potassium content, in mg, was recorded. The
were |
mei s
results are shown in the table.

er
a Estimate the mean of this data.

moet
b Calculate the 40% to 70% interpercentile range.

6 Work out the mean and variance of this set of

Vevalliess. 7.1, 6.4.0.0) 7.5, (a0) 1 2y) 0.9, On, 0.0, O68

7 For these sets of data, work out the standard deviation.

Si(x-x) =141.4, n= 10 (values taken from the entire population)
been 9: De = 295, see =9779 (values taken from a sample of the population)

8 The heights, in centimetres, of 40 seedlings are given in the table.

Use the data from this sample to find the standard deviation. Give your answer to 2 dp.

16<x<18 | 18<x<20 |20<x<22 |22<x<24 |24<x<26

Mao: | s [uo | es | 2 |
9 A data set has been coded usingy= 5x — 3. The mean of coded y-values is is 76.8 and the
standard deviation is 5.324
Find the mean and standard deviation of the original x-values.

Reasoning and problem-solving

To solve a problem about summary statistics

(4) Identify the summary statistics appropriate to the problem.
(2) Calculate values of the required statistics, using a calculator where appropriate.
Strategy
(3) Use the statistics to describe key features of the data set and make comparisons.
(4) If not already done, identify any outliers and remove them, then see how this affects the calculations.

Outliers are values that lie significantly outside the \Keypoint

typical set of values of the variable.

An outlier can be defined in several ways. One rule says that an

outlier can be considered as any value that lies outside the interval
(Q, — 1.5 x IQR, Q, + 1.5 x IQR)
Outliers may indicate natural variation in the data set or may be the
result of errors in measuring or recording data. If an outlier is due to
an error, such as reading a value incorrectly or measuring an item
from the wrong population, it should be removed. This is one way in
which you can clean data.

Collecting, representing and interpreting data Central tendenc

y and spread
 In this question, define an outlier as a value more than three standard deviations above or
below the mean.

A group of 15 students complete a timed test for their homework. Their times (in minutes) are
recorded:
Example
7 32, 34733; 57, 329, 39, 42, 45, 41, 40, 40, 44, 13; 36,36

Calculate the mode, median and mean ofthe data.

Show that there is exactly one outlier in the data.

Give one possible reason for

i Removing the outlier, ii Not removing the outlier.

A teacher investigates the outlier and decides to remove it. Without further calculation,
explain how removing this value would affect your answers to part a.

Modes = 36, 39 and 40, median = 39, mean = X= 36.7

You need the standard
deviation and the mean to
6 =7.55 identify outliers.
X-—30.=36.7 —-3x 7,33= 14.71
X+ 30 = 36.743 7.33 =58.69 Calculate upper and lower
bounds for outliers.
13 is the only value in the list that is less than 14.71, no
value in the list is more than 58.69 He
Compare the listed values
ith the bounds.
The outlier could be an error, for instance it could have been a :
recorded incorrectly; or a parent could have helped the
student, meaning this is not a valid test result. In this case
including it distorts the results from the true picture.

If this is a true value, removing it gives a false picture,

underestimating the variation of results. 13 < xX so the remaining
values sum to a value

The mode and median are not affected, the mean increases. eae than 14x

You should choose appropriate statistics for central tendency and

spread. You can determine which statistics to use by considering the
properties of the data.

® MyMaths Q- 2279-2282 SEARCH|

 Pros Cons
_|
Statistic
Measure Mode Useful for non-numerical data. Doesn't make use of all the data.
of central Not usually affected by outliers. May not be representative if it

tendency Not usually affected by errors or __|has a low frequency. .

omissions. May not be representative if
Is always an observed data point. other values have a similar
frequency. :

Median Not affected by outliers. Doesn't make use of all the data.
Not significantly affected by errors
in the data.
Mean When the data set is very large a When the data set is small a
few extreme values have negligib le |few extreme values or errors
impact. have a big impact.

Measure of |Range Reflects the full data set. Distorted by outliers. |

See! Interquartile | Not distorted by outliers. Does not reflect the full data set.
range
Standard When the data set is very large a When the data set is small a
deviation few outliers have negligible impact. |few outliers have a big impact.

A village records its daily mean windspeed every day for a week (kn): 3, 4, 6, 6, 1, 0, 25
a Calculate an appropriate measure of spread. Explain your choice of statistic.
b Explain why the mode is not an appropriate measure of central tendency.

aco {—5
8Example
The range and standard deviation are both distorted by the Ome
; ae Consider outliers in the data.
outlier 25 but the interquartile range is not significantly affected.

b This data set is small with only two instances of the mode, and Consider how representative
thus is not representative of the data. There is enough data to the mode is given the size of
calculate the median, which is more representative of the data. the data set.

Exercise 9.2B Reasoning and problem-solving

1 The lifetimes ofa batch of 100 batteries are measured and have the following distribution,
where x is the lifetime measured to the nearest half-hour.

x 15.5 | 16.0 Leo | 17.0 | ras) 18.0 18.5 | 13.0 HRS

f 13 | al 28 | 22 15 0 0 i 0 1
a Work out the median lifetime, the range and the interquartile range.
b Explain why the range is not an appropriate measure of spread.
C Outliers are defined for this data as being outside the interval (OO 27108 QQ. +2 x IQR).
Calculate the limits of this interval.

Collecting, representing and interpreting data Central tendency and

spread
 d To test the quality of another batch of batteries, one is chosen at random and its lifetime
is measured. If its lifetime is outside the interval found in part c, the whole batch is tested.
Otherwise the batch is accepted. Ifthe lifetime of the selected battery was 14.5 hours, what
decision should be taken about a test of the whole batch?
2 ‘The number of emails received by a teacher per day was recorded over a period of 16 days:
TSO 9 7 4331979 V0 21% 18, 14, 20,18 15, 10
a Work out the mean, xX, and standard deviation, o, for this data.
b An outlier is defined as any observation less than X — 30 or more than X + 30.
Should any of the observations be classified as outliers? Show your working.
3 The daily total number of hours of sunshine for Heathrow for the first 14 days of May 2015
areasfollows: 4.4 0.7 3.3 69 4.7 54 55 01 5.7 75 56 93 14 0
a Find the mean and standard deviation of these values.
b ‘The mean for the first 15 days of May was 5.25. Using your answer to part a or otherwise,
find the standard deviation for these days.
4 ‘The maximum daily wind gust in knots over three weeks in July in Leeming 1987 is shown
in the following table:

a Estimate the mean and standard deviation for these data.

b The corresponding mean and standard deviation for Leeming for the same days in 2015 are
21.57 and 5.46 Write a brief statement comparing maximum gust speeds for the two years.
5 The mean daily windspeed in knots for 8 consecutive days in Leuchars were recorded as iil.
8 10 6 9 18 36 20 15 dataset
Find the median and interquartile range (IQR) for these data.
b Using the rule that outliers are values less than Q, — 1.5 x IQR or more than
Q, + 1.5 x IQR, where Q, is the lower quartile and Q, is the upper quartile, identify any
outliers within the data.
¢ State how the median will change after any outliers have been removed.

Challenge

6 11 members ofa golf team record their scores on an 18-hole course:

108, 110, 114, 101, 99, 98, 107, 103, 109, 145, 105

a Calculate the mode, median and mean of the scores.

b Explain which of the measures you calculated in part a is the most representative
measure of central tendency in this case.

A competing team has the same mean score. The team has seven members and their scores
are? 110,112,115, 108, 111, 4,105

c Find the value of a and compare the scores of the two teams. Justify your choice of
statistics.

@ MyMaths Q- 2279-2282 rm
 ‘Single-variable ddata

Fluency and skills

Data is often summarised by five main statistics.

The five-number summary gives the minimum value, lower

quartile, median, upper quartile and maximum values.

You can use a box-and-whisker plot to display these values. The values are marked along a linear scale
and the points are joined to form a central box and two whiskers. One quarter of the data values in the
sample lie between each consecutive pair ofvertical lines on the diagram. Lines placed further apart,
i.e. longer whiskers and box, show a greater spread of the data but do not show more data values.
You display outliers on a box plot as crosses (x), and they are not included in whiskers.

If you have sufficient information you should use the most extreme value that is not an outlier as the
end ofthe whisker. Otherwise, use the boundary for outliers as the end of the whisker.

Suppose you define an outlier as a value less than Q, — 1.5 x IQR or more than Q, + 1.5 x IQR.
This box plot represents the set of data 20, 22, 23, 25, 25, 26, 27, 27, 27, 28, 39

{ 28 is the x
| Lede | highest value | | :
|. | ‘ ht that is not an
: , outlier, Maximum
[a
20 22 24 26 48 30 32 34 36 38 40

This box plot represents the set of data summarised by minimum = 43, Q, = 46,
median = 49, Q, = 50, maximum = 65

Minimum | Median
| b7 Pil»DX XxIOR—5 26 |
Q, | Q, Maximum
42 44 46 48 50 52 54 56 S8 60 62 64 66

Note that, if you don’t know the values of the quartiles or interquartile range, you should also
be
able to identify outliers by direct observation. In the diagrams above, it should be clear even
without
calculation that the maximum value is set apart from the rest.

Box-and-whisker plots are useful for comparing sets of data. \Keypoint |

Collecting, representing and interpreting data Single-variable data

 A building company works with two
plumbers. Over a period of time, they
assess how long it takes each plumber
to fix leaking pipes. This data is
displayed in box-and-whisker plots.

An outlier is defined as a value less than

Q, — 1.5 x IQR or more than Q, + 1.5 x
IOR. Z REZ: 5 6 27-28 2 30 3 3
| img (minutes) |
a Write down the minimum, lower
quartile, median, upper quartile
and maximum for each set of data.

Recommend a choice of plumber given that no outliers are deleted.

Plumber A\s times: minimum = 17 minutes, Q, = 295 minutes,

median = 24 minutes, Q, = 26 minutes, maximum = 29 minutes

Plumber B's times: minimum = 20 minutes, Q, = 22 minutes,

median = 24 minutes, Q, = 27 minutes, maximum = 35 minutes

It would be most sensible to choose Plumber A. Although both

plumbers have a median time of 24 minutes. Plumber As data
shows less variation — it has a smaller IQR of 3 compared with 5
for Plumber B's data: plumber As data has one outlier representing Use a measure of
a quick time and Plumber B's data has one outlier representing a central tendency and
slow time. et a measure of’ spread. |

Sometimes your interest is in the way in which the data is distributed rather than the individual values.

The distribution of data is how often each outcome occurs. |Keypoint,

Each outcome occurs with a given frequency.
Two people who
When representing grouped data, the groups must be consecutive, give their height as
non-overlapping ranges and do not have to be equal in width. 1.50 m are unlikely to
Distributions for continuous variables can be complicated because be exactly the same
data values may be rounded measurements oftrue values. You may height: they are usually
need to apply a continuity correction to ensure that the intervals rounding up or down.
meet but don’t overlap.
: ig 'ey
ICT
A continuity correction involves altering the endpoints |Keypoint ; Resource
; f online
of an interval of rounded data to include values which would fall rit Ae
in the interval when rounded.
To investigate single
variable data using
You can use frequency polygons to display discrete graphs, click this link in
or continuous data. the digital book.

SEEN
GEE
@ MyMaths OF 49976-2278 SEARCH
 lines. If the data is grouped, the
Points showing the frequencies are plotted and joined with straight
frequency is plotted at the mid-point of each group.

A scientist measures the lengths of 40 runner beans in a trial. Length (Ic m)|Frequen cy|
“eae Fi
She groups the results and records the frequencies, as shown
in the table. Draw a frequency polygon for the given data. Ss
ES — 15<1<20 14
The mid-points of the Ltd | 20 < 1<25 | 12
124 ee :
groups are 12.5, 17.9,
BS, CAN OVE
EVE OOVEDO! t= 104 =
ee s
[30 <1< 35 3
Plot the frequencies at the = yealleest
mid-points and join the points 4
with straight lines. ;
i j = T ae T i a ae ec
| Ol ss" 50! 1520)25 30as)
|) Pe
Length (/cm)

You can use a histogram to display continuous data. Com A histogram looks
similar to a bar chart,
A histogram consists of rectangles whose areas are proportional to but a bar chart displays
the frequencies of the groups. The width of each rectangle is the size discrete variables and
of the interval. A histogram often displays frequency density on its doesn’t use interval
vertical axis. width or frequency
Frequency density = EISUSESY! density.
Class width
When working with grouped data you can make estimates by
assuming that data points are distributed equally throughout a group.

24 students in a gym class balance Time (seconds) |Continuity correction |Frequency

on one leg for as long as they can, 0-4 0<?<4.5
and their times are recorded to the ey, AG f275
nearest second. Si OSES
Find the missing frequency. | 12—16 11.5<t<16.5
Give the width and height 217 16.5<t
of the missing bar on the
histogram.

Estimate the number of students

who could stand on one leg for
Less than 5.5 seconds,
density
Frequency
More than 10 seconds.

23) 4 SG 78.9) 10) Seas

Time (seconds)

Collecting, representing and interpreting data Single-variable data

 : Find the constant of proportionality
a 1 en
When area == 2(7.5—-4.5)=6,
_ = frequency = =3 ae: vate: |
So area=4x 4.5=18 means frequency= 9 Inthis diagram area=2
2 xx frequency |
li Frequency =6 so area= 12 -—___; ___| Use the constantitof propor
proportionality, 2 |
Width 1 >= 7 5 =4. Use the known area and width of the
Height =12+4=3 missing bar to find the height.

heat bij Ab b 4 |
Assume the data in the second bar
Fe nese ES © is equally distributed throughout
eae
the interval. the fraction
ania of the
=x3=1 e—____________ second bar that lies to the left of 5.5

1+9=10 people _ | Multiply by the frequency

ee e of the group. |

11.5-10 | Add the frequency of the first group

li ————x6=2,25
TO 7 1
to 3 of the frequency of the second
LLP O=OLD : | group.
Round your answer to a
© people sensible degree of accuracy. |— Find the fraction of the third bar that
lies to the right of 10 and multiply by
| frequency.

Another way to display continuous data is a cumulative frequency diagram (or graph, or curve).
You can use a cumulative frequency curve to estimate values, including the five-number summary.

A cumulative frequency diagram consists of points whose

For data given in
x-coordinates are the upper boundary of each interval, and whose
intervals, es can use
y-coordinates are the sums of the frequencies up to those points.
nn
Or, in other words, the y-coordinates are the cumulative frequencies. Dua and an
~ “for the
You join the points by a smooth curve, which is always increasing median, lower quartile
from zero to the size of the sample. Drawing a dotted line from the and upper quartile.
y-axis to the curve at the appropriate point allows you to estimate There is no need to use
the value of any required quartile. n+ 1ineach case.

Work out the median, the 1° and 3 quartiles, and the 2

interquartile range for this data set. 2
A cumulative frequency curve of the data is shown. e
= O<x<4 oe ax=12/1224 <16 3
Example
4 10 3 i

To find the median, draw a dotted line from iL

= 40 so the median is 8.5
on the y-axis, and trace this down to read the
=2050Q,=5 | x-value when it hits the curve.

=6050Q,=11 Repeat this method to find the 1st and 3rd

a|Skisnis
OR] 1h —5=e@ quartiles,
rtil using Legal
sin 4 i

@ MyMaths
1a ©
 Exercise 9.3A Fluency and skills
1 A teacher creates box-and-whisker plots to 4 Acafe owner
compare the percentage marks gained by is interested in
two classes in a test. Compare their scores. how much his
staff are receiving 2
Class |
in tips. They gather rei.00-6199, 9
the data given in
Class 2 * ppm El the table.
$$$ tt tt
50 55 60 65 70 75 80 85 90 95 100
tt Ht tH
a
Percentage mark a Plota cumulative frequency diagram for
2 Anestate agent collects data on the houses this data.
sold in various price brackets. 100 houses b Estimate the median tip.
sold for more than £500 000 each. A set of continuous
data is recorded to 18
one decimal place. [05-07
|
The results are fos-1.0
|
summarised
in a histogram.
density
Frequency

0 150 200 250 300 350 400 450 500 550 600
Cost of Houses Sold (£thousand)

a Howmany houses sold for less than Ww

density
Frequency
£300 000?

b Estimate the number of houses that sold

for between £360 000 and £480 000 a Find the missing frequencies.
¢ Drawasmooth frequency curve for the data. b Calculate the width and height of the
3 The IQ scores of 30 people are measured and missing bar.
a cumulative frequency graph is plotted. Use Cc Estimate the percentage of values
the graph to estimate the upper quartile and that are
lower quartile.
i Below0.6 ii Above 1.2
>
iS}
=|
o
3
o
o
Be
o
>
oS
as
=)
5 I
=}
O
ef et ee ee ed a

0 20 40 60 80 100 120 140 160 180

1Q Score

Collecting, representing and interpreting data Single-variable data

 Reasoning and problem-solving

When interpreting a diagram displaying data

(4) Consider what is being represented and whether your data is discrete or continuous.
(2) If necessary, identify any outliers or missing/incorrect data, and consider the effects of removing them.
‘Strategy
(3) Read what is being asked for in the question and use the diagram to answer it.

You can use statistical diagrams to find probabilities of events. See Ch10.1
2 2 . For
If an experiment can have any one of N equally likely outcomes and n of those outcomes result in informa-
tion about
event A, then the theoretical probability of event A happening is P(A) = probability.

You can estimate probabilities of certain events happening by using diagrams that show grouped
data. This often involves assuming data is equally distributed on each interval.

This box plot shows the masses (in grams) of 52 eggs from a certain species of bird.
= SST nn ni
An egg is picked at random from this set.
a Estimate the probability that its mass is
i More than 22g
ili Less than 18g
iii Less than 20 g
40% of the eggs weigh less than ag. Finda

al 507 | 22 q is the median so 26 of the 52 eggs

weigh more than 22 g
ii 25%

iti 25%4+0.5x25%=37.5% One quarter of the eggs weigh less than

the lower quartile value of 18 g
25% of the values lie below 168 > (40-25) =15%
of the values lie between 18 and a 25% of the eggs weigh between 18 g and
22 g. 20 g is halfway through this interval
184 12(22-18)=204 Assume 25% of the data
25 is equally distributed so you assume half of the eggs between
a=20A4g between 18 and 22 18 g and 22 g weigh lass than 20 g

SA

@® MyMaths Q. 2276-2278 F “SEARCH ©

 It is important to use an appropriate diagram to represent your data.
Advantages | Disadvantages af
q
Box plot Highlights outliers. Data is grouped into only four categories so
Makes it easy to compare data sets. some detailed analysis is not possible.

Histogram eicae shows shape of distribution. |Doesn’t always highlight outliers.

It is possible but not easy to estimate Q,, Q, and Q,

| Cumulative Makes it easy to find the five Doesn't always highlight outliers.

frequency |number summary. If interval boundaries are not shown the degree
oe | of detail is not clear.

The daily maximum relative humidity (%) is measured in 23 locations on a certain day.
AO, 41, 41, 44, 48, 51, 53, 53, 54, 54, a, 59, 61, 62, 62, 63, 64, 65, 65, 66, 66, b, 90

aand b are unknown values but the list is known to be in ascending order. An outlier is defined
as a value less than Q, — 1.5 x IQR or greater than Q, + 1.5 x IQR

Example
6 a Explain why a box-and-whisker plot is not an appropriate choice of diagram to represent
this data.
b Describe a more appropriate diagram to represent this data.

aC Adie xidk=os 15x (C56 1)—66, 2000 ts eee

ewe | Oupporand lower
} | quartiles are 65 and 51
known to be an outlier . Hence b may or may not be an outlier
so it would be impossible to plot the upper limit of the data
accurately.

A histogram would better represent the data. As the relative

values of aand bare known in relation to values either side,
they would not affect the shape of the histogram as long as
they are not used as boundaries of categories . Dividing the
data into several groups would display the shape of the data
clearly.

Exercise 9.3B Reasoning and problem-solving

1 a Anart student wants to know how much money she could make from selling her work. Over
a one-year period, she collects data on how much money pieces of art sold for at auction.
Would a box-and-whisker plot or a histogram be better to display this data?
b A data set is bi-modal. State a graph that would not be suitable to display
this data.

Collecting, representing and interpreting data Single-variable

data
2 The heights of a sample of a species of plant are
recorded. Copy the frequency table and use the
cumulative frequency graph to fill in the missing
values.
i)S&S

frequency
Cumulative

0 10 20 30 40
Length (cm)

O<x<1 Lsx<3|3sxe7 US206NO | IOS sec IG || Wi ss¢e24! 2asx<ai| 31x

Frequency ih a | | ) | | 0 |
3 A doctor is investigating obesity in his local area. He records the masses (in kg) of 1000 patients
and creates a box-and-whisker plot. The lightest patient weighs 5 kg.

++
woe a
+++ +++ +++ +++ ++ 4+ + + ++ + + + +
0 S05 CON 901205150) 180) 210" 240 270) 300" 330° 360" 390
Weight in kilograms

a A patient is selected at random. Estimate the probability that the patient weighs

i More than 45 kg ii Less than 90 kg

b The two largest masses measured are 360 kg and 165kg, but it was later decided that the
360 kg mass should be considered an outlier. If it is removed, how will the box-and-whisker
plot change?
4 The table shows the number of days for which the daily maximum temperature in Cambourne il.
was in the given range between June and August 2015 Peigli

Temperature Number of
range (°C) days
ToS 0
Isa 7215 6
Le a ly
i727 <20
density
Frequency
202 fo)
Die tees 1
0 5 el a si ~ x
Pesos @ D2 AG AB io) sae! ie alkss PAO) ek” AN Ks)
Daily maximum temperature (°C)
a i Use the histogram to work out the
missing values in the table.

ii Find the width and height of the missing bars in the histogram.
b Estimate the number of days in which the daily maximum temperature was
i More than 14°C ii bess than 167°C

® MyMaths
Fluency and skills
is
Itis often useful to look for connections between two variables. Data relating to pairs ofvariables
called bivariate data.

Variables that are statistically related are described as correlated.

If the variables increase together, they have positive correlation. If one variable increases as the
other decreases, they have negative correlation. Two variables can also be uncorrelated and the
data is then said to have zero correlation.

You can identify correlation by plotting a scatter diagram, which shows each pair of data values as
a point on a graph. A scatter diagram shows both the type and strength of the relationship between
two variables.
Data that lies exactly on
The explanatory or independent variable goes on the x-axis. This a straight line has perfect
is the variable that doesn’t depend on other things—the values for correlation. Otherwise,
it are usually selected by the person gathering data. The response the correlation may be
or dependent variable goes on the y-axis. This is the variable that is described as strong,
expected to change in response to a change in the other variable. moderate or weak.
Types and strength of correlation
Perfect positive Moderate positive Strong negative
y correlation VY, correlation ‘t Zero correlation VA correlation

The data in the table relates to the width and length of the petals
of 9roses. Plot this data on a scatter diagram and describe the
nature ofthe correlation.

Width,
cm | 4.9 | 4.7 | 4.6 5.4 | 4.6
Length,em| 3 | 3.2 | 3.1 | 3.6 | 3.9 | 3.4

petal length (cm)

ICT
hil. Resource
Large x
data set online

less To investigate
Seie, 54 petal width (cm) correlation, click this
This relationship shows moderate positive correlation. link in the digital book.

Collecting, representing and interpreting data Bivariate data

 Exercise 9.4A Fluency and skills
1 Give the most likely type and strength 3 For each of these data sets, draw a scatter
of correlation (if any) for these pairs of diagram and use it to describe the type and
variables. degree of correlation.
a A town’s annual income and crime a Molalla Nao 10 12 14 |
rates.
i 3 ate aA
b The heights of fathers and their adult sons.
b -
Cc ‘The cooking time for a chicken and the jf ee
weight of the chicken. i 8 |a 6 | J | : y
d ‘The shoe size of 30 adults and their 4 The table shows the length of service in a
annual salaries. company (L years to the nearest year) with
2 This diagram relates two variables, x and y earre Ponding aunuabsalary (3 (ioucand
pounds to the nearest thousand) for 10
workers. Plot a scatter diagram for this data
and describe the correlation.

fs fis[e f2[n [1 [3[64

-s [22]26]16]21[22[as[2s[23[18|27]
Describe the correlation. 5 This table gives data for a sample of 10
individuals from a bivariate population.
Draw a scatter diagram for this data and
describe the correlation.

_ BICEEARCESCIaG
68 |55 |68 |64 |50

Reasoning and problem-solving

To solve a problem about bivariate data and correlation

a Draw a scatter diagram to identify any correlation between two variables.
(2) Identify data points that don’t fit the general pattern shown by the data.
Strategy
(3) Interpret the data in context.

You should not assume that, because two variables correlate, changes in one variable are causing
changes in the other. For example, rates of diabetes and annual income correlate for certain
groups, but this is because they both relate to dietary intake. It’s important that you remember the
difference between correlation and causation.

When a change in one variable does affect the other, they have a causal connection. |Key point |

Correlation without a causal connection is known as spurious correlation.

When data is correlated, a scatter diagram shows a pattern. Outliers are points that do not fit the
pattern. They are easy to identify on a scatter diagram.

®@ MyMaths
In order to identify a trend, it is often helpful to use a regression
Know your
line, that is, a line which fits as well as possible with the points on the
data set
scatter graph. You can use the regression buttons on your calculator
to find the equation of this line, also called a line of best fit. One okta
is one eighth of the
Once the line has been drawn on the scatter graph, it is possible
celestial dome. It is used
to use it to estimate values of the response variable (y) for given
as a unit of measure for
values of the explanatory variable (x). You can use the line of best
fit to make predictions for a value that falls within the range of the cloud cover. Click this
observed data. This is called interpolation. This is generally reliable, link in the digital book
particularly if the variables show a strong correlation. Using the line for more information
of best fit to make predictions outside the range of observed data is about the Large data set.
called extrapolation. This is not reliable as there is no evidence the
pattern continues beyond the observed range.

The following data gives daily total rainfall in mm,

y, against daily mean total cloud in oktas, x, on six
consecutive Saturdays.
Plot a scatter diagram to represent this data.
The y-value of one of the points was incorrectly recorded. Write the most likely coordinates of
this point.
The regression line y= 0.9x + 5.9 is calculated using the other five points. Plot this line on your
diagram.
For the day identified in part b, use your sample regression line to estimate the true daily
total rainfall.
The weather forecast predicts daily mean total cloud of 0.5 oktas on the following Saturday.
Using the regression line, a researcher expects approximately 6.4 mm of rain that day.
Explain why this assumption is not trustworthy.

=
S
S
—

S
a=
(a0)
aa

=)
_

je)
_
Draw a scatter diagram
ia)
a) to identify any correlation
Q
between two variables.

3 4 5 6
Daily mean total cloud (oktas)
The scatter diagram shows moderate positive correlation.
Identify data points that
b (66,4.1) ° don’t fit the general
pattern shown by the
d 12mm
data.
@ This x-value is outside the range of observed data. There
is No
evidence the pattern will continue below x = 2.2

Collecting, representing and interpreting data Bivariat

e data
 Exercise 9.4B Reasoning and problem-solving
1 For each example of bivariate data, state whether the correlation is likely to be positive, negative
or zero. If non-zero, state whether you think there is a causal relationship between the variables.
a Daytime temperature at a seaside resort and number of deckchairs hired out.
b Plant growth and amount of fertilizer applied. c A person’s annual income and weight.
d Unemployment rates and measures of the standard of living.
2 This data shows the number of customer arrivals, x, in a five-
minute interval, and queue length, y, at the end of the interval,
in a shop. One mistake was made in recording the data.
a Drawa scatter diagram and identify which reading was most likely recorded incorrectly.
The regression line is given by the equation y = 0.35x — 0.65. Plot this on your diagram.
Estimate the true queue length for the point you identified in part a.
&
a0 During another five-minute interval 25 customers arrive. An observer predicts the queue
length will be 8. Explain why this is not a reliable prediction.
3 The maximum daily temperature (T°C) and maximum daily relative humidity (h%) for May
1-14" 2015 in Hurn were recorded as follows:

Pr|126 |13.2[ 16.1] 14.7[ 15.2] 14.5] 15.6] 16.7] 18.2] 15.8
ln| 79 | 96 | 99 | 96 | 97 91 | 90
a Drawascatter diagram for this data, using Tas the explanatory variable.
Calculate the median and interquartile range for the humidity values.
ox
oOo Using the rule that outliers are values less than Q, — 1.5 x IQR or more than Q, + 1.5 x IQR,
where Q, is the lower quartile and Q, is the upper quartile, identify any outliers for humidity.
d_ Describe the correlation between temperature and humidity and state how it would change
if the outlier in c were removed.
e Using the original set of 14 points, the regression line of hon T has equation h = 0.84T+ 80.3
Estimate the value of h corresponding to a temperature of 14°C.
4 Ataweather station in England between March and August 2015, rainfall and relative humidity each il.
decreased month on month and average monthly temperature increased over the same period. EG)
a__ State the sign of the correlation between rainfall and i Relative humidity, ii Temperature, iii Month.
b Doyou think the correlation between rainfall and humidity is likely to be causal or spurious?
Give reasons.

Challenge

5 Asample of7 data items is taken from a pivaHale oc

population and the following values of the variables, aaa
X and Y, are obtained: 13)
jan[11 |19|

a Plotascatter diagram for this data and hence describe the type and strength of the correlation.
The researcher leading this investigation expected there to be near-perfect positive correlation
between Xand Y. She found that one y-value had been recorded incorrectly.
Identify the most likely value to be incorrectly recorded.
This error is corrected and a line of best fit is given by y = 0.8x + 0.9. Draw this line on
your graph and estimate the value of ywhen x=7

@ MyMaths
 f
ae ja =

Summary and review

« Youcan estimate a population and its parameters using statistics taken from a sample.
¢ There are many sampling methods, including simple random sampling, systematic sampling,
stratified sampling, opportunity sampling and quota sampling.
¢ Sampling methods can produce biased samples in some situations.
¢ Outliers are points that don’t fit the pattern of the data.
¢ The mode of aset of observations is the value that occurs with the largest frequency.
¢ The median ofa set of data is the middle value once the data is in order of size.
¢ To find the mean of a set of n observations, calculate their sum and divide the result by n
¢ The range of aset of observations is the largest observation minus the smallest.
¢ The interquartile range is the difference between the first and third quartiles.
¢ Linear interpolation can be used to calculate quartiles and percentiles in grouped data.
The variance of a set of data measures the degree of spread.
¢ Ify=ax+btheny=a+
bx ando*=b’o:
Data is either discrete or continuous.
Continuous data needs summarising for representation.
o Youuse the five-number summary to form a box-and-whisker plot.
o You group data to draw a histogram or a cumulative frequency diagram.
e Variables whose values are linearly related are said to be correlated. The type of correlation can
be positive, negative or zero. If non-zero, it can be weak, moderate or strong.
e Ascatter diagram shows both the type and strength of the relationship between two variables.
e Variables that have a non-zero correlation are not necessarily causally connected.

Check and review

You should now be able to... Try Questions

ER ET oe

Distinguish a population and its parameters from a sample and its statistics.

Sf \dentify and name sampling methods.

JS Highlight sources of bias ina sampling method.

J Read continuous data given in box-and-whisker plots, frequency polygons,
histograms and cumulative frequency diagrams.

Af Plot scatter diagrams and use them to identify types and strength of correlation.

Jf Use scatter diagrams and rules using quartiles to identify outliers.

Summarise raw data using appropriate measures of location and spread.

1 Identify the population, sample, parameter and statistics in these situations.

a 23 LED light bulbs made in a certain factory are tested to see how warm they get when
lit.
b Nine matured casks of whiskey from a certain brewery have their alcohol
levels measured

Collecting, representing and interpreting data Summary and review

2 Asample of 15 families is to be taken to determine the average number of children per
household in a given city. Name the sampling methods in parts a and b.
a A list of all house or flat numbers and names is found. The numbers and names are ordered
and labelled 1, 2, 3, ... , m. 15 random numbers are generated between 1 and n. Those labels
give the numbers or names of the households that are sampled.
A surveyor spends three hours on a Saturday in the high street asking passers-by until he
records enough responses.
Cc Which of the sampling methods in parts a and b could be biased?
3 Create a table of frequencies that could produce this histogram.

25
2.0
Frequency
1.5
density 1.0 +
0.5
0 =} | Ee LS a
oO 20 30 8 40) 850) 60 90 100 110 120 130 140 150 160

Draw a scatter diagram for this data set and use it to 121 LO ET AeSel Salar ke 1-6
describe the type and degree of correlation. fy 215|7/6| ab be ls
The equation of the regression line is given by y=—1.5x + 20. Plot this on your scatter diagram.
Estimate a y-value corresponding to an x-value of 9. Answer to the nearest whole number.
Draw a scatter diagram for this data and comment on the mm 3 | 9 15 1141/10) 7
correlation between the variables. y112/13|9|/1/8/8
The y-value of one point was recorded incorrectly. Given that there is strong negative
correlation between the variables, identify the most likely incorrect point and state a more
plausible y-value for this point.

6 For this data set, find the modal 0<x<4| 4<x<8 |8<x<12|12<x<16| 16<x<20|
interval and estimate the median, 4
f 1 4 8 4
mean and variance.
jana For this set of observations, find the interquartile range (IQR).
Palos 20. 10;9,12,17, 15,15; 11, 10
Using the rule that outliers are values less than Q, — 1.5 x IQR or more than Q, + 1.5 x IQR,
where Q, is the first quartile and Q, is the third quartile, identify any outliers within the data.

What next?

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Reasoning and problem-solving (098B)
 Exploration
Going beyond the exams

Florence Nightingale (I820 - |910) ig beet known for her

contributions to modern nurging, but she wag algo a very influential
gtatigtician.
Nightingale worked to make statigtical data more accessible by
developing innovative graphg and charts. She used them to present
information about goldier mortality in order to convince governments
that changes to hogpital conditiong were needed.
Nightingale’s work trangformed the way we can represent
gtatigticg and highlighted the importance of statistics in government.

Gir Francig Calton (I822 - 1911) ig credited with inventing the concepts of standard deviation and
correlation, and was the firgt to recognise the phenomenon of regression towards the mean.
What ig regression towards the mean’?
Why does it need to be taken into account when designing experiments’? i
== : —

In 1973, the Engligh statistician Francis Sir Francis Galton used information from
Anscombe constructed the four gets shown, weather stations in England to produce the |
known ag Angcombe’s quartet, in order to make a world’s firet weather map. ;
point about the value of statistical diagrams. ;

Calculate for each data get

|. The mean value of x
2. The mean value of y
3, The variance of x
4. The variance of y

The correlation between x and yig O.8I6 for

each data get, and in each cage the line of beet fit oe
ie y=O.5x+3 pie e
Comment on what all of the summary gtatigticg 9.0 1881 a
appear to tell ug about the data gets. 0 ,8.33 11.0
Plot the data gets on four diagrame, using the Pee 14.0
game gcales. 3.0 | 7.24] 6. 6.0
What do you obgerve? What point do you think 4.26 | 4. 4.0
12:05)
i ey 10: 12.0 |
Angcombe wanted to make?
(. I 02

5.0 ' 5.68

 A council wants to sample households in a town in order to find out what proportion of
their waste is recycled. There are 20000 houses in the town and the council want to take
a sample of 10% of these houses.
a Describe how a systematic random sample could be used. [2 marks]
The council intends to contact the selected households by telephone and request
permission to track how much material they recycle over a 3-month period.
b Suggest a practical difficulty that may be encountered when contacting households. [1]
¢€ Give a reason why the results from the sampled households may not be
representative of the population. [1]
A battery manufacturer needs to test the average life of its batteries.
a Whatis the population in this case? [1]

b_ Aside from cost, give a reason why only a sample should be tested. [1]

c What would be a sensible statistic to calculate? [1]

The daily total sunshine, in hours, recorded 0.3 62 ee GO OS ie

over a 12-day period during the summer at ie eRe IE oe Ve nl
Hurn weather station are given.

The mean hours of daily total sunshine over this period was 10.95

a One of the measurements has been written down incorrectly.

Identify the error and calculate the correct value. [3]

b Calculate the variance of the correct data. [2]

c Calculate the median and explain whether the mean or the median would be the best
average to use in this case. [3]

The box-and-whisker plots show the maximum daily temperature in August 2015 for two
Large
different weather stations. data set

a Estimate the interquartile range at

| FI ||| | each station. [3]
Leuchars -
b Write down the median temperature
at each station. [2]

Hem Se | c Compare the maximum daily

aug ip temperatures during August at
each weather station. [3]
VS 1G aR GX) a a ee iy Pe)
Maximum daily temperature (°C)
 An outlier is defined as a value outside of the range [Q, =1,5(0,-0,),0, 715 (O75 0)
clearly.
d Work out whether or not these values are outliers, showing your working
iii 25°C at Hurn [6]
i; 15.1°C at Leuchars ii 22.1°C atLeuchars
ne in
al a 5 The scatter diagram shows the mean windspeed and maximum gust speed in Cambor
kg October 1987

70 | I Describe the relationship between

= |sae | x the mean windspeed and
x oes 1% maximum gust speed. [2]
< 50) |ee
2 sit a oa 5
a 40 ! (see Sea
le ome t.
g=) 00 SEe| SS KO
NZ

S xX =:
= 10 | Et i ae

| = A Si ee
0 ——
0 By) 10 15 20 25
Mean wind speed (kn)

6 A teacher wants to find out the average number of homework assignments that students have
been given each week. He takes a sample of 30 students. The results are shown in this graph.
12
a a Whatis the modal number of
H assignments? [1]
es 8
3
nN
b Calculate the mean and standard
ao deviation of the sample. [4]
24
E c State the median and
.
first and third
ee? quartiles. [2]
0 d Advise which measure of average
Oeil eat age AS, Car aaah Wee :
would be best to use, stating your
Number of Homework Assignments
reasons Clearly. [1]
The maximum daily relative humidity, h, was measured at Heathrow weather station every day
in May 1987
You are given Sh = 2824 and Sr = 25 8304
a Calculate i The mean relative humidity, ii The standard deviation. [3]
The same measurement was taken every day in May 2015 and the results are summarised
in the table.
Relative Humidity (%) | 70- a 75—2 80-84 85-= 90—— we
=
Number of days | |

b Estimate i The mean relative

are
ii The standard deviation.
¢ Compare the humidity in May 2015 with May 1987
3
d Drawa frequency polygon for the 2015 results.
[3]

Collecting, representing and interpreting data Assessment

 A sample of students in a sixth form is to be taken and surveyed regarding their use of the
library. The numbers of boys and girls in each year is given in the table.
Veni? Youla a Itis suggested that a sample of size 60 should be
taken by randomly selecting 15 boys and 15 girls
from each year. State a disadvantage of taking a
sample in this way. [1]
b Itis instead decided to use a stratified sample of 60 students. Calculate the number
of boys and the number of girls that should be sampled in each year. [4]
¢ Inorder to select individuals for the survey, an interviewer will randomly choose students
as they leave their common room. Explain why the results of the survey could be biased. [1]
An outlier is an observation greater than Q, +1.5(Q, —Q,)or less than Q, -1.5(Q, -Q,)
A box-and-whisker plot is drawn for a large volume of data. Four extra observations are then
recorded. Which of the extra observations A, B, C and D are outliers? Show your working. [3]
A B 6. ae

2 ts oe
0 0.1 OF O23 O48 Of OO O7 U8 Of

10 An experiment was carried out using tomato plant seeds. Trays of seeds were planted and each
tray was placed in a controlled environment with a different temperature for each tray. All other
variables, such as light and water, were the same for each of the trays. After 10 days, the number
of seeds that had germinated in each was counted. The results are shown in the scatter diagram.
a Which is the explanatory variable? [1]
oe b Describe the relationship observed. [2]
x

90 aS Cc Itis suggested that a temperature of

-] ce eee 35°C would result in almost all seeds
x
75 | eae germinating. Comment on whether
x
oe |
Germination
(%)
‘ this is a sensible suggestion. [2]
60 ne
55 | ,
50 SSL ee
0 2 4 6 8 1012 14 16 18 20 22 24 26 28 30
Temperature (°C)

a Rainfall. r arataher of dave The rainfall is measured (in mm) at Leeming

‘epee 84 weather station every day from May to October
2015. The results are summarised in this table.
. . .
= is :

0.1<r<0.5 af

0.5<r<l 19 : A histogram is to be drawn to show this data. The

1<r<2 14 bar for 0.5 < r< 1 is5 mm wide and 76 mm tall.

i Sines x a Calculate the height and width ofthe

5<r<30 Ps}
1<r<2bar. [4]
b Estimate to 2 dp
i The median,
ii The interquartile range. [6]
 12 The police in a town wish to survey members of a number of “Neighbourhood
Mace
selected is to be in
schemes. They wish to survey people from each scheme and the number
sample are suggested.
proportion to the size of the scheme. Two possible methods of selecting the
.
Method A: 10 people are randomly selected from each scheme from a list of all members
sample
Method B: The person who manages each scheme is asked to choose a proportionally sized
from their population at random.
a State the name of each of these methods of sampling. [2]

b Which method is preferable? Clearly explain why this method is better. [2]
the maximum daily temperature at Heathrow weather station in July 2015
lil, 13 This histogram shows
datsset -H{ +] | | —-- The maximum temperature was below
= 20°C on just two days.
a How many days had a maximum
temperature of between 22°C
and 25°C? [3]

b Estimate the number of days

density
Frequency
with a temperature above 26°C. [4]

Me
—
16 13 2)
=
OP DA
-

We
=|
OY BY se Bl
=
6
eenaee:
ae SR A
c Use the histogram to estimate
the mean maximum daily
temperature. [4]
Temperature (°C)

14 The lengths of 40 fish caught in a competition are recorded to the nearest cm. Unfortunately,
some of the numbers are now illegible. These values have been labelled a and b
Length (cm) | Frequency Given that x = 27.3
18-22, | 3 | a Calculate the values of a and b [5]
=. 10
b_ Find an estimate for the population
pact ue standard deviation [3]
ea | a .
| 32-40 il b | Cc Describe the shape ofthe distribution.
Justify your answer. [2]
The cumulative frequency curve shows the relative humidity at Leeming weather station
Large
data set in May 2015
35 tL
A

a Whatis the median relative

.

