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1 INTEGRATION

1.1 Indefinite Integrals Understand integration as the reverse process of New Additional 5 weeks

differentiation. Mathematics Chapter 20

Find indefinite integrals. Additional Mathematics

(Note: Stress on the need to write the arbitrary Chapter 17

constant c.)

http://www.mathsnet.net

Integrate axn and sum of terms in powers of x,

/asa2/2004/c16int.html

excluding n = −1.

Integrate functions of the form (ax + b)n where n ≠ http://www.mathsnet.net

1.2 Definite Integrals

-- 1. /asa2/2004/c27notation.

Perform integration to get the equation of the curve html

and determine the arbitrary constant in the

equation of the curve.

Know the results of the following definite integrals:

a

(i) ∫ f ( x )dx

a

=0

b a

∫

1.3 Integration of

a b

Trigonometric b c c

Functions f ( x )dx + f ( x )dx =

(iii) ∫

a

∫

b

∫ f ( x )dx .

a

1.4 Integration of

and sec 2 (ax +b ) , where a ≠ 0 .

Exponential

Evaluate the definite integrals of trigonometric

ADDITIONAL MATHEMATICS – SPN 21 SCHEME OF WORK (INTERIM STAGE) 1

YEAR 11 (3YR PROGRAMME)

Functions functions.

Evaluate the definite integrals of exponential

functions.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

2 APPLICATION OF

INTEGRATION

2.1 Plane Area Find the area enclosed by a curve (consider both New Additional 3 weeks

cases: above x – axis and below x – axis), the x – Mathematics

axis and the lines x = a and x = b. Chapter 21

Find the area enclosed by a curve, the y – axis and Additional Mathematics

the lines y = a and Chapter 17 and 18

y = b (consider the positive and negative area).

Find the area enclosed by a curve and a line. http://www.mathsnet.net/

asa2/2004/c27area_2.ht

Find the area enclosed by two curves. ml

YEAR 11 (3YR PROGRAMME)

3 KINEMATICS

3.1 Displacement, Velocity Know that for a particle moving in a straight line New Additional 4 weeks

and with displacement x, velocity v and acceleration a: Mathematics Chapter 22

Acceleration Additional Mathematics

dx dv d 2x

v= and a= = Chapter 19

dt dt dt 2

∫

x = v dt and ∫

v = a dt .

Know that when a particle is at instantaneous rest,

v = 0 and this will be followed by a change in

direction of motion.

Use a number line to denote the positions of a

particle at the start of the motion, at the time t1

when v = 0 (if 0 < t1 < T) and at time T seconds, to

find the total distance travelled in the first T

seconds of the motion.

Use the formula Average speed =

total distance travelled

total time taken

.

Apply the 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.

(Suggestion: For motion with constant acceleration

teachers may introduce the equation v = u + at based

on the definition of acceleration

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

v−u

a= ).

t

3.2 Displacement-Time and observing the x-t or the v-t graph given.

Velocity-

Time Graphs Sketch the x-t or the v-t graph for the motion

described.

Know that for an x-t graph,

(a) a straight line shows motion of uniform

(constant) velocity,

(b) the velocity at any instant is given by the

gradient of the graph at that point.

Know that for a v-t graph:

(a) a straight line shows motion of uniform

acceleration,

(b) the acceleration at any instant is given by the

gradient of the graph at that instant,

(c) both the change in displacement and the

distance travelled may be found by considering

the appropriate areas under the graph.

(Suggestion: For motion with constant acceleration,

1

derive the equation s = (u + v)t by using the area

2

under the v-t graph which is represented by a

trapezium with parallel sides u and v and width t ).

Solve related problems.

4 SETS

YEAR 11 (3YR PROGRAMME)

4.1 Introduction to Sets Use set language and notation to describe sets New Additional 3 weeks

and represent relationships between sets as follows: Mathematics Chapter 1

A = { x : x is a natural number} Additional Mathematics

B = { (x, y) : y = mx + c} Chapter 1

C = { x : a ≤ x ≤ b}

D = { a, b, c, …}.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

empty/null set, equal sets, subsets, universal sets

and complement of a set.

Understand and use of the following notation:

Number of elements in set A n(A)

“…is an element of…” ∈

“…is not an element of…” ∉

Complement of Set A A’

The empty set ∅

Universal set ξ

A is a subset of B A⊆ B

A is a proper subset of B A⊂ B

A is not a subset of B A⊄B

A is not a proper subset of B A⊄B

between sets.

Know the terms intersection of sets and union

of sets.

Use the following notation:

4.2 Intersection and Union Union of A and B A∪B

of Sets Intersection of A and B A∩B

and vice versa.

Describe set notations in words.

(Caution students on correct use of terms and the

necessity to write statements in detail especially in

cases involving the ∪ and ⊂ symbols e.g. If M =

{set of students studying mathematics} and P =

YEAR 11 (3YR PROGRAMME)

{set of students studying physics},

(i) M ∪ P is the set of students studying

mathematics or physics or both mathematics and

physics,

(ii) P ⊂ M means all students studying physics also

study mathematics.)

