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    PURE U2 Solutions (2011-2016)

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    Nw a COMPLETE SOLUTIONS TO CAPE UNIT 2 PURE MATHEMATICS ~ BY FAYAD W. ALI (MSc, PhD) & “ALAN UMRAW (MSc, Dip Ed.) 2 COMPLETE SOLUTIONS TO CAPE UNIT 2 PURE MATHEMATICS The rights of Zh: Fiyad Wi Ali and Mh Alan Cara to ve identiied as authors of this work has been asserted by them in accordance with ©Copyright. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission in writing from the publisher or under licence from the ©Copyright owners. Any person who commits any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. First edition published in 2017 @ BeNeo Printing & Publishing Co. ©Lh Fiyad WA and Me, Hn Ura Printed and Published By: & Beneo) Printing & Publishing Co. 1312 S.S. Erin Road, Penal, Trinidad, W.I. Tel: 1-868-647-8322 / 7651 Fax: 1-868-223-7715 / 7716 Email: benco7651@gmail.com Your feedback is always welcomed. You can email the authors at feedback.puremaths@gmail.com ISBN INTRODUCTION It is numbers and not words that make up the language of the Universe and Mathematics is the great Ruler and the mighty Empress of all the Sciences. ‘Solutions to CAPE Mathematics for Unit 2°, by Fayad W. Ali and Alan Umraw, is designed as enrichment exercises in learning to solve the questions in CAPE Unit 2 Mathematics and as preparation for excellent results in examinations encountered at the Upper Sixth form level of Secondary school. There are several aims and objectives in this workbook. After reading through this solution book, students will perceive the critical analysis, intuitive deduction, logical reasoning and the proper or desired presentation involved in the solution of the questions of CAPE Unit 2 Mathematics. They will develop an understanding of facts and relationships presented through words, numbers, symbols, graphs and the relevant diagrams. They will also develop skills in critical thinking and clarity of presenting CAPE Mathematical solutions. Certainly, too, they will be able to develop a range of problem-solving strategies that will enable them to identify, describe and formulate problems, after which they will be able to make references and draw conclusions of a mathematical nature. This is especially so as sometimes many alternatives to solving the various questions are deliberately offered. Candidates at this level will be encouraged to integrate their learning with all types of existing technologies and so be more confident young citizens in the twenty-first century. This is keeping with the achievement of six essential learning outcomes of the Curriculum and Planning Division of the Ministry of Education in Trinidad and Tobago. This solution book facilitates the CAPE rationale for teaching and leaming Advanced Mathematics. Our students will know that CAPE Mathematics incorporates the study of the properties of numbers and their relationships to studies Measurement, Space, Shape, Euclidean Geometry, Calculus Statistics, and Probability. They will be able to understand that Advanced Mathematics deals with special strands of mathematics in its purest and most aesthetic form. ‘Also, the study of CAPE Mathematics makes students better creative thinkers through the development of logical thinking, problem-solving, investigative skills, organisational and argumentative skills. Furthermore, the study of mathematics will liken them to the great philosophers and thinkers of the previous worlds Our students may come to realise, even at this relatively early stage of their development, that mathematics is the engine that motors the modern world. It continues to engage and obstinately perseveres to enlighten, uplift, entertain, and rule as the erowned, proud Empress, on one of all humanity's greatest cultural achievements. AIMS AND OBJECTIVES The aims and objectives in this book are obvious, basic, clear and fundamental. The book is designed to demonstrate to candidates the rules and applications of the topics associated wit CAPE Unit 2 Mathematics. The questions are worked whilst clearly illustrating these rules, as well as various alternative methods that follow so many questions. All of these are aimed at demonstrating to prospective candidates: (i) the sequential process of thinking and analysing the data re quired in the process of solving questions, (ii) the proper presentation of solutions to questions as it analytical reasoning. (iii) the alternative methods that may be possible, methods, Parallels the sequence of though not necessarily shorter (iv) the necessity, importance, relevance and clarity associated with the drawing or sketching of diagrams, (v)__ the recollection of basic formulae that is re ‘quired for CSEC Additional Mathematics at this level, This solution book attempts to remind candidat tes of the mathematical laws and their usage that are associated with CAPE Unit 2 Mathemati ics and to satisfy the needs of students as they e said discipline. The authors are Hence, of thinking and this is considered to be essential and regarded as a necessary and sufficient condition in the overall plan for the mastering of CAPE Unit 2 Mathematics. Fayad W. Wi and Man Unraw CONTENTS YEAR PAGE 2016 Unit 2 Paper 2 1-22 2015 Unit 2 Paper 2 23-51 2014 Unit 2 Paper 2 52-72 2013 Unit 2 Paper 2 73-97 2012 Unit 2 Paper 2 98-133 2011 Unit 2 Paper 2 134-169 THE AUTHORS WISH TO DEDICATE THIS BOOK TO A DEAR AND CHERISHED FRIEND, MASTER CURTIS APTE RAMPERSAD A CLOSE AND CHERISHED FRIEND AND FORMER CLASSMATE OF FAYAD W. ALI AND MRS. NATALIE PERSAD, WIFE OF MR. ALAN UMRAW 1. (a) 2016 UNIT 2 PAPER 2 SECTION A MODULE 1 Dat # The complex roots of ax’ +bx+e=0 are @=1-3i and B. @ Required To Calculate: (@ +8) and (af) Calculation: Complex roots occur in conjugate pairs. If a@=1-3i then, B=1+3i, a+ B= (1-31) +(1+3!) (i) Required To Prove: That an equation whose roots are is given by 10x +2x+1=0. Proof: Any quadratic equation can be expressed in the form: 2° —(sum of the roots).x+ (product of the roots) =0 _(B-2)+(a-2) (a-2)(B-2) ~ 10=2(2)+4 2 “10 1 o ae oN 2016 UNIT 2 PAPER 2 1 ~ (@=2)(8-2) 1 Sr ae 10 1 a-2- B-2 (x10) 10x? +2x+1=0 (In integer form) QED. (b) Data: Two complex numbers are given as u=4+2i and v=1+2V2i. () Required To Complete: The Argand diagram to illustrate w Solution: Im(z) 2016 UNIT 2 PAPER 2 (ii) Required To Sketch: The circle with equation |z~u|=3 on the same Argand diagram. Solution: Im(z) (iii) _ Required To Calculate: The modulus and principal argument of Calculation: u=442i b=V(4y +2)" =Vi6+4 20 =W5 2 =tan!| = argu (3) = 0.46 radians (to 2 decimal places) 2016 UNIT 2 PAPER 2 Mm - 1 +(2N2)) wo =3 eB an =1.23 radians ) Im(z) = 2.43 radians 2016 UNIT 2 PAPER 2 defined by the parametric equations x=4cos/ and in 2¢ for O Required To Determine: = Solution: 2016 UNIT 2 PAPER 2 2x-+ »|-In|x-10| i] Qxty x (b) Required To Determine: fen sine’ dx Solution; Let at sine! de = fe! sins ze = fe‘ sine dt = Jesine de dv = De sint Let uv 5 du eae v=-cost dt Integrating by parts: Jesine dt =[-10081]-[-coss dt =-t00st+ fost dt =-teost+sin¢+C (C is a constant of integration) Recall: ¢ J fet sine’ de=-e" cose’ +sine' +C 42x43 (x-1)(x +1) @ Required To Estimate: The area bounded by fand the lines y= and x=, using the trapezium rule. Solution: Length of x ~interval = =2 (©) Data: f(x for 2

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