Hanrahan v. Cambridge IGCSE and O Level Additional Mathematics 2023

The Cambridge IGCSE™ and O Level Additional Mathematics Student’s Book Second
edition will help you to navigate the syllabus objectives confidently. It is supported by an
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Cambridge
IGCSE™ and O Level
Additional
Mathematics
Second edition
Val Hanrahan, Jeanette Powell,

Stephen Wrigley
Series editor: Roger Porkess
9781398373952.indb 1 17/03/23 8:26 PM

Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property
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Endorsement indicates that a resource has passed Cambridge International’s rigorous quality-assurance process and is suitable
to support the delivery of a Cambridge International syllabus. However, endorsed resources are not the only suitable materials
available to support teaching and learning, and are not essential to be used to achieve the qualification. Resource lists found on
the Cambridge International website will include this resource and other endorsed resources.
Any example answers to questions taken from past question papers, practice questions, accompanying marks and mark schemes
included in this resource have been written by the authors and are for guidance only. They do not replicate examination papers. In
examinations the way marks are awarded may be different. Any references to assessment and/or assessment preparation are the
publisher’s interpretation of the syllabus requirements. Examiners will not use endorsed resources as a source of material for any
assessment set by Cambridge International.
While the publishers have made every attempt to ensure that advice on the qualification and its assessment is accurate, the official
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recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement
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© Val Hanrahan, Jeanette Powell and Stephen Wrigley 2023
First published in 2018
This edition published in 2023
by Hodder Education, an Hachette UK Company, Carmelite House, 50 Victoria Embankment, London EC4Y 0DZ
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ISBN: 978 1 3983 7395 2
9781398373952_FM.indd 2 20/03/23 5:28 PM

Contents
Introduction iv
Review chapter 1
CHAPTER 1 Functions 3
CHAPTER 2 Quadratic functions 20
CHAPTER 3 Factors of polynomials 41
Review exercise 1 53
CHAPTER 4 Equations, inequalities and graphs 55
CHAPTER 5 Simultaneous equations 77
CHAPTER 6 Logarithmic and exponential functions 89
CHAPTER 7 Straight line graphs 118
CHAPTER 8 Coordinate geometry of the circle 136
CHAPTER 9 Circular measure 157
CHAPTER 10 Trigonometry 166
CHAPTER 11 Permutations and combinations 206
CHAPTER 12 Series 216
CHAPTER 13 Vectors in two dimensions 241
CHAPTER 14 Differentiation 256
CHAPTER 15 Integration 289
CHAPTER 16 Kinematics 312
Mathematical notation 327
Answers 329
Glossary 378
Index 381
9781398373952.indb 3 17/03/23 8:26 PM

INTRODUCTION
Introduction
This book has been written for all students studying the Cambridge
IGCSE™ and O Level Additional Mathematics syllabuses (0606/4037)
for first examination from 2025. The book carefully and precisely
follows the syllabus. It provides the detail, guidance and practice needed
to support and encourage learners as they advance their mathematical
reasoning, skills and communication.
This is the second edition of this book, comprehensively updated
to cover the revised syllabus. Teachers and learners using the first
edition have provided invaluable feedback, and their suggestions are
incorporated into this edition. There are a few instances where the book
goes beyond the syllabus to provide additional context to the topic for
the benefit of students’ deeper understanding. It is clearly indicated
wherever this is the case.
Organisation of content
Where possible, the chapter titles and chapter section headings match
those of the syllabus; however, the long, final section on calculus is split
into three chapters: Differentiation, Integration and Kinematics, so that
it is easily manageable for students.
The content of every chapter is split into several short sections.
Numerous worked examples are included to illustrate every aspect
of the topic, as well as Exercises that provide ample opportunity to
reinforce learning. Exercise questions increase in difficulty, from those
that are very straightforward through to others that provide greater
challenge.
There are also five summative Review exercises distributed throughout
the book. These contain practice questions, including past paper
questions, based on the topics in the preceding chapters. Each question
is mapped to the chapters that students should have worked through
before attempting the question. This means that students can complete
the questions at the appropriate stage of the course even if they are
not following the chapter order. Alternatively, they can be used at the
end of the course for revision. Indicative marks are assigned to each
question.
Answers are at the back of the book and worked solutions are
provided online at Cambridge Extras (www.hoddereducation.co.uk/
cambridgeextras). The intention is that students working on their own
can check their answers for themselves.
iv
9781398373952.indb 4 17/03/23 8:26 PM

From the authors
Prior knowledge
Throughout this book, it is assumed that readers are competent and
fluent in the basic algebra that is covered in Cambridge IGCSE™ / O
Level Mathematics:
» working with expressions and formulae, simplifying and collecting
like terms
» substituting numbers into algebraic expressions
» linear and quadratic factorisation and the use of brackets
» solving simple, simultaneous and quadratic equations
» working with inequalities
» changing the subject of a formula
» plotting and sketching graphs.
The book opens with a Review chapter of 20 multiple choice questions
providing readers with an opportunity to check that they are still
familiar with these topics.
Assessment
For both Cambridge IGCSE™ and O Level Additional Mathematics
you will take two examination papers, Paper 1 (Non-calculator) and
Paper 2 (Calculator):
» 2 hours each
» 50% each.
The information in this section is taken from the Cambridge
International syllabus. You should always refer to the appropriate
syllabus document for the year of examination to confirm the details
and for more information. The syllabus document is available on the
Cambridge International website at www.cambridgeinternational.org
From the authors

We very much hope you enjoy this book. It introduces you to
some of the exciting ideas of mathematics. These will broaden your
understanding of the subject and prove really helpful when you go
on to further study. They include topics such as identities, vectors and
particularly calculus; all of these are covered in the later chapters of the
book. In order to handle such topics confidently, you will need to be
fluent in algebra and numerical work and be able to communicate the
mathematics you are doing. The early chapters are designed to build on
your previous experience in a way that develops these essential skills
and at the same time expands the techniques you are able to use.
First edition authors Second edition authors
Val Hanrahan Stephen Wrigley
Jeanette Powell Roger Porkess
Roger Porkess
v
9781398373952.indb 5 17/03/23 8:26 PM

The examples above show that applying a function and its inverse in
either order leaves the original quantity unchanged, which is what the
notation f(f–1) or f–1(f) implies.
Worked example
Using the functions f(x) = sin x and g(x) = x 2 , express the following as functions
of x:
INTRODUCTION a) fg(x) b) gf(x) c) f 2(x)
Solution
a) fg(x) = f[g(x)]
How to use this book = sin(x 2)

b) gf(x) = g[f(x)]
Notice that sin(x 2) is
not the same as (sin x)2
To make your study of IGCSE and O Level AdditionalorMathematics
sin(sin x). as
= (sin x)²
rewarding and successful as possible, this endorsed textbook offers the
c) f²(x) = f[f(x)]
following important features:
= sin(sin x)
Approach The modulus function

Each chapter is broken down into several The modulus of a number is its positive value even when the number
itself is negative.
sections, with each section covering a
single topic. Topics are introduced through The modulus is denoted by a vertical line on each side of the number
and is sometimes called the magnitude of the quantity.
clear explanations, with key terms picked 14 Differentiation
out in bold type. For example, |28| = 28 and |–28| =at 28

given point is the straight line that
is at right
The normal to a curve
angles to the tangent at that point, as shown below.
|x| = x when x  0 and |x| = –x when curve x<0
Therefore for the graph of the modulus function y = |f(x)|, any part
Worked examples
normal
= f(x) where y < 0, is reflected in the
of the corresponding graph of y tangent
x-axis.
The worked examples cover important techniques and question styles. They are designed
Worked
to reinforce the explanations, and give you step-by-step example
help for solving problems.
Remem ber that for perpendicular lines
For each of the following, m 2 = −1. y = f(x) and y = |f(x)| on separate axes:
msketch 1
a) y = x – 2; −2  x  6
Worked example
b) y = x 2 – 2; −3  x Find
3 the equation of the tangent and normal to the curve y = 4 x − 2 x 3 at the
2
point (1, 2).

the tangent and the normal.
c) y = cosx; 0°  x  180°Draw a diagram showing the curve,
It is slightly
Solution
easier to use
Commentaries
dy 2
y − y1 = m( x − x1 ) y = 4 x 2 − 2 x ⇒ dx = 8 x − 6 x
3
dy
here than At (1, 2), the gradient is dx = 8 −
6=2
y = mx + c. If you =2
The gradient of the tangent is m1 dy represents
The commentaries provide additional substitute the So, using y − y1 = m ( x − x1 )
the change in y
gradient m = 2 the equation of the tangent is y − 2 =
2( x − 1) y
corresponding to
explanations and encourage full and the point (1, 2) y = 2x
3 the small increase
into y = mx+ c, you 1 = −1
understanding of mathematical principles. get 2 = 2 × 1 + c The gradient of the normal is m2
=−
m1 2
2
in x.
and so c = 0 So, using y − y1 = m ( x − x1 )
So the equatio n of 1 1
= − ( x − 1)
the tangent is the equation of the normal is y − 2 2 17
x 5
y = 2x. y = − 2 + 2.
2 3
x
1
The curve, tangent and normal are shown on this

graph.
Equations of tangents and normals

Discussion points
These are points you should discuss in 286
class with your teacher or fellow students,

is at right Discussion point
ven point is the straight line that
point, as shown below. to encourage deeper exploration and y = 4 x 2 − 2 x 3. At the point (1, 2),
if
Consider the example above where in
mathematical communication. value of x increa ses by 0.001 , what is the corresponding increase
the at the
y? What is the connection with
the gradient at (1, 2)? What about
points i (2, 0) and ii (0, 0)?
Note Note
The Note feature contains useful can be used to find the
The gradient at a particular point
information; for example, on the differences e in y corre spond ing to a small change in x.
approximate chang
between how calculators may display
information. Explanations encourage full
ndicular lines
understanding of mathematical principles. Worked example
y = x 4 + 5 x at x = 1.
3
a) Find the gradient of the curve
1 to 1.000 1, find the corresponding
le b) Given that x increases from
approximate change in y.
3
= 4 x 2 − 2 x at the
gent and normal to the curve y
Solution
al. 3
e curve, the tangent and the norm a) y = x 4 + 5 x
vi dy 2
⇒ = 4 x 3 + 15 x
dx
− 6x 2 dy × 12 = 19
So, when x = 1, dx = 4 × 1 + 15
3
= 8−6 = 2 b)
3
is m1 = 2 y y = x4 + 5x
y − y1 = m ( x − x1 )
dy represents
9781398373952.indb 6
is y − 2 = 2( x − 1) y the change in y 17/03/23 8:26 PM
Combinations
(b) A team of 6 people is to be selected from 8 men and 4 women.

Find the number of different teams that can be selected if
(i) there are no restrictions, [1]
(ii) the team contains all 4 women,
How to use this [1]
book
(iii) the team contains at least 4 men. [3] ion
The modulus funct
Cambridge O Level Additional Mathematics (4037)
Paper 12 Q7, November 2013
Exercises Cambridge IGCSE Additional Mathematics (0606)

Paper
h(x) = 2x, 12 Q7, November 2013
find:
1 Given that f(x) = 3x + 2, g(x) =
x and 2
These appear throughout Exercise 1.2 3 a)Arrangements c) gh(x)

b) fg(x)5 different letters
containing from the word
d) fgh(x)
fg(2)
the text and provide AMPLITUDE are to
2 Given that f(x) = 2 x + 1 and
be made.
g(x)Find
= 4 − x, find:
d) gf(x)
) numberb) gf(12) arrangements c) fg(x)
ample and varied (a) fg(−4
a) (i) the of 5-letter
2 and h(x) =
if there are no
1 , find:
restrictions,
= x + 4, g(x) = 2x + [1]
opportunities to practice 3 Given that f(x) 2 x 1
d) hgf(x)
(ii) b) g²(x) c) h²(x)
and apply what you’ve a) f²(x) the number of 5-letter arrangements
and E.
which start with the
sketch the graphs of y = f(x) and
4 For eachletter functAion,
and endthe
find with theseletter
inver [1]
learned. same axes. Use the same scale on both axes.
y = f (x) on the
−1 Cambridge O Level Additional Mathematics (4037)
>0
b) f(x) =Paper
x3, x 11
a) f(x) = 3x − 1 Q4 a, June 2012
equa tions :
5 Solve the following Cambridge IGCSE Additional Mathematics (0606)
2| = 2
|x +2012
d)June
= 5 11 Q4 a,
b) |2x + 1| = 7 c) |3x − 2|Paper
a) |x − 3| = 4
funct ion:
6 Sketch the graph of each c) y = |x + 2| + 3
a) y = x + 2 b) y = |x + 2|
s forto:0°  x  360°:
7 Now
Sketc
you shouldgraph
h these be able
Learning outcomes b) y = cos x + 1
y = cos xthe difference between permutations and
H a)recognise d) y = |cos x| + 1
y = |cos x| and know when each should be used
c)combinations h1
Each chapter ends with a h 1 repre sents the line y = 2x − 1. Graph 2 is related to Grap
8 H know and use the notation n! and the expressions for
Grap
summary of the learning and Graph 3 is related to Graph 2.
permutations and combinations ofhn2items takenh r3.at a time
and Grap
outcomes and a list of key points Write down the equations of Grap
H answer problems on arrangement and selection using
Graph 3
to confirm what you should have Graph 1 permutations orGrap h2
combinations. y
y
y
learned and understood.
Key points
4
✔ The number of ways of arranging 1 n different objects in a line is n!
This is read as n factorial. 3
2 × 1 where nxis a positive integer.
✔ n! = n × (n – 1) x× (n – 2) … × 3 × 0.5
0.5
✔ By convention, 0! = 1.
–1 n!
✔ The number of permutations of r objects from n is nPr = ( n − r )! x
0.5
n!
✔ The number of combinations of r objects from n is C r = ( n − r )!r !
n
shows part
graphmatters of a quadraticbut not for combinations. curve and its inverse.
✔ 9The
Theorder for permutations,
REVIEW EXERCISE 3 y
Review exercises Review exercise 3 y=x
After Chapters 3, 6, 10, 13 and 16, you Ch 7 1 Solutions to this question by accurate (2, 5) drawing will not be accepted.
The points A ( 3, 2 ) , B ( 7, −4 ) , C ( 2, −3) and D ( k, 3) are such that CD is perpendicular to AB.
215
will find Review exercises that cover the Find the equation of the perpendicular bisector of CD. [6]
concepts learnt in previous chapters. Paper 22 Q5, February/March 2019
Cambridge IGCSE Additional Mathematics (0606)
You can work through these exercises Ch 7

Paper 22 Q5, February/March 2019
(1, 2) y = ax n, where a and n are constants, connects the variables
2 It is thought that the relationship
during the course to summarise your x and y. An experiment was carried out recording the values of y for certain values of x.
a) Transform the relationship y = ax n into straight line form. [2]
learning or at the end of the course as The values of ln x and ln y were plotted and a line of best fit was drawn. It is given that the
1
line of best fit crosses through the points with coordinates (1.35, 4.81) and (5.55, 2.29).
revision. Next to each question are the b) Calculate the constants a and n.
Ch2, 5, 7, 8 3 The diagram shows the circle x 2 + y 2 − 4 x + 4 y − 17 = 0 and the lines l , y = x
[4]
x + 1, and l2 . The
chapters that you should have studied line l1 intersects the circle at points 1 P and Q and the line l intersects 1the circle at points
2
R ( 5, 2 ) and S ( 7, −2 ). The lines intersect at point T.
before attempting the question. Marks y l1
?
for each question are shown in square a) What is the equation of the curve
se?
b) What is the equation of the inver
brackets. T
19
Q
R
These icons highlight questions O x
P
where a calculator should not be used.
S
l2
a) Find the coordinates of the point of intersection of l1 and l2 . [5]

b) Give the coordinates of the points P and Q. [4]
c) Find the area of the triangle PST. [2]
Ch 8 4 Two circles with equations x 2 + y 2 + 6 x − 8 y + 9 = 0 and x 2 + y 2 − 2 x − 15 = 0 intersect at
points A and B.
a) Find the coordinates of the points A and B. [4]
b) State the equation of the line that passes through the points A and B. [1]
Ch 8 5 a) Show that the point (2, 8) lies inside the circle ( x + 1) 2 + ( y − 4) 2 = 100. [2]
b) A second circle has equation ( x − 2) 2 + ( y − 8) 2 = 25. Deduce that the two circles touch
at only one point. You are not required to find the point of intersection.
vii
[1]
204
9781398373952.indb 7 17/03/23 8:26 PM

INTRODUCTION
Command words
Command words are used to tell you how to answer a specific question.
The list below contains the command words for this syllabus. The
definitions explain what the words are asking you to do.
Command word What it means

Calculate Work out from given facts, figures or information
Describe State the points of a topic / give characteristics and
main features
Determine Establish with certainty
Explain Set out purposes or reasons / make the
relationships between things clear / say why and/or
how and support with relevant evidence
Give Produce an answer from a given source or recall/
memory
Plot Mark point(s) on a graph

Show (that) Provide structured evidence that leads to a given
result
Sketch Make a simple freehand drawing showing the key
features
State Express in clear terms
Verify Confirm a given statement/result is true
Work out Calculate from given facts, figures or information
with or without the use of a calculator
Write Give an answer in a specific form
Write down Give an answer without significant working
The information in this section is taken from the Cambridge

International syllabus. You should always refer to the appropriate
syllabus document for the year of examination to confirm the details
and for more information. The syllabus document is available on the
Cambridge International website at www.cambridgeinternational.org
Explore the book cover: how are pine cones

mathematical?
The Fibonacci sequence begins 0, 1, 1, 2, 3, 5, 8, …. Each number in
the sequence is equal to the sum of the preceding two numbers. Pine
cones contain seed pods arranged in two spirals that twist in opposite
directions. The number of steps in each spiral usually matches a pair of
consecutive Fibonacci numbers. Research ‘Fibonacci in pine cones’ to
discover more.
viii
9781398373952.indb 8 17/03/23 8:26 PM

Review chapter
Review chapter
These questions are multiple choice. 6 Work out the exact value of 24 + 2 6 .
1 Work out 5 × 4 2 − 6 ÷ 2. Write your answer as simply as possible.
A 397 A 2 30
B 197 B 2 24
C 77 C 4 6
D 37 D 6
2 Work out 22 − 6 + 9 . 7 Evaluate 3 5 × 3 −3 , giving your answer in
5+5×7
index form.
A 5 A 92
14
B 9 −15
B 5 C 3 −15
8
D 32
C 7 8 Simplify (4 x 6 ) 2 .
8
A 8x8
D 7
14 B 16 x 8
3 Evaluate 2 5 − 1 11 , giving your answer C 8 x 12
7 14
as a fraction in its simplest form. D 16 x 12
9 Work out x 2 + y 2 − 4 x − 6 y when x = 3
A 13 and y = −2 .
14
A 13
B 16 B 5
7
C −19
C 9
14 D 37
10 Expand and simplify 4 ( 5 p + 3) − 3 ( 2 − 4 p).
D 41 A 16 p − 3
2
4 Evaluate 2 2 ÷ 5 , giving your answer as a B 8p + 6
11 8 C 32 p + 6
fraction in its simplest form.
D 24 p − 3
11 Expand and simplify ( x + 2 )( x − 2 )( x + 4 ) .
A 1 16
55 A x 3 − 16
B x 3 + 4 x 2 − 4 x − 16
B 14
11 C x 3 − 20 x − 16
C 1 49 D x 3 − 4 x − 16
88 12 Fully factorise 15 x 2 y + 25 xy.
D 3 27 A 5 xy ( 3 x + 5 )
55
B 5( 3 x 2 y + 5 xy )
5 Work out the exact value of 2 6 × 5 10 .
Write your answer as simply as possible. C xy (15 x + 25 )
A 20 15 D 40 x 3 y 2
B 600
C 7 60
D 10 16
9781398373952.indb 1 17/03/23 8:26 PM

REVIEW CHAPTER
13 Solve 2 (10 − 4 x ) = 8 (1 + x ) . 18 Use Pythagoras’ Theorem to calculate the

length of the side marked x.
A x = −3
4
3 143 cm
B x= x
4
C x=4
3 145 cm
D x= 7
A 204 cm
4
B 576 cm
14 Solve the inequality 4 ( 2 x − 3) < 3 (1 + 2 x ) .
C 143 cm
A x < 15 D 24 cm
14
19 An isosceles triangle, shown below, has a
B x > − 15 base of length 10 cm and an area of 60 cm 2 .
2
1 Work out the perimeter of the triangle.
C x<
6
D x< 15
2
15 Rearrange 1 ax 2 − b = c to make x the
2
subject.
A x = ± 2c + b 10 cm
a
2 ( c + b) A 36 cm
B x=± B 34 cm
a
C 30 cm
± 2 ( c + b)
C x= D 22 cm
a
20 The bearing of Zurich from London is
D x = ± 2c + b 126°. Find the bearing of London from
a Zurich.
16 Rearrange y = 5 x to make x the subject. N
x−5
y ( x − 5)
A x=
5
y−5
B x=
5y
C x = 5 y ( y − 5) London 126°
5y
D x=
y−5
17 Work out 2 x + 5 ÷ 4 x + 10 x . Give your

2
Zurich
4x 2
answer as a fraction in its simplest form. A 54°
A 4x2 B 126°
2 ( 2 x + 5) C 234°
B
4 x ( 4 x 2 + 10 x ) D 306°
C 12
4x
D 7
8 x 2 + 20 x
2
9781398373952.indb 2 17/03/23 8:26 PM

1 Functions
If A equals success, then the formula is A equals X plus Y plus Z, with
X being work, Y play, and Z keeping your mouth shut.
Albert Einstein (1879–1955)
Discussion point
Look at the display on this fuel pump. One of the quantities is
measured and one is calculated from it. Which is which?
Input Output
1 1
2 4
3 9
4 6
5 5
6 6
x f(x)
Discussion point
Which digits will never appear in the output set of the previous
example?
9781398373952.indb 3 17/03/23 8:27 PM

1 Functions
A function is a rule that associates each element of one set (the input)
with only one element of a second set (the output). It is possible for
more than one input to have the same output, as shown above.
You can use a flow chart (or number machine) to express a function.
This flow chart shows a function, f, with two operations. The first
operation is × 2 and the second operation is + 3.
Input ×2 +3 Output
You can write the equation of a line in the form y = 2 x + 3 using

function notation.
Read this as ‘f of x
equals two x plus f(x) = 2x + 3
Read this as ‘f maps x
three’. or f: x  2x + 3 onto two x plus three’.
Using this notation, you can write, for example:
f(4) = 2 × 4 + 3 = 11
or f: (−5)  2 × (−5) + 3 = −7
The domain and range

The domain of a function f(x) is the set of all possible inputs. This is
Real numbers are the set of values of x that the function operates on. In the first mapping
all of the rational diagram of the next worked example, the domain is the first five
and irrational positive odd numbers. If no domain is given, it is assumed to be all real
numbers. values of x. This is often denoted by the letter ℝ.
The range of the function f(x) is all the possible output values, i.e. the
corresponding values of f(x). It is sometimes called the image set and is
controlled by the domain.
In certain functions one or more values must be excluded from the
domain, as shown in the following example.
Worked example
1
For the function f(x) = 2 x + 1 :
a) Draw a mapping diagram showing the outputs for the set of inputs odd
numbers from 1 to 9 inclusive.
b) Draw a mapping diagram showing the outputs for the set of inputs even
numbers from 2 to 10 inclusive.
c) Which number cannot be an input for this function?
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Functions
Solution
a)
Input Output
1
1
3
1
3
7
1
5
11
1
7
15
1
9
19
b)
Input Output
1
2
5
1
4
9
1
6
13
1
8
17
1
10
21
c) A fraction cannot have a denominator of 0, so 2x + 1 ≠ 0

⇒ x = − 12 must be excluded.
Mappings
A mapping is the process of going from an object to its image.
For example, this mapping diagram shows the function f(x) = x 2 + 1
when the domain is the set of integers −2  x  2.
Domain Range
Input Output
−2 1
A mapping
−1
diagram is one
way to illustrate a 0 2
function. 1
2 5
Object Image
There are four different types of mappings.
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1 Functions
One-one
Every object has a unique image and every image comes from only one
object.
y
6
5 y=x+1
Input Output
4
−2 −1 1 2 3 4 x
−1
−2
Many-one
Every object has a unique image but at least one image corresponds to
more than one object.
y
7
y = x2 − 2
6
Input Output
5
−3 −2 −1 1 2 3 x
−1
−2
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Functions
One-many
There is at least one object that has more than one image but every
image comes from only one object.
y
5
4 y2 = 2x
Input Output 3
−1 1 2 3 4 5 6 x
−1
−2
−3
−4
Many-many
There is at least one object that has more than one image and at least
one image that corresponds to more than one object.
y
6
5
4 x2 + y2 = 25
3
Input Output
2
1
−6 −5 −4 −3 −2 −1 1 2 3 4 5 6 x
−1
−2
−3
−4
−5
−6
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1 Functions
Types of function
A function is a mapping that is either one-one or many-one.
For a one-one function, the graph of y against x doesn’t ‘double back’
on itself.
Below are some examples of one-one functions.
» All straight lines that are not parallel to either axis.
» Functions of the form y = x 2n+1 for integer values of n.
» Functions of the form y = ax for a > 0.
» y = cos x for 0°  x  180°.
These are examples of many-one functions:
» all quadratic curves,
» cubic equations with two turning points.
Worked example
Sketch each function and state whether
it is one-one or many-one.
a) y = x + 3 b) y = x² − 1
Solution
a) y = x + 3 is a straight line. y
When x = 0, y = 3, so the point (0, 3)
is on the line. y=x+3
When y = 0, x = −3, so the point (−3, 0)
is on the line. 3
y = x + 3 is a one-one function.
−3 x
b) y = x² is a ∪-shaped curve through the

origin.
y
y = x² − 1 is the same shape, but has
been moved down one unit so y = x2 − 1
crosses the y-axis at (0, −1).
y = x² − 1 factorises to y = (x + 1)(x − 1)
⇒ When y = 0, x = 1 or x = −1.
y = x² − 1 is a many-one function
since, for example, y = 0 corresponds −1 1 x
to both x = 1 and x = −1. −1
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Inverse function
Inverse function
The inverse function reverses the effect of the function. For example,
if the function says ‘double’, the inverse says ‘halve’; if the function
says ‘add 2’, the inverse says ‘subtract 2’. All one-one functions have an
inverse; many-one functions do not.
Worked example
3x + 2
a) Use a flow chart to find the inverse of the function f(x) = .
2
b) Sketch the graphs of y = f(x) and y = f (x) on the same axes. Use the same
–1
scale on both axes.

c) What do you notice?
Solution
3x + 2
a) For f(x) = :
2
Input ×3 +2 ÷2 Output
3x 3x + 2 3x + 2 f(x)
x
2
Reversing these operations gives the inverse function.
Output ÷3 −2 ×2 Input
f−1(x) 2x − 2 x
2x − 2 2x
3
b) f(x)
y = 3x + 2
7 2
6
y=x
3
y = 2x − 2
3
2
–5 –4 –3 –2 –1 1 2 3 4 5 6 7 x
–1
–2
–3
Reflecting in the
line y = x has the –4
effect of switching
the x- and c) The graphs of y = f(x) and y = f −1(x) are reflections of each other in the line
y-coordinates. y = x.
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1 Functions
An alternative method is to interchange the coordinates, since this gives

a reflection in the line y = x, and then use an algebraic method to find the
inverse as shown in the next example.
Worked example
a) Find g−1(x) when g(x) = x3 + 4.
b) Sketch y = g(x) and y = g−1(x) on the same axes. Use the same scale on both
axes.
Solution
x
a) Let y = 3 + 4.
y
Rearranging
Interchange x and y. x=3+4 and
Rearrange to make y the subject. x–4= 3
y interchanging
x and y can
⇒ y = 3(x – 4)
be done in
The inverse function is given by g−1(x) = 3(x – 4). either order.
b) g(x)
y = 3(x − 4)
10
y =x
9
7 y= x +4
3
6
4
3
−1 1 2 3 4 5 6 7 8 9 10 x
−1
Worked example
a) Sketch the graph of the function f(x) = x 2 for −4  x  4.
b) Explain, using an example, why f(x) does not have an inverse with
−4  x  4 as its domain.
c) Suggest a suitable domain for f(x) so that an inverse can be found.
10
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Inverse function
Solution
a) f(x)
16
14
12 y = f (x)
10
8
6
4
2
x
–4 –3 –2 –1 1 2 3 4
–2
b) The function does not have an inverse with −4  x  4 as its domain
because, for example, f(2) and f(−2) both equal 4. This means that if the
f(x) is a many-one function were reversed, there would be no unique value for 4 to return to.
function so it does In other words, f(x) = x 2 is not a one-one function for −4  x  4.
not have an inverse. c) Any domain in which the function is one-one, for example, 0  x  4.
Note
● The domain of f(x) is the same as the range of f -1(x).
● The range of f(x) is the same as the domain of f -1(x).
Worked example
a) State the range of the function f(x) = x − 1 for x  1.
b) State the domain and range of the inverse function f -1(x).
Solution
a) y
You may find it

useful to draw a
sketch.
0 1 x
So, the range of f(x) is f(x)  0
11
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1 Functions
b) The range of f(x) is f(x)  0 ⇒ the domain of f -1(x) is x  0

The domain of f(x) is x  1 ⇒ the range of f -1(x) is f -1(x)  1
y y = f−1(x) y=x
The domain and

range of f -1(x)
can be seen more
clearly on this
sketch graph. y = f(x)
1
0 1 x
Exercise 1.1 1 For the function f(x) = 3x + 4, find:

a) f(3) b) f(−2) c) f(0) ()
d) f 12
2 For the function g(x) = (x + 2)², find:

a) g(4) b) g(−6) c) g(0) ()
1
d) g 2
3 For the function h: x → 3x 2 + 1, find:

a) h(2) b) h(−3) c) h(0) (1)
d) h 3
4 For the function f: x → 2 x3+ 6 , find:

2 x+ 1 is the a) f(3) b) f(−6) c) f(0) ()
d) f 14
notation for the 5 For the function f(x) = 2 x + 1 :
positive square a) Draw a mapping diagram to show the outputs when the set of inputs
root of 2 x+ 1 is the odd numbers from 1 to 9 inclusive.
b) Draw a mapping diagram to show the outputs when the set of inputs
is the even numbers from 2 to 10 inclusive.
c) Which number must be excluded as an input?
6 Find the range of each function:
a) f(x) = 3x – 2; domain {1, 2, 3, 4, 5}
b) g(x) = x −2 4 ; domain {−2, −1, 0, 1, 2}
c) h(x) = 2x 2; domain x∈ℝ
d) f: x → x 2 + 6; domain x∈ℝ
7 Which value(s) must be excluded from the domain of these functions?
a) f(x) = 1x b) f(x) = x − 1
c) f(x) = 2 x3− 3 d) f(x) = 2 − x 2

8 Find the inverse of each function:
a) f(x) = 7x − 2 b) g(x) = 3x2+ 4
c) h(x) = (x − 1)2 for x  1 d) f(x) = x 2 + 4 for x  0
9 a) Find the inverse of the function f(x) = 3x – 4.
b) Sketch f(x), f –1(x) and the line y = x on the same axes. Use the same
scale on both axes.
12
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Composition of functions
Exercise 1.1 (cont) 10 a) Plot the graph of the function f(x) = 4 − x 2 for values of x such that
0  x  3. Use the same scale on both axes.
Plot: Start with a b) Find the values of f–1(−5), f–1(0), f–1(3) and f–1(4).
c) Sketch y = f(x), y = f–1(x) and y = x on the same axes. Use the range
table of values. −6 to +6 for both axes.
Sketch: Show the d) Find the domain and range of f–1(x).
main features of
the curve.
Composition of functions
When two functions are used one after the other, the single equivalent
function is called the composite function.
For example, if f(x) = 3x + 2 and g(x) = 2x – 3, then the composite function
gf(x) is obtained by applying f first and then applying g to the result.
Input f(x) g f (x) Output
x 3x + 2 2(3x + 2) − 3 6x + 1
Input Output
1 7
2 13
3 19
x g f(x)
Think of two functions f(x) and g(x) such that the combined function
gf(x) exists. The function f(x) is applied first and so the domain of the
combined function gf(x) must be contained in the domain of f(x). The
domain of gf(x) cannot include any stray elements that f(x) cannot act
on because they are outside its domain. So the domain of gf(x) is either
the same as that of f(x) or a subset of it. This is written domain of
gf(x) ⊆ domain of f(x).
Similarly, the function g(x) is applied second and so any element in the
outcome from the combined function gf(x) must be an element that is a
possible outcome from the function g(x). This is written range of
gf(x) ⊆ range of g(x).
f 2(x) is the same as f(f(x)) and means that you apply the same function
twice.
The order in which these operations are applied is important, as shown
below.
Worked example
Given that f(x) = 2x, g(x) = x 2 and h(x) = 1x , find:
a) fg(x) b) gf(x) c) h 2(x)
d) fgh(x) e) hgf(x)
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1 Functions
Solution
a) fg(x) = f(x 2) b) gf(x) = g(2x) c) h²(x) = h[h(x)]
= 2x 2
= (2x)2 =h x (1)
= 4x 2 = 1÷ 1
x
=x
d) fgh(x) = fg x (1) e) hgf(x) = hg(2x)
= h((2x)²)
()
2
= f  1x 
  = h(4x²)
=f ( x1 )
2 = 12
4x
2
= x2
Worked example
a) Find f–1(x) when f(x) = 2 x4− 1
b) Find f[f–1(x)].
c) Find f–1[f(x)].
d) What do you notice?
Solution
2x − 1 4x + 1
a) Write f(x) as y = 4 b) f[f–1(x)] = f  2 
2y − 1
Interchange x and y. x= 4
=
(
2 4x + 1 − 1
2 )
⇒ 4x = 2y − 1 4
( 4 x + 1) − 1
⇒ 2y = 4x +1 = 4
4x + 1
⇒y= 2
4x
= 4
4x + 1 =x
⇒ f (x) = 2
–1
c) f–1[f(x)] = f–1( 2 x4− 1) d) Questions a and b show that

4( 2x − 1) + 1
f[f–1(x)] = f–1[f(x)] = x.
4
= 2
=
( 2 x − 1) + 1 This result is true for
2
all functions that
2x
= 2 have an inverse.
=x
14
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The modulus function
The examples above show that applying a function and its inverse in
either order leaves the original quantity unchanged, which is what the
notation f(f–1) or f–1(f) implies.
Worked example
Using the functions f(x) = sin x and g(x) = x 2 , express the following as functions
of x:
a) fg(x) b) gf(x) c) f 2(x)
Solution
a) fg(x) = f[g(x)]
Notice that sin(x 2)
is not the same as = sin(x 2)
(sin x)2 or sin(sin x). b) gf(x) = g[f(x)]
= (sin x)²
c) f²(x) = f[f(x)]
= sin(sin x)

The modulus of a number is its positive value even when the number
itself is negative.
The modulus is denoted by a vertical line on each side of the number
and is sometimes called the magnitude of the quantity.
For example, |28| = 28 and |–28| = 28
|x| = x when x  0 and |x| = –x when x < 0
Therefore for the graph of the modulus function y = |f(x)|, any part
of the corresponding graph of y = f(x) where y < 0, is reflected in the
x-axis.
Worked example
For each of the following, sketch y = f(x) and y = |f(x)| on separate axes:
a) y = x – 2; −2  x  6
b) y = x 2 – 2; −3  x  3
c) y = cos x; 0°  x  180°
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1 Functions
Solution
a)
y y
6 6
5 y=x−2 5 y = | x − 2|
4 4
3 3
2 2
1 1
–2 –1 1 2 3 4 5 6 x –2 –1 1 2 3 4 5 6 x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
b)
y y
7 7
6 y = x2 − 2 6 y = | x2 − 2|
5 5
4 4
3 3
2 Notice the sharp 2
1 change of gradient 1
from negative to
–3 –2 –1
–1
1 2 3 x positive, where –3 –2 –1
–1
1 2 3 x
part of the graph
–2
–2
is reflected. This
–3 point is called a –3
c) ‘cusp’.
y y
y = cos x 
–1 1
y = cos x
90° 180° x 90° 180° x
–1 –1
16
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Exercise 1.2 1 Given that f(x) = 3x + 2, g(x) = x 2 and h(x) = 2x, find:
a) fg(2) b) fg(x) c) gh(x) d) fgh(x)
2 Given that f(x) = 2 x + 1 and g(x) = 4 − x, find:
a) fg(−4) b) gf(12) c) fg(x) d) gf(x)
3 Given that f(x) = x + 4, g(x) = 2x 2 and h(x) = 2 x1+ 1 , find:
a) f²(x) b) g²(x) c) h²(x) d) hgf(x)
4 For each function, find the inverse and sketch the graphs of y = f(x) and
Note y = f−1(x) on the same axes. Use the same scale on both axes.
a) f(x) = 3x − 1 b) f(x) = x 3, x > 0
In Chapter 10, you 5 Solve the following equations:
will look again at a) |x − 3| = 4 b) |2x + 1| = 7 c) |3x − 2| = 5 d) |x + 2| = 2
the relationship 6 Sketch the graph of each function:
a) y = x + 2 b) y = |x + 2| c) y = |x + 2| + 3
between y = f(x) 7 Sketch these graphs for 0°  x  360°:
and y = |f(x)|, a) y = cos x b) y = cos x + 1 c) y = |cos x| d) y = |cos x| + 1
where f(x) is 8 Graph 1 represents the line y = 2x − 1. Graph 2 is related to graph 1 and
trigonometric. graph 3 is related to graph 2.
Write down the equations of graph 2 and graph 3.
Graph 1
Graph 2 Graph 3
y y y
1 4
3
0.5 x 0.5 x
–1
0.5 x
9 The graph shows part of y

a quadratic curve and its
inverse.
a) What is the equation of y=x
the curve? (2, 5)
b) What is the equation of
the inverse?
10 a) Sketch the graphs of
these functions: (1, 2)
i) y = 1 − 2x
ii) y = |1 − 2x|
1
iii) y = −|1 − 2x|
iv) y = 3 −|1 − 2x|
1 x
b) Use a series of
transformations to sketch
the graph of y = |3x + 1| − 2.
11 For each part:
a) Sketch both graphs on the same axes.
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1 Functions
b) Write down the coordinates of their points of intersection.

i) y = |x| and y = 1 − |x|
ii) y = 2|x| and y = 2 − |x|
iii) y = 3|x| and y = 3 − |x|
Past-paper questions
y 1 The functions f and g are defined by
2x
f( x) = for x > 0,
x+1
g( x) = x + 1 for x > −1
O x (i) Find fg(8). [2]
(ii) Find an expression for f 2(x), giving your answer in the form
ax
, where a, b and c are integers to be found. [3]
bx + c
(iii) Find an expression for g-1(x), stating its domain and range. [4]
(iv) On axes like the ones shown, sketch the graphs of y = g(x)
and y = g-1(x), indicating the geometrical relationship between
the graphs. [3]
Paper 21 Q12, June 2014
2 (i) Sketch the graph of y = |3x - 5|, for -2  x  3, showing the

coordinates of the points where the graph meets the axes. [3]
(ii) On the same diagram, sketch the graph of y = 8x.[1]
(iii) Solve the equation 8x = |3x - 5|. [3]
Now you should be able to:

H understand the terms: function, domain, range (image set),
ne-one function, many-one function, inverse function, and
o
composition of functions
H find the domain and range of functions
H recognise and use function notations
H understand the relationship between y = f(x) and y = |f(x)|, where
f(x) may be linear, quadratic, cubic or trigonometric
H explain in words why a given function does not have an inverse
H find the inverse of a one-one function
H form and use composite functions
H use sketch graphs to show the relationship between a function
and its inverse.
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Key points
✔ A mapping is a rule for changing one number into another
number or numbers.
✔ A function, f(x), is a rule that maps one number onto another
single number.
✔ The graph of a function has only one value of y for each value of x.
However, two or more values of x may give the same value of y.
✔ A flow chart can be used to show the individual operations
within a function in the order in which they are applied.
✔ The domain of a function is the set of input values, or objects,
that the function is operating on.
✔ The range or image set of a function is the corresponding set of
output values or images, f(x).
✔ A mapping diagram can be used to illustrate a function. It is best
used when the domain contains only a small number of values.
✔ In a one-one function there is a unique value of y for every value
of x and a unique value of x for every value of y.
✔ In a many-one function two or more values of x correspond to
the same value of y.
✔ In a one-many function one value of x corresponds to two or
more values of y.
✔ In a many-many function two or more values of x correspond to
the same value of y and two or more values of y correspond to
the same value of x.
✔ The inverse of a function reverses the effect of the function. Only
one-one functions have inverses.
✔ The term composition of functions is used to describe the
application of one function followed by another function(s).The
notation fg(x) means that the function g is applied first, then f is
applied to the result.
✔ The modulus of a number or a function is always a positive value.
|x| = x if x  0 and |x| = −x if x < 0.
✔ The modulus of a function y = f(x) is denoted by |f(x)| and is
illustrated by reflecting any part of the graph where y < 0 in the
x-axis.
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2 Quadratic functions
Algebra is but written geometry, and geometry is but figured algebra.
Sophia Germain (1776–1831)
Early mathematics focused principally on arithmetic and geometry.
However, in the sixteenth century a French mathematician,
François Viète, started work on ‘new algebra’. He was a lawyer by trade
and served as a privy councillor to both Henry III and Henry IV of
France. His innovative use of letters and parameters in equations was
an important step towards modern algebra.
François Viète (1540−1603)
Discussion point
Viète presented methods of solving equations of second, third and
fourth degrees and discovered the connection between the positive
roots of an equation and the coefficients of different powers of the
unknown quantity. Another of Viète’s remarkable achievements was to
prove that claims that a circle could be squared, an angle trisected and
the cube doubled were untrue. He achieved all this, and much more,
using only a ruler and compasses, without the use of either tables or
a calculator! In order to appreciate the challenges Viète faced, try to
solve the quadratic equation 2x² − 8x + 5 = 0 without using a calculator.
Give your answers correct to two decimal places.
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Maximum and minimum values
This chapter is about quadratic functions and covers a number of

related themes.
The graph below illustrates these themes:
The equation is y = x2 − 4x + 3. This is a quadratic curve.
x2 − 4x + 3 is a quadratic function. Quadratic curves are
Quadratic functions are covered covered on pages 21 to 23.
throughout the early part of this
chapter.
y
8
x
−1 1 2 3 4 5
−2
The values of x at the points where the The turning point and the line of
curve crosses the x-axis are the roots of symmetry can be found by expressing
the quadratic equation x2 − 4x + 3 = 0. the equation in completed square form.
Coverage of quadratic equations begins Coverage of completed square form
at the bottom of page 23. begins on page 25.

A polynomial is an expression in which, with the exception of a
constant, the terms are positive integer powers of a variable. The
highest power is the order of the polynomial.
A quadratic function or expression is a polynomial of order 2.
x² + 3, a² and 2y² − 3y + 5 are all quadratic expressions. Each expression
contains only one variable (letter), and the highest power of that
variable is 2.
The graph of a quadratic function is either ∪-shaped or ∩-shaped.
Think about the expression x² + 3x + 2. When the value of x is very
large and positive, or very large and negative, the x² term dominates the
expression, resulting in large positive values. Therefore the graph of the
function is ∪-shaped.
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Similarly, the −2x² term dominates the expression 5 − 4x − 2x² for both
large positive and large negative values of x giving negative values
of the expression for both. Therefore the graph of this function is
∩-shaped.
Although many of the quadratic equations that you will meet will have
three terms, you will also meet quadratic equations with only two, or
even one term. These fall into two main categories.
1 Equations with no constant term, for example, 2x² − 5x = 0.
This has x as a common factor so factorises to x(2x − 5) = 0
⇒ x = 0 or 2x − 5 = 0
⇒ x = 0 or x = 2.5
2 Equations with no ‘middle’ term, which come into two categories:
i) The sign of the constant term is negative, for example, a² − 9 = 0 and
2a² − 7 = 0.
a² − 9 = 0 factorises to (a + 3)(a − 3) = 0
⇒ a = −3 or a = 3
2a² − 7 = 0 ⇒ a² = 3.5
⇒ a = ± 3.5
ii) The sign of the constant term is positive, for example, p² + 4 = 0.
p² + 4 = 0 ⇒ p² = −4, so there is no real-valued solution.
Note
Depending on the calculator you are using, (−4) may be displayed
as ‘Math error’ or ‘2i’, where i is used to denote (−1). This is a
complex number or imaginary number which you will meet if you
study Further Mathematics at Advanced Level.
The vertical line of symmetry

Graphs of all quadratic functions have a vertical line of symmetry. You
can use this to find the maximum or minimum value of the function.
If the graph crosses the horizontal axis, then the line of symmetry
is halfway between the two points of intersection. The maximum or
minimum value lies on this line of symmetry.
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Worked example
a) Plot the graph of y = x² − 4x − 5 for values of x from −2 to +6.
b) Identify the values of x where the curve intersects the horizontal axis.
c) Hence find the coordinates of the maximum or minimum point.
Solution
First create a table
of values for a) x –2 –1 0 1 2 3 4 5 6
−2  x  6. y 7 0 -5 -8 –9 -8 -5 0 7
y
7
6 y = x2 − 4x − 5
5
4
3
2
1
–2 –1 1 2 3 4 5 6 x
–1
–2
–3
–4
–5
This point is often –6
referred to as the –7
turning point of –8
the curve. –9
This is also shown –10
in the table.
b) The graph intersects the horizontal axis when x = −1 and when x = 5.
The line x = 2 c) The graph shows that the curve has a minimum turning point halfway
passes through the between x = −1 and x = 5. The table shows that the coordinates of this point
turning point. It is are (2, −9).
a vertical line of
symmetry for the
curve. Factorising
Drawing graphs by hand to find maximum or minimum values can be
time-consuming. The following example shows you how to use algebra
to find these values.
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Worked example
Find the coordinates of the turning point of the curve y = x² + x − 6. State
The first step whether the turning point is a maximum or a minimum value.
is to factorise
the expression. Solution
One method of Find two integers (whole numbers) that multiply together to give the constant
factorising is term, −6.
shown, but if you Possible pairs of numbers with a product of −6 are: 6 and −1, 1 and −6,
are confident using 3 and −2, 2 and −3.
a different method Identify any of the pairs of numbers that can be added together to give the
then continue to coefficient of x (1). 3 and −2 are the only pair with a sum of 1, so use this pair
use it. to split up the x term.
x² + x − 6 = x² + 3x −2x − 6
Both expressions = x(x + 3) − 2(x + 3)
in the brackets = (x + 3)(x − 2)
must be the same.
Notice the sign Note
change due to the
negative sign in You would get the same result if you used 3x and −2x in the opposite
front of the 2. order:
x² + x − 6 = x² − 2x + 3x − 6
= x(x − 2) + 3(x − 2)
= (x − 2)(x + 3)
The graph of y = x² + x − 6 crosses the x-axis when (x + 3)(x − 2) = 0, i.e. when

x = −3 and when x = 2.
The x-coordinate of the turning point is halfway between these two values, so:
−3 + 2
x=
2
= −0.5
Substituting this value into the equation of the curve gives:
y = (−0.5)² + (−0.5) − 6
= −6.25
The equation of the curve has a positive x² term so its graph is ∪-shaped.
Therefore the minimum value is at (−0.5, −6.25).
The method shown above can be adapted for curves with an equation
in which the coefficient of x² is not +1, for example, y = 6x² − 13x + 6 or
y = 6 − x − 2x², as shown in the next example.
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Worked example
For the curve with equation y = 6 − x − 2x²:
a) Will the turning point of the curve be a maximum or a minimum? Give a
reason for your answer.
Continue to use
b) Write down the coordinates of the turning point.
any alternative
methods of c) State the equation of the line of symmetry.
factorising Solution
that you are
a) The coefficient of x² is negative so the curve will be ∩-shaped. This means
confident with. that the turning point will be a maximum.
Identify any of the b) First multiply the constant term and the coefficient of x², i.e. 6 × −2 = −12.
Then find two whole numbers that multiply together to give this product.
pairs of numbers
that can be added Possible pairs are: 6 and −2, −6 and 2, 3 and −4, −3 and 4,
together to give 1 and −12, −1 and 12.
the coefficient of 3 and −4 are the only pair with a sum of −1, so use this pair to split up the
x (−1). x term.
6 − x − 2x² = 6 + 3x − 4x − 2x²
= 3(2 + x) − 2x(2 + x)
Both expressions = (2 + x)(3 − 2x)
in the brackets
must be the same. The graph of y = 6 − x − 2x² crosses the x-axis when (2 + x)(3 − 2x) = 0,
i.e. when x = −2 and when x = 1.5.
Notice the sign −2 + 1.5
change is due to x=
2
the sign in front of = −0.25
the 2. Substituting this value into the equation of the curve gives:
y = 6 − (−0.25) − 2(−0.25)²
The x-coordinate = 6.125
of the turning So the turning point is (−0.25, 6.125)
point is halfway
between these two c) The equation of the line of symmetry is x = −0.25.
values.
Completing the square
The methods shown in the previous examples will always work for
curves that cross the x-axis. For quadratic curves that do not cross
the x-axis, you will need to use the method of completing the square,
shown in the next example.
Another way of writing the quadratic expression x 2 + 6 x + 11 is
( x + 3) 2 + 2 and this is called completed square form. Written like this
the expression consists of a squared term, (x + 3)2 , that includes the
variable, x, and a constant term +2.
In the next example you see how to convert an ordinary quadratic
expression into completed square form.
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Worked example
a) Write x 2 − 8 x + 18 in completed square form.
b) State whether the turning point is a maximum or minimum.
c) Sketch the curve y = f(x).
Solution
a) Start by halving the coefficient of x and squaring the result.
−8 ÷ 2 = −4
(−4)2 = 16
Now use this result to break up the constant term, +18, into two parts:
18 = 16 + 2
You will always and use this to rewrite the original expression as:
have a perfect f(x) = x² − 8x + 16 + 2
square in this = (x − 4)² + 2
(x − 4)²  0 (always)
expression. ⇒ f(x)  2 for all values of x
In completed square form, x 2 − 8 x + 18 = ( x − 4 ) 2 + 2
b) f(x)  2 for all values of x so the turning point is a minimum.
c) The function is a ∪-shaped curve because the coefficient of x 2 is positive.
From the above, the minimum turning point is at (4, 2) so the curve does
not cross the x-axis. To sketch the graph, you will also need to know where
it crosses the y-axis.
f(x) = x ² − 8x + 18 crosses the y-axis when x = 0, i.e. at (0, 18).
y
30
25
20
15 f (x) = x2 − 8x + 18
10
5
–1 1 2 3 4 5 6 7 8 9 x
Worked example
Use the method of completing the square to work out the coordinates of the
turning point of the quadratic function f(x) = 2x ² − 8x + 9.
Solution
f(x) = 2x ² − 8x + 9
= 2(x ² − 4x) + 9
= 2((x − 2)² − 4) + 9
= 2(x − 2)² + 1
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(x − 2)²  0 (always), so the minimum value of f(x) is 1.

When f(x) = 1, x = 2.
Therefore the coordinates of the turning point (minimum value) of the
function f(x) = 2x² − 8x + 9 are (2, 1).
Sometimes you will be asked to sketch the graph of a function f(x) for
certain values of x. This set of values of x is called the domain of the
function. The corresponding set of y-values is called the range.
Worked example
The domain of the function y = 6x² + x − 2 is −3  x  3.
Sketch the graph and find the range of the function.
Solution
The coefficient of x² is positive, so the curve is ∪-shaped and the turning point
is a minimum.
The curve crosses the x-axis when 6x² + x − 2 = 0.
6x² + x − 2 = (3x + 2)(2x − 1)
⇒ (3x + 2)(2x − 1) = 0
⇒ (3x + 2) = 0 or (2x − 1) = 0
So the graph crosses the x-axis at (− 23 , 0) and ( 12 , 0).
The curve crosses the y-axis when x = 0, i.e. at (0, −2).
y
60
50
y = 6x2 + x − 2
40
30
20
10
–3 –2 –1 1 2 3 x
–10
The curve has a vertical line of symmetry passing halfway between the two
points where the curve intersects the x-axis. Therefore the equation of this line
− 23 + 12 1
of symmetry is x = or x = − .
2 12
When x = − 1 , y = 6(− 1 ) + (− 12
1
) − 2 = −2 241 , the minimum value of the function.
2
12 12
To find the range, work out the values of y for x = −3 and x = +3.
The larger of these When x = −3, y = 6 (−3)² + (−3) − 2 = 49.
gives the maximum When x = 3, y = 6 (3)² + 3 − 2 = 55.
value. The range of the function corresponding to the domain −3  x  3 is therefore
1
−2 24  y  55.
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Exercise 2.1 1 Solve each equation by factorising:

a) x² + x − 20 = 0 b) x² − 5x + 6 = 0
c) x² − 3x − 28 = 0 d) x² + 13x + 42 = 0
2 Solve each equation by factorising:
a) 2x² − 3x + 1 = 0 b) 9x² + 3x − 2 = 0
c) 2x² − 5x − 7 = 0 d) 3x² + 17x + 10 = 0
3 Solve each equation by factorising:
a) x² − 169 = 0 b) 4x² − 121 = 0
c) 100 − 64x² = 0 d) 12x² − 27 = 0
4 For each of the following curves:
i) Factorise the function.
ii) Work out the coordinates of the turning point.
iii) State whether the turning point is a maximum or minimum.
iv) Sketch the graph, labelling the coordinates of the turning point and
any points of intersection with the axes.
a) y = x² + 7x + 10 b) f(x) = 16 − 6x − x²
c) y = 5 − 9x − 2x² d) f(x) = 2x² + 11x + 12
5 Write each quadratic expressions in the form (x + a)² + b:
a) x² + 4x + 9 b) x² − 10x − 4
c) x² + 5x − 7 d) x² − 9x − 2
6 Write each quadratic expression in the form c(x + a)² + b.
a) 2x² − 12x + 5 b) 3x² + 12x + 20
c) 4x² − 8x + 5 d) 2x² + 9x + 6
7 Solve the following quadratic equations. Leave your answers in the
form x = p ± q .
a) x² + 4x − 9 = 0 b) x² − 7x − 2 = 0
c) 2x² + 6x − 9 = 0 d) 3x² + 9x − 15 = 0
8 For each of the following functions:
i) Use the method of completing the square to find the coordinates of
the turning point of the graph.
ii) State whether the turning point is a maximum or a minimum.
iii) Sketch the graph.
a) f(x) = x² + 6x + 15 b) y = 8 + 2x − x²
c) y = 2x² + 2x − 9 d) f : x → x² − 8x + 20
9 Sketch the graph and find the corresponding range for each function
and domain.
a) y = x² − 7x + 10 for the domain 1  x  6
b) f(x) = 2x² − x − 6 for the domain −2  x  2
Real-world activity
1 Draw a sketch of a bridge modelled on the equation 25y = 100 − x²
for −10  x  10. Label the origin O, point A(−10, 0), point B(10, 0)
and point C(0, 4).
2 1 unit on your graph represents 1 metre. State the maximum height
of the bridge, OC, and the span, AB.
3 Work out the equation of a similar bridge with a maximum height
of 5 m and a span of 40 m.
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The quadratic formula
The quadratic formula

The roots of a quadratic equation f(x) are those values of x for which
y = 0 for the curve y = f(x). In other words, they are the x-coordinates
of the points where the curve either crosses or touches the x-axis.
There are three possible outcomes.
1 The curve crosses the x-axis at two distinct points. In this case, the
corresponding equation is said to have two real distinct roots.
2 The curve touches the x-axis, in which case the equation has two
equal (repeating) roots.
3 The curve lies completely above or completely below the x-axis so
it neither crosses nor touches the axis. In this case, the equation has
no real roots.
The method of completing the square can be generalised to give a
formula for solving quadratic equations. The next example uses this
method in a particular case on the left-hand side and shows the same
steps for the general case on the right-hand side, using algebra to derive
the formula for solving quadratic equations.
Worked example
Solve 2x² + x − 4 = 0.
Solution Generalisation
2x² + x − 4 = 0 ax² + bx + c = 0
1 b c
⇒ x² + x − 2 = 0 ⇒ x² + a x + = 0
2 a
1 b c
⇒ x² + x = 2 ⇒ x² + x = −
2 a a
2
2 b
 1
( ) ( )
2 2
1  1 b c
⇒ x² + x +   = 2 +   ⇒ x² +  a  x + =− + b
2  4  4   2a a 2a
( )
2
( x + 14 )
2 b b2 c
⇒ = 33 ⇒ x+ = 2−
16 2a 4a a
= b − 42 ac
2
4a
⇒ ( x + 41 ) = ± 33
4
⇒ x+
b
2a
= ± b − 42 ac
2
4a
= ± b − 4 ac
2
2a
1 33 b
⇒ x = − ± b − 4 ac
2
⇒ x=− ±
4 4 2a 2a
= −1 ±4 33 = −b ± b − 4 ac
2
2a
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The result x = −b ± 2ba − 4ac is known as the quadratic formula. You can
2
use it to solve any quadratic equation. One root is found by taking the
+ sign, and the other by taking the − sign. When the value of b² − 4ac
is negative, the square root cannot be found and so there is no real
solution to that quadratic equation. This occurs when the curve does
not cross the x-axis.
In an equation Note
of the form
(px + q)2 = 0, The part b2 − 4ac is called the discriminant because it discriminates
where p and q between quadratic equations with no roots, quadratic equations with
can represent one repeated root and quadratic equations with two real roots.
either positive or l If b2 − 4ac > 0 there are 2 real roots.
negative numbers, l If b2 − 4ac = 0 there is 1 repeated root.
px + q = 0 gives l If b2 − 4ac < 0 there are no real roots.
the only solution.
Worked example
a) Show that the equation 4x² − 12x + 9 = 0 has a repeated root by:
Note i) factorising ii) using the discriminant.
You know that the b) State with reasons how many real roots the following equations have:
square root of a
i) 4 x 2 − 12 x + 8 = 0 ii) 4 x 2 − 12 x + 10 = 0
positive number
has two values, Solution
one positive and a) i) 4x² − 12x + 9 = 0
the other negative; ⇒ (2x − 3)(2x − 3) = 0
2x − 3 = 0
so the square root
⇒ x = 1.5
of 9 is +3 or –3
and can be written ii) T he equation has a repeated root because the discriminant
b² − 4ac = (−12)² − 4(4)(9) = 0.
as ±3. However,
the square root
y = 4x 2 – 12x + 10 b) i) The curve y =2 4 x − 12 x + 8 is 1 unit
2
symbol, , below y = 4 x − 12 x + 9 and crosses

y y = 4x 2 – 12x + 9 the x-axis at two points. So the
means ‘the positive
square root of’ so
4 y = 4x 2 – 12x + 8 equation has two real roots.
9 = + 3. That is ii) The curve y = 4 x 2 − 12 x + 10 is
why you see ± 2 1 unit above y = 4 x 2 − 12 x + 9 and
in the quadratic does not cross the x-axis. So the
equation 4 x 2 − 12 x + 10 = 0 has no
formula.
real roots.
1 2 3 4
x
–2
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The intersection of a line and a curve
In some cases, such as in the previous example, the factorisation is not

straightforward. In such cases, evaluating the discriminant is a reliable
method to obtain an accurate result.
Worked example
Show that the equation 3x² − 2x + 4 = 0 has no real solution.
Solution
The most straightforward method is to look at the discriminant. If the
discriminant is negative, there is no real solution.
Substituting these For 3x² − 2x + 4 = 0, a = 3, b = −2 and c = 4.

values into the b² − 4ac = (−2)² − 4(3)(4)
= −44
discriminant
Since the discriminant is negative, there is no real solution.
The general
equation of a
The examples so far have considered whether or not a curve intersects,
straight line is
touches, or lies completely above or below the x-axis (y = 0). The next
y = mx + c. This has example considers the more general case of whether or not a curve
alternate forms, intersects, touches or lies completely above or below a particular
e.g. ax + by + c = 0. straight line.
Worked example
a) Find the coordinates of the points of intersection of the line y = 4 − 2x and
the curve y = x² + x.
b) Sketch the line and the curve on the same axes.
Solution
a) To find where the curve and the line instersect, solve y = x² + x
The y-values of simultaneously with y = 4 − 2x.
both equations x² + x = 4 − 2x
are the same at ⇒ x² + 3x − 4 = 0
the point(s) of ⇒ (x + 4)(x − 1) = 0
intersection. ⇒ x = −4 or x = 1
It is more To find the y-coordinate, substitute into one of the equations.

When x = −4, y = 4 − 2(−4) = 12.
straightforward to
When x = 1, y = 4 − 2(1) = 2.
substitute into the The line y = 4 − 2x intersects the curve y = x² + x at (−4, 12) and (1, 2).
linear equation.
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b) The curve has a positive coefficient of x² so is ∪-shaped.

It crosses the x-axis when x² + x = 0.
⇒ x(x + 1) = 0
⇒ x = 0 or x = −1
So the curve crosses the x-axis at x = 0 and x = −1.
It crosses the y-axis when x = 0.
Substituting x = 0 into y = x² + x gives y = 0.
So the curve passes through the origin.
The line 2x + y = 4 crosses the x-axis when y = 0. When y = 0, x = 2.
The line 2x + y = 4 crosses the y-axis when x = 0. When x = 0, y = 4.
y
12
11
10
9
8
7
6
5
y = x2 + x
4
3
2
1 y = 4 − 2x
–6 –5 –4 –3 –2 –1 1 2 3 4 x
–1
It is possible for a quadratic curve to touch a general line, either sloping

or parallel to the x-axis. You can see this when you solve the equations
of the line and the curve simultaneously. If you get a repeated root, it
means that they touch at only one point. The line is a tangent to the
curve. This is shown in the next example.
Worked example
a) Use algebra to show that the line y = 6x − 19 touches the curve y = x² − 2x − 3
and find the coordinates of the point of contact.
b) Sketch the line and curve on the same axes.
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Solution
a) Solving the equations simultaneously
x² − 2x − 3 = 6x − 19
⇒ x² − 8x + 16 = 0
⇒ (x − 4)² = 0
⇒ x=4
It is more The repeated root x = 4 shows that the line and the curve touch.
straightforward to Substitute x = 4 into either equation to find the value of the y-coordinate.
substitute into the y = 6(4) − 19
line equation. =5
Therefore the point of contact is (4, 5).
b) The coefficient of x² is positive so the curve is ∪-shaped.
Substituting x = 0 into y = x² − 2x − 3 shows that the curve intersects the
y-axis at (0, −3).
Substituting y = 0 into y = x² − 2x − 3 gives x² − 2x − 3 = 0.
⇒ (x − 3)(x + 1) = 0
⇒ x = −1 or x = 3
So the curve intersects the x-axis at (−1, 0) and (3, 0).
You need two y
points to draw a 25
line. It is best to 20
choose points with y = x2 – 2x – 3
whole numbers 15
that are not too 10

large, such as y = 6x – 19
5
(3, −1) and (5, 11).
–3 –2 –1 1 2 3 4 5 6 7 x
–5
Discussion point
Why is it not possible for a quadratic curve to touch a line parallel to
the y-axis?
There are many situations when a line and a curve do not intersect or
touch each other. A straightforward example of this occurs when the
graph of a quadratic function is a ∪-shaped curve completely above the
x-axis, e.g. y = x² + 3, and the line is the x-axis.
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You have seen how solving the equations of a curve and a line
simultaneously gives a quadratic equation with two roots when the line
crosses the curve, and a quadratic equation with a repeated root when
it touches the curve. If solving the two equations simultaneously results
in no real roots, i.e. the discriminant is negative, then they do not cross
or touch.
Worked example
a) Sketch the graphs of the line y = x − 3 and the curve y = x² − 2x on the same
axes.
b) Use algebra to prove that the line and the curve don’t meet.
Solution
a) y
4
3
2
y = x2 – 2x
1
–2 –1 1 2 3 4 x
–1
y=x–3
–2
–3
You do not actually –4
need to write b) x² − 2x = x − 3 Solving the two equations
down the solution. ⇒ x² − 3x + 3 = 0 simultaneously
Once you see that
This does not factorise, so solve using the quadratic formula
the value of the
x = −b ± 2ba − 4 ac
2
discriminant is
negative, as in this a = 1, b = −3 and c = 3
case where it is -3, x=
−(−3) ± (−3) 2 − 4(1)(3)
2(1)
you know that the 3 ± −3
equation has no = 2
real roots, so the Since there is a negative value under the square root, there is no real
line and the curve solution. This implies that the line and the curve do not meet.
don’t meet.
Note
It would have been sufficient to consider only the discriminant
b² − 4ac. Solving a quadratic equation is equivalent to finding the
point(s) where the curve crosses the horizontal axis (the roots).
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Using quadratic equations to solve problems
Using quadratic equations to solve

problems
Worked example
A triangle has a base of (2x + 1) cm, a height of x cm and an area of 68 cm 2 .
2x + 1
a) Show that x satisfies the equation 2x² + x − 136 = 0.

b) Solve the equation and work out the base length of the triangle.
Solution
1
a) Using the formula for the area of a triangle, area = base × height:
2
1
Area = × (2x + 1) × x
2
1
= (2x² + x)
2
The area is 68 cm 2 , so:
1
(2x² + x) = 68
2
⇒ 2x² + x = 136
Alternatively, ⇒ 2x² + x − 136 = 0
you can use a
b) It is not easy to factorise this equation − it is not even obvious that there are
calculator to solve factors − so use the quadratic formula.
the equation.
x = −b ± b − 4 ac
2
2a
a = 2, b = 1 and c = −136
−1 ± 12 − 4(2)(−136)
x=
2(2)
−1 ± 1089
⇒x=
4
⇒ x = −1±4 33
⇒ x = 8 or x = −8.5
Since x is a length, reject the negative solution.
Substitute x = 8 into the expression for the base of the triangle, 2x + 1, and
work out the length of the base of the triangle, 17 cm.
Check that this works with the information given in the original question.
1
× 17 cm × 8 cm = 68 cm 2
2
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Solving quadratic inequalities

The quadratic inequalities in this section all involve quadratic
expressions that factorise. This means that you can find a solution
either by sketching the appropriate graph or by using line segments to
reduce the quadratic inequality to two simultaneous linear inequalities.
The example below shows two valid methods for solving quadratic
inequalities. You should use whichever method you prefer. Your choice
may depend on how easily you sketch graphs or if you have a graphic
calculator that you can use to plot these graphs.
Worked example
Solve these quadratic inequalities.
a) x 2 − 2x − 3 < 0
b) x 2 − 2x − 3  0
Solution
Method 1
x 2 − 2x − 3 = (x + 1)(x − 3)
So the graph of y = x 2 − 2x − 3 crosses the x-axis when x = −1 and x = 3.
Look at the two graphs below.
Here the end points are not Here the end points are
included in the solution, so included in the solutions, so
you draw open circles: you draw solid circles:
y y
y = (x + 1) (x – 3) y = (x + 1) (x – 3)
0 x 0 x
–1 3 –1 3
–3 –3 Notice how the

solution is in
The solution is −1 < x < 3. The solution is two parts when
x  −1 or x  3. there are two
line segments.
a) The answer is the values of x for which y < 0, i.e. where the curve is below
the x-axis.
b) The answer is the values of x for which y  0, i.e. where the curve crosses
or is above the x-axis.
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Method 2
This method identifies the values of x for which each of the factors is 0 and
considers the sign of each factor in the intervals between these critical values.
x < −1 x = −1 −1 < x < 3 x=3 x>3

Sign of (x + 1) − 0 + + +
Sign of (x − 3) − − − 0 +
Sign of (x + 1)( x − 3) (−) × (−) = + (0) × (−) = 0 (+) × (−) = − (+) × (0) = 0 (+) × (+) = +
From the table, the solution to:

a) (x + 1)(x − 3) < 0 is −1 < x < 3
b) (x + 1)( x − 3)  0 is x  −1 or x  3
If the inequality to be solved contains > or <, then the solution is

described using > and <. If the original inequality contains  or ,
then the solution is described using  and .
If the quadratic inequality has the variable on both sides, collect the
terms involving the variable on one side first in the same way as you
would before solving a quadratic equation.
Worked example
Solve 2x + x 2 > 3. y
Solution y = (x – 1)(x + 3)
2x + x2 > 3 ⇒ + 2x − 3 > 0
x2
⇒ (x − 1)(x + 3) > 0
From the graph, the solution is
x < −3 or x > 1. –3 0 1 x
–3
Exercise 2.2 1 For each of the following equations, decide if there are two real and
different roots, two equal roots or no real roots. Solve the equations
with real roots.
a) x² + 3x + 2 = 0 b) t² − 9 = 0 c) x² + 16 = 0
d) 2x² − 5x = 0 e) p² + 3p − 18 = 0 f) x² + 10x + 25 = 0
g) 15a² + 2a − 1 = 0 h) 3r² + 8r = 3
2 Solve the following equations by:
i) completing the square ii) using the quadratic formula.
Give your answers correct to two decimal places.
a) x² − 2x − 10 = 0 b) x² + x = 0
c) 2x² + 2x − 9 = 0 d) 2x² + x − 8 = 0
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3 Try to solve each of the following equations. Where there is a solution,

give your answers correct to two decimal places.
a) 4x² + 6x − 9 = 0 b) 9x² + 6x + 4 = 0
c) (2x + 3)² = 7 d) x(2x − 1) = 9
4 Use the discriminant to decide whether each of the following equations
has two equal roots, two distinct roots or no real roots:
a) 9x² − 12x + 4 = 0 b) 6x² − 13x + 6 = 0 c) 2x² + 7x + 9 = 0
d) 2x² + 9x + 10 = 0 e) 3x² − 4x + 5 = 0 f) 4x² + 28x + 49 = 0
5 For each pair of equations determine if the line intersects the curve, is
a tangent to the curve or does not meet the curve. Give the coordinates
of any points where the line and curve touch or intersect.
a) y = x² + 12x; y = −9 + 6x b) y = 2x² + 3x − 4; y = 2x − 6
c) y = 6x² − 12x + 6; y = x d) y = x² − 8x + 18; y = 2x + 3
e) y = x² + x; 2x + y = 4 f) y = 4x² + 9; y = 12x
g) y = 3 − 2x − x²; y = 9 + 2x h) y = (3 − 2x)²; y = 2 − 3x
6 Solve the following inequalities:
a) x² − 6x + 5 > 0 b) a² + 3a − 4  0 c) 4 − y² > 0
d) x² − 4x + 4 > 0 e) 8 − 2a > a² f) 3y² + 2y − 1 > 0
Real-world activity
Anna would like to design a pendant for her mother and decides that
it should resemble an eye. She starts by making the scale drawing,
shown below.
y
5
4
3
2
1
0 x
–7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7
–1
–2
–3
–4
The pendant is made up of the shaded area.

