se \gineering approach to learning Sunes od Sune seen | 3 SUC oO AMER LCN RSet \dvanced trade book a ™ Gerace yen FEN ats ean ei omat te ecnien erie aMATHEMATICS ADVANCED LEVEL challenging learn—by—example Updated Battion ‘Thom: Chris Hughes 1s-qsstis) s Bond wa cama + completely covers all question-types since 2000 + exposes all “trick” questions + provides step-by-step solutions * gives short side-reading notes + refreshing reverse-engineering approach to learning + most efficient method of learning, hence saves time * examples arrange from easy-to-hard to facilitate easy absorption advanced trade book + eBook edition available"Formal education vill make you alvin; self-education will make you o fortune.” — sim Robo YELLOWREEF's mission sto bring accurate knowledge tothe masses. We firmly believe that education isthe greatest enabler in enriching the lives of milions. This journey ‘began with the publication of our frst book in 1994 Today, YELLOWAEEF’s tooks in languages, ats, mathematics and sclences open upa whole world of possibilities for the students by equipping them with a range of tools to ‘master knowledge in an enjoyable and effortiess manner. oll done, YELLOWREEF. PUBLISHED BY ‘THEMIS PUBLISHING veox #88862 Singapore s1s191 telephone: (+55) 8211-8218 (sales) (+85) 8273-7872 (delivery) (965) 8211-6282 (sales admin) (465) 8155-5542 (fulfillment) office: 665) 8464-4668 (redemption, eBook fulfilment) email: eBooks@yellowreetcom (orders) sales @yellowreef.com (enquiries) website: wiwyellowreef.com copyright since 1994 © YELLOWREEF LIMITED, UK Al rights reserved. No part ofthis book shall be reproduced, stored in a database or retrieval system, cr transmitted in any form or by any means, electronic, mechanical, photocopying, recording oF ‘otherwise, without the prior written permission of the Publisher. ‘No patent liability is assumed with respect to the use ‘of the information contained herein, The Publisher, the editors of and the contributors to this publication have taken all eszonable care to ensure thatthe contents of this publication ae error-tree. {very effort has been made to contact the holders of copyright material, but if any have been inadvertently ‘overlooked, the Publisher wil be pleased to make the necessary arrangements atthe first opportunity Use ofthis publication is at your oun risk and its availability or updates are not guaranteed {By purchasing this publication, you agree ta the terms and concitions above. No refund would be mad Please send feedback to: eHoaks@yellowreef com from time to time, we do provide addenda and errata, Inorder to ensure appropriate updates to your books, please register at [wuwyellowreef.com) License YELLOWREEF LIMITED, UK, the original copyright ‘owner ofthis publication, has licensed THEMIS PUBLISHING, at its own costs, 2 onetime only printing and publishing of this book ttle a a sale quantity pacified by private treaty between the two parties. Wo part ofthis book shall be reproduced, stored in 2 database or retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the original copyright ‘owner. YELLOWREEF LIMITED, UK hereby reserved all fights to the publication,CONTENT Functions and graphs 1.1 Functions, inverse functions and composite functions .... 13 1.2 Graphing techniques 1-10 1.3. Equations and inequalities 1-27 Standard Problems/ Solutions .... 1-33 Sequences and series 2.1 Summation of series sea seen BD 2.2 Arithmetic and geometric SeFies «nsennewnnnnnesnnesnnne 2 M6 Standard Problems/ Solutions 2-26 Vectors 3.1 Vectors in two and three dimensions... 3-2 3.2. The scalar and vector products of vectors... sone SAL 3.3 Three-dimensional geometry 3-17 Standard Problems/ Solutions 3-40 Complex numbers 4.1 Complex numbers expressed in Cartesian form core 4.2. Complex numbers expressed in polar form... one B Standard Problems/ Solutions ... 4-18 Calculus 5.1 _ Differentiation. 5-3 5.2 Maclaurin’s Series ween 5-15 5.3. Integration techniques sme 5-18 5.4 Define integrals an sorte 25-26 5.5 Differential equations cancmmasmaramnaand SST Standard Problems/ Solutions 5-44AL Permutations, combinations and probability 6.1 Permutations and combinations...... 6.2 Probability Standard Problems/ Solutions .. Binomial, Poisson and normal distributions 7.1 Binomial and Poisson distributions... 7.2. Normal distribution Standard Problems/ Solutions .. Sampling and hypothe: testing 8.1 Sampling... 8.2 Hypothesis testing Standard Problems/ Solutions Correlation and Regression 9.1. Correlation coefficient and linear regression Standard Problems/ Solutions ..e..e:eee Necessities 1.1 Mathematical notation ...n-essne 1.2. Mathematical formulae and definitions 7-2 7-14 7-23 8-21 9-2 9-14 10-2 10-7Copyrighted materialsales: (+65) 8464-4668 a9 eBooks Frustrated with physical books !?! Buy our eBook editions (almost all published titles) then, at only $3.99 nett (no restrictions on the type of media, you can read these eBooks using any web-enabled Adobe pdf-reader.) 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Then email or call us, with your forwarding address, for order completion.eooeeeo0 © ° BOOK TYPES personal journey critical guide © complete guide critical study notes challenging learn-by-example ® demanding learn—by-example challenging practice questions © challenging drill que: challenging practice solutions ® challenging drill solutions complete yearly solutions © extreme drill questions ® extreme drill solutions complete yearly solutions challenging examination questions challenging examination solutions MARK SCHEME LEGENDS Marks are of the following four types: uM Method mark, awarded for a valid method applied to the problem, Method marks are not lost for numerical errors, algebraic slips or errors in units. However, it is not usually sufficient for a candidate just to indicate an intention of using some method or just to quote a formula; the formula or idea must be applied to the specific problem in hand, e.g. by substituting the relevant quantities into the formula, Correct application of a formula without the formula being quoted obviously earns the M mark and in some cases an M mark can be implied from a correct answer. Calculation/Compensation marks are interchangeable with Method marks, but are more specific to marks awarded