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Endorsmant of arovoure dees mean that he resource i rogue to schave ths Pearson quailtin, pox dows rea that Is tre ery eutabe matora avaible to support the qualcaton and ary rsource 1s produced by te awarding body shal icudo tha and ther approprateCOL COURSE STRUCTURE ABOUT THIS BOOK vi QUALIFICATION AND ASSESSMENT OVERVIEW viii EXTRA ONLINE CONTENT x 1 INEQUALITIES 1 2 SERIES 14 3 COMPLEX NUMBERS 22 4 FURTHER ARGAND DIAGRAMS 46 REVIEW EXERCISE 1 83 5 FIRST-ORDER DIFFERENTIAL EQUATIONS 90 6 SECOND-ORDER DIFFERENTIAL EQUATIONS 105 7 MACLAURIN AND TAYLOR SERIES 125 8 POLAR COORDINATES 149 REVIEW EXERCISE 2 168 EXAM PRACTICE 178 GLOSSARY 180 ANSWERS 183 INDEX 230aca CHAPTER 1 INEQUALITIES 1.1 ALGEBRAIC METHODS 1.2 USING GRAPHS TO SOLVE INEQUALITIES 1.3 MODULUS INEQUALITIES CHAPTER REVIEW 1 CHAPTER 2 SERIES 2.1 THE METHOD OF DIFFERENCES CHAPTER REVIEW 2 CHAPTER 3 COMPLEX NUMBERS 3.1 EXPONENTIAL FORM OF COMPLEX NUMBERS 3.2 MULTIPLYING AND DIVIDING COMPLEX NUMBERS 3.3 DE MOIVRE'S THEOREM 3.4 TRIGONOMETRIC IDENTITIES 3.5 niTH ROOTS OF A COMPLEX NUMBER CHAPTER REVIEW 3 14 15 20 22 23 26 29 32 37 42 CHAPTER 4 FURTHER ARGAND DIAGRAMS 46 4.1 LOCIIN AN ARGAND DIAGRAM = 47 4.2 FURTHER LOCI IN AN ARGAND DIAGRAM 55 4.3 REGIONS IN AN ARGAND DIAGRAM 63 4.4 FURTHER REGIONS IN AN ARGAND DIAGRAM 65 4.5 TRANSFORMATIONS OF THE COMPLEX PLANE 70 CHAPTER REVIEW 4 78 REVIEW EXERCISE 1 83 CHAPTER 5 FIRST-ORDER DIFFERENTIAL EQUATIONS 90 5.1 SOLVING FIRST-ORDER DIFFERENTIAL EQUATIONS WITH SEPARABLE VARIABLES 91 5.2 FIRST-ORDER LINEAR DIFFERENTIAL EQUATIONS OF THE FORM gy =~ + Py = 0 WHERE P AND at Y=8 Q ARE FUNCTIONS OF x 95 5.3 REDUCIBLE FIRST-ORDER DIFFERENTIAL EQUATIONS 98 CHAPTER REVIEW 5 102CUTS at CHAPTER 6 SECOND-ORDER CHAPTER 8 POLAR DIFFERENTIAL EQUATIONS 105 COORDINATES 149 6.1 SECOND-ORDER HOMOGENEOUS 8.1 POLAR COORDINATES AND DIFFERENTIAL EQUATIONS 106 EQUATIONS 150 6.2 SECOND-ORDER 8.2 SKETCHING CURVES 153 NON-HOMOGENEOUS 8.3 AREA ENCLOSED BY A DIFFERENTIAL EQUATIONS 110 POLAR CURVE 158 6.3 USING BOUNDARY CONDITIONS 115 8.4 TANGENTS TO POLAR CURVES 162 6.4 REDUCIBLE SECOND-ORDER CHAPTER REVIEW 8 165 DIFFERENTIAL EQUATIONS 118 CHAPTER REVIEW 6 121 REVIEW EXERCISE 2 168 CHAPTER 7 MACLAURIN AND TAYLOR SERIES 125 EXAM PRACTICE 178 7.1 HIGHER DERIVATIVES 126 7.2 MACLAURIN SERIES 12g GLOSSARY 180 7.3 SERIES EXPANSIONS OF COMPOUND FUNCTIONS 132 ANSWERS 183 7.4 TAYLOR SERIES 136 7.5 SERIES SOLUTIONS OF DIFFERENTIAL EQUATIONS 149 INDEX 230 CHAPTER REVIEW 7 144ABOUT THIS BOOK The following three themes have been fully integrated throughout the Pearson Edexcel International Advanced Level in Mathematics series, so they can be applied alongside your learning, 1. Mathematical argument, language and proof, + Rigorous and consistent approach throughout + Notation boxes explain key mathematical language and symbols 2. Mathematical problem-solving ‘The Mathematical Problem-Solving Cycle ‘+ Hundreds of problem-solving questions, fully integrated (=> sei the problem into the main exercises l + Problem-solving boxes provide tips and strategies feepeaesiis adea Smo = Challenge questions provide extra stretch t j (G _ process ana )} 3. Transferable skills seperation + Transferable skills are embedded throughout this book, in the exercises and in some examples + These skills are signposted to show students which skills they are using and developing Finding your way around the book Dy ee Each chaptor starts with a Ist of Learning object aan Cano The Prior nowledge helps make Suro you are ready to start the me rea world apoleations o tho maths you ao about fo eam BT) oe ED Glossary terme wil Boientted by ba Dl tt on te et appearanceCUCL Each sacton begin vith explanation and key loaing points recice questions are careluly graded 0 Mey increase in ‘Siticulty ane gracuay ‘rng you up 0 exam ‘stancard races we packed vith exam-sivle ‘Questions to encure you 210 ready forthe oxarns Probie solvng baxsa provide ris, tips and strategies, and Watch out you a crence to tackle Exam-style questions boxes nihight areas wnere students Beme more ecu are lagged with (@) _oenose makin er exams questions Problem-solving ‘questions are flagged Each chaptor onde with a Chapter eviow with © ‘anda Summay of ey points Altar every few chapters, a Reviow exercise Felps you consolte your tearing wt ots of exam-stylo quostions Exam practice Mathematics International Advanced Subsiiary/ ‘advanced Level Further Pure2 Review exercise 1 Serato ‘fal practice paper atthe back of| ‘ie book hips you prepare forthe real thingvili QUALIFICATION AND ASSESSMENT OVERVIEW QUALIFICATION AND ASSESSMENT OVERVIEW Qualification and content overview Further Pure Mathematics 2 (FP2) is an optional* unit in the following qualifications: International Advanced Subsidiary in Further Mathematics International Advanced Level in Further Mathematics compulsory to study either FP2 or FP3 for the Intemational Advanced Level in Further Mathematics. Assessment overview The following table gives an overview of the assessment for this unit. We recommend that you study this information closely to help ensure that you are fully prepared for this course and know exactly what to expect in the assessment, [Tie Ailabilty FP2 Further Pure BBhwofias 75. [hour 30mins_| January and une Mathematis2 Paper code WFMO2/01 16% % of IAL First assessment June 2020, Recall, select and use their knowledge of mathematical facts, concepts and techniques ina variety of contexts. Construct rigorous mathematical arguments and proofs through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions, Including the construction of extended arguments for handling substantial problems presented in unstructured form, Recall, select and use their knowledge of standard mathematical models to represent ‘h03_| situations inthe real world recognise and understand given representations involving standard models; present and interpret results from such models in terms of the original situation, including discussion of the assumptions made and refinement of such models, ‘Comprehend translations of common realistic contexts into mathematics; use the results of ‘A04_ | calculations to make predictions, or comment on the context; and, where appropriate, read 5% critically and comprehend longer mathematical arguments or examples of applications. Use contemporary calculator technology and other permitted resources (such as formulae 805 | booklets or statistical tables) accurately and efficiently; understand when not to use such 5% ‘technology, and its limitations. Give answers to appropriate accuracy. 401 30% 30% 10%CEU Uu cassie My a Ld Relationship of assessment objectives to units ers oa 701 102 103 mo 7205 Marks out of 75 25-30 25-30 os 72 5-10 % 3A a o6§ 95-16 ay Calculators Students may use a calculator in assessments for these qualifications. Centres are responsible for making sure that calculators used by their students meet the requirements given in the table below: Students are expected to have available a calculator with at least the following keys: +,-, x, +, x3, Prohibitions Calculators with any of the following facilities are prohibited in all examinations: + databanks + retrieval of text or formulae + built-in symbolic algebra manipulations + symbolic differentiation and/or integration + language translators + communication with other machines or the internet ve, 4, x3, ln x, e%, x1, sine, cosine and tangent and their inverses in degrees and decimals of a degree, and in radians; memory. ixun ey @ Extra online content Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides worked solutions for