Extension worksheet 1 Counting principles

Questions
1. A necklace is to be made by threading four identical black beads and four identical white
beads onto a string which is closed into a loop.
How many different patterns can be made?
2. Given an unlimited supply of 50p, £1 and £2 coins, in how many different ways is it
possible to make a sum of £100?
3. A tennis competition has 1093 entrants. In each round, if there is an even number of
people, each entrant plays one other entrant and the winner progresses to the next round.
If there is an odd number of people, one person gets a ‘bye’ (an entry to the next round,
without playing a match) and the remaining entrants all play matches. So, in the first
round, 546 matches are played and 1 bye is given. How many matches are played in total?

There is a nice way of getting to this answer described in the answers. Is there a
concept of beauty when judging mathematical solutions?

4. There are six addressed letters and six addressed envelopes. One letter is put into each envelope.
(a) In how many ways can exactly two letters be put into incorrect envelopes?
(b) In how many ways can exactly five letters be put into incorrect envelopes?
(c) In how many ways can every letter be put into an incorrect envelope?

This type of problem is called a derangement. There is an interesting link between

derangements and number e.

5. An exam has six questions each marked out of 8. How many different sets of marks are
there if:
(a) the mark in each question is less than in the previous question?
(b) the mark in each question is less than or equal to the previous question?

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 1 Counting principles 1
 Extension worksheet 2 Exponents and logarithms
Questions
1. (a) Show that:
2+ 3 − 2− 3 = 2 
(b) Hence prove that:
log 1
8
( 2+ )
3 − 2 − 3 = − 16 
(c) Find all possible pairs of integers a and n such that:

log 1
n
( a+ 15 − a − 15 = − 12  )
 (© Ed excel 2003)

2. Given that x > y > 0,

1
(a) By writing log y x = z, or otherwise, show that log y x = 
1 log x y
(b) Given also that log x y = log y x, show that y = 
x
(c) Solve the simultaneous equations
log x y = log y x,
log x (x – y) = log y (x + y).
 (© Ed excel 2006)

3. (a) Anna, who is confused about the rules for logarithms, states that
(log3 p)2 = log3 (p2)
and log3 (p + q) = log3 p + log3 q.
However, there is a value for p and a value for q for which both statements are correct.
Find the value of p and the value of q.
(b) Solve
log 3 (3x 3 − 23x 2 + 40 x )
= 0.5 + log3 (3x – 8).
log 3 9
 (© Ed excel 2008)

4. (a) How many digits does 2500 have?

(b) What is the last digit of 2500 ?
(c) What is the first digit of 2500 ?
(d) What is the second digit of 2500 ?

5. If x = 10100 and y = 10010 find, with proof, which is larger: x y or y x ?

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 2 Exponents and logarithms 1
 Extension worksheet 3 Polynomials
Questions
1. (a) Find the values of b for which the quadratic function f ( x ) = x bx + 1 has real roots.
(b) Show that when b > 2 , f x)
x has two positive roots.
(c) When does f xx) have two negative roots?
(d) Fill in the table showing the number and the sign of the roots of f x)
x for various
values of b :

b Number of real roots Sign

b>2 two positive

b=2
none
b = −2
two

2. (a) Find the polynomial f xx) of degree 10 such that f ( x ) = 0 for x = 1, 2,…,10 and
f (11) = 1 , and evaluate f ( ).
(b) Let g (x ) be a polynomial of degree 10 such that g (n) = n for n = 1, 2,…,10 and
g (11) = 12. Find g( ).

1
3. Let f (n) be a polynomial of degree 1000. Suppose that for all integers 1 ≤ n ≤ 1001 , f (n) = .
Evaluate f ( ). n

x is a polynomial with integer coefficients. a, b, c and d are distinct integers such that
4. f x)
f (a ) = f (b ) = f (c ) = f (d ) = 5. Prove that there is no integer value e such that f (e ) = 12 .

5. The quadratic equation 4x2 – 4(k + 3)x +5k + 8 = 0, where k is a real number, has roots α
and β.
(a) Show that α and β are real and unequal for all values of k.
(b) Given that k varies, find the least value of |α — β|.
(c) Given that α = 2β, determine the values of k and β.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 3 Polynomials 1
 Extension worksheet 4 Algebraic structures

When we solve an equation algebraically we are saying that the final solution will work in the
original equation. However, sometimes our working will introduce other solutions. For example,
working with the equation x = −1:

x = −1
⇒ x2 = 1
⇔ x 1 o x = −1
Clearly x = 1 is not a solution to the original equation, so how has it been found in the working?
The answer lies in the logical symbols on the left.
⇔ means ‘this line is equivalent to’
⇒ means ‘ this line follows from the previous line’
⇐ means ‘the previous line follows from this’

The third symbol means that the argument is not reversible: If x = −1 then we know that x 2 = 1
but if x 2 = 1 we cannot conclude that x = −1 .
For the final answer to be a solution to the original equation all the implications must be
‘equivalent to’. If there is a ‘follows from’ then we need to check that our solutions do work in the
original equation.
Questions
1. Zhao was asked to solve the equation 2 x x 1.
Here is her working:

2x x 1

⇔ (2x )2 x 1
2

⇔ (2x )2 ( x 1)2
⇔ 4x2 x2 2x + 1
2
⇔ 3 22xx − 1 0
⇔ (3 1) ( x + 1) 0

1
⇔ x or x = −1
3

(a) By checking her solutions, find the correct solution.

(b) In which line of working is her mistake?

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 4 Algebraic structures 1
2. Lambert was asked to solve the equation x ( x + ).
Here is his working:

x ( x+ )
⇔ x2 3x 4
3x
⇔ x 2 3x 4 = 0

⇔ (x )(
)( x + ) = 0
⇔ x 4 o x = −1
(a) By checking his solutions, find the correct solution.
(b) In which line of working is his mistake?

3. Craig was asked to solve the equation x 2 3x .

Here is his solution:
x2 = 3x
⇔ x=3
(a) Show that x = 0 is also a solution to the original equation.
(b) What logical symbol should Craig have used in the second line?

1 5 − 2x
4. Freja was asked to solve the equation x − = 1+ .
x−3 x−3
Here is her working:

1 5 − 2x
x− = 1+
x−3 x−3
6 − 2x
⇔ x −1 =
x−3
⇔ ( x )(
)( x − ) = 6 − 2x
⇔ x2 4x 3 = 6 2x
4x
⇔ x2 2x 3 = 0
⇔ (x )(
)( x + ) = 0
⇔ x 3 x = −1
(a) By checking her solutions, find the correct solution.
(b) In which line of working is her mistake?

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 4 Algebraic structures 2
5. Jamie was asked to solve log 2 ( ) log 2 ( 2
log ) 3.
Here is her working:

og 2 ( 2
log 2 ( − ) log ) 3

⇔ log 2 ( − (2 )) 3

⇔ log 2 ( x 2 2 ) 3

⇔ x2 x 23
⇔ x2 2x 8 = 0
⇔ (x )(
)( x + ) = 0
⇔ x 4 o x = −2
(a) By checking her solutions, find the correct solution.
(b) In which line of working is her mistake?