Solve related Set problems including the

maximum and minimum possible value.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

5 PERMUTATIONS

AND COMBINATIONS

5.1 The Basic Counting Determine the number of ways of performing New Additional 3 weeks

Principle several tasks in succession by using the basic Mathematics Chapter 13

counting principle. Additional Mathematics

Chapter 11

5.2 Notation of n Factorial, Use the notation of n! = n (n-1) (n-2) x . . . x 3 x

(n!) 2 x 1 or n (n-1)! http://www.themathpage.

[Note: 0! =1]. com/aPreCalc/permutatio

ns-

5.3 Permutation of n combinations.htm#perm

Recognise a permutation as an arrangement of

Different objects in a definite order.

Objects

Determine the number of permutations of n

different objects as n!.

5.4 Permutation of r n!

Objects From n Evaluate

n

Pr = and apply the rule that

( n − r )!

Different Objects the number of permutations of r objects from n

n!

different objects is Pr =

n

.

( n − r )!

Restrictions arrangements/permutations with restrictions such com/aPreCalc/permutatio

as the arrangement of letters in a word beginning ns-combinations-

with a vowel, the number of 4-digit odd numbers, 2.htm#Cfactorial

etc.

5.6 Combinations Relate to the use of n

Cr

Recognise a combination as any selection of in the Binomial

objects where the order of the objects is of no Expansion.

5.7 Combination of r concern.

ADDITIONAL MATHEMATICS – SPN 21 SCHEME OF WORK (INTERIM STAGE) 9

YEAR 11 (3YR PROGRAMME)

Objects From

n Different Objects n!

Evaluate C r = (n −r )! r! and apply the rule

n

that the number of combinations of r objects from n

different objects is n C r .

n

n Pr

Know the relation, Cr =.

r!

Solve miscellaneous problems.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

permutations and combinations. Cases with

repetition of objects or with objects arranged in a

circle or involving both permutations and

combinations are excluded).

6 VECTORS IN TWO

DIMENSIONS

6.1 Basic Concepts (Revision on vectors). Define a vector as a New Additional 3 weeks

directed line segment which has magnitude and Mathematics Chapter 23

direction. Give examples of vector quantities: Additional Mathematics

displacement, velocity and acceleration. Chapter 13

2 2

Know vector notation: AB = 3 , a or a = 3 . Remark: Students have

prerequisite knowledge

Define equal vectors and zero vector. on Vectors from

Define a negative vector as a vector having the Mathematics Syllabus D.

same magnitude but opposite in direction i.e.

BA = − AB .

6.2 Operations on Vectors

Law and Parallelogram Law of Addition.

Use vector diagram to show AB + BC = AC .

Perform subtraction of vectors a – b as – (b – a)

using vector diagrams.

Perform scalar multiplication of a vector.

(Show students that vector ka has a magnitude k

times that of vector a, by using examples that

vector 3a is actually a + a + a, etc.)

Know that vector ka is parallel to vector a and is in

ADDITIONAL MATHEMATICS – SPN 21 SCHEME OF WORK (INTERIM STAGE) 11

YEAR 11 (3YR PROGRAMME)

the same direction as a if k is positive but is

opposite in direction if k is negative.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

Unit vector.

Vectors and Parallel x

Vectors (If AB = then AB = x 2 +y 2 .)

y

Define unit vector as a vector with a magnitude of 1

unit.

(If OP is a unit vector, then OP =1 . )

Find the unit vector in the same direction as a given

vector a.

1

(Required unit vector, â = a

.a .)

and b having the same or opposite direction and

that a = kb.

Know that if a = k b , then a = k b .

Know that for two non-parallel vectors a and b:

pa+ qb = ra+ sb ⇔ p = r and q =s .

Solve related problems.

6.4 Position Vectors

Know position vectors as vectors which are

described relative to the origin O.

(e.g. the position of a point P with respect to an

origin O is indicated by the directed line segment

OP . Thus the vector OP or p is called the position

vector of P relative to O and OP =xi + yj where i

and j are unit vectors in the positive direction along

the x – axis and the

y – axis respectively. In column vector form,

YEAR 11 (3YR PROGRAMME)

x

OP =

y

.)

Find the magnitude of OP using the formula

OP = x 2 +y 2 .

6.4 Position Vectors Find the unit vector in the direction of OP using the

OP xi + yj 1

x

formula =

or

y.

OP x 2 +y 2 x + y2

2

Know that if a and b are the position vectors of

points A and B with respect to the origin, then AB =

b–a.

Express given vectors in terms of given position

vectors and solve problems including finding

(i) the position vector of the midpoint M of the line

1

segment AB as OM = (a + b),

2

(ii) the position vector of point R given e.g.

2

AR = RC ,

3

(iii) the unit vector in the direction of AB .

Know the term collinear points: If A, B and C are

three points lying on a straight line, then A, B and C

are collinear points.

Use one of the equations AB = k BC or AB = k AC or

6.5 Miscellaneous AC = k BC to show that points A, B and C are

Problems on collinear.

Vectors

Solve miscellaneous problems related to vectors.

