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June 2013
Final Draft
The new specification for International Advanced Level in Mathematics, Further
Mathematics and Pure Mathematics contains three new units:
The following pages contain the new units, which have been colour coded according to
the key below.
Externally assessed
Examination The examination will consist of one 2½ hour paper. It will contain
13 to 19 questions of varying length. The mark allocations per
question will be stated on the paper. All questions should be
attempted.
Formulae Formulae which students are expected to know are given overleaf
and these will not appear in the booklet, Mathematical Formulae
including Statistical Formulae and Tables, which will be provided
for use with the paper. Questions will be set in SI units and other
units in common usage.
1
This section lists formulae that students are expected to remember
and that will not be included in formulae booklets.
Quadratic equations
− b ± b − 4ac
2
Laws of logarithms
Trigonometry
a b c
= =
sin A sin B sin C
area = 1
2
ab sin C
Differentiation
function derivative
xn nx n − 1
Integration
function integral
1
xn x n + 1 + c , n ≠ −1
n +1
Area
b
area under a curve = ∫
a
y dx ( y ≥ 0)
2
1. Algebra and functions
Simultaneous equations: analytical For example, where one equation is linear and one
solution by substitution. equation is quadratic.
3
Graphs of functions; sketching curves Functions to include simple cubic functions and the
defined by simple equations. reciprocal function
Geometrical interpretation of algebraic k
y= with x ≠ 0.
solution of equations. Use of x
intersection points of graphs of Knowledge of the term asymptote is expected.
functions to solve equations. Also y = ax and its graph and trigonometric graphs —
see section 4 and 5.
Knowledge of the effect of simple Students should be able to apply one of these
transformations on the graph of y = f(x) transformations to any of the above functions
as represented by y = af(x), y = f(x) + a, y (quadratics, cubics, reciprocal, sine, cosine,
= f(x + a), y = f(ax). tangent and power functions of the type y = ax ) and
sketch the resulting graph.
Given the graph of any function
y = f(x) students should be able to sketch the graph
resulting from one of these transformations.
Coordinate geometry of the circle using Students should be able to find the radius and the
the equation of a circle in the form coordinates of the centre of the circle given the
(x – a)2 + (y – b)2 = r2 and including use of equation of the circle, and vice versa.
the following circle properties:
(i) the angle in a semicircle is a right
angle;
(ii) the perpendicular from the centre
to a chord bisects the chord;
(iii) the perpendicularity of radius and
tangent.
4
3. Sequences and series
Arithmetic series, including the formula The general term and the sum to n terms of the
for the sum of the first n natural series are required. The proof of the sum formula
numbers. should be known.
Understanding of ∑ notation will be expected.
The sum of a finite geometric series; The general term and the sum to n terms are
the sum to infinity of a convergent required.
geometric series, including the use of
r < 1.
5
The solution of equations of the form Students may use the change of base formula.
ax = b .
5. Trigonometry
Radian measure, including use for arc Use of the formulae s = rθ and
length and area of sector. A = 12 r2θ for a circle.
Sine, cosine and tangent functions. Knowledge of graphs of curves with equations such as
Their graphs, symmetries and π
periodicity. y = 3 sin x, y = sin x + , y = sin 2x is expected.
6
sin θ
Knowledge and use of tan θ = , and
cos θ
sin2θ + cos2 θ = 1.
1
cos (x + 30°) = 2
for −180° < x < 180°,
tan 2x = 1 for 90° < x < 270°,
6 cos2 x + sin x − 5 = 0, 0° ≤ x < 360°,
π
sin2 x + = 1
for –π ≤ x < π.
6 2
6. Differentiation
6
The notation f ′(x) and f ′′(x) may be used.
Differentiation of xn, and related sums For example, for n ≠ 1, the ability to differentiate
and differences. 2
+ 5x − 3
expressions such as (2x + 5)(x − 1) and x 1/ 2
is
3x
expected.
7. Integration
7
Evaluation of definite integrals.
Interpretation of the definite integral as Students will be expected to be able to evaluate the
the area under a curve. area of a region bounded by a curve and given
straight lines.
E.g. find the finite area bounded by the curve
y = 6x – x2 and the line y = 2x.
8
Unit C34: Core Mathematics 34
Externally assessed
Examination The examination will consist of one 2½ hour paper. It will contain
10 to 15 questions of varying length. The mark allocations per
question will be stated on the paper. All questions should be
attempted.