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 4 Algebraic structures 3
 Extension worksheet 5 The theory of functions
Questions
1. Sketch the following ‘unusual’ graphs for 1 ≤ x ≤ 8, x ∈:
(a) y = factors of x
(b) y = distance to nearest square number
(c) y = highest common factor of x and 12
(d) y = number of letters in the English spelling of x .

Some relations such as the one in (d) have remarkably interesting and stable
mathematical properties. More can be found in the On-line Encyclopaedia of Integer
Sequences (oeis.org).

2. Solve the following functional identities:

A functional identity is a relationship that is true for all values of the variables in
question. To solve a functional identity means to find all functions which satisfy it.

(a) y f ( x ) = x f ( y )
(b) f ( xy ) = x f ( y )
(c) f ( x + y ) + f ( x − y ) = 2 x 2 + 2 y 2
(d) f ( x + y ) − f ( x − y ) = 4 xy .

3. Given that f (ax ) = a f ( x ) for all real a and x , and that f (2) = 5, find f (17).
4. Given f (x ) such that f (1 − x ) + (1 − x ) f ( x ) = 5, find f (5).
5. (a) Is the largest possible domain of fg ( x ) the same as the largest possible domain of g ( x ) ?
(b) What are necessary and sufficient conditions for the function fg (x ) to exist?
6. Prove that either g ( x ) = f (x ) or g ( x ) = f −1 (x ) is a sufficient but not necessary condition
for fg ( x ) = gf (x ).
x −a
7. (a) What values of a and b make f ( x ) = a one to one function?
x −b
x −a
(b) What values of a and b make f ( x ) = a self inverse function?
x −b

8. Prove that ( f  g ) ( x ) = g −1  f −1(x ).

−1

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 5 The theory of functions 1
 Extension worksheet 6 Transformations of graphs:
modulus functions
Questions
1. (a) Sketch the graph of x + | x − 3 |.
(b) Solve the equation x + x − 3 = 5.
2. Solve the equation x + x + 1 + x + 3 = 7.
3. Solve the equation 2 + x = 5.
4. Describe the graph
3 − x x < 3
y=
x − 3 x ≥ 3
as a function with the same rule across all of its domain.
5. Describe the graph below as a function with the same rule across all of its domain.
y

6. Describe the following graph as a function with the same rule across all of its domain.
y

x
7. Find the equation of the following graph as a function with the same rule across all of its domain.
y

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 6 Transformations of graphs 1
 Extension worksheet 7 Sequences and series
Questions
1. A textbook writer wants to set a question of the type:
The sum to infinity of a geometric series is 1 and the second term of the geometric series is
x. Find the value of the common ratio.
He wants to select a value of x so that there is only one answer to this question. What are
the possible values of x?
2. The sum of the first p terms of an arithmetic series is q and the sum of the first q terms of
the same arithmetic series is p, where p ≠ q. Find the sum of the first (p + q) terms of
the series. (© Ed excel 2010)
3. (a) Express the decimal a = 0.7777… as a fraction.
(b) If u1 = 7 , u2 = 77 , u3 = 777 un = 77
…
 77 express un in terms of a.

n digits

(c) Hence or otherwise find an expression for the sum

Sn = 7 + 77 + 777 + 7777…(n terms).

1 1 1 1
4. Prove that + + + … does not converge.
1 2 3 4

This sequence is called the harmonic sequence and it has some very interesting
properties.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 7 Sequences and series 1
 Extension worksheet 8 Binomial expansion

Questions
Prove the following binomial identities. Try:
• considering the factorial form of binomial coefficients
• considering binomial expansions with clever values substituted in
• comparing coefficients of expressions involving binomial coefficients.
Several require previous results.

⎛ ⎞ ⎛ n − 1⎞ ⎛ n − 1⎞
1. ⎜ ⎟ = ⎜ +
⎝ r ⎠ ⎝ r ⎟⎠ ⎜⎝ r − 1⎟⎠
⎛ n⎞ ⎛ n ⎞
2. ⎜ ⎟ = ⎜
⎝ r ⎠ ⎝ n r ⎟⎠
⎛ n⎞ ⎛ n − 1⎞
3. ⎜ ⎟ r n⎜
⎝ r⎠ ⎝ r − 1⎟⎠
⎛ n ⎞ ⎛ m⎞ ⎛ n⎞ ⎛ n r ⎞
4. ⎜ ⎟ ⎜ ⎟ = ⎜ ⎟ ⎜
⎝ m⎠ ⎝ r ⎠ ⎝ r ⎠ ⎝ m r ⎟⎠
r n
⎛ n⎞
5. ∑ ⎜⎝ r ⎟⎠ = 2 n

r =0

r n
⎛ n⎞
∑ ( −1) ⎜⎝ r ⎟⎠ = 0
r
6.
r =0

r n
⎛ k r ⎞ ⎛ k n + 1⎞
7. ∑ ⎜⎝ =
r ⎟⎠ ⎜⎝ n ⎟⎠
r =0

r n
⎛ n⎞ ⎛ m ⎞ ⎛ n + m⎞
8. ∑ ⎜⎝ r ⎟⎠ ⎜⎝ k =
r ⎟⎠ ⎜⎝ k ⎟⎠
r =0
2
r n
⎛ n⎞ ⎛ 2n⎞
9. ∑ ⎜ ⎟ = ⎜ ⎟
r =0 ⎝ ⎠ ⎝ n⎠
r

For questions 1 8 try proving the identities using combinatorial arguments.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 8 Binomial expansion 1
 Extension worksheet 9 Circular measure and
trigonometric functions
Throughout this worksheet, you should use the following definition of a periodic function:
The function f (x ) is periodic with period p if, for all x, f ( x + p ) = f (x ).

Questions
1. (a) Use your calculator to sketch the graph of y = sin x + sin3x (x is in radians).
(b) Use your graph to estimate the period of f ( x ) = sin x + sin3x .
(c) Use the above definition to prove that f (x ) is a periodic function.

2. Use your calculator to estimate the periods of the following functions, then prove your
estimate:
(a) sin x + sin 5x
(b) sin 2 x + sin 4 x
(c) sin 2 x + sin 3x
(d) sin 4 x + sin 6 x

3. State and prove a general result for the period of f ( x ) = sin mx + sin nx where m, n ∈.

4. Use your calculator to estimate the periods of the following functions, then prove your
estimate:
 x
(a) sin x + sin  
 3
 x  x
(b) sin   + sin  
 2  4
 x  x
(c) sin   + sin  
 2  3
 x  x
(d) sin   + sin  
 4  6
 x  x
5. State and prove a general result for the period of f ( x ) = sin   + sin   where m, n ∈ .
 m  n

6. (a) State the period of sin(πx ).

(b) Use your calculator to sketch the graph of y = sin x + sin(πx ). Is this a periodic function?

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 9 Circular measure... 1
 Extension worksheet 10 Trigonometric equations and
identities
You should attempt all the questions without a calculator, but you can use the calculator to check
your answers.
1
A trigonometric equation like sin x = has infinitely many solutions.
2
 1 π π 5π
Two of the solutions are : x1 = sin −1   = and x2 = π − = .
 2 6 6 6
All other solutions can be found by adding and subtracting multiples of 2π. We can write this as

π 5π
x1 =
+ 2k π , x 2 = + 2k π (k ∈)
6 6
This is called the general solution of the equation. By selecting particular values of the integer k
we obtain particular solutions in a given interval.