30 iE humidity? [1]
25 b Calculate the interquartile
ae
range. [2]
ee A day with relative humidity over 95%
; | is likely to have been foggy or misty.
:
frequency=
Cumulative
¢ Estimate the percentage of
ese:
days that were foggy or misty. [3]
70 75 80 85 90 95 100
Relative humidity (%)

Collecting, representing and interpreting data Assessment

 Probability and discrete
random variables
Probability is a big part of genetics. Consider a
child’s chance of inheriting a specific eye colour.
The basic model involves two possibilities: B
(brown) and b (blue), where brown is dominant
over blue. Each parent passes down either B or
band only the combination bb will result in blue
eyes. The combinations Bb, bB and BB will all
result in brown eyes. So if both parents have the
combination Bb, they both have brown eyes and the
probability of their child having brown eyes is 75%.

The example above treats eye colour as a

discrete variable: either blue or brown in this
case. Age and blood type are also typically
treated as discrete variables. Probability is
important in subjects such as statistics, research,
medicine, weather forecasting and business,
and this chapter provides an introduction to the
terminology and techniques used in calculating
and expressing probabilities.
REE SI poy

KS4 To use the vocabulary Ch20 Probability and

e Record, describe and of probability theory. continuous random
analyse the frequency of To solve problems variables -
experiment outcomes. involving mutually _ Conditional probability.
exclusive and Modelling with probability.
e Understand and
independent events. Connecting the binomial
draw probability tree
distribution
enact with the normal
diagrams. | To use a probability
e Construct and interpret function or given
diagrams for discrete context to find a
data. probability distribution Careers
and probabilities for _ Weather forecasting.
particular events. Actuarial science.
To recognise and solve Genetics.
v
problems related to the
binomial distribution.

Practise before
 Probability

Fluency and skills

that
A random experiment is any repeatable action with a collection of clearly defined outcomes
cannot be predicted with certainty. For example, the experiment ‘an ordinary dice is thrown once:
The sample space for an experiment is the collection of all possible
outcomes of the experiment. Events are groups of outcomes within
the sample space. In the diagram, S is the sample space for the A
experiment ‘an ordinary dice is thrown once: A is the event ‘getting
an odd number: 5

The total probability associated with a sample space is 1 \Keypoint A Sample space S with event A

If, in a trial where 60 dice are thrown, twelve 6s and seven 5s are
Pr 2S
thrown, then an estimate of the probability of a 5 or a6 is AO ae
60 Events are mutually
The probability of an even happening is written ‘P(event)’. Coma exclusive if they
For a list cannot occur
one Probabilities can be added like this when events are mutually together. You cannot
jolate exclusive. This means they cannot both happen in one trial. roll a dice once and
get5 and 6
If A and B are mutually exclusive, P(A or B) = P(A) + P(B) |Keypoint

Two events, A and not-A, are known as complementary events. :

The event not-A is
They are mutually exclusive and exhaustive. Exhaustive means that ; g
written as A
no other outcome exists.

P(A’) =1-—P(A) |Key point |

Show that the probability of obtaining a score greater than 4 when a fair dice is thrown is i

The dice is fair and the

CSF (2) ca (@) =< e outcomes are mutually
i ay | | exclusive, so all outcomes
P(score > 4) = P(5 or 6) =P(5)+P(6) —+—

OQ G 8 are equally likely.

For a sample space with N equally likely outcomes, the probability of any one occurring
is as
N
If event A occurs in n(A) of the equally probable |Keypoint| A sample space where
outcomes, the probability of A is given by P(A) = lee there are N equally likely
N outcomes is known as
the discrete uniform
distribution.

Probability and discrete random variables Probability

Two events, A and B, are independent if the fact that A has occurred
does not affect the probability of B occurring. Aeage Dele
are called the union and
If A and B are independent, P(A and B) = P(A) x P(B) \Keypoint intersection symbols
respectively.
P(A or B) is sometimes written P(A U B). P(A and B) is sometimes
written P(A 4 B).

Two boxes contain counters. Box 1 contains four red and five white counters; box 2 contains
two red and three white counters. One counter is taken from each box. Find the probability that
one is red and the other is white.

Let Gy ‘Se W' W, be the events ‘red from box 1,...’

Find the probability of
P(red and white) =P((R, and W,) or (W, andR,)) picking red then white,
= P(R,) x P(W,) + P(W,) x P(R,) or the probability of
picking white then red.

Box | Box 2

You can use a tree diagram to work out the probabilities in » Redueasyy 2 2-8)
Example 2 > S e
5

To calculate P(two reds), multiply the probabilities along 4 Red

the two ‘red’
‘red’ branches. : 3 ‘ge n
Rese oe
= White 9 5 15
To calculate P(red and white), multiply along the :
branches for ‘red’ and ‘white’ and also for ‘white’ and ne
ee Re
‘red’ and add them together. ae
Venn diagrams can also be used to show probabilities. 9 White

White 2x 2=4
Pees

The Venn diagram shows the probabilities for the types

of films a group of students enjoy watching.
Each letter represents the likelihood of a student
enjoying the following types of film. (ox / i
T: Thrillers, A: Action, C: Comedies,

The probability that a student chosen at random 0.1

likes one or both of action films or comedies is
0.8. Calculate the values of x and y
Use the Venn diagram
P(Aor C)=0.2+0.35+y=05 to write down P(A or C)
VeO.20

x= Or

®@ MyMaths Q 2091-2094, 2114 ‘SEARCH

 total probability of 1 is distributed
A probability distribution for a random experiment shows how the
between all the possible outcomes.
P(X= My):
A discrete random variable X takes values x, with probabilities

A fair coin is tossed 3 times and the number of

heads noted. By calculating the probabilities of the Probability
possible outcomes, copy and complete the table.

Example
4 P(O heads) =
Zz 5
There are 3 options:
P(1 head) =
2 LS =
2
HTT or THT or TTH

114 4|

r(2 Negds) =o X— x— x— HHT or HTH or THH

Ze 2 Zz
sel a) =—
|

P(3 heads) = Se HHH

Z 5

[wimertieate [oie |8
Probability
—-
values to complete the
table. This gives the
ie ee © probability distribution.

A probability distribution can be shown

ona graph. The discrete distribution in
Example 4 can be shown using a bar chart, 2
where the height of each bar represents the = ,
probability of that event. The total of the = 8
heights of all the bars is 1 because the £ t
total probability associated with any
sample space is 1 0
0 l 2 3
The probability of a continuous
Number of heads
distribution is described by a function f(x).
The probability of X taking a value between f(x)

aand b is given by the area under f(x)

between x=a and x= b. This area is shown
shaded on the diagram.
The total area under f(x) equals 1 as this is
the total probability associated with the
sample space.

In a continuous distribution, P(X = a) =0

because the area under a single point ona
curve is zero. i=) a b 1

Probability and discrete random variables Probability

 Exercise 10.1A Fluency and skills
1 A bag contains four counters numbered 4 One Saturday afternoon, a student decides
1 to 4. A counter is chosen at random, not to either go to the cinema, visit her friends,
replaced, and then another counter is go shopping or stay in to do her homework.
chosen. List all the pairs of numbers that The probabilities of each of these activities
make the sample space for this experiment. are shown in the table.
A small health and fitness club offers gym
facilities, personal training and Pilates Cinema 2h
classes. Its 45 members do only one of these Friends 4h
activities each, as shown in the table.
Shopping 3h

\ EE Paes a Find the value of h

Female |OW nt [aes — (=)

b What is the probability that she doesn’t
pfotalsy]17 | 20 cee | do her homework?
a _ Find the values of a toe The three mutually exclusive and exhaustive
events, P, Qand R are associated with a
b Find the probability that a randomly
random experiment.
chosen member
P(Q) =0.2 and P(R) = 0.3. Find
i Does training,
a P(P) ye JOD)
ii Is female and does Pilates,
c P(Por Q) d P(PandR)
iii Is male. A fair dodecahedral dice has integers 1 to
An employee records the number of emails 6, each occurring twice, on its 12 faces. The
she receives per day throughout March. The dice is rolled once. What is the probability
results are shown in the bar chart. that the uppermost face shows a square
number or a prime number?

;
8
pais! You throw two fair six-sided dice.

a Whatis the probability that one score is

6
less than 4 and the other score is greater
than 4?
4
Frequency b Xisavariable for the difference
ine)
(biggest — smallest) of the scores.
By drawing a two-way table showing
all possible outcomes, write down
1 2 3 4 5 6 7 8
Number of emails
the probability distribution of X

Find the probability that, on a randomly

chosen day, the number of emails she
receives is

a 5 b Morethan5

c Between 1 and 4 inclusive.

® MyMaths Q 2091-2094, 2114 SEARCH

 Reasoning and problem-solving

To solve a probability problem

G ) Identify mutually exclusive events and use the addition rule.

( ) Identify independent events and use the multiplication rule.
Strategy
(3 ) For unknown probabilities, consider using the “probabilities total 1” result.

Aand Bare two events associated with a random experiment. Find the probability of
3
BifP(A)= =P(A and B) = 0 and P(A or B) ==
Rand Sare two events associated with a random experiment. Given that P(R) =0.4,
P(S) =0.7 and P(R and S) = 0.3, show that R and S are not independent.

P(A and B) =0, so Aand B

a P(Aor B)=P(A) +P) Zz a are mutually exclusive.
PB) =P(A or BF A\=——

Deana)
= 0.5 FR) MPS) =04X%07=0.26 (2)
0.5 40.26 50 Rand Sare not independent. e¢— — P(R and S) #P(R) x P(S)

The daily mean windspeed (DMW) al Know your

and daily mean pressure (DMP) in > 1020 |< 1020 ug) data set
Jacksonville were investigated between ie Windspeed
May and October 1987. The number of is often measured in
days where the DMW is at least 5 kn, knots. 1 knot= 1.15 mph.
Example
6 and the number of days where the Click this link in the
DMP is at least 1020 Pa, were recorded. digital book for more
A day is chosen at random from the set, and the information about the
probability that the DMW was at least 5kn is 0.41 Large data set.
a_ Find the value of a

b Two students each select a day at random from the set (they can choose the same day).
What is the probability that, on both days, DMP = 1020 Pa?

Age ek. Semele 05 iseae > 1020 Pa and < 1020 Pa

2/+55+20+a 274+55+20+a are mutually exclusive.
oy
=a]
102+a4
82
a=——-~102=98
041 @)
AT x ag = 6, ceaens
b P(2 ys) = 200 *200
( 1020 Fa on both days) 06 (1 sf) vents are independent.

© Probability and discrete random variables Probability

 Exercise 10.1B Reasoning and problem-solving
1 In a 2-player game, a calculator generates ¢ Considering only days with low rainfall,
random numbers from 0 to 9. 0-2 scores one what is the probability that on a random
point, 3-8 scores two and 9 scores three. day the temperature was high?
a Copy and complete the following Two six-sided dice are each thrown once and
probability distribution table. their scores added. Draw a two-way table to
Score 1 2 3 ] show all possible outcomes. The probability

Probability | that the sum of the scores is greater than

10 is = Are both dice fair? You must give
b Find the probability that the score is
reasons for your answer.
i Lessthan3 ii lor3
For any family of three children, A is the
X is a continuous f (x)
event ‘there is at least one boy and girl’ and
random variable
Bis the event ‘there are more girls than
which cantake any, |
boys: Assuming all combinations are equally
value between 0 and 1 ag’
likely, are the events A and B independent of
The probability P
each other? Show your working.
distribution is shown
by the straight line 0 A box contains blue, yellow and black beads.
There are four blue beads and twice as many
graph. 0.5
yellow as black beads. When a bead is
a Write down P(X= 1)
chosen at random, the probability that it is
b Write down P(0< X<1)
black is aa How many yellow beads were
Cc Given that b= 3a, calculate a and b initially in the box?
d Show that P(0.25 < X< 0.75) <P(0.5<X<1)
The rainfall and temperature at a weather Challenge
station during May and June 2015 were
recorded and the following data obtained. 7 Twoevents, E and F, are associated
with a random experiment.
Temperature P(E and F’) = 0.4, P(E’ and F) =0.3,
Low |Medium |High| Total
Rainfall P(E and F)=0.1

a Find i P(E), P(F), P(EorF)

ii P(neither E nor F)

b Verify the equation

P(E or F) =P(E) + P(F)
a Find the values of constants a-f
— P(E and F)
b Find the probability that, on a randomly
chosen day in May or June 2015,
i Rainfall was high,
ii Temperature was medium or low,
iii Temperature was low and rainfall high.

® MyMaths Q 2091-2094, 2114 ~ SEARCH

 Binomial distribution

Fluency and skills

Probability often involves sets of identical, independent trials. When trials have two outcomes:
‘success’ and ‘failure} you can use a binomial probability distribution to model the situation.

Conditions for a binomial probability distribution: |Keypoint|

e Two possible outcomes in each trial.

e Fixed number of trials.
e Independent trials.
e Identical trials (p is the same for each trial).

You can see from the tree diagram that if a biased coin is thrown
three times and the probability of a head in any throw is 0.4, there
are three ways to obtain exactly two heads. rife: ae Second throw Third throw
43
P(two heads) =3 x 0.4° x 0.6 0.4 es
The trials are independent of each other and H
: 0.4 0.6 4
there are three ways to obtain exactly two T 042x06
heads. he H 0.42x 0.6
Tree diagrams
s
can be a helpful way to H ;
e oS)
record the possible outcomes of a small 0.4 PP
number of trials. However, when the T he? 0.6°
oe : 0.47 x 0.6
number of trials is greater than three this 06 0.4 _
becomes unwieldy in practice and the "C_ : H
formula is more appropriate. 0.4 0.6 are
4x 0.6
In general, for a binomial probability =P H 04x 0.6
distribution where X is a random variable 0.4
ih r
for the number of successes, the probability
—— 0.6
of x successes is given by: Tr 0.63

soothe? P(X=x) ="C_ p*(1 — p)"* |Key point | "C_ is the number
ae
reminder
onthes
O : A ane of ways of getting x
where nis the number of trials and p is the probability of success : :
funct
unction ; any giv
in i en tria
successes in 7 trials.
i l.

A random variable, X, with this distribution function is said to follow

lil. ICT
a binomial
i ve =, distribution with parameters n and p. This is written Large Resource
data set online

Individual probabilities, P(X =x), and cumulative probabilities, To practise calculating

P(X< x), can be found directly on a calculator, Related probabilities binomial distribution
can also be calculated. values, click this link in
the digital book.

Probability and discrete random variables Binomial distribution

 If X can only take integer values, P(X < x) = P(X<x- my,Keypoint
and P(X>x)=1-P(X<x)

fhe
2)
oad
Try it on your Activity
&
=| calculator Find out how to calculate
a]
You can calculate binomial P(X <5) for a random
A) variable X ~ Bin(30, 0.2) on
probabilities on a calculator.
Oo SOE your calculator.

Unless told otherwise, you should work out probabilities using a calculator.

Two fair six-sided dice are thrown 24 times. X represents the number of double sixes.
a_ Write down the probability distribution of X and its distribution function.
b Using the distribution function, find P(X = 1)
c Find the value of P(x <5)
24 independent and
Example
1 d_ Find the probability of at least three double sixes. identical trials.

| ip eare a
|

a X ~o(24,0]
36
1 x ZS 24-x

PX=x)= #c,(— |(=) e— Check this using the

binomial probability
distribution function
b P(X=1) = 0.3488 (4 dp) option on your calculator. |
© P(X<5)=P(X< 4) =0.9995 (4 dp)
Change to P(X< 5 — 1)
d P(X>3)=1-P(X< 2)=0.0281 and use your calculator.

The shape of a binomial distribution has some interesting features.

0.4 0.4 0.4

0.3 B(6, 0.5) 0.3 B(6, 0.2) 03

p 0.2 ja We

0.1

symmetry.
If p= a the distribution shows symmetry. This is because the binomial coefficients have
2
for
The distribution of B(n, p) shows reflective symmetry with B(n, 1 — p). For example, P(X=4)
X ~B(6, 0.8)
X ~ B(6, 0.2) is equal to P(X= 2) for
distribution

@MyMaths aman
CQ Ol
 Exercise 10.2A Fluency and skills
2
1 Given that X ~ B(5,0.3), find

a P(X=3) b P(Xs2) ¢ P(Xe0) cex) |0.078 0.230 |0.077 |0.010

2 X~B(8, 0.6). Find, to 2sf A fair six-sided dice is thrown 4 times and
a P(x<0) b P(xs3) the random variable X denotes the number
Carlee <> seeder 2) of 6s obtained.

3 The random variable T has a binomial a_ Give the distribution of X.

distribution, n= 8, p= 7Find, to 2 sf b Find, giving your answers to 3 dp

a P(T=4) b P(T>7) ¢ P(3<T<5) bP P(x=4) Wf P(XS2) it POS x3)

4 Given that X ~ B(5,0.4), 6 Abag contains 12 counters. Three are red and
the rest are black. A sample of five counters is
a Write an expression for P(X =x)
taken, with each counter being returned before
b Copy and complete the probability the next is chosen. Find the probability that the
distribution table. sample contains more than 3 red counters.

Reasoning and problem-solving

To solve a probability problem involving the binomial distribution

(4) Check the conditions for a binomial distribution are met. List any assumptions.

(2) Identify the random variable and the corresponding values of n and p
Strategy
(3) Calculate probabilities using the addition and multiplication rules if necessary.

In Camborne from May to October 2015 the daily mean windspeed was given using the
Beaufort scale. 12 days are picked at random from this set and could be described as either
light (probability 0.6), fresh (probability 0.1) or moderate (probability 0.3). Stating any
assumptions you make, calculate the probability of
a 4 days being light, b Atleast 6 days being either fresh or moderate.

12 identical, independent
a Let Xbe the number of days which are light. Assume the daily
trials with two outcomes.
mean windspeeds are independent of each other. e—

X~B(12,0.6) e
12 trials. P(light) = 0.6
P(X=4)=0.0420 e—
Let Y be the number of days which are fresh or moderate.
Calculate P(X = 4)
p=P(any day is fresh or moderate)

=0.14+0,.3=04 e The outcomes are

mutually exclusive.
Y~B(12,0.4) -——
P(Y26)=1-P(Y$5)=1-0.6652=0.3348
12 trials, p=0.4

© Probability and discrete random variables Binomial distribution

 Exercise 10.2B Reasoning and problem-solving
il. 1 a _ Inarepeated set of trials, Xis a 4 The West Cornwall Tourist Office stated that
ret ght random variable for the total number in Camborne half of all days in July 2015 had Lage
of ‘successes’ State three conditions
over 6 5 hours of sunshine.
required to be able to model X by a
Binomialdictiboton, a Use a binomial probability model to find
the probability that, in a random sample
b A weather caution is issued on any
of 8 days in July 2016, fewer than 4 days
day when the wind gust exceeds had over 6% hours of sunshine. State any
24 mph. In Leeming, between 1** May assumptions you make.
and 31“ October 1987, this occurred
33 times out of the 148 days where b Write down the probability that i More
data was available. i Calculate the than3 I! More than 4 days had over 61
probability that, in a set of 5 randomly OURS Sins isobar
chosen days during this period, fewer 3 You claim you can get at least one six in
than 2 days had wind gusts exceeding four throws of a fair dice. Your friend says
24mph._ ii Explain why a binomial you won't succeed. Who is more likely to be
model may not be suitable if the five right? Show your working.
days were consecutive. ; Sacaheyeh hia
y 6 A pair of fair six-sided dice is thrown eight
2 For each of the following random variables, times. Find the probability that a score greater
state whether the binomial distribution can than 7 is scored no more than five times.

Bae bod probability pee ae 7 Inthe summer 1987 in Hurn, the median of il.
sia Bee ate wales Obe sine p; if it can’t, or the daily windspeed is 7 kn. Use the binomial
soe ee OnaDie, give reasons, distribution to find the probability that, in a
a The number of black counters obtained random selection of 5 days, more than three
when 4 counters are chosen, with each had a daily windspeed of less than 7 kn.
being returned before the next is chosen, 8
Somebody claims they can tell the difference
from a bag containing 6 black and 8
between two different brands, A and B, of
pe omer: tea. They are given 5 pairs of cups, where in
b The number of patients in an each pair | cup contains brand A and 1
independent random sample of size contains brand B. Assuming that they are
8 at a GP practice who are prescribed guessing, find the probability that they
antibiotics. You are given that 12% of correctly identify at least 3 pairs.
patients are prescribed antibiotics.
c¢ The number of heads in 5 throws of a Challenge
biased coin where the probability of a 9 Forany family ofS children, Ais the

Head 18.0.6 event ‘there is at least 1 boy and 1 girl’

d The number of throws of a fair coin up to and Bis the event ‘there are more girls
and including the first head. than boys’ A symmetrical binomial

3. Acalculator claims it can randomly and probability distribution can model X, the
independently generate a digit from 0-9. For number of girls in a family of5children.
any four digits generated, the probability Are the events A and B independent of
of 2 zeros is 0.03. Is the calculator’s claim each other? Show your working.
correct? Show your working.

Q 2110, 2111 pina

@ MyMaths
 Summary and review

Chapter summary
P(A or B) = P(A) + P(B) if A and B are mutually exclusive.
The total probability of all mutually exclusive events is 1
If A is an event associated with a random experiment, then P(A’) = 1 — P(A)
For any sample space with N equally probable outcomes, if an event A can occur in n(A) of
these outcomes, the probability of A is given by P(A)=
n(A)
If A and B are independent, P(A and B) = P(A) x P(B)
If A and B are mutually exclusive, P(A and B) =0
A probability distribution for a random experiment shows how the total probability of 1 is
distributed between all the possible outcomes.
Venn diagrams can be used to show the probabilities of various possible outcomes whose total
probability adds to 1
The conditions for a binomial probability distribution are:
© Two possible outcomes in each trial.
o Fixed number of trials.
o Independent trials.
o Identical trials (p is the same for each trial).
If all the conditions are met, the binomial probability distribution can be used to calculate the
probabilities of events expressed in terms of the number of ‘successes’ in a set of trials.
If X ~ B(n,p) then P(X = x)="C,p*(1—p)” * where nis the number oftrials and p is the
probability of success in any given trial.
Individual probabilities, P(X =x), and cumulative probabilities, P(X < x), can be found directly
on a calculator.

Check and review

You should now be able to... Try Questions

& Use the vocabulary of probability theory, including the terms random experiment, 4
sample space, independent events and mutually exclusive events.

JS Solve problems involving mutually exclusive and independent events using the 1.6
addition and multiplication rules. Lpue
A Find the probability distribution and probabilities for particular events. 1
A Recognise and solve problems relating to experiments which can be modelled by the
binomial distribution.

© Probability and discrete random variables Summary and review

1 You throw a coin until a head or three tails A box contains 15 coloured beads. Three of
has occurred. If the probability of a head the beads are red, 2 are black and the rest
is p, find the probability distribution of the are white. A sample of 6 beads is taken, with
number of throws made. Check that the sum each bead being returned to the box before
of the probabilities equals 1 the next is chosen. Find the probability that
2 Given that X ~ B(16,0.4), find the sample contains more than 3 beads
which are not white.
dee e(<= 12) b P(x>6)
In a game of dice, you commit to getting
Give your answers to 3 dp. at least one double six in 24 throws of two
3. A fair six-sided dice is thrown 5 times and fair six-sided dice. Your friend says that you
the random variable X denotes the number won't succeed. Who is more likely to be
of times an odd value is obtained. right? You must show your working.

a Give the distribution of X A large packet of mixed flower seeds produce

flowers which are either red, blue or white.
b Find, giving your answers to 2 dp,
These colours occur in the ratio 2:3:5. Find
LePixX 3) ii P(X>0) the probability that, when 12 plants are
grown, at least 6 of them are white.
iii P< X<3)
At a postal sorting office, 32% of letters are
4 ‘Telephone calls to an online bank are held
classified as large and the rest are standard.
in a queue until an advisor is available. Over
a long period the bank has found that 8% of A random sample of 12 letters is taken. The
callers have to wait more than 4 minutes for random variable X is the number of standard
a response. In a random sample of 20 callers, letters in the sample.
find the probability that fewer than 3 have to a Write down the probability distribution
wait more than 4 minutes. of X
5 A pair of fair six-sided dice is thrown five b Find the probability that more than
times. Find the probability that a double six two-thirds of the letters are standard.
is scored no more than once.

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 Exploration
Going beyond the exams

/‘tHtict ory

A popular gambling game in (7th century France was to wager that there
would be at leagt one 6 in every four throws of a standard dice.
Antoine Gombaud, a gambler, reasoned that an equivalent wager
wag that there would be at least one double 6 in every 24 throws of a
pair of standard dice.
Over a period of time, however, Combaud logt money on the wager.
He decided to ask hig friend Blaige Pascal for help. Pascal, in turn,
contacted Pierre de Fermat and between them they formulated the
fundamental principles of probability for the firgt time.

Find the probability of rolling at leat one 6 in four throws of a

ctandard dice.
Find the probability of rolling at least one double 6 in 24 throws
of a standard pair of dice.
Explain why Combaud won money on the firgt wager but lot
money on the second.

Assuring the probability of having a birthday on any given day ig the

game, you only need 23 people in a room to make it more likely than not
that at least two of them share a birthday. If there are 7O people in a
room, the chance of two or more of them sharing a birthday ig (OO% if
rounded to three significant figures.
Thig feele counterintuitive becauge 23 ig euch a gmall number
pale to the number of days in a year (365, or 366 on a leap
year).
The mathe, however, is actually fairly simple. There are 25C,, (or 253)
ways of choosing a pair of random people out of a group of 23. To find
the chances of finding at least one match, you just need to subtract the
chance of no matches from |.
204 \>
P(2 or more shared birthdayg) = {- ea = 0.5004... (>50%)
Data, shown in the table, is collected on the number
of students nationally who like two given brands of
Like Dislike
fast food.
Like 11713 19981
a How many students are polled in total? [1 mark]
Dislike 9061 15457
b What is the probability a randomly chosen student likes
i Brand A, ii Brand B, iii Both brands? [9]
¢ Are opinions of the two brands independent? [2]
On any given day, the probability that a commuter misses their bus to work is a and the

probability that they miss the bus home is = The probability that they SP
eeaete overcook
their dinner is >These events are independent.
a What does it mean for events to be independent? [2]
b Calculate the probability that the commuter misses their bus home and accidentally
overcooks their dinner. [2]

¢ Calculate the probability that the commuter misses both buses but doesn’t
overcook their dinner. [3]
Two bags contain balls of various colours. A ball Event | Probability |Probability for
is drawn at random from a bag. The probabilities
for first bag | second bag
of drawing a specific colour from each bag are
3k
given in the table.
a Calculate the value of k

b Calculate the probability of drawing a white

bail from the second bag.
Cc Tia wants to maximise the probability of
drawing a white or a blue ball. Which bag
should she choose? [5]
A satsuma must meet a minimum size requirement in order to be suitable for
packaging. Each packet contains 8 satsumas. The grower finds that the probability
of arandomly chosen satsuma not being large enough is 0.01

a Find the probability that a random set of 8 satsumas contains at least one
that is not suitable for packaging. [4]

b Find the probability that a random set of 8 satsumas contains at most one
that is not suitable for packaging. [2]

A batch is accidentally sent out without being checked for the minimum size.
A supermarket receives 60 packets.
c Find the probability that the supermarket has received at least one packet
that contains at least one undersized satsuma.
 pen. An inspector picks
At a factory, sweets are automatically discarded if they are missha
poe MEW p
five discarded sweets at random to check that the right decisions are
or 1s satisfied.
If at least four of the discarded sweets are misshapen, then the inspect
be a suitable model
a What conditions must be true for the binomial distribution to
for this situation? [2]
On average, 84 out of 360 discarded sweets are not misshapen.
E
b Find the probability that the first four inspected sweets are misshapen but then
the fifth is fine.
c Find the probability that exactly one sweet is not misshapen. [2]

d Find the probability that the inspector is satisfied. [4]

In a football tournament, only two teams have a chance of winning. Team B will only
win the tournament if they win all three of their remaining matches and Team A fails
to win any of its four remaining matches to win the league. All match results are
independent. The probability that Team A wins any of their matches is 0.56 per match
and the probability that Team B wins any of their matches is 0.61 per match. Find the
probability that Team A wins the tournament. [4]

lil. 7 Data is collected on the number of days between May [ee

Large
data set
and October 2015 in which the daily maximum humidity
temperature and relative humidity are each above or Z ‘Ahowa hana
below the average in Hurn. z £ average |average
a How many days are included in the data? % ‘ Above 7 - | [1]
b Whatis the probability a randomly chosen day has E = average a >a]
i Above-average daily maximum temperature, 3 2 | Below 40 58
ii Above-average daily maximum relative humidity, EISSS
iii Both measures above average? [3]
c Are daily maximum temperature and relative humidity independent in this
sample? Justify your answer. [2]
An outdoor park has to be closed if it is raining too much. The probability it rains too much on
any day is 0.09
Assuming that the probability it rains on any day is independent of rain on any other day
a Find the probability that the park is closed at least once in a week, [4]
b Find the probability that the park is closed at most once in a week. [4]
Over a year, the weather is tracked to see how often the park has to be closed.
¢ Find the probability that the park is closed in at least 20 weeks over the year.
[2]
d What is the expected number of weeks that the park is closed for at least one day?
[2]
Three weather stations in a town measure the daily total sunshine. The probabil
ity that stations
A, B and C measure the most sunshine are 0.41, 0.36 and 0.23 respectively.
data set
Find the probability
that over a five-day period, station A records the most sunshine on more
days than the other
stations.
[5]

Probability and discrete random variables Assessment

 Hypothesis testing 1

Before a new medicine can be released for public

use, it has to go through a rigorous testing process.
These tests include medical trials on people who
are candidates for the treatment. This allows for
the monitoring of side effects, the observation of
how many trial patients actually respond to the
treatment, and consideration for what level of
improvement is deemed sufficient. For example,
if a drug significantly improves the condition of
40% of trial patients, but has no effect on the rest,
would it be considered successful?

In order to test a premise, you must have a clearly

defined hypothesis as well as unbiased methods
for collecting and analysing data. Does the data
follow any kind of pattern, or fit a known model?
How much error is there in the measurements
and how much error is acceptable? What would
lead you to reject your hypothesis? This is all
part of the scientific method for investigating
phenomena and making new discoveries.

KS4 To understand the Ch21 Hypothesis testing 2

e Interpret, analyse terms null hypothesis, Testing correlation.
and compare the alternative hypothesis, Testing a normal
distributions of data critical value, critical distribution.
sets. region and significance
e Recognise appropriate level. Careers
measures of central e To calculate the critical » Scientific research.
tendency and spread. region and the p-value. Quality control.
e To decide whether to
Ch10 Probability and reject or accept the
null hypothesis and
make conclusions.

Practise before
@ MyMaths you start
 Bridging Unit

Topic A: Hypothesis testing

is likely to be true.
A hypothesis test is used to determine whether or not a statement or assumption
Imagine you have a coin and you wish to determine whether it is ‘fair’; in other words, is it a
reasonable assumption that the probability of ‘heads’ is 0.5? You flip the coin 20 times and record
the number of ‘heads’ The coin lands on heads only 8 times.

You may want to say the coin is biased and that the probability of it landing on heads is less than 0.5.
But does the evidence support this claim?

The assumption that the coin is fair (p = 0.5) is called the null hypothesis.

The null hypothesis is your starting assumption. Coma

It states that a parameter, such as the probability, takes a certain value, and you assume this to be
true in your calculations.
The claim that the coin is biased towards tails (p < 0.5) is called the alternative hypothesis.

The alternative hypothesis contradicts the null hypothesis. |Key point |

It might state that the true value is greater than, less than or simply different to the value stated in
the null hypothesis.

If the coin is fair, then you expect 10 heads out of 20 flips. However, this is just an average, and
you won't actually get 10 heads every time you repeat the experiment. 8 isn’t far off 10 so it’s quite
possible that you will only get 8 heads even if the coin is fair. So this result does not provide evidence
that the coin is biased.

What about if you only got 7 heads? Or 6? It all depends on how certain you want to be that the coin
is biased and that the result wasn’t just a fluke with a fair coin.

Eventually, you get to a point where you consider the chance of randomly getting the observed
result or lower to be so small that you can reasonably assume the null hypothesis is wrong, and
therefore you can reject it in favour of the alternative hypothesis.

The probability at this point is equal to the significance level.

The significance level is the probability of rejecting the null hypothesis incorrectly |Key point |
when it’s actually true.
In other words, you reject the null hypothesis if the chance of randomly getting the observed
value, or a more extreme value, is less than or equal to the significance level.

Common significance levels are 1%, 5% and 10%, but in this section you can assume
it is always 5%.
A significance level of 5% means that if the null hypothesis is true you have a 5% chance
of
incorrectly rejecting it. If you use a significance level of 1% then your chance of
incorrectly rejecting
the null hypothesis goes down to 1%.

Bridging Unit Hypothesis testing

To determine the result of a hypothesis test, assume |Key point
the null hypothesis is true in your calculations and work out
the probability of getting an observed result or something more
extreme by fluke. If the probability you calculate is less than
or equal to the significance level, you should reject the null
hypothesis in favour of the alternative hypothesis.

A coin is flipped 20 times and lands on heads 7 times.

Number of heads Probability
The probability that a fair coin when flipped 20 times 7 or fewer 0.1316
lands on heads 7 or fewer times is 0.1316
6 or fewer 0.0577
a Do you think the coin is fair or biased towards tails? 5 or fewer 0.0207
The table gives the probability of different results 4 or fewer ik 0.0059
when a fair coin is flipped 20 times.

b Use the table to suggest how few heads would need to be flipped to support the claim that the
coin is biased towards tails. STA
Bridging

The probability that a fair coin lands on heads 7 or fewer times

out of 20i5 13.16% e— a mec nen

This is higher than the significance level, so we can’t say with

much confidence that the coin is biased. Therefore, we should
continue to assume that it is a fair coin.
—_
The probability that a fair coin lands on heads 5 or fewer times The probability is smaller |
out 2ZOB2O0/%, e-—— ——— ——{ than 5%
_——eEaeEeEe———
eS ee
—_————____—__—_——
So there is only a 2.07% chance of getting this result if the |
If you get fewer than 5 |
coin is fair.
heads then this is even
Therefore, if you get 5 heads, this is low enough to support the |
1
better evidence to support |
the claim of bias towards
claim that the coin is biased towards tails. — zi mails
| .

A coin is flipped 30 times and lands on heads 12 times. The probability that
a fair coin when flipped 30 times lands on heads 12 or fewer times is 0.1808
a Do you think the coin is fair or biased towards tails?
Explain your answer by referring to the probability. Number of heads Probability
8 or fewer 0.0081
The table gives the probability of different results
0.0214
when a fair coin is flipped 30 times. 9 or fewer
10 or fewer 0.0494
b Use the table to suggest how few heads would need a oe
0.1002
to be flipped to support the claim that the coin is
biased towards tails.

@ MyMaths
Ifa coin is fair, then as the number of flips increases the number of Number of Probability
heads will tend toward 50% ofthe total. So, with a smaller number heads
offlips, a more ‘extreme’ result is needed to imply the coin is biased. 0.0625
For example, if you only flip the coin 4 times then you can never get 1 or fewer
a result that supports a claim that the coin is biased. As you can see
2 or fewer
in the table, even if you don’t get any heads at all, the probability of
3 or fewer
this is 6.25%, which is more than 5%.

However, if you flip the coin 1000 times, then the probability of 473
or fewer heads is 0.0468. This is less than 5%, so it provides strong
evidence that the coin is biased towards tails - even if 473 seems
relatively close to 500

A coin is flipped 8 times and lands on heads only once. The probability of a fair coin landing on
heads 1 or fewer times out of 8 is 0.0352

a Do you think the coin is fair or biased towards tails?

A second coin is flipped 16 times and lands on heads twice.
b Use your result from part a to suggest whether the second coin is fair.

a The probability of 1 or fewer heads is 3.52%

So there is evidence that the coin is biased since there is only
a 3.52% chance that a fair coin would give a result this
extreme.

16 is double 8 so 2 out of 16 is the same proportion as 1 out

of 8

1 head of & implied that the coin is biased.

In fact, it can be
30 2 heads out of 16 will definitely also imply that the coin is calculated that only 4 or
biased, since a larger number of trials requires a less ‘extreme’ fewer heads are required
result to imply the coin is biased. e— to imply the coin is
biased in this case.

A coin is flipped 12 times and a result of 2or fewer heads is sufficient to imply
that the coin is biased. A second coin is flipped 120 times and lands on heads
20 times. What can you conclude about this coin?

Bridging Unit Hypothesis testing

Bridging Exercise Topic A

1 The table gives the probability of different results when a fair

coin is flipped 80 times.

Number of heads | Probability

28 or fewer
29 or fewer
30 or fewer
31 or fewer
32 or fewer
33 or fewer

Use the table to suggest how few heads would need to be

2
ras
flipped to support the claim that the coin is biased towards tails.
a
Bridgin
You should compare the results to 5% as in the examples.

The table gives the probability of different results when a fair

coin is flipped 50 times.

Number of heads Probability

17 or fewer
18 or fewer

0.0595
0.1013
For each of these experiments, explain what conclusion you
would draw about whether the coin is fair or biased towards tails.
You should compare the results to 5% as in the examples.

a Acoin is flipped 50 times and lands on heads

i 20 times,

ii 18 times,

iii 15 times,
iv 22 times.

b Acoinis flipped 100 times and lands on heads 36 times.

c¢ Acoinis flipped 25 times and lands on heads 10 times.

@ MyMaths
Fluency and skills
A shop claims that 85% ofits customers are satisfied with its service.
You think this figure is too high and take a random sample of 10
customers. If only 8 of the sample are satisfied, would you conclude
that 85% is too high? What if only 6 or 7 are satisfied?

You use a hypothesis test to determine whether to accept or reject

the shop’s claim.

The null hypothesis, H,,, is a statistical statement |Keypoint |

representing your basic assumption.

Don’t reject the null hypothesis until there is sufficient evidence to do so.

The alternative hypothesis, H,, is a statement that Comp

contradicts the null hypothesis.

A shop makes this claim: ‘85% of our customers are satisfied with our service.

Let p be the probability that a customer, chosen at random, is satisfied.

Write the null hypothesis and the alternative hypothesis in these cases.

a The claim is believed to be an overestimate.

b The claim is believed to be an underestimate. H, expresses the
c Theclaim is believed to be incorrect. altemative suggestion,
|

a ee|
ile(Des 0.65 and hee ps Ce
If H. is an underestimate
the true value must be

b H,:p=0.85 andH,: p>0.85 SS pas

GC Hj: p=0.85 and; p4#0.65 e——— a ’ | The true value of p could
be more or less than 0.85
ae)
The null hypothesis always includes the equality sign. \Keypoint

In parts a and b of Example 1, you can test the null hypothesis against the alternative hypothesis with
a one-tailed test. ‘This only tests either below the value stated in H, or only above the value stated in
H,, In part c, you can test the hypothesis with a two-tailed test. This tests both below and above the
value stated in H, (p< 0.85 and p > 0.85)

Hypothesis testing 1 Formulating a test

 Let X be the random variable representing the number of customers, in the chosen group
of 10, who
are satisfied. X is called the test statistic.
The value of X determines whether you accept or reject the null hypothesis.

Assuming H, is true, X is binomially distributed: X ~ B(10, 0.85)

For a
reminder of
the binomial
distribution.
A Critical
value

Critical region Acceptance region

Reject Ho Accept Ho

ee
ee

@ p=0.85

0 | Ce ee Ae tS Oe Sei a0)
X= Number ofsatisfied customers

For every hypothesis test, there is a set of values of X for which you accept Be
and a set for which you reject H,

The critical region is the set of values that leads you to reject the null hypothesis.
The acceptance region is the set of values that leads you to accept the null hypothesis.