The equations of the two circles are x² + y² = 4 and x² + y² = 9.
The rest of the pendant is formed by quadratic curves.
The scale is 2 units represents 1 cm.
1 Find the equations of the four quadratic curves.
2 Anna decides to make some earrings using a smaller version of
the pendant design. She reduces the size by a factor of 2. Find the
equations of the four quadratic curves for the earrings.
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1 (i) Express 2x 2 - x + 6 in the form p(x - q)2 + r, where p, q and r
are constants to be found. [3]
(ii) Hence state the least value of 2x 2 - x + 6 and the value of x
at which this occurs. [2]
2 Find the set of values of k for which the curve y = 2x 2 + kx + 2k - 6

lies above the x-axis for all values of x.[4]
3 The line y = mx + 2 is a tangent to the curve y = x 2 + 12x + 18. Find

the possible values of m.[4]

H find the maximum or minimum value of the quadratic function
f: x  ax² + bx + c by completing the square
H use the maximum or minimum value of f(x) to sketch the graph
of y = f(x) or determine the range for a given domain
H know the conditions for f(x) = 0 to have:
● two real roots
● two equal roots
● no real roots
and the related conditions for a given line to:
● intersect a given curve
● be a tangent to a given curve
● not intersect a given curve
H solve quadratic equations for real roots
H find the solution set for quadratic inequalities either graphically
or algebraically.
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Key points
✔ A quadratic function has the form f(x) = ax² + bx + c, where
a, b and c can be any number (positive, negative or zero) provided
that a ≠ 0. The set of possible values of x is called the domain of
the function and the set of y values is called the range.
✔ To plot the graph of a quadratic function, first calculate the value
of y for each value of x in the given range.
✔ The graph of a quadratic function is symmetrical about a
vertical line. It is ∪-shaped if the coefficient of x² is positive and
∩-shaped if the coefficient of x² is negative.
✔ To sketch the graph of a quadratic function:
• look at the coefficient of x² to determine the shape
• substitute x = 0 to determine where the curve crosses the
vertical axis
• solve f(x) = 0 to determine any values of x where the curve
touches or crosses the horizontal axis.
✔ If there are no real values for x for which f(x) = 0, then the curve
will be either completely above or completely below the x-axis.
✔ A quadratic equation is of the form ax² + bx + c = 0 with a ≠ 0.
✔ To factorise a quadratic equation of the form x² + bx + c = 0, look
for two numbers, p and q, with the sum b and the product c. The
factorised form is then (x − p)(x − q) = 0. To factorise an equation
of the form ax² + bx + c = 0, look for two numbers with the sum b
and the product ac.
✔ The discriminant of a quadratic equation (ax² + bx + c = 0) is
b² − 4ac. If b² − 4ac > 0, a quadratic equation will have two
distinct solutions (or roots). If b² − 4ac = 0, the two roots are
equal so there is one repeating root. If b² − 4ac < 0, the roots have
no real values.
✔ An expression of the form (px + q)² is called a perfect square.
( − (b)
2)
2 2
✔ x² + bx + c can be written as x + b + c using the method of
2
completing the square. For expressions of the form ax² + bx + c,
first take a out as a factor.
✔ The quadratic formula for solving an equation of the form
ax² + bx + c = 0 is x = −b ± 2ba −4 ac
2
✔ To find the point(s) where a line and a curve touch or intersect,

substitute the expression for y from one equation into the other to
give a quadratic equation in x.
✔ When solving a quadratic inequality, it is advisable to start by
sketching the associated quadratic graph.
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3 Factors of polynomials
There are things of an unknown number which when divided by 3 leave
A quadratic 2, by 5 leave 3, and by 7 leave 2. What is the smallest number?
expression is any Sun-Tzi (544–496bc)
expression of
the form
ax2 + bx + c,
where x is a
variable and a, b
and c are constants
with a ≠ 0.
An expression of
the form
ax3 + bx2 + cx + d
that includes a
term in x3 is called
a cubic expression.
expression
A quartic has a
term in x4 as its
highest power, a
quintic one with x5
and so on.
All of these are
polynomials and
Discussion point
the highest power Sun Tzi posed his problem in the Chinese Han dynasty and it is seen as
of the variable is the forerunner of the remainder theorem, which you will meet in this
called the order of chapter. What is the answer? What is the next possible answer to Sun-
Tzi’s problem? How do you find further answers?
the polynomial.
It is believed that the way that numbers were written during the Han
dynasty laid the foundation for the abacus, an early form of hand
calculator.
In Chapter 2 you met quadratic expressions like x 2 − 4 x − 12 and solved
quadratic equations such as x 2 − 4 x − 12 = 0.
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Multiplication and division of

polynomials
There are a number of methods for multiplying and dividing
polynomials. One method is shown in the worked example, but if you
already know and prefer an alternative method, continue to use it.
Multiplication
Worked example
This is an extension Multiply ( x 2 − 5 x + 2) by ( 2 x 2 − x + 1).
of the method you
Solution
used to multiply
two brackets that ( x 2 − 5 x + 2) × ( 2 x 2 − x + 1) = x 2 ( 2 x 2 − x + 1) − 5 x ( 2 x 2 − x + 1) + 2 ( 2 x 2 − x + 1)
each contain two = 2 x 4 − x 3 + x 2 − 10 x 3 + 5 x 2 − 5 x + 4 x 2 − 2 x + 2
terms. If you are
= 2 x 4 + x 3 (−1 − 10 ) + x 2 (1 + 5 + 4 ) + x (−5 − 2 ) + 2
familiar with a
different method, = 2 x 4 − 11 x 3 + 10 x 2 − 7 x + 2
then use that.
Division
Worked example
Divide ( x 3 − x 2 − 2 x + 8) by ( x + 2 ).
Multiplying each Solution This bracket

term in the second Let ( x 3 − x 2 − 2 x + 8) = ( x + 2 ) ( ax 2 + bx + c) must be a
bracket by x and = x ( ax 2 + bx + c) + 2 ( ax 2 + bx + c) quadratic
then by 2 expression.
= ax 3 + bx 2 + cx + 2 ax 2 + 2bx + 2c
Collecting like = ax 3 + (b + 2 a ) x 2 + (c + 2b) x + 2c

terms Comparing coefficients:
a=1
Since a = 1 b + 2a = -1 ⇒ b = -3
Since b = -3 c + 2b = -2 ⇒ c = 4
Checking the constant term, 2c = 8 which is correct.
This gives ( x 3 − x 2 − 2 x + 8) ÷ (x + 2) = x 2 − 3 x + 4
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Solving cubic equations
Exercise 3.1 1 Multiply (x 3 + 2x 2 - 3x - 4) by (x + 1).

2 Multiply (x 3 - 2x 2 + 3x + 2) by (x - 1).
3 Multiply (2x 3 - 3x 2 + 5) by (2x - 1).
4 Multiply (x 2 + 2x - 3) by (x 2 - 2x + 3).
5 Multiply (2x 2 - 3x + 4) by (2x 2 - 3x - 4).
6 Simplify (x 2 - 3x + 2)2 .
7 Divide (x 3 - 3x 2 + x + 1) by (x - 1).
8 Divide (x 3 - 3x 2 + x + 2) by (x - 2).
9 Divide (x4 - 1) by (x + 1).
10 Divide (x 2 - 16) by (x + 2).
Solving cubic equations

When a polynomial can be factorised, you can find the points where
the corresponding curve crosses the x-axis either as whole numbers or
simple fractions.
For example, y = x 2 − 3 x − 4 factorises to give y = ( x + 1)( x − 4 ).
The graph of this equation is a curve that crosses the x-axis at the
points where y = 0. These values, x = −1 and x = 4, are called the roots
of the equation x 2 − 3 x − 4 = 0.
y
7
6
y = x2 − 3x − 4
5
4
3
2
1
–3 –2 –1 1 2 3 4 5 6 x
–1
–2
–3
–4
–5
–6
–7
For a polynomial of the form y = f(x), the roots are the solutions of f(x) = 0.
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Worked example
a) Draw the graph of y = x 3 − 5x 2 + 2x + 8.
b) Hence solve the equation x 3 − 5x 2 + 2x + 8 = 0.
Solution
a) Start by setting up a table of values.
x −2 −1 0 1 2 3 4 5
y −24 0 8 6 0 −4 0 18
Then plot the curve.
y
20
(5, 18)
15
10 (0, 8)
(1, 6)
5
(−1, 0) (2, 0) (4, 0)
–3 –2 –1 1 2 3 4 5 6 7 x
–5
(3, −4)
–10
–15
The solution is
‘x = −1 or x = 2 or (−2, −24) –20
x = 4’ but the roots –25
are ‘−1 and 2 b) The graph shows that the curve crosses the x-axis at the values −1, 2 and 4,
and 4’. giving the solution as x = -1, x = 2 or x = 4.
In some cases, a graph will not find all the roots but will allow you to
find one or possibly two roots, or show you that there is only one root.
The roots may not be whole numbers and may not even be rational as
shown in the following examples.
Worked example
Draw the graph of y = 2x 3 - 7x 2 + 2x + 3 and hence solve the equation
2x 3 - 7x 2 + 2x + 3 = 0.
Solution
As before, start by setting up a table of values and then draw the curve.
x −2 −1 0 1 2 3 4
y −45 −8 3 0 −5 0 27
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Finding factors and the factor theorem
y
30
(4, 27)
25
20
15
10
5
(0, 3) (1, 0) (3, 0)
–5 –4 –3 –2 –1 1 2 3 4 5 x
–5
(−1, −8) (2, −5)
–10
–15
–20
–25
–30
–35
–40
(−2, −45)
–45
–50
The graph shows that the curve crosses the x-axis at 1, at 3 and again between
−0.5 is chosen as x −1 and 0. You can find this root using trial and improvement.
since it is half way
Let x = -0.5
between −1 and 0. In this case, you were
f ( 0.5) = 2 (−0.5) 3 − 7 (−0.5) 2 + 2 (−0.5) + 3
lucky and found the
=0 final root, −0.5, with
So the roots of the equation are −0.5, 1 and 3. only one iteration.
Finding factors and the factor

theorem
The equation in the example above has roots that are whole numbers or
exact fractions. This implies that it could have been factorised. Roots at
− 1 , 1 and 3 suggest the factorised form:
2
( x + ) ( x − 1)( x − 3)
1
2
However multiplying the x terms from all the brackets should give
2x 3 so one of the brackets must be multiplied by 2.
2 x 3 − 7 x 2 + 2 x + 3 = ( 2 x + 1)( x − 1)( x − 3)
It is not possible to factorise all polynomials. However, when a
polynomial can be factorised, the solution to the corresponding
equation follows immediately.
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( 2 x + 1)( x − 1)( x − 3) = 0 ⇒ ( 2 x + 1) = 0 or ( x − 1) = 0 or ( x − 3) = 0
⇒ x = −0.5 or x = 1 or x = 3
This leads to an important result known as the factor theorem.
If (x - a) is a factor of f(x), then f(a) = 0 and x = a is a root of the
equation f(x) = 0.
Conversely, if f(a) = 0, then (x - a) is a factor of f(x).
It is not necessary to try all integer values when you are looking for
possible factors. For example, with x 3 − 3 x 2 − 2 x + 6 = 0 you need only
try the factors of 6 as possible roots, i.e. ±1, ± 2, ± 3 and ± 6.
Worked example
a) Show that x = 2 is a root of the equation x 3 − 3 x 2 − 4 x + 12 = 0 and hence
solve the equation.
b) Sketch the graph of y = x 3 − 3 x 2 − 4 x + 12 .
Solution
Alternatively, you a) f ( 2 ) = 2 3 − 3 ( 2 2 ) − 4 ( 2 ) + 12 = 0
could factorise This implies that x = 2 is a root of the equation and hence (x - 2) is a factor
by long division of f(x).
(see p49). Taking (x - 2) as a factor gives
x 3 − 3 x 2 − 4 x + 12 = ( x − 2 ) ( x 2 − x − 6 )
= ( x − 2 ) ( x − 3) ( x + 2 )
The solution to the equation is therefore x = 2, x = 3, or x = -2.
b) The graph crosses the x-axis at x = −2, x = 2 and x = 3 and the y-axis at
y = 12.
y
12
−2 2 3 x
You will not be able to factorise the expression completely in all cases,
but you may be able to find one factor by inspection as in the following
example.
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Finding factors and the factor theorem
Worked example
Given that f ( x ) = x 3 − x 2 − 10 x + 12
a) Show that (x - 3) is a factor of f(x).
b) Solve the equation f(x) = 0.
To show that
Solution
(x - 3) is a factor,
a) f(3) = 33 – 32 – 10(3) + 12
you need to show = 27 – 9 – 30 + 12 = 0
that f(3) = 0.
This shows that (x - 3) is a factor of f(x).
Check by b) Once you have found one linear factor of a cubic expression, the remaining
multiplying out factor is quadratic. With practice you will be able to do this step by
that you agree inspection.
with this answer. x 3 − x 2 − 10 x + 12 = ( x − 3) ( x 2 + 2 x − 4 )
How do you x 2 + 2 x − 4 cannot be factorised so use the quadratic formula for the next
know it can’t be step.
factorised? 2
ax 2 + bx + c = 0 ⇒ x = − b ± b − 4 ac
2a
−2 ± 2 2 − 4 (1)( −4 )
In this example, a = 1, b = 2, c = −4 ⇒ x =
2 (1)
⇒ x = −2 ± 20
2
⇒ x = −1 ± 5
The solution to the equation is therefore x = 3 or x = −1 ± 5 .
Using the factor theorem to solve a cubic

equation
This is very similar to earlier work except that the first step is to find a
linear factor by inspection.
Worked example
a) Work systematically to find a linear factor of x 3 − 5 x 2 − 2 x + 24.
b) Solve the equation x 3 − 5 x 2 − 2 x + 24 = 0.
c) Sketch the graph of y = x 3 − 5 x 2 − 2 x + 24.
d) Sketch y = x 3 − 5 x 2 − 2 x + 24 on a separate set of axes.
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Solution
a) Let f ( x ) = x 3 − 5 x 2 − 2 x + 24 .
Start by working f (1) = 1 − 5 − 2 + 24 = 18
systematically
f (−1) = −1 − 5 + 2 + 24 = 20
through all factors
f ( 2 ) = 8 − 20 − 4 + 24 = 8
of 24 until you find
one giving f(x) = 0. f (−2 ) = −8 − 20 + 4 + 24 = 0
This shows that ( x + 2 ) is a linear factor of x 3 − 5 x 2 − 2 x + 24.
b) Factorising by inspection:
x 3 − 5 x 2 − 2 x + 24 = ( x + 2 ) ( x 2 + ax + 12 )
The second Looking at the x 2 term on both sides: −5 x 2 = 2 x 2 + ax 2

bracket starts with ⇒ a = −7
x2 to get the x3 x 3 − 5 x 2 − 2 x + 24 = 0 ⇒ ( x + 2 )( x 2 − 7 x + 12 ) = 0
term and finishes ⇒ ( x + 2 )( x − 3)( x − 4 ) = 0
with 12 since ⇒ x = −2, x = 3 or x = 4
2 × 12 = 24. c) The graph is a cubic curve with a positive x 3 term that crosses the x-axis at
−2, 3 and 4 and crosses the y-axis when y = 24.
y
24
−2 3 4 x
d) To sketch the curve y = x 3 − 5 x 2 − 2 x + 24 , first sketch the curve as above,

then reflect in the x-axis any part of the curve which is below it.
y
24
−2 3 4 x
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The remainder theorem
Exercise 3.2 1 Determine whether the following linear functions are factors of the
given polynomials:
a) x 3 − 8 x + 7; (x - 1) b) x 3 + 8 x + 7; (x + 1)
c) 2 x + 3 x − 4 x − 1; ( x − 1)
3 2 d) 2 x 3 − 3 x 2 + 4 x + 1; ( x + 1)
2 Use the factor theorem to find a linear factor of each of the following
functions. Then factorise each function as a product of three linear
factors and sketch its graph.
a) x 3 − 7 x − 6 b) x 3 − 7 x + 6
c) x 3 + 5 x 2 − x − 5 d) x 3 − 5 x 2 − x + 5
3 Factorise each of the following functions completely:
a) x 3 + x 2 + x + 1 b) x 3 − x 2 + x − 1
c) x + 3 x + 3 x + 2
3 2 d) x 3 − 3 x 2 + 3 x − 2
4 For what value of a is (x - 2) a factor of x 3 − 2 ax + 4?
5 For what value of c is (2x + 3) a factor of 2 x 3 + cx 2 − 4 x − 6?
6 The expression x 3 − 6 x 2 + ax + b is exactly divisible by (x - 1) and (x - 3).
a) Find two simultaneous equations for a and b.
b) Hence find the values of a and b.

Worked example
Is there an integer root to the equation x 3 − 2 x 2 + x + 1 = 0 ?
Solution
Since the first term is x 3 and the last term is +1, the only possible factors are
(x + 1) and (x - 1).
This leads us to
the remainder f(1) = 1 and f(−1) = −3 so there is no integer root.
theorem.
Any polynomial can be divided by another polynomial of lesser order
using either long division or inspection. However, there will sometimes
be a remainder. The steps for algebraic long division are very similar to
those for numerical long division as shown below.
Look at ( x 3 − 2 x 2 + x + 1) ÷ ( x + 1).
Taking the first
term from each x 2 − 3x + 4 -3x2 ÷ x gives -3x.
x + 1) x 3 − 2 x 2 + x + 1
(the dividend and Similarly 4x ÷ x = 4
the divisor) gives − x3 + x2
x3 ÷ x = x2, the first −3 x 2 + x
term on the top in − −3 x 2 − 3 x
the quotient. 4x + 1
− − 4x + 4
−3
This result can be written as:
x 3 − 2 x 2 + x + 1 = ( x + 1) ( x 2 − 3 x + 4 ) − 3 .
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Substituting x = -1 into both sides gives a remainder of -3.

This means that f(-1) will always be the remainder when a function f(x)
is divided by (x + 1).
Generalising this gives the remainder theorem.
For any polynomial f(x), f(a) is the remainder when f(x) is divided by
(x - a).
f ( x) = ( x − a) g ( x) + f (a)
Worked example
Find the remainder when f ( x ) = 2 x 3 + 3 x − 5 is divided by (x - 2).
Solution
Using the remainder theorem, the remainder is f(2).
f ( 2 ) = 2 ( 2 ) 3 + 3 ( 2 ) − 5 = 17
Worked example
When 2 x 3 − 3 x 2 + ax − 5 is divided by x - 2, the remainder is 7.
Find the value of a.
Solution
To find the remainder, substitute x = 2 into 2 x 3 − 3 x 2 + ax − 5 .
2 (2) 3 − 3 (2) 2 + a (2) − 5 = 7
⇒ 16 − 12 + 2 a − 5 = 7
⇒ −1 + 2 a = 7
a=4
Exercise 3.3 1 For each function, find the remainder when it is divided by the linear
factor shown in brackets:
a) x 3 + 2 x 2 − 3 x − 4; ( x − 2 ) b) 2 x 3 + x 2 − 3 x − 4; ( x + 2 )
c) 3 x − 3 x − x − 4; ( x − 4 )
3 2
d) 3 x 3 + 3 x 2 + x + 4; ( x + 4 )
2 When f ( x ) = x + ax + bx + 10 is divided by (x + 1), there is no
3 2
remainder. When it is divided by (x - 1), the remainder is 4. Find the

values of a and b.
3 The equation f ( x ) = x 3 + 4 x 2 + x − 6 has three integer roots.
Solve f ( x ) = 0.
4 (x - 2) is a factor of x 3 + ax 2 + a 2 x − 14. Find all possible values of a.
5 When x 3 + ax + b is divided by (x - 1), the remainder is -12. When it is
divided by (x - 2), the remainder is also −12. Find the values of a and b
and hence solve the equation x 3 + ax + b = 0 .
6 Sketch each curve by first finding its points of intersection with the
axes:
a) y = x 3 + 2 x 2 − x − 2 b) y = x 3 − 4 x 2 + x + 6
c) y = 4 x − x 3 d) y = 2 + 5 x + x 2 − 2 x 3
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1 The polynomial f(x) = ax 3 - 15x 2 + bx - 2 has a factor of 2x - 1
and a remainder of 5 when divided by x - 1.
(i) Show that b = 8 and find the value of a.[4]
(ii) Using the values of a and b from part (i), express f(x) in
the form (2x - 1) g(x), where g(x) is a quadratic factor to be
found.[2]
(iii) Show that the equation f(x) = 0 has only one real root. [2]
2 A function f is such that f(x) = 4x3 + 4x2 + ax + b. It is given that 2x - 1

is a factor of both f(x) and f′(x).
Using the values of a and b from part (i),
(ii) find the remainder when f(x) is divided by x + 3, [2]
(iii) express f(x) in the form f(x) = (2x - 1)(px 2 + qx + r), where p,
q and r are integers to be found, [2]
(iv) find the values of x for which f(x) = 0. [2]
3 It is given that f(x) = 6x 3 - 5x 2 + ax + b has a factor of x + 2 and

leaves a remainder of 27 when divided by x - 1.
(ii) Show that f(x) = (x + 2)(px 2 + qx + r), where p, q and r are
integers to be found. [2]
(iii) Hence solve f(x) = 0. [2]

H know and use the remainder and factor theorems
H find factors of polynomials
H solve cubic equations.
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Key points
4 An expression of the form ax 3 + bx 2 + cx + d where a ≠ 0 is
called a cubic expression.
4 The graph of a cubic expression can be plotted by first calculating
the value of y for each value of x in the range.
4 The solution to a cubic equation is the set of values for which the
corresponding graph crosses the x-axis.
4 The factor theorem states: if (x - a) is a factor of f(x), then f(a) = 0
and x = a is a root of the equation f(x) = 0.
4 The remainder theorem states: for any polynomial f(x), f(a) is the
remainder when f(x) is divided by (x - a). This can be generalised
to f ( x ) = ( x − a ) g ( x ) + f ( a ).
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Review exercise 1
Review exercise 1
Ch 1 1 The functions f and g are defined by: y
f ( x ) = 1 − x for x ≤ 1
g ( x ) = x + 2 for x > 0
3x
a Find fg(3). [2]
b Find an expression for g 2 ( x ), giving
your answer in the form ax + b ,
cx + d
where a, b, c and d are constants to
be found. [3]
c Find an expression for f −1(x). [2]
d On axes like the ones here, sketch O x
the graphs of y = f(x) and y = f −1(x),
stating the domain and range of
f −1(x). [4]
2 The function f is defined by f( x ) = x 2 − 1 y

for x ≥ 0.
a Find an expression for f −1(x), stating
its domain and range. [3]
b On axes like the ones below, sketch
the graphs of y = f(x) and y = f −1(x),
indicating the geometrical
relationship between the two. [3]
O x
3 a The function f is defined by f ( x ) = 1 + x 2 , y

for all real values of x. The graph of y = f ( x )
is given below.
i Explain, with reference to the graph, y = √1+ x2
why f does not have an inverse. [1]
ii Find f 2 ( x ). [2]
b The function g is defined, for x > k, by 1
g( x) = 1 + x 2 and g has an inverse.
i Write down a possible value for k. [1] O x
ii Find g −1 ( x ). [2]
Paper 22 Q10 a & b, February/March 2018
Paper 22 Q10 a & b, February/March 2018
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REVIEW EXERCISE 1
Ch 2 4 a Express 2 x 2 + 5 x − 3 in the form p( x − q) 2 + r , where p, q and r are constants to be found.

[3]
b Hence state the least value of 2 x 2 + 5 x − 3 and the value of x at which this occurs. [2]
5 a Find the values of x for which ( 2 x + 1) 2 ≤ 3 x + 4. [3]
b Show that, whatever the value of k, the equation x + kx + k 2 + 1 = 0 has no real roots. [3]
2
4
6 Find the values of k for which the line y = kx + 8 is a tangent to the curve y = 2 x 2 + 8 x + k. [5]
7 Find the set of values of k for which the curve y = x 2 − 2 kx + k + 2 lies above the x-axis
for all values of x. [4]
Ch 2, 3 8 The polynomial p(x) is x 4 − 2 x 3 − 3 x 2 + 8 x − 4.
i Show that p(x) can be written as ( x − 1)( x 3 − x 2 − 4 x + 4 ). [1]
ii Hence write p(x) as a product of its linear factors, showing all your working. [4]
9 It is given that f ( x ) = 3 x 3 + 8 x 2 + ax + b has a factor of x − 1 and leaves a remainder of −50

when divided by x + 4 .
a Show that b = −6 and find the value of a. [4]
b Show that f ( x ) = ( x − 1)( px 2 + qx + r ) where p, q and r are integers to be found. [2]
c Find the values of x for which f ( x ) = 0 . [2]
10 It is given that p ( x ) = 2 x 3 + x 2 + ax + 8 has a factor of x + 2 . When p(x) is divided by x − 1 the
remainder is b.
a Show that a = −2 and find the value of b. [4]
b Express p(x) in the form ( x + 2 ) q ( x ) where q(x) is a quadratic to be found. [2]
c Show that the equation p ( x ) = 0 has only one real root. [2]
Total marks [64]
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4 Equations, inequalities and
graphs
It is India that gave us the ingenious method of expressing all numbers
by means of ten symbols, each symbol receiving a value of position as
well as an absolute value; a profound and important idea which appears
so simple to us now that that we ignore its true merit.
Pierre-Simon, Marquis de Laplace (1749–1827)
The picture shows a quadrat. This is a tool used by biologists to select

a random sample of ground; once it is in place they will make a record
of all the plants and creatures living there. Then they will throw the
quadrat so that it lands somewhere else.
y This diagram illustrates a 1 metre square

1 quadrat. The centre point is taken to be the
origin and the sides to be parallel to the x- and
y-axes.
–1 1 x
–1
Discussion point
What is the easiest way to describe the region it covers?
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4 Equations, inequalities and graphs
Many practical situations involve the use of inequalities.

How economical is a Formula 1 car?
The Monaco Grand Prix, consisting of 78 laps and a total distance
of approximately 260 km, is a well-known Formula 1 race. In 2017 it
was won by Sebastian Vettel in 1 hour 44 minutes. Restrictions on
the amount and use of fuel mean that drivers need to manage the
performance of their car very carefully throughout the race.
A restriction in 2017 was that the total amount of fuel used during the
race was limited to 105 kg which is approximately 140 litres.
Using: f to denote the total amount of fuel used in litres
d to represent the distance travelled in kilometres
(
E to represent the fuel economy in litres per kilometre E =
f
d )
140
the restriction can be represented as E  260
⇒ E  0.538
This shows that, at worst, the fuel economy of Vettel’s Ferrari Formula 1
car is 0.538 litres per kilometre.
Discussion point
How does this compare with an average road car?
Modulus functions and graphs

For any real number, the absolute value, or modulus, is its positive
size whether that number is positive or negative. It is denoted by a
vertical line on each side of the quantity. For example, |5| = 5 and
For any real |−5| = 5 also. The absolute value of a number will always be positive
number x, the or zero. It can be thought of as the distance between that point on the
modulus of x is x-axis and the origin.
denoted by |x| and
You have already met graphs of the form y = 3x + 4 and y = x² − 3x – 4.
is defined as:
However, you might not be as familiar with graphs of the form
|x| = x if x  0 y = |3x + 4| and y = |x² − 3x – 4|.
|x| = -x if x < 0.
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Solving modulus equations
Worked example
Set up a table for the graphs y = x + 2 and y = |x + 2| for −6  x  2. Draw both
graphs on the same axes.
Solution
y −6 −5 −4 −3 −2 −1 0 1 2
x+2 −4 −3 −2 −1 0 1 2 3 4
|x + 2| 4 3 2 1 0 1 2 3 4
y
5
4
The equation of y = |x + 2| 3
this part of the
2
graph is
y = −(x + 2). 1
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 x
–1
–2
y=x+2 –3
–4
Notice that the effect of taking the modulus is a transformation in

which the positive part of the original graph (above the x-axis) remains
the same and the negative part of the original graph (below the x-axis)
is reflected in the x-axis.

Worked example
Solve the equation |2x + 3| = 5
a) graphically
b) algebraically.
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Solution
a) First draw the graph of y = 2x + 3.
Start by choosing three values of x and calculating the corresponding
values of y, for example, (−2, −1), (0, 3) and (2, 7).
Then reflect in the x-axis any part of the graph that is below the x-axis to
give the graph of y = |2x + 3|.
Next draw the line y = 5. This is a
y continuation
7 of the line
y = |2x + 3|
6 y = 2x + 3.
5
y=5 x = 1 here
4
3
2
x = −4 here
1
–6 –5 –4 –3 –2 –1 1 2 3 x
–1
–2
–3
The solution is given by the values of x where the V-shaped graph meets the
line y = 5
⇒ x = 1 or x = −4.
b) |2x + 3| = 5 ⇒ 2x + 3 = 5 or 2x + 3 = −5
⇒ 2x = 2 or 2x = −8
⇒ x = 1 or x = −4
Discussion point
Notice that in the solution three points are used to draw the straight
line when only two are necessary. Why is this good practice?
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Worked example
Solve the equation |3x − 1| = x + 5
a) graphically
b) algebraically.
Solution
a) Start by drawing the graphs of y = |3x − 1| and y = x + 5 on the same axes.
y
y = |3x – 1| 10
y=x+5
9
This is part of 6
x = 3 here
the line 5
y = –(3x – 1). 4 This is part of
3 the line
x = –1 here y = 3x – 1.
2
1
This dotted
line shows the
–4 –3 –2 –1 0 1 2 3 4 5 6 7 x section of
–1 y = 3x – 1
that has been
reflected in the
x-axis.
The solution is given by the values of x where the V-shaped graph meets
the line y = x + 5.
⇒ x = −1 or x = 3
b) |3x − 1| = x + 5 ⇒ 3x − 1 = x + 5 or −(3x − 1) = x + 5
⇒ 2x = 6 or −4x = 4
⇒ x = 3 or x = −1
Either of these methods can be extended to find the points where two
V-shaped graphs intersect. However, the graphical method will not
always give an accurate solution.
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Worked example
Solve the equation |2x + 5| = |x − 4|.
Solution
Start by drawing the graphs of y = |2x + 5| and y = |x − 4| on the same axes.
y
14 This is part
This is part of the of the line
A y = |2x + 5|
line y = −(x – 4). 12
y = 2x + 5.
10
This is part
of the line 8
y = −(2x + 5). 6 y = |x − 4|
B4
This is part
of the line
2 y = x − 4.
–12 –10 –8 –6 –4 –2 2 4 6 8 10 x
–2
The graph shows that the point A is (−9, 13), but the coordinates of B are not
This shows a clear.
failing of the The graph shows that both points of intersection occur where the reflected
graphical method. part of the line y = x − 4, i.e. the line y = −(x – 4) intersects the graph of
However, the y = |2x + 5|.
graph is useful At A, y = 4 − x meets y = −2x − 5
in determining
⇒ 4 − x = −2x – 5
the equation of
the line required ⇒ 2x − x = −5 − 4
for an algebraic ⇒ x = −9
solution. When x = −9, y = 4 – (−9) = 13, i.e. A is the point (−9, 13).
At B, y = 4 − x meets y = 2x + 5
⇒ 2x + 5 = 4 − x
⇒ 3x = −1
⇒x = −1
3
3 ( )
3 3 (
When x = − 1, y = 4 − − 1 = 4 1 , i.e. B is the point − 1 , 4 1 .
3 3 )
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Note
Modulus equations, like the one in the previous example, can also
be solved by using the method of squaring.
Worked example
Solve the equation 3 x − 2 = x + 4 .
Solution
Square both sides 3x − 2 = x + 4
of the equation.
⇒ ( 3x − 2 )2 = ( x + 4 )2
This ensures that
both sides are ⇒ 9 x 2 − 12 x + 4 = x 2 + 8 x + 16
positive so you ⇒ 8 x 2 − 20 x − 12 = 0 Rearrange to
do not need to form a quadratic
⇒ 2 x 2 − 5x − 3 = 0
consider individual equation, then
cases. ⇒ ( 2 x + 1) ( x − 3) = 0 solve for x.
2x + 1 = 0 ⇒ x = − 1
2
x−3= 0 ⇒ x= 3
So, x = − 1 or x = 3
2
Worked example
a) Draw the graph of y = |x 2 − 8x + 14|.
b) Use the graph to solve |x 2 − 8x + 14| = 2.
c) Use algebra to verify your answer to part b.
These are parts
Solution of the curve
a) y y = x2 – 8x + 14.
5
3 This is part
of the curve
2 y = –(x2 – 8x + 14).
1
This dotted line
shows the section
–1 0 1 2 3 4 5 6 7 x of y = x 2 – 8x + 14
–1 that has been
4+ 2 reflected in the
–2 4– 2
x-axis.
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b) y
y = |x2 – 8x + 14|
5
4
x = 4 here
3
2 y=2
x = 2 here 1
x = 6 here
–1 0 1 2 3 4 5 6 7 x
–1
–2
So, from the graph x = 2, x = 4 or x = 6.
c) |x 2 − 8x + 14| = 2 ⇒ x 2 − 8x + 14 = 2 or −(x 2 − 8x + 14) = 2

⇒ x 2 − 8x + 12 = 0 ⇒ −x 2 + 8x − 16 = 0
⇒ (x − 2)(x − 6) = 0 ⇒ x 2 − 8x + 16 = 0
⇒ x = 2 or x = 6 ⇒ (x − 4)2 = 0
⇒x=4
So x = 2, x = 4 or x = 6.
Exercise 4.1 For questions 1–3, sketch each pair of graphs on the same axes.
1 a) y = x and y = |x|
b) y = x − 1 and y = |x – 1|
c) y = x − 2 and y = |x – 2|
2 a) y = 2x and y = |2x|
b) y = 2x – 1 and y = |2x − 1|
c) y = 2x – 2 and y = |2x − 2|
3 a) y = 2 – x and y = |2 – x|
b) y = 3 – x and y = |3 – x|
c) y = 4 – x and y = |4 – x|
4 a) Draw the graph of y = |x + 1|.
b) Use the graph to solve the equation |x + 1| = 5.
5 a) Draw the graph of y = |x – 1|.
b) Use the graph to solve the equation |x – 1| = 5.
6 a) Draw the graph of y = |2x + 3|.
b) Use the graph to solve the equation |2x + 3| = 7.
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Exercise 4.1 (cont) 7 a) Draw the graph of y = |2x − 3|.

b) Use the graph to solve the equation |2x − 3| = 7.
8 a) On the same set of axes, draw the graphs of y = 2x − 3, y = |2x − 3|
and y = x + 3 for −1  x  7.
b) Use your graphs to solve |2x − 3| = x + 3.
9 a) On the same set of axes, draw the graphs of y = |3x − 3| and
y = 5x + 11 for −3  x  3.
b) Use your graphs to solve |3x − 3| = 5x + 11.
10 Solve the equation |x + 1| = |x − 1| both graphically and algebraically.
11 Solve the equation |x + 5| = |x − 5| both graphically and algebraically.
12 Solve the equation |2x + 4| = |2x − 4| both graphically and algebraically.
13 y y = |x2 + 10x + 17|
13
12
11
10
9
8 y=8
7
6
5
4
3
2
1
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 x
–1
–2
a) Use the diagram above to solve |x 2 + 10x + 17| = 8.

b) Use algebra to verify your answer to part a.
14 Solve algebraically the equation |x 2 − 16x + 58| = 5.
15 Solve algebraically the equation |2x 2 − 3x − 2| = 7.
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Solving modulus inequalities

When illustrating an inequality in one variable:
» An open circle at the end of a line shows that the end point is
excluded.
» A solid circle at the end of a line shows that the end point is
included.
» The line is drawn either in colour or as a solid line.
For example, the inequality −2 < x  3 is shown as:
–3 –2 –1 0 1 2 3 4 5
Worked example
a) Solve algebraically the inequality |x – 3| > 2.
An open circle is
b) Illustrate the solution on a number line.
used to show that
The blue lines Solution the value there is not
show the a) |x – 3| > 2 ⇒ x – 3 > 2 or x – 3 < −2 part of the solution.
required parts of ⇒ x > 5 or x < 1
the number line. b)
–1 0 1 2 3 4 5 6 7
Worked example
Write the inequality −3  x  9 in the form |x – a|  b and show a and b on a
number line.
Solution
|x – a|  b ⇒ –b  x – a  b
⇒ a–bxa+b
You are finding the
values of x within a ± b.
Solve a + b = 9 and a – b = −3 simultaneously.
Adding: 2a = 6, so a = 3
Subtracting: 2b = 12, so b = 6
–3 3 9
–b b
a
Substituting in a − b  x  a + b gives −3  x  9.
Substituting in |x – a|  b gives |x – 3|  6.
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Worked example
Solve the inequality |3x + 2|  |2x – 3|.
Solution
Draw the graphs of y = |3x + 2| and y = |2x – 3|. The inequality is true for values
of x where the unbroken blue line is below or crosses the unbroken red line, i.e.
Draw the line between (and including) the points A and B.
y = 3x + 2 as y
a straight line 14
through (0, 2) with A
13
y = |3x + 2|
a gradient of +3. 12
Reflect in the 11
x-axis the part 10
of the line that is 9
below this axis. 8
7
y = |2x − 3|
Draw the line 6
y = 2x − 3 as 5
a straight line 4
through (0, −3) 3
B
with a gradient of 2
+2. Reflect in the 1
x-axis the part
x
of the line that is –8 –7 –6 –5 –4 –3 –2 –1
–1
1 2 3 4 5 6 7 8
below this axis. –2

–3
The graph shows that x = −5 at A, but the exact value for x at B is not clear.
The algebraic solution gives a more precise value.
At A, −(3x + 2) = −(2x – 3) ⇒ 3x + 2 = 2x – 3
⇒ x = −5
Substituting in either of the equations gives y = 13, so A is the point (−5, 13).
At B, 3x + 2 = −(2x – 3) ⇒ 3x + 2 = –2x + 3
⇒ 5x = 1
⇒ x = 0.2
Substituting in either equation gives y = 2.6, so B is the point (0.2, 2.6).
The inequality is satisfied for values of x between A and B, i.e. for −5  x  0.2.
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Worked example
Solve the inequality |x + 7| < |4x|.
Solution
The question does not stipulate a particular method, so start with a sketch
graph.
y
12
y = |4x|
11
10
The sketch graph 9
shows that the
8
points where
the two graphs y = |x + 7|
7
intersect do not 6
have integer 5
coordinates. This 4
means that a 3
graphical method 2
is unlikely to 1
give an accurate
solution. –13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1
–1
1 2 3 4 x
–2
Use algebra to find the points when |x + 7| = |4x|, i.e. when x + 7 = 4x and when
x + 7 = −4x.
Discussion point
Why is it sufficient to consider only these two cases? Why do you not
need to consider when –(x + 7) = 4x?
7
x + 7 = 4x when x = .
3
x + 7 = −4x when x = − 7 .
This tells you that 5
part of the solution Think about a point to the left of x = − 7 , such as x = −2.
5
is to the left of When x = −2, |x + 7| < |4x| gives 5 < 8. This is true so the inequality is satisfied.
x = − 57 , i.e. x < − 57 . ( )
Next think about a value of x in the interval − 7 , 7 , for example, x = 0.
5 3
When x = 0, |x + 7| < |4x| gives 7 < 0, which is false.
Any other value Finally consider a value greater than 7 , for example, x = 3.
3
in this interval will When x = 3, |x + 7| < |4x| gives 10 < 12. This is true so the inequality is satisfied.
also give a false Therefore, the solution is x < − 7 or x > 7 .
result. 5 3
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Inequalities in two dimensions are illustrated by regions. For example,

x > 2 is shown by the part of the x–y plane to the right of the line x = 2
and x < −1 by the part to the left of the line x = −1.
If you are asked to illustrate the region x  2, then the line x = 2 must
be included as well as the region x > 2.
Note
• When the boundary line is included, it is drawn as a solid line;
when it is excluded, it is drawn as a dotted line.
• The answer to an inequality of this type is a region of the x–y
plane, not simply a set of points. It is common practice to specify
the region that you want (called the feasible region) by shading
out the unwanted region. This keeps the feasible region clear so
that you can see clearly what you are working with.
Worked example
Illustrate the inequality 3y − 2x  0 on a graph.
Solution
Draw the line 3y − 2x = 0 as a solid line through (0, 0), (3, 2) and (6, 4).
Discussion point
Why are these points more suitable than, for example, 1, 2 ? ( 3)
Choose a point which is not on the line as a test point, for example, (1, 0).
Using these values, 3y − 2x = −2. This is less than 0, so this point is not in the
feasible region. Therefore shade out the region containing the point (1, 0).
y
6
5 (6, 4)
4
3 (3, 2)
2
1
(0, 0)
–5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 x
3y − 2 x = 0 –1 (1, 0)
–2
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Exercise 4.2 1 Write each of the following inequalities in the form |x − a|  b:

a) −3  x  15 b) −4  x  16 c) −5  x  17
2 Write each of the following expressions in the form a  x  b:
a) |x − 1|  2 b) |x − 2|  3 c) |x − 3|  4
a) |x − 1| < 4 b) |x − 1| > 4 c) |2x + 3| < 5
d) |2x + 3| > 5
4 Illustrate each of the following inequalities graphically by shading the
unwanted region:
a) y − 2x > 0 b) y − 2x  0 c) 2y − 3x > 0
d) 2y − 3x  0
5 Solve the following inequalities: i) graphically ii) algebraically.
a) |x − 1| < |x + 1| b) |x − 1| > |x + 1|
c) |2x − 1|  |2x + 1| d) |2x − 1|  |2x + 1|
6 Each of the following graphs represents an inequality. Name the
inequality.
y y
a 4 b 5
3 4
2 3
1 2
y=x+1
1
–3 –2 –1 1 2 3 x
–1
–2 –1 1 2 3 x
–2 –1
y=2−x
–3 –2
y
c 6
5
y = |x|
4
3
2
1
–4 –3 –2 –1 1 2 3 4 x
–1
7 a) On the same set of axes, draw the graphs of y = |5x − 4| and
y = x + 4 for −1  x  4.
b) Use your graphs to solve |5x − 4|  x + 4.
a) 2|5x + 6| > 8 b) 5|2x − 7|  2
c) |4x − 3|  2x + 6 d) |2x + 5|  |x − 1|
e) 2|7x − 1|  |2x + 8|
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Using substitution to solve quadratic equations
9 y
8
y = |x2 – 5|
7
6
5
4 y=4
3
2
1
–4 –3 –2 –1 1 2 3 4 x
–1
a) Use the diagram above to solve |x 2 − 5|  4.

b) Use algebra to verify your answer to part b.
10 Solve algebraically the inequality |2x 2 + 3x − 5| > 3.
Using substitution to solve

quadratic equations
Sometimes you will meet an equation which includes a square root.
Although this is not initially a quadratic equation, you can use a
substitution to solve it in this way, as shown in the following example.
Worked example
Use the substitution x = u² to solve the equation x – 3 x = −2.
Solution
Substituting x = u² in the equation x – 3 x = −2 gives u² – 3u = −2
⇒ u² – 3u + 2 = 0
Factorising ⇒ (u – 1)(u – 2) = 0
⇒ u = 1 or u = 2
Checking these Since x = u², x = 1 or x = 4.
values When x = 1, 1 − 3 1 = −2, so x = 1 is a valid solution.
When x = 4, 4 − 3 4 = −2, so x = 4 is also a valid solution.
It is always advisable to check possible solutions, since in some cases

not all values of u will give a valid solution to the equation, as shown in
the following example.
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Worked example
Solve the equation x − x = 6.
Solution
Substituting x = u² in the equation x − x = 6 gives u² − u = 6
⇒ u² − u – 6 = 0
Factorising ⇒ (u – 3)(u + 2) = 0
⇒ u = 3 or u = −2
Checking these Since x = u², x = 9 or x = 4.

values When x = 9, 9 − 9 = 6, so x = 9 is a possible solution.
When x = 4, 4 − 4 = 2, so reject x = 4 as a possible solution.
The only solution to this equation is x = 9.
Using graphs to solve cubic

inequalities
Cubic graphs have distinctive shapes determined by the coefficient of x³.
Positive x3 term Negative x3 term
The centre part of each of these curves may not have two distinct
turning points like those shown above, but may instead ‘flatten out’
to give a point of inflexion. When the modulus of a cubic function is
required, any part of the curve below the x-axis is reflected in that axis.
Worked example
a) Sketch the graph of y = 3(x + 2)(x − 1)(x − 7). Identify the points where the
curve cuts the axes.
b) Sketch the graph of y = |3(x + 2)(x − 1)(x − 7)|.
You are asked for a sketch graph, so although it must show the
main features, it does not need to be absolutely accurate. You
may find it easier to draw the curve first, with the positive x³
term determining the shape of the curve, and then position
the x-axis so that the distance between the first and second
intersections is about half that between the second and third,
since these are 3 and 6 units respectively.
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Using graphs to solve cubic inequalities
Solution
a) The curve crosses the x-axis at −2, 1 and 7. Notice that the distance
between consecutive points is 3 and 6 units respectively, so the y-axis is
between the points −2 and 1 on the x-axis, but closer to the 1.
The curve crosses the y-axis when x = 0, i.e. when y = 3(2)(−1)(−7) = 42 .
y
42
–2 1 7 x
y = 3(x + 2) (x – 1) (x – 7)
b) To obtain a sketch of the modulus curve, reflect any part of the curve which
is below the x-axis in the x-axis.
y
y = | 3(x + 2) (x – 1) (x – 7) |
42
–2 1 7 x
Worked example
Solve the inequality 3(x + 2)(x − 1)(x − 7)  −100 graphically.
Solution
Because you are solving the inequality graphically, you will need to draw the
curve as accurately as possible on graph paper, so start by drawing up a table
of values.
y = 3(x + 2)(x − 1)(x − 7)
x −3 −2 −1 0 1 2 3 4 5 6 7 8
(x + 2) −1 0 1 2 3 4 5 6 7 8 9 10
(x − 1) −4 −3 −2 −1 0 1 2 3 4 5 6 7
(x − 7) −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1
y −120 0 48 42 0 −60 −120 −162 −168 −120 0 210
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The solution is given by the values of x that correspond to the parts of the
curve on or below the line y = −100.
y
50
–2.9 2.6 6.2

–7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 x
–50
y = – 100
–100
y = 3(x + 2) (x – 1) (x – 7)
–150
–200
From the graph, the solution is x  −2.9 or 2.6  x  6.2.
Discussion point
The example above used the graph to solve 3(x + 2)(x − 1)(x − 7)  −100.
How would the answer change if the inequality sign was  instead of ?
What about >? What about <?
Exercise 4.3 1 Where possible, use the substitution x = u ² to solve the following
equations:
Remember, √x a) x − 4 x = −4 b) x + 2 x = 8
c) x − 2 x = 15 d) x + 6 x = −5
means the positive 2 1
square root of x. 2 Use the substitution x = u3 to solve the equation x 3 + 3 x 3 = 4.
3 4 2
3 Use the substitution x = u 2 to solve the equation x 3 − 10x 3 = −9.
4 Using a suitable substitution, solve the following equations:
2 1
a) x − 7√x = −12 b) x − 2√x + 1 = 0 c) x 3 + 3 x 3 = 10
1
5 a) Use the substitution x = u 2 to solve the equation x4 − 5x 2 + 4 = 0.
b) Using the same substitution, show that the equation x4 + 5x 2 + 4 = 0
has no solution.
c) Solve where possible:
4 2 4 2
i) x 3 − 5 x 3 + 4 = 0 ii) x 3 + 5x 3 + 4 = 0
6 Sketch the following graphs, indicating the points where they cross the
x-axis:
a) y = x(x – 2)(x + 2) b) y = |x(x – 2)(x + 2)|
c) y = 3(2 x – 1)(x + 1)(x + 3) d) y = |3(2 x – 1)(x + 1)(x + 3)|
7 Solve the following equations graphically. You will need to use graph
paper.
a) x(x + 2)(x + 3)  1 b) x(x + 2)(x + 3)  −1
c) (x + 2)(x − 1)(x − 3) > 2 d) (x + 2)(x − 1)(x − 3) < −2
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8 Identify the following cubic graphs:

a) y b) y c) y
4 4 12
3 3 11
2 2 10
1 1 9
8
–3 –2 –1 1 2 3 x –2 –1 1 x
–1 –1 7
–2 –2 6
–3 –3 5
4
3
2
1
–3 –2 –1 1 2 3 4 x
–1
–2
–3
9 Identify these graphs. (They are the moduli of cubic graphs.)
a) y b) y c) y
12 12 12
11 11 11
10 10 10
9 9 9
8 8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
–3 –2 –1 1 2 3 4 x –5 –4 –3 –2 –1 1 2 3 4 x –3 –2 –1 1 2 3 4 x
–1 –1 –1
–2 –2 –2
–3 –3 –3
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Exercise 4.3 (cont) 10 Why is it not possible to identify the following graph without further
information?
y
–2 –1 1 2 3 4 x
1 (i) Sketch the graph of y = |(2x + 3)(2x - 7)|. [4]
(ii) How many values of x satisfy the equation
|(2x + 3)(2x - 7)| = 2x ?[2]
2 (i) On a grid like the one below, sketch the graph of
y = |(x - 2)(x + 3)| for -5  x  4, and state the coordinates of
the points where the curve meets the coordinate axes. [4]
y
–5 –4 –3 –2 –1 O 1 2 3 4 x
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(ii) Find the coordinates of the stationary point on the curve

y = |(x - 2)(x + 3)|. [2]
(iii) Given that k is a positive constant, state the set of values of k
for which |(x - 2)(x + 3)| = k has 2 solutions only. [1]
3 Solve the inequality 9x 2 + 2x - 1 < (x + 1)2 .[3]


H solve equations of the type
● |ax + b| = c (c  0)
● |ax + b| = cx + d
● |ax + b| = |cx + d|
● |ax 2 + bx + c| = d
using algebraic or graphical methods
H solve graphically or algebraically inequalities of the type
● k|ax + b| > c (c  0)
● k|ax + b|  c (c  0)
● k|ax + b|  |cx + d|
where k > 0
● |ax + b|  cx + d
● |ax 2 + bx + c| > d
● |ax 2 + bx + c|  d
H use substitution to form and solve a quadratic equation in order
to solve a related equation
H sketch the graphs of cubic polynomials and their moduli, when
given as a product of three linear factors
H solve graphically cubic inequalities of the form
● f(x)  d
● f(x) > d
● f(x)  d
● f(x) < d
where f(x) is a product of three linear factors and d is a constant.
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Key points
✔ For any real number x, the modulus of x is denoted by |x| and is
defined as:
|x| = x if x  0
|x| = −x if x < 0.
✔ A modulus equation of the form |ax + b| = b can be solved either
graphically or algebraically.
✔ A modulus equation of the form |ax + b| = |cx + d| can be solved
graphically by first drawing both graphs on the same axes and
then, if necessary, identifying the solution algebraically.
✔ A modulus inequality of the form |x − a| < b is equivalent to the
inequality a – b < x < a + b and can be illustrated on a number
line with an open circle marking the ends of the interval to show
that these points are not included. For |x − a|  b, the interval is
the same but the end points are marked with solid circles.
✔ A modulus inequality of the form |x − a| > b or |x − a|  b is
represented by the parts of the line outside the intervals above.
✔ A modulus inequality in two dimensions is identified as a region
on a graph, called the feasible region. It is common practice to
shade out the region not required to keep the feasible region
clear.
✔ It is sometimes possible to solve an equation involving both x and
x by making a substitution of the form x = u². You must check
all answers in the original equation.
✔ The graph of a cubic function has a distinctive shape determined
by the coefficient of x³.
Positive x3 term Negative x3 term
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5 Simultaneous equations
The beauty of mathematics only shows itself to more patient followers.
Maryam Mirzakhani (1977–2017)
Sometimes, in mathematics, it is necessary to use two or more

variables to describe a situation. In such cases, you need more than one
equation to find the individual values of the variables: two equations
for two variables, three for three variables and so on. Although the
focus of this chapter is on solving two equations to find the values of
two variables, the techniques introduced can be extended to cover
situations involving more than two variables.
The following problem can be solved using simultaneous equations.
A school has two netball teams and there is great rivalry between
them. Last season, each team played 16 games and their positions in
the league were tied with 26 points each. A team is awarded points
for a win or a draw only. Team A won 6 games and drew 8; team B
won 8 games and drew 2. How many points are awarded for:
a) a win b) a draw?
Let w denote the number of points for a win and d denote the number
of points for a draw. Each team’s results can be expressed as an
equation, but unlike equations you have met previously, each one
contains two variables.
6w + 8d = 26
8w + 2d = 26
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In this case, since the values of w and d will be small integers, you
could find the answer by trial and improvement, but in this chapter
we will look at some structured methods for solving simultaneous
equations.
Simultaneous equations can be solved graphically or algebraically
using elimination or substitution. Graphical methods often give only
approximate answers and so the main focus of this chapter is algebraic
methods.
Solving linear simultaneous

equations
You will have already used graphs to solve simultaneous equations.
The example below shows that this method does not always give an
accurate solution. This is why it is not the focus of this chapter.
Worked example
Solve the following pairs of simultaneous equations graphically and comment
on your answers.
a) x + y = 4 b) x + y = 4
y = 2x + 1 y = 4x + 2

Solution
a) y b)
y
6 8
5 7
x+y=4 y = 4x + 2
4 6
3 5
2 4
1 3
2
x+y=4
–3 –2 –1 1 2 3 x 1
–1
y = 2x + 1
–2 –1 1 2 3 4 x
–1
–2
Here you can see that the two It is not clear from the graph exactly
lines intersect at the point (1, 3) where these two lines intersect.
so the solution is x = 1, y = 3.
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Solving linear simultaneous equations
The elimination method

Worked example
Solve the following simultaneous equations by elimination.
2 x + y = 10
x−y=2
Solution
Since one equation contains +y and one contains −y adding them will eliminate y.
2 x + y = 10
The rule Same
x−y = 2
Signs, Subtract
3x = 12
(and Opposite Signs,
Add) is useful here. ⇒ x=4
Substitute this value into one of the equations.
4−y=2
You would
⇒ y=2
generally choose
the simpler one, Check these values in the other equation.
in this case 2x + y = 8 + 2
x - y = 2. = 10
The solution to the simultaneous equations is x = 4, y = 2.
Sometimes you need to multiply one of the equations before you can
eliminate a variable, as in the example below.
Worked example
3 x + y = 13
x + 2 y = 11
Solution
Start by multiplying the first equation by 2 so that the coefficient of y is the
Subtract to same in both equations.
eliminate y
6 x + 2 y = 26
x + 2 y = 11
5x = 15
⇒x=3
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An alternative Substitute this into the second equation (since it is the simpler one).
starting point is 3 + 2 y = 11
to multiply the ⇒ 2y = 8
second equation ⇒y=4
by 3 so that the
coefficient of x is The solution is therefore x = 3, y = 4.
the same in both
equations. Try it Sometimes it is necessary to manipulate both of the original equations
and show that it in order to eliminate one of the variables easily, as in the following
gives the same example.
answer.
Worked example
3x + 2 y = 1
2 x + 3y = 4
Solution
Here you need to multiply each equation by a suitable number so that either
the coefficients of x or the coefficients of y are the same.
3x + 2 y = 1 ⇒ 9 x + 6 y = 3
3× the first equation
2 x + 3y = 4 ⇒ 4 x + 6 y = 8
2× the second 9x + 6y = 3
equation
4x + 6y = 8
Subtracting ⇒ 5 x = −5
⇒ x = −1
You could choose
Substitute x = −1 into the first of the two original equations.
either one.
−3 + 2 y = 1
Remember to
⇒ 2y = 4
check these values
⇒ y=2
in the second
of the original The solution is therefore x = −1, y = 2.
equations.
The substitution method

Worked example
Solve the following simultaneous equations by substitution:
3 x − y = −10
x=2−y
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Solving linear simultaneous equations
Solution
Substitute the expression for x from the second equation into the first.
3 ( 2 − y) − y = −10
⇒ 6 − 3 y − y = −10
Since it is the ⇒ 16 = 4 y
simpler one
⇒ y=4
Substitute y = 4 into the second equation.

It is a good idea
to check these x =2−4
values using the ⇒ x = −2
equation you did The solution is therefore x = −2, y = 4.
not substitute into.
Since each of these equations can be represented by a straight line, solving
them simultaneously gives the coordinates of their point of intersection.
y
15
14
13
3x − y = −10
12
11
x=2−y
10
9
8
7
6
5
(–2, 4) 4
3
2
1
–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1
–2
Sometimes simultaneous equations may arise in everyday problems as

in the following example.
Worked example
A taxi firm charges a fixed amount plus so much per kilometre. A journey of
three kilometres costs $4.60 and a journey of seven kilometres costs $9.40.
How much does a journey of six kilometres cost?
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Solution
Let $f be the fixed amount and $m be the cost per kilometre. Writing this
information as a pair of simultaneous equations:
f + 3m = 4.6
f + 7 m = 9.4
Subtracting the first equation from the second:
4 m = 4.8
⇒ m = 1.2
At this stage you Substituting into the first equation:
must remember f + 3 × 1.2 = 4.6
to answer the ⇒ f = 1.0
question as it is
set. A journey of six kilometres will cost 1.0 + 6(1.2) = $8.20.
Exercise 5.1 1 Solve the following pairs of simultaneous equations graphically:

a) y = x + 2 b) x + 2 y = 3
y = 2x − 3 2 x − y = −4
Use the substitution method to solve the simultaneous equations in
questions 2–5.
2 a) 2 x + y = 13 b) x + 2 y = 13
y = 2x + 1 x = 2y + 1
3 a) 3 x + 4 y = 2 b) 4 x + 3 y = 2
y = 4 x + 10 x = 4 y + 10
4 x − 3 y = −2
y = 3x − 2
5 x + 4 y = −13
x = 3y + 1
Use the elimination method to solve the simultaneous equations in
questions 6–9.
6 a) x + y = 4 b) x + 2 y = 4
x− y= 2 x − 2y = 2
7 a) 3 x + y = 9 b) 3 x + 2 y = 9
2x − y = 1 x − y = 0.5
8 2 x + 3 y = −4
4x + 2y = 0
9 5 x − 2 y = −23
3 x + y = −5
10 3 pencils and 4 rulers cost $5.20. 5 pencils and 2 rulers cost $4. Find the
cost of 6 pencils and a ruler.
11 At the cinema, 3 packets of popcorn and 2 packets of nuts cost $16 and
2 packets of popcorn and 1 packet of nuts cost $9. What is the cost of
one packet of each?
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Solving non-linear simultaneous equations
12 Two adults and one child paid $180 to go to the theatre and one adult and
three children paid $190. What is the cost for two adults and five children?
13 A shop is trying to reduce their stock of books by holding a sale. $20
will buy either 8 paperback and 4 hardback books or 4 paperbacks and
7 hardbacks. How much change would I get from $40 if I bought
10 paperbacks and 10 hardbacks?
Solving non-linear simultaneous

equations
The substitution method is particularly useful when one of the
equations represents a curve, as in the following example.
Worked example
a) Sketch the graphs of y = x 2 + 3 x + 2 and 2 x = y − 8 on the same axes.
b) Use the method of substitution to solve these equations simultaneously
Solution
a) y
15
y = x2 + 3x + 2
10
5
y = 2x + 8
–10 –5
0
5 10 x
Substituting –5
x 2 + 3x + 2 for y b) y = x 2 + 3 x + 2
in the second 2x = y − 8
equation 2 x = ( x 2 + 3x + 2) − 8
⇒ 0 = x2 + x − 6
⇒ ( x + 3)( x − 2 ) = 0
Collecting all the ⇒ x = −3 or x = 2
terms on one side
Take each of these values in turn, and substitute into the linear equation to
find the corresponding values of y.
When x = −3, −6 = y − 8 ⇒ y = 2.
This means that one possible solution is x = −3, y = 2.
When x = 2 , 4 = y − 8 ⇒ y = 12 .
This gives the other solution as x = 2, y = 12.
The full solution is therefore x = −3, y = 2 or x = 2, y = 12 .
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The original equations represent a curve and a line, so the two

Note solutions give the coordinates of their points of intersection as in the
1 It is equally graph above.
acceptable In the previous example, it would also have been possible to solve
to start by the two equations by simply drawing graph because the solution had
substituting integer values. However, this is often not the case so this method will
for x from not always give an accurate answer.
the second
equation Worked example
into the first. a) Use an algebraic method to find the points of intersection of the curve
This gives x 2 + y 2 = 5 and the line y = x + 1.
2 x + 8 = x 2 + 3x + 2
b) Given that the curve is the circle with centre the origin and radius 5,
and leads to the illustrate your answer on a graph.
same result.
2 Once you Solution
have found a) In this case you should use the substitution method.
values of one x 2 + ( x + 1) 2 = 5 Substituting from the
variable, you ⇒ x 2 + ( x 2 + 2 x + 1) = 5 linear equation into the
must substitute ⇒ 2x2 + 2x − 4 = 0 equation for the curve
into the linear ⇒ x2 + x − 2 = 0
equation. If you ⇒ ( x + 2 )( x − 1) = 0 Dividing by 2 to simplify
substitute into ⇒ x = −2 or x = 1
the non-linear Substituting each of
When x = −2, y = −2 + 1 = −1.
equation, you these values in turn into
could find other When x = 1, y = 1 + 1 = 2 . the linear equation
‘rogue’ values The points of intersection are therefore (−2, −1) and (1, 2).
appearing b) y
erroneously as y=x+1
4
solutions (but
3
not in this case).
2 (1, 2)
x2 + y2 = 5
1
–5 –4 –3 –2 –1 1 2 3 4 x
–1
(−2, −1) –2
–3
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Worked example
Solve this pair of simultaneous equations:
xy 2 − 5 = 0
xy = 4
Solution
As xy 2 can be written xyy, substituting xy = 4 into the first equation gives
Solve to find y 4y − 5 = 0
⇒ 4y = 5
5
⇒y= = 1.25
4
Substituting y = 1.25 into xy = 4 gives
1.25 x = 4
4
⇒x = = 3.2
1.25
So you get the solution x = 3.2, y = 1.25
Worked example
Solve this pair of simultaneous equations:
x 3y
+ =4
y x
y = 2x − 1
Solution
Substituting y = 2 x − 1 into the first equation gives
x 3 ( 2 x − 1)
+ =4
2x − 1 x
Write with x2 3 ( 2 x − 1)
2
a common ⇒ + =4
x ( 2 x − 1) x ( 2 x − 1)
denominator in
x 2 + 3 ( 2 x − 1)
2
order to combine ⇒ =4
as a single fraction x ( 2 x − 1)
⇒ x 2 + 3 ( 2 x − 1) = 4 x ( 2 x − 1)
2
⇒ x 2 + 3(4 x 2 − 4 x + 1) = 4 x ( 2 x − 1)
⇒ x 2 + 12 x 2 − 12 x + 3 = 8 x 2 − 4 x
⇒ 5x2 − 8 x + 3 = 0
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⇒ ( 5 x − 3) ( x − 1) = 0
⇒ 5 x − 3 = 0 or x − 1 = 0
⇒ x = 0.6 or x = 1
If x = 0.6 , y = 2 × 0.6 − 1 = 0.2
If x = 1, y = 2 × 1 − 1 = 1
So, the solution has two pairs of values. Either x = 0.6, y = 0.2 or x = 1, y = 1.
Exercise 5.2 1 Solve this pair of simultaneous equations algebraically:

x 2 + y 2 = 13
x=2
2 Solve this pair of simultaneous equations algebraically and sketch a
graph to illustrate your solution:
y = x2 − x + 8
y = 5x
3 Solve this pair of simultaneous equations:
xy = 4
y= x−3
y = 8 x 2 − 2 x − 10
4x + y = 5
xy 2 = 6
xy − 2 = 0
6 The diagram shows the circle x 2 + y 2 = 25 and the line x − 7 y + 25 = 0 .
Find the coordinates of A and B.
y
6
x − 7y + 25 = 0
5
B
4
A
3
2
1
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 x
–1
–2
–3
–4 x2 + y2 = 25
–5
–6
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7 The diagram shows a circular piece of card

of radius r cm, from which a smaller circle
of radius x cm has been removed. The area
of the remaining card is 209π cm 2 . The r x
circumferences of the two circles add up
to 38π . Write this information as a pair of
simultaneous equations and hence find the
values of r and x.
8 a) Solve this pair of simultaneous equations:
y = x2 + 1
y = 2x
b) Why is there only one solution? Illustrate this using a sketch.
9 a) Explain what happens when you try to solve this pair of
simultaneous equations:
y = 2 x 2 − 3x + 4
y= x−1
b) Illustrate your explanation with a sketch graph.
x 2y
+ =3
y x
y = 2x − 3
1 The line y = 2x + 10 intersects the curve 2x 2 + 3xy - 5y + y 2 = 218 at
the points A and B.
Find the equation of the perpendicular bisector of AB.[9]
2 The curve y = xy + x2 - 4 intersects the line y = 3x - 1 at the points A

and B. Find the equation of the perpendicular bisector of the line AB.
[8]
3 Find the set of values of k for which the line y = 3x - k does not
meet the curve y = kx 2 + 11x - 6. [6]
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H solve simultaneous equations in two unknowns by elimination or
substitution.
Key points
Simultaneous equations may be solved using these methods.
✔ Graphically: This method may be used for any two simultaneous
equations. The advantage is that it is generally easy to draw
graphs, although it can be time-consuming. The disadvantage is
that it may not give an answer to the level of accuracy required.
✔ Elimination: This is the most useful method when solving two
linear simultaneous equations.
✔ Substitution: This method is best for one linear and one non-
linear equation. You start by isolating one variable in the linear
equation and then substituting it into the non-linear equation.
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6 Logarithmic and
exponential functions
To forget one’s ancestors is to be a brook without a source, a tree
without a root.
Chinese proverb
Discussion point
You have two parents and each of them has (or had) two parents so you
have four grandparents. Going back you had 23 = 8 great grandparents,
24 = 16 great great grandparents and so on going backwards in time.
Assuming that there is one generation every 30 years, and that all your
ancestors were different people, estimate how many ancestors you had
living in the year 1700. What about the year 1000?
The graph below shows an estimate of the world population over the
last 1000 years. Explain why your answers are not realistic. What
assumption has caused the problem?
World Population
10.0
9.0
8.0
Population (billions)
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
1050 1150 1250 1350 1450 1550 1650 1750 1850 1950 2050
Year
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6 Logarithmic and exponential functions
Recent DNA analysis shows that almost everyone in Europe is

descended from just seven women. Arriving at different times during
the last 45 000 years, they survived wolves, bears and ice ages to form
different clans that eventually became today’s population. Another 26
maternal lineages have been uncovered on other continents.
Researching family history is a popular hobby and there are many
internet sites devoted to helping people find out details of their
ancestry. Most of us only know about parents, grandparents, and
possibly great-grandparents, but it is possible to go back much further.
Worked example
Assuming that a new generation occurs, on average, every 30 years,
how many direct ancestors will be on your family tree if you go back 120
years? What about if you were able to go back 300 years?
Solution
30 years ago, you would have information about your two parents.
Each of these would have had two parents, so going back a further 30 years
there are also four grandparents, another 30 years gives eight great-
grandparents and so on.
If you tabulate these results, you can see a sequence starting to form.
Number of years Number of people This is a geometric

30 2 sequence of numbers.
60 4 = 22
You will meet these
90 8 = 23
sequences in Chapter 12.
120 16 = 2 4
For each period of 30 years, the number of direct ancestors is double the
number in the previous generation. After 120 years, the total number of
ancestors is 2 + 4 + 8 + 16 = 30.
300 years ago is ten periods of 30 years, so following the pattern, there are
210 = 1024 direct ancestors in this generation.
In practice, family trees are much more complicated, since most

families have more than one child. It gets increasingly difficult the
further back in time you research.
Discussion point
How many years would you expect to need to go back to find over
1 billion direct ancestors?
What date would that be?
Look at the graph on the previous page and say why this is not a
reasonable answer.
Where has the argument gone wrong?
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Logarithms
You may have answered the discussion point by continuing the pattern
in the table on the previous page. Or you may have looked for the
smallest value of n for which 2 n is greater than 1 billion. You can find
this by trial and error but, as you will see, it is quicker to use logarithms
to solve equations and inequalities like this.
Logarithms
Logarithm is another word for index or power.
For example, if you want to find the value of x such that 2x = 8, you
can do this by checking powers of 2. However, if you have 2 x = 12, for
example, it is not as straightforward and you would probably need to
resort to trial and improvement.
The equation 23 = 8 can also be written as log 2 8 = 3. The number 2 is
referred to as the base of the logarithm.
Read this as
Similarly, 2 x = 12 can be written as log 2 12 = x. ‘log to base 2
In general, of 8 equals 3’.
a x = y ⇔ x = log a y.
Most calculators have three buttons for logarithms.