Questions
1. Find the general solution of the following equations, and hence find all the solutions in
the interval [0, π ] :
(a) tan3x = 3
(b) sin x = sin(1.2)
(c) sin x = cos (1.2)
(d) cos x = − sin(0.3)
(e) sin x = sin 2 x
 π
(f) cos x = cos  2 x − 
 4
2. (a) Given that the equation sin x = 0.3 has two solutions in the interval [0, k] , how many
solutions can it have in the interval [0, 2k ] ?
(b) Given that the equation sin x = 0.3 has two solutions in the interval [0, k] , how many
solutions can the equation sin(2 x ) = 0.3 have in the interval [0, k] ?

3. Find the value of tan10° tan 20° tan 30°…tan 80°.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 10 Trigonometric ... 1
 Extension worksheet 11a Geometry of triangles
and circles

Questions
1. The diagram shows two concentric circles. The chord of
the large circle is tangent to the small circle and has length
2p. What is the area of the shaded region between the two
circles?

2. (a) Find the length of the side of a regular hexagon inscribed

in a circle of radius r.

(b) Show that the area of an equilateral triangle of

a2 3
side a is .
4
(c) The diagram shows a regular hexagon inscribed in a
circle of radius r.
(i) Write down the size of angle θ in radians.
(ii) Find the exact area of the shaded region.

θ
3.

A B

AB is a diameter of a circle of radius r. Two circular arcs of

equal radius are drawn with centres A and B. The arcs meet
on the circle, as shown. Find the shaded area.
4. The diagram shows a square ABCD of side a and four A B
P
circular arcs centred on each of the vertices.
(a) Explain why triangle ABM is equilateral.
 .
(b) Find the size of the angle M AN Q N
(c) Find the perimeter of the shaded region MNPQ.
(d) Find the area of the shaded region.
M
D C

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 11a Triangles and circles 1
 Extension worksheet 11b Geometry of triangles
and circles

Questions
 = 36° . Draw a
1. Consider an isosceles triangle ABC with base BC = 1 , AC = BC and A

bisector of angle B and let it intersect AC at D.
(a) By using similar triangles, or otherwise, find CD.
(b) Use the cosine rule to find the exact value of cos36°.

2. Triangle ABC is inscribed in a circle of radius R (this is called the circumcircle of the triangle).
(a) By drawing a line from B through the centre of the circle, which intersects the circle at
D, use triangle BCD to express BC in terms of R and A .
a b c
(b) Deduce the Extended Sine Rule: = = = 2R .
 
sin A sin B sin C 
(c) Hence show that the area of the triangle ABC is given by 2R2 sinA  sin B .
 sin C

3. A walking party observe two lakes, R and T, in the distance. They want to measure the
straight line distance between the two lakes. To do this, they set up two observation points,
A and B, 500 m apart. The four points all lie in the same plane.
The angles from A and B to the lakes are then measured:
 = 21°, ABT
ABR  = 145°, BAR  = 155°, BAT
 = 33°.
Find, to the nearest 10 m, the distance between the two lakes.

4. Suppose that in the previous question, R and T are mountain peaks, so that A, B, R and T
are not necessarily in the same plane. Explain why the above information is not sufficient
to find the distance between R and T. (Where does your method fail?)
What additional measurements are needed?

5. One astronomical unit is defined to be the distance of the Earth from the Sun
(1au ≈ 149.6 × 106 km). Assume that the length of one Earth year is 365 days.
A simple astronomical model has Earth and Mars rotating around the Sun, S, in circular
orbits (Mars in the outer orbit), with the radius of the Earth’s orbit being 1au. At a point A
in Earth’s orbit, an astronomer observes Mars, M, to be located so that SAM  = 116.5°. It is
known that Mars takes 687 (Earth) days to orbit the Sun. After 687 days, when the Earth is
in position B, the astronomer observes Mars again, and finds that SBM  = 140°.
Use this data to find the distance from the Sun to Mars, in au.
(Note: It may not be immediately obvious how to draw the diagram, but when you start
calculating angles, you will find that there is only one arrangement of the four points that
works.)

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 11b Triangles and circles 1
 Extension worksheet 12a Further trigonometry

Questions
1. Find the exact value of cos 20° cos 40° cos 80°.
2. Show that tan 50° tan 60° tan 70° = tan 80°.
1 − t2 2t x
3. Show that cos x = and sin x =
where t = tan .
1+ t2 1+ t 2
2
 P + Q  P −Q
4. (a) Show that sin P + sin Q = 2 sin  cos  .
 2   2 
(b) Find the exact value of sin 75° + sin15°.
  
, B
(c) If A  are angles in a triangle, show that sin A
 and C  + sin B  = 4 cos A cos B cos C .
 + sin C
2 2 2
5. Solve the equation cos x + cos 2 x + cos 3x = 0 for x ∈[0, 2π].
6. If x, y and z are angles in a triangle, show that
cot x cot y + cot y cot z + cot z cot x = 1 .

( )
2
7. (a) Show that 2 +1 = 3 + 2 2 .
(b) Express cos3θ in the form cosθ (a − b sin2 θ ).
(c) Solve the equation 2 (sin 2θ + cos θ ) + cos 3θ = sin 2θ + cosθ
for θ ∈[0°, 360°].

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 12a Further trigonometry 1
 Extension worksheet 12b Further trigonometry

Questions
1. Solve the following equation, for 0 ≤ x ≤ π, giving your answers in terms of π:
    sin 5x – cos 5x = cos x – sin x.
 (© Ed excel 2002)
2. Find the values of tanθ such that 2 sin2θ − sinθ secθ = 2 sin2θ − 2.
 (© Ed excel 2003)
3. Solve for 0 < θ < 2π
    sin2θ + cos2θ + 1 = 6 cosθ,
giving your answers in terms of π. (© Ed excel 2005)
1
4. Solve the equation cos x +  1 − sin 2 x  = 0 in the interval 0° ≤ x < 360°.
 2 
 (© Ed excel 2004)
5. Given that (sinθ + cosθ ) ≠ 0, find all the solutions of

2 cos 2θ (sin 2θ − 3 cos 2θ )

    = 6 (sin 2θ – 3 cos 2θ ) for 0 ≤ θ < 360°.(© Ed excel 2006)
sinθ + cos θ
6. (a) Solve, for 0 ≤ x < 2π,
cos x + cos 2x = 0.
(b) Find the exact value of x, x ≥ 0, for which
arccos x + arccos 2x = π . (© Ed excel 2007)
2

7. (a) Prove that tan 15° = 2 – 3.

(b) Solve, for 0 ≤ θ < 360°, sin(θ + 60°) sin(θ – 60°) = (1 – 3) cos2θ.
 (© Ed excel 2008)
π
8. Solve the equation arcsin (1 − 2 x ) = − arcsin x . (© Ed excel 2009)
3

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 12b Further trigonometry 1
 Extension worksheet 13 Vectors
This worksheet will show you some examples of using vectors to prove geometrical facts. You may
be familiar with the facts already, and may have proved them using other methods, but vectors
provide short and elegant proofs.