The critical value lies on the border of the critical region. It depends
on the significance level of the test. The critical region includes the
critical value and all values that are more extreme than that.

Every hypothesis test has a significance level. ‘This is |Keypoint | In a discrete distribution
equal to the probability of incorrectly rejecting the null hypothesis. such as the binomial
distribution, the
If you use a low significance level, e.g. 1%, you can be fairly certain probability of incorrectly
of your result if you reject the null hypothesis. If you reject the null rejecting H, is the
hypothesis when using a high significance level, e.g. 20%, you may probability represented
need to carry out further tests to be sure of your result. Significance in the critical region and
levels of 10%, 5% and 1% are often used, but the significance level is therefore less than or
could be any value. equal to the significance
level.
After carrying out a hypothesis test, you must state whether you
accept H, or reject H,

You must also state a conclusion that relates directly to the problem.

There is always a chance that your decision to accept H, or reject H, The lower the
is wrong. Your conclusion must use language that reflects this. significance level, the
smaller the critical
A different significance level may produce a different critical region region, and vice versa.
and so may lead to a different conclusion.

® MyMaths
 Let p be the
Let X be the number of satisfied customers in a sample of 10 customers at a shop.
carried out to
probability that a customer, chosen at random, is satisfied. A hypothesis test is
assess the shop’s claim p = 0.85 against the alternative hypothesis p< 0.85

At a significance level of 5%, the critical region is X < 6

If the significance level is changed to a%, the critical region is X< 4

a Write an inequality for a

b Asample is taken and 6 customers out of 10 are satisfied.

The size of the critical region
the significance level is
Write down the conclusion if
is reduced so, assuming H,
i 5% ti a% is correct, the probability of
getting a value in the critical
region is reduced.
ane

b i Reject H,, as there is enough evidence to suggest that 6 falls into the critical region
X <6. State your answer in
the shop's claim is too high.
context.
li Accept H., as there is not enough evidence to suggest
that the shop's claim is too high. 6 falls into the acceptance
region X>5

As you lower the significance level, you need more evidence to reject the null |Key point |
hypothesis and you lower the chance of making an incorrect conclusion.

A driving instructor claims that 70% of his candidates pass first time. An inspector thinks that
this is inaccurate, so he does a survey of 25 former candidates and records the number who
passed first time. The significance level of his test is 10% and the critical values are 14 and 21

The null hypothesis is that the driving instructor’s claim is correct, so H,: p= 0.7 where p is the
probability that a candidate passes first time.

The alternative hypothesis is that the driving instructor's claim is wrong, so H,: p # 0.7

a State the critical region and the acceptance region for the test.

b State whether
es the inspector would accept or reject the null
The critical region consists
hypothesis if he found that :
of the critical value, 14, and
i 14 ofthe former candidates passed first time, note axes. values ret:
: that is values less than 14
li 20 of the former candidates passed first time.
This is everything not in the
Xis the number of the 25 former candidates who passed first time. critical region. X can only be
an integer
9 in this situation.
ituation
a Critical regionisX<14andX>21
Acceptance region is 15<X< 20 14 is the critical value and
b i Reject the null hypothesis. So lies in the critical region.

li Accept the null hypothesis. 20 lies in the acceptance

region.

Hypothesis testing 1 Formulating a test

 Exercise 11.1A Fluency and skills
In questions 1 to 3, pis the probability of an a Write a null and alternative hypothesis
event occurring. to represent this situation.
1 State the critical region and acceptance b State the critical region and the
region for the following tests. acceptance region for the test.
aH): p=0.6 and H,: p< 0.6 ¢ State whether you accept or reject the
The critical value is 5 null hypothesis if in the sample
b H,:p=0.6 and H:: p>0.6 i 3ofthe games were lost,
The critical value is 5 ii 15 of the games were lost,
c H,:p=0.6andH): p#0.6
iii 14 of the games were lost.
The critical values are 5 and 12
5 Acourier company states on its website that
2 State whether to accept or reject the null 90% ofits parcels arrive within 24 hours. An
hypothesis for the following tests. investigator thinks that this claim is too high,
a H,:p=0.4andH,:p<0.4 so he tests it by taking a random sample of
The critical value is 3 and in the sample 40'parcels:
taken, X takes a value of 4 The critical value at the 10% significance
b H,:p=0.3andH;:p>0.3 pes
The critical value is 17 and in the sample a State the critical region and the
taken, X takes a value of 18 acceptance region for the test.

c H,:p=0.7 and H,:p#0.7 b State whether you accept or reject the

The critical values are 2 and 11 and in null hypothesis if
the sample taken, X takes a value of 10 i 32 of the parcels arrive within

8 a H-p=04andH: p<04 24 hours,

In the sample taken, X takes a value of 18. ili 35 of the parcels arrive within
H, is rejected at the 10% significance level. 24 hours.
State whether you accept or rejectthe null ¢ A factory worker estimates that 1 in 20
hypothesis at a 20% significance level. products on the production line are faulty. A
b H:p=0.3andH,: p>0.3 supervisor thinks that his estimate is too low,
In the sample taken, X takes a value of 18. so she tests it at the 10% significance level.

H, is accepted at the 10% significance level. A random sample of 100 products is

State whether you accept or reject the null taken. The critical value is 9

Hypothesls ciaove significance level: a State the critical region and the
4 A football coach claimed that he lost only acceptance region for the test.
15% of his games. One of his players thinks b ‘The supervisor says that the critical value
that this claim is inaccurate and decides to for the 20% significance level is more
test it at the 5% significance level. than 9. Is she correct?
Arandom sample of 50 games is taken. The
critical values for the number of losses are
2 and 14

@ MyMaths
 7 Avehicle inspector thinks that 1 in 25 cars number of cars which do not have the
do not have the correct tyre pressure. A correct pressure. The critical value is 5
colleague believes that the proportion a State the critical region and the
suggested by the inspector may be higher, acceptance region for the test.
so she tests it at the 10% significance level.
b The critical value for the p% significance
Arandom sample of 60 cars is taken. She level is more than 5. Find an inequality
measures tyre pressure and notes the for p

Reasoning and problem-solving

To interpret the result of a hypothesis test

(4) Identify the critical region and draw a diagram if it helps.

(2) lf the value from the sample lies in the critical region then you reject the null hypothesis.
Strategy
~ If the value does not lie in the critical region then you accept the null hypothesis.

(3) End with a conclusion that relates back to the situation described in the question.

A researcher claims that the daily mean air temperature exceeds 20°C on 3 out of every
5 days in Beijing between May and October 2015. A supervisor thinks that this claim may be
inaccurate. She tests the claim by choosing a random sample of 50 days during this time period
and gathering data values for the daily mean air temperature in Beijing. The critical values at
the 5% significance level are 22 and 38
Example
4
a State the hypotheses needed to investigate this claim.
b If 40 data values were above 20°C, state whether you would
accept or reject the null hypothesis. State your conclusion clearly.
The supervisor concludes that there is not enough evidence at the 5% significance level that the
researcher’s claim is inaccurate.
c Write an inequality for n, the number of data values in the State what p
sample that do not exceed 20°C. represents. There are
two critical values, so
i‘ this is a two-tailed test.
a pis the probability that a data point is greater than 20°C.

sea ONe) eee ON!

one ne The critical values are
The critical regionis X <22andX>36 e 22 and 38
Reject the null hypothesis. ——
L
There is evidence, at the 5% significance level, to say
40 lies in the critical
that the researcher's claim would be incorrect. region.

The number of data values that exceed 20°C is 50—n

Pe ees State your conclusion.

—28<-n<-12
12<n<28 ee — = =e State your conclusion. :

Hypothesis testing 1 Formulating a test

 Exercise 11.1B Reasoning and problem-solving -
1 State H, and H, in each of the following cases. 4 James estimates that, on 25% of days ina il.
a ‘the probability of an event occurring tODEL yoone cae one thang pours cataat
is stated as 0.6 but this is thought to be of sunshine. His friend thinks that the
Plone percentage of days with fewer than 4 hours
of sunshine is lower than that. The critical
b The probability of an event occurring is value at the 10% significance level is 6
stated as 0.7 but this is thought to be too
high. a State the hypotheses needed to
investigate the claim.
c_ ‘the probability of an event occurring
is stated as 0.4 but this is thought to be Hh ItJames observes that Leeming gets
inaccurate. fewer than 4 hours of sunshine on 5 days
:
in a month, state whether you would
il. 2 Aresident estimates that, in Jacksonville, on accept or reject the null hypothesis. State
poh 6 in 20 days in 2015, the mean windspeed the conclusion.
is over 7 knots. The critical values at the 5%
significance level are Land 11 c James observes that Leeming gets
fewer than 4 hours of sunshine on
a State the hypotheses needed to n days and the conclusion was ‘there
investigate this claim. is not sufficient evidence, at the 10%
b If the null hypothesis is accepted then significance level, to say that the
state the inequality for n, the number of percentage of days in a month on
days in 2015 in Jacksonville with a mean which Leeming gets fewer than 4 hours
windspeed of over 7 knots. of sunshine is less than 25%! State an
inequality for n
3 A politician believes that 35% of her
constituency support her. A researcher tests d ‘The critical value at the x% significance
the claim to see if she is underestimating level is 5. State an inequality for x
her support. The critical value at the 15%
significance level is 41
Challenge
a State the hypotheses needed to
investigate this claim. 5 H,p=0.2 H,: p #0.2

b If 39 voters say that they support the A random sample of 80 is taken.

politician, decide if you would accept or Thewiical values atthe 5%
reject the null hypothesis and state your significance level are 8 and 24
conclusion.
a Find inequalities for a and b where
c_ Ifthe conclusion is ‘there is evidence Feed hore tie clucalyalice at the
that the politician is underestimating her 10% significance level and a<b
support’ then state the lowest possible
Find an inequality for x if 7 and
value of n, the number of voters in
26 are the critical values at the x%
the sample who said they support the
significance level.
politician.

@ MyMaths
 Xi a ¥ \

The critical region

Fluency and skills

claim,
Suppose somebody claims that 40% of people prefer apples to pears. You disagree with this
and believe the true value to be lower than 40%. You plan to investigate this claim by asking a
sample of n people whether they prefer apples to pears. The hypotheses are then:
Hi: p=04 Hp=04
where p is the probability of a person, chosen at random, saying they prefer apples to pears.
In this kind of hypothesis test, you can find the critical values or critical region using the binomial
distribution, provided certain conditions are true: samples are chosen at random, there are two
possible outcomes (in this case, yes or no), the outcomes are independent of one another, and the
same chance of each outcome can be assumed each time.
You can therefore assume that the number of people, X, who say they prefer apples to pears follows
a binomial distribution with n trials. Thus X ~ B(n, p)
Say you ask a random sample of 50 people. Assuming the null hypothesis
to be true, you would expect x ~ 20, where x is the number who say yes. Always assume H, to be
The probabilities for any observed value of x are binomially distributed true in your calculations.
around x= 20, as shown in the graph for X ~ B(50, 0.4)
P(x)
The alternative hypothesis is p < 0.4. That means this is a one-tailed
a aoe 0.15
test and the critical region involves values equal to or lower than the Y~B(S0. 0.4)
critical value. Say you are testing at a significance level of 5%: that 0.1
gives a critical value such that P(X < x) = 0.05. Using your calculator, 0.05
you can see that P(X< 14) = 0.054 and P(X< 13) = 0.028
0 ey
To check
how to Because the number of people can only take an integer value, the 0 5 10 15 20 25 30 35 40 45 50
calculate
probabilities critical value must also be an integer. So you choose the first value A lf you assume p to be 0.4, then
using the
binomial
where the probability is more extreme than the significance level, that __€ Most likely outcome is for
20 of the 50 people to prefer
theorem.
is, X= 13. So if 13 or fewer people say they prefer apples to pears, you
apples. But that doesn’t mean
would reject H,
other numbers are impossible:
If H, is assumed to be true, for discrete random Seay Boat perme eie ens Pea
variables, a value lies within the critical region if the probability over 0.1 ais es
of X being equal to or more extreme than that value is equal to or
less than the significance level.

In many cases, instead offinding the critical region, it is easier to simply calculate the probability
that X is equal to or more extreme than the observed value. If the probability of any observed value is
less than or equal to the significance level, you have grounds to reject the null hypothesis.

The p-value is the probability that X is equal to or Com

more extreme than an observed value. If the p-value is greater
than the significance level, you accept H,. If the p-value is less
than or equal to the significance level, you reject veh

Hypothesis testing 1 The critical region

So, going back to the case of people’s preference for apples and
pears: the p-value for 13 people preferring apples is 0.028 (=2.8%) If you had been testing
and the p-value for 14 people preferring apples is 0.054 (=5.4%). at a higher significance
At a significance level of 5%, you would reject the null hypothesis level, say 10%, you
for x= 13 and accept the null hypothesis for x = 14 would reject the null
hypothesis in both cases,
because the p-value for
both is lower than 10%

You are told that

X ~B(40, p) and H,: p= 0.25, H,: p #0.25
For each of the following values, i State the p-value to 4 decimal places and _ ii State, with
clear reason, your conclusion for the hypothesis test at a 10% significance level.
a X=7 Dee —16
| 10 is the most likely outcome.
This is a two-tailed test, so
O Zoro = V0 ——_ you must consider values |
cP (cay eesG, sre) ee ce Ea and much lower

li. The p-value is greater than 0.05, so accept H, a aie seer Re ieee
b i PXK216)=1=P(X%s 15)
Use your calculator to find
=1-0.9738 the p-value for X= 7
=0.0262
li The p-value is less than 0.05, so reject H,

Exercise 11.2A Fluency and skills

1 X~B(30,p) and Find the p-value (to 4 decimal places) and
H,:p=
p=0.2 Hi: p< 0.2 tate th
state lusion 1if
the conclusion

a_ Find the critical region for X if the che ese Dox Sd

significance level is 2% 5 X~B(60,p) and
b State the conclusion if X =1 H,: p =0.45 H,: p #0.45
2 xX ~B(20,p)and The significance level is 10%.
H:p=0.4 H,:p#0.4
: Find the p-value
-value (to 4
(to decimal places) and
4 decimal
Find the critical region for X if the state the conclusion if
significance level is 10% a X=34 Doe)

3 X ~B(30,p) and 6 X~B(30, p) and

H,: p= 0.15 7 0,15 H,: p=0.15, H): p>0.15

The significance level is 10% Find the critical region for X if the significance
Find the p-value (to 4 decimal places) and level is 15%
state the conclusion if 7 X~B(40, p) and
A Sea li ew. H,; p= 0.35, H,: p #0.35
4 X~B(25, p)and A test has significance level 1%

H,: p=0.2, H,: p#0.2 Ee

ithout finding 8
the critical region, state the
conclusion if
The significance level is 5%
a X=6 Diet 22)

@ MyMaths
 8 X~B(50, p) and H,: p=0.3, H,: p> 0.3 10 X ~B(40,p) and H,: p=0.4, H,: p< 0.4
Find the critical region for X if the The critical region forXis X < 8 at the y%
significance level. Find the greatest possible
.
:
significance level is
i 0.2% ii 2% iii 20% whole number value ofy

b State the conclusion in each case if X=22 11 X~ B(50, p)andH,: p=0.05, H,: p< 0.05

c The critical value for the p% significance a Find the critical region for X if the
level is 21. Find an inequality for p significance level is 10%
9 X~B(80,p) and H,: p=0.7, H,: p> 0.7 b Find the smallest integer value for x
a Find the critical region for X if the such that the critical region at the x%
significance level is significance level is different to your
i 1% ii 5% iii 10% answer to a.
b State the conclusion in each case ifX=64 12 X~ B(60, p) and H,: p=0.2, H,: p#0.2

¢ The null hypothesis is rejected at the p% The critical region for Xis X< 6, X= 18 at the
significance level when X = 64. Find the 2a% significance level.
smallest possible whole number value of p Find the two possible integer values of a

Reasoning and problem-solving

a To find a critical region and interpret the result when X is binomially distributed
o)
i)
P~) (1) Define X, state its distribution and write down H, and H,
1)
ts
- (2) Assume that H, is true and either find the critical region or calculate
7) the p-value.

(3) Decide whether to accept or reject H, and interpret the result in the Know your
context of the question.
data set
Daily total
A farmer in Camborne claims that it rains on 80% of the days in rainfall includes snow or
February. A farmworker thinks that the farmer’s claim is inaccurate hail which is measured
and so records whether or not it rains on each of the 28 days in one
in its liquid state.
particular February. He uses a hypothesis test at the 10% significance
Click this link in the
level to test whether or not the farmer's claim is accurate. State the
digital book for more
farmworker’s conclusion if he found that it rained on 26 out of the
information about the
28 days in February.
Large data set.
Xis the number of days on which it rained in 2a 1)
ree — |et
Define X
February.
Ven B(28, p) The¥ test is two-tailed. |
“th hil.
‘pak a
Resou rce
H, :p=08 H,:p#O8 ao = — ros online
Use a calculator to
Assume
H,, is true, so X ~ B(28,0.8) work out this value. To experiment with
P(226)-00e) > ———= = hypothesis testing, click
Since P(X =26) > 5%, you accept H., ie this link in the digital
Interpret the results.
book.

370|Hypothesis testing 1 The critical region

 Exercise 11.2B Reasoning and problem-solving
A dog-food company claimed that 8 of 10 4 When acoin is tossed a number of times, more
owners say their dogs prefer their product than twice as many heads as tails are recorded.
to other brands. 40 owners were surveyed
a_ Use the p-value to test, at the 5% level,
and a hypothesis test was carried out at the whether a coin is biased towards heads if
5% significance level to determine whether
i ‘The coin is tossed 4 times,
there was any evidence that the company
was overestimating the popularity of its li The coin is tossed 24 times.
product. b If the conclusion is ‘there is sufficient

a State the hypotheses clearly and find the evidence to say that the coin is biased
critical region. towards heads; find the smallest number
of times that the coin could have been
b State the conclusion if 31 owners said tossed.
that their dogs preferred the product.
The discrete random variable X has the
ig :2 A meteorologist estimates that, on 60% of following probability distribution.

x
fo [1 [2 |3 [4 [5 |6
Large
data set summer days in Beijing, the mean air tempe-
rature exceeds 24°C. A resident in Beijing
PK =x) 52) 26 ).01 3k) 10) 0.21:0:05
believes this claim to be inaccurate, so she
chooses 75 summer days at random and a State the value of k
carries out a hypothesis test at the 2% signi-
b If the critical values are 0 and 6 then find
ficance level. She found that, on 56 of the days,
a lower bound for the significance level.
the mean air temperature exceeded 24°C.
A phone repairer found that 1 in 10 phones
a State the hypotheses clearly and calcu- brought in for repair had cracked screens.
late the p-value (to 4 decimal places). She suspects that over time this proportion
b State the conclusion that the resident has reduced. She carries out a hypothesis
should make. test at the 10% significance level on the next
40 phones that are brought in.
In a large container of sweets, 15% are
a State clearly H, and H,
blackcurrant-flavoured. After a group of
children have eaten a lot of the sweets, She initially thought that n of these phones
one of the children wants to see whether had cracked screens and concluded that she
the proportion of blackcurrant sweets in should reject H,. She then found that one
the container has changed. She selects a more screen was cracked and concluded
random sample of 60 sweets and finds that that she should accept H,
4 of them are blackcurrant-flavoured. b Find the value of n

a Stating your hypotheses clearly, test at

Challenge
the 10% level of significance whether or
not there is evidence that the proportion 7 Acoinis tossed n times. X represents the
of blackcurrant-flavoured sweets has number of heads recorded. It is tested at
changed. the 2% level to see whether the coin is fair.
The critical region is X <12 and X 228
b If the child discovers that she
a_ Find the value of n
miscounted and that actually there are
5 blackcurrant-flavoured sweets, would b_ Find the critical region for a 1%
your conclusion change? significance level.

@ MyMaths
 iw 2
Ao \ ——

d revi

reject the null

« The null hypothesis, H,, is the basic assumption in a statistical test. Do not
hypothesis until there is sufficient evidence to do so.
¢ IfH,has the form p<.... only look at the lefttailofthe y
A
distribution (green in the diagram).
¢ IfH,has the form p >.... only look at the right tail
of the distribution (red in the diagram).
¢ IfH,has the form p #.... look at both tails of the
distribution (green and red in the diagram).
e Inatwo-tailed test you always consider half of
the significance level at the left tail and half of the x
significance level at the right tail.
¢ The critical value lies in the critical region and is the cut-off point for whether values are in the
critical region or not. The lower to significance level, the smaller the critical region.
¢ Ifyou are given a value and asked to test it then it is often quicker to use the p-value method.
¢ Inevery hypothesis test you must state whether you accept or reject the null hypothesis.
e Ifthe context is given for a hypothesis test then you must state a conclusion that relates directly
to the context of the question.

‘Check and review

You should now be able to... Try Questions

<f Understand the terms null hypothesis and alternative hypothesis. 1-6

<f Understand the terms critical value, critical region and significance level. 1-6

J Calculate the critical region 2, 3, 5,6

Jf Calculate the p-value. 4,6

Decide whether to reject or accept the null hypothesis 4,6
Make a conclusion based on whether you reject or accept the null hypothesis. 4,6

1 A proportion, p, of individuals in a large that the figure of 20% may be wrong so she
population have a characteristic, C. An selects a keypad at random and carries out a
independent random sample of size n is hypothesis test at the 5% significance level.
taken from the population and the number,
a State the hypotheses clearly.
X, of individuals with C is noted. Write down
b Find the critical region for the test.
the distribution of X
C Using this critical region, state the
A factory makes security keypads which
probability of concluding the figure of
have 25 buttons on them. 20% of the buttons
20% is incorrect when in fact it is correct.
are thought to be defective after the initial
manufacturing process. A manager thinks d Explain why the answer to part c is not
equal to 5%.
Hypothesis testing 1 Summary and review
 Lydia flips a coin to predict whether or not for binomial probabilities with n=6,
her school netball team will win their game. p=0.34
Olivia says that her analysis is better, so she
x R E 2 E 4 |5 6
records the results of the next 18 games
and carries out a hypothesis test at the 10% P(X=x) PORE gezee Ty are
significance level.
¢ Arandom variable X is known to have
State the hypotheses clearly. a binomial distribution with n=6. A
What is the lowest number ofpredictions test with a significance level of 5% is
that Olivia would have to get right in performed to investigate whether the
order to justify her claim? parameter p equals 0.34 against the
Students took a multiple choice maths exam. hypothesis that it is greater than this
Each of the 50 questions had 5 possible value. Use your answer to part b to
answers. One student did the test very
find the set of x-values which would
quickly, didn’t seem to read the questions suggest that p > 0.34 and give the
probability of incorrectly rejecting H,
at all and got 15 answers right. The teacher
thought that this student had simply guessed A scratch-card company claims that 10%
all the answers. She conducts a hypothesis of cards win prizes. A customer conducts a
test at the 5% significance level to see if there hypothesis test at the 10% significance level
is any evidence to suggest that the student to see if the claim is inaccurate. He collects
performed better than if he had simply been 45 cards and only wins with one card.
guessing.
State the hypotheses clearly.
a_ State the hypotheses clearly. The customer says that the probability of
b Use the p-value method to carry out the winning with only one card is less than
test and state the conclusion. 5%, so he concludes that the company’s
a State the conditions under which the claim is too high. Is he correct?
binomial distribution provides a good c ‘The customer then carried out another
model for a statistical experiment hypothesis test on 90 cards. He won
and state the probability distribution with two cards. He said that as both the
function. total number of cards and the number
of winning cards had doubled he should
b Using the binomial distribution function,
make the same conclusion as before. Is
copy and complete the following table
he right?

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etre Click these
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Reasoning and problem-solving (11B)
 Exploration
Going beyond the exams

Ronald Fisher (890 - 1962) was born in England and studied at

Cambridge University.
In 1925 he publighed a book on statistical methods, in which
he defined the statistical significance test. The book wag
well received by the mathematical and gcientific community and
significance testing became an egtablighed method of analygis in
experimental gcience.
Two other statigticiang, Jerzy Neyman and Egon Pearson,
also published a number of paperg on hypothesis testing. The
papere introduced much of the terminology used today, though their
approach was different to Figher’s. Neyrnan and Figher argued over
the relative merits of their work for many, years.

“Ctatistics ig the servant

to all sciences.” Figher applied his methods to test the claim, made
- Jerzy Neyman by Muriel Bristol, that she could tell whether
the tea or the mik was added to a cup firet.
Thig became known ag the lady tasting tea
experiment.
ONT

Hee aee
S

In the lady tasting tea experiment, the lady wag

offered 8 cups of tea at the game time. 4 were
prepared with milk firet and 4 were prepared with
tea first.
The lady was then agked to chooge the 4 cupg
which had been prepared with tea firet.
How many possible combinations of 4 cups
could she give?
(You could uge the nCr button on your
calculator.)
In the teet, Figher would only congider the
lady's claim ag valid if che identified all 4. cupg
correctly. What wag the significance level of thig
tect?
How many cups would Figher have had to
use ifhe wanted to test the lady’e claim at a
significance level of lege than 0.1%? Muriel Brigtol cee iis tified al
passing Fisher’s tect d :a J a
RRR
 Assessment

A certain variety of sweet pea produces flowers of various colours. Plants with yellow flowers are
particularly prized. A random sample of n plants is chosen to test, at the 5% significance level,
whether or not the proportion of plants with yellow flowers is 4
a
a Ifnis the sample size and p is the proportion of plants producing yellow flowers, write
down the null and alternative hypotheses for this test. [1 mark]
b Ifn=6, find the critical region, giving the probability of incorrectly rejecting H, [5]
A random variable X has a binomial distribution with parameters n= 10 and p, a constant.
The value of p was known to be 0.4 but is now believed to have increased. Large
data set

a Write down the null and alternative hypotheses in a test of this belief. [1]
b Use a significance level of 5% to determine the values of X that would suggest the
belief is incorrect. [4]
40% of days in Leuchars during the summer of 1987 had over 6 hours of sunshine. In 2015, a
random sample of 10 summer days was taken and 8 of them were found to have over 6 hours of
sunshine.

¢ Use your answer to parts a and b to state whether you believe that the proportion of days
with over 6 hours of sunshine has changed during that time period. [1]
You wish to investigate whether a coin is biased towards heads. You toss the coin 5 times and
note the number of heads showing.

a Given that the number of heads is 4, perform a 5% significance test, stating clearly your
null and alternative hypotheses. [5]

b Would your conclusion change if the number of heads showing was 5? [1]

It is estimated that 40% of cars on the road have a mechanical defect which breaks
current road traffic regulations. A sample of 20 cars were examined and 6 were found
to have such defects.
a State a condition on the method of choosing the sample so that a binomial probability
model can be used to test the estimate. [1]

b Assuming that the condition in part a is met, test at a 5% significance level whether the
data suggests that 40% is an overestimate. You should state clearly your null and alternative
hypotheses. [4]

Over a long period, 6 out of every 10 adults who were asked agreed with the statement ‘annual
snowfall has decreased over the last 10 years’ This year, in an independent random sample of
12 adults, 10 agreed with the statement.

Is there evidence that the proportion of adults holding this view has increased? You should
use a 10% significance level and describe the critical region. [5]
 on 82% of
The summer maximum daily temperature in 2015 in Leeming was above 17.5°C
had
all days. A random sample of 14 summer days were considered in 1987 and 13 of these
higher
temperatures above 17.5°C. It is suggested that this data shows that temperatures were
in Leeming in 1987 than in 2015

a Explain why the binomial probability distribution provides a good model for this
experiment. [2]

b Copy and complete the following table for X, a random variable for the number of summer
days with a maximum temperature above 17.5°C in 2015 [2]

x |11 2 13 14 |

|P(x=x) |0.2393 | 0.2725 5

c Test, using a 10% significance level, whether the suggestion is justified. [3]
A survey found that 60% of documents printed in an office were printed single-sided. Employees
were asked not to print single-sided in order to save paper. A fortnight later the manager of
the office wanted to see if there had been any reduction in the rate of single-sided printing. He
tested 40 documents and found that 18 of them had been printed single-sided.

a State the hypotheses clearly. [1]

b Ifhe concluded that there had been an improvement, using a significance level of a%,
what is the lowest possible whole number value of a? [3]

It is known that 35% of all days at Heathrow airport have a mean daily windspeed above 23 mph.
Somebody claims that this proportion is lower at Gatwick airport. A sample of 30 days found
that there was a mean daily windspeed above 23 mph on 8 of the days. A statistical test is carried
out to determine whether windspeeds are lower at Gatwick airport than at Heathrow.

a State a condition for the sample to be suitable for use in the test and state why the
condition is necessary. [2]
Let X be a random variable for the number of days with a mean daily windspeed above 23 mph
in a sample of size 30 at Gatwick airport.
b State the null and alternative hypotheses to be used in the test and, assuming that the null
hypothesis is true, give the distribution of X [2]
C Perform this test at a significance level of 5% [3]
X ~B(n,p) and

H,:p=k Hoek

The critical value is n—1

a Find the probability that X is in the critical region in terms of kand n [4]
b Ifn=2 and the significance level is at most 19% then find an inequality for
k [5]

Hypothesis testing 1 Assessment

 Assessment
Chapters 9-11: Statistics

A gardener wishes to research the average rainfall in a year. She considers the following methods
for finding a sample of approximately 50 days.

State the name of the method of sampling in each case.

a Numbering each day of the year, then using a list of random numbers to select 50 days. [1]
b Selecting every Saturday during that year. [1]
¢ ‘Taking a measurement whenever she has time until she has 50 measurements. [1]

The blood glucose levels of a group of adults is recorded immediately before and 2 hours
after eating a meal. The results are summarised in these box and whisker plots.

Blood glucose levels (mmol//)

a Whatis the interquartile range 2 hours after eating the meal? [2]
b What is the median blood glucose level 2 hours after the meal? [1]
¢ Compare the blood glucose levels immediately before eating with those
2 hours after eating. [2]
A blood glucose level of below 6 mmol/l] before eating is considered normal.

d What percentage of the group have a normal blood glucose level before the meal? [1]

This cumulative frequency graph shows the results of a

general knowledge test taken by 80 people. ai

a Whatis the median score? . 60 [1]

b Calculate the interquartile range. 3 50 4 [3]

The test was out of 80 marks. E 40

¢ Howmany people scored over 60%? ;2 [3]

d Whatscore did 90% of people exceed? 7 [2]

0 10 20 30 40 50 60 70
Score
 Assessment Chapters 9-11: Statistics
4 The number of days with rain and whether the
moleset temperature is warm (2 18°C) or cool is recorded
for 6 months at Hurn weather station.
The results are shown in the table, with some
values missing.
a Copy and complete the table. [2]
b Write down the probability that a day was dry and warm. [1]
c_ Are the events “a day is warm” and “a day has no rain” independent?
You must use probabilities to justify your answer. [3]

5 Use the fact that X ~ B(20, 0.4) to find these probabilities.

a P(X =13) [1] by ePGX =5) [1] c P(xX>10) [2]
6 The probability that a commuter cycles to work is = if it is not raining and =if it is raining.

The probability of rain at the time he is leaving for work is =

a Calculate the probability that, on a particular day,

i Itisrainingand he does notcycle, ii He does not cycle. [4]
b Ina 5-day week with no rain, calculate the probability that the commuter
i Cycles every day, ii Cycles on exactly two days,
iii Cycles on more than two days. [5]
hil, 7 ‘The maximum daily temperature at
prog Leeming weather station was recorded
every day in 2015 and the data is
shown in the frequency polygon.
a What was the modal temperature
S
range? 3 SS S2=eii
lo}

b Estimate the 2 =
. =}

i Mean of the temperature, iS

ii Standard deviation of the
temperature. = [3]

An outlier is defined as a value

more than 2 standard deviations from
a
14 16 18 20 22 24 26 28 30 32
the mean. Temperature (C)

¢ Are there any outliers in this data?

Explain how you know.
[4]

© Assessment Chapters 9-11: Statistics

Assessment Chapters 9-11: Statistics
8 The resting pulse rates (bpm) of a group of people were
measured. The mean for the group is 71 bpm.

The data is given in the box but one of the numbers has
been entered incorrectly.

a Identify the error and calculate the correct pulse rate. [3]
b Calculate the variance of the correct data. [1]
¢ Calculate the median and explain why it might be a better average to
use than the mean. [2]
9 Asmallholder records the mass of all eggs laid by her hens over a week.

The table shows her results.

@ Whatis the modal size of egg?

Size [Mass ofa |reauene |
b Estimate the mean and standard
deviation of the mass of the eggs. Large OSes Co
c Estimate the median and interquartile Very large 73 <e< 83
range of the mass of the eggs.

The smallholder decides to keep all the small eggs to use at home or give to friends.

d Without further calculation, state the effect this will have on the mean and standard
deviation of the remaining eggs. [2]
10 P(A) =0.3, P(B)=0.75 and P(AMB)=0.15
a Calculate
ePCAUB) ii P(A’OB) [3]

Event Cis mutually exclusive to event A and to event B

b Given that P(C) < x, calculate the value of x [2]

11 The probability of rain on any given day in June at Heathrow is assumed to be 30%. il.
Large

a Assuming a binomial distribution, find the probability that during a ten-day periodin June Esk

i ‘Thereis no rain, ii It rains on fewer than half of the days,

iii Itrains on more than 7 days. [6]

b Comment on the suitability of a binomial distribution in this case. [2]

12 A factory produces thermometers that record the maximum daily outdoor temperature.
The probability of a thermometer being faulty is 1%

One day, a sample of 30 thermometers is taken and 2 are found to be faulty.

a Test, at the 5% significance level, whether there is any evidence that the
probability of being faulty has increased. [6]

b Whatis the actual significance level in this case? [1]

State the probability of incorrectly rejecting the null hypothesis in this case. [1]
¢
 Assessment Chapters 9-11: Statistics
require data from a sample of
til. 13 A meteorologist is researching the weather in the UK. They
ed.
at ack 30 weather stations. Several methods of selecting the sample are suggest

a For each method, state what it is called and explain its disadvantages.

i Using the 30 nearest weather stations to their location.

[4]
ii Using an alphabetical list of the weather stations and selecting every 14" station.
the
Instead, the meteorologist decides to take a stratified random sample based on where
weather station is by country.
The table shows how many weather stations are in
each country.
b Work out how many weather stations should
be selected from each country. [3]

14 In 2016, the population of countries in the European Union, to the nearest million, is
summarised in the table.
: : Population Number of
A histogram is drawn to illustrate the data. The bar Gniiena countries
for 6-15 million is 1cm wide and 13.5cm tall.
a Calculate the height and width of the 61-85 bar. [5]

b Estimate how many counties have a population,

to the nearest million, of under 10 million. [4]

Cc Estimate the populations that the middle 50% of

countries lie between. [4]
il. 15 The probability distribution of windspeeds
vie (using the Beaufort scale) is given in the table.
a Calculate
peP(x 4) ii PO=x<6) [4]
A Beaufort force 4 is described as ‘moderate’ wind.

b 50 days are selected at random. Calculate the probability

of the windspeed being lower than ‘moderate’ on more than 30 days. [3]
¢ What assumptions did you make in part b? [2]
16 You are given that X ~ B(25, 0.45)

Find the largest value of xsuch that P(X > x)>0.8 [4]
17 Somebody thinks that the probability of it raining on a day in the summer holiday is 40%
One summer holiday, she recorded that it rained on 10 of the 40 days.

a Use a hypothesis test with 2.5% significance level to test whether or not she is correct.
[5]
b Work out the acceptance region for this test.
[5]
¢ Comment on any assumptions you have made.
[2]

Assessment Chapters 9-11: Statistics

Mathematical formulae
For AS Level Maths

The following mathematical formulae will be provided for you.

Pure Mathematics
Mensuration
Surface area of sphere = 417°

Area of curved surface of cone = mr x slant height

Binomial series
n n n
(a+b) =a" a Jetof Jewe na( |Jerse oe (néeN)

Logarithms and exponentials Differentiation

ies log, x First principles
Sead
exina _ 4x ices
f’(x)= lim econ wie tee

Statistics Mechanics
Probability Kinematics
P(A’) =1-P(A) For motion in a straight line with constant

Standard deviation pee eaigu:

Standard deviation = J(Variance) sent ae
Interquartile range = IQR=Q,-Q, 2

a set of n values Xx,, X,,...) Xy---X,

For s=ut— at"

‘ ; Doe: ) py? =u? +2as

See= 2 (%1-¥) =x jane tal s= hut)

Standard deviation = <= or de BRO

Discrete distributions
Statistical tables
For AS Level Maths

The following statistical tables will be provided for you.