Formulae Formulae which students are expected to know are given overleaf
and these will not appear in the booklet, Mathematical Formulae
including Statistical Formulae and Tables, which will be provided
for use with the paper. Questions will be set in SI units and other
units in common usage.
9
This section lists formulae that students are expected to remember
and that will not be included in formulae booklets.
Trigonometry
cos 2 A + sin 2 A ≡ 1
sec 2 A ≡ 1 + tan 2 A
cosec A ≡ 1 + cot A
2 2
Differentiation
function derivative
sin kx k cos kx
cos kx –k sin kx
kx
e kekx
1
ln x
x
f (x) + g (x) f ′ ( x) + g ′( x)
f ( x) g ( x) f ′ ( x) g( x) + f ( x) g ′( x)
f (g (x)) f ′ ( g ( x )) g ′ ( x )
ax a x ln a
Integration
function integral
1
cos kx sin kx + c
k
1
sin kx − cos kx + c
k
1 kx
ekx e +c
k
1
ln x + c, x ≠ 0
x
f ′ ( x) + g ′( x) f ( x) + g ( x) + c
f ′ (g ( x)) g ′( x) f ( g ( x )) + c
ax
ax
ln a
Vectors
x a
y • b = xa + yb + zc
z c
10
1. Algebra and functions
Combinations of the transformations Students should be able to sketch the graph of, for
y = f(x) as represented by y = af(x), example, y = 2f(3x), y = f(−x) + 1, given the graph of
y = f(x) + a, y = f(x + a), y = f(ax). y = f(x) or the graph of, for example,
π
y = 3 + sin 2x, y = −cos x + .
4
The graph of y = f(ax + b) will not be required.
11
3. Trigonometry
Knowledge and use of double angle To include application to half angles. Knowledge of
formulae; use of formulae for the t (tan 12 θ ) formulae will not be required.
sin (A ± B), cos (A ± B) and tan (A ± B) and Students should be able to solve equations such as
of expressions for a cos θ + b sin θ in the a cos θ + b sin θ = c in a given interval,
equivalent forms of r cos (θ ± a) or and to prove simple identities such as
r sin (θ ± a). cos x cos 2x + sin x sin 2x ≡ cos x.
12
6. Differentiation
Differentiation using the product rule, Differentiation of cosec x, cot x and sec x are required.
the quotient rule and the chain rule. Skill will be expected in the differentiation of
functions generated from standard forms using
products, quotients and composition, such as
e 3x
2x4 sin x, , cos x2 and tan2 2x.
x
dy 1 dy
The use of = . E.g. finding for x = sin 3y.
dx dx dx
dy
7. Integration
13
⌠ ⌠
Evaluation of volume of revolution. π y 2 dx is required, but not π x 2 dy .
⌡ ⌡
Students should be able to find a volume of
revolution, given parametric equations.
Simple cases of integration by Except in the simplest of cases the substitution will
substitution and integration by parts. be given.
These methods as the reverse processes
of the chain and product rules
The integral ∫ ln x dx is required.
respectively. More than one application of integration by parts
∫
may be required, for example x 2 e x dx .
Simple cases of integration using partial Integration of rational expressions such as those
fractions. 2 3
arising from partial fractions, e.g. , .
3 x + 5 ( x − 1) 2
Note that the integration of other rational
x 2
expressions, such as 2 and is also
x +5 (2 x − 1) 4
required (see above paragraphs).
Analytical solution of simple first order General and particular solutions will be required.
differential equations with separable
variables.
8. Numerical methods
14
Numerical integration of functions. Application of the trapezium rule to functions
covered in C34. Use of increasing number of
trapezia to improve accuracy and estimate error
will be required. Questions will not require more
than three iterations.
Simpson’s Rule is not required.
9. Vectors
→ → →
Position vectors. OB − OA = AB = b − a .
The distance between two points. The distance d between two points
(x1 , y1 , z1) and (x2 , y2 , z2) is given by
d 2 = (x1 – x2)2 + (y1 – y2)2 + (z1 – z2)2 .
The scalar product. Its use for Students should know that for
calculating the angle between two →
15
Unit F1: Further Pure Mathematics 1
Externally assessed
Examination The examination will consist of one 1½ hour paper. It will contain
about nine questions of varying length. The mark allocations per
question will be stated on the paper. All questions should be
attempted.