» log which uses 10 as the base.
» ln which has as its base the number 2.718…, denoted by the letter e,
which you will meet later in the chapter.
» log which allows you to choose your own base.
Worked example
Find the logarithm to base 2 of each of these numbers. Do not use a calculator.
a) 32 b) 1 c) 1 d) √ 2
4
Solution
This is equivalent to being asked to find the power when the number is written
as a power of 2.
a) 32 = 25, so log 2 32 = 5
b) 1 = 2 -2 , so log 2 1 = −2
4 4
c) 1 = 2 0, so log 2 1 = 0
logn 1 = 0 for all
1 positive values of n.
d) 2 = 2 2 , so log 2 2 = 12
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Graphs of logarithms
The graph of y = log a x has the same general shape for all values of the
base a where a > 1.
y
y = loga x
1 a x
The graph has the following properties:

» The curve only exists for positive values of x.
» The gradient of the graph is always positive. As the value of x
increases, the gradient of the curve decreases.
» It crosses the x-axis at (1, 0).
» The line x = 0 is an asymptote, i.e. the curve approaches it ever more
closely but never actually touches or crosses it.
» The graph passes through the point (a, 1).
» loga x is negative for 0 < x < 1.
Graphs of other logarithmic functions are obtained from this basic
graph by applying one or more transformations – translations, stretches
or reflections – as shown in the following examples.
Note
● A translation moves the graph – horizontally, vertically or in both
directions – to a different position. It does not change in shape.
When a > 0:
m replacing x by (x − a) moves the graph a units to the right (the
positive direction)
m replacing x by (x + a) moves the graph a units to the left
(the negative direction)
m replacing y by (y − a) moves the graph a units upwards
(the positive direction)
m replacing y by (y + a) moves the graph a units downwards (the
negative direction).
● A reflection gives a mirror image. In this book only reflections
in the coordinate axes are considered.
m Replacing x by (−x) reflects the graph in the y-axis.
m Replacing y by (−y) reflects the graph in the x-axis.
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Logarithms
Worked example
Sketch each pair of graphs and describe the transformation shown. In each
pair, join (2, log 2) and (3, log 3) to their images.
a) y = log x and y = log ( x − 3)
b) y = log x and y = log ( x + 2 )
c) y = log x and y = − log x
d) y = log x and y = log ( − x )
Solution
a) The graph of y = log ( x − 3) is a translation of the graph of y = log x 3 units
to the right.
y
(3, log 3)
(2, log 2) (6, log 3)
(5, log 2)
1 3 4 x
y = log x y = log(x − 3)
b) The graph of y = log ( x + 2 ) is a translation of the graph of y = log x

2 units to the left.
y
(1, log 3)
(0, log 2) (3, log 3)
(2, log 2)
–2 –1 1 x
y = log(x + 2) y = log x
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c) The graph of y = − log x (which is the same as − y = log x) is a reflection of

the graph of y = log x in the x-axis.
y = log x
(2, log 2) (3, log 3)
1 x
(2, –log 2) (3, –log 3)
y = –log x
d) The graph of y = log ( − x ) is a reflection of the graph of y = log x in the

y-axis.
y
y = log(−x) y = log x
(−3, log 3) (3, log 3)

(−2, log 2) (2, log 2)
−1 1 x
Worked example
You are given the curve of y = log x and told that log 3 = 0.48 (2 d.p.).
a) Sketch the graph of y = log 3 + log x.
b) What is the relationship between the graphs of y = log x and y = log 3 + log x?
c) Sketch the graphs of y = log x and y = log 3x on the same axes.
d) What do you notice?
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Logarithms
Solution
a) y
log x
y = log 3 +
y = log x
1 x
b) The graph of y = log 3 + log x is a translation of the graph of y = log x

upwards by a distance of log 3.
c) y
y = log 3x
y = log x
You can use graphing
software to show
that the graph of 1 x
y = log 3x is the same
as the graph of
y = log 3 + log x.
This confirms
one of the ‘laws
of logarithms’
introduced below.
d) The graph of y = log 3x looks the same as the graph of y = log 3 + log x.
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If a logarithmic Laws of logarithms

expression is true for There are a number of rules for manipulating logarithms. They are
any base, the base is derived from the rules for manipulating indices. These laws are true for
often omitted. all logarithms to any positive base.
Operation Law for indices Law for logarithms

x+ y
Multiplication a ×a =a
x y
log a xy = log a x + log a y
Division a ÷a =a
x y x− y
log a x = log a x − log a y
y
Powers (a ) x n
=a nx
log a x n = n log a x
1 x
Roots (a x ) n = a n log a n x = 1 log a x
n
Logarithm of 1 a =10
log a 1 = 0
log a 1 = log a 1 − log a x = − log a x

1
Reciprocals = a−x
ax x
Log to its own base a1 = a log a a = 1
You can use these laws, together with the earlier work on translations,
to help you sketch the graphs of a range of logarithmic expressions by
breaking them down into small steps as shown below.
Worked example
Write 2 + 3 log 2 - log 4 as a single base 10 logarithm.
Solution
2 + 3 log 2 − log 4
loga a = 1 so
= 2 log 10 + 3 log 2 − log 4
log 10 = 1
using nlogax
= log 10 2 + log 2 3 − log 4
= loga x n
combine using = log 100 + log 8 − log 4
loga x + loga y = log (100 × 8 ) − log 4

= loga xy = log 800 − log 4
combine using
800
= log
4 loga x − loga y
= log 200 = loga x
y
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Logarithms
Worked example
Sketch the graph of y = 3log ( x − 2 ).
Solution
Transforming the graph of the curve y = log x into y = 3log ( x − 2 ) involves two
stages. Translating the graph of y = log x two units to the right gives the graph
of y = log ( x − 2 ).
y
1 3 x
y = log x y = log (x − 2)
y = 3log(x − 2)
Multiplying log(x − 2) by 3 y
stretches the new graph in the y
direction by a scale factor of 3.
y = log(x − 2)
3 x
Logarithms to different bases

All the graphs you have met so far in the chapter could have been
drawn to any base a greater than 1.
» When a logarithm is to the base 10 it can be written either as log10
or as lg. So, for example lg7 means log10 7.
» Base e is the other common base for logarithms.
The graphs of logarithms with a base number that is not 10 are very
similar to the graphs of logarithms with base 10.
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Notice that y
when you use a
different base for
the logarithm, the
graph has a similar y = ln x
shape and still
y = log x
passes through the
point (1, 0).
1 x
Change of base of logarithms

It is sometimes useful to change the base of a logarithm.
x = log a b ⇔ a x = b Some calculators
can manipulate
⇔ log c a x = log c b
logarithms to
⇔ x log c a = log c b any positive base.
log c b Check whether
⇔x=
log c a yours is one of
them.
Worked example
Write log8 12 as a logarithm to base 2.
Solution
logcb log 8 12 =
log 2 12 1
= log 2 12 log2 8 = 3 as
x = logab ⇔ x = log 2 8 3
logca 23 = 8
Worked example
1
Write as a natural logarithm.
log 4 e
Solution
log e e 1
log 4 e = =
log e 4 ln 4
logcb
x = logab ⇔ x =
Hence logca
1 1
= = ln 4
log 4 e 1
ln 4
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Logarithms
Using logarithms to solve equations

Logarithms can be used to solve equations involving powers, to any level of
accuracy.
This question does

not ask for any
Worked example
particular base. In Solve the equation 3x = 2000.
this case base 10 is Solution
used but you could
Taking logarithms to the base 10 of both sides:
alternatively have
used base e. These lg 3 x = lg 2000 ⇒ x lg 3 = lg 2000
are the two bases ⇒x=
lg 2000
= 6.92 (3 s.f.)
for logarithms lg 3
on nearly all
calculators. Logarithms can also be used to solve more complex equations.
Worked example
Solve the equation 4e3x = 950.
Solution When there is a

4e3x = 950 term of the form
⇒ e3x = 237.5 ex, it is easier to
Taking the
use logarithms to
logarithms to base ⇒ 3x = ln 237.5
base e, i.e. the ln
e of both sides ⇒ 3x = 5.470 167 … button on your
⇒ x = 1.82 (3 s.f.) calculator.
Worked example
Solve the equation 5 2 x − 5 x − 20 = 0
Solution
5 2 x − 5 x − 20 = 0
⇒ (5 x ) 2 − 5 x − 20 = 0
Substituting 5 x = u
⇒ u 2 − u − 20 = 0
Factorise ⇒ (u + 4 ) (u − 5) = 0
⇒ u = −4 or u = 5
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Remember, the Since 5 x = u

graph of ⇒ 5 x = −4 or 5 x = 5
y = loga x only
exists for positive 5 x = −4 ⇒ x = log 5 − 4 which is not a valid solution.
values of x. The 5 x = 5 ⇒ x = log 5 5 = 1 a x = y ⇔ x = loga y
logarithm of a
negative number is
undefined.
Discussion point
It is always a good idea to check that your solution is correct.
For the example above, verify that the solution x = 1 satisfies the
original equation 5 2 x − 5 x − 20 = 0.
Worked example
Use logarithms to solve the equation 3 5 − x = 2 5 + x . Give your answer correct
to 3 s.f.
Solution
No base is mentioned, so you can use logarithms to any base. Using base 10:
3 5− x = 2 5+ x
⇒ lg 3 5− x = lg 2 5+ x
⇒ ( 5 − x ) lg 3 = ( 5 + x ) lg 2
⇒ 5 lg 3 − x lg 3 = 5 lg 2 + x lg 2
⇒ 5 lg 3 − 5 lg 2 = x lg 2 + x lg 3
⇒ 5 ( lg 3 − lg 2 ) = x ( lg 2 + lg 3)
5 ( lg 3 − lg 2 )
⇒ x=
( lg 2 + lg 3)
⇒ x = 1.13
Note that any base will yield the same answer. Using base 2:
35− x = 2 5+ x
⇒ log 2 3 5 − x = log 2 2 5 + x
Remember,
⇒ ( 5 − x ) log 2 3 = ( 5 + x ) log 2 2
log2 2 = 1.
⇒ 5 log 2 3 − x log 2 3 = 5 + x
⇒ 5 log 2 3 − 5 = x + x log 2 3
⇒ 5 ( log 2 3 − 1) = x (1 + log 2 3)
5(log 2 3 − 1)
⇒ x=
1 + log 2 3
⇒ x = 1.13 (3 s.f.)
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Logarithms
Discussion point
Did you find one of these methods easier than the other?
If so, which one?
Using logarithms to solve inequalities

Logarithms are also useful to solve inequalities occurring, for example,
in problems involving interest or depreciation.
When an inequality involves logs, it is often better to solve it as an
equation first and then address the inequality. If you choose to solve
it as an inequality, you may need to divide by a negative quantity and
will therefore need to reverse the direction of the inequality sign. Both
methods are shown in the example below.
Worked example
A second-hand car is bought for $20 0 00 and is expected to depreciate at a
rate of 15% each year. After how many years will it first be worth less than
$10 000?
Solution
The rate of depreciation is 15% so after one year the car will be worth 85% of
the initial cost.
At the end of the second year, it will be worth 85% of its value at the end of
Year 1, so (0.85)2 × $2 0 000.
Continuing in this way, its value after n years will be (0.85)n × $20 0 00.
Method 1: Solving as an equation

Solving the equation ( 0.85 ) n × 20 000 = 10 000
⇒ ( 0.85 ) n = 0.5
⇒ lg 0.85 n = lg 0.5
⇒ n lg 0.85 = lg 0.5
lg 0.5
⇒ n=
lg 0.85
⇒ n = 4.265…
The car will be worth $10 0 00 after 4.265 years, so it is 5 years before it is first
worth less than $10 0 00.
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Remember Method 2: Solving as an inequality

Solving the inequality ( 0.85) n × 20 000 < 10 000
that lg 0.85 is
negative and ⇒ ( 0.85 ) n < 0.5
when you divide
⇒ lg 0.85 n < lg 0.5
an inequality by a
negative number, ⇒ n lg 0.85 < lg 0.5
you must change lg 0.5
the direction of ⇒ n>
lg 0.85
the inequality. ⇒ n > 4.265…
The car will be worth less than $10 0 00 after 5 years.
Exercise 6.1 In some of the following questions you are instructed not to use your
calculator for the working, but you may use it to check your answers.
1 By first writing each of the following equations using powers, find the
value of y without using a calculator:
1
a) y = log 2 8 b) y = log 3 1 c) y = log 5 25 d) y = log 2
4
2 3 = 9 can be written using logarithms as log3 9 = 2. Using your
2
knowledge of indices, find the value of each of the following without

using a calculator:
a) log 2 16 b) log 3 81 c) log 5 125 d) log 4 1
64
Remember that lg 3 Find the following without using a calculator:
means log10. a) lg100 b) lg(one million)
1
c) lg 1000 d) lg(0.000 001)
4 Using the rules for manipulating logarithms, rewrite each of the
following as a single logarithm. For example, log 6 + log 2 = log(6 × 2)
= log 12.
a) log 3 + log 5 b) 3log 4
c) log12 − log 3 d) 1 log 25
2
e) 2 log 3 + 3log 2 f) 4 log 3 − 3log 4
g) 1 log 4 + 4 log 1
2 2
5 Write each of the following as a single base 10 logarithm:
a) lg 3 + 2 lg 6 b) 2 lg 9 − 3lg 3 c) 3 + 2lg6 − lg 8
6 Write each of the following as a logarithm to the given base:
a) log 4 25 to base 2 b) log 3 10 to base 9 c) ln 1000 to base 10
7 Write each of the following as a single natural logarithm:
a) 1 2 1 3
b) c) +
log 6 e log 7 e log 3 e log 4 e
8 Express each of the following in terms of log x:
a) log x 5 − log x 2 b) log x 3 + 3log x c) 5log x − 3log 3 x
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Logarithms
9 This cube has a volume of 800 cm 3.
a) Use logarithms to calculate the side length correct to the nearest

millimetre.
b) What is the surface area of the cube?
10 Starting with the graph of y = ln x, list the transformations required, in
order when more than one is needed, to sketch each of the graphs. Use
the transformations you have listed to sketch each graph.
a) y = 3ln x b) y = ln ( x + 3) c) y = 3ln 2 x
d) y = 3ln x + 2 e) y = − 3ln ( x + 1 ) f) y = ln ( 2 x + 4 )
11 Match each equation from i to vi with the correct graph a to f.
i) y = log ( x + 1) ii) y = log ( x − 1) iii) y = − ln x
iv) y = 3ln x v) y = log ( 2 − x ) vi) y = ln ( x + 2 )
a) y b) y
6
2
5
1 4
x 2
−1 1 2 3 4
1
−1
−2 −1 1 2 e3 4 5 6 x
−1
−2
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Exercise 6.1 (cont)

c) y d) y
3 3
2 2
1
1
−3 −2 −1 1 2 3 4 x
−2 −1 1 2 3 4 x
−1
−1
e) y f) y
3
2
1
1
−2 −1 1 2 3 4 5 6 x
−1
−2 −1 1 2 3 4 x
−2
−1
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Exponential functions
12 Solve the following equations for x, given that ln a = 3:

a) a 2 x = e 3
b) a 3 x = e 2
c) a 2 x − 3a x + 2 = 0
13 Before photocopiers were commonplace, school examination papers
were duplicated using a process where each copy produced was only
c% as clear as the previous copy. The copy was not acceptable if the
writing was less than 50% as clear as the original. What is the value
of c if the machine could produce only 100 acceptable copies from the
original?
14 Use logarithms to solve the equation 5 2 x − 1 = 4 x + 3 . Give the value of x
correct to 3 s.f.
15 a) $20 000 is invested in an account that pays interest at 2.4% per
annum. The interest is added at the end of each year. After how
many years will the value of the account first be greater than
$25 000?
b) What percentage interest should be added each month if interest is
to be accrued monthly?
c) How long would the account take to reach $25 000 if the interest
was added:
i) every month
ii) every day?
16 Where possible, solve each of the following equations:
a) 8 2 x + 8 x − 6 = 0 b) 10 2 x + 6 × 10 x + 9 = 0
c) (lg x) − 7 lg x + 12 = 0
2 d) (lg x) 2 + 2 lg x − 8 = 0
The expression y = loga x can be written as x = ay. Therefore, the graphs
of these two expressions are identical.
For any point, interchanging the x- and y-coordinates has the effect of
reflecting the original point in the line y = x, as shown below.
y
y=x
(3, 5)
(1, 2) (5, 3)
(2, 1)
x
Interchanging x and y for the graph y = log a x (shown in red) gives the
curve x = log a y (shown in blue).
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y x = loga y
y=x
1 y = loga x
1 x
When rewritten with y as the subject of the equation, x = log a y

becomes y = ax.
The function y = ax is called an exponential function and is the inverse
of the logarithm function.
The most commonly used exponential function, known as the
exponential function, is ex, where e is the base of the logarithmic
function ln x and is approximately equal to 2.718. You can manipulate
exponential functions using the same rules as any other functions
involving powers.
» e a +b = e a × e b
» e a −b = e a ÷ e b
Graphs of e x and associated exponential

functions
The graph of y = ex has a similar shape to the graph of y = ax for
positive value of a. The difference lies in the steepness of the curve.
y = 4x
y = ex
y = 2x
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As the base number increases (i.e. 2, e and 4 in the equations above),

the curve becomes steeper for positive values of x. All the y-values are
positive and all the curves pass through and ‘cross over’ at the point (0, 1).
For positive integer values of n, curves of the form y = enx are all related
as shown below. Notice again, that the graphs all pass through the point
(0, 1) and, as the value of n increases, the curves become steeper.
y
y = e3x
y = e2x
y = ex
1
The graph of y = e -x is a reflection in the y-axis of the graph of y = ex.

The graphs of y = enx and y = e -nx are related in a similar way for any
integer value of n.
y
y = e−2x y = e2x
The family of curves y = kex, where k is a positive integer, is a set of

different transformations of the curve y = ex. These represent stretches
of the curve y = ex in the y-direction.
y = 6 ex
y = 3ex
y = ex
6
Notice that the
curve y = kex 3
crosses the y-axis
1
at (0, k).
x
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Similarly, for a fixed value of n, graphs of the family y = kenx are

represented by stretches of the graph y = enx by scale factor k in the
y-direction.
One additional transformation gives graphs of the form y = kenx + a.
Worked example
Sketch the graph of y = 3e 2 x + 1. y y = ex
Solution
Start with y = ex.
Transform to y = e2x = (ex)2 . y y = e2x

The y values are squared,
giving smaller values for
x < 0 (where y < 1) and larger
values for x > 0.
x
Stretch in the y-direction with y y = 3e2x
a scale factor of 3 to give the
graph of y = 3e2x.
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Translate 1 unit upwards to y y = 3e2x + 1

give y = 3e2x + 1.
Worked example
Solve the equation 2e x = 5 + 3e − x .
Solution
2e x = 5 + 3e − x
Multiply through ⇒ 2(e x ) 2 = 5e x + 3e − x e x
by ex
2e2 x = 5ex + 3
Rearrange to form 2e2 x − 5ex − 3 = 0
a quadratic which
equals 0 Substituting e x = u
⇒ 2u 2 − 5u − 3 = 0
Factorise ⇒ ( 2u + 1) ( u − 3) = 0
⇒ 2u + 1 = 0 or u − 3 = 0
Remember, the
1
graph of ⇒ u = − or u = 3
2
y = loga x only Since e x = u
exists for positive
1
values of x. The ⇒ ex = −
2 or
ex = 3
logarithm of a
negative number
1
e x = − ⇒ x = ln −
2
1
2 ( )
which is not a valid solution.
is undefined. e = 3 ⇒ x = ln 3 = 1.099 (3 d.p.)
x
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Worked example
Solve the equation 3(ln 4 x) 2 + 5(ln 4 x) − 2 = 0.
Solution
Substituting ln 4 x = u gives
3u 2 + 5u − 2 = 0
⇒ ( 3u − 1) ( u + 2 ) = 0
⇒ 3u − 1 = 0 or u + 2 = 0
1
⇒ u = or u = −2
3
Since ln 4 x = u
1
⇒ ln 4 x = or ln 4 x = −2
3
1
1
1 e3
ln 4 x = ⇒ 4 x = e 3 ⇒ x = = 0.349 (3 d.p.)
3 4
−2
e
ln 4 x = −2 ⇒ 4 x = e −2 ⇒ x = = 0.034 (3 d.p.)
4
Exponential growth and decay

The word ‘exponential’ is often used to refer to things that increase or
decrease at a very rapid rate.
y = ex is called
the exponential Any function of the form y = ax is referred to as an exponential
function. function. When x > 0, the function y = ax is referred to as exponential
growth; when x < 0 it is exponential decay.
Worked example
During the growth of an organism, a cell divides into two approximately every
6 hours. Assuming that the process starts with a single cell, and none of the
cells die, how many cells will there be after 1 week?
Solution
It is possible to work this out without any special formulae:
2 cells after 6 hours
4 cells after 12 hours
8 cells after 18 hours…
However as the numbers get larger, the working becomes more tedious.
Notice the pattern here using 6 hours as 1 time unit.
21 cells after 1 time unit
22 cells after 2 time units
23 cells after 3 time units…
1 day of 24 hours is 4 time units, so 1 week of 7 days is 28 time units. So after
1 week there will be 228 = 268 435 456 cells.
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Worked example
A brand of ‘invisible’ ink fades rapidly once it is applied to paper. After each
minute the intensity is reduced by one quarter. It becomes unreadable to the
naked eye when the intensity falls below 5% of the original value.
a) What is the intensity, as a percentage of the original value, after 3 minutes?
b) After how many minutes does it become unreadable to the naked eye?
Give your answer to the nearest whole number.
Solution
a) After 1 minute it is 3 of the original value.
4
() ()
2
3
After 2 minutes it is 3 3 = of the original value.
4 4 4
()=
3
After 3 minutes it is 3 27 or approximately 42% of the original value.
4 64
It would be very b) Using the pattern developed above:
(4)
t
tedious to continue After t minutes it is approximately 3 of the original value.
the method in
( 43 ) < 1005
t
used above until The situation is represented by: 5
5% = 100
the ink becomes
Using logarithms to solve the inequality as an equation:
unreadable.
() () ( )
t
lg 3 = lg 5 ⇒ t lg 3 = lg 5
4 100 4 100
⇒ t lg 0.75 = lg 0.05
lg 0.05
⇒ t=
lg 0.75
⇒ t = 10.4
Since the question asks for the time as a whole number of minutes, and the
time is increasing, the answer is 11 minutes.
Exercise 6.2 It is a good idea to check the graphs you draw in questions 1–4 using any
available graphing software.
1 For each set of graphs:
i) Sketch the graphs on the same axes.
ii) Give the coordinates of any points of intersection with the axes.
a) y = e x, y = e x + 1 and y = e x + 1
b) y = e x , y = 2e x and y = e 2 x
c) y = e x , y = e x − 3 and y = e x − 3
2 Sketch the graphs of y = e 3 x and y = e 3 x − 2 .
3 Sketch the graphs of y = e 2 x , y = 3e 2 x and y = 3e 2 x − 1.
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Exercise 6.2 (cont) 4 Sketch each curve and give the coordinates of any points where it cuts
the y-axis.
a) y = 2 + e x b) y = 2 − e x
c) y = 2 + e − x d) y = 2 − e − x
5 Solve the following equations:
a) 5e 0.3t = 65 b) 13e 0.5t = 65
c) e t + 2 = 10 d) e t − 2 = 10
6 The value, $V, of an investment after t years is given by the formula
V = Ae 0.03t , where $A is the initial investment.
a) How much, to the nearest dollar, will an investment of $4000 be
worth after 3 years?
b) To the nearest year, how long will I need to keep an investment for
it to double in value?
7 The path of a projectile launched from an aircraft is given by the
equation h = 5000 − e 0.2 t , where h is the height in metres and t is the time
in seconds.
a) From what height was the projectile launched?
The projectile is aimed at a target at ground level.
b) How long does it take to reach the target?
8 Match each equation from i to vi to the correct graph a to f.
i) y = e 2 x ii) y = e x + 2 iii) y = 2 − e x
−x −x
iv) y = 2 − e v) y = 3e − 5 vi) y = e −2 x − 1
a) y b) y
6 5
4
5
3
4
2
3
1
2
−2 −1 1 2 3 4 5 x
1 −1
−2
−3 −2 −1 1 2 x
−1
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c) y d) y
5 5
4
4
3
3
2
2
1
1
−3 −2 −1 1 2 3 4 x
−1 −2 −1 1 2 3 4 x
−1
−2
−2
e) y f)
3
y
5
2
4
1
3
−2 −1 1 2 3 4 5 x
2
−1
1
−2
−3 −3 −2 −1 1 2 3 4 x
−1
−4
−2
−5
−6
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Exercise 6.2 (cont) 9 A radioactive substance of mass 100 g is decaying such that after t days
the amount remaining, M, is given by the equation M = 100e −0.002 t .
a) Sketch the graph of M against t.
b) What is the half-life of the substance (i.e. the time taken to decay to
half the initial mass)?
10 When David started his first job, he earned $15 per hour and was
promised an annual increment (compounded) of 3.5%.
a) What is his hourly rate in his 5th year?
After 5 years he was promoted. His hourly wage increased to $26 per
hour, with the same compounded annual increment.
b) For how many more years will he need to work before his hourly
rate reaches $30 per hour?
11 a) Solve the equation e 2 x + e x − 12 = 0.
b) Hence solve the equation e 4 x + e 2 x − 12 = 0.
2x x
12 a) Solve 2(3 ) − 5(3 ) + 2 = 0
x x +1
b) Solve e e = 10
2x x
c) Solve 2 − 5(2 ) + 4 = 0
d) Solve 2e − 13e x + 15 = 0.
2 x
e) Solve 3e x = 11 − 10e − x.
f) Solve 2(ln 3 x) 2 − 3(ln 3 x) − 14 = 0.
1 Given that loga pq = 9 and loga p2 q = 15, find the value of
(i) loga p and loga q,[4]
(ii) log p a + logq a.[2]
2 Solve the simultaneous equations

log3 a = 2 log3 b,
log3 (2a - b) = 1. [5]
3 The number of bacteria B in a culture, t days after the first

observation, is given by
B = 500 + 400e0.2t
(i) Find the initial number present. [1]
(ii) Find the number present after 10 days. [1]
(iv) Find the value of t when B = 10 000. [3]
Paper 22 Q5 i, ii & iv, November 2014
Paper 22 Q5 i, ii & iv, November 2014
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H know and use simple properties and graphs of the logarithmic
and exponential functions, including ln x and ex
H know and use the laws of logarithms, including change of base of
logarithms
H solve equations of the form a x = b.
Key points
✔ Logarithm is another word for index or power.
✔ The laws for logarithms are valid for all bases greater than 0 and
are related to those for indices.
Operation Law for indices Law for logarithms
Multiplication a ×a =a
x y x+ y log a xy = log a x + log a y
Division a x ÷ a y = a x− y log a x = log a x − log a y

y
Powers (a ) x n
=a nx log a x n = n log a x
log a n x = 1 log a x
1 x
Roots (a x ) n = a n n
Logarithm of 1 a0 = 1 log a 1 = 0
1
Reciprocals = a−x log a 1 = log a 1 − log a x = − log a x
ax x
Log to its own base a =a
1 log a a = 1
✔ The graph of y = log x:
is only defined for x > 0
has the y-axis as an asymptote
has a positive gradient
passes through (0, 1) for all bases.
✔ Notation.
The logarithm of x to the base a is written logax.
The logarithm of x to the base 10 is written lg x or log x.
The logarithm of x to the base e is written ln x.
✔ An exponential function is of the form y = a x.
✔ The exponential function is the inverse of the log function.
y = loga x ⇔ ay = x
✔ For a > 0, the graph of y = a x:
has the x-axis as an asymptote
has a positive gradient
passes through (0, 1).
✔ For a > 0, the graph of y = a -x:
has the x-axis as an asymptote
has a negative gradient
passes through (0, 1).
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REVIEW EXERCISE 2
Review exercise 2
Ch 1, 4 1 a Solve the equation 5 − 2 x = 12 . [3]
b Solve the inequality x − 3 ≤ 2 x . [4]
Ch 1, 2, 4 2 a On a grid like the one below, sketch the graph of y = 2 x 2 + x − 10 , stating the
coordinates of any points where the curve meets the coordinate axes. [4]
y
−3 −2 −1 0 1 2 3 x
b How many values of x satisfy the equation 2 x 2 + x − 10 = 3 x ? [2]

Ch 2, 4 3 Solve the inequality 3 x 2 + x − 3 ≤ ( x − 2 ) 2 . [3]
Ch 2, 3, 4
4 It is given that the polynomial p ( x ) = x 3 − x 2 − 4 x + 4 has a factor of x − 2 .
a Write p ( x ) as a product of its linear factors. [3]
b i On axes like the ones below, sketch the graph of y = p( x ).
ii State the coordinates of any points where the curve meets the coordinate axes. [3]
c Solve the inequality x 3 + 4 ≥ x 2 + 4 x. [2]
y
−3 −2 −1 0 1 2 3 4 x
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Review exercise 2
Ch 2, 5 5 Solve the equations

y − x = 4,
x 2 + y 2 − 8 x − 4 y − 16 = 0. [5]
Paper 11 Q1, May/June 2018
Ch 2, 4, 5 6 Find the set of values of k for which the line y = 2 x + k intersects the curve
y = kx 2 − 2 x + 5 at two distinct points. [6]
Ch 2, 5, 6 7 Solve the simultaneous equations
log 6 x = 2 log 6 y
log 6 ( 5 y − x ) = 1 [5]
Ch 6 8 The value, V dollars, of a car aged t years is given by V = 12 000e −0.2 t .
i Write down the value of the car when it was new. [1]
ii Find the time it takes for the value to decrease to 2 of the value when it was new. [2]
3
Ch 1, 6 9 On separate grids, like the one below, sketch the graphs of the following.
State the equations of any asymptotes and the coordinates of any point where the curves
meet the coordinate axes.
a y = ln ( x − 1) [3]
b y = ln ( x − 1) [1]
y
0 x
Ch 6 10 Solve the equation 10 3 x − 2 = 8 , giving your answer correct to 2 decimal places. [3]
log 5 a + log 5 b
11 Write as a single logarithm to base 5. [2]
(log 5 c)(log c 5)
Total marks [52]
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7 Straight line graphs
We will always have STEM with us. Some things will drop out of the
public eye and will go away, but there will always be science, engineering,
and technology. And there will always, always be mathematics.
Katherine Johnson (1918–2020)
Discussion point
If you do a bungee jump, you will want to be certain that the rope won’t
stretch too far.
In an experiment a rope is tested by hanging different loads on it and
measuring its length. The measurements are plotted on this graph.
y
40
30
Length (m)
20
10
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 x

Load (kg)
You will have met straight line graphs frequently in abstract

algebraic problems, but they can also be used to find information in
a practical situation such as this.
What does the graph tell you about the rope?
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The straight line y = mx + c
When a load of 200 g is attached to a spring, its stretched length is 40 cm.

With a load of 300 g, its length is 50 cm. Assuming that the extension is
proportional to the load, draw a graph to show the relationship between
the load and the length of the spring and use it to find the natural length
of the spring.
Since the load is the variable that can be directly controlled, it is plotted
on the horizontal axis and the length of the spring on the vertical axis.
Plotting the points (200, 40) and (300, 50) and joining them with a
straight line gives the graph below.
y The information
70 that the extension
The graph shows 60 is proportional to
that the natural 50 the load tells you
Length (cm)
(200, 40)
length of the 40
(300, 50)
that the graph of
spring, i.e. the 30
the relationship will
length when be a straight line.
20
there is no load
10
attached, is 20 cm.
50 100 150 200 250 300 350 400 450 500 x
Load (g)

When the equation of a straight line is written in the form y = mx + c, m
represents the gradient of the line and the line crosses the y-axis at (0, c).
You can use this to find the equation of a straight line given the graph.
Worked example
Find the equation of this straight line.
y
5
4
3
2
1
–4 –3 –2 –1 1 2 3 4 5 6 7 x
–1
–2
–3
–4
–5
–6
–7
–8
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Solution
The gradient of The line crosses the y-axis at ( 0, −4 ) so c = −4 .
the line joining the To find the gradient of the line, choose two points on the line and call them
points (x1, y1) and ( x1 , y1 ) and ( x2, y2 ). The points of intersection with the axes, ( 0, −4 ) and
(x2, y2) is given by (2, 0), are obvious choices.
y −y
Gradient = x2 − x1 Using the gradient formula:
Gradient (m) = 0 − ( −4 ) = 2
2 1
2−0
So the equation of the line is y = 2 x − 4.
Worked example
Find the equation of the line shown.
y
(3, 4)
x
(−1, −2)
Solution
Substitute each pair of coordinates into the equation y = mx + c.
Point (−1, −2): −2 = m ( −1) + c (1)
Point (3, 4): 4 = m ( 3) + c (2)
Subtract equation (1) from equation (2).
4 − ( −2 ) = ( 3m + c ) − ( − m + c )
⇒ 6 = 3m + c + m − c
⇒ 6 = 4m
Equation 2 ⇒ m = 1.5
is the more Substitute m = 1.5 into equation (2).
straightforward
4 = 3 (1.5 ) + c
equation because
it has no negative ⇒ c = −0.5
signs.
So the equation of the line is y = 1.5 x − 0.5.
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As well as y = mx + c, there are several other formulae for the equation of a

straight line. One that you are likely to find useful deals with the situation
where you know the gradient of the line, m, and the coordinates of one point
on it, (x 1, y1).
The equation is y – y1 = m(x – x 1).
y
(x, y)
(x1, y1)
O x
Midpoint of a line
When a line has a fixed length, the midpoint, i.e. the point half way
between the two ends of the line, has as its coordinates the average of
the individual x- and y- coordinates.
The midpoint of Worked example

the line joining Find the midpoint of the line joining (2, 5) and (4, 13).
the points (x1, y1)
and (x2, y2) is given Solution
by midpoint = (
The coordinates of the midpoint are 2 + 4 , 5 + 13 = (3, 9).
2 2 )
( x1 +2 x2 , y1 +2 y2 ).
Length of a line
To find the length of the line joining two points, use Pythagoras’ theorem.
y
The length of the line
(x2, y2)
joining the points
(x1, y1) and (x2, y2)
y2 − y1
is given by length =
(( x2 − x1 ) 2 + ( y2 − y1 ) 2 )
(x1, y1)
x2 − x1
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Worked example
Work out the length of the line joining the points A(−2, 5) and B(2, 2).
Solution
You can either:
» sketch the triangle and then use Pythagoras’ theorem or
» use the formula given above.
y
(−2, 5)
A
C B
(−2, 2) (2, 2)
From the triangle: AC = 3 units

BC = 4 units
So AB 2 = 32 + 42
= 25
AB = 5 units
Alternatively, substituting directly into the formula (without drawing a
diagram) gives:
length = ((2 − ( −2 )2 ) + ( 2 − 5)2 )
= 5 units
Parallel lines
Two lines are parallel if they have the same gradient. If you are given
the equations of two straight line graphs in the form y = mx + c, you
can immediately identify whether or not the lines are parallel. For
example, y = 3x − 7 and y = 3x + 2 are parallel since they both have a
gradient of 3.
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If one or both of the equations are given in a different form, you will
need to rearrange them in order to find out whether or not they are
parallel.
Worked example
Show that the two lines y = 1 x − 4 and x − 2 y − 6 = 0 are parallel.
2
Solution
Start by rearranging the second equation into the form y = mx + c.
x − 2y − 6 = 0 ⇒ x − 6 = 2y
⇒ 2y = x − 6
⇒ y= 1x−3
2
Both lines have a gradient of 1 so are parallel.

2
Perpendicular lines
Two lines are perpendicular if they intersect at an angle of 90°.
Activity
The diagram shows two congruent right-angled triangles where
p and q can take any value.
y B
q
p
A
p E
D q C
O x
1 Copy the diagram onto squared paper.
2 Explain why ∠ABC = 90°.
3 Calculate the gradient of AB ( m1 ) and the gradient of BC ( m2 ) .
4 Show that m1 m2 = −1.
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Worked example
y
B(4, 6) C(9, 6)
A(1, 2) D(6, 2)
0 x
a) Explain why ABCD is a rhombus.
b) Show that the diagonals AC and BD are perpendicular. (This result is
always true for a rhombus.)
Solution
a) A rhombus is a parallelogram with all sides equal in length.
AD and BC are both parallel to the x-axis and have length 5 units.
increase in y
gradient of AB = gradient DC = =4
increase in x 3
AB = DC = 3 2 + 4 2 = 5 units
So ABCD is a rhombus.
y −y
b) Using the formula gradient = x2 − x1
2 1
gradient of AC = 69 −− 12 = 12
2−6
gradient of BD = = −2
6−4
1
× ( −2 ) = −1 so diagonals AC and BD are perpendicular.
2
Worked example
Find the equation of the perpendicular bisector of the line AB which joins the
points A(5, −2) and B(−7, 4).
Solution
The perpendicular bisector of AB passes through the midpoint of AB.
The midpoint of Midpoint of AB = ( 5 + 2(−7) , −22+ 4 ) = (−1, 1)

the line joining
4 − ( −2 ) The gradient of the
(x1, y1) and (x2 , y2) Gradient of AB = ( −7 ) − 5 line joining (x1, y1)
is given by
6 and (x2 , y2) is given by
(( x +2 x ) , ( y +2 y ))
=
1 2 1 2
−12 y − y1
1 gradient = 2
=−
2 x 2 − x1
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For perpendicular Therefore, the gradient of the line perpendicular to AB is 2

lines, m1m2 = −1 and the equation of the perpendicular has the form y = 2 x + c.
The perpendicular passes through the point (−1, 1). Use this to find c.
1 = 2 × −1 + c
Substitute x = −1
and y = 1 into ⇒ 1 = −2 + c
y = 2 x + c. ⇒c=3
So the equation of the perpendicular bisector of AB is y = 2x + 3.
Exercise 7.1 1 For each of the following pairs of points A and B, calculate:
i) the gradient of the line AB
ii) the gradient of the line perpendicular to AB
iii) the length of AB
iv) the coordinates of the midpoint of AB.
a) A(4, 3) B(8, 11)
b) A(5, 3) B(10, –8)
c) A(6, 0) B(8, 15)
d) A(–3, –6) B(2, –7)
2 A(0, 5), B(4, 1) and C(2, 7) are the vertices of a triangle. Show that the
triangle is right angled:
a) by working out the gradients of the sides
b) by calculating the lengths of the sides.
3 A(3, 5), B(3, 11) and C(6, 2) are the vertices of a triangle.
a) Work out the perimeter of the triangle.
b) Sketch the triangle and work out its area using AB as the base.
4 A quadrilateral PQRS has vertices at P(–2, –5), Q(11, – 7), R(9, 6)
and S(–4, 8).
a) Work out the lengths of the four sides of PQRS.
b) Find the coordinates of the midpoints of the diagonals PR and QS.
c) Without drawing a diagram, show that PQRS cannot be a square.
What shape is PQRS?
5 The points A, B and C have coordinates (2, 3), (6, 12) and (11, 7)
respectively.
a) Draw the triangle ABC.
b) Show by calculation that the triangle is isosceles and write down the
two equal sides.
c) Work out the midpoint of the third side.
d) By first calculating appropriate lengths, calculate the area of
triangle ABC.
6 A triangle ABC has vertices at A(3, 2), B(4, 0) and C(8, 2).
a) Show that the triangle is right angled.
b) Find the coordinates of point D such that ABCD is a rectangle.
7 P(–2, 3), Q(1, q) and R(7, 0) are collinear points (i.e. they lie on the
same straight line).
a) Find the value of Q.
b) Write down the ratio of the lengths PQ : QR.
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Exercise 7.1 (cont) 8 A quadrilateral has vertices A(–2, 8), B(–5, 5), C(5, 3) and D(3, 7).
a) Draw the quadrilateral.
b) Show by calculation that it is a trapezium.
c) ABCE is a parallelogram. Find the coordinates of E.
9 In each part, find the equation of the line through the given point that is:
i) parallel and ii) perpendicular to the given line.
a) y = 2 x + 6 ; (5, −3)
b) x + 3 y + 5 = 0; (−4, 7)
c) 2 x = 3 y + 1; (−1, −6)
10 Find the equation of the perpendicular bisector of the line joining each
pair of points.
a) (2, 3) and (8, −1)
b) (−7, 3) and (1, 5)
c) (5, 6) and (4, −3)
11 P is the point (2, −1) and Q is the point (8, 2).
a) Write the equation of the straight line joining P and Q.
b) Find the coordinates of M, the midpoint of PQ.
c) Write the equation of the perpendicular bisector of PQ.
d) Write down the coordinates of the points where the perpendicular
bisector crosses the two axes.
Relationships of the form y = axn

When you draw a graph to represent a practical situation, in many cases
your points will lie on a curve rather than a straight line. When the
relationships are of the form y = ax n or y = Ab x , you can use logarithms
to convert the curved graphs into straight lines. Although you can take
the logarithms to any positive base, the forms log and ln are used in
most cases.
Worked example
The data in the table were obtained from an experiment. y represents the mass
in grams of a substance (correct to 2 d.p.) after a time t minutes.
t 4 9 14 19 24 29
y 3.00 4.50 5.61 6.54 7.35 8.08
Saira wants to find out if these values can be modelled by the function y = at n.
a) By taking logarithms to base 10 of both sides, show that the model can be
written as log y = n log t + log a.
b) Explain why, if the model is valid, plotting the graph of log y against log t
will result in a straight line.
c) Plot the graph of log y against log t and use it to estimate the values of a
and t. Hence express the relationship in the form y = at n.
d) Assuming that this relationship continues for at least the first hour, after
how long would there be 10 g of the substance?
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Relationships of the form y = axn
Solution
a) y = at n ⇒ log y = log at n
⇒ log y = log a + log t n
⇒ log y = log a + n log t
⇒ log y = n log t + log a
b) Comparing this with the equation Y = mX + c gives Y = log y and X = log t .
This shows that if the model is valid, the graph of log y (on the vertical axis)
against log t will be a straight line with gradient n and intercept on the
vertical axis at log a .
c)
t 4 9 14 19 24 29
y 3.00 4.50 5.61 6.54 7.35 8.08
log t 0.60 0.95 1.15 1.28 1.38 1.46
log y 0.48 0.65 0.75 0.82 0.87 0.91
y
1.2
1.0
NOTE: You cannot 0.8

have a break in
log y
0.6
the horizontal
axis because this 0.4
would lead to an 0.2
incorrect point of
intersection with 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 x
the y-axis. log t
Using the points (0, 0.18) and (1.5, 0.92), the gradient of the line is:
y2 − y1 0.92 − 0.18 = 0.493
gradient = x 2 − x1 1.5 − 0 Since the values from
the graph are only
This is approximately equal to 0.5, so n = 0.5. approximate, the
Using intercept on results should only
the y-axis = log a 0.18 = log a
be given to 1 or 2 d.p.
⇒ a = 1.513 ≈ 1.5
Do not go beyond Therefore the relationship is y = 1.5t 0.5 or y = 1.5 t .
the values in the
d) There will be 10 g of the substance when y = 10
table unless the
question tells you ⇒ 10 = 1.5 t
to. If it doesn’t, you ⇒ 100 = 2.25t
cannot be sure that ⇒ t = 100
2.25
the relationship
you have found is = 44.44
valid outside of So, there will be 10 g after about 44 minutes.
known bounds.
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Relationships of the form y = Abx

These are often referred to as exponential relationships since the
variable is the power.
Worked example
The table shows the temperature, θ , recorded in degrees Celsius to the nearest
degree, of a cup of coffee t minutes after it is poured and milk is added.
t 0 4 8 12 16 20
θ 80 63 50 40 32 25
Seb is investigating whether the relationship between temperature and time
can be modelled by an equation of the form θ = Ab t.
a) By taking logarithms to base e of both sides, show that the model can be
written as ln θ = ln A + t ln b.
b) Explain why, if the model is valid, plotting the graph of ln θ against t will
result in a straight line.
c) Plot the graph of ln θ against t and use it to estimate the values of A and b.
Hence express the relationship in the form θ = Ab t .
d) Why will this relationship not continue indefinitely?
Solution
a) θ = Ab t ⇒ ln θ = ln Ab t
⇒ ln θ = ln A + ln b t
⇒ ln θ = ln A + t ln b
b) Rewriting ln θ = ln A + t ln b as ln θ = ( ln b) t + ln A and comparing it with the

equation y = mx + c shows that plotting ln θ against t will give a straight line
with gradient ln b and intercept on the vertical axis at ln A.
c) t 0 4 8 12 16 20
θ 80 63 50 40 32 25
ln θ 4.38 4.14 3.91 3.69 3.47 3.22
In θ
5
4 8 12 16 20 t
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Other relationships of the form Y = mX + c
Using the points (0, 4.40) and (20, 3.22), the gradient of the line is:
3.22 − 4.38
= −0.058
20 − 0
−0.058 = ln b ⇒ b = 0.94 (2 d.p.)
The intercept on the vertical axis is at ln θ = 4.40.
From the table, this corresponds θ = 80.
Therefore, the relationship is θ = 80 × 0.94 t .
d) The relationship will not continue indefinitely since the coffee will not cool
below room temperature.
Other relationships of the form

Y = mX + c
For models of the form y = ax n and y = Ab x , straight line graphs were
used to estimate the values of the constants a, n, A and b. Straight lines
can also be used to calculate constants in other mathematical models.
If a mathematical model has the form Y = mX + c, where Y is a
function of y and X is a function of x, plotting the graph of Y against X
will result in a straight line. This straight line can be used to calculate
estimates of the constants used in the model.
Worked example
The table shows the amount of gas produced when a particular substance is
added during an experiment. y represents the amount of gas in mm 3 and x
represents the mass of the substance in milligrams.
x 0.8 1 1.2 1.4 1.6 1.8

y 1.42 1.73 2.11 2.55 3.03 3.56
It is known that the variables x and y satisfy the relationship y 2 = Ax 3 + B

where A and B are constants.
a) By drawing a suitable straight line graph, find an estimate for the constants
A and B.
b) Comment on the suitability of the model for the given data.
Solution
y 2 = Ax 3 + B has the form Y = mX + c where y 2 = Y and x 3 = X, therefore you
should plot the graph of y 2 against x 3.
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a) x3 0.51 1 1.73 2.74 4.1 5.83 Calculate the

y2 2.02 2.99 4.45 6.5 9.18 12.67 values of x3
and y2 .
y2
14
13
12
Plot the points
11 and draw a line
of best fit.
10
8 6
5
3
4
gradient = 6 = 2
3
2
3
1
y2-axis
0
intercept = 1
0 1 2 3 4 5 6 7 x3
Comparing y 2 = Ax 3 + B with Y = mX + c, the gradient is A and the y 2-axis
intercept is B.
From the graph A = 2 and B = 1.
This gives the model y 2 = 2 x 3 + 1.
b) The points form a straight line so the model is a good fit for the given data.
Worked example
Ella grows potatoes in pots in her garden. She is experimenting to see whether
increasing the amount of fertiliser results in a greater yield. She places one seed
potato in each of six similar sized pots and adds varying amounts of fertiliser.
Upon harvest, she measures and records the total mass of potatoes per pot. The
table shows the data she collected. x represents the amount of fertiliser added in
grams and y represents the mass of potatoes in kilograms.
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x 2 3 4 5 6 7
y 0.82 0.91 0.96 1.00 1.03 1.05
Ella believes that the data can be modelled by y 3 = Alnx + B where A and B
are constants.
a) By drawing a suitable straight line graph, find an estimate for the constants
A and B.
b) Assuming that this relationship continues, what would be the expected
mass of potatoes if an extra 10 grams of fertiliser were added?
Solution
y 3 = Alnx + B has the form Y = mX + c, where y 3 = Y and lnx = X, therefore you
should plot the graph of y 3 against lnx.
ln x 0.69 1.10 1.39 1.61 1.79 1.95 Calculate

y3 0.55 0.75 0.88 1.00 1.09 1.16 the values of
ln x and y3.
a) y3
1.4
1.2
1.0
0.8
Plot the points and
draw a line of best 0.6 0.4
fit 0.4
0.8
0.4 = 0.5
0.2 Gradient =
y3-axis intercept 0
0.8
= 0.2 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 In x
Comparing y 3 = Alnx + B with Y = mX + c, the gradient is A and the

y 3 -axis intercept is B.
From the graph A = 0.5 and B = 0.2
This gives the model y 3 = 0.5 ln x + 0.2
b) x = 10 ⇒ y 3 = 0.5 ln 10 + 0.2
⇒ y = 3 0.5 ln 10 + 0.2 = 1.11 kg (2 d.p.)
Exercise 7.2 1 Match the equivalent relationships.

i) y = pr x ii) y = rp x
iii) y = px r iv) y = xp r
a) log y = log p + r log x b) log y = log r + x log p
c) lg y = lg p + x lg r d) lg y = lg x + r lg p
2 For each of the following models, k, a and b are constants. Use
logarithms to base e to rewrite them in the form y = mx + c, stating the
expressions equal to x, y, m and c in each case.
a) y = ka x b) y = kx a
c) y = ak x d) y = ax k
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Exercise 7.2 (cont) 3 The table below shows the area, A, in square centimetres of a patch of
mould t days after it first appears.
t 1 2 3 4 5 6
A 1.8 2.6 3.6 5.1 7.2 10.3
It is thought that the relationship between A and t is of the form

A = kb t .
a) Show that the model can be written as lnA = ( lnb) t + lnk .
b) Plot the graph of lnA against t and explain why it supports the
assumption that A = kb t .
c) Use your graph to estimate the values of b and k.
d) Estimate: i) the time when the area of the mould was 6 cm 2
ii) the area of the mould after 4.5 days.
4 It is thought that the relationship between two variables, a and b, is of
the form b = Pa n . An experiment is conducted to test this assumption.
The results are shown in the table.
a 2 4 6 8 10 12
b 9.8 12.1 13.7 14.9 16.0 16.9
a) Show that the model can be written as ln b = n ln a + ln P.

b) Plot the graph of ln b against ln a and say why this supports the
assumption b = Pa n.
c) Estimate the values of n and p.
5 With the exception of one, all the results in table satisfy, to one decimal
place, the relationship y = ax n .
x 1.3 1.6 1.9 2.2 2.5 2.8
y 5.8 8.2 14.9 21.5 29.6 39.4
a) Use a suitable logarithmic method to find the values of a and n.
b) If the values of x are correct, identify the incorrect value of y and
estimate the correct value to 1 d.p.
6 The population P (in thousands) of a new town is modelled by the
relationship P = ka t where t is the time in years. Its growth over the
first five years is shown in the table below.
Year (t) 1 2 3 4 5
Population (P ) 3.6 4.3 5.2 6.2 7.5
a) Explain why you would expect that the graph of ln P against t to be
a straight line.
b) Draw up a table of values, plot the graph and use it to estimate
values for a and k to 1 d.p.
c) Using these values, calculate an estimate for the population after
20 years. How reliable is this likely to be?
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7 It is thought that the relationship between the variables p and q is

of the form q 2 = Ap 3 + B. An experiment is carried out to test the
assumption. The results are given below.
p 1.1 1.2 1.3 1.4 1.5 1.6
q 2.51 2.74 2.98 3.25 3.52 3.82
a) Draw up an appropriate table of values. Then plot a suitable graph
and use it to estimate the values of the constants A and B to 1 d.p.
b) Comment on the suitability of the model for the given data.
8 The table shows the diameter, y cm, of a colony of bacteria at time t
hours.
t 0.5 1 1.5 2 2.5 3
y 0.55 0.90 1.20 1.45 1.65 1.82
Suzanne, a microbiologist, models the increase in diameter using the
relationship e2y = At 2 + B where A and B are constants.
a) Draw up an appropriate table of values. Then plot the graph of e2y
against t 2 .
b) Use your graph to estimate the values of A and B to 1 d.p.
c) Use the model to estimate the diameter of the colony after 5 hours.
d) Comment on the validity of your answer.
9 The rate of a reaction is calculated by recording the amount of oxygen
produced at regular time intervals. The table shows the volume of
oxygen, y cm 3, that has been produced up to various times, t minutes.
t 1.5 2.5 3.5 4.5 5.5 6.5

y 1.22 1.31 1.36 1.39 1.42 1.44
The data can be modelled using the relationship y3 = A ln t + B.
a) Plot a suitable graph and use it to estimate the values of the
constants A and B to 1 d.p.
b) Assuming that this relationship continues for at least the first 15
minutes, after how long would there be 1.5 cm 3 of oxygen?
1 Solutions to this question by accurate drawing will not be
accepted.
The points A(p, 1), B(1, 6), C(4, q) and D(5, 4), where p and q
are constants, are the vertices of a kite ABCD. The diagonals of
the kite, AC and BD, intersect at the point E. The line AC is the
perpendicular bisector of BD. Find
(i) the coordinates of E,[2]
(ii) the equation of the diagonal AC,[3]
(iii) the area of the kite ABCD.[3]
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accepted.
y
D C (6, 8)
A B
(−5, 4) (8, 4)
O x
The vertices of the trapezium ABCD are the points A(-5, 4), B(8, 4),
C(6, 8) and D. The line AB is parallel to the line DC. The lines AD
and BC are extended to meet at E and angle AEB = 90°.
(i) Find the coordinates of D and of E.[6]
(ii) Find the area of the trapezium ABCD.[2]

accepted.
The points A(-3, 2) and B(1, 4) are vertices of an isosceles triangle
ABC, where angle B = 90°.
(i) Find the length of the line AB.[1]
(ii) Find the equation of the line BC.[3]
(iii) Find the coordinates of each of the two possible positions of C.[6]
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H use the equation of a straight line
H know and use the condition for two lines to be parallel or
perpendicular
H solve problems involving the midpoint and length of a line,
including finding and using the equation of a perpendicular
bisector
H transform given relationships to and from straight line form,
including determining unknown constants by calculating the
gradient or intercept of the transformed graph.
Key points
✔ An equation of the form y = mx + c represents a straight line
that has gradient m and intersects the y-axis at (0, c).
✔ The midpoint of the line joining the points ( x1 , y1 ) and ( x2 , y2 ) is
given by:
midpoint = ( x +2 x , y +2 y ).
1 2 1 2
✔ The length of the line joining the points ( x1 , y1 ) and ( x2 , y2 ) is

given by:
length = (( x 2 − x1 ) 2 + ( y2 − y1 ) 2 ) .
✔ Two lines are parallel if they have the same gradient.
✔ Two lines are perpendicular if they intersect at an angle of 90°.
✔ When the gradients of two parallel lines are given by m1 and m 2 ,
m1 m2 = −1.
✔ Logarithms can be used to describe the relationship between two
variables in the following cases:
i y = ax n Taking logs, y = ax n is equivalent to log y = log a + n log x.
Plotting log y against log x gives a straight line of gradient n
that intersects the vertical axis at the point (0, log a).
ii y = Ab x Taking logs, = Ab x is equivalent to
log y = log A + x log b. Plotting log y against x gives a straight line
of gradient log b that intersects the vertical axis at the point
(0, log A).
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8
Coordinate geometry of the
circle
The description of right lines and circles, upon which geometry is
founded, belongs to mechanics. Geometry does not teach us to draw
these lines, but requires them to be drawn.
Isaac Newton (1642−1727)
Discussion point
In order to use a mapping app on a mobile phone, it is important to
know your precise location. To find your precise location, the mobile
phone uses the Global Positioning System (GPS).
The GPS receiver in the mobile phone can communicate with satellites
orbiting the Earth; the GPS receiver knows where the satellites are
and its distance from them. It uses this information to calculate your
location using a method called ‘trilateration’. Trilateration can be
explained by looking at the intersections of circles.
Given that the GPS receiver knows the distance, r, between it and a
satellite, when it connects with a single satellite, your position may be
any point on the circle with radius r.
So, when it connects with multiple satellites, your precise location can
Your location is
be determined by looking for the intersection of the different circles.
the point at which
these three circles
intersect.
Why would two satellites not be enough to determine your exact location?
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Equation of a circle
A circle can be described as the ‘locus’ of the points in a plane which
are a fixed distance from a given point. The fixed distance is the radius
of the circle and the given point is its centre. The radius and the centre
are used to derive the equation of a circle.
Circles with centre (a,b)

The diagram shows a circle with y
P(x, y)
centre C(5, 6) and radius 4.
P(x, y ) is a general point on the 4 (y – 6)
circle.
To find the equation of a circle, C(5, 6)
use Pythagoras’ theorem. (x – 5)
This is the ( x − 5 ) 2 + ( y − 6 )2 = 4 2
equation of the
⇒ ( x − 5 ) 2 + ( y − 6 ) = 16
2
circle. 0 x
This result can be generalised
as follows.
The circle with centre (a, b) and radius r has the equation
( x − a ) 2 + ( y − b)2 = r 2
Using this result, you can see that the circle with centre (0, 0) and
radius r has the equation
x 2 + y2 = r 2
Worked example
2
Find the centre and the radius of the circle ( x + 4 ) + y 2 = 49.
Solution
Comparing this with the general equation for a circle with centre (a, b) and
radius r,
( x − a ) 2 + ( y − b)2 = r 2
this gives a = −4, b = 0 and r = 7.
⇒ The centre is (−4, 0) and the radius is 7.
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8 Coordinate geometry of the circle
Worked example
Find the equation of the circle with centre (−1, 3) that passes through the point
(4, 15).
y
(4, 15)
Solution
Use the points given to find the radius:
Use Pythagoras’ r
(15 – 3)
theorem r 2 = ( 4 − ( −1)) 2 + (15 − 3) 2
⇒ r 2 = 5 2 + 12 2 (–1, 3)
⇒r = 52 + 12 2 0 x
(4 – (–1))
⇒ r = 13
So the radius is 13.
Then, using ( x − a ) 2 + ( y − b) = r 2 ,
2
you get the equation of the circle:

You may find it useful
( x + 1) 2 + ( y − 3)2 = 169 to draw a sketch.
Note
By multiplying out brackets, this equation can also be written in an
expanded form as
( x + 1) 2 + ( y − 3)2 = 169
⇒ x 2 + 2 x + 1 + y 2 − 6 y + 9 = 169
⇒ x 2 + y 2 + 2 x − 6 y − 159 = 0
Worked example
Show that the circle with equation x 2 + y 2 + 8 x − 12 y + 3 = 0 can be written in
the form ( x − a ) 2 + ( y − b) = r 2, where a, b and r are constants to be found.
2
Solution
Collect the x terms
x 2 + y 2 + 8 x − 12 y + 3 = 0
and the y terms
together. ⇒ x 2 + 8 x + y 2 − 12 y = −3
Complete the ⇒ ( x + 4 ) 2 − 16 + ( y − 6 ) − 36 = −3
2
square on the x
⇒ ( x + 4 ) 2 + ( y − 6 ) = −3 + 16 + 36
2
terms and on the y
⇒ ( x + 4 ) 2 + ( y − 6 ) = 49
2
terms.
⇒ ( x + 4 )2 + ( y − 6 ) = 7 2
2
Therefore a = −4, b = 6 and r = 7.
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Note
The equation of a circle can be written in the expanded form
x 2 + y 2 + 2 gx + 2 fy + c = 0, where the centre is ( − g, − f ) and the
radius is g 2 + f 2 − c .
Worked example
2 g = 6, 2 f = −10, A circle has equation x 2 + y 2 + 6 x − 10 y − 2 = 0.
c = −2
a) State the centre and the radius of the circle.
b) Give the equation of the circle in the form ( x − a ) 2 + ( y − b) = r 2.
2
Solution
a) Compare with the expanded equation for a circle x 2 + y 2 + 2 gx + 2 fy + c = 0,
with centre ( − g, − f ) and radius g 2 + f 2 − c .
2g = 6 and 2 f = −10 and c = −2
⇒ g = 3 ⇒ f = −5
(–3, 5)
0
x
So, the centre is (−3, 5) and the radius is 3 2 + ( −5 ) 2 − ( −2 ) = 6.

b) You know that the centre is (−3, 5) and the radius is 6.
Comparing with the general equation for a circle ( x − a ) 2 + ( y − b) = r 2,
2
you get the equation
( x − ( −3)) 2 + ( y − 5 ) 2 = 6 2
⇒ ( x + 3) 2 + ( y − 5 ) = 36
2
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Worked example
The points P and Q are (10, −11) and (−2, 5) respectively. The line PQ
is the diameter of a circle. Find the equation of the circle in the form
( x − a ) 2 + ( y − b) 2 = r 2 .
y
Q(–2, 5)
The centre is the

midpoint of the 0 x
line PQ.
C
P (10, –11)
The midpoint of the

line joining (x1, y1) Solution
and (x2 , y2) is given by The centre of the circle is the midpoint of the line PQ.
 ( x 1 + x 2 ) ( y1 + y 2 ) 
 2
,
2 
Midpoint of PQ = (10 +2 −2 , −112+ 5 ) = (4, −3)
The radius is half of the length of the diameter.
2
The length of the line Radius =
( −2 − 10 ) 2 + ( 5 − ( −11))
= 10
2
joining (x1, y1) and Then, using ( x − a ) + ( y − b) = r 2, the equation of the circle is
2 2
(x2 , y2) is given by

( x − 4 ) 2 + ( y + 3) 2 = 100
( x 2 − x 1 ) + ( y 2 − y1 )
2 2
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Exercise 8.1 1 Find the equations of the following circles:

a) centre (2, 7), radius 3
b) centre (6, 0), radius 8
c) centre (−2, 5), radius 1
d) centre (3, −10), radius 5
e) centre (−5, −9), radius 2
2 For each of the following circles state:
a) the radius
b) the coordinates of the centre.
i) x 2 + y 2 = 16
ii) ( x − 1) 2 + y 2 = 64
iii) ( x + 6 ) 2 + ( y − 5 ) = 1
2
iv) ( x − 1) 2 + ( y + 1) = 25
2
v) ( x + 4 ) 2 + ( y + 4 ) = 36
2
3 Sketch the circles with the following equations:

a) x 2 + y 2 = 36
b) x 2 + ( y + 1) = 25
2
c) ( x − 4 ) 2 + ( y − 7 ) = 9
2
4 Find the equation of the circle with centre (1, −2) that passes through
(5, 1).
5 Find the equation of the circle with centre (−3, −6) that passes through
(−11, 9).
6 The points S and T are (−2, −1) and (4, 7) respectively. The line ST is
the diameter of a circle.
a) Find the coordinates of the centre of the circle.
b) Calculate the radius of the circle.
c) State the equation of the circle.
d) Show that the circle passes through the point (1, −2).
7 a) Show that the circle with equation x 2 + y 2 − 6 x + 14 y + 54 = 0 can
be written in the form ( x − a ) 2 + ( y − b) = r 2, where a, b and r are
2
constants to be found.
b) Hence state the radius and the coordinates of the centre of the
circle.
8 Find the radius and the coordinates of the centre of the following
circles:
a) x 2 + y 2 + 10 x − 56 = 0
b) x 2 + y 2 + 2 x + 2 y − 3 = 0
c) x 2 + y 2 = 10 x + 16 y − 81
9 The points (−7, 14) and (3, 10) mark the ends of the diameter of a circle.
Find the equation of the circle, writing it in the form
( x − a ) 2 + ( y − b) 2 = r 2.
10 For the circle with equation x 2 + y 2 + 2 gx + 2 fy + c = 0, prove that
a) the centre is ( − g, − f )
b) the radius is g 2 + f 2 − c .
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The intersection of a circle and a

straight line
A straight line may intersect any given circle at two distinct points or
at one point. Alternatively, the straight line may not intersect the circle
at all.
y
y y
1
2 x x
Two distinct The line is a tangent to the The line and the circle
points of circle do not intersect.
intersection One point of intersection
Worked example
Find the coordinates of the points where the line y = x + 1 intersects the circle
( x + 4 ) 2 + ( y − 1) 2 = 16
.
Solve the Solution

equations ( x + 4 ) 2 + ( y − 1) 2 = 16
simultaneously. y= x+1
Substitute (x + 1) ⇒ ( x + 4 ) 2 + (( x + 1) − 1) 2 = 16
for y in the equation
of the circle then ⇒ ( x + 4 ) 2 + x 2 = 16
solve for x. ⇒ x 2 + 8 x + 16 + x 2 = 16
⇒ 2 x 2 + 8 x + 16 = 16
Solve the quadratic
equation. ⇒ 2x2 + 8x = 0
⇒ x2 + 4x = 0
There are two ⇒ x ( x + 4) = 0
x-values so
⇒ x = 0 or x = −4
two points of
intersection. ⇒ when x = 0, y = 1, and when x = −4, y = −3.
So the line intersects the circle at (0, 1) and (−4, −3).
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The intersection of a circle and a straight line
Worked example
Show that the line x + y = 1 is a tangent to the circle ( x + 4 ) 2 + ( y − 3) = 2.
2
Solution
Rearrange to get
( x + 4 ) 2 + ( y − 3) 2 = 2
y = 1 − x then
substitute into the x+y=1
equation of the ⇒ ( x + 4 ) 2 + ((1 − x ) − 3) 2 = 2
circle.
⇒ ( x + 4 )2 + ( − x − 2 )2 = 2
⇒ x 2 + 8 x + 16 + x 2 + 4 x + 4 = 2
⇒ 2 x 2 + 12 x + 20 = 2
⇒ 2 x 2 + 12 x + 18 = 0
Solve the quadratic
equation. ⇒ x2 + 6x + 9 = 0
⇒ ( x + 3) 2 = 0
Repeated root ⇒ x = −3
When x = −3, y = 4.
As there is a repeated root, there is only one point of intersection. It is at
(−3, 4 ).
Hence the line x + y = 1 is a tangent to the circle.
Note
The discriminant can be useful when trying to determine whether a
line intersects a circle.
Remember, for the quadratic ax 2 + bx + c = 0, if
● b 2 − 4 ac > 0 there are 2 real roots
● b 2 − 4 ac = 0 there is 1 repeated root
● b 2 − 4 ac < 0 there are no real roots.
Worked example
Show that the line x + 2 y + 6 = 0 does not intersect the circle
x 2 + y 2 + 2 x − 3 y − 5 = 0.
Rearrange
Attempt to solve Solution x + 2 y + 6 = 0 to
the equations x 2 + y2 + 2 x − 3y − 5 = 0 get x = −2 y − 6
simultaneously. x + 2y + 6 = 0 then substitute

into the
⇒ ( −2 y − 6 ) + y 2 + 2 ( −2 y − 6 ) − 3 y − 5 = 0
2
equation of the
circle.
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⇒ 4 y 2 + 24 y + 36 + y 2 − 4 y − 12 − 3 y − 5 = 0
Now use the ⇒ 5 y 2 + 17 y + 19 = 0

discriminant b 2 − 4 ac = 17 2 − 4 × 5 × 19
b 2 − 4ac. = 289 − 380
= −91
You can also b 2 − 4 ac < 0
attempt to solve
The quadratic has no real roots so the line does not intersect the circle.
the quadratic
5 y 2 + 17 y + 19 = 0
using the Discussion point
quadratic formula. In the example above, x + 2 y + 6 = 0 was rearranged to get x = −2 y − 6
You will find that before it was substituted into the equation of the circle. Why do you
the quadratic has think the equation was rearranged to make x the subject rather than y?
no real roots.
Tangents to a circle
A radius of a circle is perpendicular to the tangent at the point at which
they meet.
t
gen
Rad
Tan
ius
A radius and a
tangent meet at
90° – they are
perpendicular.
Remember, for perpendicular lines with gradients m1 and m2
m1 m2 = −1
You can use these properties, along with the equation of a circle, to
find the equation of a tangent at any given point.
Worked example
A circle with equation ( x + 5 ) 2 + ( y − 10 ) = 125 has centre C. The circle has a
2
tangent at the point P(5, 5).

a) Verify that the circle passes through the point (5, 5).
b) Find the gradient of the radius CP.
c) State the gradient of the tangent.
d) Write the equation of the tangent.
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Substitute x = 5 Solution
and y = 5 into a) ( 5 + 5 ) 2 + ( 5 − 10 ) 2
( x + 5 )2 + ( y − 10)2 = (10 ) 2 + ( −5 ) 2
to check that you = 100 + 25
get 125. = 125 as required
So the circle does pass through (5, 5).
From the equation
b) A radius of the circle joins its centre, C(-5, 10), with the point P(5, 5).
of the circle
5 − 10
The gradient of gradient of the radius =
5 − ( −5 )
the line joining −5
( x1 , y1 ) and =
10
( x2 , y2 ) is given by
=−
1
2
y2 − y1
gradient = c) The radius is perpendicular to the tangent at (5, 5).
x 2 − x1 1
⇒ gradient of the tangent = −
For perpendicular −1
lines, m1 m2 = −1 = 2
2
The tangent is d) The equation of the tangent has the form y = 2 x + c.

a straight line. The tangent passes through the point (5, 5); use this to find c.
Straight lines 5= 2×5+c
have the form
⇒ 5 = 10 + c
y = mx + c .
⇒ c = −5
Substitute x = 5 So the equation of the tangent at the point (5, 5) is y = 2 x − 5.
and y = 5 into
y = 2x + c
Worked example
A circle has equation x 2 + y 2 − 6 x − 10 y − 6 = 0.
a) Show that the circle passes through the point (9, 7).
b) Find the equation of the tangent to the circle at the point (9, 7).
c) Give your answer in the form ax + by + c = 0.
Substitute x = 9 Solution
and y = 7 into a) 9 2 + 7 2 − 6 × 9 − 10 × 7 − 6
x 2 + y 2 − 6 x − 16 y − 27 = 81 + 49 − 54 − 70 − 6
to check that you get 0. =0
So the circle does pass through (9, 7).
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b) First you need to find the centre of the circle.