to calculations Accuracy mark, awarded for a correct answer or intermediate step correctly obtained. ‘Accuracy marks cannot be given unless the associated method mark is earned (or implied). Accuracy mark for a correct result or statement independent of method marks.MARK SCHEMES Every examination has a mark scheme. Mark schemes are prepared by the Chief Examiner and considered, together with the relevant questions, by a panel of subject teachers. The mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in the examination. The standardisation meeting ensures that the ‘mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. EXAM REPORTS Every examination has an examiner's report. The Examiners! Report may refer in general terms to statistical outcomes. Statistical information on candidates’ performances in all examination components are provided when results are issued; as well as a review of the performance of candidates in the examinations and detailed analysis of the standards of answering, especially erroneous understanding and wrong application of relevant concepts. CONTROVERSY ‘One would have assumed that the aim of the examination is to gauge and qualify candidates according to his/her standard of achievement and competence in the subject matter. Hence, after every examination, the chief examiner (internal or external) through the exam board will issue both the mark scheme and exam report to every school as a guide for teachers and future candidates helping them handle examinations more accurately. Over the years, with the help of these relevant mark schemes and examiner's reports, candidates have steadily raised the quality and standard of answers. The grades were concentrated at the top-end of the spectrum. This has caused problems to the exam boards trying to distinguish the better candidates from the poorer ones. Instead of implementing a better qualification process, some exam boards chose the easy way out. These exam boards completely removed access to these important mark schemes and exominer’s reports and classified these documents as “confidential”, thus, running contrary to the original spirit of education We do not believe in this opacity. We believe in educating students through total true knowledge. Hence, in all our publications, we have, as far as practicable, included all relevant mark schemes and exam reports, collated from suitable exam boards, to as many question types as we could possibly get hold of We have a duty to ensure “Knowledge is power. Total knowledge, acquired through accurate and completely true education, is absolute power.” One simply must know how an examiner marks and what constitutes a complete and correct answer assuring full credit.A token of appreciation Try as hard as we may for perfection, no matter how careful and repetitive the efforts, errors in our Publications are, unfortunately, inevitable; some typographical, factual or calculation oversights stil clude us. For that, we hope you could accept aur sincere apologies here and would greatly appreciate it if you could kindly point them out to us either through the email [sales@ yellowreef com] or website. In our continuous and relentless pursuit of excellence, we would like to extend a very small taken of appreciation to you for these selfless feedbacks (per mistake reported and accepted), + Citical factual or calculation error found ~ £5.00 or HKD6O.00 or MYR2S.00 or $6010.00 or equivalent Normal factual or calculation error founel~ £2.50 or HKD30.00 or MAVR2.50 or S6D5,00 or ‘equivalent + Citcal problem sum plus solution suggested / accepted ~ £5.00 ‘+ Normal pratiem sum plus solution suggested / accepted - £2.50 = Citicataiogram error found ~ £5.00 Normal diagram error found ~ £2.50, © Critical suggestion to improve {accepted ~ £5.00 + Normal suggestion to improve / accepted ~ €2.50 Genera, simple, typographical or grammatical error found ~ £0.50 or HKDE.00 or MYR2.50 or {$601.00 or equivalent Please provide, together with your errata and/ar suaestion(s), your lace! bank account number {and type) through email or private message, so that we can electronically transfer aiectiy the small token into your bank account. By this partnership of collective wisciom, we truly hope to provide accurate true education to users of our publications. ‘Our management hereby reserves the rights to the compensation aforthsaid to all original submissions. Due to the large number of repeated submissions, only the first successful original submissions are notified and awarded We also would like to take this opportunity to thank the numerous well-wishing contributors and wish allof you many happy returns. Without your support and feedbacks, we wouldn't be able to improve so quickly, accurately and truly. Once again, a big thank you. ‘This token of appreciation is gift, not an entitlement. The publisher reserves the right to withdraw the offer of token of appreciation as deemed fit and is not oblige to give reasons for the withdrawalNote from the Authors “A quide is a person who leads anyone through unknown or unmapped ‘country. This includes @ guide of the real world (such as someone who conducts travellers and tourists through a place of interest), as well as 0 person who leads someone to more abstract places (such as to knowledge or wisdom).” — Wikipedia ‘A textbook on the other hand is 2 manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions (Source: Wikipedia). | have come across many students whose feedbacks were disbelievingly similar: “Since itis compulsory for me to get the textbook, | feel that there is no further need to get the guide. The guide is no more than regurgitating information from the textbook, | would rather try to learn by studying the textbook first and then follow by practising some of the readily available exercises provided by the teacher. | believe teacher knows best. When the going gets tough, its usually due to my large class size. | will then seek private tuition instead.” Unfortunately, no matter how good the private tutor is, the private tutor is only willing or able to spend, at most 1-2 hours per week per subject coaching the student. This approach is clearly inadequate; else, every single student would have achieved easy distinctions. However, obviously, this