ADDITIONAL MATHEMATICS – SPN 21 SCHEME OF WORK (INTERIM STAGE) 14

YEAR 11 (3YR PROGRAMME)

7 RELATIVE VELOCITY

7.1 Composition of Understand that velocity is a vector quantity and so New Additional 5 weeks

Velocities the composition of two velocities results in a Mathematics Chapter 24

resultant velocity that has the same effect as the Additional Mathematics

two velocities combined and the resultant velocity Chapter 13

can be found by using the Parallelogram or Triangle

Law of Addition.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

velocities v1 and v2 where

(i) v1 is parallel to v2 by using the i or j direction,

(ii) v1 is perpendicular to v2 e.g. 3i and 4j by using

Pythagoras’ Theorem to find the magnitude and

tangent ratio to find the direction/bearing of the

resultant velocity,

(iii) v1 and v2 are in any direction by using

trigonometry e.g. v1 is 6 ms-1

°

on a bearing of 060 and v2 is 8 ms-1 due north-

east.

two velocities(vectors) is resolving a velocity i.e.

“splitting” it into two perpendicular components,

usually in the i – j directions.

Show that a velocity of magnitude V making an

angle of θ with the vertical can be resolved into

the components V sin θ i and V cos θ j.

Resolve given velocities into the i – j components.

Obtain the resultant of the two velocities e.g. given

°

in (iii) above, v1 is 6 ms-1 on a bearing of 060 and

v2 is 8 ms-1 due north-east by

- resolving each velocity as components v1 = 6 sin

° ° ° °

60 i + 6 cos 60 j and v2 = 8 sin 45 i + 8 cos 45 j ,

7.3 Introduction to Relative - adding the components giving vR = 10.853 i +

Velocity 8.657 j ,

- then finding the magnitude of vR and the

direction.

ADDITIONAL MATHEMATICS – SPN 21 SCHEME OF WORK (INTERIM STAGE) 16

YEAR 11 (3YR PROGRAMME)

(Suggestion: The method of resolution of velocities

into the i – j components to find the resultant

velocity is an alternative method for students who

have difficulty dealing with the direction of arrows

using trigonometry.)

of a moving object and a stationary object e.g. a

boy in a moving car looking at a tree, and relative

motion of two moving objects e.g. two cars

approaching each other, etc.

YEAR 11 (3YR PROGRAMME)

Topic Learning Outcomes Resources/Activities Time

true velocity of a moving object A relative to the on.edu/physlet_resources

Earth. /bu_semester1/c4_relv1D

Know the term relative (apparent) velocity, e.g. v A/B .html

, the velocity of a moving object A relative to a

moving object B (observer). http://www.saburchill.co

7.4 Relative Motion

m/physics/chapters/0083

.html

Use relative velocity equation,

vA / B = vA − vB to solve problems involving motion

7.5 Relative Velocity - along a straight line and non parallel motion.

Motion in a Current and

Motion in the Air Use the alternative equation, vA = vA / B + vB .

ground speed, course, speed in still water, speed in

still air, air speed and speed of current.

(Teachers may use the examples of a man rowing a

boat on a river and an aircraft flying in the wind.

Show, using vector diagrams, the composition of the

velocities and use the parallelogram law to get the

resultant velocity.)

Use the relative velocity equation:

v A/W + v w = v A

where v A / W is the velocity of aircraft relative to the

wind or the velocity of boat relative to water

current, v w is the velocity of the wind or water

current, and v A is the true velocity of the aircraft or

boat.

Solve problems involving motion in the water such

as river crossing problems, like finding:

YEAR 11 (3YR PROGRAMME)

- the actual velocity across the river,

- the time taken to cross the river,

- the angle of motion,

- the resultant speed of the boat on return journey,

etc.

Solve problems involving motion of aircraft in the

air:

- find the true velocity and direction (ground speed

and track),

- find the course and time taken for the journey,

- find the course of outward and return journey,

by drawing vector diagrams and using the

trigonometry method.

7.5 Relative Velocity - (Caution: Students must be aware that the wind

Motion in a Current and velocity is usually given from the direction it

Motion in the Air is blowing from, e.g. if the wind is blowing from

east, then the direction of the vector is towards

west.)

7.6 Relative Motion of Two

Moving Define the apparent path of A relative to B as the

Objects path that would be taken by A as observed by B if B

is assumed to be stationary.

(Suggestion: Plot actual positions at regular time

intervals to show the apparent path of A relative to

B.)

Know that for interception or collision to

occur, the apparent path of A relative to B must be

parallel to AoBo where Ao and Bo are the given initial

positions of A and B i.e. vA / B is parallel to AoBo.

Solve problems on relative motion of two moving

objects.

ADDITIONAL MATHEMATICS – SPN 21 SCHEME OF WORK (INTERIM STAGE) 19

YEAR 11 (3YR PROGRAMME)

Solve problems involving interception (collision) of

two moving objects (but not closest approach).

Text books

1 New Additional Mathematics (Ho Soo Thong & Khor Nyak Hiong)

2 Additional Mathematics (H H Heng, JF Talbert)

YEAR 11 (3YR PROGRAMME)

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