Binomial Cumulative Distribution Function

n and parameter p.
The tabulated value is P(X < x), where X has a binomial distribution with index

0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 0.50

03277 0.25% 0.1160 0.0778 0.0503 0.0312

0.9185 0.8352 0.7373 0.6328 0.5282 0.4284 0.3370 0.2562 0.1875
0.9914 0.9734 0.9421 0.8965 0.8369 0.7648 0.6826 0.5931 0.5000
0.9995 0.9978 0.9933 0.9844 0.9692 0.9460 0.9130 0.8688 0.8125
0.9997 0.9990 0.9947 0.9898 0.9815 0.9688
0.2621 0.0754 0.0467 0.0277 0.0156
0.8857 0.7765 0.6554 0.5339 0.4202 0.3191 0.2333 0.1636 0.1094
0.9842 0.9527 0.9011 0.8306 0.7443 0.6471 0.5443 0.4415 0.3438
0.9987 0.9941 0.9830 0.9624 0.9295 0.8826 0.8208 0.7447 0.6563
0.9999 0.9996 0.9984 0.9954 0.9891 0.9777 0.9590 0.9308 0.8906
0.9999 0.9982 0.9959 0.9917 0.9844
0.2097 0.0490 0.0280 0.0152 0.0078
0.8503 0.7166 0.5767 0.4449 0.3294 0.2338 0.1586 0.1024 0.0625
0.9743 0.9262 0.8520 0.7564 0.6471 0.5323 0.4199 0.3164 0.2266
0.9973 0.9879 0.9667 0.9294 0.8740 0.8002 0.7102 0.6083 0.5000
0.9998 0.9988 0.9953 0.9871 0.9712 0.9444 0.9037 0.8471 0.7734
1.0000 0.9999. .0.9996, 0.9987 0.9962 0.9910 09812-03645) 023%
1.0000 0.9994 0.9984 0.9963 0.9922
0.4305 0.1678 0.0319 0.0168 0.0084 0.0039
0.8131 0.6572 0.5033 0.3671 0.2553 0.1691 0.1064 0.0632 0.0352
0.9619 0.8948 0.7969 0.6785 0.5518 0.4278 0.3154 0.2201 0.1445
0.9950 0.9786 0.9437 0.8862 0.8059 0.7064 0.5941 0.4770 0.3633
0.9996 0.9971 0.9896 0.9727 0.9420 0.8939 0.8263 0.7396 0.6367
1.0000 0.9998 0.9988 0.9958 0.9887 0.9747 0.9502 0.9115 0.8555
1.0000 1.0000 0.9999 0.9996 0.9987 0.9964 0.9915 0.9819 0.9648
1.0000 1.0000 0.9998 0.9993 0.9983 0.9961
0.3874 0.2316 0.1342 0.0751 0.0404 0.0207 0.0101 0.0046 0.0020
0.7748 0.5995 0.4362 0.3003 0.1960 0.1211 0.0705 0.0385 0.0195
0.9470 0.8591 0.7382 0.6007 0.4628 0.3373 0.2318 0.1495 0.0898
0.9917 0.9661 0.9144 0.8343 0.7297 0.6089 0.4826 0.3614 0.2539
0.9991 0.9944 0.9804 0.9511 0.9012 0.8283 0.7334 0.6214 0.5000
0.9999 0.9994 0.9969 0.9900 0.9747 0.9464 0.9006 0.8342 0.7461
1.0000 1.0000 0.9997 0.9987 0.9957 0.9888 0.9750 0.9502 0.9102
1.0000 1.0000 1.0000 0.9999 0.9996 0.9986 0.9962 0.9909 0.9805
1.0000 1.0000 0.9999 0.9997 0.9992 0.9980

Statistical tables for AS Level Maths

Statistical tables for AS Level Maths

0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 0.50
0.5987 0.3487 0.1969 0.1074 0.0563 0.0135 0.0060 0.0025 0.0010
O:9139 0.7361 0.5443 0.3758 0.2440 0.1493 0.0860 0.0464 0.0233 0.0107
0.9885 0.9298 0.8202 0.6778 0.5256 0.3828 0.2616 0.1673 0.0996 0.0547
0.9990 0.9872 0.9500 0.8791 0:7'759 0.6496 0.5138 0.3823 0.2660 OL ALS
0.9999 0.9984 0.9901 0.9672 0.9219 0.8497 0.7515 0.6331 0.5044 0.3770
1.0000 0.9999 0.9986 0.9936 0.9803 0.9527, 0.9051 0.8338 0.7384 0.6230
1.0000 1.0000 0.9999 0;9991 0.9965 0.9894 0.9740 0.9452 0.8980 0.8281
1.0000 1.0000 1.0000 0.9999 0.9996 0.9984 0:9952 0.9877 0.9726 0.9453
1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0:9995 0.9983 0.9955 0.9893
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0:9997 0.9990
0.2824 0.1422 0.0687 0.0317 0.0057 0.0022 0.0008 0.0002
0.8816 0.6590 0.4435 0.2749 0.1584 0.0850 0.0424 0.0196 0.0083 0.0032
0.9804 0.8891 0.7358 0.5583 0.3907 0.2528 0.1513 0.0834 0.0421 0:0193
09978 0.9744 0.9078 0.7946 0.6488 0.4925 0.3467 0.2253 0.1345 0.0730
0.9998 09957, 0.9761 0.9274 0.8424 0.7237 0.5833 0.4382 0.3044 0.1938
1.0000 0.9995 0.9954 0.9806 0.9456 0.8822 0.7873 0.6652 0.5269 0.3872
1.0000 0.9999 0.9993 0.9961 0.9857 0.9614 0.9154 0.8418 0.7393 0.6128
1.0000 1.0000 0.9999 0.9994 0.9972 0.9905 0.9745 0.9427 0.8883 0.8062
1.0000 1.0000 1.0000 0.9999 0.9996 0.9983 0.9944 0.9847 0.9644 0.9270
S&S 1.0000
iS
Cow
ES
ton
ep
SP
tes)
ee)
em
TS
SS)
SS
nh
ep)
jes}
ide} 1.0000 1.0000 1.0000 1.0000 0.9998 0.9992 0.9972 O:9921 0.9807
_© 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0:9999 0:9997 0:9989 0.9968
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0.9998
0.4633 0.2059 0.0874 0.0352 0.0134 0.0047 0.0016 0.0005 0.0001 0.0000
0.8290 0.5490 0.3186 0.1671 0.0802 0.0353 0.0142 0.0052 0.0017 0.0005
0.9638 0.8159 0.6042 0.3980 0.2361 0.1268 0.0617 0.0271 0.0107 0.0037
0.9945 0.9444 0.8227 0.6482 0.4613 0.2969 O.1727 0.0905 0.0424 0.0176
0.9994 0.9873 0.9383 0.8358 0.6865 Qa 155 O39L9 OFZ 1573 0.1204 0.0592
0.9999 0.9978 0.9832 0.9389 0.8516 0.7216 0.5643 0.4032 0.2608 0.1509
1.0000 0.9997, 0.9964 0.9819 0.9434 0.8689 0.7548 0.6098 0.4522 0.3036
1.0000 1.0000 0.9994 0.9958 0.9827 0.9500 0.8868 0.7869 0.6535 0.5000
1.0000 1.0000 0.9999 09992 0.9958 0.9848 0.9578 0.9050 0.8182 0.6964
OT]
HS
DY
©
anr
Coon1.0000 1.0000 1.0000 0;9999 0.9992 0.9963 0.9876 0.9662 9251 0.8491
— j=) 1.0000 1.0000 1.0000 1.0000 0.9999 0.9995 0/9972 0.9907 0.9745 0.9408
— —_ 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0:9995 0.9981 09937 0.9824
_ i) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0;9999 0.9997 0.9989 0.9963
—_SS) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0:$999 O;9995
—"ix 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000
Statistical tables for AS Level Maths

0.20 0.25 0.30 0:39 0.40 0.45 0.50

0.10 0.15
0.1216 0.0115 0.0032 0.0008 0.0002 0.0000 0.0000 0.0000
0.3917 0.1756 0.0692 0.0243 0.0076 0.0021 0.0005 0.0001 0.0000
0.7358
0.6769 0.4049 0.2061 0.0913 0.0355 0.0121 0.0036 0.0009 0.0002
0.9245
0.9841 0.8670 0.6477 0.4114 O:2252 0.1071 0.0444 0.0160 0.0049 0.0013
0.9974 0.9568 0.8298 0.6296 0.4148 0.2375 0.1182 0.0510 0.0189 0.0059
0.9997 0.9887 09327 0.8042 0.6172 0.4164 0.2454 0.1256 0.0553 0.0207
1.0000 0.9976 0.9781 0.9133 0.7858 0.6080 0.4166 0.2500 0.1299 0.0577
1.0000 0.9996 0.9941 0.9679 0.8982 0.7723 0.6010 0.4159 0.2520 0.1316
1.0000 0:9999 0.9987 0.9900 0.9591 0.8867 0.7624 0.5956 0.4143 0.2517
bs
Gh
US
GT
oY
XS)
eo)
i@ = 1.0000 1.0000 0.9998 0.9974 0.9861 0.9520 0.8782 0.7553 0.5914 0.4119
—S 1.0000 1.0000 1.0000 0.9994 0.9961 0.9829 0.9468 0.8725 0.7507 0.5881
—_ —_ 1.0000 1.0000 1.0000 0:9999 0:9991 0.9949 0.9804 0.9435 0.8692 0.7483
_—i) 1.0000 1.0000 1.0000 1.0000 0.9998 0.9987 0.9940 0.9790 0.9420 0.8684
— ee) 1.0000 1.0000 1.0000 1.0000 1.0000 0.9997 0.9985 0.9935 0.9786 0.9423
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9997 0.9984 0.9936 0.9793
oeoa 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9997 0.9985 0.9941
—_(op) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9997 0.9987
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998
ae
Com] 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000
0.0718 0.0038 0.0000 0.0000 0.0000 0.0000
0.6424 OR ae 0.0931 0.0274 0.0070 0.0016 0.0003 0.0001 0.0000 0.0000
0.8729 0.5371 02530 0.0982 0.0321 0.0090 0.0021 0.0004 0.0001 0.0000
0.9659 0.7636 0.4711 0.2340 0.0962 0.0332 0.0097 0.0024 0.0005 0.0001
0.9928 0.9020 0.6821 0.4207 O2137 0.0905 0.0320 0.0095 0.0023 0.0005
0.9988 0.9666 0.8385 0.6167 0.3783 0.1935 0.0826 0.0294 0.0086 0.0020
0.9998 0.9905 0.9305 0.7800 0.5611 0.3407 0.1734 0.0736 0.0258 0.0073
1.0000 09977 0.9745 0.8909 0.7265 0.5118 0.3061 0.1536 0.0639 0.0216
1.0000 0.9995 0.9920 0.9532 0.8506 0.6769 0.4668 0.2735 0.1340 0.0539
PS
GS&= 1.0000
eC)
Cl)
ej
iS 0.9999 0.9979 0.9827 0.9287 0.8106 0.6303 0.4246 0.2424 0.1148
— i) 1.0000 1.0000 09995 0.9944 0.9703 0.9022 07712 0.5858 0.3843 0.2122
1.0000 1.0000 079999 0.9985 0.9893 0.9558 0.8746 0.7323 0.5426 0.3450
— oe1.0000 1.0000 1.0000 0.9996 0.9966 0.9825 0.9396 0.8462 0.6937 0.5000
_ ice) 1.0000 1.0000 1.0000 0.9999 0.9991 0.9940 0.9745 0.9222 0.8173 0.6550
— cS 1.0000 1.0000 1.0000 1.0000 0.9998 0.9982 0.9907 0.9656 0.9040 0.7878
_ on 1.0000 1.0000 1.0000 1.0000 1.0000 0.9995 S971 0.9868 0.9560 0.8852
_ op) 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0.9992 0.9957 0.9826 0.9461
—_~] 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998 0.9988 0.9942 0.9784
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9997 0.9984 0.9927
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 O-9999 0.9996 0.9980
fos) 1.0000 1.0000 1.0000 1.0000 1.0000
oFXe)"
jes)
1.0000 1.0000 1.0000 0.9999 0.9995
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999
bhOe
DO 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000

Statistical tables for AS Level Maths

Statistical tables for AS Level Maths

0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 0.50
0.2146 0.0424 0.0076 0.0012 0.0000 0.0000 0.0000 0.0000
0.5535 0.1837 0.0480 0.0105 0.0020 0.0003 0.0000 0.0000 0.0000 0.0000
0.8122 0.4114 0.1514 0.0442 0.0106 0.0021 0.0003 0.0000 0.0000 0.0000
09392 0.6474 0.3217 On227 0.0374 0.0093 0.0019 0.0003 0.0000 0.0000
0.98440.8245 0.5245 0.2552 0.0979 0.0302 0.0075 0.0015 0.0002 0.0000
0.99670.9268 0.7106 0.4275 0.2026 0.0766 0.0233 0.0057 0.0011 0.0002
0.99940.9742 0.8474 0.6070 0.3481 031595 0.0586 0.0172 0.0040 0.0007
0.9999 09922 0.9302 0.7608 0.5143 0.2814 0.1238 0.0435 0.0121 0.0026
1.0000 0.9980 O:9722 0.8713 0.6736 0.4315 0.2247 0.0940 0.0312 0.0081
OANDHA
AWD 1.0000 0995 0.9903 0.9389 0.8034 0.5888 OS aS 0.1763 0.0694 0.0214
_ i=) 1.0000 0/9999 0.9971 0.9744 0.8943 0.7304 0.5078 VIZ95 0.1350 0.0494
1.0000 1.0000 0.9992 0.9905 0.9493 0.8407 0.6548 0.4311 O2327 0.1002
— See1.0000
—_ 1.0000 0.9998 0:9969 0.9784 0:91.55 0.7802 0.5785 O35 92 0.1808
—_ice) 1.0000 1.0000 1.0000 0.9991 0.9918 0.9599 0.8737 0.7145 0.5025 0.2923
—_> 1.0000 1.0000 1.0000 0.9998 0.9973 0.9831 0.9348 0.8246 0.6448 0.4278
_o 1.0000 1.0000 1.0000 0.9999 0.9992 0.9936 0.9699 0.9029 0.7691 ney
—_(ep) 1.0000 1.0000 1.0000 1.0000 0.9998 0.9979 0.9876 0.9519 0.8644 0.7077
—|ce 1.0000 1.0000 1.0000 1.0000 0:9999 0.9994 0.9955 0.9788 0.9286 0.8192
_ lee) 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998 0.9986 es heeLe 0.9666 0.8998
—_co) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9996 Oa! 0.9862 0.9506
i)i=) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 9999 0.9991 0.9950 0.9786
i) _ 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998 0.9984 O99 TS
i)i) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9996 0.9974
i)ise) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0.9993
bors 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998
i)on 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000
Statistical tables for AS Level Maths

0.0148
0.0805
0.2228
0.4231
0.6290
0.7937
0.9005
0.9581
0.9845
WY
SB
DOT 0.9949
OCOON

0.9985
0.9996
0:9999
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
1.0000
KF
RP
FP
BHP
KH
HH
DN
ND
NYCH
ep
Sl
co
Ce)
oO
Qi
eco
&
HS
Cw
GS
@
©
MS 1.0000
WBWwWNHNHNNNN
i!
RS)
Ch
PS

Statistical tables for AS Level Maths

Statistical tables for AS Level Maths

0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 0.50
0.0052 0.0000 0.0000 0.0000 0.0000 0.0000
0.0338 0.0029 0.0002 0.0000 0.0000 0.0000 0.0000 0.0000 0.0000
OA Le 0.0142 0.0013 0.0001 0.0000 0.0000 0.0000 0.0000 0.0000
0.2503 0.0460 0.0057 0.0005 0.0000 0.0000 0.0000 0.0000 0.0000
0.4312 OZ 1 0.0185 0.0021 0.0002 0.0000 0.0000 0.0000 0.0000
0.6161 0.2194 0.0480 0.0070 0.0007 0.0001 0.0000 0.0000 0.0000
0.7702 0.3613 0.1034 0.0194 0.0025 0.0002 0.0000 0.0000 0.0000
0.8779 0.5188 0.1904 0.0453 0.0073 0.0008 0.0001 0.0000 0.0000
0.9421 0.6681 0.3073 0.0916 0.0183 0.0025 0.0002 0.0000 0.0000
CANAMRA
AWD 0.9755 OGLE 0.4437 0.1637 0.0402 0.0067 0.0008 0.0001 0.0000
j=l(cs>] 0.9906 0.8801 0.5836 0.2622 0.0789 0.0160 0.0022 0.0002 0.0000
—— 0.9968 0.9372 0.7107 0.3816 0.1390 0.0342 0.0057 0.0006 0.0000
-—ie) 0.9990 0.9699 0.8139 0.5110 22229 0.0661 0.0133 0.0018 0.0002
— eS) C9997 0.9868 0.8894 0.6370 03270 0.1163 0.0280 0.0045 0.0005
_ Ps 0.9999 0.9947 0.9393 0.7481 0.4468 0.1878 0.0540 0.0104 0.0013
—o 1.0000 0.9981 0.9692 0.8369 0.5692 0.2801 0.0955 0.0220 0.0033
= op) 1.0000 09993, 0.9856 0.9017 0.6839 0.3889 0.1561 0.0427 0.0077
_ ~) 1.0000 09998 O:9937, 0.9449 0.7822 0.5060 0.2369 0.0765 0.0164
— lee) 1.0000 0,38999 0.99:75 0.9713 0.8594 0.6216 0.3356 0.1273 0.0325
fontwo 1.0000 1.0000 0.9991 0.9861 O9152 0.7264 0.4465 0.1974 0.0595
i)oS 1.0000 1.0000 0.9997 0.9937 0.9522 0.8139 0.5610 0.2862 0.1013
i) — 1.0000 1.0000 0.9999 0.9974 0.9749 0.8813 0.6701 0.3900 0.1611
i)ihe) 1.0000 1.0000 1.0000 0.9990 0.9877 0.9290 0.7660 0.5019 0:2399
i)(ee) 1.0000 1.0000 1.0000 0.9996 0.9944 0.9604 0.8438 0.6134 0.3359
i)= 1.0000 1.0000 1.0000 0.9999 0.9976 0.9793 0.9022 0.7160 0.4439
boon 1.0000 1.0000 1.0000 1.0000 0,9991 0.9900 0.9427 0.8034 0.5561
1)op) 1.0000 1.0000 1.0000 1.0000 0.9997, 0.9955 0.9686 0.8721 0.6641
i)Qj 1.0000 1.0000 1.0000 1.0000 0.9999 0.9981 0.9840 0.9220 0.7601
iw)ec) 1.0000 1.0000 1.0000 1.0000 1.0000 0.9993 0.9924 0.9556 0.8389
i)© 1.0000 1.0000 1.0000 1.0000 1.0000 0.9997 0.9966 0.9765 0.8987
ice)(=) 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0.9986 0.9884 0.9405
ioe)_ 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9995 0.9947 0.9675
Se)bdo 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998 0.9978 0.9836
ise)ios) 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0:9991 0.9923
iee)eS 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0:9997 0.9967
1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9999 0.9987
OOan
on 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9995
ies)~] 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 0.9998
woco 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000
Statistical tables for AS Level Maths

Random numbers

86 13 84 10 07 30 39 05 97 96 88 07 a 26 04 89 13 48 19
60 78 48 1 99 47 09 46 wil 25) if 21 03 94 ve 00 08 50 40
78 48 06 ol 82 26 01 06 64 65 94 4] 17 26 74 66 61 93 24
80 56 90 ve) 66 94 18 40 eM {he} 93 20 41 ot ya5: 04 20 71 76
oe) 09 39 25 66 ai 70 56 30 Ne) DZ LZ 87 55 31 Jet 10 68 98
56 a2 32 (C2 pl 65 o7 36 56 61 1 ties) 95 17 Og 16 53 58 96
66 02 49 a3 97 44 99 15 56 86 80 Bi ll 78 40 23 58 40 86
ail Tiokk 8) 94 05 93 56 14 a 23 60 46 05 33 Hs, fs a3 10 81
98 wo 72 43 14 76 54 Hh 66 29 84 09 88 56 75 86 41 67 04
50 97 92 NG: 10 01 oy Ol 87 33 te LZ 70 18 40 25 24 20 66
90 il 94 50 12 48 88 95 09 34 09 30 Pape pe 2a 56 40 76 01
aL 99 52 24 13 43 2 88 1l So) 41 65 00 84 IES, 06 31 ih 74
22 96 23 34 46 12 67 ti 48 06 99 24 14 83 78 37 65 73 39
06 84 55 41 27 06 74 og 14 29 20 14 45 75 31 16 05 4] 22
08 64 89 30 20 25 all 35 oo ol 04 56 12 67 03 74 07 16 49
86 87 62 43 1165) 7 76 49 9 Is 78 80 g3 89 09 es 07 14 40
94 44 a7 13 ee 04 35 02 12 76 60 al 93 40 81 06 85 85 i2
63 AS 55 14 66 47 99 90 02 90 83 43 16 01 19 69 Lt 78 87
ai 22 83 98 Ie 21 18 SF Ja) 42 91 1 26 Ba 89 13 86 00 47
01 70 10 83 94 71 13 67 iE 12 36 54 ag a2 90 43 2 O1 95

388 Statistical tables for AS Level Maths

Mathematical formulae - to learn
For AS Level Maths

You are expected to know the following formulae for AS Level Mathematics.

Pure Mathematics
Quadratic equations
b+ Vb? —4ac
ax? + bx +c=0has roots —
2a
Laws of indices Laws of logarithms

x=a"=] n=log xfora>Oandx>0

ca=o" lose
loghy =loerag

a@+W=a*-) log x—log y= log, =

(ay =a” klog, x=log (x) :

Coordinate geometry
A straight line graph, gradient m passing through (x,, y,) has equation y — y, = m(x — x,)
Straight lines with gradients m, and m, are perpendicular when m, m,=—1

Trigonometry
In the triangle ABC
b B
Sine rule ae SS des
sinA sinB sinC

Cosinerule a?=b?+c?—2bccosA al ie

1
Area Se ee

cos’ A+sin?A=1 Cc A

Mensuration
Circumference, C, and area, A, of circle with radius r and diameter d:
C2 r=. Ae
Pythagoras’ Theorem:
In any right-angled triangle where a, b and c are the lengths of the sides and c is the hypotenuse,
=a.
Mathematical formulae - to learn for AS Level Maths

Area of a trapezium = Seualn where aand bare the lengths of the parallel sides and his their
2
perpendicular separation.
Volume of a prism = area of cross section x length

Calculus and differential equations

Differentiation Integration
Function Derivative Function Integral
ce nx”) x” ae +¢,n# es)

ek ke™ n+l

f(x)+g(x) f(x) +8’(x) f"(x)+g'(x) f(x)+g(x)+e

b
Area under a curve = | Vax (y=0)
a

Vectors

sityi]= x?+y?
Statistics se
The mean of a set of data: x = = Dae
n ye
Mechanics
Forces and equilibrium
Weight = mass x g
Newton’s second law in the form: F= ma

Kinematics
For motion in a straight line with variable acceleration:

dr dust 7
v=— a=—= Sar

dt dt dt
(P= }UC Jadt

200
|Mathematical formulae - to learn for AS Level
Maths
Mathematical notation
For AS and A Level Maths

You should understand the following notation without need for further explanation.
Anything highlighted is only used in the full A level, and so will not be needed at AS Level.

Set Notation
€ is an element of
€ is not an element of
S is a subset of
- is a proper subset of
ee Deseret the set with elements x, x,, ...
eka es the set of all x such that...
n(A) the number of elements in set A
the empty set
€ the universal set
A’ the complement of the set A
N the set of natural numbers, {1, 2, 3, ...}
Z, the set ofintegers, {0, £1, #2, +3, ...}
Le the set of positive integers, {1, 2, 3, ...}
Zo the set of non-negative integers, {0, 1, 2, 3, ...}
R the set of real numbers
Q the set of rational numbers, ?:peZ, qe |
U union
a) intersection
(x, y) the ordered pair x, y
[a, b] the closed interval {xe R:a<x<b}
[a, b) the interval {xe R:a<x<b}
(a, b] the interval {x <«R:a<x<b}
(a, b) the open interval {xeR:a<x<b}

Miscellaneous Symbols
is equal to
ma is not equal to
= is identical to or is congruent to
= is approximately equal to
oo infinity
oc is proportional to
<< is less than
a5 is less than or equal to, is not greater than
> is greater than
ee is greater than or equal to, is not less than
: therefore
; because
ZA angle A
p>4q p implies q (if p then q)
p<=q pis implied by q (if q then p)
peq p implies and is implied by q (p is equivalent to q)
Mathematical notation for AS and A Level Maths

first term for an arithmetic or geometric sequence

last term for an arithmetic sequence
common difference for an arithmetic sequence
common ratio for a geometric sequence
sum to n terms of a sequence
Se
S
as
CALS sum to infinity of a sequence

Operations
a+b a plus b
a—b aminus b
axb,ab,a:-b a multiplied by b
Gp a divided by b
b

a,t+a,t+..ta@,

Ga, X,X%... XG,

the positive square root of a

the modulus of a

nitactonial: nl=nx(n—1)
x... <2 lire; Oli
n! n(n-1)...(n—r+1)
the binomial coefficient Tet forn, reZ,, rsnor
r'\(n—-r)! r!
:
forneQ,reZ,

Functions
f(x) the value of the function f at x

fixKHy the function f maps the element x to the element y

f-
the inverse function of the function f
ef the composite function of f and g which is defined by gf(x) = g(f(x))

lim f(x) the limit of f(x) as x tends to a

DGCOX an increment of x
dy the derivative of y with respect to x
dx
d"y

abe”
the nth derivative of y with respect to x

1 Oa lea Al Oe the first, ..., nth derivatives of f(x) with respect to x

X, Xy ove the first, second, ... derivatives of x with respect to ¢

Jyax
b
the indefinite integral ofywith respect to x

Jyae the definite integral of y with respect to x between the limits x= a and x=b

282 Mathematical notation for AS and A Level Maths

Mathematical notation for AS and A Level Maths

Exponential and Logarithmic Functions

e base of natural logarithms
CorexDy. exponential function of x
log x logarithm to the base a of x
In x, log. x natural logarithm of x

Trigonometric Functions
sin, cos, tan,
|intrigonometric functions
COSEC, Sec, cot

sine, cos, tan.

fininverse trigonometric functions
arcsin, arccos, arctan

fe}
degrees
rad radians

Vectors
a,a,a the vector a, a, a
the vector represented in magnitude and direction by the directed line segment AB
a unit vector in the direction ofa
unit vectors in the directions of the Cartesian coordinate axes
the magnitude ofa
the magnitude of AB

column vector and corresponding unit vector notation

position vector
displacement vector
velocity vector
acceleration vector

Probability and Statistics

Ay, Cpetc; events
AUB union of the events A and B
ANB intersection of the events A and B
P(A) probability of the event A
A’ complement of the event A

P(A |B) probability of the event A conditional on the event B

Xx, Y, h,ctc, random variables

Xave Tretc: values of the random variables X, Y, R etc.
Kay Konaes observations
ip ae frequencies with which the observations x, x,, ... occur
p(x), P(X=x) probability function of the discrete random variable X
|b) oe ae probabilities of the values x,, x,, ... of the discrete random variable X
Mathematical notation for AS and A Level Maths

E(X) expectation of the random variable X

Var(X) variance of the random variable X
= has the distribution
B(n, p) binomial distribution with parameters n and p, where n is the number of trials
and pis the probability of success in a trial
q q=1-p for binomial distribution
N(u, 0°) Normal distribution with mean wand variance 07
Z~N(0,1) standard Normal distribution
i) probability density function of the standardised Normal variable with
distribution N(0, 1)
D corresponding cumulative distribution function

LU population mean
Ca population variance
Oo population standard deviation
Ke sample mean
Sa sample variance
& sample standard deviation
ie null hypothesis
Et alternative hypothesis
if product moment correlation coefficient for a sample
p product moment correlation coefficient for a population

Mechanics
kg kilograms
m metres
km kilometres
m/s, ms! metres per second (velocity)
m/s, ms metres per second per second (acceleration)
F Force or resultant force
N Newton
Nm Newton metre (moment of a force)
t time
Ss displacement
u initial velocity
Vv velocity or final velocity
a acceleration
g acceleration due to gravity
a coefficient of friction

Mathematical notation for AS and A Level Maths

 Full solutions to all of these questions can be found at the link in the page footer.
Chapter1 5 (2, 10)
Try it1A Bridging Exercise 1B
6
Ta Oxd? b 6x’ c 16x" dy Ttaeew ae ee c x=31
9 3)
1 1 1183
2a 16 b9 Cc = d — d x=— ex= 25 fal
8 16 3 5
2 _i 2 {= fora h x=—
3) a x? b 3x 2 c 3x2 d Cn 2 1033 7
a x>-4 b x>-3 Cts =
4 ta 5y7 » 4v3 c =e sy ia 9 4
d x>5 e eee f x>-1.8
Bridging Exercise 1A
16
Das b3 C a d = Cai fees
5 4 7. 3

G AF f 8 g
un a Pe eld enal a
25 8 2 l-v 3-2k
a 1 4 d _ 15m = 4 nee +
gee f Spgs
Del gfe k
3) 3 9 b—2nH 3 pt+q
Mera yD b 53 1
c 4V6 g x=+,J—-k hw#=4B?=A
a 128. e 3V5 f NEN 10

ge 14/2 h 5V2 +15V5 i we 4a y=

8 =—6) bie
3) y= 716) y=
2) 6— 7,

fa: k 12/2 -23 1 V5 +52

6V5+5/2 d ie
3
=—,y=-—anc
e
1
y=12,x=7f
ih
y y=-—,x=—;
1

36a ae » 22 2
7 2, c 43 5 a (-3,17) rea er 22)
De) 3
6 1
d —: 5
e —(/3 —1 3-1) f) 26/9 =1) d (1.5, -0.5) e (0.8,3.4) f (0.2,66)
il i 22-Jé Try it iC
e 21/5) bh—(@541)
3 | ae (2 —ol)) b (x-4)(x-1) cc (x+5)(x-5)
j 3V2+2/3 kk -3-22 ees 2 a (Sx+1)(x+4)
4 a 5+4/2 b 1295 b (3x-1)(2x+3)
o c (2x—5)(4x—-1)
c 12/2) d ome 3 a wx=Oorx=2 bxw=—orxe=5
e 6V3+11 f 2/3 +5 P 4
g 2/3-5 h 6V3 -11 /
i 2/3 +3V6+V2+3 22 =syOr4l=8
seo= 2 3 1 Inf 36 = 2 +3
5 a xi? b 21x" c 40x"

al A e 4x? f —x
g x2 hw i 81x°
3
j 36x'° ie oe
sa 2
m 5x 2 n 2x2
ae
y=x
+ 10x +25
p «x°-x° q x2 +2x?
. SS
s x 2+3x! tb Bee Oe!
==3 Vea 1 lee
v 3x 7+x 2 w-x rv
Try
it1B
1 x=7
DA. GeesD2
=)
1-3A
x=

3-B
4 y=3,x=-7

For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers

 -
Via ti= en

Bridging Exercise 1C

1 oa x(3x+5) b 4x(2x-1)
c 17x(x+2) d 6x(3x-4)
2 a (x+2)(x+3) b (x—5)(x-2)
c (x—6)(x+1) d (x+7)(x-4)
e (x—9)(x+8) f (x+8)(x-6)
g (x—11)(«—-1) h (x—8)(x+3)
3 a (x+10)(x-10) b (x+9)(x-9)
ce (2x+3)(2x-3) d (8+3x)(8—3x)
4 a (3x+1)(x+2) b (3x+4)(2x+3)
c (4x-1)(x-3) Gl MWe iGo 5),
e (2x+5)(x-1) f (7x-3)(x+4) : : y=(x+2)(«—-2)
g (4x-5)(2x-3) h (4x-1)(3x+5)
5 a (4x%+5)(4x-5) b 4x(x-4)
c (x+12)(x+1) d (3x—5)(x+7)
e (x+4)(x—3) f (10+3x)(10—3x)
g) 2a(x—7) h (5x—2)(4x+1)
6a ores Diet =o
one — 6
c x=Oorx=-2
3 d
1
x=-—orx=-—
5
2, 3
e Be as ae f 2=9orx=—2
2 1
fe = GQoeni— h #=—orx=—— e
7 3
F 2 : 3
i eu rtald j ee y=(x+4)

k ne 1 ee yee
3 8 5
Tira
y

y=x(x—3)

>X

0 ——>- x
3 f y >

y=-(2x
+5)

Answers For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answ

ers
 5 ear

a3
= she 10)

y=(x—5) (w+2)

y=(x+
1) (5 —x)

y= 15x — 10x2

y=—x?
+2x43

y=x?-121

=e

swers Answers
For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-an
 2 2
eee
2 4
| [2-2]
5
4
+217
2 a (-7,-49) isa minimum point
b (9,-78) is a minimum point
oy taill : we :
G —,—— | isa minimum point
2 4
d (2,4) isa maximum point

& (-+.-5] is a minimum point

(3, 2) is a maximum point

(—4, -37) is a minimum point
5 67
are is amaximum point.

Try it1E
t= 125 or x=—0:68
1
20
3 ke 4
49
4 k>—
4
k y=3x-4+4x4+1 Y Bridging Exercise 1E
| vara = 0:88 ore —_—L30
Deets4 ore
— 0:59
© £=lL6b0rxs—034
| 2 a Noreal solutions.
b_ Two (distinct) real solutions.
c One real solution (coincidental solutions).
3 a y=7x*-5x+4 b y=-4x?4+12x-9
— a c y=6e?-x-15 d y=-x"+2x-4
al Ih
4a —-— b = re sa
3 16 8
1 y 5 jae = bes an C has
t aoe ix 1? 1
4 16

a k>— b k< Bx: ek sil

x.
40 5 48

Try it 1F
1 7
la-— b —2 —
3 2
2a 5/9) b 3/10 c 3/11
aa (S27) b (-3.5,-2) c (1.9, -6.5)
4 a gradient is —2, y-intercept is 8
LS en dE 3
b_ gradient is —>»J-intercept is =
Try
it 1D
: Bre Ne een
1 a (w4+11)?-121 b 2(x-2)?-14 c_ gradient is 3° y-intercept is ae
© —(x—5)?+25 5 a y=-2x+13 b y=3x-16 ce. 5y=3x-11
2 a |—,-—|isaminimum a 3x-2y-13=0
[2 4ah i: 7 a neither parallel nor perpendicular

[Pa] bam
b_ perpendicular
b | --, is amaximum
2 4 c parallel
ce (-1,-3) isa minimum 8 3x-2y+13=0
9 7x-4y+39=0
Bridging Exercise 1D
Tan(e-+4) 16 b (#—9)?-81
c (x+3)?-6 d (x+6)?-41
) Bridging Exercise 1F
} 9 ( 5) ll
| = f |x+—] +— la -l ais c -6
4 ?) 4
8 2%x+2)*-4 h 3(x+2)?-33 aeA e V3 f =)
2

3 -— j -(x-6)'+35 ova eece b 481 c 14.2

13
ae e J41 f£ kJ10
Answers For full solutions go to http://www.oxfordsecondary.co.uk/edexcelal
evelmaths-answers
 a (2,8) b (0.5, -6.5) b? —4ac = 30° -4x5x45=0 so exactly one solution
(4.2, -0.1) d (—0.5, —1) Therefore the line and the circle touch once, hence the line is
a tangent to the circle.
e [35.2.8] f (2m,0) Bridging Exercise 1G
gradient is 7, y-intercept is —4. i (x-2) +(y-5) =49
gradient is —2, y-intercept is 3 («+1)? +(y+3)? =16
gradient is 1, y-intercept is —4 (+3) +y?=2
fel
ye)
Pa the le 7
gradient is oar y-intercept is 3 (x-4)? +(y+2) =5
i) centre (5, 3), radius 4
feng OF ne centre (—3, 4), radius6
e gradient is 9 y-intercept is 4
centre ((9, —2), radius 10
Stee e
f gradient is = y-intercept is 0 centre (-3 ,-1), radius 45
oc
aog
Sa
eS centre (v2
2, =), radius DD
: , ae 1
g gradient is ae y-intercept is a5 centre [-+.a
lear) radius 2
2
een gs ne
h_ gradient is 3° y-intercept is 3 centre (—1, 0), radius 5
centre (0, —6), radius 7
1
a eae ly Vee centre (2, 0), radius 1
centre (—3, —4), radius is /23
Cell 6338y
—56 = 01d yarn-4
centre ((4, 5), radius Dil.

e y=2e—1 if yasa- 22 centre &(—7, 1), radius /55

momaong§gep
-5 1
a perpendicular ge centre = 2)radius ite
De
b_ neither parallel nor perpendicular
Pek
c parallel = iC oO =) ctms }radius 5v2
Nw
]~o
a perpendicular a
a

b_ neither parallel nor perpendicular Z) dng

= (2)@ = s@
Cc ,-— |, radius —
c parallel ea
ae 2 D
a_ parallel
b_ neither parallel nor perpendicular
c perpendicular x+4
a 5r—-y—l18=0 b #+oy-1=0 Rs
ae) yell OND 2 ose yA) x’? +(y—5) =3
a Sey W 0) ly = SO) («—J/3)? +(y+3V¥3)? =39
a 6x+5y-24=0 b 5x—-6y—42=0 Ou does not lie on the circle
a 6x—2y—1=0 b 2x+6y+5=0 does lie on the circle
14a 2x-3y-5=0 does not lie on the circle
b 5x+7y+14=0 does lie on the circle
c y=-*+6 lies on this circle
d x-3y-7=0 {3 doesn’t lie on this circle
jee
tel
Hoty
eh
leek
fet
ten
fe)
fety
$M
woe
e 8x-2y—25=0 c_ lies on this circle
ieee (Gl) b (—2, 16) 7 «-3y—-14=0
15 8 3x+5y+10=0
(@ [22] d [22]
Be aS 2 1 esi)
Sy
9 y= 4 at
16a (2,-—1) b (4, 4)
y= 9%
Soles aietety a (-2 ae —2)
6 © Bias b (-3 Po nadie =)
(E (-1.6, 3.8) and (—4, —1)
Try it 1G d (-2.2, Ee aiid (as —9)

1 a_ centre (—2, 8), radius is 5

12 a
os
(-4, 2) and (—10, 4)
b (x-7)?+(y+9)? =64 b
a centre (0, 5), radius 3 13 a_ (-7, 6) and (-0.6, 2.8)
NS
b centre (—3, 6), radius 3/5 16
in” 5
ics) (G3) H(y—1) =26 =
a (6-1) +(1+4)? =5* +5" =50 so (6, 1) lies on the circle 14 (%—3)? +(«-3+2)?=2=> (x-3) +(x—1)?
=2
b y=-%+7 = x? —64+9+«7 —2e+1=2
a (1.6, 0.2), (—1, 8) = 2x? -8x+8=0

10
5
b? —4.ac =(-8)* -4x2x8=0s0
hence a tangent
only one solution

y=2x+11= (x-5) +(2x+11—- 1)* =80 15 y=34—4x =>(x+1)’ +(34-4«-4)

=68
=> (x- 5)? +(2x+10)° = 80 = («+1)? +(30-4x)? =68
=80
=> x? —10x+25+4x7 + 40x +100 = x? +2x+1+900— 240% +16" =68
= 5x? +30x+45=0 = 17x? —238x+833=0

Answers
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 b? —4.ac = (—238)° —4 x17 xX833 =0 so only one solution than three times the length of one of the equal sides.
hence a tangent If the sum = the product then a + b=ab
Hence b-2+b= (b
= 2b-2= —2
h-2b> )b
b*’—- 4b+2
16 x=25-3y=>(25-3y)’ +(y—-5) =10 an
= 625-150y+9 y*
+ y? -10y+25=10 This quadratic does not factorise and hence b cannot be
integer. Consequently, since a = b — 2, neither can a
= 10y? -160y+640 =0 be
b? —4ac= (-160)° —4 10x 640=0 so only one solution 10 If (5y)? is even, then 5y is even and, since 5 is odd, y must
hence a tangent even to make 5y even.
11 Checking each number, only 25 is a square number and
only
17 (x-1) +(2x+3+4) =1
27 is a cube.
= (*#-1)? +(2%+7) =1 12 For example: JANUARY, YARN; FEBRUARY, FRAY;
= x? —2n+1+4a7 + 28x+49=1 AUGUST, STAG; SEPTEMBER, TERM; OCTOBER, BOOT;
= 5x? + 26x+49=0 NOVEMBER, BONE; DECEMBER, BRED
b? —4.ac = 26° —4x5x 49 =—304 negative so no solutions 13 There are 5 ‘cases’ and we investigate each one: (0 + iI Sea
hence they do not intersect 8>3 TRUE; (2417 23°
= 1 =1 TRUE; (1+1)23'=>
2 4 —> 27 > 9 TRUE; (3 + 1)? 23? = 64> 27 TRUE; (4+ 123%
18 oat Pema)
= 125 >81 TRUE. Thus the statement is true.
4 2
; 14 Let the square number be m7
=| [-2 32 || +(y—6)
————y+3 (y =9
m= 10p +k for integers pandk,0<k<p
2
7 4 2 If m = 10p then m? = (10p)? = 100p’ which ends in 0, if
=|——— 49| +(y—6) =9
e 4 m= 10p + 1 then m? = (10p + 1)? = 100p* + 20p + 1 which
49 56 NS a. 3 ends in 1, if m= 10p + 2 then m? = (10p + 2)? = 100p* + 40p + 4
=>—-—yt+—y
9 9 yi 9 Hee +yage-12y+36=9
yy which ends in 4, ... ifm = 10p + 9 then

252164, 224
9
164.
5)
OY)
g)
m? = (10p + 9)? = 100p? + 180p + 81 which ends in 1
Therefore all square numbers cannot have a last digit 2, 3, 7 or 8
5 2 x 3=6 which disproves the statement.
( 164)" 25 292 256
b° —4ac =| -—— | -4X-—x——_ =—— negative
so no 16 1 +2=3 which is < 6 and disproves the statement.
9 Y) 9 i)
iy 3 —(-4) =3+4=7 which disproves the statement.
solutions hence they do not intersect 18 5 x -2 =-10 which disproves the statement.
19 e.g.a=4,b=3;4>3 but #=64<3*=81
Exercise 1.1A Fluency and skills
20 Try any set with two odd numbers, such as 1 x 2x 3=6,
1 A prime number, by definition, has exactly two factors: 1 and which is not divisible by 4
the number itself. The number 1 has only one factor so is
NOT a prime number.
Exercise 1.1B Reasoning and problem-solving
2 Let the numbers be 2m + 1 and 2n+1
2m+1+2n+1=2m+2n+2=22(m+n+1) 1 a Case 1: Pis 2 so even. PQ is even x odd which is even.
m+n+1=k, an integer, so the sum is 2k which is the Case 2: P is odd. PQ is odd x odd which is odd.
definition of an even number. Graham is right.
3 Let the smaller odd number be 2m + 1 b Case 1: Pis 2 so even and Q +1 is even.
The next one is 2+ 3 P(Q+ 1) is even X even which is even.
(2m + 1)(2m + 3) = 4m? + 8m +3=4(n? +2m+4+1)-1 Case 2: P is odd. P(Q + 1) is odd x even which even.
m + 2m + 1 is an integer so this is one less than a multiple of 4 Sue is right in this case.
4 Let the integers be m, m+ 1andm +2 iS) 99 =3 x 33 and 33 is not prime. The statement is false.
TE aie
ie 2 eatin 9!—1=9-—1=8 which is 8 x 1; 9?-— 1=81 — 1 = 80 whichis
The mean = =m +1, which is
3 8 x 10; 9 — 1 =729 — 1 = 728 which is 8 x 91; 9*— 1=6561—1
the middle number. = 6560 which is 8 x 820; 9° — 1 = 59 049 — 1 = 59 048 which is
5 a Let the integers be mandm+1 8 x 7381; 9°— 1=531 441 — 1 =531 440 which is 8 x 66 430
wm? +(m+1)?=2m?+2m4+1 Thus the value of 9" — 1 is divisible by 8 for 1 <n <6
The first two terms are even and the third is odd so the An equilateral triangle is not obtuse. A right-angled triangle
sum must be odd. is not obtuse.
b Let the integers be 2 and 2m + 2 A convex hexagon can be split into 4 triangles. The sum of
(2m)? + (2m + 2)? = 8m? + 8m + 4 = 4(2m2? + 2m +1) the interior angles of a triangle is 180°. 4 x 180 = 720. So the
4 is a factor of this expression so the squares of two sum of the interior angles of a convex hexagon is 720°
consecutive even numbers is always a multiple of 4 False. A Rhombus has equal sides but is not a square.
6 Let the integers be m, m+1,m+2andm+3 A convex n-sided polygon can be split into 1 — 2 triangles.
m+m+1+m+2+m+3=4m+6=2(2m+4+3) The sum of the interior angles of a triangle is 180°
2 is even; 2m is even so 2m + 3 must be odd. Hence the sum (1 — 2) x 180 = 180( — 2). So the sum of the interior angles of
has both odd and even factors. a convex n-sided polygon is 180(n— 2)°
7 Let the numbers be m and n. (m+n)? = m2? + 2mn + 2 which False. 5? = (—5)* but 5 #-5
is (Mm? + n*) + 2mn, which is 2m more than the sum of the The square of the remaining side =(2s+a)? — (2s —a)?
squares, since, ifm and 7 are positive, then mn must also = 4as +4as=8as
be positive. Therefore the square of the remaining side is a multiple of 8
8 Let the equal side be a. The hypotenuse = a’ +a? =aJ2
10
EE ee RS ee
Thus the perimeter is 2a + a/2 LS. DAT Lx. ee a Gane aCues
Since /2 > 1, it follows that the perimeter is always greater
1 1 ie ed 1 Lag {| 6 eS
+ 4 =—+—4+—=———_
1X22 eS Ber eG ea 12 12

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ers
 1 1 1 il 1 ine 1 1 Exercise 1.3A Fiuency and skills
EXD Dee Bid deg A ag I AO 1 Parts a, e and fare rational; parts b, c, d and g are irrational
30+10+5+3 48
=—;
4 1
or
1
a
1
ap
1
ae
Deol a 2a) eg 5B. days
60 G0) 5 I< D Dse Ged ae em? f 16/2 g t7i7 th Gal
Los ‘eae il 1 30+10+54+3+2 50 5
i 210/3 j 288,/5
+=—+—+ +—= SSS = 3 a 8 b 5
2x6 28 6 ID BH 80 60 0) ©
iL 1 4a Lay b 2
Thus + + : fees + A sel for 10 6
2 eas er) nxX(n+1) ntl
5 a 3/6 bo 12/3: c 16/5 daz)
l<ns5
11 Let the two-digit number be X with tens digit y and units e 2V10 f teal g 35 hoo,
digit z i 3V6 mone 2/3 1 Ay5:
Therefore X = 10y + z= .+ (y4 ). Let the sum of the digits m 7/3 rN)
be divisible by 3, ie. (y + z) 5p
6 a 59+ oN80 b I4e7yo Slee >
Thus X = 9y + 3P = 3(3y + P) and hence X is a multiple of three.
d G=10y5 e 120-14/6
Exercise 1.2A Fluency and skills ana vi13. b 4v6
113) 3
1 64 15 15ab 29 5 39 256 55
5) ule 16 -120wx? 306 40 8 c 28 d 3/2 21)
3 2401 17 24def? 31 —50 1 1375 30
E75 { ==
4c 11 18 —9h 14 32 3 aie
8 20 30
ae TORS nese il 6 : 5(8+ J/5) ORI)
6 —p” 20 572s? eae
59 a
7 64c% PAL See l 7
8 gif 22, —g8h7i+ eee Cae 43 — i W230) eae
2 1024 6
9 70e’ 2B 5zry- 1
10 -108f2 24 68 os ine h
daVvb+b
SSS b a=
a +2aVb +b
11 4g° 25 6u'8 oy 343 b a —b
12 —4k° 26 50° Ay ee 45 n=4 i Jac + be d a- Jab —bJac +bVbe
13 8f3 D7, —5t°ct 9 46 m=5

ie i 871512 47 t=1 bc a—-b

14 ae 28 — 38 4 48 b=-2 Exercise 1.3B Reasoning and problem-solving

Exercise 1.2B Reasoning and problem-solving 1 6/6 cm?