is not the current scenario, Accurate self-education is therefore of paramount importance. Having a competent guide is extremely important for the development of a student’s competence in the subject matter. The guide collates each and every important curriculum in the subject matter ‘and presents it in a professional and logical manner. The aim is to provide expert guidance to the student by helping him to achieve competence as fast as possible; much like the /ocol trekking quide who will take the unfamiliar climber through the safest and smoothest uncharted passage to the mountain top; regardless of his own competence. Although never mentioned in any of the official trekking guides, descending is way more treacherous than ascending. Hence, a competent mountain guide will akways prepare a hand-made “walking stick” for his charges’ descend. This way, most of the permanent injuries associated with reckless descending can and will be minimized. ‘Amusingly, contrary to popular belief, ascent is deemed very easy and safe To illustrate this important relationship, let’s go through the various aspects of a competent guide: © Question-answering techniques: Textbooks are not allowed to teach question~answering techniques. It is forbidden by the {education institution. Education institutions are expected to maintain a holistic approach to the curriculum and to education. Spoon-feeding is clearly not one of them. What is the difference between speed and velacity? Most students (and some junior teachers} would have smiled at the simplicity of the question asked and naively suggested the answer to be Speed is a scalar quantity, with only 0 magnitude defined; while velocity is a vector quantity, with a magnitude ond a direction defined. ‘The students expect no less than a full credit. But, they are mistaken. The examiner expects the student to be able to explain the defining difference unique to this case, Otherwise, the question could easily have been between the quantities of say, speed and magnetic field, or between air and building material, or any ather twa different things. Clearly the examiner meant that speed and velocity are somehow related andhence, the examiner intends to examine the student's ability to discem its particular difference. The expected answer Is therefore: Velocity is @ vector quantity, with @ magnitude and a direction defined; while speed is only the magnitude of the velocity, hence, a scalar quantity. Subtle, but different. This answer would have gained full credit, Definitions: Define speed? Some students would have suggested the answer to be: Speed is defined as the change in the distance travelled per unit time. Some schools would have given full credit to this answer. But, some top schools would have deemed this answer as ‘incorrect’. These top schools expect the students to give the ‘Speed is defined as the change in the distance travelled with respect to time, ‘The top schools reasoned that the former answer is a physical formula and not a statement of physical fact, which implies that the statement could not be applied in other planets or different system of base quantities A competent guide would have collated all these relevant examiner's reports to ensure the correct presentation of accurate and true education, so that the student can confidently score, A textbook doesn't perform this role, Working knowledge: Find the inverse of the function fies = +» KER, Kel. wa Again, a falr number of local textbooks suggested the following working to the final answer, which many students not being wiser followed Let y=*(x) The inverse function is featur, weR, #40. (ans) The inverse function cannot “miraculously” appear after the statement, X= +1 [tis just not possible. Mathematical deduction must be made on firm mathematical ground. By being able to deduce the final answer is not the end itself, the approach must be sound and persuasive. Therefore, before granting full credit, the examiner must be convinced that the student knows the exact reasoning behind the derived answer. The competent guide would have suggested this simple and yet exact approach: tet y=F"(x), the required inverse function. ° Perform a function operation on y:fy)=t[P 09] A property of function: Any function of variable, x, being operated upon by its ‘own inverse function will yield back the variable, x: = fly)=« 1 ya ote ye x ¥ 0) _ From @, the inverse function is: fics tar, xeR, x20. (ans) Facts: Posted on on 10 Nov 2009 MOE approved Physics textbook teaches my nephew the wrong thing. A STOMPer's nephew come home crying after his GCE 'O' level Physics exam. He answered @ question accarding to what he studied from the ‘MOE approved textbook, only to find out later that it was wrong. How can the MOE approved textbooks, which so many students use, carry such errors and ambiguities, questions this STOMPer. Says this STOMPer: “Nay nephew who sat for his GCE '0' level exam came back crying and showed ‘me his Physics Paper 1 (5058/01) in which Q19 says: What isthe refractive index of a medium? ‘A. the ratio of the speed of light in air to the speed of light in the medium. 8 the ratio of the speed of light in the mediurn to the speed of light in air the ratio of the speed of light in the medium to the speed of light in vacuum the ratio of the speed of light in vacuum to the speed of light in the medium. “According to the internet, which | have checked the answer is ‘0’ ‘My nephew who wrote the answer as 'd' later consulted his teacher ofter the exom ond was told that the answer is According to his textbook page 231 the authors soy ‘It has been proven that the refractive indexis a ratio between the speed of light in air or vacuum and the speed of light in a medium’. The cover of the schoo! textbook titled GCE '0' Level Physics matters by Charles Chew and Chow Siew Foong and there was a seal with the words ‘Approved by ‘Ministry of Education for use from 2007 - 2011 This was the textbook used in many of our secondary schools and endorsed by the MOE. If the textbook has errors or ambiguities why does MOE recommend that ‘schools use this particular textbook?”A competent quide would have explained that the determination of any physical standard, such asthe refractive index, must be found based on invariant