Questions
 
all three questions, ABC is a triangle and we define vectors b = AB and c = AC . It follows that
In
BC = c − b.
B

A c C

1. We will prove that the line connecting the midpoints of two sides of a triangle is parallel to
and half the length of the third side.

Express MN in terms of b and c, where M is the midpoint of AB and N is the midpoint of AC.
1
How does this imply that MN  BC and MN = BC ?
2

2. We will prove that the medians of a triangle all pass through the same point, which divides
each median in the ratio 2 : 1.
B

A E C

(a) Let E be the midpoint of AC . The line BE is called a median.


(i) Express BE in terms of b and c.

(ii) Let G be the point on BE such that BG : GE = 2 : 1. Express BG in terms of b and c.

(b) (i) Express CG in terms of b and c.

(ii) Let F be the midpoint of AB. Express CF in terms of b and c.
(iii) Hence explain why G lies on CF , and CG : GF = 2 : 1.
(c) Conclude that all three medians pass through the point G , which is called the centroid
of the triangle.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 13 Vectors 1
3. We will prove that all three altitudes of a triangle pass through the same point.
Let Q and R be the points on sides AC and AB, respectively, such that BQ is
perpendicular to AC and CR is perpendicular to AB. These lines are called altitudes. Let
H be the intersection of BQ and CR.
B

A Q C
 
(a) Explain why BH . c = 0 and CH . b = 0.
  
(b) You can see from the diagram that AH = b + BH . Write a second expression for AH
involving vector c.

(c) Complete the following proof that AH .(c − b ) = 0:

   properties of scalar product

AH .(c − b ) = AH .c − AH .b

( )
= b + BH .c − ( ).b from (b)


= b.c + BH .c − _____ properties of scalar product

= b.c − c.b from _____

=0

(d) Conclude that AH is also an altitude, and hence all three altitudes pass through point
H, which is called the orthocentre of the triangle.

4.
y

B
a + j

A
a
x
O
1
The point A is a distance 1 unit from the fixed origin O. Its position vector is a = (i + j).
2
The point B has position vector a + j.
3π
By considering ∆OAB, prove that tan =1+ 2 .
8
 (© Ed excel 2003)

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 13 Vectors 2
 Extension worksheet 14 Lines and planes in space

Questions
 3
1. Ship S1 sails from a port located at the origin and moves with velocity   .
 1
(a) Write down the position vector of S1 at time t.
 k
At the same time, ship S2 starts from the point (5, −2) and moves with velocity   .
 4
(b) Write down the position vector of S2 at time s.
(c) Find the range of values of k for which the paths of the two ships cross (but they
do not necessarily meet). Remember that t , s ≥ 0. (Hint: you can solve this problem
graphically as well as algebraically.)
(d) Find the value of k for which the two ships will collide.

2. Two birds fly in a straight line.

 0  3  3   a
Their paths have equations r1 = 0 + t 1 and r2 =  −1 + s  b , with s, t ≥ 0.
   
       
 0  5  4   2

(a) Given that their paths cross, show that 3a + b = 4.

(b) Find another condition satisfied by a and b, given that a, b ≥ 0 . (Hint: use s, t ≥ 0.)
(c) Find the values of a and b for which the two birds meet.
 0  1  1  2
     
3. (a) Lines l1 and l2 have equations r = −4 + λ 2 and r = 3 + µ  −1 . Find the value
       
of p for which the lines intersect.  1   1  5  p 

Use the above value of p for the rest of this question.

 0   a
(b) Line l3 has equation r =  −4 + t  3 .
   
 1   2

(i) Show that l3 and l1 intersect for all values of a.

(ii) Find the value of a for which l3 also intersects l2.
In the next part, it is given that l3 intersects both l1 and l2.
(c) Line l4 intersects both l1 and l2. None of the four lines are parallel to each other.
Show that l4 also intersects l3.

4. Four snails move in the same plane, each one travelling in a straight line. None of the paths
are parallel to each other.
Given that five of the six possible meetings have already occurred, prove that the sixth
meeting must also occur.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 14 Lines and planes 1
 Extension worksheet 15 Complex numbers
Loci in the complex plane
A locus is a description of points which obey a rule.
In Cartesian form, complex numbers act just like vectors. In particular, the construction z1 z 2
describes a vector from z 2 to z1. So the equation z − ( + ) = 3 can be described in words as ‘the
distance of z from the point 2 + i is 3’. On the Argand diagram this describes a circle, centred on
2 + i with radius 3.
Describe the shapes formed by the following rules. In some of the questions, just considering what
the equation represents will be enough. In others you may need to consider the real and imaginary
parts of z = x + iy and form an equation in x and y.

Questions
1. z 1 z −i

2. z 1 2z

3. z kz
π
4. arg(z − i) =
3
5. arg(z i)) arg(
a g(( )

6. arg(z i)) arg(

a g(( )+ π
π
7. arg(z i)) arg(
a g(( )+
2
8. arg z z

9. arg z a g z*
arg

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 15 Complex numbers 1
 Extension worksheet 16 Basic differentiation and its
applications
Questions
1. The points P and Q lie on the graph of y = x 2 such that the x-coordinate of P is a and the
x-coordinate of Q is −a (a > 0). The normals at the points P and Q meet at M. Show that
the vertical height of triangle PQM is independent of a.

2. The point M on the graph of y = x 2 is vertically below the point N on the graph of
y = x . If the tangents at M and N never meet, find the value of the x-coordinate of M.

3. S and T are two points on the parabola y = x 2 . The tangents at these two points meet at the
point (4,15). Find the coordinates of S and T.
If the tangents to S and T meet at ( j, k) prove that j 2 > k .

4. Point P lies on the graph of y = x and has x-coordinate a. The tangent to the curve at P
crosses the x-axis at M and the y-axis at Q. The normal to the curve at P crosses the x-axis
at N and the y-axis at R. Find the ratio of the areas of triangles PQR and PMN in terms of a.

 1 1
5. Point A  a,  lies on the hyperbola y = . The normal to the hyperbola at A intersects
 a x
the hyperbola again at B.
(a) Find the coordinates of B.
(b) Find the equation of the tangent to the hyperbola at B.

6. f(x) = ax3 + x2 + bx + c, where a, b and c are positive constants.

The graph of y = f(x) intersects the y-axis at the point P. The tangent at P to the
curve y = f(x) meets the curve again at the point Q.
(a) Find, in terms a, b and c, the coordinates of Q.
Given that the normal at P to the curve y = f(x) is also a tangent at the point R to the curve:
(b) determine an expression for a in terms of b
(c) obtain, in terms of b and c, the coordinates of R.
Given also that PQ = 4PR:
(d) find the values of a and b. (© Ed excel 1993)

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 16 Basic differentiation 1
 Extension worksheet 17 Basic integration

Questions
1. Evaluate the following integrals:
3
(a) ∫ −3
x − 1 dx

3
(b) ∫ −3
x − 1 − 1 dx

2. The floor function  x  (also called the integer part of x ) is defined to be the largest
integer which is not larger than x. So for example, 3.2 = 3, 5 = 5 and  −4.2 = −5.
4
(a) Show that ∫  x  dx = 6 .
0

M
(b) Find an expression for ∫  x  dx for M ∈.
0

a
(c) Find ∫0
 x  dx where a ∈ , a > 0.