Compare with the x 2 + y 2 − 6 x − 10 y − 6 = 0
expanded form
2 g = −6 and 2 f = −10
x 2 + y 2 + 2 gx
⇒ g = −3 ⇒ f = −5
+2 f y + c = 0
where the centre is Hence the centre of the circle is (3, 5).
given by ( − g , − f ). A radius of the circle joins its centre with the point (9, 7).
gradient of the radius = 7 − 5
The gradient of 9−3
2
the line joining =
6
( x1 , y1 ) and ( x2 , y2 ) =
1
3
is given by gradient 1 For perpendicular
⇒ gradient of the tangent = − 1
y − y1 lines, m1 m2 = −1
= 2 3
x 2 − x1 = −3
Therefore, the equation of the tangent has the form y = −3 x + c.
The tangent passes through the point (9, 7); use this to find c.
Substitute x = 9 7 = −3 × 9 + c
and y = 7 into
⇒ 7 = −27 + c
y = −3 x + c
⇒ c = 34
So the equation of the tangent at the point (9, 7) is y = −3 x + 34.

c) Now rearrange into the form ax + by + c = 0.
y = −3 x + 34
⇒ 3 x + y − 34 = 0
Exercise 8.2 1 For each pair of equations, determine if the line intersects the circle, is
a tangent to the circle or does not meet the circle. Give the coordinates
for any point where the line and circle intersect or touch.
a) x 2 + y 2 = 20
y= x+2
b) ( x + 4 ) 2 + y 2 = 35
y = 2x − 6
c) x − 3) 2 + ( y + 5) 2 = 18
(
y = −x + 4
d) ( x + 6) 2 + ( y + 12 ) = 45
2
2 y = x − 18
e) x 2 + y 2 − 3 x + 9 y − 1 = 0
x + 4y − 5 = 0
f) x 2 + y 2 + 2 x − 4 y − 164 = 0
5 x + 12 y = 188
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2 Show that the line that passes through the points ( 0, −6 ) and (1.5, 0 )
does not intersect the circle ( x − 5 ) 2 + ( y + 7) 2 = 20.
3 Prove that the line that passes through the points (−13, −2 ) and (−1, 7 )
is a tangent to the circle in the diagram below.
y
6
5
4
3
2
1
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 x
–1
–2
–3
–4
–5
–6
4 The line y = 3 x + 5 intersects the circle ( x + 1) 2 + ( y − 2) 2 = 10 at the

points P and Q.
a) Find the coordinates of the points P and Q.
b) Find the midpoint of the line PQ.
c) Show that PQ is a diameter of the circle.
5 A circle has equation ( x + 2 ) 2 + ( y − 6) 2 = 36.
a) Sketch the circle.
b) State the equations of the tangents to the circle that are parallel to
the x-axis.
c) State the equations of the tangents to the circle that are parallel to
the y-axis.
6 A circle with equation ( x + 5 ) 2 + ( y − 3) = 10 has centre C. The circle
2
has a tangent at the point P(-2, 4).

a) Find the gradient of the radius CP.
b) State the gradient of the tangent.
c) Write the equation of the tangent.
7 Find the equations of the tangents to the following circles at the given
points.
a) ( x − 1) 2 + y 2 = 5 at ( 3, −1)
b) ( x + 3) 2 + ( y − 2 ) = 8 at ( −1, 0 )
2
c) ( x − 2 ) 2 + ( y + 5 ) = 20 at ( 4, − 1)
2
d) x 2 + y 2 + 8 x − 4 y + 10 = 0 at ( −1, 1)
e) x 2 + y 2 − 6 x − 16 y − 27 = 0 at ( −3, 0 )
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Exercise 8.2 (cont) 8 A circle has centre C(5, 6). The line l1 is a tangent to the circle at the
point P(1, 2). A second line l2 has a gradient of 2 and passes through
the centre of the circle. l1 and l2 intersect at the point Q.
a) Find the equation of the line l1.
b) State the equation of the circle.
c) Find the coordinates of the point Q.
The intersection of two circles

Two circles may intersect at two distinct points, touch at one point or
not meet at all.
Two points of intersection

y When two circles intersect
at two distinct points A and
B, the line AB is a common
chord.
These circles B
intersect at two
distinct points.
Worked example
Two circles with equations ( x − 1) 2 + y 2 = 25 and ( x − 11) + ( y − 5 ) = 100
2 2
intersect at two distinct points A and B.

a) Find the coordinates of the points of intersection.
b) Find the equation of the common chord AB.
Solution
Write the a) ( x − 1) 2 + y 2 = 25 ⇒ x 2 + y 2 − 2 x − 24 = 0
equations in
expanded form. ( x − 11) 2 + ( y − 5 ) 2 = 100 ⇒ x 2 + y 2 − 22 x − 10 y + 46 = 0
Now, subtracting the second equation from the first gives
It does not
matter which way ( x 2 + y 2 − 2 x − 24) − ( x 2 + y 2 − 22 x − 10 y + 46) = 0
around you do ⇒ 20 x + 10 y − 70 = 0
this subtraction; Rearrange to
subtracting the
⇒ 10 y = −20 x + 70 make either x or y
first equation from
⇒ y = −2 x + 7 the subject.
second will give
the same result.
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Substituting y = −2 x + 7 into the first circle equation gives an equation in

terms of x.
You can substitute Solving this
x 2 + ( −2 x + 7 ) 2 − 2 x − 24 = 0 quadratic will
into either of the
⇒ x 2 + 4 x 2 − 28 x + 49 − 2 x − 24 = 0 give the two
circle equations.
⇒ 5 x 2 − 30 x + 25 = 0 x-coordinates
⇒ x2 − 6x + 5 = 0 for the points of
Substitute the
⇒ ( x − 1) ( x − 5 ) = 0 intersection.
So x = 1 or x = 5
x-values into the
linear equation When x = 1, y = −2 × 1 + 7 = 5
y = −2 x + 7 from When x = 5, y = −2 × 5 + 7 = −3
above. Therefore, the two circles intersect at the points (1, 5) and (5, −3).
b) The equation of the common chord AB is the equation of the line which
The gradient of joins the points of intersection (1, 5) and (5, −3).
the line joining gradient of the chord AB = −3 − 5
5−1
( x1 , y1 )and ( x2 , y2 ) −8
is given by gradient = = −2
4
y − y1 So the equation of the chord AB has the form y = −2 x + c
= 2
x 2 − x1 ⇒ 5 = −2 × 1 + c Substitute the x- and y-values from one
⇒ 5 = −2 + c of the points of intersection in order to
⇒c=7 find c. Here, the point (1, 5) has been used.
Hence the equation of the common chord AB is y = −2 x + 7.
You may have noticed in the worked example above that the equation
of the common chord, y = −2 x + 7, occurred in the working in part a,
when the equation of one circle was subtracted from the other. This
shortcut is shown in the following worked example.
Worked example
It does not Two circles with equations x 2 + y 2 + 16 x − 20 y − 36 = 0 and x 2 + y 2 − 24 x + 44 = 0
matter which way intersect at two distinct points A and B. Find the equation of the common
chord AB.
around you do
this subtraction; Solution
subtracting the x 2 + y 2 + 16 x − 20 y − 36 = 0
first equation from
x 2 + y 2 − 24 x + 44 = 0
second will give
the same result. Subtracting the second equation from the first gives
(x2 + y 2 + 16 x − 20 y − 36 ) − ( x 2 + y 2 − 24 x + 44 = 0 ) = 0
You can give the
equation in the ⇒ 40 x − 20 y − 80 = 0
form y = mx + c ⇒ −20 y = −40 x + 80
unless the question ⇒ y = 2x − 4
says otherwise. So, the equation of the common chord AB is y = 2 x − 4.
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Discussion point
For the worked example above, what are the coordinates of A and B?
One point of intersection

y y
x x
Circles touch at Circles touch Circles touch at Circles touch

one point externally one point internally
Worked example
It does not Show that the circles x 2 + y 2 + 6 x − 16 y + 57 = 0 and x 2 + y 2 − 16 x − 16 y + 79 = 0
matter which way touch at just one point. Find the coordinates of the point at which they touch.
around you do Solution
this subtraction;
x 2 + y 2 + 6 x − 16 y + 57 = 0
subtracting the
first equation from x 2 + y 2 − 16 x − 16 y + 79 = 0
second will give Subtracting the second equation from the first gives
the same result. (x2 + y 2 + 6 x − 16 y + 57 ) − ( x 2 + y 2 − 16 x − 16 y + 79 ) = 0
⇒ 22 x − 22 = 0
Rearrange to ⇒ 22 x = 22
make x the subject ⇒x=1
You can substitute Substituting x = 1 into the first circle equation gives an equation in terms of y
into either of the 1 2 + y 2 + 6 × 1 − 16 y + 57 = 0 Solving the
circle equations quadratic for y
⇒ 1 + y 2 + 6 − 16 y + 57 = 0
shows that you get
⇒ y 2 − 16 y + 64 = 0
a repeated root
⇒ ( y − 8) = 0
2
So y = 8
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As you get a repeated root, there can only be one point of intersection between
the circles. Hence, the circles touch at just one point.
Using the linear equation x = 1 from above gives you the coordinates (1, 8).
The circles touch at the point (1, 8).
Note
You can determine that two circles touch at one point by
considering their radii and the distance between their centres.
C2
r2 d C1
C1 r1 r2 C2
r1
d
r1 + r2 = d r1 – r2 = d
Circles touch externally Circles touch internally

If the distance between the centres (d) is equal to the sum of the
radii (r 1 + r 2) or is equal to the difference of the radii (r 1 − r 2) then
the circles will touch.
Worked example
Without calculating their point of intersection, show that the circles
x 2 + ( y − 3) = 25 and ( x − 9 ) 2 + ( y − 15 ) = 100 touch at one point.
2 2
Solution
The circle with equation x 2 + ( y − 3) = 25 has centre (0, 3) and radius 5.
2
The circle with equation ( x − 9 ) 2 + ( y − 15 ) = 100 has centre (9, 15) and radius 10.
2
The length of the line

The sum of the radii is 5 + 10 = 15
joining (x1, y1) and
The distance between the centres is ( 9 − 0 ) 2 + (15 − 3) 2
(x2 , y2) is given by
= 9 2 + 12 2
( x 2 − x 1 ) + ( y 2 − y1 )
2 2
= 225
= 15
Sum of the radii = distance between the centres.
So, the circles must touch at exactly one point.
Since 5 + 10 = 15, the circles touch externally.
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Circles do not intersect

The circles do not meet but one is
Circles do not meet inside the other.
Note
The discriminant can be useful when trying to determine whether a
line intersects a circle.
Remember, for the quadratic ax 2 + bx + c = 0 , if
l b 2 − 4 ac > 0 there are 2 real roots
l b 2 − 4 ac = 0 there is 1 repeated root
l b 2 − 4 ac < 0 there are no real roots.
Worked example
Show that the circles x 2 + y 2 + 14 x + 8 y + 4 = 0 and x 2 + y 2 + 6 x + 4 y + 8 = 0
do not intersect.
Solution
x 2 + y 2 + 14 x + 8 y + 4 = 0
x 2 + y2 + 6x + 4 y + 8 = 0
Attempt to find Subtracting the second equation from the first gives
the points of (x2 + y 2 + 14 x + 8 y + 4 ) − ( x 2 + y 2 + 6 x + 4 y + 8 ) = 0
intersection as ⇒ 8x + 4y − 4 = 0
in the previous ⇒ 4 y = −8 x + 4
examples.
⇒ y = −2 x + 1
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You can substitute Substituting y = −2 x + 1 into the first circle equation gives an equation in terms
into either of the of x
circle equations. x 2 + (−2 x + 1) 2 + 14 x + 8 ( −2 x + 1) + 4 = 0
You can also attempt
⇒ x 2 + 4 x 2 − 4 x + 1 + 14 x − 16 x + 8 + 4 = 0
to solve the quadratic
Now use the ⇒ 5 x 2 − 6 x + 13 = 0
5 x 2 − 6 x + 13 = 0 using
discriminant. b 2 − 4 ac = ( −6 ) 2 − 4 × 5 × 13 the quadratic formula.
= 36 − 260 You will find that the
= −224 quadratic has no real
b 2 − 4 ac < 0 roots.
The quadratic has no real roots so the circles do not intersect at any point.
Note
If two circles have no points of intersection, you can use the radii
and the distance between the centres to determine if the circles are
completely separate or if one circle is inside the other.
C2
d r2
r1 r2 C1
C1 C2 r1
d
r1 + r2 < d r1 – r2 > d
Circles completely separate One circle inside the other

So, when there are two circles that do not meet:
l The circles are completely separate if the sum of the radii (r 1 + r 2)
is less than the distance between the centres (d); r 1 + r 2 < d.
l One circle will be inside the other circle if the difference
between the radii (r 1 − r 2) is greater than the distance between
the centres (d); r 1 − r 2 > d.
Exercise 8.3 1 For each pair of equations, determine if the circles intersect at two
distinct points, touch at one point or do not meet at all. Give the
coordinates of any points where the circles intersect or touch.
a) x 2 + y 2 − 6 x + 10 y + 31 = 0 b) x 2 + y 2 + 2 x − 6 y − 90 = 0
x 2 + y 2 − 4 x − 2 y − 11 = 0 x 2 + y 2 − 40 x − 6 y + 120 = 0
c) ( x − 2) 2 + y 2 = 16 d) x 2 + y 2 − 8 x + 4 y − 5 = 0
( x − 2) 2 + ( y − 9 ) = 25 x 2 + y 2 − 22 x + 6 y + 105 = 0
2
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Exercise 8.3 (cont) 2 The circles with equations ( x − 16) 2 + ( y + 1) 2 = 100 and
x 2 + y 2 − 8 x − 10 y + 1 = 0 intersect at two distinct points A and B.
a) Find the two points of intersection.
b) State the equation of the common chord AB.
3 The circles with equations ( x − 3) 2 + ( y − 6 ) = 50 and
2
( x − 8) + ( y − 1) = 100 intersect at the point A(8, 11) and at the point B.

2 2
a) Find the coordinates of the point B.

b) State the equation of the common chord AB.
c) Find the midpoint of the chord AB.
d) Show that the line joining the centres of the two circles is the
perpendicular bisector of the chord AB.
4 Two circles have equations ( x − 3) 2 + ( y − 8 ) = 25 and
2
( x + 3) + y = 225.
2 2
a) Show that the circles touch at only one point.

b) Find the distance between the centres of the two circles.
c) Using your answer to part b, deduce whether one circle is inside the
other.
5 Two circles have equations x 2 + ( y − 2 ) = 64 and x 2 + ( y − 4 ) = 16.
2 2
a) Verify that the circles have no points of intersection.

b) Write down their centres and radii.
c) Draw the circles on a diagram. State whether one circle is or is not
inside the other.
Practice questions
1 The points (−1, −1) and (5, 7) mark the ends of a diameter of a circle.
a) Find the equation of the circle, writing it in the form
( x − a ) 2 + ( y − b)2 = r 2.[3]
b) A diameter of the circle goes through the point (6, 0). Find the
coordinates of the other end of this diameter. [2]
2 The diagram shows the circle x 2 + y 2 − 6 x + 4 y − 12 = 0 and the
lines l1 , y = 2 x − 3, and l 2, y = 9 − 2 x. The lines intersect at point C
and meet the circle at points A and B.
y l1
O x
A B
l2
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a) Find the coordinates of the point of intersection of l1 and l 2 and

verify that this point lies on the circumference of the circle. [4]
b) Give the coordinates of the points A and B.[5]
c) Find the area of the triangle ABC.[2]
3 Two circles have equations ( x + 2) 2 + ( y − 3) = 36 and
2
( x − 10) 2 + ( y + 2 ) = 25.
2
a) Verify that the circles have no points of intersection. [5]

b) i Find the distance between the centres of the two circles. [1]
ii Deduce whether one circle is inside the other. Explain
your answer fully. [2]

H know and use the equation of a circle with radius r and centre (a, b)
H solve problems involving the intersection of a circle and a
straight line
H solve problems involving tangents to a circle
H solve problems involving the intersection of two circles
Key points
✔ The circle with centre (0, 0) and radius r has the equation x 2 + y 2 = r 2 .
✔ The circle with centre (a, b) and radius r has the equation ( x − a) 2 + ( y − b) 2 = r 2.
✔ The equation of a circle can be written in the form x 2 + y 2 + 2 gx + 2 fy + c = 0, where the
centre is ( − g, − f ) and the radius is g 2 + f 2 − c.
✔ A straight line may intersect any given circle at two distinct points or at one point.
Alternatively, the straight line may not intersect the circle at all.
y
y y
x x
Two distinct points The line is a tangent to The line and the
of intersection the circle circle do not
One point of intersection intersect
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✔ Two circles may:

When two circles intersect at
● have two distinct points of intersection two distinct points A and B, the
y These circles intersect line AB is a common chord.
at two distinct points.
● have one point of intersection Circles touch internally

y Circles touch externally y
Circles touch at one point
Circles touch at one point
x x
have no points of intersection

●
Circles do not meet but
Circles do not meet one is inside the other
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9 Circular measure
A circle is the reflection of eternity. It has no beginning and no end.
Maynard James Keenan (born 1964)
Discussion point
This is the Singapore Flyer. It has a radius of 75 metres. It takes about
30 minutes to complete one rotation, travelling at a constant speed.
How fast do the capsules travel?
The tradition of measuring angles in degrees, and there being 360

degrees in one revolution, is thought to have come about because much
of early mathematics was connected to astronomy, and the shepherd-
astronomers of Sumeria believed that there were 360 days in a year.
The following notation is used in this chapter:
C represents the circumference of the circle – the distance round the
circle.
r represents the radius of the circle – the distance from the centre to
any point on the circumference.
θ (the Greek letter theta) is used to represent the angle that an arc
subtends at the centre of the circle.
A represents area – this may be the area of a whole circle or a sector.
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9 Circular measure
Arc length and area of a sector

A sector of a circle looks similar to a piece of cake – it is the shape
enclosed by an arc of the circle and two radii. If the angle at the centre
is less than 180° it is called a minor sector, and if it is between 180° and
360° it is called a major sector.
Major
sector
θ Minor
sector
Using ratios:
arc length area of the sector θ
= =
circumference of the circle area of the circle 360
Worked example
For each sector, calculate:
i the arc length ii the area iii the perimeter.
a)
cm
6.5 135º
b)
cm
9.8
65º
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Radian measure
Solution
arc length θ ⇒ arc length = 135 × 2 × π × 6.5
a) i =
2 πr 360 360
= 15.3 cm (3 s.f.)
area θ 135
ii = ⇒ area = × π × 6.5 2
πr 2 360 360
= 49.8 cm² (3 s.f.)
iii perimeter = arc length + 2 × radius
= 15.3 + 2(6.5) = 28.3 cm (3 s.f.)
b) The angle of this sector is 360 − 65 = 295º
arc length θ ⇒ arc length = 295 × 2 × π × 9.8
i =
2 πr 360 360
= 50.5 cm (3 s.f.)
area θ 295
ii = ⇒ area = × π × 9.8 2
πr 2 360 360
= 247 cm² (3 s.f.)
iii perimeter = arc length + 2 × radius
= 50.5 + 2(9.8) = 70.1 cm (3 s.f.)
Worked example
A sector of a circle of radius 8 cm has an
area of 25 cm 2 . Work out the angle at the centre.
m
Solution 8c
Using sector area θ
25 = × π × 82 25 cm2
= 360

× πr 2 360
θ
⇒ θ = 25 × 360
π × 64
= 44.8° (3 s.f.)
Radian measure
Radian measure is used extensively in mathematics because it simplifies
many angle calculations. One radian (rad) is the angle in a sector when
the arc length is equal to the radius. 1 rad is approximately 57.3°.
B
r r
1 radian
1 radian can also O
be written as 1c.
A r
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9 Circular measure
Since the circumference of a circle is of length 2πr, there are 2π arcs of

Note length r round the circumference. This means that there are 2π radians
● An angle given in 360°.
as a fraction of Degrees Radians 1 degree is the same as π radians, therefore:
180
π is assumed to π
360 2π » multiply by to convert degrees to radians
be in radians. 180
180 π
● If an angle is a
π » multiply by 180
π
to convert radians to
simple fraction 90 degrees.
2
of 180°, its
π
equivalent 60 3
value in radians π
is usually 45 4
expressed as a π
30
fraction of π. 6
Worked example
a) Express the following in radians: i 75° ii 49°
π
b) Express the following in degrees: i radians ii 1.25 radians
10
Solution
a) i 75° = 75 × π = 5 π radians
180 12
ii 49° = 49 × π = 0.855 radians (3 s.f.)
180
b) i π radians = π × 180 = 18°
10 10 π
ii 1.25 radians = 1.25 × 180 = 71.6° (3 s.f.)
π
Using your calculator

Your calculator has modes for degrees and for radians, so always
make sure that it is on the correct setting for any calculations that
you do. There is usually a button marked DRG for degrees, radians
and grad (you will not use grad at this stage).
To find the value of sin 2.3c, set your calculator to the radian
mode and enter sin 2.3 followed by = or EXE, depending on your
calculator. You should see the value 0.74570… on your screen.
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Radian measure
Arc length and area of a sector in radians

Using the definition of a radian, an angle of 1 radian at the centre of
a circle corresponds to an arc length equal to the radius r of the circle.
Therefore an angle of θ radians corresponds to an arc length of rθ.
arc length rθ
It is accepted practice to
r write rq, with the Greek
letter at the end, rather
θ than q r.
r
The area of this sector is the fraction θ of the area of the circle (since
2π
2π is the radian equivalent of 360°).
This gives the formula:
area of a sector = θ × πr 2 = 1 r 2θ .
2π 2
Worked example
Calculate the arc length, area and perimeter of this sector.
cm 3π
10 4
Solution
Using arc length = rq
arc length = 10 × 3π
4
= 15 π cm
2
1
sector area = × 10² × 3π Using area of sector = 21 r2q
2 4
75 π 2
= cm
2 Using perimeter = arc length + 2 × radius
perimeter = 15 π + 2 × 10 = 15 π + 20 cm
2 2
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9 Circular measure
Exercise 9.1 1 Express each angle in radians, leaving your answer in terms of π if
appropriate:
a) 120° b) 540° c) 22° d) 150° e) 37.5°
2 Express each angle in degrees, rounding your answer to 3 s.f. where
necessary:
a) 2 π b) 5 π c) 3c d) π e) 3π
3 9 7 8
3 The table gives information about some sectors of circles.
Copy and complete the table. Leave your answers as a multiple of π
where appropriate.
Radius, Angle at centre Angle at centre Arc length, Area,
r (cm) in degrees in radians s (cm) A (cm 2)
8 120
10 5
60 6
6 12
75 20
4 The table gives information about some sectors of circles. Copy and
complete the table. Leave your answers as a multiple of π where
appropriate.
Radius, Angle at centre Arc length, Area,
r (cm) in radians s (cm) A (cm 2)
π
10 3
12 24
π
4 16
5 25
3π
5 40
5 OAB is a sector of a circle of radius 6 cm. ODC is a sector of a circle

radius 10 cm. Angle AOB is π .
Express in terms of π: 3 D
a) the area of ABCD
b) the perimeter of ABCD. A
m
6c
π
3
O B C
10 cm
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Radian measure
The shaded area is 6 a) Work out the area of the

sector AOB.
called a segment
of a circle. b) Calculate the area of the A
triangle AOB.
c) Work out the shaded area. 5π
6
O 6 cm B
7 The diagram shows the cross-section
of a paperweight. The paperweight is
C
a sphere of radius 5 cm with the bottom
m
5c cut off to create a circular flat base with diameter 8 cm.
a) Calculate the obtuse angle ACB in radians.
A 8 cm B b) Work out the area of cross-section of the paperweight.
8 The perimeter of the sector in the O 8 cm B

diagram is 6π + 16 cm.
Calculate:
a) angle AOB
b) the exact area of sector AOB A
c) the exact area of the triangle AOB
d) the exact area of the shaded segment.
1 O
1.5 rad
10 cm
18 cm
A C
B D
The diagram shows an isosceles triangle OBD in which

OB = OD = 18 cm and angle BOD = 1.5 radians. An arc of the
circle, centre O and radius 10 cm, meets OB at A and OD at C.
(i) Find the area of the shaded region. [3]
(ii) Find the perimeter of the shaded region. [4]
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9 Circular measure
2 The diagram shows a circle, centre O, radius 8 cm. Points P and Q

lie on the circle such that the chord PQ = 12 cm and angle POQ = θ
radians.
12 cm
Q P
θ rad 8 cm
(i) Show that θ = 1.696, correct to 3 decimal places. [2]

(ii) Find the perimeter of the shaded region. [3]
(iii) Find the area of the shaded region. [3]
3 Q
5 cm
0.8 rad
O P
R
x cm
The diagram shows a sector OPQ of a circle with centre O and radius
x cm. Angle POQ is 0.8 radians. The point S lies on OQ such that
OS = 5 cm. The point R lies on OP such that angle ORS is a right
angle. Given that the area of triangle ORS is one-fifth of the area of
sector OPQ, find
(i) the area of sector OPQ in terms of x and hence show that the
value of x is 8.837 correct to 4 significant figures, [5]
(ii) the perimeter of PQSR,[3]
(iii) the area of PQSR.[2]
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Radian measure

H solve problems involving the arc length and sector area of a
circle, including knowledge and use of radian measure.
Key points
4 Angles are measured either in degrees or radians.
180° = π radians
4 The angle at the centre of the circle subtended by an arc that is
the same length as the radius is 1 radian.
4 The formulae for area of a circle (A = πr 2) and circumference of
a circle (C = 2πr) are the same whether the angle is measured in
degrees or radians.
4 You will need to learn these formulae.
Radians
Area πr 2
Circumference 2πr
Arc length (q at centre) rq
1 2
Sector area (q at centre) r θ
2
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10 Trigonometry
The laws of nature are written in the language of mathematics ... the
symbols are triangles, circles and other geometrical figures without
whose help it is impossible to comprehend a single word.
Galileo Galilei (1564–1642)
Discussion point
How can you estimate the angle the sloping sides of this pyramid make
with the horizontal?
Using trigonometry in right-angled

triangles
The simplest definitions of the trigonometrical functions are given in
The Greek letter terms of the ratios of the sides of a right-angled triangle, for values of
θ (theta) is often the angle θ between 0° and 90°.
used to denote an
90° – θ
angle. The Greek se
letters α (alpha) nu
ote
hyp opposite
and β (beta) are
also commonly
used for this θ
purpose. adjacent
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Using trigonometry in right-angled triangles
Taking the first In a triangle:

letters of each opposite adjacent opposite
s in θ = cos θ = tan θ = .
part gives the word hypotenuse hypotenuse adjacent
‘sohcahtoa’, which sin is an abbreviation of sine, cos of cosine and tan of tangent. The
may help you to previous diagram shows that:
remember the
formulae. sin θ = cos (90° − θ) and cos θ = sin (90° − θ).
Worked example
Work out the length of x in each triangle. Give your answers correct to three
significant figures.
a)
Solution
a) x = sin 38°
10
10 cm ⇒ x = 10 sin 38°
x
x = 6.16 cm
38º
b) x
b) = tan 41°
14
⇒ x = 14 tan 41°
14 cm x ⇒ x = 12.2 cm
41º
c) 5 cm
c) 5 = cos 39°
x
39° ⇒ 5 = x cos 39°
5
⇒ x=
cos 39°
x ⇒ x = 6.43 cm
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10 Trigonometry
Worked example
Work out the angle marked θ in each triangle. Give your answers correct to
one decimal place.
a)
Solution
8 cm
2.4 cm 2.4
a) sin θ = 8
θ ⇒ θ = sin -1 0.3
⇒ θ = 17.5°
sin -1 0.3 is shorthand notation for ‘the angle θ where sin θ = 0.3’.
cos-1 0.3 and tan -1 0.3 are similarly defined.
b) 4
b) cos θ =
8.2
4 cm
⇒ θ = cos −1 4
8.2
θ ⇒ θ = 60.8°
8.2 cm
c) c) The opposite and
adjacent sides are
equal, so tan θ = 1
⇒ θ = 45°.
Special cases
Certain angles occur frequently in mathematics and you will find it
helpful to know the value of their trigonometrical functions.
The angles 30° and 60°

Triangle ABC is an equilateral triangle with side 2 units, and AD is a
line of symmetry.
A
30°
2
60°
B C
1 D
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Using trigonometry in right-angled triangles
Using Pythagoras’ theorem

AD 2 + 12 = 22 ⇒ AD = 3.
From triangle ABD,
° =603° ;sin
sin 60sin = cos3
60 ;°60 ° =360
=cos ;1 ;°cos1
=tan
60 =° =160
°tan
; 60 ; °3;tan
= 60
3;° = 3;
2 2 2 2 2 2
= 130; sin
sin 30°sin 1
° =cos
30 ° 1=; 303cos
;°30=cos °; = 303
°;30
tan = tan 1
° 3=; 30 °. = 301 °. =
tan 1
.
2 2 2 2 2 2 3 3 3
Worked example
Without using a calculator, find the value of sin 2 30° + sin 60° cos 30°.
(Note that sin 2 30° means (sin 30°)2 .)
Solution
(2)
2
sin 2 30° + sin 60° cos 30° = 1 + 3× 3
2 2
= 1+ 3

4 4
=1

Note
The equivalent results using radians are
sin π = 3 ; cos π = 1 ; tan π = 3

3 2 3 2 3
sin π = 1 ; cos π = 3 ; tan π = 1
6 2 6 2 6 3
The angle 45°

PQR is a right-angled isosceles triangle with equal sides of length 1 unit.
Q
1
Note
In radians
45°
sin π = 1 ;
P R
4 1
2
cos =π 1 ; Using Pythagoras’ theorem, PQ = 2.
4 2
This gives
tan π = 1
4 sin 45° = 1
; cos 45° = 1
; tan 45° = 1.
2 2
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10 Trigonometry
Worked example
Without using a calculator find the value of sin 2
π + cos2 π .
4 4
Solution
sin π = 1 , cos π = 1 When an angle is given
4 4
2 2 in terms of π like this,
So sin 2 π + cos 2 π = 1 + 1 it is in radians.
4 4 2 2 π radians = 45°
=1 4
The angles 0° and 90°

Although you cannot have an angle of 0° in a triangle (because one
side would be lying on top of another), you can still imagine what it
might look like. In the diagram, the hypotenuse has length 1 unit and
the angle at X is very small.
Z
hypotenuse
opposite
X Y
adjacent
If you imagine the angle at X becoming smaller and smaller until it is

zero, you can deduce that
0
sin 0° = = 0; cos 0° = 1 = 1; tan 0° = 0
= 0.
1 1 1
If the angle at X is 0°, then the angle at Z is 90°, and so you can also
deduce that
Remember that in sin 90° = 1 = 1; cos 90° = 0
= 0.
radians 90° is π . 1 1
2 However, when you come to find tan 90°, there is a problem. The
triangle suggests this has value 1 , but you cannot divide by zero.
0
If you look at the triangle XYZ, you will see that what we actually did
was to draw it with angle X not zero but just very small, and to argue:
‘We can see from this what will happen if the angle becomes smaller
and smaller so that it is effectively zero.’
In this case we are looking at the limits of the values of sin θ, cos θ and
tan θ as the angle θ approaches zero. The same approach can be used to
look again at the problem of tan 90°.
If the angle X is not quite zero, then the side ZY is also not quite zero,
and tan Z is 1 (XY is almost 1) divided by a very small number and so is
large. The smaller the angle X, the smaller the side ZY and so the larger
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Positive and negative angles
the value of tan Z. We conclude that in the limit when angle X becomes
zero and angle Z becomes 90°, tan Z is infinitely large, and so we say
Read these arrows as Z → 90°, tan Z → ∞ (infinity).
as ‘tends to’.
You can see this happening in the table of values below.
Z tan Z
80° 5.67
89° 57.29
89.9° 572.96
89.99° 5729.6
89.999° 57 296
When Z actually equals 90°, we say that tan Z is undef ined.

Unless given in the form of bearings, angles are measured from the
x-axis (as shown below). Anticlockwise is taken to be positive and
clockwise to be negative.
y y
an angle of +135°
x x
an angle of –30°
Worked example
π
In the diagram, angles ADB and CBD are right angles, angle BAD = ,
3
AB = 2l and BC = 3l.
Calculate the value of θ in radians.
B 3l
C
θ
2l
π
3
A
D
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10 Trigonometry
Solution
First, find an expression for BD.
BD π
In triangle ABD, = sin 3
AB
π AB = 2 l
⇒ BD = 2l sin 3
= 2l × 3
2
= 3l
BD
In triangle BCD, tan θ =
BC
= 3l
3l
1
=
3
⇒ θ = tan −1 ( )
1
3
π
=
6
Exercise 10.1 1 In the triangle PQR, PQ = 29 cm, QR = 21 cm and PR = 20 cm.

a) Show that the triangle is right-angled.
b) Write down the values of sin Q, cos Q and tan Q, leaving your
answers as fractions.
c) Use your answers to part b to show that:
i) sin 2 Q + cos2 Q = 1
sin Q
ii) tan Q =
cos Q
2 Without using a calculator, show that cos 60° sin 30° + sin 60° cos 30° = 1
3 Without using a calculator, show that cos2 60° + cos2 45° = cos2 30°
π π
4 Without using a calculator, show that 3 cos2 3 = sin 2 3
5 In the diagram, AB = 12 cm, angle BAC = 30°, angle BCD = 60° and
angle BDC = 90°.
B
12 cm
30° 60°
A D
C
a) Calculate the length of BD.
b) Show that AC = 4 3 cm.
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π
6 In the diagram, OA = 1 cm, angle AOB = angle BOC = angle COD = 4
and angle OAB = angle OBC = angle OCD = π .
2
a) Find the length of OD, D C
giving your answer in the
form a 2.
b) Show that the perimeter of
the pentagon OABCD is
B
4 + 3 2 cm.
π π
4 4 π
4
O A
7 In the diagram, ABED is a trapezium C

with right angles at E and D, and
CED is a straight line. The lengths 2d
of AB and BC are ( 2 3 ) d and 2d
respectively, and angles BAD and 30°
B E
CBE are 60° and 30° respectively.
a) Find the length of CD in terms
of d.
b) Show that angle CAD
(2 3)d
= tan−1 ( )
2
3
.
60°
A D
8 In the diagram, ABC is a triangle in which AB = 6 cm, BC = 4 cm and

angle ABC = 2 π . The line CX is perpendicular to the line ABX.
3
C
4 cm
2π
3
A 6 cm B X
a) Work out the exact length of BX.

 3 
b) Show that angle CAB = tan–1  4 
 
c) Show that the exact length of AC is 76 cm.
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10 Trigonometry
Reciprocal trigonometrical
functions
As well as sin, cos and tan there are three more trigonometrical ratios
that you need to be able to use. These are the reciprocals of the three
functions you have already met: cosecant (cosec), secant (sec) and
cotangent (cot).
cosec θ = 1
sin θ
sec θ = 1
cos θ
1
cot θ = tan θ (= cos
sin θ )
θ
Each of these functions is undefined for certain values of θ. For

example, cosec θ is undefined for θ = 0°, 180°, 360°… since sin θ is zero
for these values.
Worked example
Solve the following equations for 0° < x < 90° rounding your answers to one
decimal place where necessary.
a) sec x = 2 b) cosec x = 2 c) cot x = 2
Solution
1
a) sec x = 2 ⇒ =2 b) cosec x = 2 ⇒ 1 = 2
cos x sin x
⇒ cos x = 1 ⇒ sin x = 1
2 2
⇒ x = 60° ⇒ x = 30°
1
c) cot x = 2 ⇒ =2
tan x
⇒ tan x = 1
2
⇒ x = 26.6°
Exercise 10.2 1 Write each value in exact form. Do not use a calculator.
a) i) sin 30° ii) cos 30° iii) tan 30°
‘Exact form’ means b) i) cosec 30° ii) sec 30° iii) cot 30°
give the answer 2 Write each value in exact form. Do not use a calculator.
a) i) sin 45° ii) cos 45° iii) tan 45°
using fractions and b) i) cosec 45° ii) sec 45° iii) cot 45°
surds. 3 Write each value in exact form. Do not use a calculator.
π π π
a) i) sin ii) cos iii) tan
3 3 3
π π π
b) i) cosec ii) sec iii) cot
3 3 3
4 In the triangle ABC, angle A = 90° and sec B = 2.
a) Work out the size of angles B and C.
b) Find tan B.
c) Show that 1 + tan 2 B = sec2 B.
5 In the triangle ABC, angle A = 90° and cosec B = 2.
a) Work out the size of angles B and C.
AC = 2 units
b) Work out the lengths of AB and BC.
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Trigonometrical functions for angles of any size
6 Given that sin θ = 3 and θ is acute, find the values of sec θ and cot θ.
4
π
7 In the triangle LMN, angle M = and cot N = 1.
2
a) Find the angles L and N.
b) Find sec L, cosec L and tan L.
c) Show that 1 + tan 2 L = sec2 L.
8 Malini is 1.5 m tall. At 8 o’clock one evening, her shadow is 6 m long.
Given that the angle of elevation of the sun at that moment is α :
a) show that cot α = 4,
b) find the value of α .
9 α is an angle in a triangle.
a) For what values of α are sin α , cos α and tan α all positive? Give your
answers in both degrees and radians.
b) Are there any values of α for which sin α , cos α and tan α are all
negative? Explain your answer.
c) Are there any values of α for which sin α , cos α and tan α are all
equal? Explain your answer.
Trigonometrical functions for angles

of any size
Is it possible to extend the use of the trigonometrical functions to
angles greater than 90°, like sin 120°, cos 275° or tan 692°? The answer
is yes − provided you change the definition of sine, cosine and tangent
to one that does not require the angle to be in a right-angled triangle. It
is not difficult to extend the definitions, as follows.
First look at the right-angled triangle below, which has hypotenuse of
unit length.
y
P
P (x, y)
1
y
1
y
θ
O θ
x
O x x
This provides the definitions:

y x y
sin θ = = y; cos θ = = x; tan θ = .
1 1 x
Now think of the angle θ being situated at the origin, as in the diagrams
above, and allow θ to take any value. The vertex marked P has
coordinates (x, y) and can now be anywhere on the unit circle.
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10 Trigonometry
This shows that the definitions above can be applied to any angle θ, whether
it is positive or negative, and whether it is less than or greater than 90°:
y
sin θ = y, cosθ = x, tan θ = .
x
For some angles, x or y (or both) will take a negative value, so the signs
of sin θ, cos θ and tan θ will vary accordingly.
Worked example
The x- and y-axes divide the plane into four regions called quadrants. Draw
a diagram showing the quadrants for values of x and y from −1 to 1. Label
each quadrant to show which of the trigonometrical functions are positive and
which are negative in each quadrant.
Note
Solution
Look at this y
diagram. It gives 2nd quadrant 1st quadrant
you a useful aid
1
for remembering sin positive All positive
the values for cos, tan negative
which sin, cos and
tan are positive x
−1 1
and negative. 3rd quadrant 4th quadrant
A means all are
tan positive −1 cos positive
positive.
sin, cos negative sin, tan negative
x
S A
y
T C Worked example
Find the value of: a sin 120° b cos 210° c tan 405°.
Solution y
S means sin is
a) 120° is in the second quadrant, so sin 120° is
positive but the
positive. The line at 120° makes an angle of 60°
other two, cos and
3 60º 120º
tan, are negative, with the x-axis, so sin 120° = +sin 60° =
2 O x
and so on.
Starting from
C and working
anticlockwise this b) 210° is in the third quadrant, so cos 210° is negative. y
The line at 210° makes an angle of 30° with the
spells ‘CAST’. 210º
Consequently, it x-axis, so cos 210° = −cos 30° = − 3
2 30º
is often referred 30º O x
to as ‘the CAST
rule’.
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Graphs of trigonometrical functions
c) 405° is in the first quadrant, so tan 405° is y

positive. The line at 405° makes an angle
of 45° with the x-axis, so tan 405° = tan
45° = 1.
45º
405º
O x
Graphs of trigonometrical functions

The sine and cosine graphs
The diagram on the left below shows angles at intervals of 30° in the
unit circle. The resulting coordinates, θ and y, are plotted relative
to the axes in the diagram on the right. They have been joined with
a continuous curve to give the graph of sin θ for 0°  θ  360°. The
resulting wave is called the sine curve.
y sin θ
P3 P3
P4 P2 +1 P4
P2
P5 P1 P5
P1
P0 P6 P12
P6 O
P12 x P0 90° 180° 270° 360° θ
P7
P7 P11
P8 P11
P8 P10 –1 P10
P9 P9
The angle 390° gives the same point P 1 on the circle as the angle 30°,
the angle 420° gives point P 2 and so on. You can see that for angles
from 360° to 720° the sine wave will simply repeat itself, as shown
below. This is true also for angles from 720° to 1080° and so on.
Since the curve repeats itself every 360° the sine function is described
as periodic, with period 360° or 2π radians.
The amplitude of such a curve is the largest displacement from the
central position, i.e. the horizontal axis.
sin θ
+1
Amplitude
O 180° 360° 540° 720° θ
–1
Period
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10 Trigonometry
You can transfer the x-coordinates on to a set of axes in a similar way

to obtain the graph of cos θ. This is most easily illustrated if you first
rotate the circle through 90° anticlockwise. The diagram shows the
circle in this new orientation, together with the resulting graph.
cos θ
P12 x
P0 P12
P0
P11
+1
P1
P10
P2 P1 P11
P2 P10
P3 P9
P3
P9
90° 180° 270° 360° θ
y
P4
P8
P8
P5
P4
–1 P7
P7
P5
P6
P6
The cosine curve repeats itself for angles in the interval 360°  θ  720°.
This shows that the cosine function is also periodic with a period of 360°.
Notice that the graphs of sin θ and cos θ have exactly the same shape.
The cosine graph can be obtained by translating the sine graph 90° to
the left, as shown below.
y
y = cos θ
+1
110° 210°
O 20° 90° 120° 180° 270° 360° θ
y = sin θ
–1
The diagram shows that, for example,

cos 20° = sin 110°, cos 90° = sin 180°, cos 120° = sin 210°, etc.
In general:
cos θ = sin (θ + 90°), and in radians cos θ = sin θ + π . ( 2 )
Discussion point
1 What do the graphs of sin θ and cos θ look like for negative angles?
2 Draw the curve of sin θ for 0°  θ  90°.
Using only reflections, rotations and translations of this curve, how
can you generate the curves of sin θ and cos θ for 0°  θ  360°?
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Solving trigonometrical equations using graphs
Note The tangent graph

y
The value of tan θ can be worked out from the definition tan θ = x
or by
The graph of tan θ is
sin θ
periodic, like those using tan θ = .
cos θ
for sin θ and cos θ, You have already seen that tan θ is undefined for θ = 90°. This is also
but in this case the case for all other values of θ for which cos θ = 0, namely 270°, 450°,
the period is 180°. …, and −90°, −270°, …
Again, the curve The graph of tan θ is shown below.
for 0  θ  90° The dotted lines θ = ±90° and θ = 270° are asymptotes.
can be used to
generate the rest
y Asymptotes
of the curve using are not part of
rotations and the curve. The
translations. branches get
0°
increasingly close
–90° 90° 180° 270° 360° θ
to them but never
actually touch
them.
Solving trigonometrical equations

using graphs
You can use these graphs when you solve trigonometric equations.
If you use the inverse function on your calculator to solve the equation
cos θ = 0.5, the answer is given as 60°. However, the graph of y = cos θ
shows that this equation has infinitely many roots.
y
0.5
–420° –300° –60° 0 60° 300° 420° 270° 660° 780° θ
–1
This graph of y = cos θ shows that the roots for cos θ = 0.5 are:
θ = ..., −420°, −300°, −60°, 60°, 300°, 420°, 660°, 780°, ...
The functions cosine, sine and tangent are all many-one mappings,
so their inverse mappings are one-many. In other words, the problem
‘Find cos 60°’ has only one solution (0.5), whilst ‘Find θ such that
cos θ = 0.5’ has infinitely many solutions.
Remember that a function has to be either one-one or many-one. This
means that in order to define inverse functions for cosine, sine and
tangent, a restriction must be placed on the domain of each so that it
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10 Trigonometry
becomes a one-one mapping. This is why your calculator will always

give the value of the solution between:
0°  θ  180° (cos)
−90°  θ  90° (sin)
−90°  θ  90° (tan).
Your calculator
only gives one of The following diagrams are the graphs of cosine, sine and tangent
the infinitely many together with their principal values. The graphs show you that the
principal values cover the whole of the range (y values) for each function.
roots. This is called y
the principal value.
value 1 y = cos
principal values
0.5
–360° –270° –180° –90° 0 90° 180° 270° 360°
–0.5
–1
y
1
0.5 y = sin
principal
values
–360° –270° –180° –90° 0 90° 180° 270° 360°
–0.5
–1
y
3 y = tan
principal
2
values
1
–360° –270° –180° –90° 0 90° 180° 270° 360°

–1
–2
–3
Discussion point
How are the graphs of sinθ, cosθ and tanθ changed if θ is measured in
radians rather than degrees?
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Solving trigonometrical equations using graphs
Worked example
3
Find values of θ in the interval −360°  θ  360° for which sin θ = .
2
Solution
sin θ = 3 ⇒ θ = sin −1  23  = 60°. The graph of sin θ is shown below.
2  
sin θ
1
0.5
O
−300º −240º 60º 120º
−1
So, the values of θ are −300°, −240°, 60°, 120°.
Worked example
Solve the equation 2 tan θ + 1 = 0 for −180°  θ  180°.
Solution
2 tan θ + 1 = 0 ⇒ tan θ = − 1
2
θ = tan −1 (− 2 )
1
Using a calculator ⇒
= −26.6° (1 d.p.)

y
y = tan θ
−26.6° 153.4°
O
−270° −180° −90° 90° 180° 270° θ
From the graph, the other answer in the range is:
θ = −26.6° + 180° = 153.4°

So, the values of θ are −26.6°, 153.4°.
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10 Trigonometry
Exercise 10.3 1 a) Sketch the curve y = cos x for 0°  x  360°.

b) Solve the equation cos x = 0.5 for 0°  x  360°, and illustrate the
two roots on your sketch.
c) State two other roots of cos x = 0.5, given that x is no longer
restricted to values between 0° and 360°.
d) Write down, without using your calculator, the value of cos 240°.
a) Sketch the curve of y = sin x for −2 p  x  2 p.
2
b) Solve the equation sin x = 0.6 for −2 p  x  2 p, and illustrate all the
roots on your sketch.
c) Sketch the curve y = cos x for −2 p  x  2 p.
d) Solve the equation cos x = 0.8 for −2 p  x  2 p , and illustrate all
the roots on your sketch.
e) Explain why some of the roots of sin x = 0.6 are the same as those
for cos x = 0.8, and why some are different.
3 Solve the following equations for 0°  x  2 p.
3
a) tan x = 3 b) sin x = 0.5 c) cos x = − 2
1
d) tan x = e) cos x = −0.7 f) cos x = 0.3
3
1
g) sin x = − h) sin x = −1
3
4 Write the following as integers, fractions, or using square roots. You
should not need your calculator.
a) sin 45° b) cos 60° c) tan 45°
d) sin 120° e) cos 150° f) tan 180°
g) sin 405° h) cos (−45°) i) tan 225°
5 In this question all the angles are in the interval −180° to 180°.
Give all answers correct to one decimal place.
a) Given that cos α  0 and sin α = 0.5, find α .
b) Given that tan β = 0.3587 and sin β  0, find β.
c) Given that cos γ = 0.0457 and tan γ  0, find γ.
6 a) Draw a sketch of the graph y = sin x and use it to demonstrate why
sin x = sin (180° − x).
b) By referring to the graphs of y = cos x and y = tan x, state whether
the following are true or false.
i) cos x = cos (180° − x) ii) cos x = −cos (180° − x)
iii) tan x = tan (180° − x) iv) tan x = −tan (180° − x)
7 a) For what values of α are sin α , cos α and tan α all positive given that
0°  α  360°?
b) Are there any values of α for which sin α , cos α and tan α are all
negative? Explain your answer.
c) Are there any values of α for which sin α , cos α and tan α are all
equal? Explain your answer.
8 Solve the following equations for 0°  θ  360°.
a) cos (θ − 20°) = 1 b) tan (θ + 10°) = 3 c) sin (θ + 80°) = 2
2 3 2
d) tan 2θ = 3 e) sin (1 θ ) = 1 f) cos 2θ = − 3
2 2 2
g) sin 3θ = 1 h) sin 2θ = 0 i) tan 3θ = 1
2
9 Solve the following equations for −2 p  x  2 p .
a) 10 sin x = 1 b) 2 cos x – 1 = 0 c) tan x + 2 = 0
d) 5 sin x + 2 = 0 e) cos² x = 1 − sin x
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Transformations of trigonometrical graphs
Transformations of trigonometrical
graphs
Now that you are familiar with the graphs of the sine, cosine and
tangent functions, you can see how to transform these graphs.
y = a sin x where a is a positive integer

How are the graphs of y = sin x and y = 2 sin x related?
To investigate this question, start by drawing graphs of the two
functions using a graphical calculator or graph-drawing package.
y
2
y = 2 sin x
1
y = sin x
90° 180° 270° 360° 450° x

−1
−2
Looking at the graphs:

» y = sin x has an amplitude of 1 unit and a period of 360°.
» y = 2 sin x has an amplitude of 2 units and a period of 360°.
The graphs of y = sin x and y = 2 sin x illustrate the following general
result.
The graph of y = a sin x is a sine curve that has an amplitude of a
units and a period of 360°.
The transformation is a stretch of scale factor a parallel to the
y-axis.
y = sin bx where b is a simple fraction or

integer
What is the relationship between the graph of y = sin x and y = sin 2x?
Again, start by drawing the graphs. The table of values, calculated to
one decimal place, is given below, but you can also draw the graphs
using suitable software.
x 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
sin x 0 0.5 0.9 1.0 0.9 0.5 0 −0.5 −0.9 −1.0 −0.9 −0.5 0
sin 2 x 0 0.9 0.9 0 −0.9 −0.9 0 0.9 0.9 0 −0.9 −0.9 0
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10 Trigonometry
y
1
y = sin 2x
y = sin x
90° 180° 270° 360° x
−1
Looking at the graphs:

» y = sin x has an amplitude of 1 unit and a period of 360°.
» y = sin 2x has an amplitude of 1 unit and a period of 180°.
Similarly, the graph of y = sin 3 x has a period of 360 ÷ 3 = 120°, the
graph of y = sin ( ) has a period of 360 ÷
x
2
1
2
= 720°, and so on.
The graphs of y = sin x and y = sin 2 x illustrate the following general
results.
The graph of y = sin b x is a sine curve that has amplitude 1 unit
and period ( ) °.
360
b
The transformation is a stretch of scale factor 1 parallel to the
b
x-axis.
y = sin x + c where c is an integer

How are the graphs of y = sin x and y = sin x + 3 related?
Again, start by drawing the graphs.
y
4
y = sin x + 3
3
1
y = sin x
90° 180° 270° 360° x
−1
Looking at the graphs, y = sin x + 3 has the same amplitude and period
as y = sin x but is 3 units above it. Similarly, the graph of y = sin x – 2 is 2
units below the graph of y = sin x.
The graphs of y = sin x and y = sin x + 3 illustrate the following general
result.
The graph of y = sin x + c is the same shape as the graph of y = sin x
but is translated vertically upwards through c units.
0
The transformation is a translation of   .
c
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Combining transformations
The graph of y = a sin bx + c is a transformation of the graph of y = sin x
effected by:
» a stretch parallel to the y-axis, scale factor a
» a stretch parallel to the x-axis, scale factor b1
» a translation parallel to the y-axis of c units.
Discussion point
When drawing the graph of y = a sin bx + c using a series of
transformations of the graph y = sin x, why is it necessary to do the
translation last?
All the transformations in this section have been applied to the

graph of y = sin x. The same rules can be applied to the graphs of all
trigonometric functions, and to other graphs as well as those shown in
these examples.
Worked example
The diagram shows the graph of a function y
y = f(x).
Sketch the graph of each of these functions. 2 y = f(x)
a) y = f(2x) 1
b) y = 3f(x) x
1 2 3 4
c) y = 3f(2x)
Solution
a) y = f(2x) is obtained from y = f(x) by y
applying a stretch of scale factor 1 2 y = f(x)
2
parallel to the x-axis. 1
y = f(2x)
1 2 3 4 x
b) y = 3f(x) is obtained from y = f(x) by y

applying a stretch of scale factor 3 7
parallel to the y-axis. 6
5
4 y = 3f(x)
3
2 y = f(x)
1
1 2 3 4 x
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10 Trigonometry
The order of the c) y = 3f(2x) is obtained from y = f(x) by applying a stretch of scale factor 1
2
transformations parallel to the x-axis and a stretch of scale factor 3 parallel to the y-axis.
is not important y
in this example 7
because the two
directions are 6
independent. 5 y = 3f(2x)
4
2
y = f(x)
1
1 2 3 4 x
Worked example
Starting with the graph of y = cos x
i State the transformations that can be used to sketch each curve.
ii Sketch each curve for 0°  x  360°.
a) y = cos 2x
b) y = 3 cos 2x
c) y = 3 cos 2x − 1
y
3
1 y = cos x
−360° −270° −180° −90° 0 90° 180° 270° 360° x

−1
−2
−3
−4
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Solution
a) i T he graph of y = cos 2x is a stretch of y = cos x by scale factor 1 in the
2
x-direction.
ii y
3
2
y = cos x 1 y = cos 2x
−360° −270° −180° −90° 0 90° 180° 270° 360° x

−1
−2
−3
−4
b) i The graph of y = 3 cos 2x is a stretch of y = cos x by scale factor 1 in the
2
x-direction and by scale factor 3 in the y-direction.
ii y
3 y = 3 cos 2x
y = cos x 1
−360° −270° −180° −90° 0 90° 180° 270° 360° x

−1
−2
−3
−4
T he graph of y = 3 cos 2x – 1 is a stretch of y = cos x by scale factor 1

c) i
2
in the x-direction and scale factor 3 in the y-direction, followed by a
translation of 1 unit vertically downwards.
ii y
3
y = 3 cos 2x − 1
2
y = cos x 1
−360° −270° −180° −90° 0 90° 180° 270° 360° x

−1
−2
−3
−4
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10 Trigonometry
Worked example
a) State the transformations needed to transform the graph of y = sin x to the
graph of y = 2 sin 3x. Sketch the graph of y = 2 sin 3x for 0°  x  360°.
b) Sketch each of the following graphs for 0°  x  360°:
i y = |2 sin 3x|
ii y = |2 sin 3x| + 1
iii y = 2 sin 3x + 1
iv y = |2 sin 3x + 1|
Solution
1
a)
T he graph of y = 2 sin 3x is a stretch of y = sin x by scale factor in the
3
x-direction and by scale factor 2 in the y-direction.
y
2
y = sin x
0 90 180 270 360 x
–1 y = 2 sin 3x
–2
b) i y y
2 2
1 1
y = 2 sin 3x
0 90 180 270 360 x
0 90 180 270 360 x
y = |2 sin 3x|
–1
–1
–2
For the graph of the modulus function y = |f(x)|, any part of the
corresponding graph of y = f(x) where y<0 is reflected in the x-axis.
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ii y y
y = |2 sin 3x| y = |2 sin 3x| + 1
2
3
1 2
1
0 90 180 270 360 x
–1 0 90 180 270 360 x
Translation of the graph y = |2sin 3x| by 1 unit vertically upwards

iii y y
2
3
1
2
y = 2 sin 3x
y = 2 sin 3x + 1
0 90 180 270 360 x 1
–1
0 90 180 270 360 x
–2 –1
Translation of the graph y = 2sin 3x by 1 unit vertically upwards

iv y y
3
3
y = 2 sin 3x + 1 y = |2 sin 3x + 1|
2 2
1 1
0 90 180 270 360 x 0 90 180 270 360 x
–1 –1
Any part of the graph of y = 2sin 3x + 1 where y<0 is reflected in the x-axis.
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10 Trigonometry
The curve y = tan x can also be translated and stretched. However,

because y = tan x has no finite boundary in the y-direction, it is not as
straightforward to show such stretches when the graphs approach the
asymptotes.
Worked example
a) Sketch the curve y = tan x for 0°  x  180°.
b) On the same axes, sketch the curve y = tan x + 2.
Solution
y
2
y = tan x + 2
90° 180° x
y = tan x
Exercise 10.4 1 For each transformation i to iv:

a) Sketch the graph of y = sin x and on the same axes sketch its image
under the transformation.
b) State the amplitude and period of the transformed graph.
Questions 1.c, 2.d c) What do you notice about your answers for iii and iv?
i) a stretch, scale factor 2, parallel to the y-axis
and 3.d go beyond
ii) a translation of 1 unit vertically downwards
the syllabus but iii) a stretch, scale factor 2, parallel to the y-axis followed by a
will help you translation of 1 unit vertically downwards.
understand curve iv) a translation of 1 unit vertically downwards followed by a stretch
sketching. of scale factor 2 parallel to the y-axis
2 a) Apply each set of transformations to the graph of y = cos x.
b) Sketch the graph of y = cos x and the transformed curve on the same
axes.
c) State the amplitude and period of the transformed graph.
d) What do you notice about your answers for iii and iv?
i) a stretch, scale factor 2, parallel to the x-axis.
ii) a translation of 180° in the negative x-direction
iii) a stretch, scale factor 2, parallel to the x-axis followed by a
translation of 180° in the negative x-direction
iv) a translation of 180° in the negative x direction followed by a
stretch of scale factor 2 parallel to the x-axis
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3 a) Apply these transformations to the graph of y = sin x.

b) Sketch the graph of y = sin x and the transformed curve on the same
axes.
c) State the amplitude and period of the transformed graph.
d) What do you notice about your answers for iii and iv?
i) a stretch, scale factor 2, parallel to the x-axis
ii) a translation of 1 unit vertically upwards
iii) a stretch, scale factor 2, parallel to the x-axis followed by a
translation of 1 unit vertically upwards
iv) a translation of 1 unit vertically upwards followed by a stretch,
scale factor 2, parallel to the x-axis
4 State the transformations needed, in the correct order, to transform the
first graph to the second graph.
a) y = tan x, y = 3 tan 2x
b) y = tan x, y = 2 tan x + 1
c) y = tan x, y = 2 tan (x − 180°)
π
d) y = tan x, y = 3 tan (x + ) + 3
2
5 State the transformations required, in the correct order, to obtain this
graph from the graph of y = sin x.
y
3
−90° 90° 180° 270° 360° x
−1
6 State the transformations required, in the correct order, to obtain this

graph from the graph of y = tan x.
y
22.5° 45° 90° 135° 180° 225° 270° 315° 360° x
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10 Trigonometry
Exercise 10.4 (cont) 7 State the transformations required, in the correct order, to obtain this
graph from the graph of y = cos x.
y
1
π π 3π 2π x
2 2
−1
−2
−3
−4
−5
8 a) State the transformations needed to transform the graph of

y = sin x to the graph of y = 4 sin 2x. Sketch the graph of y = 4 sin 2x
for 0°  x  360°.
b) Sketch each of the following graphs for 0°  x  360°:
i) y = |4 sin 2x| ii) y = |4 sin 2x| − 1
iii) y = 4 sin 2x − 1 iv) y = |4 sin 2x − 1|
9 Sketch each of the following graphs for 0  x  2p :
i) y = |2 cos 3x| ii) y = |2 cos 3x| − 2
iii) y = |2 cos 3x + 1|
Identities and equations

sin, cos and tan
y
P (x, y)
1
y
θ
O x x
Look at the diagram of the unit circle. It shows you that

y
x = cos θ, y = sin θ and x
= tan θ.
It follows that
sin θ
tan θ = cos θ
.
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However, it more accurate to use the identity sign here because the
relationship is true for all values of θ, so
sin θ
tan θ ≡ cos θ
Remember that an equation is only true for certain values of the
variable, called the solution of the equation.
In this book, as
in mathematics For example, tan θ = 1 is an equation: in the range 0°  θ  360°, it is
only true when θ = 45° or 225°.
generally, an
equals sign is By contrast, an identity is true for all values of the variable. For
often used where example,
it would be more sin 75° sin (−300°) sin π
correct to use tan 45° ≡ sin 45°
, tan 75° ≡ cos 75°
, tan (−300°) ≡ cos (−300°)
, tan π ≡ 6
cos 45° 6
cos π
an identity sign. 6
and so on for all values of the angle.
The identity
sign is kept for The identity below is found by applying Pythagoras’ theorem to any
situations where point P(x, y) on the unit circle. P
it is particularly y + x ≡ OP
2 2 2
important to (sin θ )2 + (cos θ )2 ≡ 1. 1

y
emphasise that the This is written as:
relationship is an sin 2 θ + cos2 θ ≡ 1. O
θ
x
identity and not an
sin θ
equation. You can use the identities tan θ ≡ cos θ
and sin 2 θ+ cos2 θ ≡ 1 to prove
other identities are true.
There are two methods you can use to prove an identity; you can use
either method or a mixture of both.
Method 1
When both sides of the identity look equally complicated you can work
with both the left-hand side (LHS) and the right-hand side (RHS) and
show that LHS – RHS = 0 (as shown in the example below).
Worked example
Prove the identity cos² θ – sin² θ ≡ 1 − 2 sin² θ.
Solution
You need to show that cos² θ − sin² θ − 1 + 2 sin² θ ≡ 0.
Both sides look equally complicated, so show
LHS − RHS = cos² θ − sin² θ − 1 + 2 sin² θ
Simplifying:
Using ≡ cos² θ + sin² θ − 1
sin² θ + cos² θ = 1 ≡1−1
≡ 0 as required
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10 Trigonometry
Method 2
When one side of the identity looks more complicated than the other
side, you can work with this side until you end up with the same as the
simpler side, as shown in the next example. In this case you show
LHS = RHS.
Worked example
sin θ 1 1
Prove the identity − ≡ .
1 − cos θ sin θ tan θ
Solution
LHS = sin θ − 1
1 − cosθ sin θ
sin 2 θ − (1 − cosθ )
≡
Since (1 − cosθ ) sin θ
sin² θ + cos² θ = 1, (1 − cos 2 θ ) + cos θ − 1
≡
sin² θ = 1 − cos² θ (1 − cos θ ) sin θ
≡ cosθ − cos θ
2
(1 − cos θ ) sin θ
cos θ (1 − cos θ )
≡
(1 − cos θ ) sin θ
≡ cos θ = RHS
sin θ
1
≡ as required
tan θ
Worked example
Solve the equation 4 sin
θ − 3 cos θ = 0 for 0° ≤ θ ≤ 360°.
2 2
Solution
4 sin θ − 3cos θ = 0
2 2
⇒ 4 sin = 3cos θ
θ
2 2
Use the identity sin θ
2 =3
tanθ ≡ sinθ
⇒4
cos θ
cosθ 2
θ
⇒ 4 tan = 3
2
⇒ tan θ = 3
2 4
Using the substitution u =
θ
2
⇒ tan u = 3
4
Principal value ⇒ u = 36.87°
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To find any other values you should draw a sketch graph.

y
3
4
36.87° 216.87°
0° 180° u
36.87° 216.87°
θ
The substitution u = ⇒ θ = 2u, hence
2
θ = 433.74° u = 36.87° ⇒ θ = 73.74°
is outside u = 216.87° ⇒ θ = 433.74°
the interval The solution is therefore θ = 73.74°.
0° ≤ θ ≤ 360°
cosec, sec and cot

The reciprocal of the relationship tan θ ≡ sin θ is
cos θ
1 ≡ 1 ÷ sin θ
tan θ cos θ
⇒ cotθ ≡ cosθ .
sinθ
Similarly, dividing the relationship sin 2 θ + cos 2 θ ≡ 1 through by sin 2 θ
gives
sin 2 θ cos 2 θ
+ ≡ 1
sin 2 θ sin 2 θ sin 2 θ
⇒ 1+ cot2θ ≡ cosec2θ
This is usually presented as cosec2θ ≡ 1 + cot2θ
If instead you divide sin 2θ + cos2 θ ≡ 1 by cos2 θ you get
sin 2 θ cos 2 θ 1
+ ≡
cos 2 θ cos 2 θ cos 2 θ
⇒ tan 2 θ + 1 ≡ sec2 θ
This is usually presented as sec2θ ≡ 1 + tan 2θ
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10 Trigonometry
Worked example
a) Show that sec2 x − cosec2 x ≡ tan 2 x − cot2 x.
sec θ
b) Prove that ≡ cosec θ.
tan θ
Solution
Using a) Start with the left-hand side since this looks more complicated.
tan2 x + 1 = sec2 x LHS ≡ sec2 x − cosec2 x ≡ (1 + tan² x) − (1 + cot² x)
and ≡ 1 + tan² x – 1 – cot² x
1 + cot 2 x = cosec2 x ≡ tan 2 x – cot2 x ≡ RHS
b) Again, start with the left-hand side since this looks more complicated.
sec θ
It is often more LHS ≡ tan θ ≡ sec θ ÷ tan θ
straightforward ≡
1
÷
sin θ
to go back cos θ cos θ
1 cos θ
to the basic ≡
cos θ
×
sin θ
trigonometric ≡
1
functions sin θ and sin θ
≡ cosec θ ≡ RHS
cos θ.
You can also use this approach to solve equations involving the
reciprocal functions. This involves using the definitions of the functions
to find equivalent equations using sin, cos and tan. You will usually be
given a range of values within which your solution must lie, so a sketch
graph is useful to ensure that you find all possible values.
Worked example
Solve the following equations for
a) cosec θ = 2 for 0°  θ  360°
b) sec² θ + 2 tan² θ = 4 for 0  θ  2π
Solution
1
a) cosec θ = 2 ⇒ =2
sin θ
⇒ 1 = 2 sin θ
⇒ sin θ = 1
2
⇒ θ = 30°
This is called the
principal value.
value
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To find any other values in the interval 0° < θ < 360°, sketch the graph.
y
1
0.5
30° 90° 150°180° 270° 360° θ
−1
The graph shows that sin θ is also 1 when θ = 150°.

2
The solution is therefore θ = 30° or θ = 150°.
b) sec² θ + 2 tan² θ = 4 ⇒ (1 + tan 2 θ) + 2 tan² θ = 4
⇒ 1 + 3 tan² θ = 4
⇒ 3 tan² θ = 3
⇒ tan² θ = 1
⇒ tan θ = ± 1
π π
tan - ¹ 1 = and tan - ¹ (−1) = −
4 4
To find the values in the interval 0  θ  2π, sketch the graph.
y y = tanθ
1
π 3π 7π
−
4 4 4
π 0 π π π 5π 3π 2π
x
− 4
2 2 4 2
−1
The graph shows the value of tanθ is also 1 when θ = 5π .

4
The principal value for tan θ = −1 is outside the required range. The graph
shows that the values in the required range are 3π and 7π .
4 4
π 3π 5π
The solution is therefore θ = , θ = , θ = and θ = 7π .
4 4 4 4
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10 Trigonometry
Worked example
(
Solve the equation 3 sec 2θ − π = 6 for 0 ≤ θ ≤ 2π .
6 )
Solution
(
3 sec 2θ − π = 6
6 )
(
⇒ sec 2θ −
π =2
6 )
1
1 ⇒ =2
secθ =
cosθ (
cos 2θ − π
6 )
(
⇒ cos 2θ −
π =1
6 2)
Using the substitution u = 2θ −
π
6
⇒ cos u = 1
2
Principal value ⇒u = π
3
To find any other values you should draw a sketch graph.
y
5π 7π 11π
3 3 3
1
π 13π
3 3
0 π π 3π 2π 5π 3π 7π 4π u
2 2 2 2
−1
So, from the sketch graph you get the values
u=
π , 5π , 7π , 11π and 13π
3 3 3 3 3
u+π
The substitution u = 2θ − π ⇒ θ = 6 , hence the corresponding values for
6 2
θ are
θ = π , 11π , 5π , 23π and 9π
4 12 4 12 4
However, the value 9π is outside the interval 0 ≤ θ ≤ 2π .
4
π 11π , 5π
The solution is therefore θ = , or 23π .
4 12 4 12
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Exercise 10.5 1 Prove that sin 2 θ − cos 2 θ = 3 − 2 sin 2 θ − 4 cos 2 θ .