1 a 4s* inches? b 5p*q* cm 2 a n(9/3)?=n(81

x 3) =2430cm?
2 a Circumference = 6nw’ ft; Area = 9nw”’ ft? b 14/5
b Surface area = 36mw’* ft?; Volume = 36mw"? ft? BA 3/5 ms b 8/5 m
Ccadaem
36p°q?
4 50+19,/7m3
Ww
SB
BE DA 5 Ais 321 times bigger than B
b Area=8. Therefore the area is independent of m and n W
6 5/3 cm if 10/3 miles
6 be mph
3c2
8 #45
—x2n) |=| cr
12
—/=Vv3 9 B
23

Ge Yel Gon 3
(V8) 3456/2 19Ja
b Volume = 225ms°t° = 225ms°m*, It is independent of t since 0 a ee 11
(4v2) 1282 3a
oil

19 AOE age 13 40(3- 6)

113 56 5V2
9 a 13n? b 30n 14 Thus coordinates of the centroid are 5 , so the
108° W
distance from the origin to the centroid = 5/2

15 25=5+5/2+3+3/2+6+4/24+2+4/2=16+
16/2
s=8+8/2
A’ =(3+3/2)(5 + 5/2)(2
+ 4,/2)(6 + 4/2)
ie = rs” ohms = 3(1 +./2)5(1 +/2)2(1 + 2./2)2(3
+ 2V2)
14a A= Js(s a)(s—b)(s—c) =2°(1+./2)°15(11+
8 V2)
b A=30x"y" = 2(1 + J2),/15(11 + 8/2)
c The sides of the triangle are in the ratio 5:12:13
Since 132 = 52+ 12? the triangle is right-angled and so the
Exercise 1.4A Fluency and skills
area is 7x Sayx12xy = 30x77
loa x=+3/2 b x= 4/3 or—J3

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 c f(x) =—1(«+ 3)? +4; maximum (3, 4)
Peon d x =—,/3 twice d= f(x) =-1(x — 2)? + 7; maximum (2,7)
4 2
(+3) ~¢:minma{ 5-6]
1
4=—o1—3 fe 97, Ol
3 e f(x)=9| x 3 — 6; minimum 3”
ey ae
x =— twice he — or f f(x) =-2(x+ 7)? + 63; maximum (—7, 63)
4 4
5 a x=1+1=2or0 b x«=-2+7
i f(¢)=2?
+ 3x +2=(4+ 1)(@+ 2) c x=7+4=1lor3 d x«=-4+VJ6
ii y e x=3 twice f x=-5+1=-60r-4
g x«=-ll+V3 h x=8+ 10
347 See
Le 5 j=

x=—————
-11 + 109 l x = ———
5 + 57
k
i f(x) =2°+ 6x -—7=(«-1)(x+7) 2 35

ii y 6) a) elon b 4=—5iors
c x=-lor6 d x=-2or4
e x=-2.50r3 f{ #=—05 0rlS
| By —
7 a_ tworeal distinct roots b_ two real distinct roots
c_ two real distinct roots d_ noreal roots

Lh.
e tworeal coincident roots f no real roots
i f(x) =-«? —x+2=(x+2)(1—-~)
ii y
g tworeal coincident roots h_ no real roots

Exercise 1.4B Reasoning and problem-solving

1 a 3x?+25x-— 2035 =0 => x =22.2 cm (nearest mm)
b 14.8 litres
2a x“+3*%—10=0>4=2 years
i f(x) =-x? — 7x — 12 = (x + 4)(-x - 3)
b 28 years
li y
3. The card has side length 39.7 cm and the photo is 29.8 cm by
x LO Tjsems
£4 3 4 a Area=30x*-x*
b 2-30z+85=0
c x=5.18 inches or 1.78 inches
i f(x) =2x°-x-1=(2x+1)(x~-1) 2 rc

ii Dy) are n=-5(1-5| Pees

2 4

i f(x) =—-3x? + 11x + 20 = (x — 5)(—3x — 4)

ii y

3 21
x=—t v2 or —2.26 or —0.74
2 6
—5 41
x=—t vai or 0.18 or —1.43
8 8 Col t= 2 oso
soll 5 ets Hil f= 6.5)s
x =—6 +/31 or -0.43 or -11.57 6a £ Thousand
x=-1+J29 or -6.39 or 4.39
-15 365
=—+ or 2.05 or -17.05
2 2
3. 145
x=—+ or —4.52 or 7.52
2 2
x = 4,5 twice Thousand
DSN 277, -10-8 -6 +4 - 10 glasses
= — +— or 6.61 or 1.06
6 6
y= =? + 5x-2
=8 7 W199
x = — + — or -0.73 or —2.47
5 5
1 41
K=—+t
i aa or 0.37 or
or -0. —0.27

f(x) = (x — 7)?; minimum (7,0) Jay oa) 225 ii 4.6 or 0.4 sett aleve) 25)
f(x) = (x + 1)? — 6; minimum (-1,-6)

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excelalevelmaths-answ ers
7 a d yds Exercise 1.5B Reasoning and problem-solving

160 1 PQ: 12y—5x—63

=0, QR: 15y — 8x — 84.=0,
140 RS: 12y— 5x — 84=0, and SP: 15y —8x — 105 =0
120 Since the quadrilateral contains two pairs of parallel sides of
100 different lengths, it must be a parallelogram.
80 2 a (-2,-5)
60 b Qis (—5, -1); Sis (1, -9)
40
c RP: 4y—3x+14=0, QS: 3y + 4x + 23 =0
d QP: 7y+x+12=0, PS: y—7x+16=0,
20
SR: 3y — « + 28 = 0, RQ: 9y — 13x
—56 =0
0 20) 40) 60. %s0 ie fa") 100 units?
b i 10m li 55m iii 138 m
f 30+10V10+ 10V2 units
c 42mph EY Ps 4
j= NOL EY meal8 a0),
8 k=3/16 or-3/5

Exercise 1.5A Fluency and skills ING Var > =7 = or 2y— 14x + 88 =0

1 a 2+3y—13=0 b No. b Centre = (6, —2), equation of circle is (« — 6)? + (y + 2)? = 25

4 or x?—12x+y?—4y+15=0
2 The gradient is 5 and the y-intercept is -* oot =F _ -l
; 2 as = 210 meres Nc X Myo= —x7=-—1s0
3 a The gradient of 2x — 3y =4 is e the gradient of a
AC and BC are perpendicular. Hence the triangle is
2 =O 8 2 =e
6x
+ 4y =7 is —=—, lS so the lines are right-angled.
perpendicular. x? + y? — 4 — 12y + 15 =0; (w — 2)? + (y — 6)? = 25 so centre
2 is (2, 6) and radius 5. If radius is 5, lowest possible point is
b_ The gradient of 2x — 3y = 4 is S and the gradient of
(2, 1) so the circle does not intersect the x-axis.
eei= iyeriee 2"
12 In (C/2= J61 = 7.81...; radius is 5 so P lies outside the circle.
Both lines have the same gradient, so the lines are Ck —lbions5
parallel. 5 160units? A one
—8 if 6 a Centre =| 2°,
4 Gradient = Te and y-intercept = ae
Equation of circle:
—1 -(-6) 5
Dit
4--5
=
8)
and9y— bx 4-29
=(0
[ : }+[> at |= slab)? +(e-4)?)
6 y=—3*%—25 ory+3x+25=0
so (x—a)(x—b)+(y—c)(y—d)=0
a (4,6), length 4/5 b = Z), jenei 36 bee l0x sey72390
ca 2B)ee
2

D Exercise 1.6A Fluency and skills

8 y=4x+8 and 3y—12x=7 are parallel; 2x + 3y=4 and
il gadis 3 2 Gg=1, b=2
6x + 9y = 12 are parallel; 4x — 5y = 6 and 10x + 8y=5
are
2 C35, 7S 9 4 e=6,f=-1 .
perpendicular. 5 x=12,y=—-18 OQ Sys
3y+2x+2=0 bey 2710 1
10 x?—-2x+y?— l6y+40=0 7 c=-1,d=7 8 faz e=6
x?-12x+y?+ 14y+76=0 9 When«=0, y=3 and when x=1,y=2
x2—2,/5x
+9 —2/2 y-4=0 10 When g= -3, h=4 and when g=2, h=-1
11 centre
= (—9, 7); radius = 10 ©) 79
11 When g=3, h=2 and when g= ees
centre
= (—6, —5); radius = /86
fp
fP centre = (
amram (/3, oi radius = J11 WH 289
12 When n=-1, m=1 and when n= —, m = —
ISFeeA (3X0) U5) -14-18 -32__ 10 100
12m
OS i | ee ee 13 (0,0), (5,5)
=1214 2. 21 14 (1,1), (3,5)

META ho aR eA
Since 4 x Ege 1, BC is perpendicular to CA and hence 20 20
4 17 y=— so— =8+~%
ABC is a right-angled triangle. 2 %
20 = 8x4 + x? so x? + 8x — 20 = 0 so (x — 2)(x + 10) =0
Since the angle in a semicircle is a right angle it follows that
AB is a diameter and the points form a semicircle. x =2 or—10; y= 10 or —2; points of intersection are (2, 10)
and (—10, —2)
PS Ox 2)
18 x=3,y=4o0rx=4,y=3
14a x?-14x+y?+2y—274=0
Coordinates are (3,4) and (4,3).
inn 4/31
(-3+3,/62,9+3¥62) and (-3-3/62,9-362) 19 a y YS Berge
2,
oir
D
x? + — 20y =0 b («—2)?+(y-2)?=9
x? — x+y? — 8y + 24=0
c (1,2) ana(2, =
x —x+y? — 14y -44=0 5
w+ (44 J2)x +9? + (5 — V5)y+(42 -55)=0
maowerpa

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 289
b tay — Z
3 vyl441 1 V1441 3 1441 1 1441
c |—+——,—+—_ |and |--———_,,-—-—__
5 Oe: 5 5) Oe) 5

Exercise 1.6B Reasoning and problem-solving

1 x-—y=257;*+y=1619
The candidates polled 938 and 681 respectively.
Maggots cost 11 p each and worms cost 12p each
m=—3,c=-1
1
m=1—,n=3
q=25cm, p=40cm
Florence is 8 years old and Zebedee is 12
Wh a
£&
ND Both equations reduce to y — 2x = 3 so they are, in fact,
the same line. Therefore there are an infinite number of
solutions.
b_ The equations reduce to y= 2x + 3 and y= 2x + 4 so they
are, in fact, parallel lines. Hence they do not meet and so
there are no solutions.
8 x—y+3=0: (2,5) or (8, 11); This line intersects the curve in
two points.
y + 11x — 27 =0: (2, 5) or (2, 5). This is the tangent.
y +2x+4=0: the line misses the curve. _
9 2x-9=7-x%-652x°-3x+3=05 (-3) 4x13
= 9-12 which is negative.
Therefore there are no real roots to the quadratic and the line
does not intersect the curve.
10 n=7 or —4. However n =7 is the only valid solution since
n stands for a number of terms and thus cannot be negative
so n=—4 is not valid.
11 The field is 225 m long and 75 m wide.
2

12 a re =25
= 25x? — 150x + 225=0>+x?-6x+9=0
= (x — 3)(x -—3) =0 > x =3, y=4. The line is a tangent
because there are two coincident values of x from the
solution of the quadratic. The point of intersection is (3, 4)
13 4(2x+ 1)? + 9x” = 36 => 25x?+ 16x —32=0
ia Cc xl
_ 16+ V16" +4 25x32 -16+/3456 -16+ 24/6
50 50 50 f x<0
_ -8+12V6 4 a x<-3o0rxe>2 b: -7<x<-4
95 (el BYES d x<-4or*2>6
Hencey=20+1 =)syseve), 2226 5 a x>3orx<-l ;
b -6<x<—1
14 (10,—80) 25 25 Class org3 d x20orx<-3
15a 4 ’ b y=—-2x+20
6 a x<-3.83 orx>1.8 - ~
16a Ais 2 units from O and B is 65 units from O aa ye ares x ee 8 a 32
b Gradient is negative, hencex (distance) is decreasing. 2 Le Se 91or oe 2.57 f . 47 : paws :
c For the first 4 seconds, x increases (2391451718).
g 1OOS
00 me <A)
= 2:40 h <-0.38Ae as
<« < or x23.
23.05
Hence it is moving away; and then decreases
(1714-49-42 -7). Hence it is moving back.
18
of 7 seconds
f Back towards O
Exercise 1.7A Fluency and skills
1 Oo———————ec be—
—Od O————_ea do————_

=U We By aie St ts PBS MSY iC) ili HP) SF aS ee

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evelmaths-answers
7a i y=2x+3;y=x2

ii (-1, 1) and (3, 9)

ili Mv

Ww
©
CO
BMOa~)I

Exercise 1.7B Reasoning and problem-solving

v= 2K ar 3 Z
; -5 loa = —e
Diy 43 y=? — a eas, et Si =e
ee (0, 4) and (4, 0)
ii . =
oie 18 21242 2 45 48 51 et
21 24 27 30 33 36 39 42

ill SS a
31 01 2 34S 6) 8 O2314 1516
2 A

ih
=5

3 a 2w+3p2 200
b i p217.3... i.e.pmust be at least 18
ii w= 86.5 i.e. w must be at least 87
c i x=-2,4andy=9, 33 c Yes. She could score 100 in her written paper which
ii (2, 9) and (4, 33) would give her a total of 200
ait y 4 m>3
on 99<n<105
VHA
Ax —15 6 1<8.5 and g24. Hence we have 8 red, 11 green; 7 red,
10 green; 6 red, 9 green; 5 red, 8 green; 4 red, 7 green; 3 red,
6 green; 2 red, 5green; 1 red, 4 green.
7 The sister must be more than 10 years old.

8 aes
3
9 6<sn<40
10 p=3,q=7 or p=4,q=6 orp=5,q=5 orp=6,q=4o0r
-] -6 38 P= G=2

46
ie 2s -2,6, IL and y=—18, 12, 26, =, 42
7 46
ii (—4, 12) and (11, 42), (5, 26) and (6, -18), (-2,4)

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lla x=2.16 or 57.84 14a
b y
A
16000 4
150004
P =—20x2 + 1200x — 2500
140004
13000 4
120004
Hee)
10000
9000
8000
7000
6000
5000
4000
3000 b
2000
1000
ee
10 20 30 40 50 60 70 80 90 100
c i The firm makes a loss if it sells fewer than 3000
decanters or more than 57 000
ii 13.42 <x < 46.58. Thus the firm makes at least £10 000
if they sell between 14 000 and 46 000 decanters.
Review exercise 1
1 Let the numbers be 2+ 1 and 2n +1
Product is (2m + 1)(2n+1)=4mn + 2(m+n)+1
14mn and 2(m +n) are both even so 4mn + 2(m +n) +1
is even + even + odd, which is odd.
2 Find one prime e.g. 41
1 1
3 NO ss ORL wee
-3 @ 4 4 Assessment 1 a
4 . m+n se m—2n+ eee Faas
= d = a: eee 7 Bae Hi 37
4 a -s b 8c” c
4.Ja —a-3 Vk bh. art -12+5V7
B a 5yill Dire et 2 a i 4/8 ii —1—/2 ie
6 6x2) cm 5
7 a c=-5or= b x=-3.43
or1.63 b 6425
Z if
8 a= he ONA ian =O)
3 3 ‘
pee he Il 4 a (x+3)?+4
b y
15 y=xr+6x+ 13

=
5 4

9 a i y+6x=29 ii By=2x+18
b 1st Diagonal: Equation is 14y + 2x = 10
2nd Diagonal: Equation is 2y — 14x + 20 = 0
Product of gradients =—1 so perpendicular aie
10a i #-6x+y’—-12y-19=0
ii x°+6x+y?—18y+74=0
iii x° + 4x + y? + 14y — 68 =0
b 12y=5x+273 c (5,4)
and (11, 14) ASS tO ek geo
Ila y=—landx=3 b y=-3 twice and x =—2 twice ‘ant 4)=x+4 + 2x-5=>x° +x+1=0
6,-18) na 14) er a
=> A=l- =-i es i

L3vay lewis} ii {exe

13
b i 1.26<x<12.74 ii xS-0.67
or x= 3.27

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swers
 k 9x" -48«+64 1 81x? -180x«+100
2 a «> +110? +38x+40
b x°+8x2+5x«—-14.
c —x?-3x7+34x%—48
d 2x? -9x? -86x+240
e 6x°+29x?-—6x—5
f —24x°+98x? -133x+60
g x +19x? 4115x4225
h x? -14x7+57x-72
i x -11x? -45x+567
jo 4x7 +47 + 394%+36
k 9x? — 30x? —287x-392
1 -8x?+100x? -374x +363
Try
it 2B
1 x+2 b 3x-1
o x-1

2 5x-1+
3 x+4
ES aisle 3 a= b=2,c=8
2
11 (Va -/b) >0 4 2x47 -— Re
a-2JaJb+b>0
Bridging Exercise 2B
a+b2>2 Jab ne
2 x-5
o b x4+3
Gea erg x2 x

2 1 x
12a (2u-1)\(u-8) b x=-lorx=3 eS d
5 ON x+5
13a «x +(mx+2) +4x-6(mx+2)+10=0 ey ~
= x? +x +4mx+44+4x—-6mx—-12+10=0 Da b —
= (m? +1)x? +2(2-m)x+2=0 Be te
b eo, : ; - eae d x+6

14a 4 b x=4=, y=-= o

3 3 a 3x
15a False:ega=4,b=-5 & er f Per
b True: 1? +n=n(n
+1); either
n or (4+1) must
be even ae a
c True: (b—2a)? >0 => b? —4ab+4a* >0 = b? >4ab-4a’ g = h e
d False:egn=4 Pall ae
, Drs . «-4
i j 5
16a (0,9) 9+% #
b (2,1) 34-1 x(«-10)
c C(3-V2,7-4V2), D(3+V2,7+4V2) on rel ers
17 (+3) —9+(y—2) =4=2=0; Centre, C, =(-3,2); 7x+1
Radius, n=V15 m 6x n rae
(x —1)? -1+(y—5) —25—55=0; Centre, C,(1,5); Manet) Pparig
Radius, r, =9 * ree se 2x°
Distance icc) = /(1--3)? +(5-2)° =5; Gc: hy si
a 2x+3+ b 6x+9+
x-6 x-1
Chapter 2 ;
Try :it 2A GC be 6- aa d x
3x+2

2
—14*+49 b 25x°+10x+1
2; B} 7
ay” - 3 e 5x+2- f 2x-3-
x°-3x7-xt+3 b x°-12x-16 3x +4 Ax +9
2 a
Bridging Exercise
2A g FEC a egian eae Eee
. ee nee x+5 2xe+1
=
a ceeded é o +12%«+
a ie 4 a a=1,b=-1,c=-12
c vag
a < +10x+
d : b a=1,b=-18, c=81
—12x+
ie Eee i ebetie } © a=4,b=-4,c=-16
g léx°+24x+9 = re i d a=18,b=105,c=200
+

i x*-6x+9 j 40° —28x%+49

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 a=5, b=-19,c=-109
y
b
A y — (x- A)(x ts a 2
2)
d=), C=}
a4=3,b=-12,c=-11

> b=3\
ge
©= a=—/7, 6=84

4
Gy A Beep)
=————
Go =

b 4x*4+3+
2-6

CG) 6a0— 25.

ByoseIl

d 14x*+3- a
2x-—9

Try it 2C
la y

A
y= (Ge + le = A)(x a 1)

> X

b y y=—x(x + 1) —3)

y=-x7°(x +7)

A has coordinates (3, 4)

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uk/edexcelalevelma ths-answers
 7 Asymptotes at x=5, y=0

A has coordinates (1, 4)

¢c y
SHS)

A has coordinates (—0.5, 4)

d )
j y = 3f(x)

Bridging Exercise 2C

A has coordinates (—1, 12) loa y

6 a Asymptotes at x=0 and y=0

b a Asymptotes at x=0 and y=0

y=tD@t+2)a+4)

y= (~—2)(~%+3)%+5)

Answers
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d ae aa x(x + 1)(x - 2) J

y=(5 —x)(x+2)(x+6)

y=— x(x + 1)\(x—7)

Were Ne

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evelmaths-answers
 y = 1527
—1022 y=-15x3
+27 +2x

8 y
Vax
4 Ox — 28x

y=x(x+ 5)(x+ 1)(x- 3)

P
I y=-8-42-3x y e 4

Y= +4)o+ 6)@—2)G— 1)
d y

14

a N

4
y=(x+2)*(x- 5)(4x-7)

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 y = 3f(x)

i
y= (3x-4)°(x+6)(x— 1) A has coordinates (2, 15)

d y y =-f(x)

y=—(x + 1)Q2x+5)@—-7)@-1)

4
A has coordinates (2, —5)

y=gs@—1)

A has coordinates (—3, 4)

tt
= =e ENG =a

= (x+8)2(1 —x)(2x+ 1)
y

y=f(x+3)

WNP)

A has coordinates (1, 5)

A has coordinates (6, 7)

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ths-answers
 y=f(x—-3)

d c

A has coordinates (2, —7)

y y=g(x—-5)
d
pa

5 l

A has coordinates (2, —5)

b y

55
Oh /s
e
y=g(-x)

A has coordinates (3, —5)

¢ Y y=5+ g(x)

ae

f
A has coordinates (—3, 0)

A has coordinates (—3, 10)

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 d es. y =—x(x + 3)(x—1)(%-6)
e eg. y=(x +4) (x-3)(x—4)

Exercise 2.1A Fluency and skills

1 a Degree 2 b Degree 4 c Degree3
2 a 6x7+16% b 6x? + 16x? — 18x
MW ile: d 1273+ 24y?—21y
e ?-—10t+25 f £=7P—5t+75
3 a 2x2+32o0r2(x?+16) b 20pq
4 a 2m(2m+3) b 4n(4n?- 3)
c p(5p?—2p + 6) d 3y(3y — 5x)
e 3x(2x-—y+3) f 7z(y—3z’)
h
g 4e(e—5f) h (p—10)(p +10)
. y(24—5y)
i 3q(9—4q) J es
k 2(d+1)(d—-1) 1 w(Qw+3)(5w-—2)
5 a m(2m+5)\(2m—-3) b n(7n-1)(n—-2)
6 2x +2)(2x — 1)(2x +3)
7 a 80pq b 4x(y+z)
c 6x2+32 d 8x2+(8V5 —8,/3)x+ 32
8 a @—1) b (2x-—7)
. e (2y—1) d (2+3z+4)
: e (3a°—4a+9)
f (2x3 —5x2+2x% + 21) = (x?- 4x4 7)(2x + 3)
g (k+7) and (k—1)

Exercise 2.1B Reasoning and problem-solving

1 (2a*-—2a+5) —(a?-2a+4)=a’ +1, (a? +1)-(3a-8)
=a’ —3a4+9, (a —2a+4)-(a-—3a+9)=a-5
2 16b°—56ab + 49a* cm?
3 (6c? 5c? — 27c + 14) cm?
4 (a+3)(3a+7)cm?*
j 5 2a’x — 6ax* + 4x7 cm?
Ga t=5 b 31.25ft
4
7 a t=0,—,
or 8 seconds

£=0: v=22ms7,2=—poms-—
4 80
t= —:v=——ms1,a=-32ms”
3 3
t=8:v=160ms", a=88ms2
19 712 496
b x=— ,v=—-—ms!
t 243 9
—- 28 “==
c t=>+

a Rae
ms- IE
8 a p=-~+8x-9,g=xr+x+5
b_ Perimeter = 4(x? + 4w — 5)
Area =x*+ 8x3 + 5x? — 34x + 16
9 a 66.89? — 33.11? = (66.89 + 33.11)( 66.89 — sssoy
aD) =
(100) (33.78) = 3378

b (2V2)’ -(J2)’ =8x2/2-2V2 =14V2

1 y 10 (2h+1)cm
11 (s—2)(s—5)cm
ato oe 12 b=(2f -—3t+7]
: x 13 V=n(20p*+ 9p? — 56p — 45)
? Exercise 2.2A Fluency and skills
ae 20 b 5040 c¢ 39916 800
2 a 10 b 84 fl 3310) d 1287
Beare 0 b 10 CemlAS7, d 38760
4 a 14+9x%+27x? +2723
9 a eg. y=(x+3)(x—-1)? b 122+ 52 rsSats
b eg. y=—x?(x-9) ;
1 4m 2m*
ie
4m m*
ce g. y=4-——z
eg. ee 3 a3 OF, arty
81

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ths-answers
 15x 45x%7 135x2 405x* 243x° 11
Ibae + + + + x? on ee
2 2 4 16 32 x x

1+ 8% +28x7 +56x° +... x* —8x° +244 39x? +16

1-21x+189x7 —945x° +... x9 5x” +10x4 oars
14+18x+144.x7? +672x° +... 1,18
|135, 540 ‘
64 —576x + 2160x —4320x° +... x? x? x x?
+1215+1458x° +729x°
256-1024." +1792x7 —1792x° +...
1—20x+180x? —960x? +...
12 96x° —1200x° + 6000x* — 15 000x? +18 750x? — 9375
8 — 48y + 96y? — 643 16+ 48x + 56x° +32x3 +9x7 +x°
81b* + 5405? + 1350b2 + 1500b + 625 13 206 +66x + 276x7 + 88x° +16x*
102425 —
1280z*y 640z?y? 160z”y* if20zy* y? 27x + 42x? +334x° + 405x* + 243.x°
a0 2s oF 81 243 14 125+ 40/3
x +12%° +60x* +... -31-1745
256x° —1024«’ +1792x° +... 14+
nbn (n= 1) x2 ¢ SOI 99
15
=e PJ 294%" +...
x’ +28x°+336x° +... 1 anne 0M =2) 2 In(n=MW(n=2) 3
1024.x'° +15 360x° +103 680x° +... 2 2
xt Vix 55x?
16 1+ 24x +240x7 +... b 1.264
+ + +f 17 1-14." + 84x" —280x° +... b 0.93207
2048 256 32
16 + 96t+ 216f + 216f + 81t 18 TaD b 41-29/2 c¢ 577+408/2
81 — 216p + 216p? — 96p* + 16p" 7537 332
792-5602 e San) += (2)
1024p° + 3840p'q + 5760p°q’+ 4320p*q? + 1620pq'+ 243q° De 81 9
243p° — 1620p*q + 4320p*q? — 5760p? + 3840pq' — 1024q° 19 28+16/3 b 576—-256,/5
81z*— 21623 + 216z2— 96z + 16 Oo
~ 13100—4924,/7 d 198/6+485
5) 3 1 112+64./3 f 485-1986
fp
of
a
cf
=
ofGe Bee
e)e
co
acea
SO
= ee,
8 8 64. Exercise 2.2B Reasoning and problem-solving
ge Oe Oi = Cet ee
3_ 27 1 120 ways 2 184756
rs a DES nas 7r°s? 35r's* 7rs°
=e 3 83° — 36s°w + 54sw? — 27 Ww?
6561 2187 2916 1944 10368 3456 4 a_ 1.340096 (to 6dp) b 7.5295 (to 4dp)
7r°s° rs’ s° 5 a 1.0773 (to 4dp) b 973.94 (to 5sf)
+ + +
9216 6144 65536 6 362.590 82 (to 5dp)
x?
a
x2 x 2
ae
3 7 56 700/15
a 8 a 480 b 270
SR eAR so). 97
15
°C, p’b* = 1250p? 9a a b —
°C, (4)*y> = 32 256y° 2 4

C,(3)°q’ = 192.456q’ 10a 210 b 120

5 C,4?(-3m)? = -4320m? aS b 7

SC, ,(2z)*(-1)" =-21 840z 12a 8 b -3

tf
ona
4 ily @)
8
C,(z) 6 (
3 =
63z 6 14 14
eh ae
15a n b —n -—n +=—n c -n
°C,(3x)4(4y) = 1620x*y 6 2 3
'©C.(2a)5(-3b)° = -1 959 552a°b* and i
l6a b “n+5+—
0C, (2a)*(-3b)* = 1 088 640a°b' n+1 n
3 2 1 9
C42) = 12p 17 —2416
18 —168
3b )° 168399 IG) ee ANS) b 0.0198 (to 3sf)
CAG) [-2 6 Seid and
Cc 0.297 (to 3 sf) d 0.132 (to 3sf)
5
Exercise 2.3A Fluency and skills
"C,(4a)° |
2) =-449 064.a°b*
1 a x—10 b 3x+2 c 4x-3
i 4 2 a x + 4x — 7 b x-x-1 c x +7x4+9
a a) |22 gee 7b* and d x? — 5x +7 e x -—4°-—7x4+1
(3x° + 16x? + 68x + 264) rem 1061

ae Sw Die 5x3+ 5x? — 5x +3) + (2x — 3) = (x? -—a? +¥— 1) rem 0

a e+x-1 b x+x4+1

+ 4c8d? + 6c'd* + 4c7d° + d® c 2x? —7x+3 ad 3x°-—5x?+ 40 —7

10
py — 5y8yw2 + 10v°wt — 10v4w* + 5v2w?— w!?
e 2x3
+ 7x? —10x -1
a f(0) = 0; £(1) = 9; f(—1) =-13; f(2)
= 20; f(—2)
= -36
85° + 60s%#2 + 150s7¢* + 125¢°
85° — 60s*#? + 150s7#* — 125f°
b £(0)=—2; f(1) =—5; f(—1) 3; £(2) 6; f(—2) =-14
B®
7
ao
3 1 @ £(O) = 2) =e 3 512) 0; (2) 20
GP AME) te oe d £(0) = 2; £(1) = 0; f(—1) = 6; f(2) =12; f(-2) =0
Ge. 516 81 e f(0)
= 4;£(1)
=0;f(-1) = 6; f(2) =0; f(-2) =
16y73-96w2 216+ aw
w Ww

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7 a_ f(-6)=(-6)? + 4(-6)’ — 9(-6) + 18= c
—216+ 144+54+18=0
b_ £(8) = 2(8)? — 13(8)? — 20(8) — 32
= 1024
— 832 - 160 —-32=0
3 2 ssh By ;
it
=it |=3| —|1 +11] —|1 -25] —1 |+7=-+—-—+7=0 —>
; (3) 5) [5]
3
a
2
er 3 aoe
= = —2 =2
fees oe +19}—]| —39}
— |-18
5 DB 5 5

Sp IE 4
225° «5 ; : f F
8 x(4x—1)(x
+7) 10 +
3
9 («-1)(*+1)(2x+9)
10a (x+6)(x-1)(x—-2) b (x+7)(x —9)(x — 4) 64
c (x +3)(2x —1)(3x+ 2) d (x +4)(x— 4)(x? + 3) Pel

Exercise 2.3B Reasoning and problem-solving >x : —, =x

=) 1 2 = ey a4 2
1 a p+q+2=0 b -9p—q+38=0 c p=5,q=-7 e
Dial ie b b=2 © jp=nanlG@==/ ay
4 a
3 (x-2) -10 |
4 (x+1)(x—2)(x
+3) j
5 (x—-1)(x+3) 8
6 LCM (x«-3)(x+4)(2x +7), HCF (2x +7)
7 LCM (x+5)(x—7)(~ + 7)( + 9), HCF (x +5) (x + 9)
8 (x1). f(1) — g(1) = 7x? + 24% — 31 =7(1)? + 24(1) - 31=0
=> (x — 1) is a factor of f(x) — g(x)
9 a=15andb=-36
10a (2x-3)m b (x-3)/3cm
lla f=2,3 and 4.5 secs
19+ J19
bei Whent—2) a —5ms= ii a.
When t=3,a=-3ms!
When t= 4.5,a4=7.5ms1 h
12 a_ The radius could be (x — 3) m if the height is (3x + 7) m.
(Accept alternatives.)
b x23 Sea 32-0 1 23 5 7 4
13 a t=1,5and6 seconds | 401 ss Se
b When 5<t<6, f(t) is negative; when 1 <¢, f(t) is negative; re ale a. oe
hence the ride is above ground level when 1 <t<5 ae " =}
14 a The dimensions could be (x + 1) cm, (x + 2)cm and ~140 Ln
(3x + 12) cm (Accept alternatives.) 5 ap!
b x>-l

15 [sans’ + 642+ | cm? J

Exercise 2.4A Fluency and skills

1 a (0,-6)(-2,0) and (3,0) b (0, -35), (2,0) and (7,0)

c (-2,0) and (0, 8) d (3,0) and (0, —54) Sean
e (3,0) and (0, -27) f (0,118) and (>(7 -9),0)
2 x=1isa vertical asymptote; y= 0 is a horizontal asymptote 4
a aw 4 b x=—2 =P
1
c y=3 d x=—
: 2
4 a b y

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evelmaths-answers
For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers
 10a
><

ee
Max (—0.5, 5), Min (2,-4) b Max (—2, 15), Min (8, —12)
Max (-9, 5), Min (1, —4) d Max (—2, 9), Min (8, 0)
(—2, 2.5), Min (8,-2) f Min (—2,—5), Max (8, 4)
Max (2, 5), Min (—8, —4) h Max (—4, 5), Min (16, —4)
Stretch scale factor % in x-direction
mM
Dp
oP
OA Stretch scale factor 3 in y-direction
7,
Translate 7 units left/ by vector
0

; 0 Exercise 2.4B Reasoning and problem-solving

Translate 4 units up/ by vector 4
56
; loa r=—
Stretch scale factor % in y-direction h
Reflect in «-axis (or line y = 0) b y
Reflect in y-axis (or line x = 0) r A
Stretch scale factor 2 in x-direction ¢
2\3 3 }
pa
a y=(x+3) b y=x°+2 c y=20* d y=(4)

a =
h

Answers For full solutions go to http:/Awww.oxfordsecondary.co.uk/edexcelalevelmaths-answers

2 a v=60J¢ ) | ~b+Vb° z -4ac . —b—\b* 2 —4ac 6
cn (Oxa) Oran F
2a 2a
b v

d esa
2a
Review exercise 2
1 2x°— 6x*— 3x? + 15x? + 9x —9
2 n(2n—3)(2n+5)
3 a 2+9y+4y-15 b 223-722+4¢+4
4 a —4(m+4) b (d+1)(5—3d)
= 5 a=-5,b=-31,c=84
: 6 2x? +3x-13
3 a ) 7 1.4641
8 16s* — 128s°t + 384514 — 51257 + 256¢4
9 a 28+16V3 b -1760/5
10 —938223
16
lla a=-—1,b=4608, c=5376
% b 512+1792x
+ 2304x? + 768x° +...
12 2x°-9x+1
13 («+ 1), (w—2) and (x — 3)
14 4x?-3x+7
15 x°+3 rem 10
3 ea ache he 27 3
b Two solutions as they intersect twice. . |i i| . |3)4 |
3)oe — > ie | ta
hea hi j 17 («— 3)(2x + L(x +3)
18 a She has moved the graph one unit left, it should be one
unit right.
b a

ii x =—2.0 (40.3) or 0.1 (accept values > 0 and < 0.4)

5 a y=f(x+1) b y=-f(x)
a A=—4,
B=4 and G=0
7 a C=17
A=-—5,B=-3and (2) =
b i Reflection in the x-axis. ii Translation by the vector
8 A=4, B=-3 andC=-3
\o a a<0 => maximum, d@d>0=> minimum

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 644576x+1776x°
9(2)° aD =/0)\—=6= 16-4— 1a — 6 = 0, hence (x — 2) is
lla
a factor
a3 + 42 — 7x — 6 = (x — 2)(2x7 + 5x + 3)
= (x — 2)(2x+ 3)(x+ 1)
1
x=2,-1—,-l
2)
2ra a=2,b=-1 b (x+3)(x—1)(2x—5)

Starts from O at t=0 and accelerates to a distance of about

25.5m in about 1.2 secs; It then returns to O, which it reaches at
3.5 secs. After that it accelerates continuously away from O
22 a Length= 16 — 2x, width = 10 — 2x
= Volume = «(16 — 2x) (10 — 2x)
= 160x — 52x? + 4x?
b Volume

—3<x<lorx22.5
15.6 1
x° + 6x +15x7+20+ > pte
oe +6 Sf

2 15 6 +>-
x° — 6x +15x?—20+—>-—
x x x

12x*+ 4 40 +—>
ea = 64 = Pare x°-2x*4+1=05
a
From the graph the maximum value of V x

is about 145 in’ when x is 2 4

(x* —1)(x*
-1) = 0 > (x-1)(x41)(x?
+1) =0>
23 The particle is decelerating away from O for the first — eee n! n!
14a DC Ce Se ee ee
seconds and then returns back to O, reaching it when t= 4 s (r—1)!x(n—(r—-1))!
After that it accelerates away from O indefinitely. n! n!
Il
r!x(n—r)! (r-1)!x(n4+1-r)

n! (n+l—-r) n! r
— > oa x—
r!x(n—r)! (n+1—-r) (r-1)!x(m4+1-r)! +r

= (n +1)!) Sht ot

r!x(n+1l—-r)!
m2C, RG = (n+ 2)! n!
; ~ 3'X(m+2-3)! 3!x(n-3)!
_ (n+2)x(n+1)xn! (n—2)x(n-1)xn!
3! x (n-1)! 3! x(n—-1)!
Assessment 2 =
n!
31x (na)!
————_
al
X (n ~
) 3
n+
2)
2)- (n ~—
> 3
n+2)|
Laer 12x? -16x—3 ii 4a? —12ab+9b?
1X —])! 5)
iii 5x° — 13x” y—llxy” —2y° relsial tea x [6n] =n?
b a=9, b=0,c=-16 6x (n-1)!
2 1+4%+7x* +7x3 5a 1B ii D Hie iv no graph vie
3 a p(p—5)
v= (or anything
of the form y= a>Oand
b> 0)
b (2x+5)(2x+5—5)? =4x7(2x+5) x + x+b
soa=4 y

4 £(3)=2040
5 a 18000 b 469000 ¢ 15
6 a ic=3 ii A=189 iii B=945
b 2079
7 (*—2)(x? —%+3)+7
8 a i x +43 y+ 6x7 y? +4xy> + y4
ii «4 4x? y+ 6x7y?—Axy? + y4
b 2x? +1207? +2y*= 2(45)* +12(/5)2(42)?
+2(/2)4
= 2X25+12x5x2+2x4 =178
9 5376
10a i 1+12x+ 60x? ii 64-192x+ 240x?