3. The function h(x ) is defined for x ≥ 0 by

1
h(x ) = for x ∈[n − 1, n[
2n
M 2M − 1
(a) Show that ∫ 0
h(x ) dx =
2M
for M ∈  .

∞
(b) Evaluate ∫0
h(x ) dx .

4. (a) Find the area between the curve y = sin x and the x-axis, bounded by x = 0 and x = 2π.
(b) By considering the transformation which maps the graph of y = sin x to the graph
of y = sin2 x , find the area between the curve y = sin2 x and the x-axis bounded by
x = 0 and x = 2π.

π /n
(c) Evaluate ∫0
sin(nx ) dx where n > 0.

1 b
b − a ∫a
5. The average value of the function f (x ) over the interval [a, b] is defined to be f ( x ) dx .

(a) Find the average values of the following functions over the given interval:
(i) x 2 over [0, 4]
(ii) e x over [0,1]
(iii) sin x over [0, 2π ]
(iv) | sin x | over [0, 2π]
(b) Show that if f (x ) has the same average over any interval [0, a] then f is a constant function.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 17 Basic integration 1
 Extension worksheet 18 Further differentiation methods
Questions
1. Leibniz’s rule is an extension of the product rule to higher order derivatives:

v =n n
dn   d k f dn−k g
( f ( x ) g ( x ) ) = ∑  k dx k dx n−k
dx n k =0

(a) Find the fourth derivative of e x sin x with respect to x.

If Z (x) = f(x) g(x):

(b) If f (x ) and g (x ) both have a minimum point at x = a, prove that z (x ) has a minimum
g ′′ (a ) f (a )
point if g (a ) > − .
f ′′ (a )
(c) If f (x) and g (x ) both have a maximum point at x = a, show that the same condition
implies that z (x ) has a maximum point.
(d) If f (x ) and g (x ) both have a stationary point of inflexion at x = a, show that z ′′ (a ) = 0.
By providing a counterexample, prove that in these conditions z (x ) does not
necessarily have a point of inflexion at x = a.
f ′′ (a ) g (a )2
(e) If z (x ) has a stationary point of inflexion at x = a, show that f (a ) = .
2 g ′ (a )2 − g (a ) g ′′ (a )

2. (a) Find the maximum value of y = x1/x for x > 0.

1
(b) Sketch the graph of y = x x for x > 0.
d2 y
(c) Find an expression for .
dx 2
1
(d) Show that the graph y = x1/x has a point of inflexion between x = and x = 1.
e
(You do not need to find the coordinates of this point.)

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 18 Further differentiation methods 1
 Extension worksheet 19 Further integration methods
Questions
π π /2 1 π
1. Using the substitution u =
2
− x , prove that ∫ 0 1 + tan x
k
dx = .
4
1 x +1
2. Using the substitution u = , prove that the area under the curve y = 3 between 0
x x +1
and 1 is half of the area under the curve between 0 and ∞.
⌠ 1
3. I =  dx , x > 1.

⌡ (1 −
x ) (x 2 − 1) 1
 x + 1 2
(a) Use the substitution x = 1 + u to show that I = 
−1
+ c.
 x − 1
(b) Hence show that
secβ
⌠ 1 α  β π
 dx = cot   – cot   , 0 < α < β < .


⌡sec α (1 − x ) (x 2 − 1)  2  2 2
 (© Ed excel 2010)
4. y

x
The graph shows a sketch of part of the curve C with equation y = sin (ln x), x ≥ 1.
The point Q, on C, is a maximum.
(a) Show that the point P(1, 0) lies on C.
(b) Find the coordinates of the point Q.
(c) Find the area of the shaded region between C and the line PQ.
 (© Ed excel 2006)

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 19 Further integration methods 1
 Extension worksheet 20a Further applications of
calculus
Questions
1. The centre of mass of an object is the point at which all the weight appears to act (for the
purposes of balancing). Centres of mass of some objects can be found using integration.
For a volume of revolution formed by rotating the part of the curve with equation
y = f (x ) between x = a and x = b about the x-axis, the centre of mass has coordinates
(x , 0) , where
b

x= b
∫ a
xy 2 dx

∫ y 2 dx a

(a) A hemisphere of radius r is formed by rotating a part of the circle x 2 + y 2 = r 2 about

the x-axis.
3
Show that the distance of the centre of mass from the base of the hemisphere is r.
8
(b) A cone of radius r and height h is formed by rotating a part of the line y = mx about
the x-axis.
(i) Express m in terms of r and h.
(ii) Find the distance of the centre of mass from the base of the cone.

2. A ladder AB is carried around a corner from a corridor of width a into a corridor of width
b, as shown in the diagram.
A

θ X

b B

AXB is a straight line making angle θ with the first corridor, as shown.
(a) Write down an expression for the length AB in terms of a, b and θ .
(b) Show that the maximum length of the ladder that can be carried around the corner is
3
 23 
2 2

 a + b 3


d du d( x ) 1
3. Given that (u x) = × ,0<x< ,
dx dx dx 2
where u is a function of x, and that u = 4 when x = 3 , find u in terms of x.
 8 (© Ed excel 2005)

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 20a Further applications of calculus 1
 Extension worksheet 20b Further applications of calculus
Introduction to differential equations
In real life there are many situations where it is easier to measure how fast something is changing
rather than its actual value. For example, finding the volume of water in a river is hard, but finding
the rate of water flowing past a point is much easier. Whenever we are working with rates, we
interpret this mathematically as a derivative. If we have an equation involving a rate, we call this a
differential equation. For example:
dy
= 2 y.
dx
When we are asked to solve a differential equation it means finding all possible functions which
work. In the example above, the solution would be any function of the form y = ke2 x where k is a
constant.
One particularly important differential equations looks like

d2 y
= −ω 2 y .
dx 2
Where ω is a constant. You can check that a solution to this equation is A sin(ωx ) . This
differential equation leads to oscillating behaviour called simple harmonic motion.