Formulae Formulae which students are expected to know are given overleaf
and these will not appear in the booklet, Mathematical Formulae
including Statistical Formulae and Tables, which will be provided
for use with the paper. Questions will be set in SI units and other
units in common usage.
16
This section lists formulae that students are expected to remember
and that will not be included in formulae booklets.
Series
n
1
∑r
=
r =1 2
n(n + 1)
1. Complex numbers
17
Finding conjugate complex roots and/or For example,
real roots of a quartic equation with (i) f ( x) = x 4 − x 3 − 5 x 2 + 7 x + 10
real coefficients.
Given that x= 2 + i is a root of f ( x) = 0, use algebra
to find the three other roots of f ( x) = 0.
(ii) g( x) = x 4 − x 3 + 6 x 2 + 14 x − 20
Given g(1) = 0 and g(− 2) =
0 , use algebra to solve
g( x) = 0 completely.
Equations of the form f(x) = 0 solved f(x) will only involve functions used in C12.
numerically by:
(i) interval bisection, For the Newton-Raphson process, the only
(ii) linear interpolation, differentiation required will be as defined in unit
(iii) the Newton-Raphson process. C12.
18
4. Coordinate systems
Cartesian equations for the parabola Students should be familiar with the equations:
and rectangular hyperbola. c
y2 = 4ax or x = at2, y = 2at and xy = c 2 or
= x ct=
,y .
t
Idea of parametric equation for The idea of (at2, 2at) as a general point on the
parabola and rectangular hyperbola. parabola is all that is required.
The focus-directrix property of the Concept of focus and directrix and parabola as locus
parabola. of points equidistant from focus and directrix.
5. Matrix algebra
Products of matrices.
19
6. Transformations using matrices
The inverse (when it exists) of a given Idea of the determinant as an area scale factor in
transformation or combination of transformations.
transformations.
7. Series
Summation of simple finite series. Students should be able to sum series such as
n n n
∑r=1
r, ∑r ,
r=1
2
∑ r (r
r=1
2
+ 2) .
20
8. Proof
(ii) divisibility
e.g. show 32 n + 11 is divisible by 4.
21
Appendix A: Guidance for centres delivering Unit F1
The new Further Pure Unit F1 is based on the FP1 specification (GCE Mathematics 2008)
with the inclusion of further clarification to Section 1 – Complex Numbers, the addition
of a new Section 2 – Roots of Quadratic Equations and a split of the later Matrix unit
into “Matrix Algebra” and “Transformations using Matrices”. The “Transformations
using Matrices” will now include rotations about any angle, and will include stretches
parallel to the x-axis and y-axis.
A: Finding conjugate complex roots and a real root of a cubic equation with integer
coefficients.
This is a very small change to the existing specification. Students are now expected to be
able to divide a cubic expression by a quadratic expression (in addition to the
requirement in C12 to divide a cubic expression by a linear expression) and so an example
could be set of the type:
Example 1:
Solution:
Then x 3 − 8 x 2 + 37 x − 50 = ( x 2 − 6 x + 25)( x − 2)
So ( x 2 − 6 x + 25)( x − 2) =
0 and x = 2 is the third root
B: Finding conjugate complex roots and/or real roots of a quartic equation with real
coefficients.
This is a further extension to the existing specification. Students are now expected to be
able to divide a quartic expression by a quadratic expression (in addition to the
requirement in C12 to divide a cubic expression by a linear expression) and so an example
could be set of the type:
22
Example 2:
f ( x) = x 4 − x 3 − 5 x 2 + 7 x + 10
Given that x= 2 + i is a root of f ( x) = 0, use algebra to find the three other roots of
f ( x) = 0.
Solution:
So ( x 2 − 4 x + 5 )( x + 2)( x + 1 )=0 and x = - 2 and x = - 1 are the third and fourth root
So a ( x 2 − (α + β ) x + αβ )) ≡ ax 2 + bx + c
Comparing coefficients of x: − a (α + β ) =
b
b
and so α+β=− ,
a These two formulae
Comparing the constant term: aαβ = c need to be learned.
c
and so αβ = .
a
23
Example 3:
Given that the roots of a quadratic equation are 4 + 5i and 4 - 5i find the quadratic
equation.