2 Prove that 1 + 12 = 12 .
tan θ sin θ
3 Prove that 4 cos2 θ + 5 sin 2 θ = sin 2 θ + 4.
2
1 − (sin θ − cos θ )
4 Prove that = 2.
sin θ cos θ
5 Solve the equation cosec2 θ + cot² θ = 2 for 0° < x < 180°.
cosec A
6 Show that = sec2 A.
cosec A − sin A
7 Solve the equation sec2 θ = 4 for 0  θ  2π.
8 Prove the identity cot θ + tan θ ≡ sec θ cosec θ.
9 This is the graph of y = sec θ .
y
1 y = cos x
−2π −π 0 π 2π x
−1
y = sec x
a) Solve the equation sec θ = 1 for -2π  θ  2π.

b) What happens if you try to solve sec θ = 0.5?
10 a) Solve the equation sin θ = cosec θ for −360°  θ  360°.
b) Solve the equation 5sin θ + 9 cos θ = 0 for −360°  θ  360°.
3 3
c) Solve the equation 4 cosec 2θ − π
3 ( )
= 5 for 0  θ  2π .
11 a) Show that 12 sin 2 x + cos x − 1 = 11 + cos x − 12 cos 2 x.

b) Solve 12 sin 2 x + cos x − 1 = 0 for 0°  x  360°.
12 a) Show that sin 2 θ + 1 − sin θ − cos 2 θ = 2 sin 2 θ − sin θ .
b) Solve sin 2 θ + 1 − sin θ − cos 2 θ = 0 for 0  θ  2 π .
1 (a) Solve 4 sin x = cosec x for 0°  x  360°. [3]
(b) Solve tan 2 3y - 2 sec 3y - 2 = 0 for 0°  y  180°. [6]
(c) ( 3 )
Solve tan z − π = 3 for 0  z  2π radians. [3]
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10 Trigonometry
2 y
(0, 3) ( π , 3)
2
O x
(a) (i) T he diagram shows the graph of y = A + C tan(Bx) passing

through the points (0, 3) and ( , 3) . Find the value of
π
2
A and of B. [2]
(ii) Given that the point ( ) also lies on the graph, find the
π
8
,7
value of C. [1]
(b) G
iven that f(x) = 8 - 5 cos 3x, state the period and the
amplitude of f. [2]
3 Show that 1 + 1 = 2cosec 2θ . [3]

1 − cos θ 1 + cos θ
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H know and use the six trigonometric functions of angles of any
magnitude
H understand and use the amplitude and period of a trigonometric
function, including the relationship between graphs of related
trigonometric functions
H draw and use the graphs of
● y = a sin bx + c
● y = a cos bx + c
● y = a tan bx + c
where a is a positive integer, b is a simple fraction or integer, and
c is an integer
H use the relationships:
● sin 2 A + cos2 A = 1
● sec2 A = 1 + tan 2 A
● cosec2 A = 1 + cot2 A
● sin A = tan A
cos A
cos A
● = cot A
sin A
H solve, for a given domain, trigonometric equations involving the
six trigonometric functions
H prove trigonometric relationships involving the six trigonometric
functions.
Key points
4 In a right-angled triangle
opposite 90° – θ
s in θ = se
hypotenuse nu
ote
adjacent hyp opposite
cos θ =
hypotenuse
opposite θ
tan θ = .
adjacent adjacent
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10 Trigonometry
4 The graphs of the three main trigonometric functions have

distinctive shapes as shown below.
y
1 y = cos
principal values
0.5
–360° –270° –180° –90° 0 90° 180° 270° 360°
–0.5
–1
y
1
0.5 y = sin
principal
values
–360° –270° –180° –90° 0 90° 180° 270° 360°
–0.5
–1
y
3 y = tan
principal
2
values
1
–360° –270° –180° –90° 0 90° 180° 270° 360°

–1
–2
–3
If θ is in radians, the shapes of these curves are exactly the same

but the scale on the horizontal axis goes from -2p to 2 p instead of
from -360° to 360°.
4 The reciprocal trigonometric functions are defined as:
1 1 1
cosec θ = sec θ = cot θ = tan θ
sin θ cos θ
4 The amplitude of an oscillating graph such as y = sin x or
y = cos x is the largest displacement from the equilibrium
position. For y = sin x or y = cos x, the equilibrium position
is the x-axis.
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4 The period of the oscillations is the interval over which the graph
does one complete oscillation.
4 The graph of y = a sin bx + c is a transformation of the graph of
y = sin x by:
i a stretch of scale factor a in the y-direction
1
ii a stretch of scale factor b in the x-direction
iii a translation of c units in the y-direction
Operation (i) must precede (iii) but otherwise the order of the
transformations can be varied.
The same rules apply if sin is replaced by cos or tan.
4 The following relationships are referred to as trigonometric
identities.
sin² A + cos² A ≡ 1
sec² A ≡ 1 + tan² A
cosec² A ≡ 1 + cot2 A
sin A
≡ tan A
cos A
cos A
≡ cot A
sin A
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REVIEW EXERCISE 3
Review exercise 3
Ch 7 1 Solutions to this question by accurate drawing will not be accepted.
The points A ( 3, 2 ) , B ( 7, −4 ) , C ( 2, −3) and D ( k, 3) are such that CD is perpendicular to AB.
Find the equation of the perpendicular bisector of CD. [6]
Ch 7 2 It is thought that the relationship y = ax n, where a and n are constants, connects the variables
x and y. An experiment was carried out recording the values of y for certain values of x.
a) Transform the relationship y = ax n into straight line form. [2]
The values of ln x and ln y were plotted and a line of best fit was drawn. It is given that the
line of best fit crosses through the points with coordinates (1.35, 4.81) and (5.55, 2.29).
b) Calculate the constants a and n. [4]
Ch2, 5, 7, 8 3 The diagram shows the circle x 2 + y 2 − 4 x + 4 y − 17 = 0 and the lines l1, y = x + 1, and l2 . The
line l1 intersects the circle at points P and Q and the line l2 intersects the circle at points
R ( 5, 2 ) and S ( 7, −2 ). The lines intersect at point T.
y l1
T
Q
R
O x
P S
l2
a) Find the coordinates of the point of intersection of l1 and l2 . [5]

b) Give the coordinates of the points P and Q. [4]
c) Find the area of the triangle PST. [2]
Ch 8 4 Two circles with equations x 2 + y 2 + 6 x − 8 y + 9 = 0 and x 2 + y 2 − 2 x − 15 = 0 intersect at
points A and B.
a) Find the coordinates of the points A and B. [4]
b) State the equation of the line that passes through the points A and B. [1]
Ch 8 5 a) Show that the point (2, 8) lies inside the circle ( x + 1) 2 + ( y − 4) 2 = 100. [2]
b) A second circle has equation ( x − 2) 2 + ( y − 8) 2 = 25. Deduce that the two circles touch
at only one point. You are not required to find the point of intersection. [1]
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Review exercise 3
Ch 9 6 The diagram shows a circle with centre O and

radius 8 cm. The points A, B, C and D lie on
the circumference of the circle. Angle AOB = θ
radians and angle COD = 1.4 radians. The area of
A D sector AOB is 20 cm 2 .
8 cm
i Find angle θ . [2]
O ii Find the length of the arc AB. [2]
θ rad 1.4
rad iii Find the area of the shaded segment. [3]

C Paper 22 Q7, February/March 2018
Ch 10 7 i The curve y = a + b sin cx has an amplitude of 4 and a period of π . Given that the curve
3
passes through the point π
12 ( )
, 2 , find the value of each of the constants a, b and c. [4]
ii Using your values of a, b and c, sketch the graph of y = a + b sin cx for 0 ≤ x ≤ π radians. [3]
y
0 x
–6

(1 − cos A)(1 + cos A)

Ch 10 8 a) Show that = tan A. [2]
sin A cos A
(1 − cos 2 x)(1 + cos 2 x)
b) Hence solve = 1 for 0° ≤ x ≤ 180°. [4]
sin 2 x cos 2 x
Total marks [51]
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11
Permutations and
combinations
It always seems impossible until it is done.
Nelson Mandela (1918 –2013)
Discussion point
The combination lock has four numbers to be found and six choices
for each number: 1, 2, 3, 4, 5 or 6. Suppose you have no idea what the
code is, but you need to open the lock. It may seem like an impossible
situation initially, but what if you try every possible combination of
numbers systematically? How many possible combinations are there?
Estimate how long it will take you to open the lock.
6
5
6
5
4
6
5
3 2 1
6
5
3 2 1
4
3 2 1
3 2 1
Factorials
Worked example
Winni is tidying her bookshelf and wants to put her five maths books together.
In how many different ways can she arrange them?
Solution
There are 5 possible books that can go in the first space on the shelf.
There are 4 possible books for the second space.
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Factorials
There are 3 for the third space, 2 for the fourth and only 1 book left for the fifth
space.
The total number of arrangements is therefore
5 × 4 × 3 × 2 × 1 = 120
Book 1 Book 2 Book 3 Book 4 Book 5
This number, 5 × 4 × 3 × 2 × 1, is called 5 factorial and is written 5!
This example illustrates a general result. The number of ways of placing

n different objects in a line is n!, where
n must be a positive n! = n × (n – 1) × (n – 2) … × 3 × 2 × 1.
integer. By convention, a special case is made for n = 0. The value of 0! is taken
to be 1.
Worked example
Find the value of each of the following:
a) 2! b) 3! c) 4! d) 5! e) 10!
Solution
a) 2! = 2 × 1 = 2
b) 3! = 3 × 2 × 1 = 6
c) 4! = 4 × 3 × 2 × 1 = 24
You can see that
factorials go up d) 5! = 5 × 4 × 3 × 2 × 1 = 120
very quickly in size. e) 10! = 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 = 3 628 800
Worked example
7!
a) Calculate 5!
b) Calculate 5! 6×! 4×! 2×! 3!
Solution
a) 7! = 7 × 6 × 5 × 4 × 3 × 2 × 1 and 5! = 5 × 4 × 3 × 2 × 1
7! 7×6× 5 × 4 × 3 × 2 × 1
This result can be generalised as
So 5! = = 42 n! = n × (n - 1) × (n - 2) × … × (m +1) × m!
5× 4 × 3× 2 ×1
m! m!
You can also write 7! as 7 × 6 × 5!
= n × (n − 1) × (n − 2) × …
n>m 7! = 7 × 6 × 5! = 7 × 6 = 42
Using this, 5! 5! × (m + 1)
b) 5 × 4 × 3 × 2 × 1 × 4 × 3 × 2 × 1 × 3 × 2 × 1 = 12
6×5×4×3×2×1 × 2×1
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11 Permutations and combinations
Worked example
a) Find the number of ways in which all six letters in the word FOURTH can
be arranged.
b) In how many of these arrangements are the letters O and U next to each
other?
Solution
a) There are six choices for the first letter (F, O, U, R, T, H). Then there are
five choices for the next letter, then four for the third letter and so on. So
the number of arrangements of the letters is
6 × 5 × 4 × 3 × 2 × 1 = 6! = 720
b) The O and the U are to be together, so you can treat them as a single letter.
So there are five choices for the first letter (F, OU, R, T or H), four choices
for the next letter and so on.
So the number of arrangements of these five ‘letters’ is
5 × 4 × 3 × 2 × 1 = 5! = 120
However OU F R T H
Notice that the
total number of is different from UO F R T H
ways of arranging So each of the 120 arrangements can be arranged into two different orders.
the letters with the
U and the O apart The total number of arrangements with the O and U next to each other is
is 720 – 240 = 480 2 × 5! = 240
Exercise 11.1 1 Calculate: a) 7! b) 9! c) 4! × 6!

7! 7! × 2!
n! (n − 2 )!
2 Simplify: a) ( n + 1)! b) ( n − 3)!
3 Simplify: a) ( n +n!2 )! b) (( nn +
−
1)!
1)!
4 Write in factorial notation:
a) 96 ×× 85 ×× 47 b) 5 ×144 ×× 15
3×2
c) ( n +4 2×)(3n×+21) n
5 Factorise: a) 6! + 7! b) n! + (n – 1)!
6 Write the number 42 using factorials only.
7 How many different four-letter arrangements can be formed from the
letters P, Q, R and S if letters cannot be repeated?
8 How many different ways can seven books be arranged in a row on a
shelf?
9 There are five drivers in a motoring rally.
How many different ways are there for the five drivers to finish?
10 There are five runners in a 60-metre hurdles race, one from each of the
nations Japan, South Korea, Cambodia, Malaysia and Thailand.
How many different finishing orders are there?
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Permutations
11 Toben listens to 15 songs from a playlist. If he selects ‘shuffle’ so the

songs are played in a random order, in how many different orders could
the songs be played?
12 How many different arrangements are there of the letters in each word?
a) ASK b) QUESTION c) SINGAPORE
d) GOVERN e) VIETNAM f) MAJORITY
13 How many arrangements of the letters in the word ARGUMENT are
there if:
a) there are no restrictions on the order of the letters
b) the first letter is an A
c) the letters A and R must be next to each other
d) the letters G and M must not be next to each other.
Permutations
In some situations, such as a race, the finishing order matters. An
ordered arrangement of a number of people, objects or operations is
called a permutation.
Worked example
I should be one of the judges! When I saw the 10 contestants in the
cookery competition, I knew which ones I thought were the best
Joyeeta three. Last night they announced the results and I had picked the
same three contestants in the same order as the judges!
These examples What is the probability of Joyeeta’s result?

will help you Solution
understand how to The winner can be chosen in 10 ways.
use permutations,
but probability is The second contestant can be chosen in 9 ways.
not on the syllabus. The third contestant can be chosen in 8 ways.
Thus the total number of ways of placing three contestants in the first three
positions is 10 × 9 × 8 = 720. So the probability that Joyeeta’s selection is
correct is 1 .
720
In this example attention is given to the order in which the contestants

are placed. The solution required a permutation of three objects from
ten.
In general the number of permutations, nPr, of r objects from n is given by
nP
r = n × (n − 1) × (n − 2) × ... × (n − r + 1).
This can be written more compactly as
n!
n
Pr =
( n − r )!
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Worked example
Five people go to the theatre. They sit in a row with eight seats. Find how many
ways can this be done if:
a) they can sit anywhere
b) all the empty seats are next to each other.
Solution
a) The first person to sit down has a choice of eight seats.
The second person to sit down has a choice of seven seats.
The third person to sit down has a choice of six seats.
The fourth person to sit down has a choice of five seats.
The fifth person to sit down has a choice of four seats.
So the total number of arrangements is 8 × 7 × 6 × 5 × 4 = 6720.
This is a permutation of five objects from eight, so a quicker way to work
this out is:
number of arrangements = 8P5 = 6720.
b) Since all three empty seats are to be together you can consider them to be a
single ‘empty seat’, albeit a large one!
So there are six seats to seat five people.
So the number of arrangements is 6P5 = 720.
Combinations
In other situations, order is not important, for example, choosing five of
eight students to go to the theatre. You are not concerned with the order
in which people or objects are chosen, only with which ones are picked.
A selection where order is not important is called a combination.
A maths teacher is playing a game with her students. Each student selects
six numbers out of a possible 19 (numbers 1, 2, . . . , 19). The maths
teacher then uses a random number machine to generate six numbers. If
a student’s numbers match the teacher’s numbers then they win a prize.
Discussion point
You have the six winning numbers. Does it matter in which order the
These examples machine picked them?
will help you
understand how to The teacher says that the probability of an individual student picking the
use combinations, winning numbers is about 1 in 27 000. How can you work out this figure?
but probability is The key question is, how many ways are there of choosing six numbers
not on the syllabus. out of 19?
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Combinations
If the order mattered, the answer would be 19P6, or 19 × 18 × 17 × 16 × 15 × 14.

However, the order does not matter. The selection 1, 3, 15, 19, 5 and 18
is the same as 15, 19, 1, 5, 3, 18 and as 18, 1, 19, 15, 3, 5, and lots more.
For each set of six numbers there are 6! arrangements that all count as
being the same.
So, the number of ways of selecting six numbers, given that the order
does not matter, is
19 P
19 × 18 × 17 × 16 × 15 × 14
6! . This is 6!
6
This is called the number of combinations of 6 objects from 19 and is

denoted by 19C 6.
Discussion point
19!
Show that 19C 6 can be written as .
6! 13!
Returning to the maths teacher’s game, it follows that the probability of a

1
student winning is 19
C6
.
This is about
27 000.
Discussion point
How does the probability change if there are 29, 39 and 49 numbers to
choose from?
This example shows a general result, that the number of ways of

selecting r objects from n, when the order does not matter, is given by
n
n n! Pr
Cr = =
r !( n − r )! r!
Discussion point
How can you prove this general result?
n
()
Another common notation for nC r is r . Both notations are used in
this book to help you become familiar with them.
n
()
Caution: The notation r looks exactly like a column vector and so
there is the possibility of confusing the two. However, the context will
usually make the meaning clear.
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Worked example
A student representative committee of five people is to be chosen from nine
applicants. How many different selections are possible?
Solution
Number of selections =  9 = 9! = 9 × 8 × 7 × 6 = 126
 5  5! × 4 ! 4 × 3 × 2 × 1
Worked example
In how many ways can a committee of five people be selected from five
applicants?
Solution
Common sense tells us that there is only one way to make the committee, that is by
appointing all applicants. So 5 C 5 = 1. However, if we work from the formula
5 5! = 1
C 5 = 5!0! 0!
For this to equal 1 requires the convention that 0! is taken to be 1.
Discussion point
Use the convention 0! = 1 to show that nC 0 = nC n = 1 for all values of n.
Exercise 11.2 1 a) Find the values of i) 7 P 3 ii) 9P4 iii) 10P8

b) Find the values of i) 7C3 ii) 9C 4 iii) 10C 8 n
P
c) Show that, for the values of n and r in parts a and b, n C r = r .
r!
2 There are 15 competitors in a camel race. How many ways are there of
guessing the first three finishers?
3 A group of 6 computer programmers is to be chosen to work the
night shift from a set of 14 programmers. In how many ways can the
programmers be chosen if the 6 chosen must include the shift-leader
who is one of the 14?
4 Zaid decides to form a band. He needs a bass player, a guitarist, a
keyboard player and a drummer. He invites applications and gets
6 bass players, 8 guitarists, 4 keyboard players and 3 drummers.
Assuming each person applies only once, in how many ways can Zaid
put the band together?
5 A touring party of cricket players is made up of 6 players from each of
India, Pakistan and Sri Lanka and 3 from Bangladesh.
a) How many different selections of 11 players can be made for a team?
b) In one match, it is decided to have 3 players from each of India,
Pakistan and Sri Lanka and 2 from Bangladesh. How many
different team selections can now be made?
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Combinations
6 A committee of four is to be selected from ten candidates, five men

and five women.
a) In how many distinct ways can the committee be chosen?
b) Assuming that each candidate is equally likely to be selected,
determine the probabilities that the chosen committee contains:
i) no women
ii) two men and two women.
7 A committee of four is to be selected from four boys and six girls. The
members are selected at random.
a) How many different selections are possible?
b) What is the probability that the committee will be made up of:
i) all girls
ii) more boys than girls?
8 A factory advertises six positions. Nine men and seven women apply.
a) How many different selections are possible?
b) How many of these include equal numbers of men and women?
c) How many of the selections include no men?
d) How many of the selections include no women?
9 A small business has 14 staff; 6 men and 8 women. The business is
struggling and needs to make four members of staff redundant.
a) How many different selections are possible if the four staff are
chosen at random?
b) How many different selections are possible if equal numbers of men
and women are chosen?
c) How many different selections are possible if there are equal
numbers of men and women remaining after the redundancies?
10 A football team consists of a goalkeeper, two defence players, four
midfield players and four forwards. Three players are chosen to collect
a medal at the closing ceremony of a competition.
How many selections are possible if one midfield player, one defence
player and one forward must be chosen?
11 Nimisha is going to install 5 new game apps on her phone. She has
shortlisted 2 word games, 5 quizzes and 16 saga games. Nimisha
wants to have at least one of each type of game. How many different
selections of apps could Nimisha possibly choose?
12 An MPV has seven passenger seats – one in the front, and three in each
of the other two rows.
Back
Front
a) In how many ways can all 8 seats be filled from a party of 12 people,
assuming that they can all drive?
b) In a party of 12 people, 3 are qualified drivers. They hire an MPV
and a four-seater saloon car. In how many ways can the party fill the
MPV given that one of the drivers must drive each vehicle?
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Exercise 11.2 (cont) 13 Iram has 12 different DVDs of which 7 are films, 3 are music videos
and 2 are documentaries.
a) How many different arrangements of all 12 DVDs on a shelf are
possible if the music videos are all next to each other?
b) Iram makes a selection of 2 films, 2 music videos and 1
documentary. How many possible selections can be made?
14 A string orchestra consists of 15 violins, 8 violas, 7 cellos and 4 double
basses. A chamber orchestra consisting of 8 violins, 4 violas, 2 cellos
and 2 double basses is to be chosen from the string orchestra.
a) In how many different ways can the chamber orchestra be chosen?
b) Once the chamber orchestra is chosen, how many seating
arrangements are possible if each instrument group has their own
set of chairs?
c) The violinists work in pairs. How many seating arrangements are
possible for the violinists if they must sit with their partner?
15 An office car park has 12 parking spaces in a row. There are 9 cars to
be parked.
a) How many different arrangements are there for parking the 9 cars
and leaving 3 empty spaces?
b) How many different arrangements are there if the 3 empty spaces
are next to each other?
1 A school council of 6 people is to be chosen from a group of
8 students and 6 teachers. Calculate the number of different ways
that the council can be selected if
(ii) there must be at least 1 teacher on the council and more
students than teachers. [3]
After the council is chosen, a chairperson and a secretary have
to be selected from the 6 council members.
(iii) Calculate the number of different ways in which a chairperson
and a secretary can be selected. [1]
2 (a) (i)
Find how many different 4-digit numbers can be formed
from the digits 1, 3, 5, 6, 8 and 9 if each digit may be used
only once. [1]
(ii) Find how many of these 4-digit numbers are even. [1]
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Combinations
(b) A team of 6 people is to be selected from 8 men and 4 women.

Find the number of different teams that can be selected if
(ii) the team contains all 4 women, [1]
(iii) the team contains at least 4 men. [3]
3 Arrangements containing 5 different letters from the word

AMPLITUDE are to be made. Find
(a) (i) t he number of 5-letter arrangements if there are no
restrictions, [1]
(ii) t he number of 5-letter arrangements which start with the
letter A and end with the letter E. [1]
Paper 11 Q4 a, June 2012
Paper 11 Q4 a, June 2012

H recognise the difference between permutations and
combinations and know when each should be used
H know and use the notation n! and the expressions for
permutations and combinations of n items taken r at a time
H answer problems on arrangement and selection using
permutations or combinations.
Key points
✔ The number of ways of arranging n different objects in a line is n!
This is read as n factorial.
✔ n! = n × (n – 1) × (n – 2) … × 3 × 2 × 1 where n is a positive integer.
✔ By convention, 0! = 1.
n!
✔ The number of permutations of r objects from n is nPr = ( n − r )!
n!
✔ The number of combinations of r objects from n is nC r = ( n − r )!r !
✔ The order matters for permutations, but not for combinations.
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12 Series
Math has the beauty of poetry, its abstractions are combined with
perfect rigor.
Professor Raman Parimala (born 1948)
Discussion point
The origin of the game of chess is uncertain, both in time and place.
According to one legend it was invented by Sissa ben Dahir, Vizier to
Indian king Shirham. The king asked Sissa ben Dahir what he would
like for a reward. This is what he replied:
‘I would like one grain of wheat to be put on the first square of my
board, two on the second square, four on the third square, eight on the
fourth and so on.’
The king agreed without doing any calculations.
Given that one grain of wheat weighs about 50 mg, what mass of wheat
would have been placed on the last square?
Definitions and notation

A sequence is a set of numbers in a given order, for example
1 , 1 , 1 , 1 , ….
2 4 8 16
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The binomial theorem
Each of these numbers is called a term of the sequence. When the

terms of a sequence are written algebraically, the position of any
term in the sequence is usually shown by a subscript, so that a general
sequence is written:
u1, u 2 , u3, …, with general term uk.
For the previous sequence, the first term is u1 = 1 , the second term is u2 = 14 ,
2
and so on.
When the terms of a sequence are added together, for example,
1 + 1 + 1 + 1 +…
2 4 8 16
the resulting sum is called a series. The process of adding the terms
together is called summation and indicated by the symbol ∑ (the
Greek letter sigma), with the position of the first and last terms
involved given as limits. k=5 5
So u1 + u 2 + u3 + u 4 + u5 is written ∑ uk or ∑ uk .
k =1 k =1
In cases like this one, where there is no possibility of confusion, the sum
5
is normally written more simply as ∑ uk.
1
If all the terms are to be summed, it is usually denoted even more simply
as ∑ uk, or even ∑ uk.
k
A sequence may have an infinite number of terms, in which case it

is called an infinite sequence. The corresponding series is called an
infinite series.
The phrase ‘sum Although the word series can describe the sum of the terms of any
of a sequence’ sequence in mathematics, it is usually used only when summing the
is often used to sequence provides a useful or interesting overall result.
mean the sum of
the terms of a For example:
This series has a finite
sequence (i.e. the (1 + t)4 = 1 + 4t + 6t 2 + 4t 3 + t4 number of terms (5).
series). 1 − 1 (0.01) − 1 (0.01) 2 − 1 (0.01) 3 …
11 = 10
3  2 8 16 
This series has an infinite

number of terms.
A special type of series is produced when a binomial (i.e. two-part)
expression such as (x + 1) is raised to a power. The resulting expression
is often called a binomial expansion.
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The simplest binomial expansion is (x + 1) itself. This and other powers

of (x + 1) are given below.
Expressions like (x + 1)1 = 1x + 1
these, consisting of (x + 1)2 = 1x 2 + 2x + 1
integer powers of x (x + 1) = 1x
3 3 + 3x 2 + 3x + 1
and constants are (x + 1)4 = 1x 4 + 4x 3 + 6x 2 + 4x + 1
called polynomials.
(x + 1) = 1x +
5 5 5x 4 + 10x 3 + 10x 2 + 5x + 1
If you look at the coefficients on the right-hand side you will see that
they form a pattern.
These numbers are called
(1) binomial coefficients.
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5 1
This is called Pascal’s triangle, or the Chinese triangle. Each number
is obtained by adding the two above it, for example
4 + 6
gives 10
This pattern of coefficients is very useful when you need to write down
the expansions of other binomial expressions. For example,
Notice how in each
term the sum of (x + y) = 1x + 1y
the powers of x and (x + y)2 = 1x 2 + 2xy + 1y 2
y is the same as the
(x + y)3 = 1x 3 + 3x 2y + 3xy 2 + 1y 3
power of (x + y).
This is a binomial These numbers are binomial

expression. coefficients.
Worked example
Write out the binomial expansion of (a + 3)5.
Solution
The binomial coefficients for power 5 are 1 5 10 10 5 1.
In each term, the sum of the powers of a and 3 must equal 5.
So the expansion is:
1 × a 5 + 5 × a 4 × 3 + 10 × a 3 × 32 + 10 × a 2 × 33 + 5 × a × 34 + 1 × 35
i.e. a 5 + 15a 4 + 90a 3 + 270a 2 + 405a + 243.
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Worked example
Write out the binomial expansion of (3x − 2y)4.
Solution
The binomial coefficients for power 4 are 1 4 6 4 1.
The expression (3x − 2y) is treated as (3x + (−2y)).
So the expansion is
1 × (3x)4 + 4 × (3x)3 × (–2y) + 6 × (3x)2 × (–2y)2 + 4 × (3x) × (–2y)3+ 1 × (–2y)4
i.e. 81x4 − 216x 3y + 216x 2y 2 − 96xy 3 + 16y4
Pascal’s triangle (and the binomial theorem) had actually been

discovered by Chinese mathematicians several centuries earlier,
and can be found in the works of Yang Hui (around ad1270) and
Chu Shi-kie (in ad1303). However, Pascal is remembered for his
application of the triangle to elementary probability, and for his study
of the relationships between binomial coefficients.
Tables of binomial coefficients

Values of binomial coefficients can be found in books of tables. It can
be helpful to use these when the power becomes large, since writing out
Pascal’s triangle becomes progressively longer and more tedious, row
by row. Note that since the numbers are symmetrical about the middle
number, tables do not always give the complete row of numbers.
Worked example
Write out the full expansion of ( a + b) 8.
Solution
The binomial coefficients for the power 8 are
1 8 28 56 70 56 28 8 1
and so the expansion is
a 8 + 8 a 7 b + 28 a 6 b 2 + 56 a 5 b 3 + 70 a 4 b 4 + 56 a 3 b 5 + 28 a 2 b 6 + 8 ab 7 + b 8.
The formula for a binomial coefficient

You may need to find binomial coefficients that are outside the
range of your tables. The tables may, for example, list the binomial
coefficients for powers up to 20. What happens if you need to find
the coefficient of x17 in the expansion of (x + 2)25? Clearly you need a
formula that gives binomial coefficients.
The first thing you need is a notation for identifying binomial coefficients.
It is usual to denote the power of the binomial expression by n, and the
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12 Series
position in the row of binomial coefficients by r, where r can take any

value from 0 to n. So, for row 5 of Pascal’s triangle
n = 5: 1 5 10 10 5 1
r=0 r=1 r=2 r=3 r=4 r=5
The general binomial coefficient corresponding to values of n and r is
 
written as  n  . An alternative notation is nC r, which is said as ‘N C R’.
r
5
Thus   = 5C3 = 10.
 3
 n
The next step is to find a formula for the general binomial coefficient   .
r
Real-world activity
The table shows an alternative way of laying out Pascal’s triangle.
Column (r)
0 1 2 3 4 5 6 … r
Row (n) 1 1 1
2 1 2 1
3 1 3 3 1
4 1 4 6 4 1
5 1 5 10 10 5 1
6 1 6 15 20 15 6 1
Note that 0! is
… … … … … … … … …
defined to be 1.
… … … … … … … … … …
You will see the
need for this n 1 n ? ? ? ? ? ? ?
when you use the  n n!
n  Show that   = , by following the procedure below.
 r r !( n − r )!
formula for  . The numbers in column 0 are all 1.
r 
To find each number in column 1 you multiply the 1 in column 0 by the
row number, n.
1 Find, in terms of n, what you must multiply each number in
column 1 by to find the corresponding number in column 2.
2 Repeat the process to find the relationship between each number in
column 2 and the corresponding number in column 3.
3 Show that repeating the process leads to
 n n( n − 1)( n − 2)…( n − r + 1)
 r  = 1 × 2 × 3 ×…× r
for r  1.
4 Show that this can also be written as

 n n!
 r  = r !( n − r )!
and that it is also true for r = 0.
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Worked example
 n n!
Use the formula   = to calculate these.
 r  r !( n − r )!
 7  7  7  7
a)   b)   c)   d)  
0  1  2  3
 7  7  7  7
e)   f)   g)   h)  
 4  5  6  7
Solution
 7 7!  7
a)   = = 5040 = 1 b)   = 7! = 5040 = 7
 0  0!(7 − 0)! 1 × 5040  1  1!6! 1 × 720
 7  
c)   = 7! = 5040 = 21 d)  7  = 7! = 5040 = 35
 2  2!5! 2 × 120  3  3!4! 6 × 24
 7  7 7! 5040
e)   = 7! = 5040 = 35 f)   = 5!2! = 120 × 2 = 21
 4  4!3! 24 × 6  5
 7 7! 5040  7
g)   = 6!1! = 720 × 1 = 7 7! 5040
h)   = 7!0! = 5040 × 1 = 1
 6  7
Note
Most scientific calculators have factorial buttons, e.g. x! . Many also
have nCr buttons. Find out how best to use your calculator to find
binomial coefficients, as well as practising non-calculator methods.
Worked example
Find the coefficient of x 19 in the expansion of (x + 3)25.
Notice how 19!
was cancelled in Solution
working out  25  .
   25   25  x 19 36 + …  25  325
(x + 3)25 =   x 25 +  25  x 24 31 +  25  x 23 32 + … +
 6  0  1   2   6   25 
Factorials become
 25 
large numbers So the required term is   × x19 36
 6
very quickly and
 25 
you should keep   = 25! = 25 × 24 × 23 × 22 × 21 × 20 × 19!
 6  6!19! 6! × 19!
a look-out for  
such opportunities = 177 100
to simplify So the coefficient of x 19 is 177 100 × 36 = 129 105 900.
calculations.
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12 Series
Worked example
Find the value of the term that is independent of x in the expansion of
(3x + )
1 8
x .
Solution
(3x + 1x )  8  8
( ) + ... +  84 (3x) ( 1x )
8 1 4
=   ( 3x )8 +   ( 3x ) 7 1 4
+. . .
 0  1 x
 8
()
4
The required term is   ( 3 x ) 4 1 .
 4 x
Notice that the powers are the same; the x terms will cancel out when the term
is simplified.
 8 8! 8 × 7 × 6 × 5 × 4!
 4  = 4!4! = 4 × 3 × 2 × 1 × 4! = 70
 8
()
4
⇒   ( 3 x ) 4 1 = 70 × 81 x 4 × 14 = 5670
 4 x x
So the term that is independent of x is 5670.
The expansion of (1 + x)n

 n
When deriving the result for   you found the binomial coefficients in
 r
the form
n( n – 1) n( n – 1)( n – 2) n( n – 1)( n – 2)( n – 3)
1 n 2! 3! 4!
…
This form is commonly used in the expansion of expressions of the type

(1 + x)n.
The first few (1 + x) n = 1 + nx +
n( n – 1) x 2
+
n( n – 1)( n – 2) x 3
+
n( n – 1)( n – 2)( n – 3) x 4
+…
1×2 1×2×3 1×2×3×4
terms n( n – 1)
The last few terms + 1 × 2 x n –2 + nx n –1 + 1x n
Worked example
Use the binomial expansion to write down the first four terms, in ascending
powers of x, of (1 + x)8.
The power of x is the
Solution same as the largest
(1 + x)8 = 1 + 8 x + 18 ×× 27 x 2 + 81 ×× 27 ×× 36 x 3 + … number underneath.
Two numbers on top, Three numbers on top,

two underneath. three underneath.
= 1 + 8x + 28x 2 + 56x 3 + …
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An expression like 1 + 8x + 28x 2 + 56x 3 ... is said to be in ascending

powers of x, because the powers of x are increasing from one term to
the next.
An expression like x8 + 8x 7 + 28x6 + 56x5 ... is in descending powers of
x, because the powers of x are decreasing from one term to the next.
Worked example
Use the binomial expansion to write down the first four terms, in ascending
powers of x, of (1 − 2x)6. Simplify the terms.
Solution
Think of (1 − 2x)6 as (1 + (−2x))6. Keep the brackets while you write out the
terms.
(1 + (–2 x)) 6 = 1 + 6(–2 x) + 6 × 5 (–2 x) 2 + 6 × 5 × 4 (–2 x) 3 + …
1×2 1×2×3
= 1 – 12x + 60x 2 – 160x 3 + … Notice how the
signs alternate.
Exercise 12.1 1 Write out the following binomial expressions:

a) (1 + x ) 4 b) (1 + 2 x ) 4 c) (1 + 3 x ) 4
2 Write out the following binomial expressions:
a) ( 2 + x ) 4 b) ( 3 + x ) 4 c) ( 4 + x ) 4
3 Write out the following binomial expressions:
4
a) ( x + y) 4 b) ( x + 2 y) 4 c) ( x + 3 y)
4 Use a non-calculator method to calculate the following binomial
coefficients. Check your answers using your calculator’s shortest
method.
5  7  7
a)   b)   c)  
 3 2 4
 7 5  13 
d)   e)   f)  
5 0 3
5 Find the coefficients of the term shown for each expansion:
a) x4 in (1 + x)6 b) x5 in (1 + x)7 c) x6 in (1 + x)8
6 Find the first three terms, in ascending powers of x, in the expansion of
(3 + kx)5.
7 Find the first three terms, in descending powers of x, in the expansion of
( )
6
3x − 3x .
8 a) Simplify (1 + t ) 3 − (1 − t ) 3 .
b) Show that x 3 − y 3 = ( x − y) ( x 2 + xy + y 2 ) .
c) Substitute x = 1 + t and y = 1 − t in the result in part b and show that
your answer is the same as that for part a.
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12 Series
Exercise 12.1 (cont) 9 Find the coefficients of x 3 and x4 for each of the following:
a) (1 + x )(1 − x ) 6 b) (1 − x )(1 + x ) 6
10 Write down the first four terms, in ascending powers of x, of the
following binomial expressions:
a) (1 − 2 x ) 6 b) ( 2 − 3 x ) 6 c) ( 3 − 4 x ) 6
11 Find the first four terms, in descending powers of x, of the following
binomial expressions:
( ) ( ) (x )
5
( )
5 1 5 5
a) x 2 + 1x b) x 2 − x c) 3 + 1x d) x 3 − 1x
12 Find the coefficients of the term shown for each expansion:
(
a) x 6 in 2 x +
1 10
x )
b) x 3 in x 2 +
1 12
x ( )
13 Find the term that is independent of x in the following expansions:
( ) ( )
14 10
1 2
a) 3 x + b) 5 x −
x x
14 The first three terms in the expansion of ( 2 − ax ) n in ascending powers
of x are 32, −240 and 720. Find the values of a and n.
Arithmetic progressions
The smallest
square shape in
this toy has sides
1 cm long, and the
lengths of the sides
increase in steps of
1 cm.
Any ordered set of numbers, like the areas of the squares in this toy,
form a sequence. In mathematics, we are particularly interested in
sequences with a well-defined pattern, often in the form of an algebraic
formula linking the terms. The area of the squares in the toy, in cm 2 ,
are 12 , 22 , 32 , 42 , … or 1, 4, 9, 16….
A sequence in which the terms increase by the addition of a fixed
amount (or decrease by the subtraction of a fixed amount) is described
as an arithmetic sequence or arithmetic progression (A. P.). The
increase from one term to the next is called the common difference.
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Thus the sequence 8 11 14 17… is arithmetic with
)
)
)
+3 +3 +3
common difference 3. This sequence can be written algebraically as
uk = 5 + 3k for k = 1, 2, 3, …
When k = 1, u1 = 5 + 3 = 8 This version has the
k = 2, u 2 = 5 + 6 = 11 advantage that the right-
hand side begins with the
k = 3, u3 = 5 + 9 = 14 and so on. first term of the sequence.
(You can also write this as uk = 8 + 3(k − 1) for k = 1, 2, 3, … .)
As successive terms of an arithmetic progression increase (or decrease)
by a fixed amount called the common difference, d, you can define each
term in the sequence in relation to the previous term:
uk+1 = uk + d.
When the terms of an arithmetic progression are added together, the
sum is called an arithmetic series.
Notation
The following conventions are used in this book to describe arithmetic
progressions and sequences:
» first term, u1 = a
» number of terms = n
» last term, un = l
» common difference = d
» the general term, uk, is that in position k (i.e. the k th term).
Thus in the arithmetic progression 7, 9, 11, 13, 15, 17, 19
a = 7, l = 19, d = 2 and n = 7.
The terms are formed as follows:
u1 = a =7
u2 = a + d =7+2 =9
u3 = a + 2d = 7 + 2 × 2 = 11
u 4 = a + 3d = 7 + 3 × 2 = 13
The 7th term is the 1st
u5 = a + 4d = 7 + 4 × 2 = 15 term (7) plus six times the
u 6 = a + 5d = 7 + 5 × 2 = 17 common difference (2).
u7 = a + 6d = 7 + 6 × 2 = 19
This shows that any term is given by the first term plus a number of
differences. The number of differences is, in each case, one less than
the number of the term. You can express this mathematically as
uk = a + (k − 1)d.
For the last term, this becomes
l = a + (n − 1)d.
These are both general formulae so apply to any arithmetic progression.
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12 Series
Worked example
Find the 19th term in the arithmetic progression 20, 16, 12, …
Solution
In this case a = 20 and d = −4.
Using uk = a + (k − 1)d, you obtain
u19 = 20 + (19 − 1) × (−4)
= 20 − 72

Note = −52.

The 19th term is −52.
The relationship l
= a + (n − 1)d may
be rearranged to Worked example
give
How many terms are there in the sequence 12, 16, 20, …, 556?
n= l –a +1
d Solution
This gives the This is an arithmetic sequence with first term a = 12, last term l = 556 and
number of terms common difference d = 4.
in an A.P. directly Using the result l = a + (n − 1)d, you have
if you know the 556 = 12 + 4(n − 1)
first term, the
⇒ 4n = 556 − 12 + 4
last term and
the common ⇒ n = 137
difference. There are 137 terms.
The sum of the terms of an arithmetic

progression
When Carl Friederich Gauss (1777−1855) was at school he was always
quick to answer mathematics questions. One day his teacher, hoping
for half an hour of peace and quiet, told his class to add up all the
whole numbers from 1 to 100. Almost at once the 10-year-old Gauss
announced that he had done it and that the answer was 5050.
Gauss had not of course added the terms one by one. Instead he wrote
the series down twice, once in the given order and once backwards, and
added the two together:
S = 1 + 2 + 3 + … + 98 + 99 + 100
S = 100 + 99 + 98 + … + 3 + 2 + 1.
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Adding, 2S = 101 + 101 + 101 + … + 101 + 101 + 101.

Since there are 100 terms in the series,
2S = 101 × 100
S = 5050.
The numbers 1, 2, 3, … , 100 form an arithmetic sequence with common

difference 1. Gauss’ method can be used for finding the sum of any
arithmetic series.
It is common to use the letter S to denote the sum of a series. When
there is any doubt as to the number of terms that are being summed,
this is indicated by a subscript: S 5 indicates five terms, Sn indicates n
terms.
Worked example
Find the value of 6 + 4 + 2 + … + (−32).
Solution
This is an arithmetic progression, with common difference −2. The number of
terms, n, can be calculated using
n= l –a +1
d
n = –32 – 6 + 1
–2
= 20
The sum S of the progression is then found as follows:
S= 6 + 4 + … − 30 − 32
S = −32 + (−30) − … + 4 + 6
2S = −26 + (−26) + … + (−26) + (−26).
Since there are 20 terms, this gives 2S = −26 × 20, so S = −26 × 10 = -260.
Generalising this method by writing the series in the conventional

notation gives:
Sn = [a] + [a + d] + … + [a + (n − 2)d] + [a + (n − 1)d]
Sn = [a + (n − 1)d] + [a + (n − 2)d] + … + [a + d] + [a]
2Sn = [2a + (n − 1)d] + [2a + (n − 1)d] + … + [2a + (n − 1)d] + [2a + (n − 1)d]
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12 Series
Since there are n terms, it follows that

S n = 1 n[ 2 a + ( n − 1) d ] .
2
This result can also be written as
Sn = 1 n(a + l ).
2
Worked example
Find the sum of the first 100 terms of the progression
3 1 , 3 2 , 4, …
3 3
Solution
In this arithmetic progression
1 1
Using a = 3 3 , d = 3 and n = 100.
S n = 21 n  2a +(n – 1)d  (

S n = 1 × 100 6 2 + 99 × 1 )
2 3 3
1
= 1983 3
Worked example
Tatjana starts a part-time job on a salary of $10 000 per year, and this increases
by $500 each year. Assuming that, apart from the annual increment, Tatjana’s
salary does not increase, find
a) her salary in the 5th year
b) the length of time she has been working to receive total earnings of
$122 500.
Solution
Tatjana’s annual salaries (in dollars) form the arithmetic sequence
10 000, 10 500, 11 000, ...
with first term a = 10 000, and common difference d = 500.
a) Her salary in the 5th year is calculated using:
uk = a + (k − 1)d
⇒ u5 = 10 000 + (5 − 1) × 500
= 12 000
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b) The number of years that have elapsed when her total earnings are
$122 500 is given by:
S = 1 n[ 2a + ( n – 1)d ]
2
where S = 122 500, a = 10 000 and d = 500.
This gives 122 500 = 1 n[ 2 × 10 000 + 500( n – 1)].
2
This simplifies to the quadratic equation:
n 2 + 39n − 490 = 0.
Factorising,
(n − 10)(n + 49) = 0
⇒ n = 10 or n = −49.
The root n = −49 is irrelevant, so the answer is n = 10.
Tatjana has earned a total of $122 500 after 10 years.
Exercise 12.2 1 Are the following sequences arithmetic?

If so, state the common difference and the seventh term.
a) 28, 30, 32, 34, …
b) 1, 1, 2, 3, 5, 8, …
c) 3, 9, 27, 81, …
d) 5, 9, 13, 17, …
e) 12, 8, 4, 0, …
2 The first term of an arithmetic sequence is −7 and the common
difference is 4.
a) Find the eighth term of the sequence.
b) The last term of the sequence is 65. How many terms are there in
the sequence?
3 The first term of an arithmetic sequence is 10, the seventh term is 46
and the last term is 100.
a) Find the common difference.
b) Find how many terms there are in the sequence.
4 There are 30 terms in an arithmetic progression.
The first term is −4 and the last term is 141.
b) Find the sum of the terms in the progression.
5 The kth term of an arithmetic progression is given by
uk = 12 + 4k.
a) Write down the first three terms of the progression.
b) Calculate the sum of the first 12 terms of this progression.
6 Below is an arithmetic progression.
118 + 112 + … + 34
a) How many terms are there in the progression?
b) What is the sum of the terms in the progression?
7 The fifth term of an arithmetic progression is 32 and the tenth term is 62.
a) Find the first term and the common difference.
b) The sum of all the terms in this progression is 350.
How many terms are there?
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12 Series
Exercise 12.2 (cont) 8 The ninth term of an arithmetic progression is three times the second
term, and the first term is 5. The sequence has 20 terms.
b) Find the sum of all the terms in the progression.
9 a) Find the sum of all the odd numbers between 150 and 250.
b) Find the sum of all the even numbers from 150 to 250 inclusive.
c) Find the sum of the terms of the arithmetic sequence with first term
150, common difference 1 and 101 terms.
d) Explain the relationship between your answers to parts a, b and c.
10 The first term of an arithmetic progression is 9000 and the tenth term
is 3600.
a) Find the sum of the first 20 terms of the progression.
b) After how many terms does the sum of the progression become
negative?
11 An arithmetic progression has first term −2 and common difference 7.
a) Write down a formula for the nth term of the progression. Which
term of the progression equals 110?
b) Write down a formula for the sum of the first n terms of the
progression. How many terms of the progression are required to
give a sum equal to 2050?
12 Luca’s starting salary in a company is $45 000. During the time he stays
with the company, it increases by $1800 each year.
a) What is his salary in his sixth year?
b) How many years has Luca been working for the company when his
total earnings for all his years there are $531 000?
13 A jogger is training for a 5 km charity run. He starts with a run of 400 m,
then increases the distance he runs in training by 100 m each day.
a) How many days does it take the jogger to reach a distance of 5 km in
training?
b) What total distance will he have run in training by then?
14 A piece of string 20 m long is to be cut into pieces such that the lengths
of the pieces form an arithmetic sequence.
a) If the lengths of the longest and shortest pieces are 2 m and 50 cm
respectively, how many pieces are there?
b) The string is cut into 20 pieces. If the length of the longest piece is
185 cm, how long is the shortest piece?
15 The ninth term of an arithmetic progression is 95 and the sum of the
first four terms is -10.
a) Find the first term of the progression and the common difference.
The nth term of the progression is 200.
b) Find the value of n.
16 Following knee surgery, Adankwo has to do squats as part of her
physiotherapy programme. Each day she must do 4 more squats than
the day before. On the eighth day she did 31 squats. Calculate how
many squats Adankwo completed:
a) on the first day
b) in total by the end of the seventh day
c) in total by the end of the nth day
d) in total from the end of the nth day to the end of the (2n)th day.
Simplify your answer.
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Geometric progressions
Geometric progressions
A human being begins life as one cell, which divides into two, then four…
The terms of a geometric sequence or geometric progression (G.P.)
are formed by multiplying one term by a fixed number, the common
ratio, to obtain the next. This can be written inductively as:
uk+1 = ruk with first term u1.
The sum of the terms of a geometric sequence is called a geometric series.
Notation
The following conventions are used in this book to describe geometric
progressions:
» first term u1 = a
» common ratio = r
» number of terms = n
» the general term, uk , is that in position k (i.e. the kth term).
Thus in the geometric progression 2, 6, 18, 54, 162
a = 2, r = 3 and n = 5.
The terms of this sequence are formed as follows:
u1 =a =2
u2 =a ×r =2×3 =6
u3 =a × r2 = 2 × 32 = 18
u4 =a × r3 = 2 × 33 = 54
u5 =a × r4 = 2 × 34 = 162.
This shows that in each case the power of r is one less than the number
of the term: u5 = ar 4 and 4 is one less than 5. This can be written
deductively as
uk = ar k–1.
For the last term this becomes
un = ar n–1.
These are both general formulae so apply to any geometric sequence.
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12 Series
Given two consecutive terms of a geometric sequence, you can always

find the common ratio by dividing the later term by the earlier term. For
9
example, the geometric sequence … 7, 9, … has common ratio r = 7 .
Worked example
Find the ninth term in the geometric sequence 7, 28, 112, 448, …
Solution
In the sequence, the first term a = 7 and the common ratio r = 4.
Using uk = ar k–1
u9 = 7 × 48
= 458 752
Worked example
How many terms are there in the geometric sequence 3, 15, 75, … , 29 296 875?
Solution
Since it is a geometric sequence and the first two terms are 3 and 15, you
can immediately write down
First term: a=3
Common ratio: r=5
The third term allows you to check you are right.
15 × 5 = 75 ✓
The nth term of a geometric sequence is ar n–1, so in this case
3 × 5n–1 = 29 296 875
Alternatively, Dividing by 3 gives
you could find
5n–1 = 9 765 625
the solution by
using trial and Using logarithms, lg(5n-1) = lg 9 765 625
improvement and ⇒ (n - 1)lg 5 = lg 9 765 625
a calculator, since lg 9 765625
⇒ n−1= = 10
you know n must lg 5
be a whole number. So n = 11 and there are 11 terms in the sequence.
Discussion point
How would you use a spreadsheet to solve the equation 5n–1 = 9 765 625?
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The sum of the terms of a geometric progression
The sum of the terms of a

geometric progression
This chapter began with the story of Sissa ben Dahir’s reward for
inventing chess. In the discussion point you were asked how much grain
would have been placed on the last square. This situation also gives rise
to another question:
How many grains of wheat was the inventor actually asking for?
The answer is the geometric series with 64 terms and common ratio 2:
1 + 2 + 4 + 8 + … + 263.
This can be summed as follows.
Call the series S:
Note S = 1 + 2 + 4 + 8 + … + 263. 1

Now multiply it by the common ratio, 2:
The method
shown here can 2S = 2 + 4 + 8 + 16 + … + 264. 2

be used to sum Then subtract 
1 from 
2:
any geometric
progression.
2
 2S = 2 + 4 + 8 + 16 + … + 263 + 264
1
 S = 1 + 2 + 4 + 8 + … + 263
Subtracting: S = –1 + 0 + 0 + 0 + … + 264.
The total number of wheat grains requested was therefore 264 − 1 (which is
about 1.84 × 1019).
Discussion point
How many tonnes of wheat is this, and how many tonnes would you
expect there to be in China at any time?
(One hundred grains of wheat weigh about 2 grams. The world annual
production of all cereals is about 1.8 × 10 9 tonnes.)
Worked example
Find the sum of 0.04 + 0.2 + 1 + … + 78 125.
Solution
This is a geometric progression with common ratio 5.
Let S = 0.04 + 0.2 + 1 + … + 78 125. 1

Multiplying by the common ratio, 5, gives:
5S = 0.2 + 1 + 5 + … + 78 125 + 390 625. 2

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12 Series
Subtracting 
1 from 
2 :
5S = 0.2 + 1 + 5 + … + 78 125 + 390 625

S = 0.04 + 0.2 + 1 + 5 + … + 78 125
4S = −0.04 + 0 + … + 0 + 390 625

This gives 4S = 390 624.96
⇒ S = 97 656.24
The same method can be applied to the general geometric progression

to give a formula for its value:
Sn = a + ar + ar 2 + … + ar n–1. 1

Multiplying by the common ratio, r, gives:
rSn = ar + ar 2 + ar 3 + … + ar n. 2

Subtracting 
1 from 
2 , as before, gives:
rS n − S n = ar n − a
S n ( r − 1) = a ( r n − 1)
a(r − 1) n
Sn = (r − 1) .
so
This can also be written as:

n
Sn = a(1 – r )
.
(1 – r )
Worked example
a) Solve the simultaneous equations ar 2 = 6
ar 4 = 54
b) Find in each case the sum of the first five terms of the geometric
progression.
Solution
a) ar 2 = 6 ⇒ a = 62
r
6
Substituting into ar 4 = 54 gives 2 × r 4 = 54
r
⇒ r 2 = 9
⇒ r = ±3
Substituting in ar 2 = 6 gives a = 2 in both cases.

3
b) When r = +3 terms are 2 , 2, 6, 18, 54 Sum = 80 2
3 3
2 , −2, 6, −18, 54 2
When r = −3 terms are 3 Sum = 40
3
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Infinite geometric progressions

1 1 1 1
The progression 1 + 2
+ 4
+ 8
+ 16 + … is geometric, with common ratio 12 .
Summing the terms one by one gives 1, 1 12 , 1 43 , 1 87 , 1 16

15
…
Clearly the more terms you add, the nearer the sum gets to 2. In the
limit, as the number of terms tends to infinity, the sum tends to 2.
As n → ∞, Sn → 2.
This is an example of a convergent series. The sum to infinity is a finite

number.
You can see this by substituting a = 1 and r = 1 in the formula for the
2
sum of the series:
a (1 – r n )
Sn =
1–r
giving Sn =
(
1 × 1 – (1)
2
n
)
(1 – ) 1
2
(
= 2 × 1 – ( 12 ) .
n
)
The larger the number of terms, n, the smaller ( 12 ) becomes and so the
n
nearer Sn is to the limiting value of 2, as shown on the left. Notice that

( 12 )
n
can never be negative, however large n becomes; so Sn can never
exceed 2.
n 31
1––
32
Notice how 6
15
1––
T
H
representing all
16
5 7
1–8 E
of the terms of 4 –12
1–34 L
the geometric 3
I
1–12 1
progression as in 2 M –18
1
these diagrams 1
1 I –41
shows that the sum –1
T 16
can never exceed 2. 1 1–12 2 s 2
In the general geometric series a + ar + ar 2 + … the terms become

progressively smaller in size if the common ratio r is between −1 and 1.
In such cases, the geometric series is convergent.
If, on the other hand, the value of r is greater than 1 (or less than −1), the
terms in the series become larger and larger in size and so the series is
described as divergent.
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12 Series
A series corresponding to a value of r of exactly +1 consists of the first

term a repeated over and over again. A sequence corresponding to a
value of r of exactly −1 oscillates between +a and −a. Neither of these is
convergent.
It only makes sense to talk about the sum of an infinite series if it is
convergent. Otherwise the sum is undefined.
The condition for a geometric series to converge, −1 < r < 1, ensures that as
n → ∞, rn → 0, and so the formula for the sum of a geometric series:
a(1 – r n )
Sn =
(1 – r )
can be rewritten for an infinite series as:
a
S∞ = .
1–r
Note Worked example

You may have Find the sum of the terms of the infinite progression 0.4, 0.04, 0.004, …
noticed that the
sum of the series
Solution
This is a geometric progression with a = 0.4 and r = 0.1.
0.4 + 0.04 + 0.004
+ … is 0.4̇, and Its sum is given by:
that this recurring a
S∞ =
decimal is the 1–r
same as 49 . = 0.4
1 – 0.1
= 0.4
0.9
=4
9
Worked example
The first three terms of an infinite geometric progression are 75, 45 and 27.
a) Write down the common ratio.
b) Find the sum of the terms of the progression.
Solution
a) The common ratio is 45 = 3.
75 5
using S∞ = a .
b) S∞ = 75 = 187.5
1–r 1– 3
5
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Discussion point
A paradox
Consider the following arguments.
i S = 1 − 2 + 4 − 8 + 16 − 32 + 64 − …
⇒ S = 1 − 2(1 − 2 + 4 − 8 + 16 − 32 + …)
= 1 − 2S
⇒ 3S = 1
⇒ S=1
3
ii S = 1 + (−2 + 4) + (−8 + 16) + (−32 + 64) + …
⇒ S = 1 + 2 + 8 + 32 + …
So S diverges towards +∞.
iii S = (1 − 2) + (4 − 8) + (16 − 32) + …
⇒ S = –1 − 4 − 8 − 16 …
So S diverges towards −∞.
What is the sum of the series: 1 , + ∞, −∞, or something else?
3
Exercise 12.3 1 Are the following sequences geometric?

If so, state the common ratio and calculate the seventh term.
a) 3, 6, 12, 24, …
b) 3, 6, 9, 12, …
c) 10, −10, 10, −10, 10, …
d) 1, 1, 1, 1, 1, 1, …
e) 15, 10, 5, 0, −5, …
f) 10, 5, 5 , 5 , 5 , ...
2 4 8
g) 2, 2.2, 2.22, 2.222, …
2 A geometric sequence has first term 5 and common ratio 2.
The sequence has seven terms.
a) Find the last term.
b) Find the sum of the terms in the sequence.
3 The first term of a geometric sequence of positive terms is 3 and the
fifth term is 768.
a) Find the common ratio of the sequence.
b) Find the eighth term of the sequence.
4 A geometric sequence has first term 161 and common ratio 4.
a) Find the fifth term.
b) Which is the first term of the sequence that exceeds 1000?
5 a) Find how many terms there are in the following geometric sequence:
7, 14, …, 3584.
b) Find the sum of the terms in this sequence.
6 a) Find how many terms there are in the following geometric sequence:
100, 50, …, 0.390 625.
b) Find the sum of the terms in this sequence.
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12 Series
Exercise 12.3 (cont) 7 The fourth term of a geometric progression is 36 and the eighth term
is 576. All the terms are positive.
a) Find the common ratio.
b) Find the first term.
c) Find the sum of the first ten terms.
8 The first three terms of an infinite geometric progression are 8, 4 and 2.
a) State the common ratio of this progression.
b) Calculate the sum to infinity of its terms.
9 The first three terms of an infinite geometric progression are 0.8, 0.08
and 0.008.
a) Write down the common ratio for this progression.
b) Find, as a fraction, the sum to infinity of the terms of this
progression.
c) Find the sum to infinity of the geometric progression
0.8 − 0.08 + 0.008 − …
8 ..
and hence show that 11 = 0.72 .
10 The first three terms of a geometric sequence are 100, 70 and 49.
a) Write down the common ratio of the sequence.
b) Which is the position of the first term in the sequence that has a
value less than 1?
c) Find the sum to infinity of the terms of this sequence.
d) After how many terms is the sum of the sequence greater than 99%
of the sum to infinity?
11 A geometric progression has first term 10 and its sum to infinity is 15.
a) Find the common ratio.
b) Find the sum to infinity if the first term is excluded from the
progression.
12 The first four terms in an infinite geometric series are 216, 72, 24, 8.
a) What is the common ratio r?
b) Write down an expression for the nth term of the series.
c) Find the sum of the first n terms of the series.
d) Find the sum to infinity.
e) How many terms are needed for the sum to be greater than 323.999?
13 A tank is filled with 10 litres of water. Half the water is removed and
replaced with anti-freeze and then thoroughly mixed. Half this mixture
is then removed and replaced with anti-freeze. The process continues.
a) Find the first five terms in the sequence of amounts of water in the
tank at each stage.
b) Find the first five terms in the sequence of amounts of anti-freeze in
the tank at each stage.
c) Is either of these sequences geometric? Explain.
14 A pendulum is set swinging. Its first oscillation is through an angle of
20°, and each following oscillation is through 95% of the angle of the
one before it.
a) After how many swings is the angle through which it swings less
than 1°?
b) What is the total angle it has swung through at the end of its tenth
oscillation?
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15 A ball is thrown vertically upwards from the ground. It rises to a height

of 15 m and then falls and bounces. After each bounce it rises vertically
to 85 of the height from which it fell.
a) Find the height to which the ball bounces after the nth impact with
the ground.
b) Find the total distance travelled by the ball from the first throw to
the tenth impact with the ground.
16 The first three terms of an arithmetic sequence, a, a + d and a + 2d, are the
same as the first three terms, a, ar, ar², of a geometric sequence (a ≠ 0).
Show that this is only possible if r = 1 and d = 0.
17 a, b and c are three consecutive terms in a sequence.
a) Prove that if the sequence is an arithmetic progression then a + c = 2b.
b) Prove that if the sequence is a geometric progression then ac = b².
18 a) Solve the simultaneous equations ar = 12, ar 5 = 3072 (there are two
possible answers).
b) In each case, find the sum of the first ten terms of the geometric
progression with first term a and common ratio r.
1 Find the values of the positive constants p and q such that, in the
binomial expansion of ( p + qx)10, the coefficient of x5 is 252 and the
coefficient of x 3 is 6 times the coefficient of x 2 .[8]
( )
12
2 (i) Find the coefficient of x 3 in the expansion of 1 − x .[2]
2
( )
12
(ii) Find the coefficient of x3 in the expansion of (1 + 4x) 1 − x .[3]
2
3 (i) Find the first four terms in the expansion of (2 + x)6 in

ascending powers of x.[3]
(ii) Hence find the coefficient of x3 in the expansion of
(1 + 3 x )(1 − x )( 2 + x ) 6 . [4]
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12 Series

H use the binomial theorem for expansion of (a + b)n for positive
integer n
 n
H use the general term   a n−r b r , 0  r  n
r
H recognise arithmetic and geometric progressions and understand
the difference between them
H use the formulae for the nth term and for the sum of the first
n terms to solve problems involving arithmetic or geometric
progressions
H use the condition for the convergence of a geometric
progression, and the formula for the sum to infinity of a
convergent geometric progression.
Key points
✔ An expression of the form ( ax + b) where n is an integer is called a binomial expression.
n
 n
✔ Binomial coefficients, denoted by   or nC r can be found:
 r
● using Pascal’s triangle
● using tables
 n n!
● using the formula   = r !( n − r )!
r
✔ The binomial expansion of (1 + x ) can also be written as
n
n ( n − 1) 2 n ( n − 1)( n − 2) 3
(1 + x ) n = 1 + nx + x + x + … nx n−1 + x n
2! 3!
✔ A sequence is an ordered set of numbers, u1 , u2 , u3 ,…, uk , …u n, where uk is the general
term.
✔ In an arithmetic sequence, uk + 1 = uk + d where d is a fixed number called the common
difference.
✔ In a geometric sequence, uk + 1 = ruk where r is a fixed number called the common ratio.
✔ For an arithmetic progression with first term a, common difference d and n terms
● the kth term uk = a + ( k − 1) d
● the last term l = a + ( n − 1) d
1 1
● the sum of the terms = n ( a + l ) = n [ 2 a + ( n − 1) d ]
2 2
✔ For a geometric progression with first term a, common ratio r and n terms
● the kth term a k = ar k −1
● the last term a n = ar n−1
a ( r n − 1) a (1 − r n )
● the sum of the terms = ( r − 1) for r > 1 or (1 − r ) for r < 1
✔ For an infinite geometric series to converge, −1 < r < 1. In this case the sum of all terms is
given by 1 −a r .
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13 Vectors in two dimensions
Thought is an idea in transit.
Pythagoras (circa 569–475bc)
Thailand
Philippines
Malaysia
Indonesia
Australia
Discussion point
The lines on this weather map are examples of vectors. What do they
tell you about the wind at any place?
Terminology and notation

The focus of this chapter is vectors in two dimensions. A vector is a
quantity that has both magnitude and direction, for example, a velocity
of 60 km h–1 in a southerly direction. In contrast, a scalar quantity has
a magnitude but no direction attached to it, for example, a speed of
60 km h–1 where no direction is given.
A vector in two dimensions can
be represented by drawing a
straight line with an arrowhead
to define the direction. The 7
direction is often given as +
the angle the vector makes
with the positive x-axis, with 35°
anticlockwise taken as positive.
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j You need to be able to recognise and use a number of different

conventions for writing vectors, as outlined below.
A vector joining the points A and B can be written as AB or just given
a single letter, e.g. r.
In print, vectors are usually in bold type, for example, a, but when you
are writing them by hand it is usual to underline them, as in a, or put an
arrow above as in OA.
i
A unit vector is any vector of length 1. i and j are principal unit vectors
of length 1 in the positive x and y directions respectively.
Position vectors start at the origin and are the vector equivalent of
This vector is in coordinates. For example, the vector joining the origin to the point
component form:
form (2, 5) is written as
the two components 2
represent distances   This is a column vector.
vector
in the x and y 5
directions. or 2i + 5j.
B
4
or 4i + 3j
3
3
A C
4
In the diagram, the vector AB is 4 units in the x direction and 3 units in

This can be found by 4
using Pythagoras’ the y direction and can be written either as the column vector   or as
4i +3j.  3
theorem or, in
this example, by The magnitude or modulus of a vector is its length and is denoted by
recognising it as a 3, vertical lines on either side of the vector, for example, | a | or |OA|.
4, 5 triangle. In the diagram above, |AC| = 4, |BC| = 3 and |AB| = 5.
All of the vectors introduced so far have had both their x and y
components in the positive directions, but this is not always the case.
The negative of a vector a is the vector –a. –a is parallel to a but in the
opposite direction.
a −a
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Terminology and notation
Worked example
Sketch the following vectors and find their magnitude:
 −1   −3 
a)   b) 2 i − 5 j c)  
 3  −4 
Using Pythagoras’
theorem to find Solution
the magnitude of  −1  2
2
a)   = (−1) + 3 2 b) 2 i − 5 j = 2 2 + (−5)2
the vector  3
= 29
= 10 = 5.39 (3 s.f.)
= 3.16 (3 s.f.) 3 5
 −3  3
c)   =
 −4 
((−3) 2 + (−4) 2 )
=5
Worked example
Write the vector b C
a) as a column vector
‘distance to the b) using the unit vectors i and j. b
right ’ first and 1
‘distance up’ below Solution
2
a) From the diagram, b =   . θ
1 A B
b) b = 2i + j 2
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Exercise 13.1 1 Express the following vectors in component form:
a) y b) y
5 3
4 2
b
a 1
3
2
−3 −2 −1 1 2 3 4 x
1 −1
−1 1 2 3 4 5 x
−1
c) y d) y
2 5
c
1 4
d
3
1 2 3 4 5 x
2
1 2 3 4 5 x
2 The coordinates of points P, Q, R and S are (–1, –2), (–2, 1), (1, 2) and
(2, –1) respectively. The origin is the point O.
a) Mark the points on a grid. Use equal scales on the two axes.
b) Write as column vectors:
i) OR ii) RO
c) Write as column vectors:
i) PR ii) QS
d) Write down the lengths of the vectors:
i) PQ ii) QR iii) RS iv) SP
e) Describe the quadrilateral PQRS.
3 Draw diagrams to illustrate each of the following vectors:
a) 2i b) 3j c) 2i + 3j d) 2i – 3j
4 For each of the following vectors
i) draw a diagram ii) find its magnitude.
       
a)  0  b)  −3  c)  5  d)  5 
4  0 7
   −7 
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Adding and subtracting vectors
5 A(−1, 4), B(2, 7) and C(5, 0) form the vertices of a triangle.

a) Draw the triangle on graph paper. Using your diagram, write the
vectors representing the sides AB, BC and AC as column vectors.
b) Which is the longest side of the triangle?
6 A, B, C and D have coordinates (−3, −4), (0, 2), (5, 6) and (2, 0)
respectively.
a) Draw the quadrilateral ABCD on graph paper.
b) Write down the position vectors of the points A, B, C and D.
c) Write down the vectors AB, DC, BC and AD.
d) Describe shape ABCD.
7 AB = j, BC is the vector 2i + 2j and CD = i.
a) Sketch the shape ABCD.
b) Write AD as a column vector.
c) Describe shape ABCD.
Multiplying a vector by a scalar

When a vector is multiplied by a scalar (i.e. a number) then its length is
multiplied but its direction is unchanged.
For example, 3a = a + a + a gives a vector three times as long as a in the
same direction and 2(2i + 3j) gives a vector twice as long as 2i + 3j in the
same direction.
a
2i + 3j
3a
2(2i + 3j)

Adding and subtracting vectors

To add vectors written in component form, simply add the
x-components together and the y-components together as shown in the
example below.
Worked example
Add the vectors 2i + 3j and i – 2j
a) using algebra b) by graphing them.
Collecting like terms Solution

a) (2i +3j) + (i – 2j) = (2 + 1)i + (3+(−2))j
= 3i + j
This is called the
resultant vector.
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b) The resultant
i − 2j
vector is shown by
2i + 3j
using two arrows.
3i + j
To subtract one vector from another, add the equivalent negative

vector. So, in the same way that 5 − 2 = 5 + (−2) = 3,
 6   4   6   −4 
 −   =  +  
 5   2   5   −2 
 6 + (−4 ) 
=  

 5 + (−2 ) 
2
= 
 3
Alternatively, you can simply subtract the second component from the
     8 − (−1)   9 
first component in each case, for example,  8 − −1 =   = 
−2  4  (−2 ) − 4   −6 
A very important result involves subtracting vectors.
Look at this diagram: y A
The position vector of A is OA = a. B
The position vector of B is OB = b. a
What can you say about the vector b
AB joining point A to point B?

O x
Vector addition gives a + AB = b
AB = b − a
So,
Worked example
The point P has position vector -5i + 3j.
The point Q has position vector 7i - 8j.
Find the vector PQ.
Solution
PQ = q - p
PQ = 7i - 8j -(-5i + 3j)
PQ = 12i - 11j
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Zero and unit vectors

The zero vector, 0, is the result of adding two vectors a and (-a).
Remember, in Since a + (-a) starts and finishes at the same place, a + (-a) = 0.
column form  0
1 It can be written as 0i + 0j or as   .
i is written as 0 and  0
 
To find the unit vector in the direction of any given vector, divide the
 
j is written as 01 . given vector by its magnitude (length).
a
  So, the unit vector in the direction of a is given by .
a
Worked example
Find unit vectors parallel to:
 3
a)   b) 2 i − 3 j.
4
Remember to
multiply each Solution
 3
component of the a)   = 32 + 4 2
4
vector by 1 .
5 =5
 3   0.6 
The required unit vector is 1   =  
This could also 5  4   0.8 
be written as b) 2 i − 3 j = 2 2 + ( −3) 2
0.555 i − 1.11 j
= 13
(3 s.f.) but it is 1
often better to The required unit vector is
13
(2 i − 3 j).
leave an answer in
an exact form.
Worked example
Find the unit vector in the direction of 2i – 4j. Give your answer in simplest
surd form.
Solution Rationalising the denominator,
this can also be written as
2 i − 4 j = 2 2 + (−4 ) 2
5 i − 2 5 j.
= 20 5 5
=2 5
1 2 i − 4 j = 1 i − 2 j.
The required unit vector is ( )
2 5 5 5
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Worked example
 3 1
a =   and b =  
4  7
Find: a) 2 a + 3b b) 3a − 2 b
Notice that in
2a
a + 3b,
b, 2 and 3 are Solution
scalars multiplying  3 1 
a) 2 a + 3b = 2   + 3  
 3 1
b) 3a − 2 b = 3   − 2  
the vectors a 4   7 4  7
and b.  6   3
 9   2
=  −  
=  +  
 12   14 
 8   21 
 6+3   9−2 
=  = 
 8 + 21   12 − 14 
9 7
=  = 
 29   −2 
Worked example
PQRS is a parallelogram, with PQ = 3i + 4 jtand PS = 5i.
Q R
3i + 4j
P 5i S
a) State the vectors that represent SR and QR.

b) Find the lengths of the sides of the parallelogram, and hence identify the
type of parallelogram.
Solution
a) SR is parallel to PQ so is represented by the same vector, i.e. 3i + 4j.
Similarly, QR is parallel to PS and so QR = 5i.
b) PS = QR = 5i
= 5 units
PQ = SR = 3i + 4 j
= 32 + 4 2
= 5 units
A parallelogram with all four sides equal is a rhombus.
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There are many applications of vectors because many quantities have

magnitude and direction. One of these is velocity and this is illustrated
in the following example.
Worked example
Remember In this example, answers are given to 2 s.f. The unit vectors i and j are in the
directions east and north.
that bearings
are measured The Antares is a sailing boat. It is travelling at a speed of 3 km h–1 on a bearing
clockwise from of 030°.
the north. a) Find the components of this boat’s velocity
N Antares
in the directions east and north. 30o
The Bellatrix is another boat. It has velocity
j
2i – 1.5j in km h–1.
i
E
b) Find the speed and direction of the
u1 Bellatrix.
Both boats start at the same place. Bellatrix
c) How far apart are they after 2 hours?
Solution
u2 3 km h–1 a) The components of the velocity of the Antares are shown on this
right-angled triangle.
They are u1 = 3sin30° = 1.5 in the direction east
and u 2 = 3cos30° = 2.6 in the direction north
So the velocity of the Antares is 1.5i + 2.6j km h–1.
2 km h–1 b) The velocity of the Bellatrix is shown in this triangle.