Questions
1. Use the fact that integration is the opposite of differentiation to solve the following
differential equations:
dy
(a) = 1+ x
dx
dy
(b) = sin x
dx
dy
(c) + x − x2 = 0
dx

2. By inspection, find a solution to the following differential equations:

dy
(a) +y=0
dx
d2 y
(b) + 4y = 0
dx 2
dy 1
(c) =
dx 2 y

3. By trying a function of the form y = ekx, suggest solutions to the differential equation:
d2 y dy
+ 5 = 6y = 0
dx 2
dx
4. A spring exerts a force F = −kx when it is extended a distance x beyond its equilibrium
 d2 x 
point. Use Newton’s second law  F = m 2  to find a differential equation satisfied by x.
 dt 
Hence describe the motion of the spring and find the frequency of the motion.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 20b Further applications of calculus 1
 Extension worksheet 21 Summarising data
Questions
1. An entire population is made up of the numbers 1, 2 and 3.
(a) Find the mean and standard deviation of this population.
(b) List all possible samples of size two that can be drawn from this population if
repetition is not allowed.
(c) Find the mean and variance of each of these samples.
(d) Find the mean of the sample means and compare to the population mean.
(e) Find the mean of the sample variances and compare to the population variance.
(f) Repeat parts (b) to (e) for all possible samples of size two if repetition is allowed.
In the following two parts we consider only samples where repetition is not allowed (i.e. all
the elements of the sample must be different).
(g) Prove that for a population of size n + 1 the mean sample mean of a sample of size n is µ .
(h) Prove that for a population of size n + 1 the mean sample variance of a sample of size n
n2 − 1 2
is σ.
n2

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 21 Summarising data 1
 Extension worksheet 22 Probability

Questions
1. A point P is chosen at random inside the square ABCD. Find the probability that the angle
APB is obtuse.
2. Two trains are both equally likely to arrive at a station at any time between 11:00 and 11:20.
Their arrival time is independent. Find the probability that they arrive within five minutes
of each other.
3. A mother has two children who are not twins. One of them is a boy born on a Tuesday.
What is the probability that she has two boys?

The ability to be able to distinguish between two states is important in both probability
and physics. Have a look at Pauli’s Exclusion Principle.

4. Consider a sequence of three letters which are randomly either A or B (e.g. ABA).
3
(a) Show that the probability of the sequence ‘AA’ occurring is .
8
(b) Find the probability of the sequence ‘AB’ occurring.
(c) In a sequence of 10 As and Bs, which sequence is more likely to be found first:
ABA or AAB?

The result of the above question is important in designing the technology for genetic
sequencing. You may want to have a look at the mathematics involved in polymerase
chain reaction.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 22 Probability 1
 Extension worksheet 23 Discrete probability
distributions
Questions
1. (a) Show that there is no probability distribution with possible outcomes 1,2, and 3 which
has mean and variance equal to 1.
(b) The variable X can take the distinct values 0,1 and y. Find the smallest possible value
of y such that E ( X ) = 1 and Var ( X ) = 1.

2. Initially there is a 50% chance of Gary winning a point in tennis. If Gary wins a point there
is a 75% probability that he will win the next point. If he loses a point there is a 60% chance
that he will lose the next point.
(a) Find the probability that Gary wins the third point.
(b) What is the expectation and variance of the number of points that he wins in the first
four points?

This is an example of a Markov Chain, a branch of probability dealing with a series of

dependent events.

3. The numbers of girls in a club (G) and the number of boys in a club (B) have the following
probability distribution:
G
1 2 3 4
B 1 0.01 0.05 0.06 0.01
2 0.03 0.13 0.10 0.06
3 0.05 0.10 0.16 0.06
4 0.01 0.06 0.08 0.03

(a) Find P(G = 1)

(b) Find P(B = 2)
(c) Find P(G = 1 | B = 2)
(d) Find E (G ) and Var(G)
(e) Find E ( B ) and Var ( B )
(f) If T = ‘total number of people in the club’, find E(T) and Var(T)

This is an example of a bivariate distribution.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 23 Discrete probability 1
 Extension worksheet 24 Continuous distributions

Questions
1. A set of vertical parallel lines is drawn, with 2 cm separation between lines. A needle of
length 2 cm is dropped onto these lines. The position of the centre of the needle and the
angle it makes are both random with all values being equally likely.
(a) If the distance of the centre of the needle to the nearest line is given by x cm, show that
2arccos x
the probability that the needle touches the line is given by .
π
(b) Given that the probability of being within x cm of the nearest line is x, independent of
the angle that the needle is lying at, find the probability that the needle crosses the line.

This is a famous problem called the ‘Buffon’s needle’. This method gives us an
experimental way of determining π, using something called Monte Carlo simulations.

2
1 − x2
2. Given that the Z distribution has probability density function e , prove that the
mean of the Z distribution is 0 and the variance is 1. 2π

1
3. The Cauchy distribution has a probability density function for all x.
k(1 + x 2 )
(a) Find the value of the constant k.
(b) Sketch the Cauchy distribution.
(c) Find the mean of the Cauchy distribution.
(d) Find the variance of the Cauchy distribution.

If you study Option 7, Statistics, you will meet a result called the Central Limit Theorem,
which states that if many observations of a random variable are taken, their mean
follows a normal distribution. However, this result only applies to random variables
whose distribution has a finite variance. The Cauchy distribution is an example where
the Central Limit Theorem does not apply. In fact, if many observations of a Cauchy
random variable are taken, their mean follows another Cauchy distribution.

4. An exponential distribution has the probability density function f ( x ) = 3e −3 x for x > 0.

(a) Find the mean of this distribution.
(b) Find the variance of this distribution.
(c) If Y follows this distribution, find P (Y < 5).
(d) Find P(Y < a + 5 | Y > a) and comment on your result.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: 24 Continuous distributions 1
Answers: Some research on
derangements may be
3 Polynomials
1. (a) b ≤ −2 or b ≥ 2
Extension needed to explain these
(c) b < −2
answers.
worksheets (d)
⎛ 9⎞
1 Counting principles 5. (a) ⎜ 6⎟ = 84
⎝ ⎠ b Number of sign
real roots
1. 8. Each of the six marks must
b>2 two positive
The fact that patterns lie in be different and chosen
a loop poses a challenge. We from 0 to 8; the ordering is one positive
b=2
can eliminate the problem by automatic.
breaking into cases: either the (b) 3003 −2 < b < 2 none
pattern can have two whites There could be 1,2,3,4,5
or 6 different marks, each b = −2 one negative
together or it can’t.
If two whites can NEVER be ⎛ 9⎞ two negative
determined in ⎜ ⎟ ways. b < −2
adjacent, the pattern is fixed ⎝ r⎠
as alternating BWBWBWBW There is one way to make 2. (a) 11
(only one possible pattern). 5 ties, 5 ways to arrange (b) 23
If two whites can be adjacent, four ties to 2 marks, 10 2
we can pull them to the ‘front’ of 3. f (1002) =
ways to arrange three ties 1002
the line, and then consider the to 3 marks, 10, 5 and 1 way
problem as being one of inserting to arrange no ties for 6 3
0,1 or 2 whites into 4 blacks. 5. (b)
different marks. 2
0 Whites in: pattern is Altogether (c) k = − 83 , β = 78 or k = 0, β = 1
WWWWBBBB (or equivalent):
⎛ 9⎞ ⎛ 9⎞ ⎛ 9⎞ ⎛ 9⎞
⎜⎝ 1⎟⎠ + 5 ⎜⎝ 2⎟⎠ + 10 ⎜⎝ 3⎟⎠ + 10 ⎜⎝ 4⎟⎠
one pattern
1 White in: pattern is
4 Algebraic structures
WWWBWBBB or ⎛ 9⎞ ⎛ 9⎞ 1
WWWBBWBB: two patterns (note 5 ⎜ ⎟ + ⎜ ⎟ = 3003. 1. (a) x =
⎝ 5⎠ ⎝ 6⎠ 3
that WWWBBBWB is the same as (b) line 2
the first one listed here, since the As for (a), once the marks
are determined, the
loop need only be turned over). 2. (a) x = 4
2 Whites in: pattern is ordering is automatic, so
(b) line 2
WWBWWBBB / WWBWBWBB / the problem is really about
WWBBWWBB / WWBWBBWB finding how many ways 3. (b) ⇐
there are to select a set of 6
2. 2601.
numbers between 0 and 8. 4. (a) x = −1
One way to approach this (b) line 3
problem is to restate it as ‘In how
5. (a) x = −2
many ways can you pick two
2 Exponents and (b) line 2
positive integers which sum to an
even number less than 100?’. logarithms
5 The theory of functions
The first integer is the number 4, n = 6 or a 8, n = 2
1. (c) a
of £1 coins, and the second is 1. (a)
half the number of 50p coins 1+ 5 5 −1
2. (c) x y= y
(there must be an even number 2 2
of these, so halving it is valid). 8
9
£2 coins will make up the 3. (a) p 9 q = 7
8
remainder automatically. 6
(b) x = 12
0 can be split 1 way 5
2 can be split 3 ways 4. (a) 151 4
(b) 6
4 can be split 5 ways, etc. 3
(c) 3
We quickly see that the solution 2
(d) 2
is 1 + 3 + 5 + ... + 101 = 2601 1
x
3. 1092, every player apart 5. y x
1 2 3 4 5 6 7 8
from the eventual winner is
eliminated in one match.
4. (a) 15
(b) 264
(c) 265