bench-mark(s). Air being denser or less dense in diferent parts of earth would not have been a good candidate. At best, it can only be used asa good proxy or approximation “Knowledge is power. Total knowledge, acquired through accurate and completely true education, s absolute power.” “Now, here, you see, it takes all the running you can do, to stay in the same place. If you want to get somewhere else, you must run at least twice as fast as that!” — Lewis Carroll (author, "Alice Through the Looking-Glass", a sequel of his earlier work, Alice in Wonderland) The Red Queen is the one who runs hard but never gets anywhere because everything else in the landscape is also running. She tells Alice, “It takes all the running you can do to keep in place!” Van Valen used the Red Queen asa metaphor for his evolutionary principle ~ regardless how well a species can adapt to its current environment, it must keep evolving to keep up with its competitors and enemies who are also evolving. Thus, the “Red Queen” effect: do nothing and fall behind, or run hard to stay where you are. Leigh Van Valen was one of the founders of the field of Paleo-biology, the combination of research ‘on current life forms with the study of fossils to answer questions about large-scale evolutionary ‘and ecological patterns. He was the famous evolutionary biologist, who coined the “Red Queen Theory of Evolution”, ie., as we improve, our competitors, preys and predators improve too. Not only available resources for the student limited, time is also scarce. Hence, one’s natural choice would therefore be to get the best guidebooks and procure some of the *hardest” and “trickiest” question books to practise. This works extremely well for the preliminary exams; the student scores extremely well. Mast schools set their papers with ‘question-types that are deemed the hardest and trickiest, Most students are exam-smart and are extremely proficient at “spotting” the question-types correctly. Most schools feel that after being tested on the most difficult question-types, the student is therefore now better prepared for the actual final external exams, How misleading! For the actual final external exams, the student noticed that the question-types were a lot easier ‘and demanded very few “acrobatics” but more than 50% of the questions asked were for ‘explanations from the first principles! Something that the school took for granted, since itis so fundamental. It is sad that during this time, being ill-prepared or more accurately \wrongly-prepared, some of the most able students {those who scored well in thelr prelims) leave the exam hall distressed, many have suffered immerse mental agony as a result (some even gone mad). Unsurprisingly, many did very badly and tutors were puzzled by this poor performance. Good prelim results apparently did not show a good correlation with actual exam grades. For years, tutors ‘were dumb-founded by this unusual display of diversity and frequently attributed it to “Just-intime” illnesses or sudden mental blocks. Ifa student is well-prepared and comfortable about his / her ability, any exam is no more complicated than a comman class test or classraom exercise. It should not induce any high mental stress that might cause extreme mood swings and mental discomfort. Make no mistake about exam stress. The student must be prepared and aware of the ‘question-types being tested in the actual final exam, It isa true battle, one must be clearly aware of the situation, There is absolutely no point scoring a distinction for the prelims while securing a less,than ideal grade or even worse, # fall for the actual finals. tis the final exam grade that truly matters ‘Therefore, one must practice and be well-versed in the actual question-types for real and most important final external exam, The challenging practice questions / solutions set collates all these actual question-types and present them in a logical arder to meet this exact need, a must-have eritical resource for the student. With all ‘trick’ questions covered and complete coverage of si one could hardly go wrong, lar question-types since 1996, Give yourself a break, even if you have no time, practise this series, you can well be on the way to an easy final distinction, “If | have seen yonder, it is by standing on the shoulders of giants.” — Sirlsaac Newton Ifa student is dilled to the hilt on the question-types, wouldn't the student be only exam—smart and may not be able to handle ife or career at a later stage? ‘This statement is only hlf-true when it comes the ultimate grading of students, Ifa student is able to do nothing else, except to be drilled well and consequently, score well, then it is true that student may not do wellin life after school. This student would be better off just by learning a basic technical skill and working hard for the rest of his /her remaining life. But, we are dealing with very intelligent beings here, the homo sapiens species. Scientists had all along estimated that our human brain is 40% too big. Even the lion, the earth's most ferocious predator, king of all beasts, has a brain that is much smaller (in proportion) than that of the human species. So, what is the cause of this evolutionary misnomer? ‘The answer les in the fact that although we, humans, being right at the top of the food chain and lack natural enemies, yet, we are cur own and worst enemy. The constant fear of our neighbours and the resulting mental exercise isthe main reason for the “grossly magnified” growth of our brains, through natural selection (the evolution theory). Hence, It Is only natural that humans with more developed neural faculties are better adept at avoiding danger from his neighbours resulting ina greatly increased chance and rate of survival. Recently, scientists have also dwelt in depth on the all important issue of nature versus nurture. A Cambridge scientist concluded that the human brain is much more sophisticated than we think is. Instead of suggesting that we are born more or less capable than our neighbours, he suggested that, the human brain is born very versatile and that the natural mind is built with adaptors to take advantage of his environment. This explains why a child born of "poor” parents can still ace the ‘exams and do well