questions in the book. Download the solutions as a PDF or quickly find the solution you need online, Use of technology Explore topics in more detail, visualise problems and consolidate your understanding, Use pre-made GeoGebra activities or Casio resources for a graphic calculator. EDD ins nest ofnerecion GP EY graphically using technology. GeeaGebra GeoGebra-powered interactives CASIO. Graphic calculator interactives Interact with the maths you are learning using GeoGebra’s easy-to-use tools Explore the maths you are learning and gain confidence in using a graphic calculator Calculator tutorials Our helpful video tutorials will guide you through how to use your calculator in the exams. They cover both Casio's scientific and colour graphic calculators. ERD Work out each coefficient quickly using the "C; and power functions on your calculator. Finding the value of the first derivative te aces the function press Gav) ©AMON ens After jpleting this unit you should be 5 graphs lutions to inequalitie /e modulus inequalities 0 a gw Nm — ° ‘i . 5 o a s 5 a «Pure 1 Section 3.4aa) ental) @ Algebraic methods IF you multiply both sides of an inequality by a negative number you reverse the direction of the inequality sign. You need to be more careful if you multiply or divide both sides of an inequality by a variable or expression. If the variable or expression could take either a positive or a negative value then you don't know which direction is correct for the inequality sign. You can overcome this problem by multiplying by an expression squared. Suppose you want to solve the inequality +> x, x0. The values of x where the I you multiply both sides of the Hf you multiply both sides of graph of y=-Lis above inequality by xyou get 1 >. the inequality by x? you get the graph of, > ae ‘The solution to this inequality x > 2°. The graph of y= xis ie cidiseed ee Is-1 »° by algebraically rearranging and factorising. 22 =x <0 +— You can add or subtract any term from both sides of an inequality xb?- 1 <0 x(r= Dv+1) <0 ‘The critical values are x = 0,.x = 1 and x =—1. You can consider a sketch of the graph of y =xtv— 1)(x+ 1) to work out which intervals satisfy (Le. meet the requirements of) the inequality. * To solve an inequality involving algebraic fractions: + Step 1: multiply by an expression squared to remove fractions + Step 2: rearrange the inequality to get 0 on one side + Step 3: find critical values + Step 4: use a sketch to identify the correct intervalsse ns Crate Use algebra to solve the inequality 5 , check whether or not each of your critical values should be included in the solution set. Go Find all values of x such that <2 where x #—I and x-#—3, and express your answer xel using set notation.aa) Tees} Multiply both sides by (+ 10x + 3) xiv + HPO + SF oat xt + oe # 3)? = 2be + HFle + 3) <0. (+ Hx + Bix + 3) - abv + D) = 01 (4 Nort Be +x 2) <0. (+ Nort Bw + hex = 1) <0. So the criti 1,-8,-2 or 1 A sketch of y= (x + tix + 3Mx + De 1) is 2x + oe + BF #1yoe# Bye + 2)60= 1) he solution to (6+ Nor # Bier + 2 = 1) = O corresponds to the sections of this graph that are on or below the x-axt. So the solution is ber-3 —+ (2 marks) @® 5 ty=3 v2 0and gx=~2 x23 a x) and y’= g(x) on the same set of axes. (B marks) b Solve f(x) = a(x) (2 marks) ¢ Hence write down the solution to the inequality f(x) > g(). Give your answer using set notation. (marks) @® 6 a One same set of axes, sketch the graphs of y = 55 ee (4 marks) i 3x 4x b Find the points of intersection of y= 5" and y= 7.5 (2 marks) © Hence, or otherwise, solve the inequality 5° rad (2 marks) 62-x) @® 7 a On the same set of axes, sketch the graphs of y — ued (4. marks) (2-3) b Find the points of intersection of » = w~2and.y= <5, —3y (B marks) Write down the solution to th lity x2 ¢ EHD) 2 marks) € Write down the solution to the inequality x ~ 2.