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: Answers 1
 (b) 6 Transformations of
y graphs 2π
3.
4 1. (a) gcd ( ,,n)
3 y
4. (a) 6π (b) 8π
2 (c) 12π (d) 24π
1
x 5. 2π lcm(m,, )
1 2 3 4 5 6 7 8
6. (a) 2
(c)
(b)
y
y
6
5 x
4 (b) −1, 4 x
2 4 6 8 10
3
8
2
2. − , 1
3
1 No
3. −3, 3
x
1 2 3 4 5 6 7 8
4. y x −3
(d) 10 Trigonometric
y 5. y x − z +1 equations and identities
5 π kπ π 4 π 7 π
6. y x −1 + x + 2
4
1. (a) x = + ; , ,
9 3 9 9 9
3 7. y x −1
(b) x kπ or π −
2
7 Sequences and series 1.2 + 2k ;1.2, π − 1.2
1
1 π π
x 1. x = (c) x kπ o +
1 2 3 4 5 6 7 8 4 2 2
2. − p − q π π
2. (a) ( ) = kx for some k ∈R 7 1.2 + 2kπ
k ; − 1.2, + 1.2
3. (a) 2 2
9
(b) f ( x ) = kx for some k ∈R 5π π
(b) a × 10n a (d) x k π;
(c) f (x ) = x2 4 4
70 (10n − a ) 7n
f ( x ) = x 2 + c for some c ∈R (c) −
(d)
81 9 (2k + 1) π π
(e) x kπ or ; 0, , π
3 3
85
3. 8 Binomial expansion π
2 (f) x kπ
4
20 All answers require proofs and are
4. − π 2k π
21 therefore not supplied as per the or + ;
coursebook. 12 3
5. (a) No π π 3π
(b) The range of g (x ) must be a , ,
12 4 4
subset of the domain of f x)
x 9 Circular measure and
6. Not necessary: e.g. trigonometric functions 2. (a) 2, 3, 4 or 5
(b) 2, 3 or 4
f (x ) = x2 g (x ) x3 1 (a)
3. 1
y
7. (a) a ≠ b 2
(b) b , a ≠ 1 1 11a Geometry of
π
x triangles and circles
2π 3π 4π
−1
−2
1. ππp2
2. (a) r
(b) 2π
π ⎛ 3 π⎞
(c) (i) (ii) r 2 ⎜ +
⎝ 4 6 ⎟⎠
2. (a) 2π
6
(b) π
(c) 2π 3. ( π − ) r 2
(d) π

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: Answers 2
4. (a) AM = BM = a because π 5π (b) 1 4. Hint: Consider time as the
6. (a) x = , π, third coordinate and the paths
M lies on the circles with 3 3 5
centres A and B and of snails as lines in three-
7. (b) θ = 15, 195, 165, 345 dimensional space; then show
radius AB .
that every pair of lines must
(b) 30° 3− 6
8. x = intersect.
2 π 6
(c) πa (d) a2 ( 3)
3 3 13 Vectors 15 Complex numbers
1 1 1 
11b Geometry of 1. c b = BC 1. Straight line, perpendicular
2 2 2 bisector of the line segment
triangles and circles
1 between 1 and i
2. (a) (i) c b
2
1. (a ) CD = 1 + 5
1 2
2. Circle, centre at − radius
2 1 2 3 3
(ii) c b
1+ 5 3 3 1
(b) cos 36° =   1 3. Circle, centre at − , radius
4 (b) (i) CG = b − c
2 k2 − 1
k for k ≠ 1. The limit case
2. a 2R sin A  3 3
 1 k −1
2