in life, while 8 child born of more privileged origins may stil fll by the way-side, (ra person with limited education can still build wealth beyond their wildest dreams, at the same time, a child with rich disposition and education, stil lost and indecisive about his path. (Here | chose wealth as @ measure for success, of course, one can choose other measures, but it should not affect the outcome of case study.) Since there are so many examples supporting both the necessity and superfluous nature of education, can we conclude that the latter is true? The answer is ebviously no and quite the opposite. The above-mentioned Cambridge scientist concluded that the nurture part of the child is more significant, Thus, the need for education is greater than ever.Education is about learning what our predecessors have discovered. It would be absolutely inefficient and redundant to deny education and reinvent the wheel. Education for that reason alone, is the shortest path to success. By knowing and mastering existing knowledge, one now has the luxury of more time to uncover new truths and be better (¢., 2 long-winded way of restating ‘Newton's quote) ‘This chollenging drill questions / solutions set is meant for direct use by students preparing for the ‘exams. A sky diver repeatedly jumps to achieve precision and agility. A fighter pilot repeatedly flies his aireraft to co-ordinate his attack sequence and mission completion. & general of the army frequently conducts paper and ground exercises to prepare for that possible eventuality of war. Yet, no one laughs at their doggedness but instead, commends thelr fervour. ‘When it comes to students drilling for exams, these conscientious students have been labelled and teased as nerds and geeks (muggers). It is “uncool”, This is not right. It came as no surprise that Mr Bill Gates, Microsoft, one time the youngest and richest billionaire, once said that “the nerds and geeks will rule the world” © Every year, examiners from top schools like to create new question-types to test their students. This book collects faithfully these new question—types and presents them in its entirety in @ topical order to facilitate careful rapid mastery and learning (with complete answer keys). © Nomatter how creative the examiners are, there is @ physica limit to the number of question-types one can reasonably create, The question-types are limited by the exam syllabus. This book is a complete and thorough encyclopedia of question-types. There shall be no surprises. © Students are normally quite adept at dealing with normal question~types, but the exams mare often than not include many “trick” questions. One would notice the mare recent exam question-types were involved in advanced “trickery’. “Tricks” are only surprising when they are encountered fresh. f the same “trick” reappears, the “magic” would have worn-off and na longer have any effect on the student. But, these “trick” question-types ‘must first be encountered. © Due to the time-constraint and vast array of question-types, it may not be reasonable to Insist that the student practice every single question presented in the questions book, after all these questions tend to be more difficult and hence, more time-consuming, The solutions book with step-by-step solution to each question, serves as a remedy for this, lack © Top schools by far set the most difficult question-types to drill their students, Ifthe student can answer the questions in this question book, one can confidently score in every single exams. The tendency towards carelessness is also greatly reduced.Levelling the playing field Alevel playing field is a concept about faimess, not that each player has an equal chance to succeed, but that they all play by the same set of rules. Not every person is born with a silver spoon in his mouth and access to the same resources. There is, therefore, no such thing as a level playing field to begin with. Even so, itis not a peccadillo to be born poor. Although wealth is not an absolute measure of one’s happiness and self-worth, it nevertheless provides one with a sense of well-being, fone is unskilled, one has no choice but to take on only lowly paying jobs which require little or no job-specific knowledge In order to improve one’s standing in the society, one has to be schooled in both knowledge and skill. In the broadest sense of the word, education refers to any act or process of imparting or acquiring general knowledge and developing the powers of reasoning and judgment that has a formative effect on the mind, character, or physical ability of an individual, and generally of preparing oneself or others intellectually for mature life. It is usually transmitted through schools, colleges and universities. With education, one can choose to be a chef, a dancer, an artiste, a lawyer, an engineer, a doctor, an accountant or even a banker. Even though one might have come from a lowly background, one can still advance comfortably to higher rungs of the society and improve one’s life. Despite this, if one still has the passion to be the best street~cleaner or ddish-washer in town, why nat? Indeed one can truly choose his / her own path, Hence, education is about having one’s own choice and definitely one’s ultimate field leveller. But, the process of true education is not cheap. We are prepared to assist in whatever ways we can to provide this field leveller. Any students that are currently under any financial assistance schemes or deem unable to procure any of our publications to improve their grades or if you are a compassionate teacher or concerned parent involved with these students, please do get in touch with us at on the number of free copies you need. For those of you who are not eligible for this help, but still want some form of help, please visit and look under the or sections for some free goodies. Here, may we wish all talents, big and small, be allowed to blossom to their fullest extent.wrayoua wreyoua beginner teacher (eter? Testor? ve ves n° oes your tutor teach beyond sylnusto mae you stongerinthe tak suber? Isexam/test Je coming soon? {You need help Preparing ves aguickly) fot actual Do youneed more: worked examples to Is examjtest coming saan? deeper your (You need help understanding of uiekly) the