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ths-answers
Chapter 3
b x=90°, —270°
Try it 3A c¢ x= —76.0°,—256.0°, 104.0°, 284.0°
loa 13.9 cm d= 82:35 277.27, —82.3°, 277.7"
b 169 cm 17 a @=30°,—60°,—150°, 120°
2 2542 Di) ote 5752
@ B= i NE, Say EP
3 ieee ene ee d 6 =3236,35 =143.8°
Alp
IS FaeG 725) 52.5) DIO 5182 5422
4 x=11.5°, 168.5°, -348.5°, -191.5°
Ce = Bee boon d 6=45°
5 x =84.3°, 275.7°, -84.3°, —275.7°
19a @=34.6° b @=-120°, 240°
6 x=-16.7°,-196.7°, 163,3°, 343.3°
Ga 602 a Day, OL, oes
7a O=—63'4°) 1116.6°
20 a @=-—15°,165° DO = 55 be
b 0=97.2°,-97.2°
¢ 6€=—206°, 706° AE = 38.52 s ibe
¢ 0=16.6°, 163.4°
2a 8 =63:72, 243.7" Dio ei sereasoe
8 x=30°, 60°, 120°, 150°
c @=151.4°, 348.6° Gl P= ils”, DOES
DK = 96.7 27672
Try it 3B
Bridging Exercise 3A
1 x=11.1 cm, y=13.2 cm
I as 3:88 em b 6.50 cm c 2.45 cm
2 36.6°
d 3.91 cm e 11.8 cm f 642 cm
Dee B:8rem
g 12.0 mm h 2.26 mm i 164m
AW c= lisosleeey—10i>e
Dey able b 48.6° CG 0.7"
d 60° e 30° f 45° 5 32.9 cm?
3 a 165cm b 11.8 cm c 7¥2 cm Bridging Exercise 3B

4 Fee 1 a #=11.0 cm, y=6.50 cm

5 BneL;
Dee —9 35 em —7olicm
5 Fi eae pr c x=842 cm, y=10.6 cm
37 37 2a NC) 68.05

6 cos@= a tan@ = z=
116.7° is not possible since the angle sum would be more
J5 p than 180’, so the answer is unique.
x =44.4°, 135.6° b @=66.9°
Sh NOE eye10)* 113.1° is a possible solution so the answer is not unique.
= 205", 15935" GO —40 oe
R= 1957, 244.3" 130.5° is not possible since the angle sum would be more
x = 30°, 150°, —330°, —210°
than 180°, so the answer is unique.
Oe alee? Alem Jy Gen c@ Ueys\ cera
x =—48.6°, 228.6°, -131.4°, 311.4°
A ae 634 y= ols
x = 45°, 135°, —315°, —225°
b «=82.8°, y=41.4°
x =-19.5 °, 199.5°, 340.5°, -160.5°
© ae ay
B= (2574 287
5 a 24.2 cm b 11.7 cm ce 10.5 cm
s= 07,360"
d 16.5 mm é) 1a Srem: f 5.32m,
= 154.275 205.82
@ gl WEE I aula” c 34.8°
04 5a abe
7 20%
@=60°, 300°, —60°, — 300°
Saal om
@=10915°, 250.5°,—109.5°, — 250.5°
6 =81.4°, 278.6°, —81.4°, — 278.6°
9 a 165.4 cm” b 36.9cm*? c¢ 167.5 cm*
@=100.4°, 259.6°,—100.4, —259.6
—_(=)
ee _ @=5.7°, 185.7°, -174.3°, —354.3°
Exercise 3.1A Fluency and skills
@=—45°, 135°, 315°, —225° 4 4
@=-30°, 150°, 330°, —210° 1 a sin 6= — tan @=—
5 3
@=56.3°, 236.3°, —123.7°, —303.7° b sin 0= 0.6; tan 9=0.75
0s Dao 29010" 5 5
a sin 0= —; tan @= —
x= 602, 300% Ke. 251.6" 13 1,
x =—48.6°, —131.4° x = 31.0°, —149.0° —cos 10° b -—tan20° c —sin 20°
x =131.8°, -131.8° x =—45°, —135° —cos 22° e tan35° f -sin75°
@= 482°, 311.8° 0 = 23.6°, 156.4°
P= SMe, BB Ga N20782402
=_ie)
On
=
i) 6 =79.7°, —100.3° Tah 6=0°
fog
Jeti
tem
yeh
jog

@ =-60°, —120° d @=80.4°, —80.4°

_ fon) oo
fA
SsA2Ao *=72.5°, 287.5°, —72.5°, —287.5°
Aan
wf
aAf
Ane
Se
Aa
Soe
Sw
or

For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers

 x —90°
a Atranslation of 0

b A 180° rotation about (0°, 0)

~ (3cos 6,3 sin @) .
b (3cos 6)? + (3sin 6) = 9cos?6 +9 sin? @
= 9(cos?@ + sin’ 8)

ie 5
Line symmetry about x = +90", +270, ... 2
Rotational symmetry (order 2) about every point of y
intersection with x-axis: (0°, 0), (+180’, 0), ... a @=26.6° or —153.4°
1 b (e) = 38.7° or —141.3°
iii Horizontal stretch, scale factor A c 9=9.2°, 99.2°, -80.8°, -170.8°
b i, ii y d @=0°, 90°, 180°, —90° or —180° and @= 24.1°, 155.9°, —24.1°
or —155.9°
@=0°, 180° or —180° and 9@=+109.5°
6
6
360°
@= 135°, 315°, 63.4°, 243.4°
O=19 5S Leia 10;
6=0°, 180°, 360°
Line symmetry about x = 0°, 180°, +360%, ... 6= 60", 180°, 300°
Rotational symmetry (order 2) about every point 6= 48.6° or 131.4°
of intersection with x-axis: (+90°, 0), (+270°, 0), ... 5
Max=5, min— I b 12 hours c 3am and 3pm
0
iii Translation by ] 10 8= 60°, 300°, 48.2°, 311.8° b @=190.1° or 349.9°
11 mo
pprpamoanerrp
c i, ii y
‘
'
1
1
1

36
360° -270°-180° —909
‘ . « 4
1
1
!

No line symmetry
Rotational symmetry (order 2) about (0°, 0), b i From graph, @=—34° and 146°
(+90°,0), (180°, 0) ... ii 9=-—33.7° or 146.3°
iii Horizontal stretch, scale factor 2 a cos*x — sin*x = (cos*x — sin?.x)(cos?x + sin?)
tan@ b tan@ cal = (cos*x — sin*x) x 1 = cos*x — sin?x
sin@ e cos@ f sin’@ 1 sinx cosx
b tanx+ a >

sin 20° b- tan30° c cos20° tan x cosx sinx

—tan42° e -cos22° f sin23° pe
sin” x+cos
| >
x ]
P
f 6=45°,-135°
5ofr b @=—45°, 135°
cosxsinx sin.x cos x

tN
aii 1—tan”
2
x _
1= sin”
cox
x
_ COS
2
X=sin
Say
*
eh 13 ——= ? 7a
l+tan° x 14 -sinUx COS >Wt Sine
ale
Nl
hw]
te]
cos~ x
wle
Nile
2) 3
0= 23.6", 156.4°, —203.6°, —336.4° = cos x—sin x ? .3
=cos x-—sin x
0= 56.3", 236.3°, —123.7°, —303.7° 1
= 120°, 240°, -120°, —240° . 2 . 2 » 2 2
=1-sin* x-sin° x=1-2sin* «x
(sya b @=323.1°
x= 30°, 150° or 210°, 330°
0= 48.6" or 131.4° b 0=53.1" or 233.1"
GG —2107 ori830° d @= 131.8° or 228.2° Exercise 3.2A Fluency and skills
e 09=108.4° or 288.4° f @= 224.4" or 315.6° 1 BC=10.7 cm, PR=19.7 cm
g O=138.6 or 221.4° h = 156.0° or 336.0° 2a 62.4" Le lee Co TRIOS
Exercise 3.1B Reasoning and problem-solving 3 a BC=6.97cm, PR= 15.0cm
b ares ee ‘ = 2
1 a 6=0°,
Di 120°, ‘ 360° b 0=90°, 330° Seen one
area of triangle PQR
= 29.8 cm?
ey Gagoee
205 dbar
@=180°
iee or 300°
ce 4 a ;
BC=7.A8cm, angle B= 64.8", angle C = 40.2°
=~ . . b

cay 0=22.1°,97.9°
= i

or 142.1°
= °

d+m@=72.3°
—

fee or 107.7°
°

ee c Fee.
angle ee
/= 62°, HJ=10.6cm, HIeee
=9.82cm
3 Any correct transformation, for example: pe tunaemiee
e Angle R = 66.8° ae ee Ce
or 113.2°, ee
angle Q = 63.2° or 16.8°

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swers
 a b c
Two triangles are possible. RP = 17.5cm or 5.67cm Dips =
Angle A = 31.5°, angle C = 94.0°, angle B = 54.5° sinA sinB sinC
DE =59.2cm, angle D = 81.4’, angle E = 47.6° 11 In AABC, B= 180°—A—C=45°
HI= 40.5 cm, angle = 110.6", angle H =
(oom) 36.4” a b bsin 22.5°
- = > 4=———<—
6 x = /13 cm, area = 3V3 cm? sin22.5° sin45° sin 45°

7 a “< ~ — Sssii= ee OD: inAKOP peatme7 se ee aos

sin 45°
Angle C=79.4° or 100.6° The height is half the length of the base.
So angle B = 180° — 55° — 79.4° = 45.6° 12 The cosine rule gives
or = 180° — 55° — 100.6° = 24..4° (n° —n +1)? = (n? — 2n)* + (n? — 1)? — 2(n? — 2n)(n? — 1) cos Y
so both versions of angles B and C are possible. m—w+nr-—W+n—n+n—-nt+1
b sinZ _ sin 55° Rass 12x sin55° =0.756... =n'— 4n? + 4n? + n* -2n? + 1 — 2(n* — 2n? — n? + 2n) cos Y
12 13 2n? +n? — 2n =n'— 2(n* — 2n? — n? + 2n) cos Y
Angle Z = 49.1° or 130.9° aise n(n =2n? —n+2) a
So angle Y= 180° — 55° — 49,1° = 75.9° Qn(n?—2n*—-n+2) 2
or = 180° — 55° — 130.9° = —5.9° Angle Y = 60°
which is impossible. Review exercise 3
Exercise 3.2B Reasoning and problem-solving 1 a sin@=0.6, tan@=0.75 b cos ee png =e
Ae a tand b sin@ We
2 a 44.4° Diese a -—sin 10° b_ tan 80° c —cos40°
3 BC?=122+ (43 )?-2 x 12 x 4/3x cos30° d -tan42° ee sinll° f —cos60°
= 144 +48 - 144 =>BC=/48=4,3 =AB g tan30° h -cos20° i sin80°
So AABC is isosceles. a Max=4, period = 360° b Max=5, period = 180°
4 5.44cm and 12.2cm c Max=6, period =72°
nn ae Ab: big —45ntor Oss 180;
Bear a8 bee a x°+y"=4cos’0+
4sin’ @= 4(cos? 6+ sin? @)=4x 1=4
4 D
x? + y? = 4 is equation of circle of radius V4 =2
6 a h=bsinA=asinB
b At Q,x=land y=V3
Hence,
jie ary all aeBap es
sinA _ sinB
Hence, Q lies on the circle. 9@= 60°
ab 1
aly b Es @ =i
Area of AACP = a x AP
al 2
Area of ACBP = sh x PB d : : f -l
1
V2 Es
So area SAAR =—h x(AP+ PB)=—h xc 6=45.6°, 314.4°, —45.6° or —314.4°
6 = 68.2°, 248.2°, -111.8° or —291.8°
h=bsinA =asinB so a xc=—bcsinA Serene
= IANO, sal S30 or esl
b CP=bsinA e 2 0=41.8° or 138.2° b @=74.1° or 254.1°
AP=bcosA
@= 120°, 240° d @=210° or 330°
BP=c—bcosA
0=28> or 332°
Pythagoras in ACBP gives
0= 36.9° or —143.1° b 6@=0°, 180° or +41.4°
a = (bsinA)* + (c— bcosA)?*
@=0°, 180°, 19.5° or 160.5° d @=80° or 140°
a2 = b(1 — cos?A) + 2 — 2chcosA + b’cos*A
@= 30° or —90° fe= 145y0n—35.
@=b?+c—2chcosA
_ i=)
_ 0=9.7° or 80.3°
sinZ _ sin 30° 23 1 _ V3
Uh =5 es = sinZ = 5 5 5 0= 10.9° or 100.9°
C= 3:8 DOD l2 aS eLno we:
JE 0)"he AO} G16 1038:97 Ison"
Angle sum of triangle gives X = 90° or 30° B= 929925
The angles of the triangle are either 30°, 60°, 90° @=53i1"
or 30°, 30°, 120° — i) @= 210°, 330°, 90°
The triangle is either isosceles or right-angled. @= 60°, 300°, 180°
8 AC=14.5 cm, AB=18.3 cm 6= 99.6", 260.4", 0°, 360°
9 114cm G=64:3 5295.75 219.9) 140)1-
10 Angle at centre = 2 x angle at circumference G=90;
BOC=2xA 0= 53.6", 306.42, 147.5°,212.5°
ABOC is isosceles and symmetrical — ioe) BC =6.46cm, area = 25.6cm?
BOP =~ BOC = A Cop
Ga
kt
wf
as
®oe
©So
Sf
Aa
ho
of
aa Angle E = 26.9", area = 16.1 cm*

; taoa
InN BO Pasi
r 2r
a
2n=—
sinA
Similarly with angles B and C at the apex, giving

Answers
For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers
Assessment 3 10a y

loa

by = ae liter
{Lil es y

t= 90% 799 1x = 902 x= 110°

a #=78.5, 281.5" bie BO olor

b 3s the line intersects the curve 3 times

12a 19.9 or7.86cm b 31.4cm?
1sra silise
b 180°—31.3° = 148.7°, but 148.7° + 54° > 180°, which makes
the triangle impossible
14a 10.lcm b 94.1°
LS PS
N6s4 5 << eope
in@sin@
Va 40304 tanOain d= coa@4e =
, , cos@
_ cos’ @+sin° @ 1
Maximum at (45°, 1); Minimum at (225°, -1) Ill
ges NGS, Brews) cos cos
cS (0°, 1); other values possible for x, e.g. +720° b 0=66.4°, —66.4°
(360°, —1); other values possible for x, e.g. —360° 18a x%=63:7;5 126:37 233:7, 306:3°
BY ok
poras b 20.3m? bo 2=71.67, 2a) 6oisow oles
15.7 cm 19: ¢= 0%, 90°, 110.9" 159.17; 180°
2 units 20 6=0*; 60°, 120°, 180°, 37.9%, 82.1°, 157.9°
a x#=—1L5°, —158.5°
ola 2Ne2
» v6
CNA

b «#=11.7°, 71.7°, 131.7°, —-48.3°, -108.3°, -168.3°

5 12
Sa Vv
22a -8<k<0 b 7e@=307, 15075270:

ee ee
VvVl-a”

24 x= '56:9%) 123.1 256.9", sua

Ploy Woy eoKersy

Chapter 4

Try it 4A
b x=a+90°,x=a—90° c x=a+
60°, a—120°
La i x3 Dees
b (3, 16)
c i -5 ii —4.5

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ers
Ay Et (0)
ly BG) i =) a)
c

AY OC eliD iit “Beebe

5 y=6x*—8x-18
6 y=x2+2x?-3443
7 y=3x?-7x?+4x+64
S96
eo)

Exercise 4.1A Fluency and skills

[a6 b 8 c 8 d 10
e 4 f 15 g 3 h 36
2D eae b 12 (wy d 4
e 6 f 4 g 6 het?
Sarag of b 18 c 4 Gl
e -8 f 3 g 13
4a 4x b 8x (os d x
Cn 20 forme? g x 6x"
Dera te los mw 1+2x iti 1+ 2%
3 2 iv 2x+2 v 2x-3 vi 4x+5
er ae ee b i 0 ii 0 iii 0 iv 0
tees : c Uh ii —1 ili 2 iv =3
Bridging Exercise 4A Bees he ee a

Gh nese th pel d —3x? e 2x- 6x f 1-—2x4+3x?

b (a,-7 Exercise 4.1B Reasoning and problem-solving

e (he. ey bav=i0 Cee = 0105
c i 1.75 ii 1.55 d (15) Eas) f (4,80)
2 ai *«<-4x>4 ii 4<x<4 2 <a (1 i)and e111) b (2, 8) and (-2, -8)
b (4, 26), (4, -6) c (3,27) and (3, —27) d_ (0.1, 0.001) and
ce 1) 51875 ii —5.96875 (—0.1, —0.001)
3 a 0 : pay a
b -5.9,-3.9, 4.1 31697 Nea. OF
f (0.7, 0.343), (—0.7, - 0.343)
sh b x= 3)
Coe 5D) d x= —
5 2a
4 a ere be 4s=3)—1

Cc Pree d ee
S ii
Q w=2 fea 2.5
g x=3 hos) 1
Baie bi ann fait ee

d_ No. No matter how many special cases you show work,

you have not shown it works for all

For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers

 d_ False e True f False
il il
ing
1 1 :
1
Sale
eae
2 Exercise 4.2B Reasoning and problem-solv
6 a f(x) a== f'(3)
Asi lim
bees c 2x-—9x
lia 26-1
1 He cal
a ea —h d esas e 18x°+6x-9 f Pe pe
2D 2D ‘ i
30 h4(4+h) n0 h1(L+h)
g 4x . hoe 2 i eee
8 8 2_——x
-l 1

ayer)
=lim—>5 ae ib se
Dar b liad 7

as c 2S d -x7*+x 2
2
b f(x)=— = £’(x)= lim xth « Sh
‘x h0 h f =x2=42
e eg wae
oe ea) -h 2 y)
h0 hx(x+h) h0 hx(x+h)
1 i I met 1 _3 > 3

g —x2?+—# 27+—42 hb! =x 2

=] 1 Dy 2 6
= lim 7 aay _4
h>0 x" +.xh Bee i ——7 *

3 a 24-2 b 2x-9 c 3252" ae

d 4x+3 e 3x7-1 f ao eee

lh A ike b 24x? (or 5} a
Aa 246—6 b x= Lors—7
d 0 an) i @ ea ii x>4
c (4,-9) Cite
g —10x* h —7x* i -2x?
e i falling ii rising
1 -1 2
ji. ee k rie 1 Bor 40
aa Oa
2 2 bra
m 28 n dee 4 (Gy (0)
3 4
b i #=2 ii y=40
e Wl 0S <4<2) W2<7555
ail 1 22
De ae 2 by scp ° 6 f(x) =(t litHxt+ 4+ 604+ 404+ 1>
2) 3
ie 2c Bae
f’(x)=4x° +12x7+12"+4
c =xa! > al =e"
5 Si aay
il 3 2
Ea Po all
e cer f 43 3 bee
3 3 i! 1
CR
=2 1 3 2 4
Sea
===>
xe h 6x ~ =—
x? 1 1 1
d yh oe Aad=-l—;
x=—,y ii K=2—;
24 i =
i 240° =— j -—x?
x 2 Exercise 4.3A Fluency and skills
el
k des a I i) 8
2 1 a 18 b 0 Cees —
27 9
m 0 e 24 f 0 g cs 9
3 a 2x+2 b —2-10x
c 3x*+4%"-3 d 2x-4x3 i 0 j -—4 k 07 Lee
1 4 m 2 n -3 o 0 p —2
e 1+— f 1-—
x? x? 5 3
3 3 i) al 2a 2S Did c — d 46
os h -—-— 2 +
. xt x? x* 10 1 f
e 22 =). h 125
ges
1 1 es : 8
i = ee =
Dale dx? 33/4 1
i618 j 16 k 1280 Wie
Ba) =2 EX 4 ata Lee eo— 2 ii
x>-2 iii x<-2
IR =a oat : 1 4”¢°-=~?
bad) @=—125 eels iii x >—1.25
4 a i 6x+4 ii —8 b i 6x°-10x ii (oh oS) i 40 li <0
8 8 8 ne dy) s=—2)2 li x<—2orx>2 iti —2<x<2
Cea ESE sss ii 8 ea ii
e i «=-7orx=3 ii -7<x<3
@€ i y=x=x ii 7 iii 7 it <7 Ona
d .
i x=landx=2 ii SS Ono ee i Vem?
ee eel eae reed no stationary points
dx dx o 4
1 3 ii increasing for all x in the domain
@ al i d et. 2_y ee iii never decreasing
dx Ghee 8 no stationary points
Gavan b y=x"+3x-8 ii increasing for all x in the domain
c y=2x+3 d y=x7-2x+3 iii never decreasing
e y=2x-15 ii x<Oorx>0 iii never decreasing
7 a True b True c True = () ty o> 3(0) ili «<0

Answers For full solutions go to http://www. oxfordsecondary.co.uk/edexcelalevelmaths-answers

a a y=-x? b y=5-3x Dea (3)27) b 18 ¢ y=27=18(«=3)
c y=x°-2 d y=1+10x—x°? 4 a k=3 b ¢ y—3=5(x%-1)
Exercise 4.3B Reasoning and problem-solving
5 a (1,-1) b 9 c -5
1 £2.50 per kilometre y+1=——(x=1)
2 ae b_ It is losing mass.
3) a 4nr° 6 a (2,5) b 2
b 36n c 24%
4 a a yp ii —6 iii —12 c acs d ; b= a 2}
b #=—1 3 aii a
7 yon 20) liy=—4
a (3-—9.8t)ms?
x=-3
b falling at 46ms"!
c i tangent: y=—25, normal: « =-1
c falling at 95ms”
ii tangent: y=—25, normal: «=—5
d -—9.8ms” or 9.8ms~* towards the ground
iii tangent: y= 25, normal: « = 2
a (10-—3.24t)ms7
b 3.09 seconds (to 3 sf) Exercise 4.4B Reasoning and problem-solving
c 3.24ms~ towards lunar surface b k=5

2 (80
ik ey Soy
a 360-12¢
b i 240mls2
Pye 2
ii 120ml s7?
2) y=x-2
c 30secs d 5400ml
a i x«*+10x+30 b (3,1)
1
1 30 C Men B at (3,1) =2(3)-3=3 > Mrooms =~ zi

iii, dy —=(x«+5)’—5?+30=(x+5)
+5, which is norm B =~ "3* norm A
dx
positive for all x. So function increasing for all x 4 a Consider the line as tangent to first function and normal
ba «4° —6x+12 : d '
to second. In 1* function: ™,,,, = = 2x; in second
ii 12
1 1 1
ae
iii
Cy
—-=(x-3)
2 2
—(-3) +12=(x-3)
2
+3, RULE
ALO Ny i x
dx Uden i
f 1
which is positive for all x. So function increasing b [2 4—
for all x 2

c i x*-5x+8 c ya =4(x-2)
1m 8
2 2 2 5 a y+l=1(x-3) b y+l=-1(x-3) c 9units*
iii o-(x-3) -(-3} +8-(+-2] qe 6 a y—-1=2(%-0)ory=2x+1 b (-1,-1)
dx 2 2 ay, 4
which is positive for all x. So function increasing G [-2.0] d ne
3 a)
for all x
1
HEN y—3=5(x-2) b Baraat =?)
D = -(x?—8x417) =-((x-4)'-4? +17)=-(8-4)°-1,
Sura =—2g—9 b y-9=12(x«—2)
which is negative for all x. So function decreasing for all « Coy oe 5-2)
10a i 4x°-2x% OWal (3,9) b y-—9=-(«-3)
6
ii 12x? +6x 4=12x7 + x! 10a i (x+3)'-10 ii (-3, -10)
b_ The second derivative is positive for all x 2 1 so the iii tangent: y=—10; normal: « =—3
2
derivative is an increasing function for all « in the b i (x-5) -20 ii (5, —20)
domain. iii tangent: y =—20; normal: «=5

Exercise 4.4A Fluency and skills nail

; (SS +
|| =
37 : (2
| SSS
|
2 + 2 4
1 a y-4=7(x-1) b y-1=3(x+2)
ae 37 3
c y-5=12(x-1) d y-4=-12(x«—2) iii tangent: y= =ae normal: x = A
1 1
e alae se 78) f Yelao (t= 4) d i 20-(x+4) ii (-4, 20)
1 1 iii tangent: y = 20; normal: x =—4
9-335—(9=
—-\e>9) h y eer ea
rr aes alla e i (x+0)
+4 ii (0,4)
1 y 3
i y- =7 (2-4) j y= 22-5 (r=) iii tangent: y= 4; normal: x =0
f i 2=(%+1) ii (—1,.2)
a y-1=-=(x-2) b y-10=-(x+3)
1 1 iii tangent: y= 2; normal: x=—1
c yt5 =— Tis = 2) d y —4=-—7” = ) iv In each case at a turning point the tangent was
horizontal (gradient = 0) and the normal was vertical
2 4
e y-3=—(x-2) i Cals, 8-2) (gradient undefined). This might be used to test ifa
2 point is a turning point.
g y-—=8(x-4) h y-2=—\9- 3)

For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers

lla i y-10Jp =-2P (sp) ii yss0yp =P (e-p) iii 6x2 — 42x — 36; (—1, 18) max, (-6, -107) min
i Syl 5
iv 6x? —22x-8; Ge >| max, (4, -78) min
b Normal at A cuts x-axis when y= 0:
vy —6x7 +10x —4; (1, 2) max, ES =) min
-10 p= 2(x-p)>x=50+0 ; 2 7
Normal at B cuts x-axis when y = 0: {127 —40+1;| lamer
= )ma , [-5
vi—Lix —4x% 2’ >)
2 min
10 p= (x-p)>x=50+
f(x) = 3x*+ 8x3 —6x — 24x —1
Thus both cut x-axis at (50 + p, 0)
ae 12x? + 24x? -12x—-24
12a p=0,q=4 dx
2 At turning points
y-4=-—(x-0) ory=4-—«
Ss 12x? + 24x” —12x—24
ee 1 1 dx
d i (2,0)and(-1,0) ii y= (a2) and y=— (#1)
=e
a
e x=0
2 d 2
13a y-12=—~(x—30) Checking: atx = Lj al +2.1'-1-2=0

b y—6=10(x«—60)
1
atx =-1,2dy =(-1)' 3 +2.(4) 2
tx=-l, =(-1) +2.(-1 (-1)-2=0
c ii (6,
(6,60)
60 ii y y—60=—(x-6
10%)
b¢S-9p ian(-o 43 (2Y =(a)—2e0
al ih (8; 120) ii k= 240 dx

Exercise 4.5A Fluency and skills f(1)=(1,—20), f(-1)=(-1, 12), f(-2)=(-2, 7)

1 a (-2,-9) min b (—2,-36) min (1,20) isa min, (-1, 12) is a max, (2,7) isa min
c (3,-16) min d (0,1) max f’(x)=12x° —12x* —72x. At stationary points f’(x)=0

e eae min f [== 20% |max

12x° -12x? -72x=0
=> x(x*-x-6)=0
4 2
= x(x-3)(x+2)=0
d = i=
||, | avi h
13 =|
| -—,— x Hence result.
12 24 14 28 minima at x =—2 and x = 3; maximum at x=0
7 =—

f(x)=8x+—
= f’(x)=8-—
2
1 44
i [=F 65}max j (2,4) min
4 8 x Xa

k (3,12) min, (-3,-12)

max 1 (-1,12) min, (1, 8) max
2
At stationary point f’(«)=0 = 8— = = Oe
m (25,—25) min n (4,—48) min on
2 a (0,0), (4, -32) b (0,0) max, (4, -32) min but in the definition x > 0. So only x = 3 is a solution.
c ve
b A minimum at (3, 48) c A maximum.

Exercise 4.5B Reasoning and problem-solving

40 i
1 Both numbers would be 500
20
2 Both numbers would be 60
|(00)
3 x=8, y=4
a a y=150-—3x% b V=300x7?—6<2
1
c x=33-—,7=50
37°
404
n a x=4,y=8 b 20m
60
a 6x—5x° b (23)
—80
2cm 2
(0, 1) min, (—10, 1001) max 1000 » 40
onan i 5 b tall Coe)
vs Ks
440
Qe b x=4.1
(to 1dp) c x=5.2
(to 1dp)
Tx

Exercise 4.6A Fluency and skills

1 a 10x+c b —x"-4e

Cc 2x? +6 d 3x4*+c
e 5x +¢ : ave

3x7
§ Gs Smid, h 5x-2x7+¢
6x” -18x+12
(1, 12) max, (2, 11) min x>4+3x7 +2e+¢ j 42° +6x+c
i 3x” -6x-24; (2, 29) max, (4, -79) min x* x? x2

ii 3x? +6x—45; (-5, 130) max, (3, —126) min

3x=—2x7?
Ie +¢ —+—+—++xte
4 aye a2

Answers For full solutions go to http://www.oxfordsecondary.co.uk/ede

xcelalevelmaths-an swers
 1
m 3x-—-~6x'+c zu tox +xte b i v(t)=6t+5; s(t)=3t?
+5t -2; licms™; 6cm
Wa 4 a3 1 1
C0) ie —3x “+c p —x? +e +e +2; s(é)= 0° +2441; 2 ems; oP on
ii v(t)=se’
2 6 2 6

q
a
Be
ele XAG
Ty
owe
ili Ua!
Le
= Mee
heey
SH er
2 11
cm
D2 3 i Gi ; 8 6seconds
De 2a One (Ss
3 2 9 a 0.5 metres to the right of the origin. b 3ms”
42 42 a
bed eel7.sm d ee
beySea Giie! va
Ea
: 2
3_lis
1
i 4 Exercise 4.7A Fluency and skills
Vito — 4a Ane WwW —nx* ——nx3 +x? +¢
3 va <8 b 20 c >
a 8 2 g
x co tee teers d 96 OQ 3s) f 6n
2 a x+e b —x’ +¢
g 2n+2 h 48 i 72
; 1 5
j o- k — ] ee.
c 3x7+7x+c d 3x—x7
+c 3 4 24.
i ae ae 7
CMe he OG f y
x—-2x7?-—x3
+¢ iat n 6 o 156%
3 2 4
g x'+x’-7xtc h 2n+3x°—3x*+¢ p 5 ~126 r Qn
3 4
Ho 3Sane she Jj =a) abe 2 a 16 18 c 15
4
i Bs 1 64.
Kae 1 SSH09 thE d = e—— 36
3) 6 3
3 2
oo 2 cao hie is7s
by Al wiedan(e b SYR ge——ee 4. 3
x
a3
C == d —+3x"*
+c Exercise 4.7B Reasoning and problem-solving
6
4x? 2 it Gy
e “Ee ee 284+ f 1 :
2 . square units
3
Dee ES 1
g ee Aye h 3 57—square units
3 3
ge ge
i ———+—+c j 4 a ao ae b ;square units
2S 2
Z DY)
C2 O=7197 sd Fe square units
k —x?+2x2+c 1
The difference is a square of 1 square unit: 1 unit along
Bae
m —Ilx}-—x "+e n the x-axis by 1 unit translation in the y-direction.
2 a a=10 b a=5 @ Gas 7
ai!
0 x°+2x 2+c p DES
Z
2 2. A WY
CNAIn the domain 0 < x < 360, the area below the x-axis is equal
q —*2+—x2+8x2+¢ r to the area above the axis. Since each will be of opposite sign,
their sum is zero.
4 a_f(x)=22°
+3 b Se 75m
10 20.08km
Review exercise 4
5 a 2x*+3x-10 b 10x+2
ao
iano Dees @ sil
cc x tx74+x4+7 d 2x? +202 +1
d —2x e 1-2x foee2TG
Exercise 4.6B Reasoning and problem-solving 2
2 a 3x7+4"43 b ee
e
1a P(f)=7t—-26 b 9 c 6 ih SUP, ee
10 c aera CU eye en
2 a f(-2)=16 EE sore x x 4 3
a3
3 3 e -x?-6x«° f -4x7-x 2
a) y=r> +c Diya 1 -4
c 1.84 (to3sf) d 9.53 (to
3 sf) g ax — ox 3 h 1-3«2
4 a h=2t*-20?+4 i
ie
—x? jo oe
324 — x ee
5 =
b 3.54m (to 3 sf) 2 4

c t= 6 days 1
By fl 3 b -— (oy) d —
[p> is} 3 6
5 a Da 6x2+x 3
4 a 56yunits per x unit
Gale oe
150m cm? per cm
Tea ed v(e)=0? +2; s(t)= Fe +2642
hea
(sl i lems! ii 2cms”
ii 3cms'; Se

For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers

 d i 0.25kmm_1 (to 2 sf); 0.18 kmm* (to 2 sf)
ii 20 m(to 2 sf) [(e+ny = a(a+h) |-|x?= 2x |
iii 0.13 kmm_ (to 2 sf) 1 12a ae 0 ECE
tangent: y-8 =6(«-1); normal y-8=-2 (2-1)
7 3 = lim)5)([3%? + 3ah+ h?— 2)])=37
tangent: fb ("—3) normal Y= — (tea)
b 10 :
tangent: y = 9; normal x = 2 ee er
Equation oftangent: y—1000 = 20(x— 25) => y = 20x +500 13a 3x°+12x+9 b 37 2x 2
1 14 s litres per min
Equation of normal: y— 1000 =— aA —25)
(-2, -9) min ; Rey
WSS5 orc8 = NOt
162=0 y 8ae #4 F

ita
l6a y —-2=—(x-1
A ( ) b —
88

17 f(x)=1+6x+12x%?
+8x° = f’(x)=6+24x+ 24x"
=6(1+2x)?2=0
b ; nea 3
At the stationary point x= nae the turning point is a 18 0<x%<=
a 5
minimum.
2 b 6x+2 C= 19 1l< cee
ae
3
dy x 9 pt a 3 1
—==1+*+—+—+—+— >» 5 = ies oS
dx 26 24 120 20a 6x*-—x? b 12x-—x?
2y DUS ge 2 4
=> —=l4+xt+—+—+— a3}
z 6 24 21 6+x ?
2 4 3
1 4x d z 1
ae aaa, b -——-——+ 39 aoe apt ag as ag
32 4 i - ? : dx x p
2 3 Ww) = 3 = 2 d?y
= Rapa g ao +¢ d Be eye ee
Y =19¢4 = atx= ; * =192>0 soa minimum
dx” 2) dae
iL 200
25— b 18z 23 a = Sar
2 Tox
> 400
b A=2X 1x + 2nxh = 20x +—
1 2
—33— d 10— ec, Bl en(tore st)
x

3 3
1 1 3 d 189.3 cm*
10 a 4—units? b —units? c 60—units? dA 800 _ @A ae
2 6 4 e — = 4 +> at x = 3.17, ——>0soa minimum
dx x dx-
Assessment 4
3000
24a s=30003 fa A Sh ee
1 a 4x°-10x b =x 221a? 26 64° =n 2 be x
12000 )
d 1 1 st
2 See I) =Seqins* x
dé fe 5
18.2cm (to 3 sf)
1 8 c 991cm? (to 3 sf)
BEY 7 b x+7y—8=0or y=-—x+—
v4 7 d°A
_24000, dA
4 a x*-2x b 12 c 60x«—5y—108=0 d pm ue 2) +2=> oe >0Osoa minimum
d
fae 0= ny one 1 0a :25 43 2
dx 3 a moe +6x°+9x+¢
b (1, -4) ine
c Minimum
b 2x2-—x2+4¢
3)
6 -4<x<—
2,
c
5 tlm
2x27+—x2+¢
3
3
ees 3 1 »)
7 a x +—x°+c b 0 2 +c c 2x2+2x2+¢ 26a = 53
4 LS
8 a 29 b 4/3 pepe 27 a88
4. 5 6
9 a f(x)=—x°+—x — x(+c)
ee) 67+ 8/2
i = = 28 v2 | r 3.26)
b alamo = x7 +— x2 (+c) 4
29a xt+x°-1 b Reem ss
10 Integration between x= 1 and x =3 gives the result af 3
dy. 3(x +h)” —3x? 30a i kt+k&* ii ky
lla —=lim,_,)| ———————_ oar k 5 K+] =k
dx (x+h)—x
Loe
9 rae iG ) ii ——
ii ink — kx(+c)
|
3x7 + 6xh
+ 3h2 —3x2 |
= lim h = lim (62+ 3h) = 6x 16 16
hao 1>0 31 (=, -<) 32 6 33 Q cae oe
lil 1 ad Te)

Answers For full solutions go to http://www.oxfordsecondary.co.

uk/edexcelalevelmaths-an swers
34 (0, 1) maximum, (-1, 0) and (1, 0) minimums
35 (0, 20) maximum, (1, 15) and (—2, —12) minimums A
3
36 oo. MM =S<K
MSE OORS 5
y=3~
38 270 cm? (to 3 sf) 39 2010 cm? (to 3 sf)
40a y—2=5(«4+1) b ;

Al 42 ane
3 2 |

43
37
—
36-43
eee See
© 44. 5 (or 3.23) Xx

y
45 6 46 = Ai
D ' y=loga4(x —2)

Chapter 5
>
Try it 5A 2 3

ave — 49)
b x=-0.613
y
2 #=146
A
Be e435 10.569
4 eg.

Sool! aera ane i

0.0625 0.25 | 1 4 16 64
haz
y 3
A

Bridging Exercise 5A
1 3—=8)
x=4
x=-2
= 5)
oS
x= 4.86
f= 4
Heh
w|—
ola
208
y= Ooi)
«= 4.05
x =—0.898

6Soe =
Rt
gy
On
tae
Wo
Ses
im.
Re
y)
x= 0.631
pe Ny WAS
126
on= )eoy)
x =—0.387, 1.51
geceilk, esl?)
Go Ware)
x= 107
hte 126;
of
aa
Se
— 146
3 a fe -3 -2 | -4 0 1 2 3
0.008 | 0.04 | 02 1 5 25 | 125

ths-answers Answers
For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelma
 01 Dee Sieh

b se -3 -2 =4 oa

ae
y

y=log; (x +3)

y=log7(x—5)

Answers For full solutions go to http://www.oxfordsecondary.co.uk/edexcelal

evelmaths-answers
 So log, [=|= pig
d}
=log, «—log, y
1D) =A) Sa
So log, (x“) = pk
=kxlog,x
10a Let y=log, bso b=a@
Take logs base b on both sides
log, b =log,(a’)
Exercise 5.1A Fluency and skills
1= ylog,a
1 a log,8=3 b 1= log, bxlog, a

So log, b= d
c log,,1000=3 d lo

e log,,0.001=-3 f
1 lets=@
g log, re =o} h
Take logs base b on both side
Dy DP) Dee: a6 c log, x =log,(a”)
ee! log, « = ylog, a
Cero —9 f 6'=6 a OD| I i)
g Le ae
Boa 2 b 4 c log, a
e 4 ie il g 2
ss
ro
So 1085 *=log, x
4 a logl12 b_ log6 c log4 log, a
d_ log32 e logl08 f log 72
b log, 12=3.32 x log, 2
g logl6 h logs i log6
j log18 k log(x*y’) 1 log (xy) |
5 a 2loga+logb b loga—loghb 6103? _ 9 015
logo 6
c 2loga—3logh d loga+ Bee
1 |
ii 2810 _) 999
logy) 4
e
1
—loga+
1
—logb-1 f ;(loga + logb + logc) |
7 g 5 g oge jig “081029 _ 9 939
log,)3
1 1 12 xyz=log, zxlog, x xlog,y
g Iga EL, ee
1
=log,j zxlog, «x og, (From Q10a)
log 3+ 2 log 2 = 1.079 b log 2+ 2 log 3= 1.255
c 2log 3—log 2 = 0.653 d 3 log 3 — log 2 = 1.130 log, z
e 1-—log2=0.699 if 0-3 log 2 ~-0.903 =
log,x
xlog, x (Rearranging)
3log5 _3_|. 3log3 3
Tuene =log, zx (From Q11a and Q10a)
2log5 2 5log3 5 log, z
8 log40=3-—2log5
= 1.602060 =1
Exercise 5.1B Reasoning and problem-solving
Exercise 5.2A Fluency and skills
Lea 32. beea20 c
d 1.81 e 4.99 f
rp Rs hoi i
j 0.892
Dave 20) b 7 c
e 5 £ 116 g
3 Adding gives 2logx=5
logx =— =2.5
x= 10°5
=316 (3 sf)
y = 10°5
=3.16 (3 sf)

3]
Ae Aa yall be 12 ce 58
_ (Bee = 36
dae Gil fe
fig Als 2 h_ 0.631, 1.26 i 0, 0.861
2 a 2.54 (to 3sf) b 0.395 (to 3sf)
je lelG 10 d 3.47 (to 3sf)
c —0,506 (to 3sf)
5 a -lor0.631 b (1,5) and [0.31=]
6 (2.32, 20)
We TA ST eoSitehyars) ii x > 4.29
a= 2"
b 20 ii y,is exponential
(GF iii 10, 25, 32
8 a 4 b 14
12
b i y=—
9 a Saar e %
ya"
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 0 ; 0
Vga Ne f Translation of (|
e Translation of|
ae 1
3 = 2~ or 3
)
ii y,is exponential y J
, A A
ji 242286. —
yA A

4 Y

a
ri 0 bs
. 0
=
=i 1
g Translation | h Translation of 3
0 SS

<

72
ie)

39

6 WC,XD, YA, ZB
A & W eeS 738) ii -e?=-0.14 b. (G32)
3 &
We cee: eye Bi ce (1.2,3.74) and (3.74, 1.2)
e log; 3.74=1.2
_ 3 1 dis .20 ii 1.50 iii 1.73
oe) 2 yaa a+ iv 0.50 v 1.63 vi 1.77
9 a_ Reflection in y-axis b_ Reflection in x-axis Ila p= nt =2,r=In9
a? » b a=e 2,b=-3,c=-In9
Exercise 5.2B Reasoning and problem-solving
iia iid

0 ‘
Bs
0

ce Stretch (sf= 2) parallel d_ Stretch (sf= Ln 7 ag

: 2
to y-axis parallel to x-axis =>
y ;* (2.6, 6) so approximately 2.6

b ye

0 ca 0 :

(1.3, 4.3) so approximately 1.3

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evelmaths-answers
 Exercise 5.3A Fluency and skills

‘There are 3 points of intersection.