The boat’s speed is the magnitude of its velocity, v = 2 2 + 1.5 2 = 2.5
1.5 km h–1 The angle α in the diagram is given by tan α = 1.5 ⇒ α = 37°
v 2
and so the compass bearing on which the boat is travelling is 90° + 37° =127°.
So the speed of the Bellatrix is 2.5 km h -1 and the direction is 127°.
c) Assuming both boats started at the origin, their positions after 2 hours are
Antares 2 × (1.5i + 2.6j) = 3i + 5.2j
Bellatrix 2 × (2i - 1.5j) = 4i - 3j
So the displacement from the Bellatrix to the Antares is
(3i + 5.2j) - (4i - 3j) = -i + 8.2j
and the distance between the boats is (−1) 2 + 7.2 2 = 8.3 km (to 2 s.f.).
In this example, the velocity of the Antares was given in speed–direction form
and was converted into components form. For the Bellatrix the reverse process
was followed, converting from components into speed and direction. You need
to be able to do both these conversions.
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Exercise 13.2 1 Simplify the following:

2  1  3   −1  5 0
a)   +   b)   +   c)   +  
 3 5  −1   3  0 5
2 Simplify the following:
a) (2i + 3j) − (3i − 2j) b) 3(2i + 3j) − 2(3i − 2j)
3 Given that a = 3i + 4j, b = 2i − 3j and c = −i + 5j, find the following
vectors:
a) a + b + c b) a + b − c c) a − b + c
d) 2a + b + 3c e) a − 2b + 3c f) 2(a + b) − 3(b − c)
g) 2(2a + b − c) – 3(a − 2b + c)
4 Sketch each of the following vectors and find their moduli:
a) 3i + 4 j b) 3i − 4 j c) 7i d) −7i
e) 5i + 3 j f) 2 i − 7 j g) 6 i − 6 j h) i + j
5 Write the vectors joining each pair of points
i) in the form ai + bj ii) as a column vector.
a) (1, 4) to (3, 7) b) (1, 3) to (2, −4)
c) (0, 0) to (3, 5) d) (−3, 7) to (7, −3)
e) (−4, 2) to (0, 0) f) (−5, −2) to (−1,0)
6 y B
b
a
O x
The diagram shows a parallelogram OABC with OA = a and OB = b.
Write the following vectors in terms of a and b:
a) AB b) BA c) CB d) BC
e) OB f) BO g) AC h) CA
y 7 ABCD is a rhombus where A is the point (−1, −2).
3i + 2j C a) Write the vectors AD and DC as column vectors.
b) Write the diagonals AC and BD as column vectors.
B c) Use the properties of a parallelogram to find the coordinates of the
2i + 3j
point of intersection of the diagonals.
D x d) Find the gradients of the diagonals and hence verify that the
A diagonals are perpendicular.
8 Find unit vectors parallel to each of the following:
 5
a) 3i – 4j b) 5i + 7j c)  
 12 
 2 1 
d)   e) 5i f)  
 −6  1 
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.
9 A is the point (−3, −2), B is the point (5, 4) and C is the point (2, 8).
a) Sketch the triangle ABC.
b) Find the vectors representing the three sides AB, BC and CA in the
form xi + yj.
c) Find the lengths of each side of the triangle.
d) What type of triangle is triangle ABC?
10 ABCD is a kite and AC and BD meet at the B
origin O. A is the point (−4, 0), B is (0, 4)
and D is (0, −8).
The diagonals of a kite are perpendicular and
O is the midpoint of AC. A C
a) Find each of the following in terms O
of i and j:
i) OC ii) AB iii) BC
iv) AD v) CD vi) AC
b) Find the lengths of the lines
OC, AB, BC, AD, CD and AC.
c) State two descriptions that are common to
D
the triangles AOB, BOC and ABC.
11 A (4, 4), B (24, 19) and C (48, 12) form the vertices of a triangle.
a) Sketch the triangle.
b) Write the vectors AB, BC and AC as column vectors.
c) Find the lengths of the sides of the triangle.
d) What type of triangle is ABC?
12 Salman and Aloke are hiking on a flat level ground. Their starting
point is taken as the origin and the unit vectors i and j are in the
directions east and north. Salman walks with constant velocity 3i + 6j
kilometres per hour. Aloke walks on a compass bearing of 300 o at a
steady speed of 6.5 kilometres per hour.
i) Who is walking faster and by how much?
ii) How far apart are they after 1½ hours?
13 Ama has her own small aeroplane. One afternoon, she flies for 1 hour
with a velocity of 120i + 160j km h -1 where i and j are unit vectors in
the directions east and north. Then she flies due north for 1 hour at the
same speed. Finally, she returns to her starting point; flying in a straight
line at the same speed.
Find, to the nearest degree, the direction in which she travels on the final
leg of her journey and, to the nearest minute, how long it takes her.
1 In this question i is a unit vector due East and j is a unit vector due
North.
At 12 00 hours, a ship leaves a port P and travels with a speed of
26 km h–1 in the direction 5i + 12j.
(i) Show that the velocity of the ship is (10i + 24j) km h–1.[2]
(ii) Write down the position vector of the ship, relative to P, at
16 00 hours. [1]
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(iii) Find the position vector of the ship, relative to P, t hours after
16 00 hours. [2]
At 16 00 hours, a speedboat leaves a lighthouse which has position
vector (120i + 81j) km, relative to P, to intercept the ship. The
speedboat has a velocity of (-22i + 30j) km h–1.
(iv) Find the position vector, relative to P, of the speedboat t hours
after 16 00 hours. [1]
(v) Find the time at which the speedboat intercepts the ship and the
position vector, relative to P, of the point of interception. [4]
2 Relative to an origin O, the position vectors of the points A and B

are 2i – 3j and 11i + 42j respectively.
(i) Write down an expression for AB.[2]
1
The point C lies on AB such that AC = AB.
3
(ii) Find the length of OC. [4]
The point D lies on OA such that DC is parallel to OB.
(iii) Find the position vector of D.[2]
3 Relative to an origin O, the position vectors of the points A and

B are i – 4j and 7i + 20j respectively. The point C lies on AB and
2
is such that AC = AB. Find the position vector of C and the
3
magnitude of this vector. [5]

H understand and use vector notation
H know and use position vectors and unit vectors
H find the magnitude of a vector; add and subtract vectors and
multiply vectors by scalars
H compose and resolve velocities.
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Key points
✔ A vector quantity has both a magnitude and a direction; a
scalar quantity has magnitude only.
✔ Vectors are typeset in bold, for example a, or they may be written
as lines with arrows along the top, for example OA. When they are
hand-written they are underlined, for example a.
✔ The length of a vector is also referred to as its magnitude or
modulus. The length of the vector a is written as |a| or a and can
be found using Pythagoras’ theorem.
✔ A unit vector has length 1. Unit vectors in the directions x and y
are denoted by i and j respectively.  x
✔ A vector can be written in component form, xi + yj or   , as in
magnitude–direction form, ( r,θ ).  y
✔ The position vector OA of a point A is the vector joining the
origin to A.
✔ The vector AB is given by b – a where a and b are the position
vectors of A and B.
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REVIEW EXERCISE 4
Review exercise 4
Ch 11 1 Arrangements containing 4 different letters from the word ALGORITHM are to be made.
Find
a the number of 4-letter arrangements if there are no restrictions [1]
b the number of 4-letter arrangements which start with the letter G and end with the letter T. [1]
2 a Find how many different 4-digit numbers can be formed from the digits 1, 3, 4, 7 and 9 if
each digit may be used just once. [1]
b How many of these 4-digit numbers are odd? [1]
3 A team of 8 scientists are required for an expedition. They are to be selected from 12
ecologists and 6 meteorologists. Find the number of different teams that can be selected if
a there are no restrictions [1]
b the team contains all of the meteorologists [1]
c the team contains at least 3 ecologists. [2]
4 A panel consisting of 7 people is to be assembled in order to carry out an investigation. The
people are to be chosen from a group of 10 police officers and 15 civilians. Calculate the
number of ways that the panel can be selected if
a there are no restrictions [1]
b there must be at least 3 civilians on the panel. [2]
After the panel has been chosen, a chairperson and secretary must be selected from the 7
panel members.
c Calculate the number of ways in which a chairperson and secretary can be selected. [1]
Ch 12 5 a Find the first four terms in the expansion of ( 3 + x ) 8 in ascending powers of x. [3]
Ch 5, Ch 12 b Hence find the coefficient of x 3 in the expansion of ( 2 − x 2 )( 3 + x ) 8. [3]
Ch 12 6 The tenth term of an arithmetic progression is -27 and the sum of the first five terms is 40.
a Find the first term of the progression and the common difference. [4]
b The nth term of the progression is -212. Find the value of n. [2]
7 a The sum of the first two terms of a geometric progression is 10 and the third term is 9.
i Find the possible values of the common ratio and the first term. [5]
ii Find the sum to infinity of the convergent progression. [1]
b In an arithmetic progression, u1 = −10 and u4 = 14 . Find u100 + u101 + u102 + … + u200 , the
sum of the 100th to the 200th terms of the progression. [4]
Ch 13 8 Relative to an origin O, the position vectors of the points A and B are 2i – 5j and 6i + 9j
4
respectively. The point C lies on AB such that AC = AB. Find the position vector of the
5
point C and the magnitude of OC. [5]
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Review exercise 4
9 A
O B
M
The diagram shows the quadrilateral OABC such that OA = a, OB = b and OC = c. It is

given that AM : MC = 2 : 1 and OM : MB = 3 : 2.
i Find AC in terms of a and c. [1]
ii Find OM in terms of a and c. [2]
iii Find OM in terms of b. [1]
iv Find 5a + 10c in terms of b. [2]
v Find AB in terms of a and c, giving your answer in its simplest form. [2]
10 In this question, i is a unit vector due East and j is a unit vector due North. At 13 00 hours,
a ship leaves port P and travels with a velocity of (7i – 24j) km h–1.
a State the speed of the ship. [1]
b Find the bearing on which the ship is travelling. Give your answer to 3 significant
figures. [2]
c Find the position vector of the ship, relative to P, t hours after 17 00 hours. [2]
At 17 00 hours, a helicopter leaves its base which has position vector (409i + 141j),
relative to P, in order to intercept the ship. The helicopter has velocity (–120i – 103j) km h–1.
d Find the time at which the helicopter intercepts the ship and its position vector,
relative to P, at the point of interception. [5]
Total marks [57]
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14 Differentiation
If I have seen further than others, it is by standing upon the shoulders of
giants.
Isaac Newton (1642−1727)
Discussion point
Look at the planet Saturn in the image above. What connection did
Newton make between an apple and the motion of the planets?
In Newton’s early years, mathematics was not advanced enough to

enable people to calculate the orbits of the planets round the sun.
In order to address this, Newton invented calculus, the branch of
mathematics that you will learn about in this chapter.
The gradient function

B C
The curve in the diagram has a zero gradient at A, a positive gradient

at B and a negative gradient at C.
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Although you can calculate the gradient of a curve at a given point by

drawing a tangent at that point and using two points on the tangent to
calculate its gradient, this process is time-consuming and the results
depend on the accuracy of your drawing and measuring. If you know
the equation of the curve, you can use differentiation to calculate the
gradient.
Worked example
Work out the gradient of the curve y = x 3 at the general point (x, y).
Solution
Let P have the general value x as its x-coordinate, so P is the point (x, x 3).
Let the x-coordinate of Q be (x + h) so Q is the point ((x + h), (x + h)3).
y
Q ((x + h), (x + h)3) Since it is on
the curve
y = x3
(x + h)3 – x3
P
(x, x3) R
(x + h) – x
x
y = x3
The gradient of the chord PQ is given by
QR ( x + h) 3 – x 3
=
PR ( x + h) – x
= x + 3 x h + 3 xh + h – x
3 2 2 3 3
= 3 x h + 3 xh + h
2 2 3
h
h(3 x 2 + 3 xh + h 2 )
=
h
= 3x 2 + 3xh + h 2
As Q gets closer to P, h takes smaller and smaller values and the gradient
approaches the value of 3x 2 , which is the gradient of the tangent at P.
The gradient of the curve y = x 3 at the point (x, y) is equal to 3x 2 .
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14 Differentiation
The gradient If the equation of the curve is written as y = f(x), then the gradient
function is the function is written as f′(x). Using this notation, the result in the
gradient of the previous example can be written as
curve at the f(x) = x 3 ⇒ f′(x) = 3x 2 .
general point (x, y). In the previous example, h was used to denote the difference between
The gradient the x-coordinates of the points P and Q, where Q is close to P.
function is also
called the derived h is sometimes replaced by δx. The Greek letter δ (delta) is shorthand
for ‘a small change in’ and so δx represents a small change in x, δy a
function.
function
small change in y and so on.
δy
In the diagram the gradient of the chord PQ is δx .
(x + δx, y + δy) Q
In the limit as δx tends towards 0, δx and δy both become
δy
infinitesimally small and the value obtained for δx approaches the
gradient of the tangent at P.
δy
δy dy
lim δx is written as dx
.
Using this notation, you have a rule for differentiation.
P (x, y) dy
y = xn ⇒ dx = nx n–1
δx
dy
The gradient function, dx , is sometimes called the derivative of y with
respect to x. When you find it you have differentiated y with respect to x.
If the curve is written as y = f(x), then the derivative is f′(x).
If you are asked to differentiate a relationship in the form y = f(x) in this
book, this means differentiate with respect to x unless otherwise stated.
Note
There is nothing special about the letters x, y or f. If, for example,
your curve represents time, t, on the horizontal axis and velocity, v,
on the vertical axis, then the relationship could be referred to as
v = g(t). In this case v is a function of t and the gradient function
is given by ddvt = g′(t).
The differentiation rule

Although it is possible to find the gradient from first principles which
establishes a formal basis for differentiation, in practice you will use
the differentiation rule introduced above;
dy
y = xn ⇒ dx = nx n–1.
You can also use this rule to differentiate (find the gradient of) equations
that represent straight lines. For example, the gradient of the line y = x is
dy
the same as y = x1, so using the rule for differentiation, = 1 × x 0 = 1.
dx
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Lines of the form The gradient of the line y = c where c is a constant is 0. For example,
y = c are parallel to y = 4 is the same as y = 4x0 so using the rule for differentiation,
the x-axis. dy
= 4 × 0 × x −1 = 0. In general, differentiating any constant gives zero.
dx
The rule can be extended further to include functions of the type
This result is true y = kxn for any constant k, to give
for all powers of x, dy
y = kxn ⇒ = nkx n –1 .
positive, negative dx
and fractional. You may find it helpful to remember the rule as
multiply by the power of x and reduce the power by 1.
Worked example
For each function, find the gradient function.
a) y = x 7 b) u = 4x 3 c) v = 5t 2
f) y = 4 x 2− 5
3
d) y = 4x-3 e) P = 4 t
x
Solution
dy du
a) y = x 7 ⇒ = 7x 6 b) u = 4x 3 ⇒ = 4 × 3 x 2 = 12 x 2
dx dx
c) v = 5t 2 d) y = 4x-3
dy
⇒ dv = 5 × 2t = 10t ⇒ = 4 × ( −3) x −3− 1 = −12 x −4
dt dx
1
f) y = 4 x 2− 5 ⇒ y = 4 x2 − 52
3 3
e) P = 4t 2
x x x
1
⇒ y = 4 x − 5 x −2
Using t = t 2 1
⇒ dP = 4 × 1 t 2 −1
dt 2 dy
⇒ = 4 + 10 x −3
dx
= 21
t2 = 4 + 103
x
= 2
t
Sums and differences of functions

Many of the functions you will meet are sums or differences of simpler
functions. For example, the function (4x 3 + 3x) is the sum of the
functions 4x 3 and 3x. To differentiate these functions, differentiate each
part separately and then add the results together.
Worked example
Differentiate y = 4x 3 + 3x.
Solution
dy
= 12x 2 + 3
dx
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14 Differentiation
This example illustrates the general result that

dy
y = f(x) + g(x) ⇒ dx = f′(x) + g′(x).
Worked example
Given that y = 2x 3 − 3x + 4, find
dy
a)
dx
b) the gradient of the curve at the point (2, 14).
Solution
dy
a) = 6x 2 − 3
dx
Substituting x = 2 b) At (2, 14), x = 2.
dy
in the expression dx
= 6 × (2)2 − 3 = 21
dy
for dx
Exercise 14.1 Differentiate the following functions using the rules

dy
y = kxn ⇒ dx = nkxn-1
dy
and y = f(x) + g(x) ⇒ dx = f′(x) + g′(x).
1 a) y = x4 b) y = 2x 3 c) y=5 d) y = 10x
1 3 5
2 a) y= x2 b) y = 5 x c) P = 7t 2 d) y = 1 x 2
5
3 a) y = 2x5 + 4x2 b) y = 3x4 + 8x c) y = x3 + 4 d) y = x − 5x 3
4 a) f(x) = 12 b) f(x) = 63
x x
1 −1
8
c) f(x) = 4 x − d) f(x) = x 2 − x 2
x
5 a) y = x ( x − 1) b) y = ( x + 1)( 2 x − 3)
c) y = x +2 5 x
3
d) y = x x
x
6 Find the gradient of the curve y = x 2 − 9 at the points of intersection
with the x- and y-axes.
y
–3 3 x
–9
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Stationary points
7 a) Copy the curve of y = 4 − x 2 and draw the graph of y = x − 2 on

the same axes.
b) Find the coordinates of the points where the two graphs intersect.
c) Find the gradient of the curve at the points of intersection.
y
–2 2 x
Stationary points
A stationary point is a point on a curve where the gradient is zero. This
means that the tangents to the curve at these points are horizontal. The
diagram shows a curve with four stationary points: A, B, C and D.
Note D
B
Points where a
curve ‘twists’
but doesn’t have C
a zero gradient
are also called The points A and C are turning points of the curve because as the
points of inflexion. curve passes through these points, it changes direction completely: at A
The tangent at a the gradient changes from positive to negative and at C from negative
to positive. A is called a maximum turning point, and C is a minimum
point of inflexion
turning point.
both touches and
intersects the At B the curve does not turn: the gradient is negative both to the left
curve. and to the right of this point. B is a stationary point of inflexion.
This material
goes beyond the
Discussion point
syllabus. What can you say about the gradient to the left and right of D?
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14 Differentiation
Maximum and minimum points

The graph shows the curve of y = 4x − x 2 .
y
(2, 4)
y = 4 x – x2
0 4 x
» The curve has a maximum point at (2, 4).

dy
» The gradient at the maximum point is zero.
dx
» The gradient is positive to the left of the maximum and negative to
the right of it.
This is true for any maximum point.

0
Gradient
pattern – 0 +
+ –
– +
Gradient
pattern + 0 –
0
For any minimum turning point, the gradient

» is zero at that point
» goes from negative to zero to positive.
Once you can find the position of any stationary points, and what type
of points they are, you can use this information to help you sketch
graphs.
Worked example
a) For the curve y = x 3 − 12x + 3
dy dy
i find and the values of x for which =0
dx dx
ii classify the points on the curve with these values of x
iii find the corresponding values of y
iv sketch the curve.
b) Why can you be confident about continuing the sketch of the curve beyond
the x-values of the turning points?
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Stationary points
c) You did not need to find the coordinates of the points where the curve
crosses the x-axis before sketching the graph. Why was this and under what
circumstances would you find these points?
Solution
dy
a) i = 3x 2 − 12
dx
dy
When = 0, 3x 2 − 12 = 0
dx
⇒ 3(x 2 − 4) = 0
⇒ 3(x + 2)(x − 2) = 0
Looking at the ⇒ x = −2 or x = 2
dy
gradient pattern ii When x = −3,
dx
= 3(−3)2 − 12 = 15 0
around x = − 2 dy
When x = −1, = 3(−1)2 − 12 = −9 + –
dx
The gradient pattern is + 0 − Gradient
pattern + 0 –
Looking at the ⇒ maximum turning point at x = −2
dy
gradient pattern When x = 1,
dx
= 3(1)2 − 12 = −9 Gradient
around x = 2 dy
pattern – 0 +
When x = 3, = 3(3)2 − 12 = 15
dx – +
The gradient pattern is − 0 +
(−2, 19) is a ⇒ minimum turning point at x = +2 0
maximum and iii When x= −2, y = (−2)3 − 12(−2) + 3 = 19.
(2, −13) a minimum. When x = +2, y= (2)3 − 12(2) + 3 = −13.
The value of y iv When x = 0, y = (0)3 − 12(0) + 3 = 3.

when x = 0 tells (–2, 19) y
you where the
curve crosses the
y-axis.
3
–2 2 Q x
(2, –13)
b) A cubic has at most 2 turning points and they have both been found. So the
parts of the curve beyond them (to the left and to the right) just get steeper
and steeper.
c) The sketch is showing the shape of the curve and this is not affected by
where it crosses the axes. However, you can see from the equation that it
crosses the y-axis at (0, 3) and it is good practice to mark this in.
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14 Differentiation
Worked example
Find all the turning points on the graph of y = t4 − 2t 3 + t 2 − 2 and then sketch
the curve.
Solution
dy
= 4t 3 − 6t 2 + 2t
dt
dy
= 0 ⇒ 4t 3 − 6t 2 + 2t = 0
dt
⇒ 2t(2t − 3t + 1) = 0
2 Turning
⇒ 2t(2t − 1)(t − 1) = 0 points occur
⇒ t = 0 or t = 0.5 or t = 1 when ddyt = 0.
When t = 0, y = (0)4 − 2(0)3 + (0)2 − 2 = −2.
When t = 0.5, y = (0.5)4 − 2(0.5)3 + (0.5)2 − 2 = −1.9375.
When t = 1, y = (1)4 − 2(1)3 + (1)2 − 2 = −2.
Plotting these points suggests that (0.5, −1.9375) is a maximum turning point
You can find and (0, −2) and (1, −2) are minima, but you need more information to be sure.
whether the For example when t = -1, y = + 2 and when t = 2, y = + 2 so you know that the
curve goes above the horizontal axis on both sides.
gradient is positive
or negative by y
taking a test point
in each interval. 0 1 t
y = t4 – 2t3 + t2 – 2
For example,
t = 0.25 in the –1
interval 0 < t < 0.5; (0.5, –1.9375)

when t = 0.25, ddyt is –2 (1, –2)
positive.
Exercise 14.2 You can use a graphic calculator to check your answers.
For each curve in questions 1–8:
dy dy
i) find dx and the value(s) of x for which dx = 0
ii) classify the point(s) on the curve with these x-values
iii) find the corresponding y-value(s)
iv) sketch the curve.
1 y = 1 + x − 2x 2
2 y = 12x + 3x 2 − 2x 3
3 y = x 3 − 4x 2 + 9
4 y = x 2 (x − 1)2
5 y = x4 − 8x 2 + 4
6 y = x 3 − 48x
7 y = x 3 + 6x 2 − 36x + 25
8 y = 2x 3 − 15x 2 + 24x + 8
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Using second derivatives
9 The graph of y = px + qx 2 passes through the point (3, −15). Its gradient
at that point is −14.
a) Find the values of p and q.
b) Calculate the maximum value of y and state the value of x at which
it occurs.
10 a) Find the stationary points of the function f(x) = x 2(3x 2 − 2x − 3) and
distinguish between them.
b) Sketch the curve y = f(x).

In the same way as
dy
dx
or f′(x) is the gradient of the curve y = f(x), ( )
d dy
dx dx
or f″(x) represents the gradient of the curve y = f′(x).
d2 y
This is also written as dx 2
and is called the second derivative. You can
d2 y
find it by differentiating the function
dy
dx
. Note that dx 2 is not
2
the same as  ddxy  .
Worked example
d2 y
Find dx 2 for y = 4 x 3 + 3 x − 2.
Solution
dy d2y
dx
= 12 x 2 + 3 ⇒ 2 = 24 x
dx
In many cases, you can use the second derivative to determine if a

stationary point is a maximum or minimum instead of looking at the
dy
value of on either side of the turning point.
dx
0
A
+ − − +
B
0
d2y d2y
< 0 at A > 0 at B
dx2 dx2
dy d2 y d2 y
At A, dx
= 0 and < 0 showing that the gradient is zero and since
dx 2 dx 2
< 0, it is decreasing near that point, so must be going from positive to
negative. This shows that A is a maximum turning point.
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14 Differentiation
dy d2 y d y 2
At B, dx = 0 and 2 > 0 showing that the gradient is zero and since 2 > 0,
dx dx
it is increasing near that point, so must be going from negative to positive.
This shows that B is a minimum turning point.
dy d2 y
Note that if dx = 0 and = 0 at the same point, you cannot make a
dx 2
decision about the type of turning point using this method.
Worked example
For y = 2 x 3 − 3 x 2 − 12 x + 4
dy dy
a) Find and find the values of x when = 0.
dx dx
d2y
b) Find the value of 2 at each stationary point and hence determine its
dx
nature.
c) Find the value of y at each of the stationary points.
d) Sketch the curve y = 2 x 3 − 3 x 2 − 12 x + 4 .
Solution
dy d2 y
a) = 6 x 2 − 6 x − 12 b) = 12 x − 6
dx dx 2
= 6 ( x 2 − x − 2) When x = −1,
d2y
= −18 ⇒ a maximum
dx 2
= 6 ( x + 1)( x − 2 ) 2
d y
When x = 2, 2 = 18 ⇒ a minimum
dy dx
So = 0 when x = −1 and when x = 2.
dx
c) When x = −1, y = 2(−1)³ − 3(−1)² − 12(−1) + 4 = 11
When x = 2, y = 2(2)³ − 3(2)² − 12(2) + 4 = −16
d) The curve has a maximum turning point at (−1, 11) and a minimum turning
point at (2, −16).
When x = 0, y = 4, so the curve crosses the y-axis at (0, 4).
y
(−1, 11) 12
10
8
6
4
2
−2 −1 −2 1 2 3 4 x
−4
−6
−8
−10
−12
−14
−16
(2, −16)
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Worked example
Maria has made some sweets as a gift and makes a small box for them from a
square sheet of card of side 24 cm. She cuts four identical squares of side x cm,
one from each corner, and turns up the sides to make the box, as shown in the
diagram.
24 cm
24 cm
x cm
x cm
a) Write down an expression for the volume V of the box in terms of x.
b) Find ddV
x
and the values of x when dV = 0.
dx
c) Comment on this result.
2
d) Find d V2 and hence find the depth when the volume is a maximum.
dx
Solution
a) The base of the box is a square of side ( 24 − 2x ) cm and the height is x cm,
so V = ( 24 − 2 x ) 2 × x
Taking a factor = 4 x (12 − x ) 2 cm 3
of 2 out of each b) V = 4 x (144 − 24 x + x 2 )
bracket
= 576 x − 96 x 2 + 4 x 3
So dV = 576 − 192 x + 12 x 2
dx
= 12 ( 48 − 16 x + x 2 )
= 12 (12 − x )( 4 − x )
dV
So = 0 when x = 12 and when x = 4.
dx
c) When x = 12 there is no box, since the piece of cardboard was only a square
dV of side 24 cm.
Using dx
= 2
d) d V2 = −192 + 24 x
576 - 192x + 12x2 dx
2
When x = 4, d V2 = −96 which is negative.
dx
Therefore the volume is a maximum when the depth x = 4 cm.
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14 Differentiation
Exercise 14.3
2
1 Find dy and d y2 for each of the following functions:
dx dx
a) y = x 3 − 3 x 2 + 2 x − 6
b) y = 3 x 4 − 4 x 3
c) y = x 5 − 5 x + 1
2 For each of the following curves
i) find any stationary points
ii) use the second derivative test to determine their nature.
a) y = 2 x 2 − 3 x + 4
b) y = x 3 − 2 x 2 + x + 6
c) y = 4 x 4 − 2 x 2 + 1
d) y = x 5 − 5 x
3 For y = 2 x 3 − 3 x 2 − 36 x + 4
dy dy
a) Find and the values of x when = 0.
dx dx
2
d y
b) Find the value of 2 at each stationary point and hence determine
dx
its nature.
c) Find the value of y at each stationary point.
d) Sketch the curve.
4 A farmer has 160 m of fencing and wants to use it to form a rectangular
enclosure next to a barn.
fence
barn
wall
Find the maximum area that can be enclosed and give its dimensions.
5 A cylinder has a height of h metres and a radius of r metres where
h + r = 3.
a) Find an expression for the volume of the cylinder in terms of r.
b) Find the maximum volume.
6 A rectangle has sides of length x cm and y cm.
a) If the perimeter is 24 cm, find the lengths of the sides when the area
is a maximum, confirming that it is a maximum.
b) If the area is 36 cm 2 , find the lengths of the sides when the perimeter
is a minimum, confirming that it is a minimum.

Now that you know how to find the gradient of a curve at any point,
you can use this to find the equation of the tangent at any given point
on the curve.
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Worked example
a) Find the equation of the tangent to the curve y = 3x 2 − 5x − 2 at the point
(1, −4).
b) Sketch the curve and show the tangent on your sketch.
Solution
dy
Substituting x = 1 a) y = 3x 2 − 5x − 2 ⇒ = 6x − 5
dx
into this gradient At (1, −4),
dy
=6×1−5
dx
function gives and so m = 1
the gradient of
So the equation of the tangent is given by
the curve and
y − y1 = m(x − x 1) x1 = 1, y1 = −4 and m = 1
therefore the
y – ( –4 ) = 1 ( x – 1)
tangent at this ⇒ y=x−5 This is the equation of the tangent.
point.
b) y = 3x 2 − 5x − 2 is a ∪-shaped quadratic curve that crosses the y-axis when
y = −2 and x-axis when 3x 2 − 5x − 2 = 0.
3x 2 − 5x − 2 = 0 ⇒ (3x + 1)(x − 2) = 0
1
⇒ x = − 3 or x = 2
y
y = 3x2 – 5x – 2
y=x–5
O
2 5
x
–2
–5
The normal to a curve at a given point is the curve

straight line that is at right angles to the
tangent at that point, as shown here.
normal
Remember that for perpendicular lines tangent
m1m2 = −1.
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14 Differentiation
Worked example
Find the equation of the tangent and normal to the curve y = 4 x 2 − 2 x 3 at the
point (1, 2).
Draw a diagram showing the curve, the tangent and the normal.
It is slightly
easier to use Solution
y − y1 = m( x − x1 ) dy
y = 4x2 − 2x3 ⇒ = 8x − 6x2
dx
here than dy
At (1, 2), the gradient is = 8−6 = 2
y = mx + c. If you dx
substitute the The gradient of the tangent is m1 = 2
So, using y − y1 = m ( x − x1 )
gradient m = 2
the equation of the tangent is y − 2 = 2( x − 1) y
and the point (1, 2)
into y = mx+ c, you y = 2x
3
get 2 = 2 × 1 + c The gradient of the normal is m2 = − 1 = − 1
m1 2
and so c = 0 2
So, using y − y1 = m ( x − x1 )
So the equation of
the tangent is the equation of the normal is y − 2 = − 1 ( x − 1) 1
2
y = 2x.
y = − x + 5.
2 2
1 2 3
x
The curve, tangent and normal are shown on this
Note graph.
The gradient at a
particular point
can be used to find Discussion point
the approximate
Consider the example above where y = 4 x 2 − 2 x 3. At the point (1, 2), if
change in y
the value of x increases by 0.001, what is the corresponding increase in
corresponding to a y? What is the connection with the gradient at (1, 2)? What about at the
small change in x. points i (2, 0) and ii (0, 0)?
Worked example
a) Find the gradient of the curve y = x 4 + 5 x 3 at x = 1.
b) Given that x increases from 1 to 1.0001, find the corresponding
approximate change in y.
Solution
a) y = x 4 + 5 x 3
dy
⇒ = 4 x 3 + 15 x 2
dx
dy
So, when x = 1, = 4 × 1 3 + 15 × 1 2 = 19
dx
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b)
δy represents y
y = x4 + 5x3
the change in y
corresponding to
(1.0001, 6 + δy)
the small increase
in x.
δy
(1, 6)
δx = 0.0001
δx represents the
0 x small change in x.
δy
is approximately equal to the gradient of the curve at x = 1.
δx
δy
⇒ ≈ 19
δx
δy
⇒ ≈ 19
0.0001
⇒ δ y ≈ 0.0019
So, y will increase by approximately 0.0019.
Worked example
Find an approximation of 25.01 by considering the gradient of the graph
y = x at the point x = 25.
Solution
y y=√x
(25.01, 5 + δy) 5 + δ y ≈ 25.01
δy
δ y represents
the change in y
(25, 5) corresponding to the
δx = 0.01
small change in x, δx.
25.01 is 0.01 more
than 25
0 x
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14 Differentiation
In order to be able δy
is approximately equal to the gradient of the curve at x = 25.
to differentiate δx 1
x you need to y = x = x2
write it as a power δ y 1 − 12
⇒ = x
1 δx 2
of x, so x 2 δy 1 −1
So, when x = 25, = × 25 2 = 0.1
δx 2
δy
⇒ ≈ 0.1
δx
δy
⇒ ≈ 0.1
0.01
⇒ δ y ≈ 0.001
5 + δ y ≈ 25.01 Hence, an approximation of 25.01 is 5.001.
Exercise 14.4 1 The sketch graph shows the y

curve of y = 5x − x 2 . The
marked point, P, has P (3, 6)
coordinates (3, 6).
Find:
y = 5x – x2
dy
a) the gradient function dx 0 x
5
b) the gradient of the
curve at P
c) the equation of the tangent at P
d) the equation of the normal at P.
2 The sketch graph shows the curve of y = 3x 2 − x 3. The marked point, P,
has coordinates (2, 4).
y
y = 3x2 – x3 P (2, 4)
O Q x
a) Find:
dy
i) the gradient function
dx
ii) the gradient of the curve at P
iii) the equation of the tangent at P
iv) the equation of the normal at P.
b) The graph touches the x-axis at the origin O and crosses it at the
point Q. Find:
i) the coordinates of Q
ii) the gradient of the curve at Q
iii) the equation of the tangent at Q.
c) Without further calculation, state the equation of the tangent to the
curve at O.
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3 The sketch graph shows the curve of y = x5 − x 3.

y
y = x5 – x3
O P x
ind:
F
a) the coordinates of the point P where the curve crosses the positive
x-axis
b) the equation of the tangent at P
c) the equation of the normal at P.
T he tangent at P meets the y-axis at Q and the normal meets the y-axis
at R.
d) Find the coordinates of Q and R and hence find the area of triangle
PQR.
4 a) Given that f(x) = x 3 − 3x 2 + 4x + 1, find f′(x).
b) The point P is on the curve y = f(x) and its x-coordinate is 2.
i) Calculate the y-coordinate of P.
ii) Find the equation of the tangent at P.
iii) Find the equation of the normal at P.
c) Find the values of x for which the curve has a gradient of 13.
5 The sketch graph shows the curve of y = x 3 − 9x 2 + 23x − 15.
The point P marked on the curve has its x-coordinate equal to 2.
O x
y = x3 – 9x2 + 23x – 15
Find:
dy
a) the gradient function
dx
b) the gradient of the curve at P
c) the equation of the tangent at P
d) the coordinates of another point on the curve, Q, at which the
tangent is parallel to the tangent at P
e) the equation of the tangent at Q.
6 The point (2, −8) is on the curve y = x 3 − px + q.
a) Use this information to find a relationship between p and q.
dy
b) Find the gradient function .
dx
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14 Differentiation
Exercise 14.4 (cont) The tangent to this curve at the point (2, −8) is parallel to the x-axis.
c) Use this information to find the value of p.
d) Find the coordinates of the other point where the tangent is parallel
to the x-axis.
e) State the coordinates of the point P where the curve crosses the y-axis.
f) Find the equation of the normal to the curve at the point P.
7 The sketch graph shows the curve of y = x 2 − x − 1.
y
y = x2 – x – 1
P (2, 1)
O x
a) Find the equation of the tangent at the point P(2, 1).

The normal at a point Q on the curve is parallel to the tangent at P.
b) State the gradient of the tangent at Q.
c) Find the coordinates of the point Q.
8 A curve has the equation y = (x − 3)(7 − x).
dy
a) Find the gradient function .
dx
b) Find the equation of the tangent at the point (6, 3).
c) Find the equation of the normal at the point (6, 3).
d) Which one of these lines passes through the origin?
9 A curve has the equation y = 1.5x 3 − 3.5x 2 + 2x.
a) Show that the curve passes through the points (0, 0) and (1, 0).
b) Find the equations of the tangents and normals at each of these points.
c) Prove that the four lines in b form a rectangle.
10 a) Find the gradient of the curve y = 3 x 2 − 2 x 3 at x = 3.
b) Given that x increases from 3 to 3.001, find the corresponding
approximate change in y. State whether y increases or decreases.
11 Find an approximation of 16.01 by considering the gradient of the
graph y = x at the point x = 16.
12 Estimate the value of 3 27.1 by considering the gradient of the graph
y = 3 x at an appropriate point.
Differentiating other functions of x

So far you have differentiated polynomials and other powers of x. Now
this is extended to other expressions, starting with the three common
trigonometrical functions. When doing this you will use the standard
results that follow.
Deriving these sin x, cos x and tan x

results from first dy
y = sin x ⇒ = cos x
principles is beyond dx
the scope of this y = cos x ⇒
dy
= − sin x
book. dx
dy Recall sec x = cos1 x
y = tan x ⇒ = sec 2 x
dx
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When differentiating any trigonometric function, the angle must be in

radians.
Worked example
Differentiate each of the following functions:
a) y = sin x − cos x
b) y = 2 tan x + 3
Solution
Using the results a)
dy
= cos x − (− sin x)
above dx
= cos x + sin x Differentiating a
b) y = 2 tan x + 3 ⇒
dy
= 2(sec2 x) + 0 constant always

dx
= 2 sec2 x gives zero.
Worked example
a) Sketch the graph of y = sin θ for 0  θ  2 π .
dy π
b) i) Find the value of dθ when θ = .
2
dy
ii) At which other point does dθ have this value?
dy
c) Use differentiation to find the value of dθ when θ = π .
Solution
a) y
1
π π 3π 2π x
2 2
–1
π dy
b) i) The tangent to the curve when θ = is horizontal, so = 0.
2 dθ
3π
ii) The gradient is also 0 when θ = .
2
dy
c) y = sin θ ⇒ = cosθ
dθ
dy
When θ = π , dθ = cos π = −1.
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14 Differentiation
Worked example
a) Find the turning point of the curve y = sin x − cos x and determine its
nature.
b) Sketch the curve for 0  x  π.
This means decide
if it is a maximum
Solution or minimum point.
dy
a) y = sin x − cos x ⇒ = cos x + sin x
dx
At the turning points cos x + sin x = 0
⇒ sin x = −cos x Divide by cos x
⇒ tan x = −1
⇒ x = − π (not in the required range) or x = 3π
4 4
3π 3π
When x = 3π , y = sin − cos = 2
4 4 4
The turning point is at 3π , 2 .
4 ( )
When x = π (to the left), y = sin π − cos π = 1.
2 2 2
1< 2 When x = π (to the right), y = sin π − cos π = 1.
Check where the (4 )
So the point 3π , 2 is a maximum turning point.
curve crosses the b) When x = 0, y = sin 0 − cos 0 = −1.
axes.
When y = 0, 0 = sin x − cos x
⇒ sin x = cos x Divide by cos x
⇒ tan x = 1
⇒ x=π
4
y
√2
π 3π π x
4 4
–1
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Worked example
For the curve y = 2 cosθ find:
a) the equation of the tangent at the point where θ = π
3
b) the equation of the normal at the point where θ = π .
3
Solution
dy
a) y = 2 cos θ ⇒ = −2 sin θ
dθ
When θ = π , y = 2 cos π
3 3
=1
dy
and = −2 sin π
dθ 3
=− 3
Using y = mx + c So the equation of the tangent is given by y = −θ 3 + c.

Substituting values for y and θ :
1=− π( 3) 3+c ⇒ c = 1+ π 3
3
The equation of the tangent is therefore
y = −θ 3 + 1 + π 3 .
3
dy
b) The gradient of the normal = −1 ÷
dθ
= −1 ÷ ( − 3 )
= 1
3
Using y = mx + c The equation of the normal is given by y = 1 θ + c .
3
Substituting values for y and θ :
1= 1 π +c
3 3
() ⇒ c = 1− π
3 3
The equation of the normal is therefore
y = 1 θ +1− π .
3 3 3
Again, deriving ex and ln x

these results from You met exponential and logarithmic functions in Chapter 6. Here are
first principles is the standard results for differentiating them.
beyond the scope dy
of this book.
y = ex ⇒
dx
= ex This is the only
function where
dy 1 dy
y = ln x ⇒ =
dx x y = dx .
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14 Differentiation
Worked example
a) y = 5 ln x
b) y = ln ( 5 x )
c) y = 2e x + ln ( 2 x )
Solution
a) y = 5 ln x ⇒
dy
dx
=5 1
x ()
= 5
x ln 5 is a number so
b) y = ln ( 5 x ) ⇒ y = ln 5 + ln x differentiating it

dy 1 gives zero.
⇒ =
dx x
dy
c) y = 2e x + ln ( 2 x ) ⇒ = 2e x + 1
dx x
Part b shows an important result. Since ln ( ax ) = ln a + ln x for all values

where a > 0,
dy 1
y = ln ( ax ) ⇒ = .
dx x
Worked example
a) Find the turning point of the curve y = 2x − ln x and determine its nature.
b) Sketch the curve for 0 < x  3.
Solution
dy
a) y = 2 x − ln x ⇒ =2− 1
dx x
dydy 1
==0 0⇒ 2=1
⇒⇒ 2 =
dxdx x x
⇒ x = 0.5
When x = 0.5, 2x − ln x = 1.7 (1 d.p.).
When x = 0.3 (to the left), 2x − ln x = 1.8 (1 d.p.).
When x = 1.0 (to the right), 2x − ln x = 2 (1 d.p.).
Therefore the point (0.5, 1.7) is a minimum turning point.
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b) y
5
Note 4
In this graph 3
the y-axis is an
asymptote. The 2
curve gets nearer 1.7
and nearer to it 1
but never quite

reaches it. 0.5 1 2 3 4 5 x
–1
Notice that ln x is not defined for x  0, and as x → 0, ln x → -∞ so

2x − ln x → + ∞.
Worked example
For the curve y = 2ex + 5 find the equation of:
a) the tangent at the point where x = -1
b) the normal at the point where x = -1.
Solution
dy
a) y = 2ex + 5 ⇒ = 2e x
dx
When x = -1, y = 2e -1 + 5
= 2+5
e
dy
= 2e −1
dx
Using y = mx + c So the equation of the tangent is given by y = 2e −1 x + c .
Substituting values for y and x:
2
+ 5 = 2e −1 ( −1) + c
e
= −2 +c
e
4
⇒c= +5
e
The equation of the tangent is therefore
y = 2 x + 4 + 5.
e e
dy
b) The gradient of the normal = −1 ÷
dx
= −1 ÷ 2
e()
= −e
2
Using y = mx + c The equation of the normal is given by y = − e x + c.
2
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14 Differentiation
Substituting values for y and x:

2
+ 5 = − e ( −1) + c
e 2
⇒ c = 2 + 5 − e
e 2
The equation of the normal is therefore
y = −ex + 2 + 5− e.
2 e 2
Deriving these
results from first
Differentiating products and
principles is beyond
the scope of this
quotients of functions
Sometimes you meet functions like y = x 2ex, which are the product of
book. two functions, x 2 and ex. To differentiate such functions you use the
product rule.
When u(x) and v(x) are two functions of x
dy
» y = uv ⇒ = u dv + v du
dx dx dx
A shorthand form of y = u(x) × v(x)
Worked example
Differentiate y = ( x 2 + 1) ( 2 x − 3)
a) by expanding the brackets
b) by using the product rule.
Solution
a) y = ( x 2 + 1) ( 2 x − 3) b) Let u = ( x 2 + 1) and v = ( 2 x − 3)
du = 2 x dv = 2
= 2 x 3 − 3x 2 + 2 x − 3 dx and
dx
dy
⇒ = 6x2 − 6x + 2
dx dy dv du
Product rule: dx = u dx + v dx
dy
So = ( x 2 + 1) ( 2 ) + ( 2 x − 3)( 2 x )
dx
= 2x2 + 2 + 4x2 − 6x
= 6x2 − 6x + 2
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Differentiating products and quotients of functions
In this example you had a choice of methods; both gave you the same
answer. In the next example there is no choice; you must use the
product rule.
Worked example
a) y = x 2e x b) y = x 3 sin x c) y = ( 2 x 3 − 4 )( e x − 1)
Solution
a) Let u = x 2 and v = e x b) Let u = x 3 and v = sin x
du = 2 x and dv = e x du = 3 x 2
and dv = cos x
dx dx dx dx
Product rule: dy = u dv + v du Product rule: dy = u dv + v du

dx dx dx dx dx dx
dy dy
So = x 2e x + e x ( 2 x ) So = x 3 cos x + ( sin x ) ( 3 x 2 )
dx dx
= xe x ( x + 2 ) = x 2 ( x cos x + 3sin x )
c) Let u = ( 2 x 3 − 4 ) and v = ( e x − 1)
du = 6 x 2 and dv = e x
dx dx
dy
Product rule: = u dv + v du
dx dx dx
dy
So = ( 2 x 3 − 4 )( e x ) + ( e x − 1)( 6 x 2 )
dx
= 2 x 3e x − 4e x + 6 x 2 e x − 6 x 2

ex
Sometimes you meet functions like y = where one function,
x2 + 1
x 2
in this case e , is divided by another, x + 1. To differentiate such
functions you use the quotient rule.
For y=u
v
du dv
dy v dx − u dx
⇒ =
dx v2
Worked example
x3 + 3
Differentiate y =
x2
a) by simplifying first
b) by using the quotient rule.
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14 Differentiation
Solution
a) y = x +2 3
3
b) Let u = x 3 + 3 and v = x 2
x
du = 3 x 2 and dv = 2 x
= ( x 3 + 3) x −2 dx dx
= x + 3 x −2 du dv
dy v dx − u dx
dy Quotient rule: =
So = 1 − 6 x −3 dx v2
dx
dy x 2 ( 3 x 2 ) − ( x 3 + 3) 2 x
=
This quotient rule dx ( x 2 )2
is longer in this = 3 x − 2 x4 − 6 x
4 4
case, but is useful x

when it is not = x −4 6 x
4
possible to simplify x
first. = 1 − 6 x −3
Worked example
a) y = 2 x2 + 3
3 x
b) y = e 2
x −1 x
Solution
a) y = 2 x2 + 3
3 x
b) y = e 2
x −1 x
Let u = 2 x 3 + 3 and v = x 2 − 1 Let u = e x and v = x 2

du = 6 x 2 dv = 2 x du = e x and dv = 2 x
and dx dx
dx dx
du dv du dv
dy v dx − u dx dy v dx − u dx
Quotient rule: = Quotient rule: =
dx dx v2
v2
dy ( x 2 − 1) 6 x 2 − ( 2 x 3 + 3) 2 x dy x 2 ( e x ) − e x ( 2 x )
= =
dx ( x 2 − 1) 2
dx ( x 2 )2
= x e − 22 xe
2 x x
= 6 x − 6 x − 4 x2 − 6 x
4 2 4
( x 2 − 1) (x2 )
xe x ( x − 2 )
= 2 x − 6 x −2 6 x
4 2
=
x4
( x − 1)
2
e x ( x − 2)
2 x ( x 3 − 3 x − 3) =
= x3
( x 2 − 1) 2
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Differentiating composite functions

Sometimes you will need to differentiate an expression that is a
function of a function.
For example, look at y = x 2 + 1; the function ‘Take the positive square
root of’, denoted by , is applied to the function ( x 2 + 1). In such cases
you use the chain rule.
You know how to differentiate y = x and you know how to
differentiate y = x 2 + 1 but so far you have not met the case where two
functions like this are combined into one.
The first step is to make a substitution.
Let u = x 2 + 1.
1
So now you have to differentiate y = u or y = u 2 .
1 −1 1
1 −2
You know the right-hand side becomes 1 u 2 or u .
2 2
What about the left-hand side?
dy
The differentiation is with respect to u rather than x and so you get du
dy
rather than dx that you actually want.
dy dy
To go from du
to dx , you use the chain rule,
dy dy du
= × .
dx du dx
You made the substitution u = x2 + 1 and differentiating this gives

du
= 2 x.
dx
dy du
So now you can substitute for both du
and dx
in the chain rule and get
dy 1 1
1 −2 −
= u × 2x = xu 2
dx 2
This isn’t quite the final answer because the right-hand side includes
the letter u whereas it should be given entirely in terms of x.
dy 1
= x ( x 2 + 1)
−
Substituting u = x2 + 1, gives 2 and this is now the answer.
dx
However it can be written more neatly as
dy x
Notice how the = .
dx x2 + 1
awkward function,
x 2 + 1, has This is an important method and with experience you will find short
cuts that will mean you don’t have to write everything out in full as it
reappeared in the
has been here.
final answer.
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14 Differentiation
Worked example
dy
Given that y = ( 2 x − 3) 4 , find .
dx
Solution
Let u = ( 2 x − 3) so y = u 4
dy
= 4u 3
du
= 4 ( 2 x − 3) 3
du
=2
dx
dy dy du dy
Using = × ⇒ = 4 ( 2 x − 3) 3 × 2
dx du dx dx
= 8 ( 2 x − 3) 3
You can use the chain rule in conjunction with the product rule or the
quotient rule as shown in the following example.
Worked example
dy
Find when y = ( 2 x + 1)( x + 2 )10.
dx
Solution
Let u = ( 2 x + 1) and v = ( x + 2 )10
Using the chain dv
Then du = 2 and = 10 ( x + 2 ) 9 × 1
rule to find dv dy
dx dx
dx = ( 2 x + 1) × 10 ( x + 2 ) 9 + ( x + 2 )10 × 2
dx
Using the product = 10 ( 2 x + 1)( x + 2 ) 9 + 2 ( x + 2 )10 Taking 2(x + 2)9
rule dy = u dv + v du 9
= 2 ( x + 2 ) [ 5 ( 2 x + 1) + ( x + 2 )] out as a common
dx dx dx
= 2 ( x + 2 ) 9 (11 x + 7 ) factor
Note Worked example

The chain rule can The radius r of a sphere increases at a rate of 0.1 metres per second.
also be used when dV
a) Find where V is the volume of the sphere in cubic metres and t is time
solving problems dt
in seconds.
that involve
connected rates of b) Find the rate at which the volume is increasing when r = 2 metres.
change.
Solution
4
a) The volume V of a sphere is given by V = π r 3.
Differentiating dV
3
⇒ = 4π r 2
V = 4 π r 3 with dr
dr
3 From the question you have
dt
= 0.1
respect to r
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By the chain rule

dV = dV × dr
dt dr dt
dV
⇒ = 4π r 2 × 0.1
dt
This is the rate at dV = 0.4π r 2
which the volume dt
is increasing with b) When r = 2, dV = 0.4 × π × 2 2 = 5.03 cubic metres per second (2 d.p.).
respect to time. dt
Exercise 14.5 1 Differentiate each of the following functions:

a) y = 3 sin x − 2 tan x b) y = 5 sin θ − 6 c) y = 2 cos θ − 2 sin θ
d) y = 4 ln x e) y = ln 4x f) y = 3ex
g) y = 2ex − ln 2x
2 Use the product rule to differentiate each of the following functions:
a) y = x sin x b) y = x cos x c) y = x tan x
d) y = ex sin x e) y = ex cos x f) y = ex tan x
3 Use the quotient rule to differentiate each of the following functions:
x
a) y = sin x b) y = c) y = cos2 x
x sin x x
x2
d) y= e) y= x f) tan
y= xx
cos x tan x
4 Use the chain rule to differentiate each of the following functions:
c) y = ( x 2 + 3)
4
a) y = ( x + 3) 4 b) y = ( 2 x + 3) 4
d) y = x + 3 e) y = 2 x + 3 f) y = x 2 + 3
5 Use an appropriate method to differentiate each of the following
functions:
a) y = sin x b) y = 1 + cos x
1 + cos x sin x
c) y = sin x(1 + cos x) d) y = cos x (1 + sin x )
e) y = sin x (1 + cos x ) f) y = cos x (1 + sin x ) 2
2

functions: x
a) y = e x ln x b) y = e x c) y = lnxx
ln e
functions: −x
a) y = e − x sin x b) y = e x c) y = sin− xx
sin e
8 A curve has the equation y = sin x − cos x where x is measured in radians.
a) Show that the curve passes through the points (0, −1) and (π, 1).
b) Find the equations of the tangents and normals at each of these
points.
9 A curve has the equation y = 2 tan x − 1 where x is measured in radians.
( )
a) Show that the curve passes through the points (0, −1) and π , 1 .
4
b) Find the equations of the tangents and normals at each of these
points.
10 A curve has the equation y = 2 ln x − 1.
a) Show that the curve passes through the point (e, 1)
b) Find the equations of the tangent and normal at this point.
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14 Differentiation
Exercise 14.5 (cont) 11 A curve has the equation y = e x − ln x.

a) Sketch the curves y = e x and y = ln x on the same axes and explain
why this implies that e x − ln x is always positive.
b) Show that the curve y = e x − ln x passes through the point (1, e).
c) Find the equations of the tangent and normal at this point.
12 The surface area S of a sphere of radius r is given by the formula
S = 4π r 2 .
a) Find the rate at which the surface area is increasing when the radius
of the sphere is increasing at a rate of 0.25 cm per second.
b) Find the rate at which the surface area is increasing when r = 3.5 cm,
giving your answer to 2 significant figures.
1 The diagram shows a cuboid with a rectangular base of sides x cm
and 2x cm. The height of the cuboid is y cm and its volume is 72 cm3.
y cm
x cm
2x cm
(i) Show that the surface area A cm 2 of the cuboid is given by

A = 4x 2 + 216 .[3]
x
(ii) Given that x can vary, find the dimensions of the cuboid when A
is a minimum. [4]
(iii) Given that x increases from 2 to 2 + p, where p is small, find, in
terms of p, the corresponding approximate change in A, stating
whether this change is an increase or a decrease. [3]
Paper 11 Q12-OR, June 2011
Paper 11 Q12-OR, June 2011
dy
2 Find dx when
(i) ()
y = cos 2 x sin x ,
3 [4]
(ii) y = tan x ⋅ [4]

1 + ln x
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3 (i) Differentiate 4x 3 ln(2x + 1) with respect to x.[3]

2x dy x+4
(ii) Given that y = , show that = 3 ⋅[4]
x+2 dx ( x + 2)
Paper 12 Q9 a & b (i), November 2013
Paper 12 Q9 a & b (i), November 2013

H understand the idea of a derived function
δy
( )
2
H use the notations f ′(x), f ″(x), dy , d y  = d
dy  , dx, dx → 0,
dx dx 2  dx dx  δx
H know and use the derivatives of the standard functions xn
(for any rational n), sin x, cos x, tan x, ex, ln x.
H differentiate products and quotients of functions
H use differentiation to find gradients, tangents and normals
H use differentiation to find stationary points
H apply differentiation to connected rates of change, small
increments and approximations
H apply differentiation to practical problems involving maxima and
minima
H use the first and second derivative tests to discriminate between
maxima and minima.
Key points
dy n –1 and y = c ⇒ dy = 0,
✔ y = kx n ⇒ =
dx nkx dx
where n is a positive integer and k and c are constants.
dy
✔ y = f(x) + g(x) ⇒ = f′(x) + g′(x)
dx
dy
✔ = 0 at a stationary point. The nature of the stationary
dx
point can be determined by looking at the sign of the gradient
d2y
immediately either side of it or by considering the sign of 2 .
dx
d2y
● If < 0, the point is a maximum.
dx 2
d2y
● If > 0, the point is a minimum.
dx 2
d2y
● If = 0, the point could be a maximum, a minimum or a
dx 2
dy
point of inflexion. Check the values of on either side of the
dx
point to determine its nature.
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14 Differentiation
✔ For the tangent and normal at (x1, y1)

dy
● the gradient of the tangent, m1 =
dx
● the gradient of the normal, m 2 = –
1
m1
● the equation of the tangent is y – y1 = m1(x – x1)
● the equation of the normal is y – y1 = m 2(x – x1).
✔ Derivatives of other functions:
dy
Function Derivative
dx
sin x cos x
cos x -sin x
tan x sec2 x
ex ex
ln x 1
x
dy dv du
✔ The product rule dx = u dx + v dx .
du dv
dy v dx − u dx
✔ The quotient rule = .
dx v2
dy dy du
✔ The chain rule = × .
dx du dx
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15 Integration
Growth is painful. Change is painful. But nothing is as painful as
staying stuck where you do not belong.
N.R. Narayana Murthy (born 1946)
Discussion point
Mita is a long-distance runner. She carries a speed meter, which tells
her what her speed is at various times during a race.
1
Time (hours) 0 2 1 1 12 2 2 12 3
Speed (metres
4.4 4.4 4.4 4.6 5.0 5.2 0
per second)
What race do you think she was running?

How would you estimate her time?
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15 Integration
Integration is the Integration involves using the rate of change of a quantity to find its
process of getting total value at the end of an interval, for example using the speed of a
from a differential runner to find the distance travelled at any time. The process is the
reverse of differentiation.
equation to the dy
general solution. Look at the differential equation dx
= 3x 2 .
dy
Since = 3 x 2 for x 3, x 3 + 7 and x 3 - 3, these expressions are all
dx
solutions of this equation.
The general solution of this differential equation is given as y = x 3 + c,
where c is an arbitrary constant that can take any value (positive,
negative or zero).
A solution containing an arbitrary constant gives a family of curves, as
shown below. Each curve corresponds to a particular value of c.
y
y = x3 + 3
c=3
y = x3
3 c=0
−2 −1 0 1 2
x
−8
c=–8 y = x3 – 8
Suppose that you are also given that the solution curve passes through
the point (1, 4). Substituting these coordinates in y = x 3 + c gives
4 = 13 + c ⇒ c = 3
This is called the
So the equation of the curve is y = x 3 + 3. particular solution.
solution.
This example shows that if you know a point on a curve in the family,
you can find the value of c and therefore the particular solution of a
differential equation.
The rule for differentiation is usually given as
dy
y = xn ⇒ dx
= nxn-1.
It can also be given as
dy
y = xn+1 ⇒ dx
= (n + 1)xn
Note that if which is the same as

you are asked y= 1
n + 1x
n+1 ⇒
dy
= xn .
dx
to integrate an
expression f(x), Reversing this gives you the rule for integrating xn. This is usually
this will mean
integrate with
written using the integral symbol, . ∫
respect to x unless x n+1
otherwise stated.
∫x n dx =
n+1
+c for n ≠ −1
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Integration
The integral when n = -1 is a special case. If you try to apply the

general rule, n + 1 is zero on the bottom line and so the expression you
get is undefined. Instead you use the result that:
∫x −1 dx = ∫ 1x d x = ln x + c
You will use this result later in the chapter.
Notice the use of dx on the left-hand side. This tells you that you are
integrating with respect to x. So in this case you would read the left-
hand side as ‘The integral of xn with respect to x’.
You may find it helpful to remember the rule as
» add 1 to the power
» divide by the new power
» add a constant.
Remember
to include Worked example
the arbitrary Integrate each of the following:
constant, c, until a) x6 b) 5x4 c) 7 d) 4 x
you have enough
information to find Solution
a value for it. 7
a) x7 + c
x5
b) 5 × 5 + c = x5 + c
c) 7 can be thought of as 7x0 so applying the rule gives 7x + c
3
1 3
d) 4 x = 4 x 2 so applying the rule gives 4 x + c = 8 x 2 + c
2
3 3
2
Worked example
dy
Given that dx = 6x 2 + 2x − 5
a) Find the general solution of this differential equation.
b) Find the equation of the curve with this gradient function that passes
through the point (1, 7).
Solution
3 x2
a) y = 6 × x + 2 × 2 − 5x + c
3
= 2x 3 + x 2 − 5x + c
By integration
b) Since (1, 7) is a point on the graph
7 = 2(1)3 + 12 − 5 + c
⇒c=9
⇒ y = 2x 3 + x 2 − 5x + 9
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15 Integration
Worked example
Find f(x) given that f′(x) = 2x + 4 and f(2) = −4.
Solution
f′(x) = 2x + 4
By integration
2
f(x) = 2 2x + 4x + c
= x 2 + 4x + c
f(2) = −4 ⇒ −4 = (2)2 + 4(2) + c
⇒ c = −16
⇒ f(x) = x 2 + 4x − 16
Worked example
dy
A curve passes through (3, 5). The gradient of the curve is given by dx = x 2 − 4.
a) Find y in terms of x.
b) Find the coordinates of any stationary points of the graph of y.
c) Sketch the curve.
Solution
dy 3
a) dx = x 2 − 4 ⇒ y = x3 − 4x + c
When x = 3, 5 = 9 − 12 + c
⇒ c = 8
3
So the equation of the curve is y = x3 − 4x + 8.
dy
b) dx = 0 at all stationary points.
Substituting these ⇒ x² − 4 = 0
values into the ⇒ (x + 2)(x − 2) = 0
equation to find y ⇒ x = −2 or x = 2
1 2
The stationary points are (−2, 13 3 ) and (2, 2 3 ).
The curve is a
c) It crosses the y-axis at (0, 8).
cubic with a
positive x3 term y
15
with two turning
points, so it has this
shape: 10
–5 –4 –3 –2 –1 1 2 3 4 x
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Integration
Worked example
∫
Find (x 3 − 2x 2) dx.
Solution
∫(x
4 3
3 − 2x 2) dx = x4 − 2 3x + c
Worked example
Find ∫ (2 x + 1)( x − 4) d x
You need to Solution
multiply out the
brackets before ∫ (2 x + 1)( x − 4) d x = ∫ (2 x 2
− 7 x − 4) d x
you can integrate. 3 2

= 2 3x − 72x − 4 x + c
Exercise 15.1 1 Find y in each of the following cases:

dy dy
a) dx = 4x + 2 b) dx = 6x 2 − 5x − 1
dy dy
c) dx = 3 − 5x 3 d) dx = (x − 2)(3x + 2)
2 Find f(x) given that
a) f′(x) = 5x + 3 b) f′(x) = x4 + 2x 3 − x + 8
c) f′(x) = (x − 4)(x 2 + 2) d) f′(x) = (x − 7)2
3 Find the following integrals:
a) ∫5 dx b) ∫5x dx
3
c) ∫(2x − 3) dx d) ∫(3x − 4x + 3) dx
3
4 Find the following integrals:

a) ∫(3 − x) 2 dx b) ∫(2x + 1)(x − 3) dx
c) ∫(x + 1) 2 dx d) 2
∫(2x − 1) dx
5 Find the equation of the curve y = f(x) that passes through the specified
point for each of the following gradient functions:
dy dy
a) dx = 2x − 3; (2, 4) b) dx = 4 + 3x 3 (4, −2)
dy
c) dx = 5x − 6; (−2, 4) d) f′(x) = x 2 + 1; (−3, −3)
e) f′(x) = (x + 1)(x − 2); (6, −2) f) f′(x) = (2x + 1)2; (1, −1)
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15 Integration
Exercise 15.1 (cont) 6 Find the equation of the curve y = f(x) that passes through the specified
point for each of the following gradient functions:
dy
a) = 2 x − 1; (1, 1)
dx
b) f ′ ( x ) = x − x ; (4, 2)
dy
7 You are given that dx = 2x + 3.
∫
a) Find (2x + 3) dx.
b) Find the general solution of the differential equation.
dy
c) Find the equation of the curve with gradient function dx and that
passes through (2, −1).
d) Hence show that (−1, −13) lies on the curve.
8 The curve C passes through the point (3, 21) and its gradient at any
dy
point is given by dx = 3x 2 − 4x + 1.
a) Find the equation of the curve C.
b) Show that the point (−2, −9) lies on the curve.
∫
9 a) Find (4x - 1) dx.
dy
b) Find the general solution of the differential equation dx = 4x − 1.
c) Find the particular solution that passes through the point (−1, 4).
d) Does this curve pass above, below or through the point (2, 4)?
10 The curve y = f(x) passes through the point (2, −4) and f′(x) = 2 − 3x 2 .
Find the value of f(−1).
11 A curve, C, has stationary points at the points where x = 0 and where
x = 2.
dy
a) Explain why dx = x 2 − 2x is a possible expression for the gradient
dy
of C. Give a different possible expression for dx .
b) The curve passes through the point (3, 2).
dy
Given that dx is x 2 − 2x, find the equation of C.
Definite integrals
So far, all the integrals you have met have been indefinite integrals
∫
such as 3x2dx; the resulting expressions for y have all finished with
‘+ c’. You may or may not have been given additional information to
enable you to find a value for c.
By contrast, a definite integral has two limits.
3 This is the upper limit.
limit
∫ 1
3 x 2 dx
This is the lower limit.
limit
To find the value of a definite integral, you integrate it and substitute
in the values of the limits. Then you subtract the value of the integral at
the lower limit from the value of the integral at the upper limit.
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Integration
Worked example
3
Find
∫ 1
3 x 2 d x.
Solution
Subtracting the Notice how the c
value at x = 1 from
∫ 3x2x dx = x
2 3 +c
3 is eliminated when
the value at x = 3 (3³ + c) − (1³ + c) = 26 so
∫ 3x dx = 26
2 you simplify this
1 expression.
When evaluating definite integrals, it is common practice to omit the c

and write
∫
3
3 x 2 d x = [ x 3 ]13 = [3 3 ] – [1 3 ] = 26.
1
The definite integral is defined as
∫
b
f ′( x) d x = [f( x)]ba = f(b) – f(a).
a
‘Evaluate’ means Worked example

‘find the numerical 4
value of’. Evaluate
∫ 1
( x 2 + 3) d x.
Solution
4 4
∫
3
( x 2 + 3) d x =  x + 3 x 
1  3  1
( ) ( )
3 3
= 4 + 3× 4 − 1 + 3×1
3 3
= 30
Worked example
∫
3
Evaluate ( x + 1)( x – 3) d x .
−1
Notice how you
need to expand Solution
∫ ∫
3 3
( x +1) ( x +3) before ( x + 1)( x – 3) d x = ( x 2 − 2 x − 3) d x
−1 −1
integrating it. 3
3
=  x − x 2 − 3x 
 3  −1
( 33 − 3 ) ( (−31) )
3 3
= 2
− 3× 3 − − (−1) 2 − 3 × (−1)
2
= −10 3
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15 Integration
Exercise 15.2 Evaluate the following definite integrals:

2 4
1 ∫ 1
3x 2 d x 2 ∫ 1
4x3 dx
1 5
3 ∫
−1
6x2 dx 4 ∫ 1
4 dx
3
∫
4
5 ∫ 2
( x 2 + 1) d x 6
−2
(2 x + 5) d x
6
∫
5
7 ∫ 2
(4 x 3 – 2 x + 1) d x 8
5
( x 2 – 5) d x
∫
3
9 ∫ 1
( x 2 – 3 x + 1) d x 10
−1
( x 2 + 3) d x
∫
−1
11 ∫ −4
(16 – x 2 ) d x 12
1
( x + 1)(3 – x) d x
∫
4
13 ∫ 2
(3 x( x + 2)) d x 14
−1
( x + 1)( x – 1) d x
∫
2
15 ∫ −1
(x + 4x 2 ) d x 16
−1
x( x – 1)( x + 1) d x
∫
3
17 ∫ −1
( x 3 + 2) d x 18
−3
(9 – x 2 ) d x
Finding the area between a graph

and the x -axis
The area under the curve y = f(x) between x = a and x = b, the shaded
b
region in the graph below, is given by a definite integral: ∫ a
f ( x ) d x.
y
y = f(x)
The area of this

b
region is ∫a f(x) dx.
0 a b x
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Finding the area between a graph and the x-axis
Worked example
Find the area of the shaded region under the curve y = 4 − x².
y
4
y = 4 − x2
−2 0 2 x
Solution
2
 3 2
Area =
∫
−2
(4 − x 2 ) dx = 4 x − x 
 3 −2
 3  (−2) 3 
= 4 × 2 − 2  − 4 × (−2) −
 3  3 
2
= 10 units2
3
Exercise 15.3 Find the area of each of the shaded regions:
1 y 2 y
y = x2 y = 6 x − x2
0 6 x
0 3 x
3 y 4 y
y = x2 − 2x
y=x 3 +1
−1 0 1 x 0 x
2 4
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15 Integration
Exercise 15.3 (cont)
5 y 6 y = 5x4 – x5
y = x3 – 3x2 + 2x y
0 5 x
0 1 2 x
7 y 8 y
y = 6 + x − x2
y = 9 − x2
0 x −2 0 3
x
−3 3
9 y 10 y
y = x3 − 8x2 + 16x
y = 4x2 − x4
x 0 4
x
−2 0 2
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So far all the areas you have found have been above the x-axis. The
next example involves a region that is below the x-axis.
Worked example
The diagram shows the line y = x and two regions marked A and B.
y y=x
−2 A 0 3
x
a) Calculate the areas of A and B using the formula for the area of a triangle.
0 3
b) Evaluate ∫ −2
x d x and ∫ 0
x d x. What do you notice?
∫
3
c) Evaluate x d x. What do you notice?
−2
Solution
a) Area of A = 1 × 2 × 2 = 2 square units.
2
Area of B = 1 × 3 × 3 = 4.5 square units.

2
( )
0 0
∫
2
b) x dx = x
−2 2 −2
= 0 − (2)
= −2
( )
3 3
∫
2
x dx = x
0 2 0
= 4.5 − 0
= 4.5
The areas have the same numerical values as the integral but when the area
is below the x-axis, the integral is negative.
( )
3 3
∫
2
c) x dx = x = 4.5 − ( 2 )
−2 2 −2
= 4.5 − (2)
= 2.5
The areas above and below the x-axis have cancelled each other out.
This example shows you how using integration gives a negative answer
for the area of a region below the x-axis. In some contexts this will
make sense and in others it won’t, so you always have to be careful.
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15 Integration
Worked example
The curve y = x(x −2)(x + 2) is drawn on the axes.
y
y = x (x − 2) (x + 2)
P
0 Q x
−2 2
a) Use integration to find the areas of each of the shaded regions P and Q.
2
b) Evaluate ∫ −2
x( x – 2)( x + 2) d x .
c) What do you notice?
Solution 0 0
a) Area of P: ∫ −2
x( x – 2)( x + 2) d x = ∫ −2
( x 3 – 4 x) d x
0
= x − 2x2 
4
 4 −2
(−2) 4 
=0−  − 2 × (−2) 2 
 4 
=4
So P has an area of 4 units2 .
2 2
Area of Q: ∫ 0
x( x – 2)( x + 2) d x = ∫ 0
( x 3 – 4 x) d x
2
= x − 2x2 
4
The areas of P and  4 0
Q are the same
since the curve = 2 − 2 × 2 2  − 0
4
 4 
has rotational
symmetry about = −4
the origin. So Q also has an area of 4 units2 .
2 2
b) ∫ −2
x( x – 2)( x + 2) d x = ∫ −2
( x 3 – 4 x) d x
Always draw a 2
= x − 2x2 
4
sketch graph when  4 −2

you are going to
2 4  (−2) 4 
calculate areas. =  − 2 × 2 2  − 
4  4
− 2 × (−2) 2 

This will avoid any
cancelling out of =0
areas above and c) The areas of P and Q have ‘cancelled out’ .
below the x-axis.
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You can also use integration to find the area of a region enclosed
between a line and a curve or the area enclosed between two curves.
Worked example
The diagram shows a sketch of the curve y = x 2 − 2 x + 1 and the line y = x + 1.
y = x2 – 2x + 1
y
y=x+1
0 x
a) Find the coordinates of the points of intersection of the line and the curve.
b) Find the area of the shaded region.
Solution
a) y = x 2 − 2 x + 1
y= x+1
⇒ x2 − 2x + 1 = x + 1
⇒ x 2 − 3x = 0
⇒ x ( x − 3) = 0
So, x = 0 or x = 3
Substituting the x = 0 ⇒ y = 1 and x = 3 ⇒ y = 4
x-values into Hence the curves intersect at ( 0, 1) and ( 3, 4 ).
y= x+1 y
b)
0 3 x
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15 Integration
To find the area of the shaded region, you should subtract the area under
the curve from the area under the line, between x = 0 and x = 3.
So, the area of the shaded region is given by
Area under the

3 3
Area under the
line ∫
0
( x + 1) dx −
∫ (x
0
2
− 2 x + 1) dx curve
The limits of 3
The integrals can
the integrals
are the x-values
=
∫ ( 3x − x ) d x
0
2
be combined.
of the points of 3
=  3 x2 − 1 x3 
intersection. 2 3 0
3 1
= × 32 − × 33
2 3
9
= units 2
2
Worked example
The diagram shows a sketch of the curves y = x 2 and y = 4 x − x 2.
y y = x2
y = 4x – x2
0 x
a) Find the coordinates of the points of intersection of the two curves.

b) Find the area of the shaded region between the two curves.
Solution
a) y = x 2
y = 4x − x2
⇒ x2 = 4x − x2
⇒ 2x2 − 4x = 0
⇒ 2 x ( x − 2) = 0
Substituting the So, x = 0 or x = 2

x-values into x = 0 ⇒ y = 0 and x = 2 ⇒ y = 4
y = x2 Hence the curves intersect at ( 0, 0 ) and ( 2, 4 ).
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b) y y = x2
y = 4x – x2
0 2 x
To find the area of the shaded region, you should subtract the area under
the bottom curve from the area under the top curve, between x = 0 and
x = 2.
So, the area of the shaded region is given by
2 2
Top curve –
bottom curve
∫ (4 x − x ) dx − ∫x dx
0
2
0
2
2
Combining the
integrals
=
∫ (4 x − 2 x ) dx
0
2
2
= 2 x 2 − 2 x 3 
 3 0
2
= 2 × 22 − × 23
3
8
= units 2
3
Exercise 15.4 1 The sketch shows the curve y = x 3 – x .