subject? ‘Do younced more worked examples to deeper your understanding of the subject? Do you want to learn from the best? De youneed to practise challenging ‘exam questions? More extreme practices? “The final practice {with mark schemes) just before the actualordinary level (St ~ 53 or $4) advanced level or DSE critical guide © ‘an ample effective guide for students starting out tuner Secondary 1 ana fends Secondary 307405, ‘Anample effective guide for stodens| "Horting out ot Secondary or lower Formé or sCyeat Land ends at Sacondary DSE or upper Form 6 oF se yoar2 3 complete guide ‘Atotal doiscation of etentve Concepts aught in rp schoo ‘Atetal die eoncepts taught in cop colges. dav extensive critical study notes @ ‘An intense an sharp dehuery of anceps. The strvtute an ferganzation ae tec verbatim imports from top schools ‘An ntense and sharp delivery of fonoopts. The svuetute ana forgannation ace ees verbatin imports trom top colleges. challenging \earn-by- ‘example (LBE) © The MCUs / structures questo types were taken from actual ame, The deliberations were rom est te hard (topical) ‘The MCAs/ srucurea question-sypee were taken from actual exams. The feiberatione were from eaay to hard topical) demanding LEO The MCOS /stuctured queston types were aan from actual exams word. The deliberation: wor fom 239 0hard opie) “The McQ / structured question types were tale fom actual exams \woriwide. The dlberations wore fromeasy 0 hard topical ‘Actual exam questions arranged ina challenging practice | | Szswmmneemionwormine [non questions © Its comprehensive solutions, with marke Its comprehensive soktion, with | solutions © drill questions @ (with answer keys} {solutions © question types were taken trom actual Preliminary exams of top schools. (eopkcah ‘question-ypes were taken fom 2ual preliminary exams of top coteges. opel extreme drill questions @ (wath answer keys) / solutions © For practice. The COs / structured question type with sons ware taken from actual exams. topical) For raat. The MOS /sructuted [question typer with solutions were ‘ken fom actual exams opal complete yearly solutions @ Ina yearly format (ony solns 9 users plat purchne ureun opal teas). arranged ina yearly format, (ory stains, no usstons eae chose yun oP 0 the ests challenging ‘examinations questions © (with answer keys) {solutions ® ‘accurate am questions arranged in paper order, Theanswor key was delberat¥ynot provided se tintensestosinlate the Sctual exam condition, lus comorehensiv solitons, with mark senemes ‘Accurate exam guestions arranged ia paper ore “he answer key was deberstaly not Proved sit mendesto simulate the actual exam conlton us comprehensive solutions, with more schemes journey books © For in-depth earningpellowreef TOTAL EXAM COMPATIBILITY Many nates and guides made available in the market-place are just mere summaries or shortened versions of established text. This would not help the student taking the exams, Our notes and guides are intentionally made “exom-compatible", 1., every exam question can be answered simply by 1g-and~pasting” the required notes or statements of fact from our “out publications to receive full credit.Redemption Coupon ‘As an original purchaser of our fine publications, you are now entitled to purchase a copy of the paper editions listed on the redemption list (please refer to www.yellowreef.com for details and prices). Please send us the required cheque payment (made payable to: cosmic services) or the equivalent internet / atm bank transfer slip proving electronic payment and the original copy of the purchase receipt of this book New book title / ISBN (& price payable): Name san 8 Your Delivery address: [eptionall in case of mail loss, please also scan receipt and emailto: eBaoks@yellowreef.com fold here Themis Publishing VBox 888862 Singapore 919191content 12 1a Functions inverse functions & composite functions Graphing techniques Equations and inequalities Learning Outcomes Candidates should he able to: aa 12 1a 1 6) © ° tl o ~ exclude the use of the relation fg) 9 ) «a () ) © ey Functions, inverse functions & composite functions Understand the concepts of function, domain and range se the notation such a8 fi) = 65, fxr 3 3845, #) fate) ane fo find inveree functions and composite functions; understand conditions far the existence of inverse funetions and composite functions; fing domain restriction to obtain an inverse function: rae relationship between a function and its inverse as reflection inthe line y * Graphing techniques sea graphic calculator to graph a given function: ‘olate the following equations with thei graphs Identity characteristics of graphs such as symmetry, intersections withthe axes, turning points and asymptotes; determine the equations of asymmptotes, axes of symmetry, and restrictions on the possible values of xand/ar y: understand the effect of transformations on the graph of Hh =A +0, 9 il 25 represented by 140) and y= flan), and combinations ofthese transformation; relate the eraphs ofy = [foil y=AC). ¥ se simple parametric equations and their graphs; Equations and inequalities fa solve nequaltiesf the form 275 >0 where le) and at) ae quadratic expressions that ats are either factorisable or always positive; solve inequalities by graphical methods;(6) formulate an equation ora system of linear equations from 2 problem situation; {0} find the numerical solution of equations {including system of linear equations) using 2 eraghic caleulator.Functions, inverse functions and composite functions fundamental questions © = Afunction f:Xt+Y associates each element x ¥ x€X with aunique element yc¥ such that y=Flx) a 3 3 7 © Set X iscalled the domain D, and set ¥ iscalled \ 4 9 the range R, + f:X19Y isa function iffor every xe, there exist one and only one ye & such that y= f(x) * A function fis a One-One function if no two distinct elements of the domain have the same image under fF + Show one-one function by definition: Suppose f(x,) = f(x.), For any x, and x,, show that x; ~ © Show one-one function graphically: Any horizontal line y=k, ke, cuts the graph of y= f(x) exactly once + Afunction f with domain X is monotone increasing or strictly incre: for all x,,x, €X HSH = fm) < fl) + Afunction f with domain X is monotone decreasing or strictly