Yes, predictions are reasonably accurate.
b «=—0:75, 2; 4
c_ Yes, about 44% of the initial insulin is still present.
3 a (3,4°) b (1,4) c (4,81) d (-1,2) 3) a 2 ii 109
4 7.25
b i 15 ii 6050
pees e i-5 ii —4.52
el x and y grow over time. z decays over time.
y—e? = 3e3x — 3e3 4 a 0.049cmh' b_ 0.0074kgh?
y = 3e*x— Qe?
a i sc ii 1.48°C
When y=0,x==
b 0.639°C min!
Tangent passes through ie 0) ce 1.48°Cmin'!
(6, 2e?) 3 d 80.7°C
¥y = 3.695x — 3.559
(2e + 1,0) 6 a 21.5 millions
COnan a y=log,x b_ 1.29 millions per year
c 1.08 millions per year
b Y=25
7 a 2mgml'!
In y=1n2*
b 0.331mgml"
In y=xIn2
c i 0.9 (mg/ml)/h ii 0.149 (mg/ml)/h

8 a After 1 year, cost =£P os

100
= £ PEO)
After 2 years, cost = £P(1.05) x 1.05
= ea(bOa)) 2
b £166.15
S) ESPLGY
10 kK=0.0105, t= 65.8
Exercise 5.3B Reasoning and problem-solving

loa 20
b Model gives 100 — 80e*
= 70.6, which is reasonably accurate (roughly 2% error).
Yes, model fits data.
87 insects
Ast>~,e 530
So yes, the model does predict a limiting number and the
predicted limiting number = 100
Da A=)—2=3

i ee
Pats [a [es |o |v0|ans]
Pas [oo[esfo [eo [ar]
b 29.3 hours
Accurate for t < 60
is the gradient of a chord and only approximates Fairly accurate for t = 60
% Not accurate for t= 100
the gradient of the tangent.
No limit is placed on the number of bacteria. It would
lla increase to infinity according to the model.
1.1 bacteria per hour
7.3891 | 20.086 | 162755 Model B. The population of deer would never be a
negative number.
7.3894 | 20.087 | 162763
Model A. This model correctly show exponential decay.
b Asin Q10, the gradient is of a chord not a tangent. Model B exhibits exponential growth.

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 c Model A. When t= 1.4, the area of bacteria reaches the Gl ih desley
area of the petri dish, and so the area of bacteria would
not continue to grow exponentially after this time. 7 Y= log x
4 a 180
b 20, 9 trees/yr
c Syears Ba

con =
d Ast>~,e % 50

c Ast, e005 _» 0
So 8 30 ii @=5.2,n=-1.6, y=5.2 xx?
Minimum temperature = 30°C rete Y=logy
d_ Any valid reason e.g. the minimum temperature to which ;
the block of steel cools may change depending on f
environmental factors. The block of steel will cool to the
ambient temperature which may be less than 30°C.
6 a k=5.0,A=1500
t

Aet A
b 7=
es
e++k 1+ke 4
abt Z\ any | Ca Tie os =%G
1+ke *>1so——— <A so the population cannot 0
exceed 1500 jlnjee

Exercise 5.4A Fluency and skills

1 y=2.5x'°
2 y~4x2.5" ii b=2.1,k=43,
y=43 x2
3 a i Y=logy bos Y=logy
A

0 X=logx

li a4=4,n=2.1, y=4xx) —
b i Y=logy 0

13 = log x

c i Y=logy
X =logx ecm 0.301 0.602 | 0.699

Y=logy | 0.204 | 0.362 | 0.462 | 0.531 |0.580

ii a=1.6,n=0.54,
y= 1.6 x x94
Cc 1 Y=logy

5 ¥=log x 0 28 J

ii a=750, n=-0.3, y= 750 x «3 ii b= 0.625, k= 450, y= 450 x 0.625"

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.co.uk/edexcelalevel maths-answers
 d i Y= logy b i 8m ii 64m?
c (i) is more reliable, because 1.35 is within the range of the
task 1.2 to 1.5 (interpolation).
3.2 is well outside 1.2 to 1.5 and liable to inaccuracy
(extrapolation).

Y =logt 0.301 | 0.477 | 0.602 | 0.699

a n=2 a —LOto2
st A—A0ee2"
b_ 1 second is only slightly outside the data range 2 to

EE
5 seconds. 1 min (60sec) is well outside the data range
2 to 5 seconds.

—0.481 | -0.409 | -0.337 | —0.268 ' ERRRESED

4140

; Y=logp | 3.617 | 3.699 | 3.924 | 4.009

po [re [ea el Y=logp

=>

0
b=1.05, k= 4140, p = 4140 x 1.05*

a
i=)
b x=10,p=6740
x = 30, p=17900
6740 is better as 10 lies in the range 0 to 20 (interpolation).
17900 is less good as 30 lies outside the range
0 to 20 (extrapolation).

a n=-1.40,k=119000, p= 119000 x v!*

b i v=308 1 y=973
c (i) is more reliable as it is found by interpolation, whereas
Graph of Y= logy against x gives straight line so function has (ii) is found by extrapolation.
the form y = kb* 5 M=logm
y = 0.4 x 2.7%
Exercise 5.4B Reasoning and problem-solving
Some numbers here are subjective so answers might vary.
Lea
X=logx | 0.079 | 0.114 | 0.146
Y=logy | 0.763 | 0.881 | 0.940

Y=logy

|
y
a m=50%x0.991'
b m=50grams
c 77 hours
Review exercise 5
> X=logx
1 a log,32=5
b log,, 0.0001=—4
a8 = Be

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 Al ac pane :
Continuous model but number of deerdee is discrete.
predation,
ie Model ignores external factors such as disease,
‘
ae and limited food supply.
ee
4 log27

Dloea= lead Assessment 5

5
yD,
1
6 a x=1.79 bas = S0n 0 ea =a/20
ale b 16 A
=e 3—2)
8 a y=ex—2 b y=zen[1, 5]

9 Stretch fs parallel to x-axis

10 a=e’, b=1n4
Wl SOONG
1
1 YsSSa Ke
‘ 2 a y
13 y=l-x+e" -
Equation of normal is y =— ; te
a=
When « =e’, y=—(e+1)+e=-l o
So normal passes through the point (e*, —1) 1
14

Asymptote is x = 0
1
Joy re Pa ii a iii V3
3 a log,56 b_ log;3 c log; 0.8
4ai4 1 =
Minimum at (—0.35, 0.83) b i log,75 ii oe e |

15a AfterLyear,A={1+——] x 250 5 a x=1.43 b x=1.61

After 2 years, a ey ea IN he
A= 250/04,
100
250
100 100
Bees =2
hes
b t=1.3 hours
c_ E.g. No constraint on the number of bacteria (i-e. would
2950) 14—— [+5] go off to infinity according to the model).
100 100 Continuous model but number of bacteria is discrete.
2 \2 Ignores extraneous factors such as limited dish size.
= 250 Een, 8 t=9.9 years 9 k= 15
if : =) =
etc. until after m years A = 250(1+ | Beam
b A=303.88 ~ is J
c 12years
loa

b=1.67, k=9.0,
y =9.0
x 1.67" <9
‘These numbers are subjective so answer might vary. Asymptote is y=
b :
Model gives 9.0 x 1.677° renee= 421 1
b x=—In5orInJ5
This is not sufficiently close to 372, so the model does not 2
predict the results accurately enough. 12a i 2p
17 Line of best fit is y = 3.58 x x23 ii —p
iii p+1
1
b n=—

Isa, 34 b x=—9 c x= V2e” or 17.2

a= 3.58, b= 2.33 14a 500 .
These numbers are subjective so answer might vary.
: b ii a=—~or
=
Z 28s ori.TLS ii =9.9.64 =
18 No constraint on the number of deer — it would increase to V3 3 ee 10 years
infinity according to the model.

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hs-answers
 = oe. pel if
PD + PE+ PF =—(a+b)+—(b+e)+—(c+a)=atb+e

500 Hence PD+ PE + PF = PA+ PB+ PC

But = 715 iso : < 1500
2 re +1 4 EF=EB+BF=—p+—4
So the population can never exceed 1500 AD=pt+qtr
d_ E.g. Model is continuous but population of a species is — — — 1 1 1 1
discrete. HG = HD+ DG=—(p+q+t+r)-—r=—p+—
3 Pt+q 9 7P 74
50 g b t=2.31 days
Hence EF = HG, so EF and HG are parallel.
a=5,b=05
—= 1 1
b a FG=—q+—r
Do 2}
EH a= EA+ AH Sa Ee _ earns
r)=— =qes
=
Se 2° a 24 ea
Hence FG = EH, so FG and EH are parallel.
Hence EFGH is a parallelogram.
AF = 3p+ A(-3p+q)
AF = 2q + Ul(-2q + p)
A=0,8 and U=0.6
17 40.2 6kmh? b 10.4kmh*
18 x=1 It will travels 50m downstream.
19 a =r=0.079 per hr, Cy = 10 mg per litre The boat should steer upstream at 60° to the bank.
b ¢=13 hours ioe)
NI 145.9° b 238kmh!
sap
® The velocity
mprpawyr is 15 kmh" on a bearing of 036.9°
Chapter 6 > Steer on a bearing of 253.7°

Exercise 6.1A Fluency and skills Exercise 6.2A Fluency and skills
ae SOU Oy b 2.001
+ 9.39j
amg b p @ =p d -q
c 8.92i+8.03; d 4j
f q-P 8 P-q
2 =} a re) b 2p+q c q-2p =1
aL p+74 e 3.641 +7.46j f “=10,104 218;
g —3.56i— 5.08) h 12.51
- 6.36j
2q b p+q Cup 2d d q-p VA EN By Uletey b) 14) 5271° C5, —90°
Magnitude = 25.6, direction = 038.7° d 3.61, 124° e 5.83,-59.0° f 7.81,—-140°
Magnitude = 10.3, direction = 078.1° fa DY, hel0
Magnitude = 7.88, direction = 231.4” 3 Magnitude is 4.66 and direction is 5.43° to positive
Oo Magnitude = 12.1, direction = 17.0° to p x-direction.
Magnitude = 5.69, direction = 38.4” to p 4a 2 be =2i-3 eo =61+7j
Resultant is 7.02 km on a bearing of 098.8" d 16i+j e /5=224 f 20 =4.47
Resultant is 23.4km on a bearing of 217.3° 5 a “=—10,v=-1 b w=-4.5
BB
Pp
rr Resultant is 23.5kmh7*™ on a bearing of 290.6°
qamrimrmra 6 a —12i+ 16j b —0.6i+ 0.8)
Qa Resultant is 529N on a bearing of 347.5° D 1
7 “a Be oe ey b a=2, b=1 ora=-2,b=-1
Exercise 6.1B Reasoning and problem-solving
8 17m (by Pythagoras)
loa p—2q be 1
9P 9 AB=6i+4j
c DE is parallel to BC and half as long. 4
a AB=/52=7.21m b tan"'( 2)=3327°
10a 9.85m b 42.8°
—— — 1 i Mla 7144 b -6i+3j
AD= AB+BD=p+-(q-p)=> (p+) = a 21
12 c=b+BC=b+AD=b+d-a-[)]

13 b=a+0.7AC =a+0.7(c—a)=3.4i+9.6j
Exercise 6.2B Reasoning and problem-solving
1 Vectors between each successive checkpoint can be shown to
be parallel and share a common point, so they are collinear.
2 Distance = 10.8m
So.) 5G=
3 The diagram shows the two possible situations.
Hence BG and BE are collinear, and BG:GE = 2:1 C, lies between A and B
3
= = $i Co at ae ys)
3 pba sare AD — (ba)
C> lies on AB produced, with AC, = 3AB
a 1 1
PDs BAAD = 22 (y-a)= (a7) c, =a+3(b—a)=27i+ 16j
== il = i 4 Vectors BC and CD can be shown to be parallel and share a
Similarly PE = ml c)and PF = Bice a)

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 common point, so they are collinear.
11 PQ=q- -(2)-(S}(3)
5 k=8 or —— pina 2 3 a
== | —9 |
6 a ((2+0.8d)i+0.6dj) m b 860m SR= |
7 Journey would reduce by 7.6 km. The tunnel should not be
built. — i! —3 |_| 4
IR =r- = — =

8 a a =(14+3t)i+(4+30j QR=r-q ai = 5)

b —2)j
A’B’ =(4—t)i+(0.5t _ A
c They collide after 4s at a’ = 13i+ 16jm PS -|, |
9 After ts the first particle is at 24 + (4 — ¢)j and the second
is at (6 — i+ (8 — 3t)j. When t = 2, both particles are at Smee PO oP and OR = PS, PQRS is aparallelogram
(4i + 2j) m
i+ 6j 1 15 16
IS ES) 12a x+ay-[ 1) ) | 8
Review exercise 6 .
ik @ Seallei b vector ¢ vector = 0m l |

oie Ree Since x + 3y is a multiple of z, they are parallel

DB pared
sh BY ii 2q — 3p lii 3p — 3q oe or

erecta
Dee They 13a 343.4° b 5.1
are parallel vectors passing through F,
so the points are collinear. Assessment chapters 1-6: Pure e

3 a pt+q b 2q c 2pt+q d q-p L tay i oe a ea

1 1 —

4 a q-r b paca? c 5 (ate) B ie -

3 1 2 y=—or—,x=-3or2
d r-p e —(r-p) f —(p+3r) Sua
5 a O=749° 4 4 3 a b’—4ac=-15<0so no real solutions ae
b Magnitude
=11.2ms" b i #=-1,-2 Y oS
6a B= 514i G13) - 2
Q =-1.74i1+9.85j c k=—
R=5.64i— 2.05; 4
b Magnitude = 16.6N 4 a (x—2)?+8
Direction = 57.0° b x-—2=,-8 sono real solutions
7 a OAe 5.39 b AB=4i-7j c AB=8.06 Or use discriminant.
Assessment 6 : '
3 =
a b Ge
WY 0.8

2 a d=-10i+24j b |d|=26 és
3 a 1346m b 330° ia
4 a x=7,y=-4 b= —_;————>- x
5 a i 40seconds ii 0.583 ms? a eee
b i Aim upstream at 6 =53.1° to bank MESES DORE is S 8) 1
ii 0.4ms7 5 a i q=p SS -By a)
iii 50 seconds “s 2
s oe b i 13 or 3.61 ii 2.55
6 a i—a ii —b tt lap} 3
3 a 3 2 ¢ Gradient of p is >
ee? 1 1 1 “9
ON Se a Me See ite Gradient of q is ——
Sn
5*(-Z)-4
tee =
In) DPI
2 3
7 35, 116.0 Therefore p and q are perpendicular.
8ay i Bij ii 9i—-6j Smare 5 3 1
b BC=3(3i—2j) ore 5753 p= -s and g=-—> b phere
Since BC is a multiple of AB, AB and BC are parallel, 7 a Centre is (3, —7)
and since they have a point in common, A, B and C are Radius is 5
collinear. B ;
9 A=-4.8 or 4
10a i 2at+c ii at+c iii atc oi
iv Se a+ a=: G Se: eeL
=
2 2 7 2) a 2 .
4, ?)}
b =a+—c
3 3 —l1

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excelalevelmaths-answ ers
8 a —A b 4x-y-6=0 d : 1
22a 4 ot de b y+4=6(x
+1) ee
oS 3

9 C2)
a c=-22i-6 d V5 23 y=0.374x2"
a5i
24a log.5 ii log, 45 iii |
b |c|=22.8, 195.3° from positive i direction b log ke=2.58 itr ei in a
c Parallel 25a ‘ y
Since c=—2(11i+3/)
10 e.g.0x1=0 or-3 x-2=6
Which is even so this disproves the statement at the product
of any two consecutive integers is odd.
tia 126
> xX
b i 1-6x+15x?—20 +15x* —6x°
x7+x° I
ii 14+8x++32x°
24x7 +16x*
12a 41ms1 b 166°
13a p(3)=3° —2(3”)-5(3)+6
=0so x — 3 isa factor of p(x) DESO et)
il
by s6=(6))
7 il b i ail ii x=
c 2 26a i «2-2 ii -3<x<2
b —-2<x<2 1
27a (x-4)?+(y-2)?=26 b eth eg)
28 a (-3, 4) and (3, 1) b x+2y—5=0
29 Consider n’:
n odd => n? odd
B So m will be even > mm even
-. mW — ww is odd
n even => 1’ even
So m will be odd > nw? odd
“. Ww — nt? is odd
14a y Alternatively, Let m=n-—1
nm—we=n?—(n—-1)*
=n’ -n?+2n-1
=2n—1 which is odd
So n? — m7’ is odd for any consecutive integers m and n
30 k<-8,k=0
al a=4, b=-1
32a (x+4)(2x+1)(x—3)
b vy

b- One as the curves intersect once only. =

lbva ib: enn b 83.4° c 69.3 cm? ie
1GrapereoOr Loun mm 20/2, 059.3" “|
b ye =i112

33 6.5 square units

3
34 ee ets 15,ms!
Aj SG 9) »)

: Z 35a 176+80/5 b 265-153/3

36 a 644192 + 240x* +160x? + 60x4 + 12x? + x°
b 64.192
; 37 a sin3x+2cos3x=0
17 a 38.5°,141.5° b 804 =~ eneon
SPB eed
i= . :
SINGH — 5
18 a 3x*-—10x* been =e
y cos 3x
19a 10 b x+10y=42 3x =—2
tan
4 By 3 b x=39°, 99°, 159°
20a gt 160 +9% +¢ b oe (+c)

na 3
@ Meee See
ar ae (+c) 10 29
2la (4, 0) b = eee

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 50 y=2.2x'5,a=2.2,n=1.5
38a i y
51a 5 years and 6 months
havea
b Not suitable as it implies the car will ultimately
negative value.
Bpcy ae

~180 0 180
|
Maximum at (90, 2)
Minimum at (—90, —2)
ii '
ve
|
|
!
|
|
|
| (aes iG
180 !
| 1/790 1 90 180
|
| b x=9e
i I
'
53a i Ifn=3
Asymptotes at x =+45°, « =+135° Then 27+ 1=8+1=9
by B= 0, SOF 9 is divisible by 3 so not a prime number
D Hence 2” + 1 is not a prime for all positive integers n
39 a 5v2 OND le
40a 37.8° b 227.9 mm? Then 37+1=3+1=4
41a 37.9cm b. ol cm? c 32.6cm =2x2s0 even
xo +4x°+4
42a y= lfn=2
% Then 3?+1=9=10
4 4 = 2x5
so even
= Soar =r ae Bas
bas as le 3
=x+4n7+4x° Then 37+ 1=27+1=28
da e =2x14so even
b i WY 13592054 ii SF = 24.04 +120x7
dx dx Ifn=4
Then 3*+1=81+1=82
c -8 = 2x41 so even

43 a 5ms! Dass So we have proved that 3” + 1 is even for all integers

in the range 1 <n <4
At a 19%? b 48
dx iii 5” + 10 =5(5"~! + 2) Which is a multiple of 5 for all
positive integers 1
45 4d
5 b i Proofby counterexample
46 (0, 20) isa maximum ii Proof by exhaustion
(1, 15) is a minimum iii Direct proof
(—2, —12) isa minimum 54 A=—3,B=16,C=8
300 55a w=16 b pias
47a x°l=3000>/= =
56a —2048 b 2944
A=4al +x? 57 a 50.8°, 129°, -50.8°, -129° b 180°
58 a LHS=3 sin? x— 4(1 —sin? x)
=4x x cu +x"
=3sin’x-—4+4sin?x
_ 12000 2 .
=7 sin’ x— 4 as required
+x as required b 57.7°, 122.3", —57.7°, —122.3°
Gi MeyP)cehnal 5939.9" 32017 115.7%, 244.3°
c A. min =991 cm 60a y=10x-16

d’?A 24000
d x2 = SP
x:

aA Peat
5 >0soa minimum
62a —cm
x=18,.2

48a 2x°-4x7 +x+¢ 2025

baie ae (198.8) cm?
y = 2x? 4x3 + 25
© y=2(-1)—4@1)?+(-1)-25 2

—> =-4n <0 so a maximum

= —24 so passes through (—1, —24) Gin
49 405 m, 215° (cs
ir a a eae ii kK=0.094

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evelmaths-answers
 Exercise 7.1B Reasoning and problem-solving
1 29min (to 2 sf)
2 31.5km (to 3 sf)
DeESOS
4 236kg (to 3 sf)
Exercise 7.2A Fluency and skills

1 a_ Between 5 and 15s

4966 b Between 0 and 5s
567 organisms per hour c Between 15 and 20s; the gradient is steepest
11000
on08 2 a _ It travels forward 12 min 5 s, then backwards 18 m in the
next 15s
64 v=in(3), Ins
D2 b 2.4ms"' in first stage, then -1.2 ms" in second stage
Or 0.405, 1.61 @ Sh lemon ii —0.3ms!
Gbrae 2 b y=3 c «=0.739, 27.2 Bo ae 375i)
il b -lms?
66 alae
4 a _ Between 8 and lls b -0.73ms7 (to 2 sf)
67 —3i+0j
c —2ms”
By
Chapter 7
Try it 7A
1 80kmh!
Dea 5 mass
Dee ieSimis=
ay a TAS
b 45m

Bridging Exercise 7A

1 4.5 km ht
0.625 ms* Ol 5) id) 1S BO 2s) X0) 35
pmnase Time (s)
32.5 km b 540m
6 a _ Displacement (m)
690 m
231.2 km 3.0
0.9 hours (54 minutes)
162555
nA
rs 25ms+ T 1 > Time (s)
ls 110 2:0 310 \4i0 510
-12ms1,12ms"
110m
13:75 mst
sis)
—l ms?
Die leciniss (coms)
the particle is travelling at a constant velocity of 3ms™
ii —1.3ms'' (to 2 sf)
Sinise
iii 1.5ms"! (to 2 sf)
enharreanagresnerrpngeeage
10.5 m
ama Ese b 360m
Exercise 7.1A Fluency and skills
Exercise 7.2B Reasoning and problem-solving
1a Force b Mass
la
c Speed or velocity d_ Acceleration
2 a 8500m b 2300 mm
c 482m d 1.65km
e 20ms! f 50.4kmh! E
g 0.9kmh'! h 24000 cm? q
i 1400¢g j 1600kg v
5
o
3 a 120kmh'’! b 33.3ms1(to 3 sf) =)
any
4 18km a,
Be]
5 0.0154 ms”? (=
>
6 45kg 6

Time (s)

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 pee Exercise 7.3A Fluency and skills
b i 3ms! eSFAS :
3 S=ub-t ae
The cat goes forward 9 m in 6 s at constant speed, is still b 24ms? c@ OE
2 a 18 <=
for 4s, then (turns around and) goes backwards 15 m in b 3ms~ @ e
3 a 36m
10 s at constant speed. bos e¢ ism
4 a 2m
b From 0to6s,v=15ms" b 4.89s (to 3 sf)
5 a 18.0ms1(to3sf)
From 6 to 10s, v=0 ms™ b 30ms7?
6 a 3ms”
From 10 to 20s, v=-1.5 ms"! b 0.058ms7
Taman OO msi
@ i hAawag ii -0.3 ms! b 10s
8 a —-4ms?
d_ The cat’s velocity would not change instantaneously, so b 4ms?
9 a 70m
there would be curved sections of the graph where it’s
10 a 102kmh'' (to 3 sf) b_ (to 3 sf)
1.16s
accelerating or decelerating.
by Exercise 7.3B Reasoning and problem-solving
1 750m l
2 In first stage it travels z x 0.2 x 120? = 1440 m
v=0+0.2x120=24ms"
i In second stage 24 x 240 = 5760 m
S In third stage 0? = 24°-2 x 1.5s=>s=192m
a
i") Distance AB = 1440 + 5760 + 192 =7392 m
is 3 a 24ms"!
oO
=
b 144m
c (—)0.51ms7 (to 2 sf)
d_ The ferry is of negligible size. It would need to decelerate
quicker than this to prevent the front of the ferry crashing
Time (s) into the opposite bank (the values calculated are for the
Ly sian c, 35s d -0.24ms7 back of the ferry).
4 a 9 5 2
A SSS
8 Cyclist 7p
Be) GY Saye
7 b 65m
a 64 Runner bs 6 Sms?
7 a Becomes toa safe stop 19.375 m behind A (they don't
EG |
collide).
>
3 44 | b_ The lorries have negligible size. If the lorries are longer

S31 !
& | than 19.375 m then they will actually collide.
8 See Ch7.3 Fluency and skills for full derivations.
*y
| Oe arg
] |
|

Wey eres ou) Os 5

Time (s) c The actual distance between humps would be greater
b i 150m ii 10ms! than the distance calculated by an amount equal to the
5 a length of the car. The time would be the same, as the
distance between humps is irrelevant in its calculation.
D Exercise 7.4A Fluency and skills
& 1 a v=8t-3f b 4ms'!
2
%3) 2 a v=2t-4 b 1l6ms'!
L 196ms"!
oO
=
3 a a=12t-8 b 28ms>*
4 a a=3f+7 bh Zms=
SS = = C— <a — >
0 5 [Oe Ss 20 25 5 a 14ms?! b 13ms*
6 a v=6t-12 b 2s
Time (s)
b 75m © Tas 7 a a=14-2t Rae
d_ E.g. It would be impossible for the cars to move with 8 a s=24t-3f b 36m
uniform acceleration due to factors like air resistance and 9 a v=20+3t+4 b 26ms!
the fact that human drivers aren't perfect. 10a 12 m b 22m
6 Maxis 7 min 33.6 s when the roadworks start more than
230 m from the start of the journey and end more than lla -7ms! b -10ms?
230 m from the end of the journey, 12a 3ms7 hes
Min is 7 min 28.8 s when the roadworks start at the
Exercise 7.4B Reasoning and problem-solving
beginning of the journey or end at the end of the journey.
1 a v=30t-3fands=152-f£ b 15s c 500m
2 aes b 72m

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hs-answers
 45m
ms a 4m b 2s @ Ibimc" d 7.2m
a i —48m ii 48ms~?
b 96ms?
c 81m
4s
il (ms!)
Velocity
fa mend a7 een
3 6
a —9ms7 b6m
Time (secs)
pce ed t7¢ —30)- b 30 b T=33 c -1.25ms”
dt 2700 > 2 29:2 mise:
ec 300m d 18.75 ms!
8 a 20ms! 15s
10 a_ Integrate: [at], = [v] =>v=utat
5
s t 9 a 2ms? —ms”
b } as= {(u + at) dt
0 0 constant velocity of 7ms! T= De
t z
s 1 ilps 10a
Integrate: | s]* [us dae? = s=ut+—at v=—6t+10 2sor4s
0 1
ee NY te24m
rena
Review exercise 7
1 0.473 km 21 2mise
3 4 Displacement (m)
30
BS

20

s')
Velocity
(m

Tt | a | +> Time (s)

Chapter 8

b_ In the graph, the changes in speed are instantaneous Try it 8A

(i.e. there is no acceleration). In reality, this would not be 1 T=5N,P=17N
possible and the graph would curve slightly in places. 2 2.5 ms ~ in the negative horizontal direction
a First stage: 2.4ms~ 3 Y=7N,X=140N
(2sf)
Second stage: 0 ms~* 4 a=7ms”,T
= 34N (2sf)
Third stage: -2 ms~*
lsy ah BU real 11 35.5m
Bridging Exercise 8A
C/I se 1a X=6N,Y=8N
a 0.4ms” b 75m by Xe=5Ni V= EN
a v=3t-16 b 30 ms? Cc X=6N,Y=12N
2
a v=2/-—3t+5 b Ber 2 0.857 ms~ to the right
3 5.9 ms (2 sf) vertically downwards
Assessment 7 4 a 1.33 kg
1 a 24 b 4.5 kg
hve C075:ke
Ss | i 2 =SVANN OS Oe STA INOS)

2 6x =I5IN (2st), Y =15 Nish)

© | 7 a= >is (ish) en 63) Ni(2'st)
£ |
2 | 8 a=54ms~
(2 sf), T=3.0\N 2 sf)
0 ie
0 60 420 540 Exercise 8.1A Fluency and skills
Time (secs)
la R b
b 10.8km
a Sys b 10s
or 20s
a 6ms! b 3s
a v=3t?—-18t+24 b 2sor4s c 28m
wh a
nS 8s b 39 ms!

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 BS Nites
os jae
ae
5 a az=(1.8it+3.6j)ms~ b a=

c a=028ms~ ms*
d a=(2i+1.25j)
e a=(60i+84j)ms~
6 3900N .
2 a _ Resolve vertically R-W=0
7 a R=98N,a=9ms”~ ,
X =30N
b R=196N
b_ Resolve horizontally P—F=0 8 0.7ms~
9 m=14kg
Resolve vertically R-4W =0
10a 3.75ms~ b 8s c 120m
c Resolve horizontally T—F=0 Exercise 8.2B Reasoning and problem-solving
Resolve vertically R-W=0 1 m=2800 kg 2 202.5N
yeh bran) 4 53000N
3 a 40N b 40N
eae 5IN b 550 N (to 2 sf)
4 a Resolve horizontally 90—-T=0
c. The resistance to motion (wind etc.) will decrease as she
Resolve vertically Y —50=0
slows down, so the actual braking force will be higher
than the answer in b.
b_ Resolve horizontally Y +20—30=0 42
Resolve vertically 40—T =0 6 m= and P= 5,
7 5
7 a 2400N
c_ Resolve horizontally 50—Y =0 b. The acceleration will not be constant over this time
Resolve vertically 20—X =0 because the resistance to motion will decrease as the
parachutist slows down.
d_ Resolve horizontally P+Z—X=0 8 2000 kg
9 a 49N b 0.95
s (to 2 sf) c 1.9ms (to
2 sf)
Resolve vertically —~ X-—Q=0
10 a=6andb=8
5 a 900N b_ The speed decreases. BD TS

Exercise 8.1B Reasoning and problem-solving 11 x=-130rx=4 12 m=20kg, R=200N

1 a (48i+18)) Exercise 8.3A Fluency and skills

b R=51.3N
(to 3 sf), @ = 20.6° (to 1 dp) abovei 1 a 0.098N b 98000 N c 10kg (to 2 sf)
2 a (125i+125j)N 2 a=62ms~
b R=177N
(to 3 sf) 3 14.7 ms (to 3 sf)
a = 45° above i 4 20ms' (tol sf)
3 a a=-65,b=85 5 m=25kg,a=6ms~
b R=130N, @=67.4° above —i 6 m=4kg,a=5ms_
4 a A=20N,B=30N b C=18N,D=6N 7 Bisa
Ce —20INvE—20'N d G=10N,H=20N 8 8 kg
5 R=24.2 N ona bearing of 119.7° 9 a 3900N (to2sf) b 4300N(to2sf) c 3100N(to
2 sf)
6 a R=5N,a=36.9° above the 12N force. 10 120N (to 2 sf) 11 R=15.6N 12 20kg
b R=26N, a = 22.6° (to 1 dp) below the 94.N force. 13 2060N (to 3 sf)
7 a IfY =50thenY #20 14 583 N (to 3 sf)
lb) ICs eie ox Exercise 8.3B Reasoning and problem-solving

sx=4Y 35X=4[ 2|x= x=0

a=1ms,T =13000N (to 2 sf)
R=50N,a=5ms~—
This contradicts the condition X > 0 1:6
8 a 300N 2.5m
The resistance to motion might decrease due to a change
nw 4.0s (to 2 sf)
in wind strength or direction. a
&wWhw
Daun i 85¢N ii (8.5¢+17)N
\o ~ 50N b5N b The rope is light and inextensible.
10 f°) Tension. The bar is pulled forwards by the engine and is 7 a=4ms4,s=50m
pulled backwards by the resistance force on the carriage. 8 1.2s (to 2 sf)
nw Yes, the bar is now in thrust. The bar is pushed forwards 9 a 27N b 17ms~(to
2 sf)
by the engine and pushed backwards by the resistance 10a 3ms” b 5ms~
force on the carriage. 11 T=3¢
11 There is an overall upward force on the block. Therefore the Exercise 8.4A Fluency and skills
rod must exert a downward force and so the rod is in tension.
1 a_ 2000N (to 2 sf) b 400N (to 2 sf)
12 ¥ =33.21N (tod sf)) X =56.2 N (to 3 sf) 2 a=2.9ms7 (to 2 sf), R= 250N (to 2 sf)
Exercise 8.2A Fluency and skills 3 a 1875ms” b1600N
4 a=2ms7,F=9N
1 15N 4 712.5N 5 a 3790N b 840N
Dee lho
c 130m (to 2sf)
6 a T=5400N (to 2 sf), R=753N (to 3 sf)
Smeleo nisi

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hs-answers
 b 18.4.N (to 3 sf) Assessment Chapters 7-8: Mechanics
7 T, (both crates) = 3800 N (to 2 sf)
1 a_ Velocity
T, (bottom crate) = 1600 N (to 2 sf) (km h-!)
Exercise 8.4B Reasoning and problem-solving 50
Ih JP ss 23.5N (to 3 sf), a=1.96 ms ” (to 3 sf) 40 4
2 f°) a=4.6 ms” (to 2 sf), T=26N (to 2 sf) 30
b v=1.4 ms! (to2 sf) 20
c 0.43m (to 2 sf) 10
0 Time
d 37N (to 2 sf)
10 (minutes)
a 7ms~ b 33N c 20ms? d 30m
a 1.40 ms~ b 33.6N c 7.01ms! d 20m —20
ile9s (to
2 sf) 30 |

O&O
a 7 28 -(2=] b
4.83 km c 433 km
a+r Yy x+y De oh Bien ii 18m
Debi
Review exercise 8
Bf an 1G 7/sam ii 5.88 ms?
1 (i-—j)N b_ Book is modelled as a particle, no air resistance, no spin,
2 20.2.N (to 3 sf), @ =8.5° (to 2 sf) above i gravity constant etc.
3 (-20i + 29.4j) N 4 a 140.3 ms! b 34ms~
4 B= 10000N 5ieae bers ie oicmise: iii 76cm
5 a 7.2 N, 5.2 N (to 2 sf) b 1.3N, 0.95 N (to 2 sf) b 9.33 cms?
6 IS 4400N (to 2 sf), R= 360N (to 2 sf) 6 a 112m b v=3t?-3 c 30ms2
Wh a T=46N,a=5.2ms” b 1.5s(to 2 sf)
d Velocity (ms ')
c 0.36 m (to 2 sf) d 16N
(to 2 sf)
Assessment 8

3000 N b 4ms~ c 62.5m

2.0 ms” (2 sf) b 235.2N
4ms7 b 32ms~ € 130msf) Time (s)
0.35 ms~ b 580N 3
won
af
= P
Pp
spp ara 244) aaa! by 1D iE
< : | 8 a 2197.8N b 268.62 N
: | c It will be larger the heavier the person.
iS
£
|| | 9 a 6m b 4s
3 | 1Ovan miss ii 5100N
ic |
> 0 + b 169m
0 3 3) 10
ll a_ Velocity
Time (secs)
(m s)
R, =1200N (to 2 sf), R, = 980 N, R; = 680 N
470N
(to 2sf) b 390N
(to 2sf) c 330N
(to 2 sf)
2900 —700—T =1900a, T — 400 = 800 a
Time
1
ee nee ii 933—N m 123-456 7-8 910 (seconds)
3 2
144m
b 43.5m
3) =
ee by) 28 (=4.2ms') Gc 28 ms? © 4.65 mis>
10 4 iP) sylesinont
Salas b 84ms"
ihe palo ila Deelkssamn ec 142m
15a 4.74s b 20.2m
1.7ms_? (to2sf) b 0.86 s (to 2 sf) c 160 cm (to 2 sf)
16 1.72 m above the ground
2.9ms~ (to2sf) b 25N(to2sf) c 34. N (to 2 sf)
17a i 0.892ms? ii 268N b 418m
12420 N b 1104N
=0.2ms > d 768N
b 4600N c 5300N Chapter 9
1800 N
1400 N b 200N Try it 9A
2ms” b 240 N (to 2 sf)
1 mean=5.67
3500 N b 9500N
median = 6
333 N (to 3 sf) d t=60s
mode = 6
2 mean=8.03
median = 8
mode =8
3 mean=5.56
modal class is2 <x <5

-answers Answers
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43.97
Try it 9C
5 50 1 Frequency
Bridging Exercise 9A density
b mean=7 10
1 a mean=4
mode = 1 mode =6 08
median = 6 nb
median = 3.5
d mean=20 ei
c mean=1.1
mode = 19 and 23 a
mode = 1.3
median = 19 ve Hehe)
median = 1.3
f mean=5.3125 60 80 100 120
e mean=3.41
mode =3 mode =6
median = 3 median = 6 2 a width=2
g mean=14 h mean=1.16 Height = 4
mode = 15 mode = 0.5 b 25 books

dian 1) Ene Bridging Exercise 9C

2 a mean=20.75 b mean =5.47
modal class is 10 < x < 20 modal class is6 <x <8 1 a Frequency density
median = 19.4 median = 6.17
c mean = 22.9 d mean =10.2 12
modal class is 20 < x < 25 modal class is 5 < x < 10
median = 23.0 median = 8.41 1.0
3 78%
4 68.7% 0.8
re 0.6
6 54

eae 0.4
8 18x10°
0.2
9

Try it 9B
x
1 range=8
lOR=7
2 4.36
3 mean=6.5 b 0.233 ;
Standard deviation = 3.45 2a width of 4
4 0.897 Height = 0.25
1 person (to nearest whole person)
Bridging Exercise 9B Set HO

1 a range=7 b_ range = 10 im 17
IQR=6.5 IQR=4 b_ 16 or 17 shots
c¢ range=2.3 d range = 12 Exercise 9.1A Fluency and skills
IQR = 1.05 IQR =4.5
e range =4 f range =6 1 Population is the adults in their extended family. Parameter is the
IQR=2 IQR=2 average height. Sample is the adults in their extended family who
g range =20 h_ range = 1.5 live in their city. Statistics are the heights of the sampled adults.
IQR=5 IQR=1 2 Population is the trees of different species in the country’s
Dear 245 b 9.92 forest. The parameter for each species is the maximum
c 183 d 2.48 height. The samples are the trees measured in the chosen
BY mean= 273 forest. The statistics are the maximum heights of each species
standard deviation = 3.29 within that forest.
A mesnia78 3 a To take a census, you need to collect data from every
standard deviation = 3.22 member of the population. This would mean finding out
BR sean = Oa) the favourite band of all 1000 students.
standard deviation = 7.07 b Take the list of students in the school and order them
6 mean=3.31 from 1 upwards. Generate 40 different random numbers
standard deviation = 2.91 and choose those students.
c Taking a census guarantees an accurate view of the
population. Taking a sample is quicker and cheaper than
ae 276 b SY)¥=230 a census. : P . B
291 people
SY)? =196 >)27 =3150 5 a Simple random sampling b Systematic sampling
c Stratified sampling
(= Oi (6 PAO) a 13 red bulbs, 17 blue bulbs, 6 green bulbs.
mean = 2.05 mean = 11.5 b Testing the lightbulbs involves damaging them. A census
standard deviation = 1.04. standard deviation = 5.02 would test and damage every lightbulb in the population.