Calculate the area of the shaded region.
y
y = x3 − x
0 1 x
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15 Integration
Exercise 15.4 (cont) 2 The sketch shows the curve y = x 3 – 4 x 2 + 3 x .

a) Calculate the area of each shaded region.
b) State the area enclosed between the curve and the x-axis.
y
y = x3 − 4x2 + 3x
P
0 1 Q 3 x
3 The sketch shows the curve y = x 4 – 2 x .

a) Find the coordinates of the point A.
b) Calculate the area of the shaded region.
y
y = x4 − 2x
0 A x
4 The sketch shows the curve y = x 3 + x 2 – 6 x .

Work out the area between the curve and the x-axis.
y
y = x3 + x2 − 6x
−3 0 2 x
5 a) Sketch the curve y = x 2 for −3 < x < 3.

b) Shade the area bounded by the curve, the lines x = −1 and x = 2 and
the x-axis.
c) Find, by integration, the area of the region you have shaded.
6 a) Sketch the curve y = x 2 – 2x for −1 < x < 3.
b) For what values of x does the curve lie below the x-axis?
c) Find the area between the curve and the x-axis.
7 a) Sketch the curve y = x 3 for −3 < x < 3.
b) Shade the area between the curve, the x-axis and the line x = 2.
c) Find, by integration, the area of the region you have shaded.
d) Without any further calculation, state, with reasons, the value of
2
∫ −2
x 3 d x.
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8 a) Shade, on a suitable sketch, the region with an area given by

2
∫ −1
( x 2 + 1) d x.
b) Evaluate this integral.

4
9 a) Evaluate
∫ 1
(2 x + 1) d x.
b) Interpret this integral on a sketch graph.

10 The diagram shows a sketch of the curve y = x 2 and the line y = x + 2.
y
y = x2
y=x+2
0 x
a) Find the coordinates of the points of intersection of the line and the
curve.
b) Find, by integration, the area of the shaded region.
11 a) On the same axes, sketch the line y = 2 x + 8 and the curve y = 16 − x 2
for −4 ≤ x ≤ 4.
b) Find the area of the region enclosed by the line y = 2 x + 8 and the
curve y = 16 − x 2.
12 The diagram shows a sketch of the curves y = ( x − 3) 2 and y = 9 − x 2.
y
y = 9 – x2
y = (x – 3)2
0 x
a) Find the coordinates of the points of intersection of the two curves.

b) Find the area of the shaded region.
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15 Integration
Integrating other functions of x

As with differentiation, there are a number of special cases when
integrating. The proofs are beyond the scope of this book, but you will
need to know and be able to use these results.
Differentiation ⇒ Basic integral ⇒ Generalised integral

n+1
dy x 1 ( ax + b)n+1
Integrating
1
y = x n ⇒ = nx n−1
dx ∫ xn d x =
n+1
+ c, for n ≠ −1
∫ ( ax + b)n d x =
a n+1
+ c, for n ≠ −1
(i.e. x-1) dy 1
x
does not y = sin x ⇒ = cos x
dx ∫ cos xd x = sin x + c ∫ cos ( ax + b)d x = sin ( ax + b) + c
a
follow the dy 1
general rule y = cos x ⇒ = − sin x
dx ∫ sin xd x = − cos x + c ∫ sin ( ax + b)d x = − cos ( ax + b) + c
a
since that dy
∫ sec xdx = tan x + c ∫ sec (ax + b) dx = a tan (ax + b) + c
y = tan x ⇒ = sec 2 x 2 2 1
would give dx
x0
0 which is
dy x 1
undefined.
y = ex ⇒
dx
=e ∫ e dx = e +c
x x
∫ e( ) d x = a e( ) + c
ax+b ax+b
dy 1 1 1 1
y = ln x ⇒ =
dx x ∫ x d x = ln x + c ∫ ax + b d x = a ln ax + b + c
Worked example
Find the following indefinite integrals:
1
∫ ∫
1 dx
a)
2x − 3
b) ( 2 x − 3) 4 dx c)
∫ ( 2 x − 3) 2 dx
d)
∫e 2 x−3
dx e)
∫ sin (2 x − 3) dx f)
∫ cos (2 x − 3) dx
Solution
∫ ax + b dx = a ln ax + b + c
a) Using 1 1
gives ∫ 2 x1− 3 dx = 12 ln 2 x − 3 + c
( ax + b) n+1
b) Using
∫ ( ax + b) n
dx = 1
a n+1
+c
1 ( 2 x − 3) 5 ( 2 x − 3) 5
gives
∫ (2 x − 3) dx = 2 4
5
+c=
10
+c
(ax + b) n+1
c) Using
∫ (ax + b) n
dx = 1
a n+1
+c
3
1 (2 x − 3) 2
∫ (2 x − 3) 2 dx = 1 + c = 1 (2 x − 3) 2 + c
3
gives
2 3 3
2
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d) Using
∫e ax + b
dx = 1 e ax + b + c
a
∫
gives e 2 x−3
dx = 1 e 2 x − 3 + c
2
∫ sin ( ax + b) dx = − a cos ( ax + b) + c
e) Using 1
∫
gives sin ( 2 x − 3) dx = − 1 cos ( 2 x − 3) + c
2
Using ∫ cos ( ax + b ) dx = a sin ( ax + b ) + c

1
f)
∫ cos (2 x − 3) dx = 2 sin (2 x − 3) +c
1
gives
Worked example
When integrating Evaluate the following definite integrals:
trigonometric
functions, the
3 3 3
∫ ∫ ( 2 x + 1) ∫
1 dx 4
a) b) dx c) e 2 x +1 d x
2x + 1
angles must be in 2 2 2
radians π
( )
1 1
∫ ∫ ∫ sin 2 x + π d x
1 3
d) ( 2 x + 1) 2 dx e) ( 2 x + 1) −2 dx f)
0 0 0 6
( )
π π
g)
∫ 0
3
(
cos 2 x + π d x
6 ) h)
∫
12
0
sec 2 2 x + π d x
6
Solution
3 3
∫
1
a) d x =  1 ln 2 x + 1 
Using ∫ ax 1+ b dx 2 2x + 1 2 2
1 1
1 = ln 7 − ln 5
2 2
= ln ax + b +c
a 1
= ( ln 7 − ln 5 )
2
1 7
= ln
2 5
 ( 2 x + 1) 5 3
∫
3
Using ∫ ( ax + b) dx n b) ( 2 x + 1) 4 d x =  1 
2 2 5 2
n+ 1
( ax + b)  5 5
= 1 7 − 5 
= a1 n + 1 +c 2 5 5
= 1368.2
∫
3 3
c) e 2 x+1 d x =  1 e 2 x+1 
Using ∫ e ax +bdx 2 2
1 7
2
= (e − e 5 )
= a1 e ax + b +c 2
= 474.1
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15 Integration
1
1  3
( + )
∫ (2 x +
1 2 x 1
d x = 1 
2
d) 1) 2
0 2 3 
 2 0
= 1 3 2 − 1 2 
3 3
3  
= 1.40 (3 s.f.)
1
 −1 1
e)
∫ 0
( 2 x + 1) −2 d x =  1 ( 2 x + 1) 
2 −1 0
= − 1 [ 3−1 − 1−1 ]
2
=1
3
π π
f) ∫ ( )
sin 2 x + π d x = − 1 cos 2 x + π 
3
2
3
( )
Using ∫ sin ( ax + b) dx = 1 6 6 0
− a cos ( ax + b) + c
0
= − 1 cos 5 π + 1 cos π
∫ sin (ax + b) dx = − a1 cos (ax + b) + c 2 6 2 6
= 3
2
Using π
( ) d x =  12 sin (2 x + π6 )
π
∫ cos 2 x + π
3 3
g)
∫ cos (ax + b) dx = a sin (ax0 + b) +c 6
1 0
= 1 sin 5 π − 1 sin π
∫ cos (ax + b) dx = a1 sin (ax + b) +c =0
2 6 2 6
( ) ( )
π π
∫ sec 2 2 x + π d x =  1 tan 2 x + π 
12 12
h)
Using2 6 2 6 0
∫sec
sec (ax + b ) dx
0
∫ 2 (ax + b ) dx
= 1 tan π − 1 tan π
2 3 2 6
= 11 tan(ax + b ) + c =
3
= atan(ax + b ) + c 3
a
Exercise 15.5 1 Find the following indefinite integrals:
a) ∫ 3x1+ 1 dx b) ∫ ( 3 x + 1) 4
dx c) ∫ e dx
3 x +1
d) ∫ sin ( 3x + 1) dx e) ∫ cos ( 3x + 1) dx f) ∫ x −3 3 dx
g) ∫ ( 2 x − 1) dx 3
h) ∫ 4e 2 x−3
dx i) ∫ 3sin ( 3x) dx
j) ∫ 4 cos ( x ) dx ∫ ( 2 x − 1)
∫ ( x − 2)
3 3
k) 2 dx l) 2 dx
2
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2 Evaluate the following definite integrals:

4 4 4
∫ ∫ ∫
1
a) dx b) ( 3 x + 1) 4 d x c) e 3 x +1 d x
2 3x + 1 2 2
π π
∫ ( ) ( )
8
sin 3 x + π d x
∫ cos 3 x + π d x
∫
3 3 4
d) e) f) dx
0 3 0 3 4 x−2
π
( )
3 2
∫ ∫ ∫ sin 2 x − π d x
2
g) ( 2 x + 3) 4 d x h) 10e −2 x d x i)
−1 0 0 4
π
( ) ( )
π
∫ cos 2 x − π d x ∫ sec 2 3 x + π d x
2 36
j) k)
0 4 0 4
dy
1 (a) A
curve is such that = ae1 – x – 3x 2 , where a is a constant. At
dx
the point (1, 4), the gradient of the curve is 2.
(i) Find the value of a.[1]
(ii) Find the equation of the curve. [5]
∫
1
(b) (i) Find (7 x + 8) dx. [2] 3
8 1
(ii) Hence evaluate ∫
0
(7 x + 8) 3 dx. [2]
y
2 D
y = 3x + 10
A
B
y = x3 − 5x2 + 3x + 10
C
O x
The diagram shows parts of the line y = 3x + 10 and the curve

y = x 3 - 5x 2 + 3x + 10. The line and the curve both pass through the
point A on the y-axis. The curve has a maximum at the point B and
a minimum at the point C. The line through C, parallel to the y-axis,
intersects the line y = 3x + 10 at the point D.
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15 Integration
(i) Show that the line AD is a tangent to the curve at A.[2]

(ii) Find the x-coordinate of B and of C. [3]
(iii) Find the area of the shaded region ABCD, showing all
your working. [5]
3 The diagram below shows part of the curve y = 3 x − 14 + 322 cutting

x
the x-axis at the points P and Q.
y
y = 3x − 14 +322
x
O
P Q x
(i) State the x-coordinates of P and Q. [1]

32
∫
(ii) Find (3 x − 14 + 2 ) d x and hence determine the area of the
x
shaded region. [4]
Paper 22 Q12 (iii) & (iv), November 2014
Paper 22 Q12 (iii) & (iv), November 2014

H understand integration as the reverse process of differentiation
H integrate sums of terms in powers of x including
1
x
H integrate functions of the form:
● (ax + b)n for any rational n
● sin(ax + b)
● cos(ax + b)
● sec2(ax + b)
● eax + b
H evaluate definite integrals and apply integration to the
evaluation of plane areas.
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Key points
n+1
= xn ⇒ y = x
dy
✔ + c for n ≠ -1
dx n+1
This is an indefinite integral.
b n +1 b
x n d x =  x  = b n+1 − a n+1 for n ≠ -1
✔ ∫a  n + 1  a n+1
This is a definite integral.

✔ The area of a region between a curve y = f ( x ) and the x-axis is
b
given by ∫
a
y d x.
b b
Area of A = ∫a
y dx = ∫
a
f( x) d x
y = f(x)
A
x
0 a b
✔ Areas below the x-axis give rise to negative values for the integral.
✔ Integrals of other functions where c is a constant:
Function y = f (x) Integral ∫ y dx

1 ln x + c
x
1 1 ln ax + b + c
ax + b a
n+1
( ax + b) n 1 ( ax + b) +c
a n+1
e ax+b 1 e ax+b + c
a
sin ( ax + b) − 1 cos ( ax + b) + c
a
cos ( ax + b) 1 sin ( ax + b) + c
a
sec 2 ( ax + b) 1
tan ( ax + b) + c
a
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16 Kinematics
Do not look at stars as bright spots only. Try to take in the vastness of
the universe.
Maria Mitchell, First Professor of Astronomy,
Vasser College (1818–1889)
Discussion point
A spacecraft leaves the Earth on a journey to Jupiter. Its initial
direction is directly towards Jupiter. Will it travel in a straight line?
Displacement and velocity

dy
You know that represents the rate of change of y with respect to x. It
dx
gives the gradient of the x−y graph, where x is plotted on the horizontal
axis and y on the vertical axis.
The following graph represents the distance, s metres, travelled by a
cyclist along a country road in time, t seconds. Time is measured along
the horizontal axis and distance from the starting point is measured on
the vertical axis. When he reaches E the cyclist takes a short break and
then returns home along the same road.
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Displacement (metres)
500
E E
C D D C
B B
A A
0 100 200 300 t
Time (seconds)
Speed is given by the gradient of the distance−time graph. In this

graph the axes are labelled s and t, rather than y and x, so the gradient
(representing the speed) is given by ds .
dt
A graph showing displacement (the distance from the starting point)
looks quite different from one showing the total distance travelled.
v
10.0
7.5
5.0
Velocity (m s−1)
2.5
0
100 200 300 t
−2.5
Time (seconds)
−5.0
−7.5
−10.0
Velocity is given by the gradient of a displacement−time graph.

Acceleration is ( change in velocity
time taken ) and this is given by the gradient of a
velocity–time graph.
Motion in a straight line

You will be treating In the work that follows you will use displacement, which measures
each object as position, rather than distance travelled.
a particle
particle, i.e. Before doing anything else you need to make two important decisions:
something with 1 where you will take your origin
a mass but no 2 which direction you will take as positive.
dimension.
Some options are: + direction O
O + direction
O
+ direction
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16 Kinematics
Think about the motion of a tennis ball that is thrown up vertically and
allowed to fall to the ground, as in the diagram below. Assume that the
ball leaves your hand at a height of 1 m above the ground and rises a
further 2 m to the highest point. At this point the ball is instantaneously
This means it is at rest.
about to change
direction through
180°.
2m
1m
The displacement−time graph of the ball’s flight is shown below. For

this graph, displacement is measured from ground level with upwards
as the positive direction.
s
Displacement (metres)
Time (seconds) t
Note
Be careful not to confuse the terms velocity and speed. Speed
has magnitude (size) but no direction. Velocity has direction and
magnitude. For example, taking upwards as the positive direction,
l a speed of 3 m s −1 upwards is a velocity +3 m s −1
l a speed of 3 m s −1 downwards is a velocity of −3 m s −1.
+
3 m s−1
3 m s−1

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The table gives the terms that you will be using, together with their
definitions, units and the letters that are commonly used to represent
those quantities.
Quantity Definition S.I. unit Unit Notation
symbol
Time Measured from a second s t
fixed origin
Distance Distance metre m x, y, s
travelled in a
given time
Speed Rate of change metre per m s −1
of distance second v = dx etc.
dt
Displacement Distance from a metre m x, y, s, h

fixed origin
Velocity Rate of change metre per m s −1
of displacement second v = ds
dt
Acceleration Rate of change metre per m s −2 2
of velocity second per a = dv = d 2s
dt dt
second
etc.
Like velocity, acceleration can also be either positive or negative. A
negative acceleration is an object either moving in the positive direction
and slowing down, or moving in the negative direction and speeding up.
Motion with variable acceleration: the

general case
If the motion involves variable acceleration, you must use calculus. You
should know and be able to use these relationships.
2
v = ds a = dv = d 2s
dt dt dt
These relationships are used in the next two examples.
Worked example
a) The displacement in metres, s, of a sports car from its initial position
during the first 4 seconds is given by
s = 12t 2 – t 3 .
Find:
i an expression for the velocity in terms of t
ii the initial velocity
iii the velocity after 4 seconds
iv an expression for the acceleration in terms of t
v the acceleration after 4 seconds.
b) The national speed limit in Great Britain is 70 mph.
At the end of 4 seconds, would the driver of this sports car be breaking the
British national speed limit?
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16 Kinematics
Solution
a) i v = ds
dt
= 24t − 3t 2
ii When t = 0, v = 0
The initial velocity is 0 m s −1.
iii When t = 4, v = 24 × 4 − 3 × 42 = 48
The velocity after 4 seconds is 48 m s −1.
iv a = dv = 24 − 6t
dt
v When t = 4, a = 24 − 6 × 4 = 0
The acceleration after 4 seconds is 0 m s−2.
b) 48 m s −1 = 48 × 60 × 60 = 172.8 km h −1
1000
5
172.8 km h −1 ≈ × 172.8 = 108 mph
8
The driver would be breaking the British speed limit.
Worked example
A particle travels in a straight line such that t seconds after passing through a
fixed point O, its displacement s metres is given by s = 5 + 2t 3 − 3t 2 .
a) Find:
i expressions for the velocity and acceleration in terms of t
ii the times when it is at rest.
b) Draw for 0  t  2 :
i the displacement–time graph
ii the distance–time graph
iii the velocity–time graph
iv the speed–time graph
v the acceleration–time graph.
c) Find:
i how far it is from O when it is at rest
ii the initial acceleration of the particle.
Solution
a) i v = ds = 6t 2 − 6t
dt
Notice that the
a = dv = 12t − 6
acceleration varies dt
with time. ii The particle is at rest when v = 0.
⇒
6t 2 − 6t = 0
⇒
6t(t − 1) = 0
⇒
t = 0 or t = 1
So the particle is at rest initially and after 1 second.
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b) i ii
distance
displacement
5 The particle is 5
getting further
away from 0.
0 1 2 t 0 1 2 t
The particle is getting close to 0. T

he graph increases here as distance
does not depend on the direction
that the particle travels.
iii iv
velocity
speed
0 0.5 1 2 t 0 0.5 1 2 t
The negative values of the velocity Speed cannot be negative. Notice

show that the particle is moving how the corresponding section of
towards 0. the velocity–time graph has been
reflected in the x-axis.
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16 Kinematics
v a
0 0.5 2 t
–6
c) i When t = 0, s = 5.
When t = 1, s = 5 + 2 − 3 = 4.
The particle is at rest initially when it is 5 m from O
and after 1 second when it is instantaneously at rest 4 m from O.
ii When t = 0, a = -6. The initial acceleration is -6 m s −2 .
Discussion point
How would you interpret the negative acceleration in the above example?
Exercise 16.1 1 A particle moves in a straight line such that at time t seconds after
passing through a fixed point O, its displacement s metres is given by
s = 4t 3 − 6t 2 + 2.
a) Write expressions for the velocity and acceleration of the particle in
terms of t.
b) Given the displacement–time graph, draw the corresponding
distance–time graph for 0 ≤ t ≤ 2.
s
0 1 2 t
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c) Draw for 0  t  2:
i) the velocity–time graph
ii) the speed–time graph
iii) the acceleration–time graph.
2 In each of the following cases t  0. The quantities are given in SI units,
so distances are in metres and times in seconds:
i) find expressions for the velocity and acceleration at time t
ii) use these expressions to find the initial position, velocity and
acceleration
iii) find the time and position when the velocity is zero.
a) s = 5t² – t + 3
b) s = 3t – t³
c) s = t4 – 4t – 6
d) s = 4t³ – 3t + 5
e) s = 5 – 2t² + t
3 A particle is projected in a straight line from a point O. After t seconds
its displacement, s metres, from O is given by s = 3t 2 – t 3.
a) Write expressions for the velocity and acceleration at time t.
b) Find the times when the body is instantaneously at rest.
c) What distance is travelled between these times?
d) Find the velocity when t = 4 and interpret your result.
e) Find the initial acceleration.
4 A ball is thrown upwards and its height, h metres, above ground after
t seconds is given by ℎ = 1 + 4t – 5t².
a) From what height was the ball projected?
b) Write an expression for the velocity of the ball at time t.
c) When is the ball instantaneously at rest?
d) What is the greatest height reached by the ball?
e) After what length of time does the ball hit the ground?
f) Sketch the graph of h against t.
g) At what speed is the ball travelling when it hits the ground?
5 In the early stages of its motion the height of a rocket, h metres, is given
by h = 1 t 4, where t seconds is the time after launch.
6
a) Find expressions for the velocity and acceleration of the rocket at
time t.
b) After how long is the acceleration of the rocket 72 m s −2?
c) Find the height and velocity of the rocket at this time.
6 The velocity of a moving object at time t seconds is given by v m s −1,
where v = 15t – 2t² – 25.
a) Find the times when the object is instantaneously at rest.
b) Find the acceleration at these times.
c) Find the velocity when the acceleration is zero.
d) Sketch the graph of v against t.
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16 Kinematics
Finding displacement from velocity

and velocity from acceleration
ds
In the previous section, you used the result v = ; in other words when
dt
s was given as an expression in t, you differentiated to find v. Therefore
when v is given as an expression in t, integrating v gives an expression
for s,
∫
s = v dt.
dv
Similarly, you can reverse the result a = to give
dt
∫
v = a dt.
Worked example
The acceleration is A particle P moves in a straight line so that at time t seconds its acceleration is
(6t + 2) m s −2 .
not constant. P passes through a point O at time t = 0 with a velocity of 3 m s −1.
Find:
a) the velocity of P in terms of t
b) the distance of P from O when t = 2.
Solution
a) v = ∫ a dt
= ∫ (6t + 2) dt
= 3t 2 + 2t + c
When t = 0, v = 3
⇒ c = 3.
c represents the
initial velocity.
velocity Therefore v = 3t 2 + 2t + 3.
b) s = ∫ v dt
= ∫ (3t + 2t + 3) dt
2
= t 3 + t 2 + 3t + k
k is the value of When t = 0, s = 0

the displacement ⇒ k=0
when t = 0. ⇒ s = t 3 + t 2 + 3t
When t = 2, s = 8 + 4 + 6 = 18.
When t = 2 the particle is 18 m from O.
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Finding displacement from velocity and velocity from acceleration
Worked example
The acceleration of a particle, a m s −2 , at time t seconds is given by a = 6 − 2t.
This tells you that
the acceleration When t = 0, the particle is at rest at a point 4 m from the origin O.
varies with time. a) Find expressions for the velocity and displacement in terms of t.
b) Find when the particle is next at rest, and its displacement from O at that
time.
Solution
a) v = ∫ a dt
= ∫ (6 − 2t) dt
= 6t − t 2 + c
When t = 0, v = 0 (given) ⇒ c = 0
Therefore v = 6t − t 2 .
s= ∫ v dt
= ∫(6t − t ) dt 2
3
t
= 3t 2 − +k
3
When t = 0, s = 4 (given) ⇒ k = 4
3
Therefore s = 3t 2 − t + 4.
3
b) The particle is at rest when v = 0 ⇒ 6t − t 2 = 0
⇒ t(6 − t) = 0
⇒ t = 0 or t = 6
The particle is next at rest after 6 seconds.
3
When t = 6, s = 3 × 62 − 6 + 4 = 40
3
The particle is 40 m from O after 6 seconds.
Worked example
A particle is projected along a straight line.
Its velocity, v m s - ¹, after t seconds is given by v = 2t + 3.
a) Sketch the graph of v against t.
b) Find the distance the particle moves in the third second.
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16 Kinematics
Solution
a) v = 2t + 3 is a straight line with gradient 2 that passes through (0, 3).
v
v = 2t + 3
0 t
b) Method 1
The graph shows that the velocity is always positive, so the velocity and speed
are the same. The distance travelled is equal to the area under the graph.
The third second starts when t = 2 and finishes when t = 3.
Using the formula for the area of a trapezium,
distance = 1 (7 + 9) × 1 = 8 m.
2
Method 2
The area under a graph can also be found using integration.
b
Distance =
∫
a
v dt
3
=
∫ (2t + 3) dt
2
= [ t 2 + 3t ]32
= [9 + 9] − [4 + 6]
= 8m
Discussion point
● Which method did you prefer to use in the previous example?
● Which method would you need to use if v was given by v = 3t 2 + 2?
● Is acceleration constant in this case? How can you tell?
● Could you have used the constant acceleration (suvat) equations?
● Can you use calculus when acceleration is constant?
Exercise 16.2 1 Find expressions for the velocity, v, and displacement, s, at time t in
each of the following cases:
a) a = 2 − 6t; when t = 0, v = 1 and s = 0
b) a = 4t; when t = 0, v = 4 and s = 3
c) a = 12t 2 − 4; when t = 0, v = 2 and s = 1
d) a = 2; when t = 0, v = 2 and s = 4
e) a = 4 + t; when t = 0, v = 1 and s = 3
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Finding displacement from velocity and velocity from acceleration
2 A particle P sets off from the origin, O, with a velocity of 9 m s −1 and

moves along the x-axis.
At time t seconds, its acceleration is given by a = (6t − 12) m s −2 .
a) Find expressions for the velocity and displacement at time t.
b) Find the time when the particle returns to its starting point.
3 A particle P starts from rest at a fixed origin O when t = 0.
The acceleration a m s −2 at time t seconds is given by a = 6t − 6.
a) Find the velocity of the particle after 1 second.
b) Find the time after leaving the origin when the particle is next
instantaneously at rest, and the distance travelled to this point.
4 The speed, v m s −1, of a car during braking is given by v = 30 − 5t, where
t seconds is the time since the brakes were applied.
a) Sketch a graph of v against t.
b) How long does the car take to stop?
c) How far does it travel while braking?
5 A particle P moves in a straight line, starting from rest at the point O.
t seconds after leaving O, the acceleration, a m s −2 , of P is given by
a = 4 + 12t.
a) Find an expression for the velocity of the particle at time t.
b) Calculate the distance travelled by P in the third second.
6 The velocity, v m s −1, of a particle P at time t seconds is given by
v = t 3 − 4t 2 + 4t + 2.
P moves in a straight line.
a) Find an expression for the acceleration, a m s −2 , in terms of t.
b) Find the times at which the acceleration is zero, and say what is
happening between these times.
c) Find the distance travelled in the first three seconds.
1 A particle P moves in a straight line such that, t s after leaving a
point O, its velocity v m s -1 is given by v = 36t - 3t 2 for t  0.
(i) Find the value of t when the velocity of P stops increasing. [2]
(ii) Find the value of t when P comes to instantaneous rest. [2]
(iii) Find the distance of P from O when P is at instantaneous rest. [3]
(iv) Find the speed of P when P is again at O.[4]
2 A particle travels in a straight line so that, t s after passing through a

fixed point O, its velocity, v m s –1, is given by v = 3 + 6 sin 2t.
π
(i) Find the velocity of the particle when t = .[1]
4
(ii) Find the acceleration of the particle when t = 2. [3]
The particle first comes to instantaneous rest at the point P.
(iii) Find the distance OP. [5]
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16 Kinematics
3 A particle travels in a straight line so that, t s after passing through a

fixed point O, its displacement s m from O is given by s = ln(t 2 + 1).
(i) Find the value of t when s = 5. [2]
(ii) Find the distance travelled by the particle during the third second. [2]
(iii) Show that, when t = 2, the velocity of the particle is 0.8 m s –1.[2]
(iv) Find the acceleration of the particle when t = 2. [3]

H apply differentiation and integration to kinematics problems that
involve displacement, velocity and acceleration of a particle
moving in a straight line with variable or constant acceleration
H make use of the relationships in 14.14 to draw and use the
following graphs:
● displacement–time ● speed–time
● distance–time ● acceleration–time.
● velocity–time
Key points
Quantity Definition SI unit Unit symbol Notation
Time Measured from a fixed origin second s t
Distance Distance travelled in a given time metre m x, y, s
Speed Rate of change of distance metre per second m s −1 v = dx etc.
dt
Displacement Distance from a fixed origin metre m x, y, s, h
Velocity Rate of change of displacement metre per second m s −1 v = ds
dt
2
Acceleration Rate of change of velocity metre per second m s −2 a = dv = d 2s
per second dt dt
etc.
✔ For a displacement–time graph, the gradient is the velocity.

✔ For a velocity–time graph the gradient is the acceleration and the area under the graph is
the displacement.
✔ For a distance–time graph the gradient is the speed.
✔ For general motion:
∫
● s = v dt (Displacement is the area under a velocity−time graph.)
● v= ∫ a dt
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Review exercise 5
Review exercise 5
dy
Ch 14 1 Find when
dx
a) y = ln ( 2 x + 1) sin 4 x [4]
b) y = e 3
x
[4]
x
6x
2 Given that y = :
x−4
dy
a) Find . [4]
dx
b) Find the equation of the tangent to the curve when x = 13. Give your answer in the form
ax + by + c = 0. [4]
A container is a circular cylinder, open at one end, with a base radius of r cm and a height of
h cm. The volume of the container is 1000 cm 3. Given that r and h can vary and that the total
outer surface area of the container has a minimum value, find this value. [8]
Ch 14, 15 4 a) Find ∫ ( 2 x + 3) 2
dx.
2
[2]
b) Hence evaluate ∫ (2 x + 3)
−1
2 dx. [2]
dy
Ch 15 5 A curve is such that when x = 0, both y = 6 and = −2.
dx
d2 y
Given that 2 = 8 sin 2 x + 1, find the equation of the curve. [7]
dx
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REVIEW EXERCISE 5
Ch 10, 14, 15 6 i () 3 ()
Show that 5 + 4 tan 2 x = 4 sec 2 x + 1.
3
[1]
Given that ( tan ( )) = sec ( ), find ∫ sec ( x ) dx.

d x 1 x
ii 2 2 [1]
dx 3 3 3 3
iii y y = 5 + 4 tan2
( 3x)
O π π x
2
()
The diagram shows part of the curve y = 5 + 4 tan 2 x . Using the results from parts
3
i and ii, find the exact area of the shaded region enclosed by the curve, the x-axis and
π
the lines x = and x = π . [5]
2
Ch 16 7 a) v
20
15
10
0 t
2 4 6 8 10
The diagram shows the velocity–time graph of a particle P moving in a straight line with
velocity v m s –1 at time t seconds after leaving a fixed point.
i Write down the value of the acceleration of P when t = 5. [1]
ii Find the distance travelled by the particle P between t = 0 and t = 10. [2]
b) A particle Q moves such that its velocity, v m s –1, t seconds after leaving a fixed point, is
given by v = 3sin 2t − 1.
7π
i Find the speed of Q when t = . [2]
12
ii Find the least value of t for which the acceleration of Q is zero. [3]
Total marks [42]
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Mathematical notation
Mathematical notation
Miscellaneous symbols
= is equal to  is less than or equal to
≠ is not equal to > is greater than
≡ is identical to or is congruent to  is greater than or equal to
≈ is approximately equal to ∞ infinity
~ is distributed as ⇒ implies
≅ is isomorphic to ⇐ is implied by
∝ is proportional to ⇔ implies and is implied by
(is equivalent to)
< is less than
Operations
a+b a plus b
a–b a minus b
a × b, ab a multiplied by b
a ÷ b, a a divided by b
b
n
∑a i a1 + a 2 + … + a n
i =1
a the non-negative square root of a, for a ∈ ℝ, a ⩾ 0

n
a the (real) nth root of a, for a ∈ ℝ, where n
a ⩾ 0 for a ⩾ 0
|a| the modulus of a
n! n factorial
 n n!
 r  ,
nC the binomial coefficient r !( n − r )! for n, r ∈ ℤ and 0 ⩽ r ⩽ n
r
Functions
f(x) the value of the function f at x
f : A → B f is a function under which each element of set A has an image in set B
f : x ↦ y the function f maps the element x to the element y
f –1 the inverse function of the one-one function f
gf the composite function of f and g, which is defined by gf(x) = g(f(x))
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MATHEMATICAL NOTATION
lim f(x) the limit of f(x) as x tends to a

x→a
∆x, δx an increment of x
dy
the derivative of y with respect to x
dx
dny the nth derivative of y with respect to x

dx n
f′(x), f ″(x), …, f n(x) the first, second, …, nth derivatives of f(x) with respect to x
∫ y dx the indefinite integral of y with respect to x
∫ y d x the definite integral of y with respect to x between the limits x = a and x = b

b
x, ẍ,… the first, second, … derivatives of x with respect to t
Exponential and logarithmic functions

e base of natural logarithms
ex, exp(x) exponential function of x
logax logarithm to the base a of x
ln x natural logarithm of x
lg x, log10 x logarithm of x to base 10
Circular functions
sin, cos, tan  the circular functions

cosec, sec, cot 
sin −1 , cos −1 , tan −1 

 the inverse circular functions
cosec −1 , sec −1 , cot −1 
Vectors
a the vector a
AB the vector represented in magnitude and direction by the directed line

segment AB
â a unit vector in the direction of a
i, j unit vectors in the directions of the Cartesian coordinate axes
 x
  the vector xi + yj
 y
| a |, a the magnitude of a
328
9781398373952.indb 328 17/03/23 8:59 PM

Answers
The questions, with the exception of those from past question papers, and all example answers that
appear in this book were written by the authors. Cambridge Assessment International Education bears
no responsibility for the example answers to questions taken from its past question papers which are
contained in this publication.
Review chapter 5 a
1 C 2 B 3 A 4 D Input Output
5 A 6 C 7 D 8 D 1 Ö3
9 A 10 C 11 B 12 A
3 Ö7
13 B 14 D 15 B 16 D
17 C 18 D 19 A 20 D 5 Ö11
7 Ö15
Chapter 1 Functions 9 Ö19
Discussion point Page 3 x f(x)
The amount of petrol, in litres, is measured and the b

cost is calculated from this.
Input Output
Ö5
Discussion point Page 3 2
The numbers not appearing as final digits 4 3

are 2, 3, 7, 8. (The Outputs are the final digits of the 6 Ö13
square numbers.)
8 Ö17
10 Ö21
Exercise 1.1 Page 12
1 a 13 x f(x)
b −2
c 4 c Any numbers less than (− 1 ) must be
11 2
d 5.5 or excluded as an input.
2
2 a 36 6 a {1, 4, 7, 10, 13}
b 16 b {−3, − 5 , −2, − 3 , −1}
c 4 2 2
d 25 c { y : y ≥ 0}
4 d { y : y ≥ 6}
3 a 13 7 a 0
b 28 b x<1
c 1 c 1.5
d 4 d { x : x < − 2 or x > 2}
3
4 a 4 8 a f −1 ( x ) = x + 2
7
b −2 2x − 4
b g −1 ( x ) =
c 2 3
d 13 c h −1 ( x ) = x + 1 for x ≥ 0
6
d f −1 ( x ) = x − 4 for x ≥ 4
329
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4 a y
9 a f −1 ( x ) = x + 4
3 4
b y y = 3x − 1
4
y = f(x) 2
2 y= x+1
y = f-1(x) 3
−2 2 4 x
−2 2 4 x −2
−2
b y
6
10 a See the curve y = f(x) on the graph in part c y = x3
below. 3
b f−1(‑5) = 3 4 y = √x
f−1(0) = 2
f−1(3) = 1
2
f−1(4) = 0
3
c y y = √x
6
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
4 –2
y=x
2 –4
y = f–1 (x)
x –6
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 5 a −1 or 7
–2 b −4 or 3
c −1 or 7
y = f(x) 3
–4 d −4 or 0
6 a y
4
–6
d Domain is −5 ≤ x ≤ 4, range is 0 ≤ f−1(x) ≤ 3 y=x+2
2
1 a 14
b 3x 2 + 2 −2 2 4 x
c 4x 2
d 12(x 2) + 2 −2
2 a 17
b −1 b y
c 9 − 2x 4
d 4 − 2x + 1
3 a x+8 y = |x + 2|
2
b 8x4
c 2x + 1
2x + 3
1 −2 2 4 x
d
(4 x 2 + 32 x + 65)
−2
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c y d y
3
6
y = |x + 2| + 3 y = | cos x| + 1
2
4
1
2
90° 180° 270° 360°x
−4 −2 2 4 x
−1
7 a y 8 The equation for graph 2 is y = 2 x − 1
The equation for graph 3 is y = 2 x − 1 + 3
2
9 a y = x2 + 1
b y= x−1
1 y = cos x 10 a i y
6
90° 180° 270° 360°x
−1 4
y = 1 − 2x
b y 2
3
2 −4 −2 2 4 x
ii y
1 6
y = cos x + 1
4
90° 180° 270° 360°x
y = |1 − 2 x|
−1 2
c y
2
−4 −2 2 4 x
y = | cos x| y
1 iii
2
90° 180° 270° 360°x

−2 2 4 x
−1 y = −|1 − 2 x|
−2
−4
331
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iv y
4
b i ( ± 12 , 12 )
ii ( ± 2 , 4 )
y = 3 − |1 − 2 x|
3 3
2
iii ( ± 3 , 9 )
4 4
−2 2 4 x Past-paper questions Page 18

1 i 6
−2 4
ii 4x
3x + 1
b y
iii g −1 ( x ) = x 2 − 1
4
(Domain) x > 0
y = |3x + 1| − 2 (Range) g −1 ( x ) > −1
2 iv y
g–1(x)
−2 2 4 x
−2
g (x)
11 a i y
4
−1 0 x
−1
2
y = |x|
2 i and ii
−2 2 4 x y
10
−2 y = 8x
8
y = 1 − |x|
y = |3x – 5| 6
ii 4
y
4 2
y = 2 |x| –2 –1 1 2 3 x
2 –2
iii 8 x = ± ( 3 x − 5 )
x leading to x = 5 or 0.455
−2 2 4 11
y = 2 − |x|
−2 Chapter 2 Quadratic
iii y functions
4
Discussion point Page 20
y = 3 |x|
2 3.22 and 0.78

−2 2 4 x 1 a −5, 4
y = 3 − |x| b 2, 3
−2 c −4, 7
d −7, −6
332
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1, 1 iv y
2 a
2  9 , 121
− −
b − 2,1  4 8 
3 3
c −1, 7
2 5
d −5, − 2 x
3 −5 1
3 a ±13 2
b ± 11
2
c ±5
4
d ± 3
2
4 a i (x + 5)(x + 2)
(
ii − 7 , − 9 ) d i ( 2 x + 3)( x + 4 )
2 4
iii minimum (
ii − 11 , − 25
4 8 )
iv y iii minimum
iv y
10
12
–5 –2 x
–4 x
 7 , 9 – 32
− − 
 2 4  11, 25
– – 
b i (8 + x)(2 − x)  4 8
ii (−3, 25)
5 a ( x + 2 )2 + 5
iii maximum
iv b ( x − 5 ) 2 − 29
y
( )
2
c x + 5 − 53
2 4
( x − 92 )
2
d − 89
4
(−3, 25)
6 a 2(x − 3)2 −13
b 3(x + 2)2 + 8
16 c 4(x − 1)2 + 1
( )
2
d 2 x + 9 − 33
4 8
7 a −2 ± 13
−8 2 x
b 3.5 ± 14.25
c −3 ± 27 = − 3 ± 27
2 2 4
c i ( 5 + x )(1 − 2 x )
d −1.5 ± 7.25
ii (
− 9 , 121
4 8 )
iii maximum
333
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8 a i (−3, 6) iii y
ii minimum
iii y
y=x
2
+ 6 x + 15
y = x2 − 8x + 20
20
15
(4, 4)
(−3,6) x
x
9 a y
8 b i (1, 9)
6
ii maximum
iii y
4
(1, 9)
8 y = x2 − 7x + 10
2
–2 4 x
2 4 6 x
–2
y = 8 + 2x – x2
Range  − 9 , 4 
 4 
b y
f(x) = 2x2 – x – 6
8 c i (− 12 , − 192 ) 4
ii minimum
iii y = 2x2 + 2x − 9 2
y
−2 −1 1 2 x
−2
−4
−2.679 1.679 x
−9 −6
 1 , 19
− − 
 2 2
Range  − 49 , 4 
 8 
8 d i (4, 4)
ii minimum
334
9781398373952.indb 334 17/03/23 8:59 PM

Real−world activity Page 28 f The line is a tangent to the curve at (1.5, 18).
g Does not meet.
1 y h Does not meet.
8 6 a x < 1 or x > 5
b −4 ≤ a ≤ 1
6 c −2 < y < 2
d x≠2
4 e −4 < a < 2
f y < -1 or y > 1
3
2
Real-world activity Page 38
A B
x 1 4x2
–10 –8 –6 –4 –2 O 2 4 6 8 10 y=4−
49
2 Height 4 m, span 20 m 4x2
y= −4 +
3 80y = 400 − x 2 49
x2
Discussion point Page 33 y= 3−
12
Lines parallel to the y-axis are straight vertical x2
y= −3 +
lines and as such a quadratic curve will always 12
intersect them rather than touch them. 8x2
2 y= 2−
49
Exercise 2.2 Page 37 8x2
y= −2 +
1 a two real and different roots: −2, −1 49
b two real and different roots: ±3 3 x2
c no real roots y= −
2 6
d two real and different roots: 0, 5 3 x2
y=− +
2 2 6
e two real and different roots: −6, 3
f two equal roots: −5 Past-paper questions Page 39
g two real and different roots: − 1 , 1
3 5 1 i 2( x − 1 ) 2 + 47
4 8
h two real and different roots: −3, 1 ii 47 is the minimum value when x = 1
3 8 4
2 a i; ii −2.32, 4.32 2 4 < k < 12 or k > 4 and k < 12
b i; ii −1, 0 3 mx + 2 = x 2 + 12 x + 18
c i; ii −2.68, 1.68 x 2 + (12 − m ) x + 16 = 0
d i; ii −2.27, 1.77 (12 − m) 2 = 4 × 16
3 a −2.43, 0.93 leading to m = 4, 20
b no real roots
c −0.18, −2.82 Chapter 3 Factors of
d −1.89, 2.39
4 a Two equal roots. polynomials
b Two distinct roots.
c No real roots. Discussion point Page 40
d Two distinct roots.
23, 128. Keep adding 105 (= 3 × 5 × 7) to find
e No real roots.
subsequent possible answers.
f Two equal roots.
5 a The line is a tangent to the curve at (−3, −27). Exercise 3.1 Page 43
b Does not meet.
x4 + 3x 3 − x 2 − 7x − 4
( )
1
c The line intersects the curve at 2 , 2 and 2 x4 – 3x 3 + 5x 2 − x − 2
3 3
( )
3, 3 .
2 2
3
4
4x4 – 8x 3 + 3x 2 + 10x − 5
x4 – 4x 2 + 12x − 9
d The line intersects the curve at (1.84, 6.68)
5 4x4 – 12x 3 + 9x 2 − 16
and (8.16, 19.32).
6 x4 – 6x 3 + 13x 2 − 12x + 4
e The line intersects the curve at (−4, 12) and
7 x 2 − 2x − 1
(1, 2).
8 x2 − x − 1
335
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9 x3 - x2 + x - 1 d f ( −1) = f (1) = f ( 5 ) = 0; ( x + 1)( x − 1)( x − 5 )
12
10 ( x − 2) − y
( x + 2)
Exercise 3.2 Page 49 y = x3 – 5x2 – x + 5

5
1 a f (1) = 0 so factor
b f (-1) = -2 so not a factor
c f (1) = 0 so factor x
–1 1 5
d f (-1) = -8 so not a factor
2 a f (−2) = f (−1) = f (3) = 0; (x + 2)(x + 1)(x − 3)
y
y = x3 – 7x – 6
3 a (x + 1)(x 2 + 1)
–2 –1 3 x b (x - 1)(x 2 + 1)
c (x + 2)(x 2 + x + 1)
–5 d (x - 2)(x 2 - x + 1)
4 3
5 3
6 a a + b = 5, 3a + b = 27
b a = 11, b = -6
b f ( −3) = f (1) = f ( 2 ) = 0; ( x + 3)( x − 1)( x − 2 )
y Exercise 3.3 Page 50
1 a f (2) = 6
b f (−2) = −10
c f (4) = 136
y = x3 – 7x + 6 d f (−4) = −144
6 2 a = −8, b = 1
3 x = 1, −2, −3
4 a = 1, −3
–3 1 2 x 5 a = −7, b = −6; x = −1, −2, 3
6 a y
6
y = x3 + 2x2 – x – 2
c f(−5) = f(−1) = f(1) = 0 ( x + 5 )( x + 1)( x − 1)

y = x3 + 5x2 – x – 5 –2 –1 1 x
y –2
–5 –1 1 x
–5
336
9781398373952.indb 336 17/03/23 9:00 PM

b
y
y = x3 – 4x2 + x + 6 Review exercise 1
1 a 2
6 3
b 7 x + 2 , a = 7, b = 2, c = 3, d = 6
3x + 6
c f −1 ( x ) = 1 − x 2
d
y
–1 2 3 x
y = f(x)
c y
1
y = 4x – x3
0 1 x
–2 0 2 x
y = f–1(x)
Domain x ≥ 0
d y Range f −1 ( x ) ≤ 1
y = 2 + 5x + x2 − 2x3 2 a f −1 ( x ) = x + 1
Domain x ≥ −1
Range f−1 (x) ≥ 0
2 b f −1 ( x ) is a reflection of f(x) in the line y = x.
y y = f(x)
–1 –0.5 2 x
y = f–1(x)
Past-paper questions Page 51
1 i a = 14 1
ii ( 2 x − 1) ( 7 x 2 − 4 x + 2 )
2 i a = −7
0 x
ii f(−3) = −49 1
iii f(x) = (2x − 1)(2x 2 + 3x − 2)
iv f(x) = (2x − 1)(2x − 1)(x + 2)
Leading to x = 0.5, −2
3 i a = −14
ii (x + 2)(6x 2 − 17x + 20)
iii 6 x 2 − 17 x + 20 = 0 has no real roots;
x = –2
337
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3 a i This function is not one–one; the graph Find out the fuel consumption of other models of
has a turning point. road vehicles and see how they compare.
ii f 2 ( x ) = 2 + x 2
b i Any value of k greater than or equal to 0.
Using three points helps to eliminate errors. A
ii g −1 ( x ) = x2 − 1 mistake in the calculation using only two points
4 a 2( x + 5 ) 2 − 49 , p = 2, q = − 5 , r = − 49 would give a completely different line.
4 8 4 8
b The least value is − 49 Exercise 4.1 Page 62
8
1 a y
This occurs when x = − 5 4
4
5 a −1 ≤ x ≤ 3
4
b The discriminant is independent of k and 2
is less than 0. So, the equation has no real
y = |x |
roots, whatever the value of k.
6 k = 8 or k = 16 x
−2 2 4
7 −1 < k < 2
8 i Multiplying out the brackets gives y=x
−2
x 4 − 2 x 3 − 3 x 2 + 8 x − 4 as required.
ii p ( x ) = ( x − 1) 2 ( x − 2 )( x + 2 )
9 a b = −6 as required and a = −5 b y
b p = 3, q = 11, r = 6 4
y = |x – 1|
c x = 1, x = − 2 or x = −3
3 2
10 a a = −2 as required and b = 9
b q ( x ) = 2 x 2 − 3x + 4
c q(x) has no real roots so there is only one
real root, x = −2 −2 2 4 x
y=x –1
Chapter 4 Equations, −2
inequalities and graphs c y

4
You can describe it in words, as in ‘both x and y 2 y = |x – 2|
must be between −0.5 and 0.5’ or you can do it
in symbols, for example −0.5 < x < 0.5 and –0.5
< y < 0.5. Another way with symbols is to use the x
−2 2 4
modulus sign and write x < 0.5 and y < 0.5 .
y =x –2
You could even use set notation and write it as −2
x < 0.5 ∪ y < 0.5.
Discussion point Page 56 2 a y

4
A small family car such as a Volkswagen Golf
has an average consumption of 5.3 litres per 100
kilometres, so the fuel economy is at worst 0.530 2 y = | 2x|
litres per kilometre which is remarkably similar to
Vettel’s Ferrari Formula 1 car.
f x
E= −2 2 4
d
y = 2x
E = 5.3 −2
100
E = 0.530
338
9781398373952.indb 338 17/03/23 9:00 PM

b y 4 a
4
y
8
2 6
y = | 2x – 1|
4
−2 2 4 x
2
y = 2x –1
−2
−8 −6 −4 −2 2 4 6 x
c y −2
4
−4
2
y = | 2x – 2| b x = −6 or x = 4
c x = −6 or x = 4
5 a y
−2 2 4 x
y = 2x – 2 8
−2
6
3 a y
4
2 2
y = |2 – x |
1 x
−8 −6 −4 −2 2 4 6
y = 2–x −2
−2 −1 0 1 2 x
−4
b y
b x = −4 or x = 6
4
c x = −4 or x = 6
6 a y
2 y = | 3 – x|
8
6
−2 2 4 x
−2 y= 3–x 4
2
c y
4
−8 −6 −4 −2 2 4 6 x
2 y = | 4 − x| −2
−4
−2 2 4 6 x b x = −5 or x = 2
y= 4−x c x = −5 or x = 2
−2
339
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7 a y 10
y
8 8
6
6
y = |x + 1|
4
4
2 y = |x − 1|
2
−8 −6 −4 −2 2 4 6 x
−2
−8 −6 −4 −2 2 4 6 x
−4
−2
b x = −2 or x = 5
c x = 2 or x = 5
−4
8 a y
9
x=0
8
11
7 y
8
6 y = |x + 5|
y = |2x – 3|
5 6
4
4
3
2 2 y = |x − 5|
y=x+3
1
x −8 −6 −4 −2 2 4 6 x
–1 0 1 2 3 4 5 6 7
–1
−2
–2
–3 y = 2x – 3 −4
b x = 0 or x = 6 x=0
c x = 0 or x = 6 12
9 a y y = 5x + 11 y
12
8
11
10
6
9
8
y= | 2x + 4|
4
7 y= | 2x − 4|
6 y = |3x – 3|
5 2
4
3
2 −8 −6 −4 −2 2 4 6 x
1
−2
–3 –2 –1 0 1 2 3 x
–1
−4
b x = −1
c x = −1 x=0
340
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13 a x = −9, x = −5 or x = −1 c y
b x = −1, x = −5 or x = −9
14 x = 4.68 (3 s.f.), x = 7, x = 9 or x = 11.3 (3 s.f.) 4
15 x = −1.5 or x = 3
2
–(x + 7) = 4x is the same as x + 7 = –4x, which is
−6 −4 −2 2 4 6 x
already being considered.
−2
It is easier to plot points with integer coordinates. −4
Exercise 4.2 Page 68 −6

1 a x−6 9 d y
b x − 6  10
c x − 6  11 4
2 a −1  x  3
b −1  x  5 2
c −1  x  7
3 a −3 < x < 5
b x < −3 or x > 5 −6 −4 −2 2 4 6 x
c −4 < x < 1 −2
d x < −4 or x > 1
4 a y −4
4 −6
5 a i y
2
8
y = |x + 1|
x 6
−6 −4 −2 2 4 6
−2 4
2 y = |x − 1|
−4
−6
−8 −6 −4 −2 2 4 6 x
b y −2
4 −4
ii x > 0
2
b i y
8
−6 −4 −2 2 4 6 x
y = | x + 1|
−2 6
−4 4
2 y = | x − 1|
−6
−8 −6 −4 −2 2 4 6 x
−2
−4
341
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b 0x2
ii x < 0
y c 0x2
c i
8 a x > −0.4 or x < −2
8 b 3.3  x  3.7
c −0.5  x  4.5
y = |2x + 1| y = |2x − 1| 4
6 d x  −6 and x  −
3 3
5
e −8  x 
4 6
9 a, b −3  x  −1, 1  x  3
2 10 x < −2.89 (3 s.f.), −2 < x < 0.5 or x > 1.39 (3 s.f.)
x
−8 −6 −4 −2 2 4 6
3(x + 2)(x − 1)(x − 7)  −100 ⇒ −2.9  x  2.6 or
−2 x  6.2.
3(x + 2)(x − 1)(x − 7) > −100 ⇒ −2.9 < x < 2.6 or
−4
x > 6.2
ii x  0 3(x + 2)(x − 1)(x − 7) < −100 ⇒ x < −2.9 or
d i y 2.6 < x < 6.2
8 Exercise 4.3 Page 72

1 a x=4
6 y = |2x − 1|
y = |2x + 1| b x=4
4
c x = 25
d no solutions
2 2 x = –64, x = 1
3 x = 27, x = 1; also x = –27, x = –1
x
4 a x = 9, x = 16
−8 −6 −4 −2 2 4 6 b x=1
−2 c x = –125, x = 8
5 a x = 2, x = 1; also x = −2, x = −1
−4 b x 2 = −1 or x 2 = −4, hence no solution as x 2
cannot be negative.
ii x  0 c i x = 8, x = 1; also x = −8, x = −1
6 a y>x+1 ii no solution
b y2–x 6 a
c y x y
7 a y
y = x(x − 2)(x + 2)
15 y = |5x – 4| 10
14
13
12
11 x
10 −2 2
9 y=x+4
8
7
6 −10
5
4
3
2
1
–1 0 1 2 3 4 x
–1
–2
342
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b y 7 a y
4
y = |x(x − 2)(x + 2)|

10
2
x
−2 2 y =1
−10 −4 −2 x
c y
y = 3(2x − 1)(x + 1)(x + 3)
−2
−4
–3 –1 0.5 x x ≥ 0.148
b y
4
–9
d y
2
y = | 3(2x − 1)(x + 1)(x + 3)|
9
−4 −2 x
y = −1
–3 –1 0.5 x −2
−4
x < −3.247 or −1.555 < x < −0.198
343
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c
8
y Past-paper questions Page 72
1 i 40 y
35
6 30
25
4 20
15
y =2 2 10
5
x
x –3 –2 –1 1 2 3 4 5
−6 −4 −2 2 4
ii Two
−2 2 i y
6
−4
−6
−1.856 < x < 0.678 or x > 3.177

d y x
–3 2
8
6 (-3, 0), (2, 0), (0, 6)

ii (
− 1 , 25
2 4 )
4 iii 6.25 < k  14
3 9 x 2 + 2 x − 1 < ( x + 1) 2
2 8x2 < 2
−1 < x < 1
2 2
x
Chapter 5 Simultaneous
−6 −4 −2 2 4
−2
equations
−4
−6 1 a x = 5, y = 7
y
8
x < −2.125 or 1.363 < x < 2.762
8 a y = ( x + 3)( x + 1)( x − 1) y=x+2
6
b y = ( 2 x + 3)( 2 x + 1)( 2 x − 1)
c y = ( x + 2 )( x − 2 ) 2
4
9 a y = ( x + 2 )( x − 1)( x − 2 )
b y = ( x + 3)( x + 2 )( x − 1)
c y = ( x + 2 )( 2 x − 1)( x − 2 )
2 y = 2x − 3
10 There is no vertical scale.
–8 –6 –4 –2 2 4 6 x
–2
–4
344
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b x = −1, y = 2 4 x = −1.5, y = 11 and x = 1.25, y = 0
y 5 x = 2 and y = 3
8 3
6 A (-4, 3), B (3, 4)
2x − y = −4 7 r = 15, x = 4
6
8 a x = 1, y = 2
b The line is a tangent to the curve.
4 y
10
2 y = x2 + 1
8
–8 –6 –4 –2 2 4 6 x
–2 x + 2y = 3 6
y = 2x
–4
4
2 a x = 3, y = 7
b x = 7, y = 3
2
3 a x = -2, y = 2
b x = 2, y = -2
4 x = 1, y = 1
5 x = -5, y = -2 –2 2 4 x
6 a x = 3, y = 1
–2
b x = 3, y = 0.5
7 a x = 2, y = 3
b x = 2, y = 1.5 9 a There are no solutions.
8 x = 1, y = -2 b The line does not intersect the curve.
9 x = -3, y = 4 y
10 $3.40 10
11 $7
12 $340 8
13 $5
y = 2x2 − 3x+ 4
Exercise 5.2 Page 86 6
1 x = 2, y = 3 and x = 2, y = −3
2 x = 2, y = 10 and x = 4, y = 20 4
y
20
2
y=x−1
15 y = 5x
–2 2 4 x
10 y = x2 − x + 8
10 x = 2, y = 1 or x = 3, y = 3
5
1 y = −0.5 x + 3.75
2 4 x 2 3y + x − 2 = 0
3 k < –2, k > 8
3 x = −1, y = −4 and x = 4, y = 1
345
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Chapter 6 Logarithmic and 6 a
b
log 2 5
log9 100
exponential functions c
3
lg e
7 a ln 6
Discussion point Page 89 b ln 49
In 1700, about 210 = 1024. In 1000 about c ln 192
234 = 17 000 000 000 or 17 billion. 8 a 3log x
This is more than the present world population b 6 log x
and much more than it was then. The calculation c 3 log x
depends on the assumption that all your ancestors 2
of any generation are different people and this is 9 a 9.3 cm = 93 mm
clearly not true; cousins, whether close or distant, b 517.06 cm 2 = 51 706 mm 2
must have married each other and so had some 10 a Stretch in the y-direction scale factor 3.
ancestors in common. y
6
Discussion point Page 90 y = 3 In x

4
Answers will vary.
Discussion point Page 100 2
52 × 1- - 20 = 25 - 5 - 20 = 0, as required. So,
51
x = 1 satisfies the original equation 52x − 5x − 20 = 0. x
2 4 6
Exercise 6.1 Page 102 –2
1 a 3
b 0 –4
c 2
d -2 –6
2 a 4
b 4  −3 
c 3 b Translation  
 0
d -3
3 a 2 y
b 6 4
c -3 y = In (x + 3)
d -6 2
4 a log15
b log64 x
–4 –2 2
c log4
d log5 –2
e log72
f log 81 –4
64
g log 1 –6
8
5 a log 108
b log 3
c log 4500
346
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 −2 
c Stretch in the y-direction scale factor 3 and f Translation   followed by stretch in the
 0
stretch in the x-direction scale factor 1 .
2 y-direction scale factor 1 .
y 2
6 y
6
4 y = 3 In 2x
4
2 y = In (2x + 4)
2
–2 2 4 x
–2 –2 2 4 x
–2
–4
–4
–6
dStretch in the y-direction scale factor 3 and
–6
 0
translation   . 11 a ii y = log ( x − 1)
 2
b iv y = 3ln x
y c v y = log ( 2 − x )
6
d vi y = ln ( x + 2 )
e i y = log ( x + 1)
4 f iii y = − ln x
y = 3 In x + 2
12 a 1
2 2
b 2
9
–2 2 4 x c 1 ln 2, 0
3
–2 13 c = 0.993
14 x = 3.15
–4 15 a 9.4 years (10 years)
b 0.198% per month
–6
c i 113 months
ii 3435 days
e Stretch in the y-direction scale factor -3 and 1
 −1 16 a 3
translation   . b x = log10(−3) which is not a valid solution.
 0
So, the equation has no solution.
y c 1000 or 10 000
6
d 0.0001 or 100
4
2 y = −3 In (x + 1)
–2 2 4 x
–2
–4
–6
347
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Exercise 6.2 Page 111 2 y
y = e3x − 2
y = e3x
10
1 a
y = ex + 1
y = ex + 1
y
y = ex
10 8
8
6
6
4
4
2
2
–2 2 4 x
–2 2 4 x
–2
–2
y = 3e2x − 1
y e x at (0, 1), y = e x + 1 at (0, 2) and
ii =
y
3e2x
y = e x +1 at (0, e)
y = e2x
10
b
y=
y = 2ex
y
y = e2x
y = ex
10 8
8
6
6
4
4
2
2
–2 2x
–2 2 4 x
–2
–2
4 a (0, 3)
y e at (0, 1), y = e
ii = x 2x
at (0, 1) and y
y = 2e x at (0, 2) 10
c y 8
10 y = 2 + ex
y = ex − 3
y = ex
6
8
4
6
y = ex − 3
2
4
–2 2 x
2
–2
–2 2 4 x
–2
y e x at (0, 1), y = e x − 3 at (ln3, 0) and

ii =
(0, -2) and y = e x − 3 at (0, e -3)
348
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b (0, 1) c i y = e2x
y d vi y = e −2 x − 1
6 e v y = 3e − x − 5
f iii y = 2 − ex
4
9 a
y = 2 − ex M
2 100
–2 2x M = 100e−0.002t
–2 50
–4
t
–6
c (0, 3) 1000
y
6 b 347 days
10 a $17.82
4 y = 2 + e−x b 5 years
11 a 1.0986 (4 d.p.)
2 b 0.5493 (4 d.p.)
12 a −0.6309 or 0.6309
b 0.65
–2 2 x
c 2, 0
–2 d 0.4055 or 1.6094
e 0.5108 or 0.6931
–4 f 0.0451 or 11.0385
–6
d (0, 1) 1 i log a p + log a q = 9
y 2 log a p + log a q = 15
6
log a p = 6 and log a q = 3
4
y = 2 − e−x ii log p a + log q a = 1 + 1 = 0.5
log a p log a q
2
2 a = b2 , 2a − b = 3
2b 2 − b − 3 = 0 or 4 a 2 − 13a + 9 = 0
x
leading to a = 9 , b = 3
–2 2
–2 4 2
3 i B = 900
–4
ii B = 500 + 400e = 3456
2
iv 10000 = 500 + 400e 0.2t

–6 e 0.2t = 23.75
0.2t = ln 23.75
5 a 8.55 t = 16 (days)
b 3.23
c
d
0.303
4.30
Review exercise 2
6 a $4377 1 a x = − 7 or x = 17
b 23 years 2 2
7 a 5000 m b x ≤ −3 or x ≥ 1
b 42.59 seconds
8 a ii y = e x + 2
b iv y = 2 − e − x
349
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2 a 9 a
y y x=1
(0, 10)
0 (2, 0) x
–3 –2 –1 0 1 2 3 x
(–2.5, 0) (2, 0)
b 2
3 7
− ≤ x≤1
2
4 a p ( x ) = ( x − 2 )( x + 2 )( x − 1)
b i, ii b
y
y
(0, 4)
–3 –2 –1 0 1 2 3 x
(–2, 0) (1, 0) (2, 0)
0 (2, 0) x
c −2 ≤ x ≤ 1 or x ≥ 2
x=1
5 x = 4, y = 8 or x = −2, y = 2
6 k < 1 or k > 4 10 x = 0.97 (2 d.p.)
7 x = 4, y = 2 or x = 9, y = 3 11 log 5 ab
8 i $12 000
ii 2 (.0273…) years
350
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Chapter 7 Straight line 5 a y
graphs 15
Discussion point Page 118 B
The graph tells us that the natural length of the

rope, i.e. when there is no load attached, is 15 m. It 10
shows a proportional relationship between the rope
and the load; the heavier the load, the longer the
C
rope becomes as it is stretched. It also tells us that
for every extra 40 kg of load it stretches another 5
5 metres, so for every extra 1 kilogram it stretches
0.125 metres or 12.5 cm. A
Activity Page 123

q
3 gradient of AB m1 = –5 5 10 x
p
p –2
gradient of BC m2 = −
q
b two equal sides are AB and AC, length 97
Exercise 7.1 Page 125 c (
midpoint BC 17 , 19
2 2 )
1 a i 2 ii - 1 iii 4 5 iv (6, 7) d 65
2 2
b 11
i − ii 5 iii iv (7.5, -2.5)
146 6 b (7, 4)
5 11
7 a 2
c i 15 ii − 2 iii iv (7, 7.5)
229
2 15 b 1:2
1 8 a y
d i − ii 5 iii 26 iv (-0.5, -6.5)
5
12
3 a 6 + 3 10 + 3 2
b Area = 9
10
y
12 A
8
D
10
6
8 B
4
6 C
2
4
−8 −6 −4 −2 0 2 4 6 8 x
2
−2
0 b gradient BC = gradient AD = − 1 so one