Solution:
Example 4:
α β 1 1
find the values of (a) + , (b) 2 + 2 , (c) α 3 + β 3 , (d) α 3 β + β 3α
β α α β
Solution:
2 1 1
From the given equation, α+β=− =− and αβ = − .
4 2 4
α β α 2 + β 2 (α + β ) 2 − 2αβ (− 12 ) 2 − 2 − 14() 14 + 12
(a) + = = = = = −3
β α βα βα − 14 − 14
1 1 β 2 + α 2 (α + β ) 2 − 2αβ (− 12 ) 2 − 2 − 14() + 12
1
(b) + = = = = =
4
12
α2 β2 α 2β 2 α 2β 2 (− 14 ) 2 1
16
(c) α + β = (α + β ) − 3αβ (α + β ) =−
3 3 3
( ) − 3(− )(− ) =− 81 − 83 =− 12
1 3
2
1
4
1
2
Example 5:
−9 2
From the given equation, α+β=− 3 and αβ = .
=
3 3
(a) α + β =
3
2
(b) Using α 2 + β 2 ≡ (α + β ) 2 − 2αβ and substituting α + β =
3 and αβ = gives
3
23
α2 + β2 =
3
2
(c) Using α 3 + β 3 ≡ (α + β )3 − 3αβ (α + β ) gives (α 3 + β 3 ) = 27 − 9 × = 21
3
2 2
23 2 521
(d) α 4 + β 4 =(α 2 + β 2 ) 2 − 2α 2 β 2 = − 2 and so (α 4 + β 4 ) =
3 3 9
The method used may be substitution or may be using sums and products of roots.
Example 6:
If α and β are roots of the equation 3 x 2 + 5 x − 1 =0 find a quadratic equation that has
roots of
1 1 α β
(a) α + 3, β + 3, (b) , , (c) ,
α β β α
Solution:
So 3 x 2 + 5 x − 1 =0 becomes 3( z − 3) 2 + 5( z − 3) − 1 =0
i.e. 3 z 2 − 18 z + 27 + 5 z − 15 − 1 =0 so 3 z 2 − 13 z + 11 =
0
Part (a) can also be done by sum and product of roots method:
5 1
Using α + β =− and αβ = −
3 3
5 13
Then sum of new roots is α + 3 + β + 3 =− +6=
3 3
1 11
and product of new roots is (α + 3)( β + 3) =
αβ + 3(α + β ) + 9 =− − 5 + 9 =
3 3
13 11
So the quadratic with roots α + 3, β + 3 becomes z 2 − z+ =
0 and so
3 3
3 z 2 − 13 z + 11 =
0
25
1 1
(b) Substitution method: Let z = , then x =
x z
2
1 1
So 3 x + 5 x − 1 =
2
0 becomes 3 + 5 − 1 =0
z z
i.e. z 2 − 5 z − 3 =0
5 1
α+β=− and αβ = − .
3 3
α β α 2 + β 2 (α + β ) 2 − 2αβ (− 53 ) 2 − 2(− 13 ) 25
+ 32 31
+ = = = = 9
= −
β α βα βα − 13 −31
3
α β
Product of roots of new equation is × =
1
β α
31
So equation is z 2 + z +1 =0 or 3 z 2 + 31z + 3 =0
3
Example 7:
1 3
−
C= 2 2
3 1
2 2
(b) This represents a rotation of C 19 times. As 6 rotations of 60° form a whole turn so
do 18.
1 3
−
C19 = C =
2 2
So
3 1
2 2
k 0
The matrix represents a stretch parallel
0 1 These matrices need to be
to the x–axis with scale factor k
learned
1 0
The matrix represents a stretch parallel to the y–axis with scale factor k
0 k
Example 8:
1
0 1 0
A=2 and B =
0 1 0 4
Solution:
1
A represents a stretch with scale factor parallel to the x-axis
2
B represents a stretch with scale factor 4 parallel to the y-axis
C: Combinations of transformations
The transformations being combined may include rotations through any angle or
stretches parallel to the axes or may include any of the other transformations listed in
the specification.
Example 9:
27
(b) a stretch parallel to the x-axis with scale factor 3
Hence or otherwise
(c) find the matrix T that represents a reflection in the line y = x followed by a stretch
parallel to the x-axis with scale factor 3
Solution:
0 1 3 0 3 0 0 1 0 3
(a) R = (b) S = =
(c) T = SR =
1 0 0 1 0 1 1 0 1 0
28