3. 9820 m (ii) CF = b − c
2 k = 1 produces the perpendicular
4. It is not possible to find angles   2  bisector of the line segment
RAT and RBT because the (iii) CG = CF between the orgin and 1.
3
points are not in the same plane;  
it is not true that, for example, 3. (b) c + CH 4. Straight half-line through i,
RAT RAB R − TAB . So we π
(c) making angle 3 with the
cannot use the cosine rule in the     horizontal. The graph should
AH • (c b )
properties of
last step of the calculation. AH • show a hollow dot at the origin.
They could measure angles   scalar product
c AH • b 5. The parts of the straight line
of elevation of the mountain
  through −1 and i outside the
tops from A and B. We can
then calculate the heights of
(  ) c
= b+
from (b)
segment between them. Neither
the mountains and horizontal − (c + C ) b point is included.
distance between the bases of 6. The line segment between −1
the mountains, M and N, and   properties of and i. Neither point is included.
= b c + BH • c −
then the distance between the   scalar product 7. Semi-circle with the line segment
peaks using the trapezium c b − CH • b between −1 and i as the diameter
MNRT. from (a) 8. Spiral
=b c −c b
5. 1.52 au 9. Real axis, excluding the orgin
=0
12a Further trigonometry 16 Basic differentiation
1
1. 14 Lines and planes in and its applications
8 space
6 1
4. (b) 3
2 ⎛ 3t ⎞ 2.
16
1. (a) ⎜ t ⎟
π 3π 5π 7 π 2 π 4 π ⎝ ⎠
5. x = , , , , ,
4 4 4 4 3 3 answer hint
⎛ 5 + kt ⎞
7. (b) cos ( sin
n ) (b) ⎜
⎝ −2 + 4t ⎟⎠ (2) Consider the
(c) θ = 90°, 270°, 45°,135°, requirement for two lines
(c) −10 < k < 12 not meeting.
210°, 330°
(d) k = −4 5
12b Further trigonometry 3. (3, 9) , (5, 25)
π π 5π 3π 2. (b) 3b a
1. x = , , , 3 7
12 4 12 4 (c) a ,b = answer hint
2. 1 or 2 4 4
(3) Express j and k
π 5π 3. (a) p = −1 in terms of the sum
3. θ = ,
12 12 (b) (ii) a = −1 or product of the
4. x = 180°, 225° (c) Hint: Consider a plane x-coordinates of S and T.
5. θ = 285°, 345° determined by the
intersecting lines.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: Answers 3
4. a 19 Further integration (d) 2; same as the population
⎛ 1 3⎞
5. (a) B ⎝ − 3 , −a ⎠ methods mean
a (e) 0.5; less than the population
(b) y + a6 x = a3 answer hint mean.
(f) The mean sample mean
⎛ 1 b ⎞ (1) Make the substitution,
6. (a) Q ⎝ − , − + c ⎠ rephrase with x as the
remains 2, but the mean 1
a a sample variance becomes ,
variable and then add to 3
(b) a =
b which is n − 1 = 2 − 1 of the
4 (b + ) the original equation. n 2
(2) Write the integral population variance.
⎛ ⎛ 1⎞ ⎛ 1⎞ ⎞
(c) R b + ⎟ , 2 ⎜ b + ⎟ + c⎟ from 0 to 1 and then
⎝ ⎝ b⎠ ⎝ b⎠ ⎠ 22 Probability
apply the substitution and
(d) b = ± 2, a = ± 0.1 π
compare. 1.
8
Sketch a diagram and trace out
17 Basic integration and 4. (b) (eπ/2,1)
the boundary where APB s a
its applications (c) 1 right angle, then determine the
ratio of areas.
1. (a) 5 (b) 3 20a Further applications
7
M ( M − 1) of calculus 2.
2. (b) r 16
2 1
1. (b) (i) m = (ii) x h Consider the arrival time of
⎢⎣ ⎥⎦ ( ⎢⎣ x ⎥⎦ − )
x h 4
(c) + ⎢⎣ x ⎥⎦ ( ⎢⎣ x ⎥⎦ − x ) a b
train A n a horizontal axis
2 2. (a) AB = + (0 to 20) and arrival of train B n
sinθ cosθ a vertical axis (0 to 20).
3. (b) 1 2 Calculate the area of the zone
2 3. u =
4. (a) 4 (b) 4 (c) 1 − 2x which corresponds to ‘within
n 5 minutes of each other’ as a
16 fraction of the area of the whole
5. (a) (i) (ii) e − 1 (iii) 0
3 20b Further applications square.
2 of calculus
(iv) π 13
x2 3.
1. (a) y = x + +c 27
2
The key fact which is not
(b) y x+c
18 Further differentiation specified in the question is
methods x3 x2 how the information given
(c) y = − +c
x
3 2 was chosen. If we assume
1. (a) y 4 in x (as intended) that one child
(d) e.g. f ( x ) = g ( x ) = x 3 2. (a) y Ae − x was selected at random and
(b) y A sin (2 x ) its gender and birthday given,
then by considering all 27
2. (a) e e
1 (c) y = x(
x +c)
possibilities which could be
(b) valid out of the total 196, we
y 3. y ke −2 x , y ke −3 x find the answer given above.
If instead there were some
d2 x k ⎛ k ⎞
4. =− x, x a sin ⎜ t⎟ , biased basis on which the child
dt 2 m ⎝ m ⎠ was selected, the answer would
periodic (oscillating) with potentially be different; for
1
example, if instead of randomly
k picking one of the pair, we
frequency
m deliberately picked the elder (but
did not say so), the probability
21 Summarising data of both being boys would be 0.5;
the gender and day of birth given
2
x 1. (a) μ 2 σ2 = would be irrelevant. If we chose
3 an even more distorted basis, such
(b) {1,22}, {1,33} or {2, 3}
as ‘give details on a girl is there
(c)
1
Sample x sn2 is one, otherwise on a boy, pick
(1 x − 3)
−4
(c) x x 2
x2 1,2 1.5 0.25
randomly if they are the same
gender’ then giving information
1,3 2 1
on a boy would guarantee that the
2,3 2.5 0.25 other was a boy.

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: Answers 4
 1
1 can find the minimum 4. (a)
4. (b) c) AAB possible value for y is 2 with 3
2 1
Consider the requirement for corresponding q = 0 5. (b)
We can then check our 9
ABA to occur before AAB.
solution, which has (c) 1 − e −15
23 Discrete probability P (0) 0.5, P (1) = 0,P
P (2 ) = 0 . 5 (d) 1 − e −15
distributions We also see that there is no A quality of the exponential
upper limit on the value of y distribution is that it ‘restarts’
1. (a) For the mean to equal without changing probabilities.
1 when 1 is the lowest 481
2. (a) That is, the probability of an
possible value for the 800 event occurring in the first
distribution, it would have (b) E ( ) . 9, VarV ( X ) = 1.63 units (usually time or distance)
to have probability 1. But raw out a probability tree is equal to the probability that,
in that case the distribution for the three points to given no event so far, there
would be constant and have calculate these values. will be an event in the next x
zero variance. units – irrespective of how far
Algebraically: ‘so far’ represents. Examples
3. (a) 0.1
μ = 1 = 1 × P( ) + 2 × (b) 0.32
in context are usually of
waiting until a first event (for
P( ) + 3 × P( )= (c)
3
example the telephone ringing
P( ) + P( ) + P( ) + 32 in an exchange) where events
P ( ) + 2 × P(3) = (d) E (G ) V (G ) = 0.756
, Var are distributed in a Poisson
(e) E ( ) .6, Var
Va ( B ) = 0 86 distribution along a timeline
1 + P ( ) + 2 × P(3)
(f) E (T ) 5. , Var
V (T ) = 1.71 or in space. There will be a
Since P (2) , P (3) ≥ 0 it fixed probability that the
follows that P ( ) P (3) = 0 telephone will next ring within
(b) 2 24 Continuous 10 seconds. Whether or not
distributions it does, there will be the same
This is harder to reason
probability that the telephone
intuitively, but we can 2
1. (b) will ring in the subsequent 10
again solve the problem π seconds, and so on. Each period
algebraically. 3. (a) π is independent of the events in
Let p = P(1) and q P( y ) so (b) the previous one.
P (0 ) = 1 − p − q .
Then p + yq = 1and
p + y 2q − 1 = 1
⇒ q( y2 − y ) = 1
1 x
⇒q= 2
y −y (c) 0
In addition, we know (d) Infinite
that p q ≥ 0 and p + q ≤ 1 Note that because the
so that p [ 1 q] nd so variance is infinite, the
yq = 1 − p [qq,1]. Mean value Theorem does
If we plot the graph of not apply to the Cauchy
distribution; the mean of
1
q= 2 nd overlay the n Cauchy variables does
y y not tend towards a normal
⎡ 1⎤ distribution as n gets larger.
condition y ∈ ⎢1, ⎥ we
⎣ q⎦

Cambridge Mathematics for the IB Diploma Higher Level © Cambridge University Press, 2012 Extension worksheet: Answers 5