2 4 6 8 10 12 x 5
pair of parallel sides, so trapezium
–2 c (8, 6)
4 a All sides 173 9 a i y = 2x − 13 ii 2y + x + 1 = 0
b Midpoints both 7 , 1
2 2 ( ) b
c
i x + 3y = 17
i 2x = 3y + 1 6
ii y = 3x + 19
ii 2y + 3x + 15 = 0
c Gradient PQ = − 2 gradient PS = − 13 so 10 a 2y = 3x − 13
13 2 b y = −4x − 8
not perpendicular; rhombus
c 9y + x = 18
351
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11 a 2y = x − 4 b The incorrect value is the second one. Using
b (5, 0.5) the answers given for part a, the correct
c y = −2x + 10.5 value should be 9.7.
d (0, 10.5) (5.25, 0) 6 a ln P = ln k + t ln a corresponds to the
equation for a straight-line graph: y = mx + c
Exercise 7.2 Page 131 b a = 1.2, k = 3.0
1 a iii b ii c i d iv t 1 2 3 4 5
2 a ln y = ln k + x ln a; plot ln y against x,
gradient ln a and intercept ln k ln P 1.2809 1.4586 1.6487 1.8245 2.0149
b ln y = ln k + a ln x; plot ln y against ln x, c 114–115 thousand people; not reliable.
gradient a and intercept ln k 7 a
c ln y = ln a + x ln k; plot ln y against x,
p3 1.331 1.728 2.197 2.744 3.375 4.096
gradient ln k and intercept ln a
d ln y = ln a + k ln x; plot ln y against ln x, q2 6.3001 7.5076 8.8804 10.5625 12.3904 14.5924
gradient k and intercept ln a
3 b q2
16
t 1 2 3 4 5 6
14
ln A 0.5878 0.9555 1.2809 1.6292 1.9741 2.3321
12
3 In A 10
y-intercept = 2.3 6 gradient = 6 = 3
8
2
2 6
4 2
2
1
0
0 1 2 3 4 p3
A = 3.0, B = 2.3 (values may vary slightly)
1 2 3 4 5 6 7t
b Data forms a straight line so the model is a
Points are close to a straight line. good fit for the given data.
c k = 1.25, b = 1.44 (values may vary slightly) 8 a
d (values may vary slightly)
i 4.3 days ii 6.45 cm 2 t2 0.25 1 2.25 4 6.25 9
4 b e2y 3.00 6.05 11.02 18.17 27.11 38.09
ln a 0.6931 1.3863 1.7918 2.0794 2.3026 2.4849
e2y
ln b 2.2824 2.4932 2.6174 2.7014 2.7726 2.8273 45
40
3 In b 35
30
2 25
20
y-intercept = 2 16 gradient = 16 = 4
15 4
1 10
4
5
In a 0
0.5 1 1.5 2 2.5 3 0 1 2 3 4 5 6 7 8 9 t2
Points are close to a straight line. b A = 4.0, B = 2.0
c n = 0.304, P = 7.938 (values may vary c 2.31 cm
slightly) d Result not valid as 5 hours is outside the
5 a a = 3, n = 2.5 range of the given data.
9 a A = 0.8, B = 1.5
ln x 0.2624 0.4700 0.6419 0.7885 0.9163 1.0296
ln t 0.41 0.92 1.25 1.50 1.70 1.87
ln y 1.7579 2.1041 2.7014 3.0681 3.3878 3.6738
y3 1.82 2.25 2.52 2.69 2.86 2.99
352
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y3 Exercise 8.1 Page 141
3.0 1 a (x − 2)2 + (y − 7)2 = 9
2.5 b (x − 6) 2 + y 2 = 64
y-intercept = 1.5 c (x + 2) 2 + (y − 5) 2 = 1
2.0 0.8 gradient = 0.8 = 0.8
1 d (x − 3) 2 + (y + 10) 2 = 25
1.5
1 e (x + 5) 2 + (y + 9) 2 = 4
1.0
2 i Radius 4, centre (0, 0)
0.5
ii Radius 8, centre (1, 0)
0 iii Radius 1, centre (−6, 5)
0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 In t
iv Radius 5, centre (1, −1)
b 10 minutes 25.2 seconds v Radius 6, centre (−4, −4)
3 a centre (0, 0), radius 6
Past-paper questions Page 133 y
1 i (3, 5) 7
ii y = 2x - 1
6
iii15 square units
5 x2 + y2 = 36
2 i D (3, 8), E (5.4, 9.2)
ii Area = 1 (13 + 3) × 4 = 32 4
2
3
3 i 20 or 4.47 2
ii Gradient AB = 1 , ⊥ gradient = –2
2 1
⊥ line y − 4 = −2 ( x − 1)
y = −2 x + 6 –7 –6 –5 –4 –3 –2 –1
0
1 2 3 4 5 6 7 x
–1
iii (3, 0) (−1, 8)
–2
Chapter 8 Coordinate –3
–4
geometry of the circle –5
–6
Discussion point Page 136 –7
b centre (0, -1), radius 5
y
6
5
4 x2 + (y + 1)2 = 25
3
2
1
–6 –5 –4 –3 –2 –1
0
1 2 3 4 5 6x
–1
Two points of intersection so two possible
locations –2
–3
With two satellites you would get two possible
locations. There would be two circles with –4
known radii which would have two distinct –5
points of intersection. –6
In reality, the method of trilateration would –7
use equations of spheres rather than circles.
Therefore, a minimum of four satellites would
be needed to find your precise location. 353
9781398373952.indb 353 17/03/23 9:02 PM

c centre (4, 7), radius 3 c The line is a tangent to the circle at the
y point (6, −2).
d The line intersects the circle at (0, −9) and
12
(−12, −15).
11 e No points of intersection
f The line is a tangent to the circle at the
(x – 4)2 + (y – 7)2 = 9 point (4, 14).
10
2 No points of intersection
9 3 One point of intersection so must be a tangent
to the circle.
8 4 a The line intersects the circle at (−2, −1) and
(0, 5).
7 b (−1, 2)
c The centre of the circle is (−1, 2); the
6 midpoint of the line is the centre of the
circle so the line must be a diameter of
5
the circle.
5 a
4
y
14
3
13
2 12
radius: 6
11
1
10
9
–1 0 1 2 3 4 5 6 7 8 x
8
–1 7
(–2, 6)
2
4 ( x − 1) + ( y + 2) = 25 2 6
5 ( x + 3) 2 + ( y + 6) 2 = 289 5
6 a (1, 3) 4
b 5 3
c (x − 1)2 + (y − 3)2 = 25
2
d (1 − 1)2 + (−2 − 3)2 = 0 + 25 = 25 as required.
1
7 a a = 3, b = −7 and r = 2
b Radius is 2 and centre is (3, −7) x
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
8 a Radius is 9 and centre is (−5, 0) –1
b Radius is 5 and centre is (−1, −1) –2
c Radius is 2 2 and centre is (5, 8)
b y = 0, y = 12
9 ( x + 2 ) 2 + ( y − 12 ) = ( 29 )
2 2
c x = −8, x = 4
10 a, b Centre is ( − g , − f ) and radius is 1
6 a 3
g2 + f 2 − c
b −3
c y = −3x − 2
Discussion point Page 144 7 a y = 2x − 7
Making y the subject would give y = − 1 x − 3. The b y=x+1
2
equation with x as the subject is slightly easier to c y = −1x+1
work with because it only contains integer values. 2
d y = 3x + 4
3 9
Exercise 8.2 Page 146 e y=− x−
4 4
1 a The line intersects the circle at (2, 4) and 8 a y = −x + 3
( x − 5) 2 + ( y − 6 ) = ( 32 ) b⇒ ( x − 5) 2 + ( y − 6 ) = 32
2 2 2
(−4, −2).
( 73 , 23 )
b No points of intersection
c
354
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Discussion point Page 150 Chapter 9 Circular measure
Substituting y = 2x − 4 into x2 + y2 − 24x + 44 = 0 gives
x 2 + ( 2 x − 4 ) 2 − 24 x + 44 = 0
Approximately 26 centimetres per second
⇒ x 2 + 4 x 2 − 16 x + 16 − 24 x + 44 = 0
⇒ 5 x 2 − 40 x + 60 = 0
1 a 2π
⇒ x 2 − 8 x + 12 = 0 3
b 3π
⇒ ( x − 2 )( x − 6 ) = 0 11π
c
90
So x = 2 or x = 6 5π
d
When x = 2, y = 2 × 2 − 4 = 0 6
e 5π
When x = 6, y = 2 × 6 − 4 = 8 24
2 a 120°
Therefore, the two circles intersect at the b 100°
points (2, 0) and (6, 8). c 171°
d 25.7°
Exercise 8.3 Page 153 e 67.5°
1 a No points of intersection 3
b The circles intersect at (5, 11) and (5, −5).
c The circles touch at (2, 4). Radius, Angle at Angle at Arc Area,
d The circles intersect at (7, −6) and (8, 1). r (cm) centre in centre in length, A (cm2)
2 a The circles intersect at (6, −1) and (10, 7). degrees radians s (cm)
b y = 2x − 13 8 120° 2π 16π 64π
3 a B(−2, 1). 3 3 3
b y=x+3
10 28.6° 0.5 5 25.0
c (3, 6)
d The line joining the centres is the 5.73 60° π 6 17.2
3
perpendicular bisector of the chord AB.
4 a The circles touch at (6, 12). 6 38.2° 2 4 12
b 10 3
c The circle (x − 3)2 + (y − 8)2 = 25 must lie 5.53 75° 5π 7.24 20
inside the circle (x + 3)2 + y 2 = 225. The 12
distance between the centres, 10, is equal
to the difference of the radii. So, the circles 4
will touch internally. Radius, Angle at centre, Arc length, Area,
5 a No points of intersection r (cm) θ (radians) s (cm) A (cm2)
b x2 + (y − 2)2 = 64 has centre (0, 2) and radius 8 π
10 10π 50π
x2 + (y − 4)2 = 16 has centre (0, 4) and radius 4 3 3 3
c The circle x 2 + (y − 4)2 = 16 lies inside the
circle x 2 + (y − 2)2 = 64. 12 2 24 144
20.37 π 16 162.97
Practice questions Page 154 4
1 a (x − 2)2 + (y − 3)2 = 52 5 2 10 25
b (−2, 6)
2 a (3, 3) does lie on the circle. 6.51 3π 12.28 40
5
b A is (–1, –5), B is (7, –5)
1 32π cm 2
c Area = × 8 × 8 = 32 units2 5 a
2 3
3 a Discriminant is less than 0 so there is no
b 8 + 16π cm
solution to the equation. Hence, no points of 3
intersection. 6 a 15π cm 2
b i 13 b 9 cm 2
ii r 1 + r 2 = 12 < 13; hence, one circle does not c 15π - 9 cm 2
lie inside the other.
355
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( 2029 ) + ( 2921 )
7 a 1.855 2 2
b 67.36 cm 2 c i = 400 + 441 = 1
841
8 a 3π 20 21 20
4 ii tan Q = ÷ =
29 29 21
b 24π cm 2 5 a 6 cm
c 16 2 cm 2 6 a 2 2 cm
d 24π − 16 2 = 52.77 cm 2 7 a 4d
8 a 2 cm
1 i Area = 1 18 2 sin1.5 − 1 10 2 (1.5 ) Exercise 10.2 Page 174
2 2
1 3 1
= 161.594 – 75 1 a i ii iii
2 2 3
= 86.6 cm 2
ii AC = 15 or 10 × 1.5 b i 2 ii 2 iii 3
3
BD = 18 2 + 18 2 − (2 × 18 × 18 cos1.5)
2 a i 1 ii 1 iii 1
= 24.5
2 2
Perimeter = 15 + 24.5 + 16
= 55.5 cm b i 2 ii 2 iii 1
2 i θ 6 θ
sin = , = 0.8481 3 1
2 8 2 3 a i ii iii 3
2 2
θ = 1.696 2
b i ii 2 iii 1
ii Arc length = ( 2π − 1.696 ) × 8 = 36.697 3 3
Perimeter = 12 + ( 2π − 1.696 ) × 8 4 a B = 60°, C = 30°
= 48.7 b 3
2 2
iii Area = 8 ( 2π − 1.696 ) + 8 sin 1.696 5 a B = 30°, C = 60°
2 2 b AB = 2 3 units, BC = 4 units
= 178.5
3 i Area of sector = 1 × x 2 × 0.8 6 4 , 7
2 7 3
Area of triangle = 7 a 45°; 45°
1 b sec L = 2 , cosecL = 2 , tan L = 1
× 5 cos 0.8 × 5 sin 0.8 = 6.247cm 2
2 8 b 14.0°
0.08 x 2 = 6.247 9 a 0 < α < 90
x = 8.837
0<α<π
ii Perimeter = 19.85 cm (2 d.p.) 2
iii Area PQSR = 25 cm 2 b no
c no
Chapter 10 Trigonometry Discussion point Page 178

1 The graphs continue the same wave patterns to
Discussion point Page 166 the left.
You can take measurements from the picture. Then 2 y
use them to make a scale drawing of the cross-
section of the pyramid that goes through its vertex,
+1
and measure the angle with a protractor.
This is not a very accurate method. The alternative
is to use trigonometry to calculate the answer. O x
90°
Exercise 10.1 Page 172 –1

1 a 29 2 = 841 = 400 + 441 = 20 2 + 212
b sin Q = 20 Starting with y = sin x for 0° to 90°:
29
● reflect it in the line x = 90° to obtain the part of
cos Q = 21 the curve from 90° to 180°.
29
● rotate the curve from 0° to 180° through 180°
tan Q = 20 about the point (180°, 0) to obtain the part of
21
the curve between 180° and 360°. You now have
the complete curve of y = sinx from 0° to 360°.
356
9781398373952.indb 356 17/03/23 9:03 PM

To obtain the curve of y = cosx, translate the 5π , 7π (or 150°, 210°)
c
curve for y = sinx from 0 o to 360° by -90° in the 6 6
horizontal direction. Then translate the part of d π , 7π (or 30°, 210°)
the curve between -90° and 0° by +360° in the 6 6
horizontal direction. e 2.35 rad, 3.94 rad (or 134.4°, 225.6°)
f 1.27 rad, 5.02 rad (or 72.5°, 287.5°)
Discussion point Page 180 g 3.48 rad, 5.94 rad (or 199.5°, 340.5°)
The curves do not change. h 270°
4 a 1
b 1
1 a y
y = cos x 2
1 c 1
3
y = 0.5 d
2
e − 3
x 2
90° 180° 270° 360° f 0
g 1
2
h 1
–1 2
b 60° or 300° i 1
c (60 + 360n)° or (300 + 360n)° 5 a 150°
d -1 b -160.3°
2 c 87.4°
2 a y 6 a Graph has a line of symmetry at x = 90°.
1
y = 0.6 y
1
−2π π 0 π 2π x x
y = sin x 90° 180° 270° 360°
−1
–1
y = sin x
b -1.2π, -1.8π, 0.2π, 0.8π
c y b i False ii True iii False iv True
y = cos x 7 a 0° < α < 90°
1 y = 0.8 b No. If cos α and sin α are both positive, tan α
is positive.
c No. Values of α do exist where sin α and
cos α are both negative (such as when
–2π –3π –π π 3π 2π x
180° < α < 270°); however, in these cases,
2 2 2 2
tan α would always be positive.
−1
8 a 80°, 320°
b 20°, 200°
d -0.2π, -1.8π, 0.2π. 1.8π
c 55°, 325°
e For acute angles, and for other angles
d 30°, 120°, 210°, 300°
where both sin and cos are positive,
e 60°, 300°
sin −1 0.6 = cos −1 0.8. For other angles, one or
f 75°, 105°, 255°, 285°
other is negative.
g 10°, 50°, 130°, 170°, 250°, 290°
π 4π h 0°, 90°, 180°, 270°, 360°
3 a 3 , 3 (or 60°, 240°)
i 15°, 75°, 135°, 195°, 255°, 315°
π , 5π
b (or 30°, 150°)
6 6
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9 a -6.18 rad, -3.24 rad, 0.1 rad, 3.04 rad iii a
−5π , −π , π , 5π 3 y
b
3 3 3 3
c -4.25 rad, -1.11 rad, 2.03 rad, 5.18 rad 2
d -2.73 rad, -0.412 rad, 3.55 rad, 5.87 rad
e -2π, −3π , -π, 0, π , π, 2π 1
2 2
x
Discussion point Page 185 90° 180° 270° 360°
Stretching the point (90°, 1) by a scale factor of
–1
2 parallel to the y-axis gives the point (90°, 2). y = sin x
Translating this through 3 units in the y-direction
gives (90°, 5). If the translation is done before the –2
stretch, the point (90°, 1) moves through (90°, 4) to
(90°, 8), which is incorrect. –3
b amplitude 2, period 360°
Exercise 10.4 Page 190 iv a
1 i a y
y
3
x
0
2 90° 180° 270° 360°
1 y = sin x
y = sin x
–2
90° 180° 270° 360°x
–1
–2 –4
–3
b amplitude 2, period 360° c The order of the transformations matters.
ii a 2 i a and b
y
3 y
y = cos x
2
x
–360°–270° –180° –90° 90° 180° 270° 360°
1
y = sin x x
90° 180° 270° 360° c amplitude 1, period 720°
ii a and b
–1 y
y = cos x
–2
x
–3 –360° –270°–180°–90° 90° 180° 270° 360°
c amplitude 1, period 360°
358
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iii a and b iii a and b
y y
2
y = cos x
x
–360° –270° –180° –90° 90° 180° 270° 360°
–270°–180° –90° 90° 180° 270° 360° x

iv a and b c amplitude 1, period 720 o
y iv a and b
y
y = cos x
2
x
–360°–270°–180° –90° 90° 180° 270° 360°
–270°–180° –90° 90° 180° 270° 360° x

d The order of the transformations matters.
3 i a and b
c amplitude 1, period 720 o
y
d T he order does not matter when
1 the transformations are in different
directions.
x 4 a Stretch in the y-direction scale factor 3 and
–360°–270°–180°–90° 90° 180° 270° 360° 1
stretch in the x-direction scale factor
–1 2
(either order).
c amplitude 1, period 720° b Stretch in the y-direction scale factor
ii a and b 2 followed by a translation of one unit
y vertically upwards.
c Stretch in the y-direction scale factor 2 and
2
translate to the right by 180° (either order).
d Translation to the left π followed by a
2
stretch in the y-direction scale factor 3 and a
x translation 3 units vertically upwards.
–270°–180° –90° 90° 180° 270° 360° 5 A stretch, scale factor 2, parallel to y-axis and a
–1 translation of 1 unit vertically upwards.
6 A stretch, scale factor 1 , parallel to the x-axis
2
c amplitude 1, period 360° and a stretch, scale factor 3, parallel to the
y-axis
1
7 Stretch in the x-direction scale factor
2
followed by a stretch in the y-direction scale
factor 3 and a translation vertically downwards
by 2. (The stretch in the x-direction can be at
any stage.)
359
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8 a Stretch in the x-direction with scale factor iv y
1
and a stretch in the y-direction with scale 5
2
factor 4. 4
y 3
5
2
4
1
3
2 0 90 180 270 360 x
–1
1
–2
0 90 180 270 360 x
–1 9 a y
–2 3
–3
2
–4
b i y 1
5
4
0 π π 3π 2π x
3
2 2
2 –1
1
b y
0 90 180 270 360 x 2
–1
–2 1
ii y
5 0 π π 3π 2π x
2 2
4 –1
3
–2
2
1 c y
4
0 90 180 270 360 x
–1
3
–2
iii y 2
5
1
4
3
2 0 π π 3π 2π x
2 2
1 –1
0 90 180 270 360 x

–1
–2
–3
–4
–5
360
9781398373952.indb 360 17/03/23 9:03 PM

Exercise 10.5 Page 199 5 a The distance between the point (2, 8) and
the centre (–1, 4) is less than the radius. So,
5 54.74°; 125.26° the point (2, 8) must lie inside the circle.
7 π ; 2π ; 4π and 5π . b r2 − r1 = d , hence, the circles must touch at
3 3 3 3
9 a -2π; 0; 2π one point (they touch internally).
b There are no solutions. 6 i θ = 5 radians
8
10 a θ = -270°, -90° or 90°, 270° ii 5 cm
b θ = -182.84° or 357.16° iii 13.3 cm 2 (3 s.f.)
c θ = 0.99, 1.63, 4.13 or 4.77 7 i a = −2, b = 4, c = 6
11 b x = 0°; 360°; 156.44°; 203.56°
ii y
π
12 b 0; π; 2π; ; 5π 6
6 6

1 a sin 2 x = 1
4 0 π x
sin x = ( ± ) 1
2
x = 30°, 150°, 210°, 330°
b ( sec 2 3 y − 1) − 2sec3 y − 2 = 0 –6
sec 3 y − 2sec3 y − 3 = 0
2
1 − cos A = sin A = sin A

2 2
( sec3 y + 1)( sec3 y − 3) = 0 8 a LHS =
sin A cos A sin A cos A cos A
leading to cos 3y = –1, cos 3 y = 1 = tan A
3
3y = 180°, 540°; 3y = 70.5°, 289.5°, 430.5° b x = 22.5° or x = 112.5°
y = 60°, 180°, 23.5°, 96.5°, 143.5°
c z − π = π , 4π
3 3 3
Chapter 11 Permutations
z = 2π , 5π
3 3
and combinations
2 a i A = 3, B = 2
ii C = 4 Discussion point Page 206
b Period = 120° or 2π There are 6 × 6 × 6 × 6 = 1296 possibilities.
3
Amplitude = 5 Suppose it takes 10 seconds to check each
1 + cos θ 1 − cos θ combination, so you check six combinations in
3 LHS = + 1 minute.
(1 − cos θ )(1 + cos θ ) (1 + cos θ )(1 − cos θ )
2 It will take 1296 ÷ (6 × 60) = 3.6 hours or
=
1 − cos 2 θ 3 hours 36 minutes.
2
=
sin 2 θ Exercise 11.1 Page 208
= 2 cosec 2 θ = RHS 1 a 5040
b 72
Review exercise 3 c 12
7
1 y = − 3 x + 39 1
2 4 2 a
n+1
2 a ln y = n lnx + ln a b n-2
b n = −0.6, a = 276 (3 s.f.) (values may vary 3 a (n + 1) (n + 2)
slightly) b n(n + 1)
3 a (
11 , 14
3 3 ) 4 a 9! × 3!
b P is (–3, –2) and Q is (2, 3) ( 6!) 2
1 15!
c 33 units2 b
3 13! × 5!
4 a (–3, 0) and (1, 4)
( n + 2 )!
b y= x+3 c
n! × 4!
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9781398373952.indb 361 17/03/23 9:04 PM

6 a 210
5 a 8 × 6!
1 10
b ( n + 1)( n − 1)! b i
42 ii 21
6 7! 7 a 210
5!
1 1
7 24 b i 14 ii 42
8 5040 8 a 8008
9 120 b 2940
10 120 c 7
11 15! d 84
12 a 6 9 a 1001
b 8! = 40 320 b 420
c 9! = 362 880 c 336
d 6! = 720 10 32
e 7! = 5040 11 9080
f 8! = 40 320 12 a 495
13 a 8! = 40 320 b 360
b 7! = 5040 13 a 21 772 800
c 10 080 b 126
d 30 240 14 a 56 756 700
b 3 870 720
Discussion point Page 210 c 192
No, it does not matter in which order the machine 15 a 79 833 600
picked them since this is a combination, not a b 3 628 800
permutation.
Discussion point (2) Page 211 14 × 13 × 12 × 11 × 10 × 9 or 14!
As the amount of numbers to choose from 1 i
6×5×4×3×2×1 8! × 6!
increases, the probability decreases because there 3003
are more possible combinations. ii Either 5 students + 1 teacher or 4 students +
2 teachers.
Discussion point (3) Page 211 56 × 6 or 70 × 15
n! , n! 1386
n
Cr = n
Pr =
r !( n − r )! ( n − r )! iii 30
n
Pr 2 a i 360
n
C r = 1 × n! = 1 × n Pr = ii 120
r ! ( n − r )! r ! r!
bi 924
Discussion point Page 212 ii 28
n! iii 924 − ( 8 C 3 × 4C 3 ) − ( 8 C 2 × 4C 4 )
n
Cr =
r !( n − r )! (i.e. 924 – 3M 3W – 2M 4W)
n! 924 – 224 – 28 = 672
⇒ n C0 = = n! = 1
0!( n − 0 )! 1 × n! 3 a i 15120
ii 210
Similarly for n C n.
Chapter 12 Series
1 a i 210 ii 3024 iii 1 814 400 Discussion point Page 216
b i 35 ii 126 iii 45 50 × 263 mg = 4.6 × 1011 tonnes. In 2017 the world
2 2730 production of wheat was about 7.5 × 10 8 tonnes.
3 1287 King Shirham made an agreement that he could
4 576 not possibly fulfil!
5 a 352 716
b 24 000
362
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Real-world activity Page 220 5 a 16, 20, 24
b 456
1 n−1
2 6 a 15
2 Multiply the number in column 2 by n − 2 b 1140
3 7 a a = 8, d = 6
Exercise 12.1 Page 223 b 10
8 a 2
1 a 1 + 4x + 6x 2 + 4x 3 + x4
b 480
b 1 + 8x + 24x 2 + 32x 3 + 16x4
9 a 10 000
c 1 + 12 x + 54 x 2 + 108 x 3 + 81x4
b 10 200
2 a 16 + 32x + 24x 2 + 8x 3 + x4
c 20 200
b 81 + 108x + 54x 2 + 12x 3 + x4
d Answer c is the total of the other two (a and
c 256 + 256x + 96x 2 + 16x 3 + x4
b) answers.
3 a x 4 + 4 x 3 y + 6 x 2 y 2 + 4 xy 3 + y 4
10 a 66 000
b x 4 + 8 x 3 y + 24 x 2 y 2 + 32 xy 3 + 16 y 4
b Sum is negative if there are more than
c x 4 + 12 x 3 y + 54 x 2 y 2 + 108 xy 3 + 81 y 4
31 terms. (The sum of the first 31 values is 0.).
4 a 10
11 a 7n - 9, 17th
b 21
c 35 b 7 n 2 − 11 n, 25
2 2
d 21
12 a $54 000
e 1
b 10
f 286
13 a 47 days
5 a 15
b 126.9 km
b 21
14 a 16
c 28
b 15 cm
6 243 + 405kx + 270 k 2 x 2 15 a a = -25 and d = 15
7 729 x 6 − 4374 x 4 + 10 935 x 2 b n = 16
8 a 6t + 2t 3
16 a 3
9 a -5, -5
b 105
b 5, -5
c 2n2 + n
10 a 1 − 12 x + 60 x 2 − 160 x 3
d 6n 2 + n
b 64 − 576 x + 2160 x 2 − 4320 x 3
c 729 − 5832 x + 19 440 x 2 − 34 560 x 3 Discussion point Page 233
11 a x 10 + 5 x 7 + 10 x 4 + 10 x
Approximately 3.7 × 1011 tonnes of wheat.
b x 10 − 5 x 7 + 10 x 4 − 10 x
China produces approximately 130 million tonnes
c x 15 + 5 x 11 + 10 x 7 + 10 x 3
of wheat per year. Dividing 130 million by 365
d x 15 − 5 x 11 + 10 x 7 − 10 x 3
days gives approximately 356 000 tonnes per
12 a 11 520
day. This might be an amount of wheat that you
b 792
would expect there to be in China at any one time.
13 a 7 505 784
However, there may be more or less; it depends on
b -25 200 000
how quickly it is used and when it is harvested.
14 n = 5, a = 3
Exercise 12.2 Page 229 Discussion point Page 237
1 a yes: 2, 40 Something else.
b no
c no Exercise 12.3 Page 237
d yes: 4, 29 1 a yes: 2, 192
e yes: -4, -12 b no
2 a 21 c yes: -1, 10
b 19 d yes: 1, 1
3 a d=6 e no
b 16 terms f yes: 1 , 5
4 a 5 2 32
g no
b 2055
363
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2 a 320 2 i −27.5
b 635 ii 38.5
3 a 4 3 i 64 + 192 x + 240 x 2 + 160 x 3
b 49 152 ii 64
4 a 16
5
b
a
8th
10
Chapter 13 Vectors in two
b 7161 dimensions
6 a 9
b 199.609 375 Discussion point Page 241
7 a 2
b 4.5 They tell you both the speed and the direction of
c 4603.5 the wind.
8 a 0.5
b 16
9 a 0.1  −4 
1 a  −2 
b 8
9
c 8  6
11 b  −4 
10 a 0.7
b 14th  −3
1000 c  0 
c
3
d 13  −2 
11 a 1 d  −4 
3
b 5 2 a y
12 a 1 3
3
(n - 1) R(1, 2)
b 216 × 1 2
3 Q(−2, 1)
c ()
324 - 324 3
1n 1
d 324 x
−4 −3 −2 −1 O 1 2 3
e 12 terms
−1
13 a 10, 5, 2.5, 1.25, 0.625 S(2, −1)
b 0, 5, 7.5, 8.75, 9.375 −2
P(−1, −2)
c The first sequence is geometric with
common ratio 0.5 −3
14 a 60
b 160.51°  1
()
n−1
15 a 15 × 5 b i  2 
8
b 79.27 m  −1 
18 a 4 and -4 ii  −2 
b when r = -4, a = -3 and the sum of the first ten
terms = 629 145  2
c i  4 
when r = 4, a = 3 and the sum of the first ten
terms = 1 048 575  4
ii  −2 
1 120(p7q3) and 45 (p 8 q2) d i–iv All four lengths = 10
120p 7q3 = 270p 8 q2 e QRS is a square because all side lengths
P
252p5 q5 = 252 are equal and all angles are equal to 90°.
pq = 1 and 4q = 9p
leading to p = 2 , q = 3
3 2
364
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3 a, b, c, d 6 a y
C(5,6)
y 6
4
3j 2i + 3j 5
2
1 4
−2 −1
−1 1 2i 3 4 5 x 3
−2 B(0,2)
2
−3 2i − 3j
1
4 i y D(2,0)
−4 −3 −2 −1 1 2 3 4 5 x
c
−1
a −2
−3
−4
b x
A(−3,−4)
b OA = –3i – 4j
OB = 2j
OC = 5i + 6j
d OD = 2i
c AB = 3i + 6j
ii DC = 3i + 6j
a 4 BC = 5i + 4j
b 3 AD = 5i + 4j
c 74 d ABCD is a parallelogram.
d 74 7 a y
5 a y
B (2,7) 4
7 C (2,3)
3 D (3,3)
6
2
5
1
4 (0,1) B
A (−1,4)
3 –1 A 1 2 3 4 x
2  3
b  3
1
C (5,0) c isosceles trapezoid
−2 −1 x
1 2 3 4 5
 3  3
AB =   1 a  8 
 3
 3  2
BC =   b  2 
 −7 
 6  5
AC =   c  5 
 −4 
b BC is the longest side of the triangle.
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2 a – i + 5j e b
b 13j f –b
3 a 4i + 6j g –a + b – a = b – 2a
b 6i – 4j h a – b + a = 2a – b
c 12j  3
d 5i + 20j 7 a AD =  
 2
e -4i + 25j  2
f i + 26j DC =  
 3
g 24i – 45j
4  5
b AC =  
 5
a, 5  1
BD =  −1
b, 5  
e, Ö34
c ( )
3, 1
2 2
c, 7 d Gradient of AC = 5 = 1
5
d, 7 Gradient of BD = 1 = -1
−1
They are perpendicular because 1 × -1 = -1.
8 a 3i – 4j
h, Ö2 5 5
f, Ö53 g, 6 Ö2 b ( 574 )i + ( 774 ) j

 5
 13 
c  12 
 
5 a i 2i + 3j  13 
 2 
ii   1 
 3  
 10 
b i i – 7j d  −3 
 
 1  10 
ii  −7 
e i
c i 3i + 5j
 1 
 3 
ii   2
 5 f  
 1 
d i 10i – 10j  2
 10  9 a y
ii 
 −10  C (2,8)
8
e i 4i – 2j
 4 6
ii  
 −2  4 B (5,4)
f i 4i + 2j
2
 4
ii  
 2 x
6 a b–a –6 –4 –2 2 4 6 8
–2
b a–b
A (–3,–2)
c a –4
d –a
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b AB = 8i + 6j Past-paper questions Page 249
BC = -3i + 4j 1 ii 40i + 96j
CA = -5i – 10j iii (40 + 10t)i + (96 + 24t)j
c AB = 10 iv (120 – 22t)i + (81 + 30t)j
BC = 5 v 1830 hours, 65i + 156j
CA = 5 5
2 i AB = OB − OA
d Scalene triangle.
= 9i + 45j
10 a i OC = 4i
ii AB = 4i + 4j ii OC = OA + 1 AB
3
iii BC = 4i – 4j OC = 5i + 12 j
iv AD = 4i – 8j OC = 5 2 + 12 2
v CD = –4i – 8j = 13
vi AC = 8i 4
iii OD = i − 2j
b OC = 4 3
AB = 4 2 3 OC = 5i + 12 j
BC  = 4 2 OC = 5 2 + 12 2 = 13
AD = 4 5
CD = 4 5
AC = 8 Review exercise 4
c
AOB, BOC and ABC are all isosceles 1 a 3024
triangles and right triangles. b 42
11 a 2 a 120
y b 96
28 3 a 43 758
B (24,19)
24 b 66
c 43 692
20
4 a 480 700
16 b 450 970
12 c 42
C (48,12) 5 a 6561 + 17 496 x + 20 412 x 2 + 13 608 x 3
8
b 9720
4 6 a First term is 18 and common difference is –5.
A (4,4) b n = 47
x
a i r = − 3 ⇒ a = 25
4 8 12 16 20 24 28 32 36 40 44 48
7
5
 20 
b AB =   r = 3 ⇒ a = 4
 15  2
ii 15.625
 24  b 119 382
BC =  
 −7 
8 OC = 5.2i + 6.2j
 44  OC = 8.09 (3 s.f.)
AC =  
 8 9 i c–a
c AB = 25 ii 1 a + 2 c
BC  = 25 3 3
AC = 20 5 3
iii b
d Isosceles triangle. 5
12 i Salman walks faster by 0.21 km per hour iv 9b
ii 13.6 km (3 s.f.) v − 4 a + 10 c
13 direction = 217° 9 9
distance = 379.47 km 10 a 25 kmh–1
time = 1 hour 54 minutes b 164°
c 7( 4 + t )i – 24( 4 + t )j
d t = 3, 49i – 168j
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Chapter 14 Differentiation b
c
(-3, -5), (2, 0)
6, -4
Discussion point Page 256 Discussion point Page 261

The connection is that gravity applies to an apple As the curve does not turn, the gradient is positive
falling and to the planets in their orbits. Newton both to the left and to the right of D; D is a
realised that the planets were held in their orbits stationary point of inflexion.
round the Sun by the force of gravity but he needed
calculus to work out their equations. Exercise 14.2 Page 264
Exercise 14.1 Page 258 1 i
dy
= 1 − 4 x, x = 0.25
1 a 4x 3 dx
b 6x 2 ii maximum
c 0 iii 1.125
d 10 iv y
1
2 a 1 x−2 5
2
1
b 5 x−2 y = 1 + x – 2x2
2
1
c 21 t 2 (0.25, 1.125)
2
3
d 1 x2
2 −4 −2 2 4 x
3 a 10 x 4 + 8 x
b 12 x 3 + 8
c 3x 2
d 1 - 15x 2
4 a − 23 2 i
dy
= 12 + 6 x − 6 x 2, x = −1, 2
x dx
b − 4 18 ii minimum at x = −1, maximum at x = 2
x iii (-1, -7) (2, 20)
c 2 + 4 iv
x ( x )3 y
2y = 12x + 3x – 2x3
1 3 20 (2, 20)
d 1 x−2 + 1 x−2
2 2
5 a 2x - 1
b 4x - 1
c 1 – 5x-2 10
1
d 3 x2
2
6 At (0, 9), gradient = 0; at (-3, 0), gradient = -6;
at (3, 0), gradient = 6
7 a y –2 2 4 x
6
4 (–1, –7)
y = 4 – x2
dy
2 3 i = 3 x 2 − 8 x, x = 0, 8
y=x–2 dx 3
8
ii maximum at x = 0, minimum at x =
3
–6 –4 –2 2 4 6 x
(
iii (0, 9), 8 , − 13
3 27 )
–2
–4
–6
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iv y iv y
20 (–4, 128)
100
y = x3 – 48x
y=x 3 – 4x + 9
2
10
–10 10 20 x
–100
(4, –128)
–2 2 2 13 4 x
(2 ,– ) dy
3 27 7 i = 3 x 2 + 12 x − 36, x = −6, 2
dx
dy ii maximum at x = -6, minimum at x = 2
4 i = 4 x 3 − 6 x 2 + 2 x, x = 0, 0.5, 1
dx iii (-6, 241), (2, -15)
ii minimum at x = 0, maximum at x = 0.5, iv y
minimum at x = 1 (–6, 241)
iii (0, 0) (0.5, 0.0625), (1, 0)
iv 200
y
0.6
y = x3 + 6x2 – 36x + 25
100
0.4
y = x2 (x – 1)2
0.2
(0.5, 0.0625) –10 10 20 x
(2, –15)
–0.5 0.5 1 1.5 2 x dy

8 i = 6 x 2 − 30 x + 24, x = 1, 4
dx
dy ii maximum at x = 1, minimum at x = 4
5 i = 4 x 3 − 16 x, x = −2, 0, 2 iii (1, 19), (4, -8)
dx
ii minimum at x = -2, maximum at x = 0, iv y
minimum at x = 2 30
iii (-2, -12), (0, 4), (2, -12)
iv y = 2x3 – 15x2 + 24x + 8
y
20 (1, 19)
10
10
4
2 4 6 x
–4 –2 2 4 6 x
–10 (4, –8)
9 a p = 4, q = −3
–10 b maximum value 4 when x = 2

3 3
(2, –12)
(–2, –12) y = x4 – 8x2 + 4
dy
6 i = 3 x 2 − 48, x = −4, 4
dx
ii maximum at x = -4, minimum at x = 4
iii (-4, 128), (4, -128)
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10 a minimum at (-0.5, -0.3125) 4 The maximum area is equal to 3200 m 2 .
maximum at (0, 0), minimum at (1, -2) It occurs when the enclosure is 40 m wide
b y (perpendicular to the barn wall) and 80 m long
(length parallel to the barn wall).
5 a V = π r 2 (3 − r )
b Vmax = 4π ; this occurs when r = 2 and h = 1
y = x2 (3x2 – 2x – 3) 2
2 6 a x = 6, y = 6, A = 36 cm 2 and d A = −2
so maximum dx 2
2
b x = 6, y = 6, P = 24 cm 2 and d P 2
2 = 3
so minimum dx
–1 –0.5 0.5 1 1.5 2 x Discussion point Page 270

(–0.5, –0.3125) At the point (1, 2), an increase in x of 0.001 results
in an increase in y of 0.001 998 (4 s.f.).
The gradient at x = 1 is 2.
–2
(1, –2) small change in y 0.001 998
= = 1.998
small change in x 0.001
Exercise 14.3 Page 268 1.998 is approximately equal to the gradient at the
dy d2 y point (1, 2).
1 a = 3x 2 − 6 x + 2 , 2 = 6 x − 6
dx dx i At the point (2, 0), an increase in x of 0.001
dy d 2
y results in a decrease in y of 0.008 008 (4 s.f.).
b = 12 x 3 − 12 x 2 , 2 = 36 x 2 − 24 x The gradient at x = 2 is -8.
dx dx
dy d2 y small change in y −0.008 008
c = 5 x 4 − 5, 2 = 20 x 3 = = −8.008
dx small change in x 0.001
dx
2 a minimum at (0.75, 2.875) –8.008 is approximately equal to the gradient at
1 the point (2, 0).
b maximum at ( , 6.148 ), minimum at (1, 6)
3 ii At the point (0, 0), an increase in x of 0.001
c minimum at (-0.5, 0.75), maximum at (0, 1), results in an increase in y of 0.000 003 998.
minimum at (0.5, 0.75) The gradient at x = 0 is 0.
d maximum at (-1, 4), minimum at (1, -4)
small change in y 0.000 003 998
dy = = 0.003 998
3 a = 6 x 2 − 6 x − 36, x = −2, 3 small change in x 0.001
dx
d2 y 0.003 998 is approximately equal to the gradient
b at x = −2, = −30, maximum
dx 2 at the point (0, 0).
d2 y
at x = 3,
dx 2
= 30, maximum Exercise 14.4 Page 272
c (-2, 48), (3, -77) dy
1 a = 5 − 2x
dx
d y y = 2x3 – 3x2 – 36x + 4
b -1
(–2, 48)
50 c y=9−x
d y= x+3
dy
2 a i = 6 x − 3x 2
dx
ii 0
–5 5 x iii y = 4
iv x = 2
b i (3, 0)
ii -9
–50 iii y = 27 − 9 x
c y=0
(3, –77)
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3 a (1, 0) c x sec 2 x + tan x
b y = 2x − 2
d e x cos x + e x sin x
c 2y = 1 – x or 2y = -x + 1
e − e x sin x + e x cos x
d Q (0, -2), R (0, 0.5)
The area of the triangle is equal to 1.25. f e x sec 2 x + e x tan x
4 a f′(x) = 3x 2 – 6x + 4 3 a x cos x − sin x
b i 5 x2
b sin x − x cos x
ii y = 4x - 3
sin 2 x
iii 4 y + x = 22
c -1, 3 c − x sin x +3 2 cos x
x
dy
5 a = 3 x 2 − 18 x + 23 d 2 x cos x + x 2 sin x
dx
cos 2 x
b -1
e tan x − x sec 2 x
c y = −x + 5
tan 2 x
d Q (4, -3)
f x sec 2 x − tan x
e y = −x + 1
x2
6 a 2 p − q = 16
4 a 4 ( x + 3) 3
dy b 8 ( 2 x + 3) 3
b = 3x 2 − p
dx c 8 x ( x 2 + 3)
3
c 12
d 1
d (-2, 24) 2 ( x + 3)
e (0, 8) 1
f 12 y = x + 96 e
(2 x + 3)
7 a y = 3x − 5 x
f
b 1 ( x 2 + 3)
3 1
( )
1 , − 11 5 a
c (1 + cos x )
3 9
b − cos x − 1
8 a 10 − 2x
sin 2 x
b y = −2 x + 15
c cos2x + cosx
c 2y = x
d cos2x – sinx
d 2y = x (The equation of the normal.)
e cosx + 2cos2 x + cos3 x − 2sin 2 x − 2sin 2 x cosx
9 b (0, 0), tangent y = 2x, normal 2y + x = 0
f 2cos2 x + 2cos2 x sinx − sinx − 2sin 2 x − sin 3 x
(1, 0), tangent 2y + x = 1, normal y = 2x - 2
6 a ex
c Opposite sides are parallel and adjacent e x ln x +
x
sides are perpendicular so it is a rectangle. x
e ln x −
x e
10 a –36 x
b –27; y decreases by approximately 0.036 b
(ln x) 2
11 4.00125
c 1 − x ln x
12 3.0037 (4 d.p.)
exx
7 a e (cosx - sinx)
-x
b e − x sin x + e − x cos x
1 a 3cos x − 2 sec 2 x −
sin 2 x
b 5 cos θ
cos x + sin x
c -2 sinθ - 2 cosθ c
e− x
d 4 dy
x 8 b At (0, -1) = cos (0) + sin(0)
dx
e 1 The equation of the tangent is y = x - 1
x The equation of the normal is y = -x - 1
f 3e x dy
At (π, 1) = cos π + sin π = -1
g 2e x − 1 dx
x The equation of the tangent is y = -x + π + 1
2 a x cos x + sin x The equation of the normal is y = x – π + 1
b − x sin x + cos x
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9 b
dy
= 2 sec2 x
dx 1 a y = 2x2 + 2x + c
At (0, -1)
dy b y = 2x3 − 5 x2 − x + c
= 2 sec2 (0) = 2 2
dx 5
The equation of the tangent is y = 2x - 1. c y = 3x − x 4 + c
4
2 ()
The equation of the normal is y = - 1 x - 1 d y = x3 − 2x2 − 4x + c
( )
π
At ,1
4
dy
dx
= 2 sec 2 π
4 ()
= 2( 2) = 4
2 2 a f ( x ) = 5 x 2 + 3x + c
2
The equation of the tangent is y = 4x – π + 1 b f ( x) = x 5 + 1 x 4 − 1 x 2 + 8 x + c
1
5 2 2
The equation of the normal is y = − 1 x + π + 1 c 1 4 4
f(x) = x – x + x - 8x + c
3 2
4 16
4 3
2x
10 b The equation of the tangent is y = e − 1 d f ( x ) = 1 x 3 − 7 x 2 + 49 x + c
3
3 a 5x + c
The equation of the normal is y = − ex + e + 1
2
2 2 5 x4 + c
b
11 c The equation of the tangent is y = ex – x + 1 4
The equation of the normal is c x 2 − 3x + c
−x 1 d 3 x 4 − 2 x 2 + 3x + c
y= + +e 4
e−1 e−1
12 a 2πr cm 2 per second 4 a 9 x − 3x 2 + 1 x 3 + c
3
b Surface area is increasing at a rate of 2 x 3 − 5 x 2 − 3x + c
b
22 cm 2 per second (2 s.f.). 3 2
c 1 x3 + x2 + x + c
Past-paper questions Page 286 3
4 3
dA = 8 x − 216 d x – 2x 2 + x + c
1 ii 3
dx x2 5 a y = x 2 − 3x + 6
When dA = 0 , x = 3 27 = 3 b
3
y = 4x + x4 - 210
dx 4
Dimensions are 3 by 6 by 4 c y = 5 x 2 − 6 x − 18
iii Change in A = −38 p, decrease 2
1
2 i
3 ()
1 cos 2 x cos x − 2 sin 2 x sin x
3 ()3
d
e
f(x) = x 3 + x + 9
3
1 1
f(x) = x 3 – x 2 – 2x - 44
2 1 3 2
ii sec x and 4
x f f(x) = x + 2x 2 + x – 16
3
3 3
( sec x ) (1 + ln x ) − 1x ( tan x )
2
4 23 2
6 a y= x –x+
(1 + ln x ) 2 3 3
3
dy 8x3 b y = x – x2 – 2
1 2 2
3 i = 12 x 2 ln ( 2 x + 1) + 2 3 3
dx 2x + 1 7 a x 2 + 3x + c
b y = x 2 + 3x + c
c y = x 2 + 3 x − 11
Chapter 15 Integration 8 a y = x 3 – 2x 2 + x + 9
9 a 2x2 − x + c
Discussion point Page 289 b y = 2x2 − x + c
A marathon. She had clearly finished before c y = 2x2 − x + 1
3 hours. You can estimate the distance she ran d Curve passes above the point.
in each half hour, using the average speed. That 10 –1
suggests that by 2.5 hours she had run 41 760 metres dy
11 a = kx ( x − 2 ) for any k ≠ 0
and still had 435 metres to go. So an estimate is that dx
she took a bit over 2 hours and 31 minutes. b y = 1 x3 − x2 + 2
3
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Exercise 15.2 Page 296 5 a and b
y
1 7
2 255 10
3 4
4 16 y = x2
62
5
3 5
6 30
7 591
8 76 x
3
–2 2
9 −4 c 3
3
10 12 6 a y
11 27
16
12 5
3
13 92 y = x2 – 2x
14 −4
3 x
27 –1 2 3
15 2
16 0
b 0<x<2
17 28
80 c 4 below the axis
18 3 3
7 a and b
y
1 9
2 36
3 2 20
y = x3
20
4 3
5 0.25 10
6 3125
6 x
7 36
–2 2
8 13.5
9 128 –10
15
10 64
3 –20

c 4
1 0.25 d 0
2 a area of P = 5 , area of Q = 8 8 a y
12 3 10 y = x2 + 1
b 3 1
12
3 a ( 3 2 , 0) 5
b 0.952 44
4
253 x
12
–2 2
b 6
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9 a 18 c 147 105.59 (2 d.p.)
b Area between the lines y = 2 x + 1, x = 1, d 1
x = 4 and the x-axis 3
y 1
e -
3
10 f 4 ln 3
g 5904.8
h 5 (1 − e −4 )
5 i 1
2
j 1
x 2
2 4 3−1
k 3
10 a (−1, 1) and (2, 4)
b 4.5 units2 Past-paper questions Page 309
11 a y 1 a i 2 = a − 3, a = 5
16
y = 2 x + 8 ii y = −5e 1− x − x 3 + c
c = 10
y = −5e 1− x − x 3 + 10
4
8 b i 28 ( 7 x + 8 ) 3 + c
ii  3 (7 x + 8) 43  8
 28  0
y = 16 – x2
180
= or 25.7
–4 0 4 x 7
dy
2 ii When = 0, ( 3 x − 1)( x − 3) = 0
b 36 units2 dx
12 a (0, 9) and (3, 0)
x = 1, x = 3
b 9 units2 3
 3 
Exercise 15.5 Page 308 2  0 ∫
iii Area = 1 (10 + 19 ) 3 −  x 3 − 5 x 2 + 3 x + 10 d x 

 3 3 
∫
1 ln 3 x + 1 + c 1(
1 a = 10 + 19 ) 3 −  x − 5 x + 3 x + 10 d x 
2
3 2  0 
b 1 ( 3 x + 1) 5 + c
87  x 4 5 x 3 3 x 2 3
15 = − − + + 10 x 
2  4 3 2  0
1 e 3 x +1 + c
( )
c 87 81 27
3 − − 45 + + 30
2 4 2
d (-cos 3 x + 1 ) + c
3 = 24.75
e (sin 3 x + 1)+c 3 i x = 2, 4
3
f 3ln x − 3 + c ii
∫
3 x − 14 + 322 dx = 1.5 x 2 − 14 x − 32 ( + c )
x x
g 1 ( 2 x − 1) 4 + c
8 Area = 1.5 x 2 − 14 x − 32  4
 x 2
h 2e 2 x − 3 + c
i − cos ( 3x ) + c = (− )2
j ()
8 sin x + c
2 Chapter 16 Kinematics
5
2
k ( x − 2) 2 + c
5
5
(2 x − 1) 2 No. One component of its motion will be in orbit
l +c
5 round the Sun. Another component will be at right
2 a
3 ( )
1 ln 13
7
angles to it. Given the distance to Jupiter, it is likely
b 23 632.4
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that the spacecraft will complete several orbits of ii
speed
the Sun before it reaches Jupiter.

The particle is in motion, but has slowed down
while still travelling towards O.

1 a v = 12t 2 − 12t
a = 24t − 12
b
distance
0 1 2 t
iii a
0 1 2 t
0 0.5 2 t
c i v
–12
2 a i v = 10 t − 1, a = 10
ii 3, -1, 10
iii when t = 0.1, s = 2.95
b i v = 3 − 3t 2 , a = −6t
ii 0, 3, 0
iii when t = 1, s = 2
c i v = 4t 3 − 4, a = 12t 2
ii -6, -4, 0
iii when t = 1, s = −9
d i v = 12t 2 − 3, a = 24t
ii 5, -3, 0
0 1 2 t iii when t = 0.5, s = 4
e i v = −4t + 1, a = −4
ii 5, 1, -4
iii when t = 0.25, s = 5.125
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3 a v = 6t − 3t 2 , a = 6 − 6t Exercise 16.2 Page 320
b t = 0, 2 s 1 a v = 2t − 3t 2 + 1 , s = t 2 − t 3 + t
c 4m
d -24 m s -1; travelling in the negative direction b v = 2t 2 + 4 , s = 2 t 3 + 4t + 3
3
e 6 m s -2 c v = 4t 3 − 4t + 2 , s = t 4 − 2t 2 + 2t + 1
4 a 1m d v = 2t + 2 , s = t 2 + 2t + 4
b v = 4 − 10t
c 0.4 s e v = 4t + 1 t 2 + 1 , s = 2t 2 + 1 t 3 + t + 3
2 6
d 1.8 m 2 a v = 3t 2 − 12t + 9, s = t 3 − 6t 2 + 9t
e 1s b 3 s
f h 3 a -3 ms -1
b 2 s, -4 m
4 a v
1 v = 30 − 5t
h = 1 + 4t − 5t2 20
t
t 1 2 3 4 5 6 7 8
0
1 2
g -6 m s -1 b 6s
5 a v = 2 t 3, a = 2t 2 c 90 m
3
b 6s 5 a v = 4t + 6t 2
c 216 m, 144 m s -1 b 48 m
6 a 2.5 s, 5 s 6 a a = 3t 2 − 8t + 4
b 5 m s -2 , -5 m s -2 b 2 , 2 s; particle is slowing down
3
c 3.125 m s -1 c 8.25 m
d v
t 1 i
dy
0 = 36 − 6t
1 2 3 4 5 6 7 8 dt
dy
When = 0, t = 6
dt
–10 ii When v = 0, t = 12
v = 15t − 2t2 − 25 iii s = 18t 2 – t 3 (+c)
When t = 12, s = 864
–20 iv When s = 0, t = 18
v = –324
So speed is 324 m s -1
2 i Velocity = 9 m s -1
ii Acceleration = -7.8 m s -2
Discussion Point page 320 iii Distance OP = 11.1 m
If the velocity is v = 3t 2 + 2, the acceleration is 3 i t = e 5 − 1 or t 2 + 1 = e 5
t = 12.1
given by a = dv = 6t . Since this involves t it is
dt ii Distance = ln 10 – ln 5
not constant. So you cannot use the constant = ln 2 or 0.693
acceleration formula and must use calculus instead. 2t , v = 0.8
You can also use calculus if the acceleration is iii v = 2
t +1
constant.
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iv a =
( t 2 + 1) 2 − 2t ( 2t ) 5
2
y = −2 sin 2 x + x + 2 x + 6
(t 2 + 1) 2 2
6 i Using 1 + tan 2 A ≡ sec 2 A
When t = 2, a = − 6 , or –0.24
25
( ( ) )
5 + 4 sec 2 x − 1
3
Review exercise 5
( )
= 5 + 4sec 2 x
3
−4
4 ln ( 2 x + 1) cos 4 x + 2 sin 4 x
1 a
b xe x − 3e x
2x + 1
( )
= 4sec 2 x + 1
3
2 a
x4
3 x − 24
( )
ii 3tan x + c
3
3 π
iii 8 3 + units2
( x − 4) 2 2
b 5 x − 9 y + 169 = 0 7 a i 0 ms –2
3 439 cm 2 (3 s.f.) ii 110 m
4 a 4 x3 + 6x2 + 9x + c b i 2.5 ms –1
ii t = π s or 0.785s ( 3 s.f.)
3
b 57 units2 4
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Glossary
absolute value Any real number in its positive completing the square Writing a quadratic
size. May also be referred to as the modulus or expression in the form (x + b)2 + c or a(x + b)2 + c
magnitude. convergent The terms in a geometric series
acceleration The rate of change of velocity with become progressively smaller in size.
respect to time. cubic expression An expression of the form
amplitude The amplitude of a curve is the largest ax 3 + bx 2 + cx + d where a ≠ 0.
displacement from the central position (i.e. the definite integral An integral with two limits.
horizontal axis).
descending When the powers of x are decreasing
arbitrary constant A constant in an expression or from one term to the next.
an equation that can take any value. Its value does
differentiation The process of finding the
not depend on the variable(s) in the expression or
derivative or gradient function.
equation.
differential equation An equation which includes
arithmetic sequence A sequence in which the
one or more derivatives of a function.
terms increase or decrease by a fixed amount (the
common difference). Also known as an arithmetic discriminant The discriminant discriminates
progression (A.P.). between quadratic equations with no roots,
quadratic equations with one repeated root and
arithmetic series When the terms of an arithmetic
quadratic equations with two real roots.
progression are added together.
displacement The distance from a starting point.
ascending When the powers of x are increasing
from one term to the next. divergent The terms in a geometric series become
progressively larger in size.
asymptotes These may be shown as dotted
lines on a graph. The branches of a curve get domain The domain of a function f(x) is the set of
increasingly close to them but never actually touch all possible inputs.
them. exponential decay In an exponential function,
base (geometry) The base of a triangle (or any when x < 0, it is referred to as exponential decay.
other 2D shape) is one of its sides. Any side can exponential function The inverse of the logarithm
be the base, but the height must be measured function, in the form y = a x.
perpendicular to the chosen base. exponential growth In an exponential function,
base (logarithms) In log 2 8 = 3, the number 2 is when x > 0, the function y = a x is referred to as
referred to as the base of the logarithm. Read this exponential growth.
as ‘log to base 2 of 8 equals 3’. factor theorem This theorem states that if (x − a)
binomial expansion An expression where a is a factor of f(x), then f(a) = 0 and x = a is a root of
binomial expression such as (x + 1) is raised to a the equation f(x) = 0.
power. flow chart A flow chart can be used to show the
chain rule A rule used in differentiation to find individual operations within a function in the order
the derivative of an expression that is a function of in which they are applied.
a function. function A rule that associates each element of
circumference The distance around a circle. one set (the input) with only one element of a
combination A selection where the order is not second set (the output).
important. function notation A way of expressing the
common difference When d is a fixed number in relationship between a function and its variable(s).
an arithmetic sequence, uk + 1 = uk + d. For instance, if f is a function of x, it is common to
write f(x).
common ratio When r is a fixed number in a
geometric sequence such that uk + 1 = ruk. general solution A solution which is given in terms
of a constant. This constant may be arbitrary or it
composition function When two functions are
may satisfy one or more conditions.
used one after the other.
378
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geometric sequence The terms of this sequence periodic A function that repeats itself at regular
are formed by multiplying the previous term by a intervals.
fixed number (the common ratio). Also known as permutation An ordered arrangement of people,
geometric progression (G.P.). objects or operations.
geometric series The sum of the terms of a perpendicular Two lines that intersect at an angle
geometric sequence. of 90°.
gradient function The gradient of the curve at the point of inflexion The point where a curve
general point (x, y). changes from concave up to concave down, or vice
identity Unlike the solution of the equation, an versa.
identity is true for all values of the variable. polynomial An expression in which, with the
image set The set of output values for a given exception of a constant, the terms are positive
function. integer powers of a variable.
indefinite integral An integral which has no limits. position vectors These start at the origin and are
infinite sequence A sequence that has an infinite the vector equivalent of coordinates.
number of terms. product rule The method of differentiating two
infinite series The corresponding series of infinite functions that are being multiplied together.
sequences. quadratic expression Any expression of the form
integration Using the rate of change of a quantity ax 2 + bx + c, where x is a variable and a, b and c are
to find its total value at the end of an interval. constants with a ≠ 0.
inverse function An inverse function reverses the quadratic formula The quadratic formula is
x = −b ± 2ba − 4 ac . It is used to solve a quadratic
2
effect of the function.
limits In integration, the limits are the values equation in the form ax 2 + bx + c = 0.
between which an integral is evaluated.
quartic A quartic has a term in x4 as its highest
linear equation The graph of a linear equation is a power.
straight line. The highest power of the variable is 1.
quintic A quintic has a term in x5 as its highest
logarithm Another word for index or power. power.
magnitude Another word for the modulus (of a quotient rule The method of finding the derivative
quantity). of a function that is the ratio of two differentiable
major sector A sector of a circle where the angle at functions.
the centre is between 180° and 360°. radian A unit of measure of angles. π radians
minor sector A sector of a circle where the angle = 180°
at the centre is less than 180°. radius A line which joins the centre of a circle to a
modulus The modulus of a number is its positive point on the circumference.
value even when the number itself is negative. The range All possible output values of a function, also
modulus is denoted by a vertical line on each side known as the image set.
of the number (e.g. x). It is also referred to as the
remainder theorem This theorem states that, for
magnitude of the quantity.
any polynomial f(x), f(a) is the remainder when f(x)
one-one function A function where every object is divided by (x − a).
has a unique image and every image comes from
roots In a quadratic equation, roots are the
only one object.
x-coordinates of the points where the curve either
order The highest power of a polynomial. crosses or touches the x-axis.
parallel Two lines that have the same gradient. scalar A quantity with magnitude but no direction.
Pascal’s triangle The binomial coefficients sector The shape enclosed by an arc of a circle and
presented as a triangular array of numbers. It is two radii.
named after Blaise Pascal.
series The sum of the terms of a sequence.
perfect square An expression in the form (px + q)2 .
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sequence A set of numbers in a given order. turning point A turning point is a type of
solution The values for which an equation is true. stationary point. This is where a curve changes
from increasing to decreasing and vice versa.
speed The rate of change of distance with respect
to time. unit vector Any vector of length 1.
stationary point A point on a curve where the vector A quantity that has both magnitude and
gradient is zero. direction.
summation The process of adding terms in a velocity The rate of change of displacement with
sequence together. respect to time.
term When referring to sequences, each of the
numbers in a sequence are called terms.
380
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Index
A arc length 158–9, 161–3 descending powers of x 223–4
with centre (a,b) 137–41 differentiation 256–88, 290,
abacuses 41 coordinate geometry of 369–73
absolute value see modulus 136–56, 354–6 composite functions 283–5
acceleration 313 equation of 137–55 differentiation rule 258–9,
variable 315–19 intersections 142–54 290
acceleration–time graphs 316, 319 measurement 157–65, 356–7 equations of tangents and
amplitude, of an oscillating graph sector area 158–9, 161–3 normals 268–74
177, 183–4 segments 163 ex and ln x 277–80
angles tangents to 144–8 gradient function 256–61
of any size 175–7 circular functions 329 product rule 280–1, 284
of a circle 157, 159–63 circumference 157–8, 160 quotient rule 281–2, 284
positive and negative 171–3 coefficients 20, 24–7, 32–3, 42, second derivatives 265–8
right-angled triangles 166–71 70, 79–80, 239 stationary points 261–5
see also trigonometry combinations 210–14, 363–4 sums and differences of
arc length 158–9, 161–3 common difference 224–5 functions 259–61
area common ratio 231–6 trigonometrical functions
between a graph and the completed square form 25–6 274–7
x-axis 296–305 completing the square 21, 25–9 discriminants 30–1, 34, 143–4,
of a circle 157 composite functions 13–14, 283–5 151–3
of a sector 158–9, 161–3 constants 129, 138 displacement 312–24
under the curve 296–300, 302 arbitrary 290 displacement–time graphs
arithmetic progressions 224–30 quadratic functions 24–6 313–14, 316–18
sum of terms 226–30 convergent series 235–7 distance 315
arithmetic series 225 cosecant (cosec) 174–5, 195–6, distance–time graphs 312–13,
arrangements 207–11, 214–15 199 316–18
ascending powers of x 223–4 cosine (cos) 167–70, 198, 308 divergent series 235
asymptotes 92, 179, 190, 279 angles of any size 175–6 division, polynomials 42–3
cos x 274–7, 306 domain of a function 4–5, 11–13
B differentiation 274–7 dy
base of a logarithm 91, 96–100, see differentiation
integration 306–9 dx
106, 126 positive and negative angles
bearings 249 172 E
binomial coefficients 218–24 reciprocal trigonometrical ex 106–10, 277–80
formula for 219–22 functions 174 graphs of 106–10
tables of 219 trigonometrical equations see also exponential functions
binomial expansion 217–19, 221–4 and graphs 179–80 elimination method 79, 82
of (1 + x)n 222–4 trigonometrical identities equations 55–76, 339–45
binomial expressions 218, 192–6, 199 of a circle 137–55
219–20, 222–4 cosine graphs 177–8, 180, 183, cubic 43–50
binomial theorem 217–24 186–7, 190, 192, 277 differential 290
cotangent (cot) 174–5, 195–6, 199 and logarithms 99–101
C cubic equations 43–50 modulus 57–63
calculus 315–19, 322 cubic expressions 41, 47 of a straight line 31, 119–23
see also differentiation; cubic functions, modulus of 70–1 of tangents and normals
integration cubic inequalities 70–4 268–74
CAST rule 176 trigonometrical 179–82,
chain rule 283–5 D 192–9
chords 257–8 definite integrals 294–6, 307–9 see also quadratic equations;
common 148–9 derived functions 258 simultaneous equations
circles see also gradient functions exact form 174
381
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exponential functions 105–14, displacement and velocity 312 J
277, 350, 437–50 of exponential functions
bases 107 105–10, 112–13 j (unit vector) 242–52
graphs of 105–10, 112–13 gradient functions 257–8,
exponential growth/decay 110–14 260–1, 269, 272–4
K
exponential relationships 126, identities and equations 195, kinematics 312–24, 376–8
128–9 197–9
of logarithms 92–5, 97, 100, L
F 103–4 limits (series) 217
factor theorem 45–9 of modulus functions 56–7 linear simultaneous equations
factorials 206–9, 221 of motion in a straight line 314 78–83
factorisation 99 quadratic functions 21–34, lines
exponential functions 109 36–8 length of a line 121–2, 140, 151
quadratic equations 69–70 solving cubic equations 43–6, line segments 36
quadratic functions 23–5, 48 motion in a straight line
30–1, 36 solving cubic inequalities 70–4 313–15
factors, of polynomials 41–52, solving modulus equations parallel 122–3
336–8 57–63 perpendicular 123–5, 144–5,
family trees 89–90 solving modulus inequalities 269
feasible region of an inequality 67 65–9 see also straight line graphs
flow charts (number machines) 4 solving simultaneous ln x 277–80
functions 3–19, 330–3 equations 78, 81, 83–4, 86 logarithms 91–106, 114–15, 250,
composite 13–14, 283–5 stationary points 261–6 437–50
derived 258 of trigonometrical functions bases 91, 96–100, 106, 126
domains 4–5, 11–13, 27 177–92 and exponential functions
inverse 9–13 of vectors in two dimensions 105–6, 109
mappings 5–8 245–6 geometric progressions 232
modulus function 15–18, 56–7 y = Abx 126, 128–9 inverse 106
range 4–5, 11–13, 27 y = axn 126–7 laws of 95, 96–7
sums of 259–60 see also quadratic curves; solving equations with 99–101
see also exponential straight line graphs solving inequalities with
functions; gradient 101–5
functions; logarithms; I and y = axn 126–7
quadratic functions i (unit vector) 242–52 long division, algebraic 49–50
identities, trigonometrical 192–9
G images 4–7 M
Gauss, Carl Friedrich 226–7 indefinite integrals 294, 306–8 magnitude see modulus
general solution 290–1 indices (singular: index) 96 mappings 5–8
geometric progressions 90, 231–9 see also logarithms measure, circular 157–65, 356–7
infinite 235–7 inequalities 55–76, 339–45 method of squaring 61
sum of terms 233–4 cubic 70–4 midpoint of a line 121, 140
geometric series 235–7 modulus 64–9 modulus 15–18, 56–7
Global Positioning System (GPS) quadratic 36–8 of cubic functions 70–1
136 using logarithms 101–5 modulus equations 57–63
gradient functions (derivative) infinite geometric progressions modulus inequalities 64–9
differentiation 256–61, 269, 235–7 motion
272–4 infinite sequences/series 217 in a straight line 313–15
integration 291, 293–4 inflexion, points of 70 with variable acceleration
gradients 144–9, 312–13, 322 integration 289–311, 322, 373–6 315–19
stationary points 261–5 area between a graph and the
of a straight line 119–20, x-axis 296–305 N
122–5, 127, 130–1 definite integrals 294–6, Newton, Isaac 136, 256
graphs 55–76, 89, 322, 339–45 307–9 normals, equations of 268–74,
area under the curve 296–300, indefinite integrals 294, 306–8 277, 279–80
302 interchange 10, 14, 105 notation 4, 327–9
382
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arithmetic progressions 225–6 completing the square 21, sequences 216–17, 224
circles 157 25–6 arithmetic 224–30
geometric progressions 231–2 discriminant 30–1, 34 geometric 90, 231–9
gradient function 258 factorisation 23–5 infinite 217
series 216–17 problem-solving with 35 series 216–40, 364–5
vectors 241–5, 329 roots 29–30, 32–4 arithmetic 224–30
solution with substitution and binomial theorem 217–24
O 69–70 convergent, divergent 235–7
objects 5–7 quadratic expressions 21–2, geometric 231–9
operations, notation 327 24–6, 28, 41 infinite 217
outputs 4–7 quadratic formula 29–30, 144 sets 224
quadratic functions 20–40, 333–6 simultaneous equations 77–88,
P completing the square 21, 142–3, 345–6
parallel lines 122–3 25–8, 29 elimination method 79, 82
particles 313 factorisation 23–5, 36 graphical solution 78
particular solutions 290 intersection of a line and a linear, non-linear 78–87
Pascal’s triangle (Chinese curve 31–4 substitution method 80–6
triangle) 218–20 lines of symmetry 21, 22–3, sine (sin) 167–70, 172, 174–6,
perfect squares 26 25, 27 179–80
perimeters, sector 161–3 maximum and minimum angles of any size 175–6
period of an oscillation 177, 179 values 21–8 differentiation 274–7
periodic functions 177–9 problem-solving 35 integration 307–8
permutations 209–10, 363–4 quadratic inequalities 36–8 sin x 274–7
perpendicular bisectors 124–5 quadrats 55 trigonometrical identities
perpendicular lines 123–5, quartic expressions 41 192–7, 199
144–5, 269 quintic expressions 41 sine curve 177
points of inflexion 70 quotient rule 281–2, 284 sine graphs 177–8, 180–92, 275–6
polynomials 21, 218 ‘sohcahtoa’ mnemonic 167
division 42–3 R speed 241, 313–15, 322–3
factor theorem 45–9 radians 159–63, 169–71, 275, 307 speed–time graphs 316–19
factors of 41–52, 336–8 radius 137–40, 144, 151, 153, 157, spheres, volume 284–5
multiplication 42–3 159–61 square numbers
order of 21, 41 range of a function 4–5, 11–13 method of squaring 61
remainder theorem 49–50 reflections 9–10 perfect 26
solving cubic equations 43–5 and graphs of exponential square roots 30
see also quadratic equations; functions 107 and quadratic equations
quadratic functions of logarithmic graphs 92–4 69–70
position vectors 242 remainder theorem 49–50 stationary points 261–6, 292
powers see indices; logarithms resultant vectors 245–6 of inflexion 261
principal values of roots 143–4, 150–3 straight line graphs 118–35, 352–4
trigonometrical functions cubic equations 43–6, 49 length of a line 121–2
180 principal value 180 midpoint of a line 121
probability 211 relationships of the form
product rule 280–1, 284 S y = Abx 126, 128–9
Pythagoras’ theorem 121–2, Same Signs, Subtract (and relationships of the form
137–8, 169, 193, 242–3 Opposite Signs, Add) y = axn 126–7, 129
rule 79 y = mx + c 119–26, 129–33
Q scalars 241, 245 stretches 183–8, 190–1
scale factors 97, 108, 183–8, 190–1 substitution method 80–6
quadrants 176–7
secant (sec) 174–5, 195–9, 307–8 summation 217
quadratic curves 21, 29–34,
second derivatives 265–8 symbols 327
36–8, 269
sectors of a circle, area 158–9, symmetry
quadratic equations 21–2, 24–6,
161–3 lines of 21–3, 25, 27, 168
31–5, 41, 142–4, 149–50,
segments of a circle 163 rotational 300
152–3
383
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T triangles addition and subtraction
adjacent side 166–7 245–6
tangent (tan) 167–73, 174–7, hypotenuse 166–7 column 242–4, 247–8, 250
179–80 length of a line 121–2 component form 242, 244
angles of any size 175–7 opposite side 166–7 magnitude/modulus 242–3
differentiation 274–6 and quadratic equations 25 multiplication by a scalar 245
tan x 274–6 types of 166–71 resultant 245–6
trigonometrical identities trigonometry 166–203, 357–62 terminology and notation
192–5, 197, 199 angles of any size 175–7 241–5
tangent graphs 179–81, 183, 190–1 CAST rule 176 in two dimensions 241–53
tangents to a curve 32, 257–8, and differentiation 274–80 unit 242, 247–51
261, 275, 277 equations 179–82 zero 247–51
and circles 142–3, 144–8 identities and equations 192–9 velocity 241, 312–24
equations of tangents and reciprocal functions 174–5, determination of
normals 268–74 196 displacement from 320–3
terms of a sequence 217–18, in right-angled triangles determination from
220–35 166–71 acceleration 320–3
time 312–23 trilateration 136 initial 320
transformations turning points 21, 23–8, 70, velocity–time graphs 313, 316–19
of graphs of exponential 261–6, 276, 278, 292 vertical line of symmetry 22–3, 27
functions 107–9 maximum and minimum Viète, François 20
of logarithmic graphs 92–5 23–8, 261–6, 276–8
of trigonometrical graphs Y
183–92 U y = Abx 126, 128–9
translations
undefined 171 y = axn 126–7, 129
and graphs of exponential
unit vectors 242, 247–51 y = mx + c 119–26, 129–33
functions 109
of logarithmic graphs 92–3, 95 V Z
of trigonometrical graphs
184–5, 187, 189–90 variables 77 zero vectors 247–51
vectors 241–53, 365–9
384
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The Cambridge IGCSE™ and O Level Additional Mathematics Student’s Book Second

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Val Hanrahan, Jeanette Powell,

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From the authors

9781398373952.indb 5 17/03/23 8:26 PM

How to use this book = sin(x 2)

Approach The modulus function

out in bold type. For example, |28| = 28 and |–28| =at 28

point (1, 2).

The curve, tangent and normal are shown on this

Equations of tangents and normals

class with your teacher or fellow students,

(b) A team of 6 people is to be selected from 8 men and 4 women.

Exercises Cambridge IGCSE Additional Mathematics (0606)

These appear throughout Exercise 1.2 3 a)Arrangements c) gh(x)

Review exercises Review exercise 3 y=x

You can work through these exercises Ch 7

These icons highlight questions O x

a) Find the coordinates of the point of intersection of l1 and l2 . [5]

9781398373952.indb 7 17/03/23 8:26 PM

Command word What it means

Plot Mark point(s) on a graph

The information in this section is taken from the Cambridge

Explore the book cover: how are pine cones

9781398373952.indb 8 17/03/23 8:26 PM

9781398373952.indb 1 17/03/23 8:26 PM

13 Solve 2 (10 − 4 x ) = 8 (1 + x ) . 18 Use Pythagoras’ Theorem to calculate the

17 Work out 2 x + 5 ÷ 4 x + 10 x . Give your

9781398373952.indb 2 17/03/23 8:26 PM

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You can write the equation of a line in the form y = 2 x + 3 using

The domain and range

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c) A fraction cannot have a denominator of 0, so 2x + 1 ≠ 0

There are four different types of mappings.

9781398373952.indb 5 17/03/23 8:27 PM

9781398373952.indb 6 17/03/23 8:27 PM

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b) y = x² is a ∪-shaped curve through the

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scale on both axes.

9781398373952.indb 9 17/03/23 8:27 PM

An alternative method is to interchange the coordinates, since this gives

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You may find it

So, the range of f(x) is f(x)  0

9781398373952.indb 11 17/03/23 8:27 PM

b) The range of f(x) is f(x)  0 ⇒ the domain of f -1(x) is x  0

The domain and

Exercise 1.1 1 For the function f(x) = 3x + 4, find:

2 For the function g(x) = (x + 2)², find:

3 For the function h: x → 3x 2 + 1, find:

4 For the function f: x → 2 x3+ 6 , find:

c) f(x) = 2 x3− 3 d) f(x) = 2 − x 2

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2 (i) Sketch the graph of y = |3x - 5|, for -2  x  3, showing the