decreasing if for all x,,x, €X x< => F(x) > Fle) * All monotone functions are One-One‘+ The composite functions of f and g, if it exists, is the function defined as (f followed by a) affix] = 9ftx) for all x= D, ‘+ Forthe composite function gf to exist for all x mx; as mis less than 0 mxto>me +e Alx) > fle) Hence, the function f(x) = mx +cis monotone decreasing. (ans) ‘Marke scheme, show fl) > fl) when x: state fe} is monotone decreasing oo aL a By a coy aDetermine if the function flx) 3x+2,x€R, x22 isone-one. [2] Solution: Any horizontal line y= k, ke [0,:r)cuts the graph y = flx] exactly once. Hence, the function flx) = x°-3x +2, xe, x>2 isone-one. (ans) Mark scheme: show y= keuts fs) exactly once ma state fe] is one-one A Given that f(x) = 1-7, -1sx Land g{x) = V2 ,x20, determine if fg and gf are defined and find the functions if they exist. [5] Solution: als) = V2 1,1] R, =[0,1] B, = 10,20) R, (0,0) For fg’ R, Hence, fg is not defined. (ans) 0,00) ¢ [-1,1] =D,i! For gf: 7 R, =[0,1)<[0,<)=D, Hence, af is defined. afte) = g 1-27) = YI 1x1. (ans) ‘Marke scheme, show 8, =[0,]¢(-2,1]=0, correctly state fg not defined show &, =[0,1}< 0,22): correctly state fg defined correctans= Vi ,-1sst ua al or aL a st If f:xtox? -1, xe Sand xt V3-x, xeT whereT ={x:xe R,x <3}, find the largest subset § of ® so that gf s defined. State the rule and find the range of gf. (4) Solution: T=(-0,3] For of to be defined, = A, <0, =[-™,31 But for xe, Ry =[-1,20) © Ry must lie within [1,3] The largest domain whereby fis defined lies in the range of {-1, 3] = flu) =3 sx-153 x22 £2, 2] (ans) aftx)= a(x? ~1) Vane, xe[-2,2] [0,2] (ans) ork scheme: Show A, lies within [1,3] correct ans $=[.2,2] Yaw ,xel-2,21 21 correctly find af correetans Ry ma a Bi a al 1 tunaton& apts 17‘A function fis defined by f:x+>x~3, xe and another function g such that gf :xi x*—6x +1, xe R . Find the function g. (2) NB: For gfto exist, R, =D, Since R, Rand D, af exists Mark Scheme. he ~3)= («37-8 ma gu)= 0-8 AL a Find, ifit exist, the inverse function of flx) = 2", xe R. [3] Solution: Based on the graph, f(x) is a strictly increasing function f\x) isa one-one function oof exists, Let y= 2" x= logy *.f (x) = log 2x, x (0,20) (ans) ark Scheme: correctly show f' exists at =lony a PO) stop», x=(0,2) ap)Show graphically that y = and y = log, x are inverse functions of each other. [2] Solution: Mark scheme: plot y= 4 and y= loge ory show y= 0" and y= logex can be reflected along y= « a OR]10 Graphing techniques fundamental questions + For two points (x,y2) and Q (x2,y2) on the x-y plane: (Distance between the line PQ = (x, —%) Hs -¥) (li). Gradient of the line PQ> 22% (ii) Midpoint M ofthe line P= (Ss) {iv} Division of the line PQ in the ratio m:n by the point R (x,y), then nx;tmx, ny, tmy, m+n men alan) Poon Atay) © = Straight line (i) General form of the equation of a straight line oxsby+c=0 (i) Distance trom a point P (hk) toa straight line ah+bk+c Length = dhe bk-he Angle @ between 2 straight lines /,,/, with gradients m,, m, respectively tang = 2 1 {a} Two lines are parallel of m,=imz (b) Two lines are perpendicular if msm.=© Gircle (i) Standard form of the equation of a circle, centre (0,0) and radius r xy (ii) General equation of a circle, centre (h,k) and radius r (xn ey wre (ii) General form of the equation of a circle 2° +y? + Df + 2gy + c= 0 where f, g and c are constants liv) Intersection of straight line y = mx +c and circle x’ + y’ + 2fx + 2gy+c=0 Based on the quadratic equation obtained from the 2 equations, discriminant D (a) 0>0: Line intersect circle at 2 distinct points (b) 0 =0: Line is a tangent [c]_D <0: Line does not intersect circle a © Semicircles (i) General form of the equation of a straight line yay? orfand x=4yr?—y? for-rsx0 (ii) General equation of a parabola with vertex at (h,k) (y= KY = dae h) or (x A)’ = daly ~ i) Goh = 4aly-K), 00 (bk) (he thal ) als h),a>0 (chy =aaly~k}, a<0 Wb’ =Aoehaco Ua (ili) General form of the equation of a parabola y+ 2fc+ 2gy+0=0 or xs 2fi+ 2gy+e=0 1 tunaton& apts 1a.* Hyperbola (i) Standard form of the equation of a hyperbola (iii) General form of the equation of a parabola, ox? by? + 2fx-+ 2gy + 6= 0 or by’ - ox’ + 2fr+ 2gy +c =0 a ‘+ Rectangular hyperbola (i) Ahyperbola with two perpendicular asymptotes Equations are of the following forms: (a) xy=0,where ceR (b) (x—h)ly—K) = cwhere ce y y oo 20 “ yok xh a aaa esonens Maton ae =Repeated real roots (i) Even number of repeated roots Graph of y = h(x} touches x-axis and turns back to the same side y 4 veh (il) Odd number of repeated roots Graph of y = h(x) crosses x-axis over to the other side y yeh Translation parallel to x-axis (i) y=fle) = y=fie-k),k>0 Translation in the positive direction of the x-axis by k units (right shift) (i) y= fo) = y=fix+k),k>0 Translation in the negative direction of the x-axis by k units (left shift) Translation parallel to y-axis () y=) > y=f)+k,k>0 Translation in the positive direction of the y-axis by k units (shift up) Mii) y=fX) = y= fix)-k,k>0 Translation in the negative direction of the y-axis by k units (shift down) NB: There is no change in the shape of the graph during translation 1 tunaton& apts 115'* Dilation (scaling) parallel to the x-axis y=fl) > y=flax),a>0 A scaling parallel to the x-axis of factor 1 i) For01 & stretching a 1 ii) Fora>1, factor — <1 <> compression a ‘* Dilation (scaling) parallel to the y-axis y=flx) > y=aflx),a>0 A scaling parallel to the y-axis of factor a a ‘+ Reflection about the x-axis y= fod = y= fod ‘© Reflection about the y-axis y= fla) > y= flex) a ‘* Reflection about the line y= x y= fl) = x= fy) NB: (i) For any reflection, points on the line of reflection are invariant (ii) The graph of x= fly} is the graph of the inverse function y= F(x) a * Graphs of the form y=x" forne Reflect y= x" about the line y= x to obtainx=y"<> y=x" a 1-16 esonens Maton ae =* Graphs involving the modulus function (i) y= fod = y= [fd Lf] © fle) for flx) 2 0 and —flx) for fle) <0 Keep part of y = flx) where f(r) 2 0 intact and reflect the part of y = f(x) that is below the x-axis about the x-axis (ii) y=fl) > y= filxl) © Graphs with equation y’ = f(x) or y Step 1: Step 2: Sllx|) > fle) for x20 and fi-x) forx <0 Ignoring part of y = flx) where x< 0 and reflect the part where x>0 about