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Exercise 9.1B Reasoning and problem-solving b_ The median. There is no mode and the mean is distorted
loa ‘The average over three months will be biased depending by the outlier 145. The median is not distorted by outliers.
Cua N02
on the season it was taken in. You would be best to
conclude that the average temperature is 21°C. ‘The first team has a lower median score of 107 compared
Systematic sampling will give you only data values about with 110 so are, in general, better golfers. The first team
a single month's average temperature and not the yearly has a larger interquartile range of 9 compared with 7 so
average. exhibit more diversity in achievement. The median and
True for Idea 1, but not for Idea 2. interquartile range are not affected by the outlier unlike
Idea 1 is fairest as each student has an equal probability the mean, standard deviation and range.
of being chosen. Idea 2 is bad as each school is unlikely Exercise 9.3A Fluency and skills
to have students whose views on location are similar to
1 Class 2 did better on average, the median is 82 > 73 for
those of each other school.
Class 1. The Class 2 scores include an outlier, 50, but even
The teacher could use stratified sampling to make sure
with this included are generally more consistent with an
that the number of students chosen from each school is
interquartile range of 86 — 74 = 12 < 89 — 65 = 24 for Class 1.
proportional to the number of students at that school.
a 220 houses b 208 houses
The teacher should then use a list of students at each
c | | | eal | od
school and use random numbers to randomly select the
appropriate number of students from each school.
To account for regional variations. This is cluster sampling.
‘The same locations means they are more likely to experience
Frequency
similar weather conditions. The same set of months means
you aren't comparing e.g. winter with summer, and so
weather conditions should be more comparable.
Lots of stations will mean that general patterns can be
Cost of Houses Sold (£ thousand)
detected and distinguished from outliers. They shouldn't
be too close together because spreading them evenly 3 Q, = 90, Q, = 110
ensures a clearer picture of more of Britain. 4 a | |
aS
Accepting any submissions means they will have access n d

to a lot more data without spending lots of money.

They should be cautious because they haven't set this
up themselves and there could be people who aren't as
meticulous in their methods as the Met Office are.
Frequency
Cumulative
Exercise 9.2A Fluency and skills 2 Al SG
Tip in£
(eae ie SenteO:Soune ti) 7 w= tye 1 DO) yeaa
De 1.68) 41 9 1) 68.8) mt 69) iv, 7> = 62=13) sv 3:40
Dae MGB b Mean 19.6 b £0.85 +5p
3 a 14.5, 30.5 and 16 b 2.1, 3.8 and 1.7 5 a 0.5-—0.7 frequency = 18
0.8 — 1.0 frequency = 6
4 6
b Width = 0.4 (= 4 blocks)
5 a _ 150.1 mg(1dp) b 4.0 mg(1dp)
Height = 3.75 blocks = 37.5 units
6 #£=7Al
GC i939% ii 31%
o* =0.425 (to 3dp)
Tea 3:16 b 3.70 Exercise 9.3B Reasoning and problem-solving
8 o=2.240ORs=2.26 7
a_ A histogram is the better choice.
OG — 15.96
, b Box-and-whisker plot
o, = 1.0648 3 <x <7: 7; 75x < 10:10; l6<%<24: 6; 24<%<31:2
Exercise 9.2B Reasoning and problem-solving 3 ale) 0:75 li 0.625
b The end of the upper whisker will move to 165 kg
1 a M=165
4 a i 17<T<20has frequency 48; 20 < T< 21 has
Range = 4
frequency 9
IQR=1
ii 15 < T <17: width =2, height =13.5;
b. The range is affected by the outlier 19.5 so does not
21 < T< 25: width = 4, height = 0.25
represent the spread of most of the data.
b i 88 ii 49
c 14,19
d 14<14.5 <19, do not test the batch. Exercise 9.4A Fluency and skills
2 a H=163,0—0.43 bes ,
a Moderate negative correlation.
3 a mean=5.22, standard deviation = 3.59 b 3.47
b Moderate positive correlation.
4 a mean=19.8, standard deviation = 4.75 (2 dp) c Strong positive correlation.
b 2015 has a higher average maximum gust compared to d Zero correlation.
1987 but there is also greater variation in this variable. ,
Moderate negative correlation.
5 a Median =12.5, IQR=10.5 b 36
c Median will be reduced.
6 a Nomode
Median = 107
Mean = 109

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 ia

S
=3)
an)

Strong positive correlation i ie TS I IG Tie Ie

b y Temperature
median = 95, IQR=5
79
Weak positive correlation. Reduce correlation coefficient
to zero or weak negative.
h=92.06
i Positive ii Negative iii Negative
Causal. It seems likely that changes in humidity cause
changes in rainfall, not simply that they are both changed
by some third factor.
5
4

- Ji ee i a
(A AE we I) IE ie
Moderate positive correlation
iB y Strong positive correlation.
b (15, 19) e1G.a

Review exercise 9

1 a Population: all LED light bulbs made in the factory.

Sample: the 23 bulbs measured.
Parameter: the temperature of a lit LED light bulb.
Statistics: the temperatures of the 23 light bulbs lit.
Een either te ae =i Population: all casks of that type of whiskey made in the
45 brewery.
45 47 49 51 53 55 57 59 61 63 65 67 69 71
Moderate/strong negative correlation. Sample: the nine casks measured.
Parameter: the alcohol level of a cask of whiskey.
Exercise 9.4B Reasoning and problem-solving
Statistics: the alcohol content of the nine casks measured.
1 a Positive correlation, causal. Simple random sampling.
b_ Positive correlation, causal. Opportunity sampling.
c Zero correlation. Opportunity sampling.
d_ Negative correlation, not causal.
2- a,b y

RB
0
~)
BND
NW

y= 0.35x — 0.65
Co fs}
d_ This x-value is outside the range of observed data so this
is extrapolation. There is no evidence that this pattern
will continue beyond the observed range.

Answers For full solutions go to http://www.oxfordsecondary.co.uk/edexcelal

evelmaths-answers
 Mode doesn't take into account fact that most students
are set 3 or fewer assignments.
Median and mode are unaffected by outliers.
Mean is affected by the outlier who claims to have been
set 8 homework assignments.
Za A Oe ii 5.81
b i 87.8% ii 6.36
c Mean was higher in 1987 so May this year was more
humid, however May 2015 has a more variation.
d 10
“i 9

S 6
B
2
£3
Bj
ai
0 lS Sa Le
70 75 80 85 90 95 100
Relative humidity (%)
oo 8 a _ e.g. sample will not be representative of the population as
ee
ey KO PENG there are more girls than boys in each year/more year 12s
Moderate negative correlation than 13s.
b Incorrect point: (9, 13)
b 20 year 12 girls
17 year 13 girls
More plausible point: (9, 6)
13 year 12 boys
Accept y=5 to 7 also
6 Median value = 10.75, mean = 10.8, modal
10 year 13 boys
c e.g. students in the common room may use the library
interval: 8 < x < 12, variance 6? = 18.56
less often.
Te IQR=6 b Outlier: 26
Qi GID
Assessment 9 10 a Temperature
1a e.g. pick a random number between 1 and 10 and select b Moderate positive correlation.
that household and then select every 10th household A higher temperature implies a higher germination rate.
thereafter. c Not necessarily — we do not have data for temperatures
e.g. non-response or not wishing to participate, incorrect this high/high temperature may kill the seeds.
or no phone number. 11 a Width is 10 mm, height is 28 mm
e.g. may change behaviour due to being monitored, b i 022mm _= ii 1.52 mm
households that agree to participate may be more likely 12 a Method A — quota sampling
to recycle. Method B = stratified random sampling
All the batteries produced. b Method B is preferable as each member is equally likely
You may be testing to destruction. to be chosen, as opposed to Method A where members of
The mean/median length of life of the batteries in the sample. larger schemes are less likely to be chosen.
Pf
ram22 is incorrect - impossible to have this many hours of Stags b 8 c 24.4°C
sunshine per day in the UK. 14a a=9,b=4 b s=4.05
OR o =3.99
10.6 c Symmetric as mean and median are approximately
16.4 ce 11.45 the same.
Median is not affected by outliers. a 89.5 b 7.5 c 16%
Hurn: 2.2, Leuchars: 1.65 Chapter 10
Hurn: 20.3°C, Leuchars: 19°C
Exercise 10.1A Fluency and skills
The mean is higher at Hurn.
The interguartile range is larger at Hurn. Ge) (eB) (eA) (Qua n(2hs) (234) (BL) (Bs 2) (B72);
The warmest day in Hurn was nearly 3°C warmer than (4, 1), (4, 2), (4, 3)
the warmest in Leuchars. EN GSN aney C= Hh = Psy (= A45)
OR The coolest day in Leuchars was 1.5°C cooler than the 4 a, 4
1) Sh UT ie be
coolest day in Hurn. 9 45 9
d Leuchars: 15.1°C is an outlier, 22.1°C is not an outlier 3 a ae b ne c a
Hurn: 25°C is an outlier. 31 ol 1
4 0.1 b 0.9
5 Strong positive correlation, the higher the mean windspeed,
Bb Sa 0lo b 0.5 @ Oy? ges
the faster the gusts.
6 P(square number or prime) = P(1, 2, 3, 4 or 5) = 5 = a
6.2 3
1
b 2.3, 1.49 7 =
c Median: 2, Q;: 1, Q,:3
d Mode/median
e.g. any one of
Mode is the most likely number of assignments to be set.

For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers Answers ©

 0.188 (to 3 dp)
Exercise 10.1B Reasoning and problem-solving f
on 0.5
born in
Let X be a random variable for the number of girls
five children.
[sy St OY) ii 0.4 i 3 P(girl) = 0.5 so X ~ B(5,0.5)
Ye b 1 Cc a= a n= ai P(A) = P(X is not 0 or 5) = 0.9375
P(B) = P(X 23) =0.5
d P(0.25 <X < 0.75) = 0.5(£(0.25) + £(0.75)) x 0.5 =
0.25(£(0.25) + £(0.75)) P(A and B) = P(X =3 or 4) = 0.46875
ent.
P(A) x P(B) = 0.46875 = P(A and B) so events are independ
P(0.5 < X < 1) =0.5(£(0.5) + f(1)) x 0.5 = 0.25(f(0.5) + f(1))
f(x) is an increasing function so f(0.25) < £(0.5) and Review exercise 10
£(0.75) < f(1) 1
= P(0.25 < X $0.75) = 0.25(f(0.25) + £(0.75)) : eT: (pie -0-o
< 0.25(£(0.5) + f(1)) = P(0.5 < X <1) pt+(1—p)p+(1—p)p+(1—p) —
3 a a=5;b=30;c=5;d=30;e=14;f=61 =pt+p-p+p-%pt+pt+1-3pt+3p-p=
2 a 0,004 (to 3 dp) b 0.473 (to 3 dp)
3 a X-~B(5,0.5)
b i 0.31(to2dp) ii 0.97(to2dp) iii 0.47 (to 2 dp)
4 0.788 (to 3sf)
4 5 0.993 (to 3 sf)
6 0.100 (to 3sf)
7 Your friend. Let Y be the number of double 6s in 24 throws.
35 \?
P(Y>1)=1-P(Y=0) -1-( = 0.491 (to 3sf)

il 8 0.613 (to 3sf)

No. For fair dice P(sum of scores > 10) = 7 so at least one 9 a X~B(12,0.68) b 0.432 (to 3sf)
dice is not fair. Assessment 10
3
Yes. a x - —— Lay 56212
AS 53 17 1. 901
6 12 b — 1 ill
7 a i P(E)=0.5, P(F)=0.4, P(E or F)=0.8 ni (0.2
94 46 4324
eG» Xes
b P(E) + P(F)— P(Eand F) =0.5 + 0.4 — 0.1 = 0.8 = P(E or F)
2 The probability that one event occurs is not affected by
Exercise 10.2A Fluency and skills the occurrence or non-occurrence of any other event.
1 a 0.132 b 0.837 c 0.832 (Or P(AMB) = P(A) x P(B))
2 a 0.00066 b 0.17 c 0.41 d 0.95 b =
1
3 a 0.087 b 0.00038 0.29 84.
Aa BiX—w)="C
x 04x 06% Fai 1
ass
b Bayo Ti fT 2 tf 3s pf 4 | ss 140
oa = b> 0:35 c The second bag
20
1 4 a 0.0773 (to3sf)b 0.997 (to3sf) c 0.992 (to3 sf)
5 a x-B{ 42]
6 5 Each discarded sweet has an equal probability of being
b i 0.001 ii 0.016 iii 0.502 misshapen and each sweet's probability of being misshapen
6 0.016
(to 3dp) is not affected by any other sweet being misshapen.
Exercise 10.2B Reasoning and problem-solving b 0.0806 (to3sf) ¢ 0.403 (to 3 sf) d_ 0.668 (to 3 sf)
6 0.991 (to 3 sf)
1 a_ There should be a fixed number of independent and 7 a 184
identical trials. a ae A We He, ee
b i 0.690 (to 3 dp) i — ii iii
92 184 184
ii Independence of weather from one day to next is F 43 65 25
c No, since —x—¥#
unlikely. 92 184 184
2a PEE NE 8 a 0.483 (to3sf) b 0.875 (to 3sf)
Yes. If the population is sufficiently large when compared c 0.941 (to3sf) d 25.1 (to 3sf)
to the sample, as the patients are chosen at random the 9 0.335 (to 3 sf)
probability of getting a patient who will be prescribed
antibiotics remains constant. 1 = 8, p = 0.12 Chapter 11
Cy Yesmi='5; p= 016 Try it11A
d No. Number oftrials not fixed.
No. If it was, the probability of two zeros would be 0.0486 1 a_ There isn’t strong evidence that the coin is biased towards
w

4 a 0.363 (to 3 dp), assuming independence between days. tails since there is an 18.08% chance that a fair coin would
give this result. This is greater than 5% so assume the coin
b i 0.637 ii 0.363
5 You are more likely to be right. Let X be a random variable is fair,
b 10 or fewer
for the number of 6s in four throws.
2 2heads from 12 flips implied that the first coin was biased
x-B{ 4.2] towards tails, therefore 20 heads from 120 flips will imply
6 |

LO Siem euieeetnyen -(2]

5 that the second coin is biased since a larger number of trials
= 0.518 (to 3sf)
6 0.939 (to 3sf) 6 requires a less ‘extreme’ result.

Answers For full solutions go to http://www. oxfordsecondary.co.uk/edexcelalevel

maths-answers
Bridging Exercise 11A
b_ The critical value at the 10% significance level is 6 so the
ia 32 or fewer critical region is X < 6, 5 is in the critical region so if James
2a i There isn’t strong evidence that the coin is biased observes that Leeming gets fewer than 4 hours of sunshine
towards tails since there is an 10.13% chance that a fair on 5 days, you reject the null hypothesis. You conclude that
coin would give this result. This is greater than 5% so there is evidence, at the10% significance level, to say that the
assume the coin is fair. percentage of days on which Leeming gets fewer than 4. hours
ii The probability of 18 or fewer heads is 3.25%, this is of sunshine is less than 25%.
less than 5% so supports the claim that the coin is © nar
biased towards tails. d x<10
iii 18 or fewer heads implied that the coin is biased 5 a a28andb<24 ly wee
towards tails so 15 heads will provide even stronger Exercise 11.2A Fluency and skills
evidence for this. ae xe b_ Reject H,
iv 20 or fewer heads was not strong enough evidence to Dh PRS BAO IE alles}
support a claim that the coin is biased towards tails 3 a P(X <1)=0.0480 (to 4 dp). Reject Hi
so 22 heads will not be strong enough evidence either. b P(X <2)=0.1514 (to 4dp). Accept H,
Therefore, assume the coin is fair. 4 a P(X<1)=0.0274 (to 4dp), accept the null hypothesis.
36 out of 100 is the same proportion as 18 out of 50. 18 b P(X 29) = 0.0468 (to 4 dp), accept the null hypothesis.
heads out of 50 implied a coin was biased towards tails. 5 a P(X 234)=0.0462. Reject H,
Therefore 36 heads out of 100 will imply that a coin is b P(X <21)=0.0758. Accept H,
biased since a larger number of trials requires a less 6 X28
‘extreme’ result. 7 a_ Reject the null hypothesis.
10 out of 25 is the same proportion as 20 out of 50. b Accept the null hypothesis.
20 heads out of 50 was not good enough evidence that a OS A i 229s Le e=323) iii X 219
coin was biased towards tails. Therefore, 10 heads out of b i Accept the null hypothesis.
25 will not be enough evidence to imply a coin is biased ii Accept the null hypothesis.
towards tails since a smaller number of trials requires a iii Reject the null hypothesis.
more ‘extreme’ result. ce2i<ipi=20)
Exercise 11.1A Fluency and skills Sai 62166 ii X 264 iii X 262
b i AcceptH, ii RejectH, iii Reject H)
a Critical region: X <5, acceptance region: X = 6
c 4
b Critical region: X 25 , acceptance region: X < 4 10 y=1
c Critical region: X <5 or X 2 12, acceptance region: lla xX=0 b 28
6<sX<1l 12 a=5o0r6
Di Accept H, b RejectH, c Accept H, Exercise 11.2B Reasoning and problem-solving
3 a Reject H, b Accept H,
4 a p is the probability that a game is lost. H,: p = 0.15 and
1 a H;p=0.8,H:p<0.8,X<27
b Accept H,; there was insufficient evidence to suggest the
H,:p 40.15
meteorologist’s claim was an overestimation.
b Critical region: X < 2 or X 2 14, acceptance region:
2 a H;:p=0.6,H,: p#0.6
B=X<13
P(X = 56) = 0.0056 (to 4 dp)
c i AcceptH, ii RejectH, iii Reject H,
b Reject H,; there was sufficient evidence to suggest that
baea Critical region: X < 33, acceptance region: X 2 34
the company’s claim was inaccurate.
b i RejectH, ii Accept H,
3 a Hj; p=0.15,H;:p+#0.15 b_ Yes: accept H,
(fi Critical region: X 2 9, acceptance region: X <8
Reject H,
b No.
4 a UnderH,, Xx ~ B(n,0.5)
ie Critical region: X 2 5, acceptance region: X < 4
i Accept H, ii Reject H,
b p<10
b 18
Exercise 11.1B Reasoning and problem-solving By eh Oil b 10%
Lea H,: p = 0.6 b H; p=0.7 c H:p=0.4 6 a H:p=0.1,H:p<0.1 by il
H,: p> 0.6 H,: p< 0.7 H,: p #0.4 7 a n=40 bexsilorx
229
Daa pis the probability that the daily mean windspeed is over Review exercise 11
7 knots. 1 X~B(n,p)
H,: p = 0.3, H,: p #0.3 2 a Hi p=0.2,H:p#02 b X=O0orx210
2<nS10 c 0.0211 (to 4dp) d_ The distribution is discrete.
pis the probability that a voter supports the politician. 3 a H;:p=0.5,H:p>0.5 Delis
H,:p= 0.35, H,:p> 0.35 4 a H;p=0.2,H,;: p>0.2
Accept H,. You conclude that there is not sufficient b Conclude that there is not enough evidence to suggest
evidence, at the 5% significance level, to suggest the that the student was not guessing the answers.
politician is underestimating her support. 5 a Fixedmand p; independent and identical trials; each trial
41 results in exactly one of two possible outcomes, “success’,
pis the probability that the number of hours of sunshine “failure”; interested in the number of successes (or failures)
in a day in Leeming is fewer than 4 only.
H,: p = 0.25
H,: p< 0.25 P(X = “| t |p py in=02.01
x

Answers
For full solutions go to http://www.oxfordsecondary.co.uk/edexcelalevelmaths-answers
 b 0.1256 @ 0.1275
b oD
i ee ee ate | 0.0146
ah i 2 or 0.416
Cc x-values 5 and 6. Significance level 1.95% 28 700
6 a H;p=0.1,H: p01 b No. c No. ii i or 0.230 iii 0.683
625
Assessment 11
1 1
la NES BU rh AAO TC ii 3.61 or 3.62
b X-values in the critical region are 0, 6 Outliers are less than 10.4 or larger than 28.8; there are at
Significance level = P(X < 0 or X 2 6) = 0.0312 = 3.12% least 4 and up to 12
a H;p=0.4,H,:p>0.4 b 0-7 c Yes 22 is the error. 77 is the correct rate.
a H,:p=0.5 and H;;: p > 0.5; no reason to reject the null 103
hypothesis b Yes Median = 68. Median unlikely to be affected by the outlier.
a Cars chosen at random. Medium
b H,: p=0.4, H,: p < 0.4. No reason to reject H, Mean = 59.3 g, standard deviation = 9.7
Reject H), Median = 58, IQR = 14.1
Size of critical region is 0.0834 Mean will increase, standard deviation will decrease.
a Random sample from large population, therefore i 0.9 ii 0.6
identical trials. One reading is unlikely to affect another 0.1
so independent trials. Trials each result in exactly one i 0.0282 ii 0.8497 iii 0.0016
of two possible outcomes, “over 17.5°C” or “not over Probably not suitable as trials unlikely to be independent.
IAS ACS, ie) There is sufficient evidence to suggest that the probability
eaTrTrerrpnanorranrep
b Missing values are 0.1910 and 0.0621 of thermometers being faulty has increased.
c Accept H, 0.036
NI a H;:p=0.6,H,:p<0.6 b 4 os 0.036
a Random sample. So that a binomial distribution is a ies72 i Opportunity sampling; Will not be representative of
valid model. the whole of the UK as all in one geographical area.
b H,:p=0.35, H,: p > 0.35, X ~ B(30, 0.35) ii Systematic random sampling; May not be
c Accept H, representative of the whole of the UK as names may be
9 ak" +nk""(1-k) b 0<k<0.1 similar within an area.
18 from England; 4 from Wales; 6 from Scotland; 2 from
Assessment chapters 9-11: Statistics
Northern Ireland
1 Simple random sampling 14 Width 2.5cm; Height 2.4 cm
Systematic sampling 15
Opportunity sampling 3.5 million to 26.75 million
15) 15 re (053 ii 0.95
6.5 mmol |! 0.9861
1)
tem
ey
ae
ior e.g. The range/IQR is wider 2 hours after the meal than Wind speed each day is independent of other days;
before the meal. Probability is constant each day.
e.g. The average blood glucose level is higher 2 hours after 16
the meal than before the meal. Uy There is not sufficient evidence to reject her claim.
75% 9<X<22
w 28 b 20 c 12 people db e.g. Probability of rain is independent from day to
(left to right, top to bottom) 57, 28, 40, 68, 87 day; Binomial distribution is suitable; There is a clear
ase
Pp 2 or 0,321 definition of what constitutes rain; She has accurately
184
recorded the exisitence or not of rain.
=) Not independent as P(warm -4 dry) # P(warm) x P(dry)

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uk/edexcelalevelmaths-an swers
A “C notation 348 cumulative frequency 325, 328
acceleration shape of distribution 349 cumulative frequency diagrams/curves 325,
constant 250-3 binomial theorem 71, 88-93 328
definition 245 constructing an expansion 92 cumulative probabilities 348-9
differentiation 137, 254 general expansion 88-93 curves
forces 264—7, 274, 276, 278 Pascal’s triangle 71, 88-9, 92 area under 172-5
integration 168, 255 bisection of chords 52 fitting 144-7, 204—7
kinematics 237, 250-3, 254 bivariate data 330-3 gradient at given point 138-43
rates of change 150 box-and-whisker plots 322-3, 327, 328 intersecting straight lines 57
units 242-3 brackets, expanding 72, 84-7, 88 normals 156-61
variable 254—7 tangents 156-61
v-t graphs 240, 245-6, 248, 254. Cc curve sketching 98-103, 165
acceptance regions 363-4 calculus 137
acute angles 123-4 see also differentiation; integration D
adding vectors 214, 219 CAST (cos/all/sin/tan) mnemonic 124 data
addition rule, probability 342, 346 causation/causal connections 331 bivariate 330-3
air resistance 283 census 308 central tendency/averages 298-301,
algebra 5-70 central tendency measures 312-21 312-21
circles 51-5 see also mean; median; mode coded 300
division 73-6, 94-7 choose function 89—90 collection 297-340
index laws 6-9, 36-9 chords of circles 29—30, 52 continuous 312—24
inequalities 60—5 chords of curves 138-9, 142 discrete 312-24
proof 32-5 circles distribution 323
quadratic functions 13-15, 44-9 equations of 27-31, 51-5 grouped 312, 323
simultaneous equations 11—12, 29, 56-9 theorems 52, 54-5 interpretation 297-340
surds 6-9, 40-3 trigonometric ratios 123-4 representation 297-340
algebraic division 73-6, 94-7 cluster sampling 309 sampling 308-11
factor theorem 95, 96 coded data 300, 317 single-variable 322-9
methods 73-6 coefficients spread 302-5, 312-21
remainders 94-5 algebraic division 94—5 deceleration 246
alternative hypotheses 358-9, 362-71 binomial theorem 88—9 deductive proof 32
ambiguous case, sine rule 128 comparing 74—5 definite integrals 172-3
angles correlation 330 degree of polynomial 84, 94
index laws 36 denominators, rationalising 8, 40-1
in quadrilateral 34
Pascal's triangle 88-9 dependent (response) variables 330, 332
in semi-circle 54
trigonometry 110-11, 122-31 polynomials 74-5, 84-5, 88-9, 94-5 derived functions (derivatives) 143, 147
collecting data 297-340 first derivatives 137, 150
approximations, gradient of curves 138
collinear points 214, 216 second derivatives 137, 150, 163, 165
areas
column vectors 218 difference of two squares 13
area of triangle 120, 129, 130
combinations 89, 92 differentiation 137-84
histogram bars 306-7, 324-5
comparing coefficients of polynomials 74—5 ax” 146-9
normal/tangent/axis 159
complementary events 342 from first principles 142-5
under curves 172-5
completing the square 16-17, 45-6, 48 kinematics 254
under graphs 240, 245, 248, 250, 254,
components of vectors 218-23 Leibniz notation 146-9, 172
344.
compression 269 rates of change 137, 143, 150-5
argument and proof 32-5
constant acceleration 250-3 rules 143
asymptotes 80-2, 98, 102, 187-8, 195
constant of integration 168, 173 tangents to curves 156-61
averages see mean; median; mode
constants in differentiation 143 turning points 162—7
average speed/velocity 237, 244, 245
constant velocity 268, 269 see also integration
axioms 32
continuity correction 323 dimensions 242-3
B continuous data 312-13, 323-5 direction
balance method, solving linear equations correlation 330-3 forces 268, 274
10-12 cosine (cos) 122—31 vectors 213, 214-15, 218-19
base of logarithms 186, 190 CAST mnemonic 124 direct proof 32-4
base of terms 36 cosine ratio 110, 122—7 discrete data 312-13, 323
bearings 215 cosine rule 118, 119-20, 128-31, 215 discrete random variables 341—55, 368
best fit lines 204, 206, 332 graphs 112, 114, 115, 123 discrete uniform distribution 342
biased sampling 310 quadrant diagrams 124 discriminants, quadratic formula 18-19, 30,
binomial distribution 348-51 use of unit circle 123-4 46-7, 57
conditions for 348 counter examples, disproof 33, 34 dispersion (spread) 302-5, 312, 314-18, 320
cumulative probabilities 348—9 see also interquartile range; range;
critical regions 363-4, 366, 368-71
distribution function 349 critical values 363-4, 366, 368 standard deviation
hypothesis testing 363, 370 cubic graphs 77-8, 98 displacement

Index
 274—6, 278-80, 284 H
definition 238, 244
forces 263-93 highest common factor 73
differentiation 137
acceleration 264—7 histograms 306-7, 324-5, 328
integration 168
diagrams 264—7 hypothesis testing 357-76
motion equations 250-3
dynamics 274—7 alternative hypotheses 358—9, 362-71
resultant 244, 245
frictional 269-70, 275, 279 conclusions 363, 366
units 242-3
gravity 242, 268, 278-81 critical regions 363-4, 366, 368-71
v-t graphs 240, 245-6
man in lift 282-3 formulating tests 362—7
displacement-time (s-t) graphs 239, 244—5,
notation 268 null hypotheses 358—9, 362-71
248, 254
disproof, by counter example 33, 34 systems 282-7
distance fractions, equivalent 40 |
between two points 50 frequency density 306, 324 identical trials 348—9, 350
definition 244 frequency distributions 312 identities 84, 86, 122
distance-time graphs 150 frequency of outcomes 323 independent events 343, 346
see also displacement frictional forces 269-70, 275, 279 independent (explanatory) variables 330,
distribution of data 323 functions 332
dividends 75 derived 137, 143, 147, 150, 163, 165 independent trials 348—9, 350
division, algebraic 73-6, 94—7 exponential/logarithmic 187—9, 194—9 index form 6, 36
divisors 75 increasing/decreasing 151 index laws 6-9, 36-9, 186, 190
dots above variables, symbol 254 periodic 109, 115, 123 see also powers
dy/dx notation 146, 150-1 quadratic 13-15, 44-9 index notation, conversion to logarithmic
dynamics 274—7 sketching 165 192
stationary 151 inequalities 60-5
E fundamental quantities 242-3 linear 60-1
e (irrational number) 194 quadratic 62
elimination method, simultaneous equations signs 60, 62
G
11, 56
gradient functions 138-40, 151 infinity 98, 165
equally likely outcomes 342-3 integration 137, 168-75
gradients
equal and opposite forces 282 area under curve 172-5
curves 138-40, 142—3, 145
equal vectors 214, 220 ax” 169
differentiation 142—5, 150-1
equations kinematics 254-6
increasing/decreasing 162-3
circles 27—31, 51-2 see also differentiation
normals 156
exponentials 194—9 intercepts 98
perpendicular 156
motion 250-3 interpolation, linear 300, 302, 332
rates of change 150-1
simultaneous 11-12, 29, 56-9 interpreting data 297-340
s-t graphs 239, 244—5
straight lines 50, 156, 198 interquartile range (IQR) 302, 314, 320
straight lines 50-1, 54, 55
equilibrium 263, 264, 268-70 intersections of circles 29-30
tangents 146, 156
equivalent angles 124 intervals, data 312
turning points 162
equivalent fractions 40 inverse functions, exponentials and
velocity 150, 244-6, 248
equivalent statements 190-1 logarithms 186, 188, 195-6, 198
v-t graphs 240, 245-6, 248
events, definition 342
y = Ae“ 200 IQR see interquartile range
exhaustion, proof by 32-3 irrational numbers 8, 40, 194
y=e* 194
exhaustive events 342
graphs
expanding brackets 72, 84—7
areas under 240, 245, 248, 250, 254, 344 K
binomial expansion 88-93
cubic/quartic/reciprocal 77-83 kinematics 238—41, 242, 244—57
experimental data, lines of best fit 206
curve sketching 98-103 constant acceleration 250-3
explanatory (dependent) variables 330, 332
displacement-time 239, 244—5, 248, 254 motion equations 238, 250-3
the exponential function (e*) 194
distance-time 150 straight line motion 244-9
exponential relationship 204—7
exponential and logarithmic functions variable acceleration 254-7
exponentials 185-211
187-9, 195
conversion to logarithms 186
intercepting axes 98 E
curve fitting 204—7
quadratic equations 44—7 laws of indices 6—9, 36—9, 186, 190
functions 187-9, 194—9
general equation 194-9
simultaneous equations 56, 57 laws of logarithms 190-3
S-t 244-5, 248, 254 Leibniz, Gottfried 146
graphs 187-9, 194-5
straight lines 20-6, 50-1 Leibniz notation 146-9, 172
logarithms 185-93
trigonometric functions 111-15, 123, less than/less than or equal to 60
processes 200-3
126 like terms, simplifying expressions 8, 74,
exponents see index laws; powers
v-t 240, 245-6, 248, 254. 84-5
extrapolation 332
y=a* 194 limiting values (limits) 143, 172, 202
rf y=e* 194 linear equations 10-12, 50, 156, 198
factorials 89 gravity 278-81 see also simultaneous equations
forces 268 linear inequalities 60-1
factors/factorising 13-15, 84—7, 96
factor theorem 95, 96 motion under 278-81 linear interpolation 300, 302, 332
first derivatives 137, 150 units 242 line graphs 20-6
five-number summary 322-4 greater than/greater than or equal to 60 lines 50-5
flipping coins, hypothesis testing 358-61 grouped data 312-24. of best fit 204, 206, 332
force = mass x acceleration (F = ma) 242
growth, exponential 185 distance between two points 50
midpoints 50, 51, 54

Index
 number 60 optimisation, differentiation 166 expanding and factorising 84—5
parallel 51 outliers 318-19, 327, 328, 332 factorisation 13-15, 45
perpendicular 51, 52,54, 55 inequalities 62
see also straight lines Pp quadrilaterals 34
logarithmic functions 187, 195 parabolas 14, 44, 173 quartics, graphs 79-80
logarithmic notation, conversion to index parallel lines 23—4, 51 quartiles 302, 314, 322-3
notations 192 parallel vectors 219, 222 quota sampling 309, 311
logarithms 185-93 parameters 308 quotients, algebraic division 75, 94, 96
graphs 187-9, 195 Pascal’s triangle 71, 88-9, 92
laws 190-3 perfect correlation 330
R
lines of best fit 204, 206 perfect square quadratics 16, 45 random experiments 342
natural/Naperian 195, 202 periodic functions 109, 115, 123
random variables
three cases 190 perpendicular bisectors 25, 51 binomial probability distribution 348
y=ax" 204 perpendicular gradients 156 discrete 341-55, 368
y=e 195 perpendicular lines 23-4, 51, 52, 54, 55 range 302, 314, 320
y = kb* 204, 206 points
rates of change 137, 143, 150-5
long division, algebraic 73-4, 94—7 collinear 214, 216
exponential processes 200-2
lower limits 172 integration 170
distance between two 50
lower quartiles 302, 314, 322-3 y =e" 200, 202
gradient at point on curve 138-40,
rationalising the denominator 8, 40-1
142-3
M rational numbers 40
midpoints of lines 50, 54
magnitude 213, 214-15, 218-19 ratios, trigonometric 110, 122-7
see also stationary points; turning points
magnitude of force 268 raw data 312
polynomial relationship 204—7
mass 242, 274, 278 rearranging formulae 10-12
polynomials 71-108
mathematical models 200, 202 reciprocal graphs 80-2, 98
algebraic division 94—7
regions 61, 62
maximum turning points 44, 138, 162—3 binomial theorem 71, 88—93
maximum values 322-3 regression line 332
curve sketching 98-103
mean 298-301, 312-21 relationships, exponential and polynomial
differentiation 148
204-7
measures of central tendency (averages) division 74—5
remainders 94—5
312-21 expanding brackets 84—7, 88
repeated roots, polynomials 78
measures of dispersion (spread) 302-5, factorising 84—7, 96
representing data 297-340
312-21 gradient functions 138-40
resolving forces 268-9, 272, 280
median 298-301, 312-21, 322-3 graphs 77-80
resolving vectors 218
midpoints of lines 50, 51, 54 simplifying 84—5
response (dependent) variables 330, 332
minimum turning points 44, 138, 162-3 populations 308
resultant displacement 244, 245
minimum values 322-3 position vectors 220, 244
resultant forces 264, 271-2
modal interval/group 313 positive correlation 330-1
resultant vectors 214-15
mode 298-9, 312, 313 powers
right-angled triangles 110-11, 122-7
motion logarithms 190-1
roots of numbers 36, 40-3
equations 250-3 polynomials 84
see also surds
s-t graphs 244—5, 248, 254 see also index laws
roots of polynomials 45, 78
straight line 244-9 prime numbers 33, 35
rounding up/down 323
v-t graphs 240, 245-6, 248, 254 probability 341-55
see also kinematics addition rule 342, 346, 350 Ss
multiplication binomial distribution 348-51 sample spaces 342
probability rule 343, 346 discrete random variables 341—55 sampling 308-11
vectors by scalars 214, 219 distributions 344, 348—51 scalars 214, 219, 242, 244
mutually exclusive events 342, 346, 350 equally likely outcomes 342-3 scatter diagrams 330-2
hypothesis testing 366, 368—9 second derivatives 137, 150, 163, 165
N multiplication rule 343, 346 semi-circles 54
natural (Naperian) logarithms 195, 202 probability spaces 342 set notation 60
negative acceleration (deceleration) 246 probability distribution function 344 significance levels 358—9, 363, 368
negative correlation 330 proof 32-5 significant figures 278
Newton, Isaac 146 by exhaustion 32-3, 35 simple random sampling 309
Newton's laws 263-93 direct 32-4 simplifying fractions 73
disproof by counter example 33, 34 simultaneous equations 11-12, 29, 56-9
first law 268
statements 34—5 sine rule 118-19, 128-31
second law 274, 278
third law 282-4 types of 32-3 ambiguous case 128
proportional relationship graphs 102 area of triangle 120, 129, 130
newtons (N) 242, 268
p-values 368-9 vectors 215
N (newtons) 242, 268
Pythagoras’ theorem 50, 111, 122, 272, 286 sine (sin) 122-31
normal reaction force 268
CAST mnemonic 124:
normals to acurve 156-61
Q graphs 111, 112, 114, 115, 123
null hypotheses 358-9, 362-71
quadrant diagrams 124 quadrant diagrams 124
number lines 60 quadratic formula 17-19, 44, 46 sine ratio 110, 122—7
quadratic functions 13-15, 44-9 sine rule 118-19, 128-31
O completing the square 16-17, 45—6, 48 use of unit circle 123-4
one-tailed hypothesis tests 362-3, 368 curves 14—15, 44 single-variable data 322—9
opportunity sampling 309

Index
 continuous data 312-24 gradients 146, 156 Vv
where tangent meets curve 158 variable acceleration 254—7
discrete data 312—24
five-number summary 322—4 y=e* 194, 198 variables
tangent (tan) 122-7 binomial distribution 348-50
SI units (Systéme International d’Unités)
242 CAST mnemonic 124 correlated 330
speed graphs 112, 113, 115, 123 dependent 330, 332
average 244, 245 quadrant diagrams 124 discrete random 341-55, 368
definition 244 tangent ratio 122—7 independent 330, 332
kinematics 237, 238 use of unit circle 123—4 variance 315-17
see also velocity tension 269, 279, 286 vectors 213-28
spread 302-5, 312, 314-18, 320 testing hypotheses 357-76 definitions 214-17
spurious correlation 331 test statistics 363 kinematics 242, 244.
standard deviation 302—5, 315-16, 320 thrust 269 properties 214-17
standard units 242-3 time 64 x/y components 218-23
statements, proving 34—5 see also displacement-time graphs; velocity
stationary functions 151 distance-time graphs; velocity-time average 244, 245
stationary points 162 graphs constant 268—9
see also turning points transformations 99-100, 194 definition 239, 244
statistics tree diagrams 343, 348 differentiation 137, 150, 254
definition 308 triangles forces 268-9
summary 298-301, 312-21, 322-3 areas 120, 129, 130 integration 168, 170, 254-6
test 363 non-right-angled 118-21 motion equations 250-3
s-t (displacement-time) graphs 239, 244—5, Pascal’s 71, 88-9, 92 rates of change 150
248, 254 right-angled 110-11, 122-7 s-t graphs 245
straight lines see also trigonometry units 242-3
equations 50, 156, 198 triangulation 109 velocity-time (v-t) graphs 240, 245-6, 248,
gradients 50-1, 54, 55 trigonometry 109-36 254
graphs 20-6 cosine rule 128—31, 215 venn diagrams 343
intersecting curves 57 equation solving using graphs 112-14 vertex of aparabola 44, 45
motion in 244—9 function graphs 111-16 v-t (velocity-time) graphs 240, 245-6, 248,
stratified sampling 309 non-right-angled triangles 118—21 254
stretching graphs 99, 194 sine rule 128-31, 215
substitution method, simultaneous sin/tan/cos ratios 110, 122-7 W
equations 11-12, 29, 56-7, 58 turning points 162-7 weight
subtracting vectors 214, 219 maximum/minimum 44, 138, 162-3 forces 268, 278, 280
summary statistics 298-305, 312-21 optimising a given situation 166 units 242
sum of, symbol 312 quadratic equations 44 see also gravity
sum rule 168-9 sketching a function 165
X
surds 6-9, 40-3 stationary points distinction 162
x-components of vectors 218—23
suvat equations 250 two-tailed hypothesis tests 363, 370
symmetry 123 ay}
systematic sampling 309 U
y-components of vectors 218—23
Systeme International d’Unités (SI units) unbiased estimate 315
242 units 242-3 ri
systems of forces 282—7 dimensions 242-3 zero correlation 330
¢ kinematics 242—3 zero vectors 214, 215
standard 242-3
tangents to curves 156-61
unit vectors 214
area calculations 159
upper limits 172
circles 28—9, 30, 52
upper quartiles 302, 314, 322-3

Index
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