the y-axis = FG from y= fx) Keep part of the graph where f(x) 2 0 and delete the part where fix) <0 => Stationary points: If (2,6) is a maximum (minimum) point on y = ‘f09), (@,,/6) is a maximum (minimum) point > Intercepts with x-axis: (a,0) on y = fix) remains as (0,0) = Intercepts with y-axis: (0,6) on y=ftx) becomes (0, vb ) => Vertical asymptotes: For vertical asymptote x = a remains as it is = Horizontal asymptotes: For horizontal asymptote y= b, y= vb is a horizontal asymptote Reflect y= VFX) in the x-axis to obtain y aayDescribe the curve whose equation is given by x'+y’~ 6x + 4y +4 =0 and sketch the graph. [3] Solution: e+ 6x4 dy +420 HB} 8 5 G42) a Han J 2 Completing the square. => (xa)? + (y+ 2)7= 37 ~ Circle with centre (3,-2) and radius 3 units. (ans) x -3F eye ar Mark scheme: ‘Acive at the equation x3)! + (y+ 2)'=3° ma correct description of curve aL correct sketching of curve a) Identify and sketch the following curves represented by the following equations: ) “4 25y'=1 3) (b) 4x7 +9y’=0 [3] (0) xe 4x-3y=2 3] (4) xe+3) + yy—4)=0 [3] (2) + 2)ty-2)-4=0 3) () 2yeavi-4x? 3] 1-18 esonens Maton ae=> Ellipse (ans) or 2o => Parabola (ans) (co) P4+x-3y=2 > +d ways2t Ly ig yy 3 = beta =i ) =>Parabola (ans) (d) x(x +3) + yly—4)=0 S84 3xty -Ay=0 3 py -ap-(2) = WAS Hy -2} (3) = Circle (ans) axn3ye2 wbe3} 4 yly—4)=0 a 4 2 5 w+ 2sy? a1 a 2 a 5 y a ad +97 =0 yy, 1 tunaton& apts 119fe) (#2)y-2)-4=0 ) = [xt 2y-2)=4 = Rectangular hyperbole (ans) ay=vi-av sap aia" aye @) =>Semicircle (ans) Mark scheme: @ e © Co} w Arrive at the equation correct description of ellipse correct sketching of elipse (xe 2Ky-2)-¢=0 arivente eaten (2) correct description of parabola correct sketching of parabola By gay2yy +2) Arrive at the equation e+ 2 =(@N2My+2) correct description of parabola correct sketching of parabola Bye yeal rive at the equation (x +3) +47 Arrive atthe equation (+3 4-2) correct description of circle correct sketching of circle Acrive at the equation (+ 2\ly—2)=4 correct description of rectangular hyperbola correct sketching of rectangular hyperbola Arrive atthe equation vor-(3) correct description of semicircle correct sketching of semicircle 1-20 esonens Maton ae 2y=vim ae ma aL AL ma aL aL mi aL AL ma AL aL wa. aL AL ma. aLSketch the following curves: (a) y=(1-2e(2 447° [2] (b) y=x°0e+ 3)(2x—1)" [2] Solution: (a) y= (123/12 +a)? Intersection with x axis when y = 0 = (1-2a)'(2 +x =0 1 Sx=2K= 2 Atx=-2, (2 +x)’ => even number repeated root => Graph touch x-axis and turn back to the same side 1 At x=, (1—2x)'is an odd number repeated root, = Graph cross x-axis giving point of inflexion (ans) y ye 2240! tb) y=x8|x+ 3)(2x-1)* Intersection with x axis when y =O = b+ 3)2x-1/'=0 1 2 x=-3,x=0, x= Atx=-3andx=0, =» odd number repeated root => Graph cross x-axis giving point of inflexion atxat 2 = even number repeated root => Graph touch x-axis and turn back to the same side (ans) saatyawns 3]Qr~a)* Mark scheme, (@) correct identitiction of inflexion and turning points ma. correct sketching of curve aL (@) correctidentification of inflexion and turning points ma. correct sketching of curve aA] Sketch the curve y Inlx — 3) from the curve y=Inx. [2] Solutio y Fine 3) ‘Mark Scheme, cortect sketch of aL ‘correc transformation from y A Bl 12 esonens Maton ae) Sketch the curve y= oos(2) from the curve y =cosxfor0 [2] ‘Sketch the following curves on the same axes, indicating clearly their points of Solution: y = When x>1, x5 > x? 1 = ON os x => When.x< J, x*>x° 1 tunaton& apts 125.Mark Scheme, Bt correct sketch of y=x a By correct sketch of y= For the graph of f{x) = x(x? ~ 4), sketch a} y= (fod! [2] b) yell) [2] Solutis b) y= All) y 4 ixiMIxl? 4) ‘Mark Scheme: ‘correct sketch of fle) = x(x’— 4) a AL a Vi a Bl tb correct sketch of ) correct sketch ofM EE Equations and inequalities fundamental questions * Basic rules for manipulating inequalities () x>y & xtaryto (li) x>y > x-boy-b (ill) x>yanda>0 <> ax>ay (iv) x>yandb <0 © bxyandar0o ~>¥ xy >yandb<0 ~<% (vi) x> yan a (vil) o> band x>y > a+x>b+y NB:a> band x>ydoesnot mean a-x>b~y (vililx>y and y>z => x>2z * The modulus of x denoted by |x| is the magnitude of x. Ixl=x ifx20and -x ifx<0 Forall xe R © Basic results (i) For xe ®, |x] \x| Gil) Forx,y eR, Lxyl = Il [yl and |) = = Iv (iii) For xe %, a > 0, the following applies (a) [xl=a& x=40 (b) [xla@ x<-aorn>a (iv) For xe R,a>0, |x| < Vo @ x a' 20 [2] Solution: (a) 2+3x-2720 J «2 Completely factorize the algebraic function. 92? -3x-250 ati In this case, consider only regions where f{x) < 0. = (2x +1)(x-2) <0 os 1-28 esonens Maton ae =“. no real solution (ans) (c) 4x’-12x + 10>0 2x! 6x45 >0 > 2° -3x)+5>0 #2 In this case, consider only regions where f(x) > 0. x xe (ans) ‘Mark Scheme, (2) obtain e+ 1Nr-2) <0 ma ans = 05x52 aL 3y 12 fo) obtain (x2 122 co ma co} (dF ‘ans = na real salution a oe () obtain aix—2y'44>0 ma @ ix V5 ans= ve AL 6] 1-29Solve the following inequalities (a) |x-4)>2 [2] (b) [x-51<3 [2] Solution: (a) |x-4] >2 x 16-Dorx-1>2 =>x<-Lorx>3 (ans) (b) [x-5] <3 32 mi ans =x<-Lorx> 3 a (6) obtain 3 [xt | > [x3] Squaring, m+ Det 1d x 6x49 = 8x> 8 => x>1 (ans) Mark Scheme, obtain #2] > be 3) Mt Squaring 11> bel mm ans=12 2 A BI 1-30 esonens Maton ae =G1 pet 65 Ixl?+ [x] = |x[?+ [x] -620 = (Ix1 +3) Ix] -2)>0 => (|x| +3) > 0 (NA) and (|x| -2)>0 = [xl >2 x<-2,x>2 (ans) Mark Scheme, obtain |x|? + [x] -6>0 ore ebtain}x| >2 on ans = 162,422 a BL Sketch the graph of y= [x +4] |x-2|. [2] ye bert bea ‘ark Scheme: identification of major points ma correct sketch of graph AL al 1 tunaton& apts 1aSolve the inequality |x-2| < |3x+5] graphically. [5] Soluti Graphically without using graphic calculator: From graphs, [x-2] « [3x45] 13 axc-Z 02-3 (ans 2 4 fone) Using the graphic calculator: = Sketch the two graphs y= |x-2| and y= [3x +5] on the same diagram. Press [MATH] and select NUM, 1:abs( to enter the modulus function. => To identify x-coordinate of the intersection points, press [2nd][TRACE] and select S:intersect. Move the cursor to the desired point of intersection and press [ENTER] twice, = Find the range of values of x by observing the sketch. (ans) Mark Scheme, correct sketch of y= +2 ma ‘correct sketch of ma correct sketch of ma. ‘correct sketch of y=-3x—5 ma. 7 ans =xe-2,x> aS) z 5) 1-2 esonens Maton ae