= —S—~ — marks) _ (@+20-3) ¢ © 8 & On the same set of axes, sketch the graphs of ‘and y (3 marks) b Find the points of intersection of y = t and y= 35 (marks) is “ © Solve 1 > 5 (marks)aa) Tees} Challenge ‘a Sketch the circle with equation (x ~ 2)2 + (y~4)?= 10 b Determine the coordinates ofall points of intersection between this circle ond the curve with equation y= “*=> ‘¢. Sketch this curve on the same set of axes as your answer to part a. Hence, or otherwise, find the solutions to the inequality ax 5 (ene aero ©) Modulus inequalities You need to be able to solve inequalities that include modulus signs. It is often useful to sketch the relevant modulus graph when solving inequalities like this. Solve |x? = 4] <3 Sketch y = |x? ~ 4x| and y = 3: Watch out To ind the critical values, solve |x? - 4x] = 3 x? - Ay 23.4 x°-4x- 320 wn 2F-4-3 (r- 2 ~(y? = 4x) 3 x? = 3ie-9=0 4x+3=0re ns Crate Marking these values on the sketch: Solve [3x] +x <2 Rearranging gives: Ste Sketching y = [3x] +.xis quite dificult so itis x gives usually simpler to rearrange and isolate the modulus function, Critical values are given by: axe 2-x 4v=2 -3xata) Tees} Sometimes care must be taken to identify the correct roots when solving modulus equations. Find all values of such that |x? ~ 19) < 5(c— 1), expressing your answer in set notation. ‘Sketching both graphs: 5tr=1) x19 = 5y-5 + x°-5x- 1420 (7+ 2=0 or -2 tx? ~ 19) (r+ 8-320 (fans 8 6 3 1 Solve the inequalities a |y-6|> 6x b x-3)>0° € lee + <9 x+3 d Rxt+l=3 e 2xltx>3 f tga <2 2 a On the same set of axes, sketch the graphs of y= [3x ~ 2| and y= 2x-+4 b Solve, giving your answer in set notation, |3x~ 2|-5 2x +4 3a On the same set of axes, sketch the graphs of y= |x? - 4] and y= b Solve |x? —4]< 4 Solve the inequality @®5 Sove the inequality | 5] <1 — x, giving your answer in set notation, (Smarks) x42 + Fo forconstants 4 ends, (Smarks) x2 rearrange t into these Ws) Crate (S marks) B®) 6 a On the same set of axes, sketch the graphs of b Solve, giving your answer in terms of the constant a, 7 Solve fey < (6 marks) GB) 8 A student attempts to solve the inequality |x? +.x— 8] <4x+2. The working is shown below: (Bmarks) x@4x—Ba4r4 2552 — 3x- 1020 x+O=4x423x°45x—-6=0 So critical values are x = —6, ~2,1,5, Solution is: 6 ) © 1 Use algebra to solve (6 marks) © 2 Use algebra to solve ea, (4 marks) @ 3 useage tosoie B= cy 2 ‘ous © 4 Use algebra to find the set of values of x for which 15; aiving your answer in set notation, (Gmarks) (+30 +9) xol your answer in set notation. (4marks) © 5 Use algebra to find the set of values of x for which > 3x5, giving "ae ata ental) ©® 6 a Sketch, on the same axes, the line with equation p 2rd equation y = "+t 2v + 2and the graph with b Solve the inequality 2x +2 > exes ©® 7 a Sketch, on the same set of axes, the graph with equation » 28-4 ang the line with equation y = 2 - 4x b Solve the inequality 2 — 4x < 2 8 a Sketch, on the same set of axes, the graphs with equations and y= 5 (4 marks) 22 b Solve the inequality $= < 25 (8 marks) 9 @ Sketch, on the same set of axes, the graphs with equations Ba} (4 marks) xe x= b Solve the inequality Mths sof (Bmarks) 10 Solve the inequality x? = 7| < 3(¢+ 1) 1 Solve the inequality 12. Find the set of values of x for which |x = 1] > 6x = 1 (8 marks) 13 Find the complete set of values of x for which |x? ~ 21> 2x (3 marks) ©Oo 14 a Sketch, on the same set of axes, the graph with equation y= [2 ~ 3], and the line with equation y = Sx - 1 (3.marks) b Solve the inequality [2x ~ 3] <5y—1 (3 marks) © 15 a Use algebra to find the exact solution of |2x? + x — 6] = 6 ~ 3x (4 marks) b On the same diagram, sketch the curve with equation y= |2x? +. —6| and the line with equation y = 6 - 3x (3 marks) ¢ Find the set of values of x for which |2x? +x ~ 6] > 6 3x (mark) 16 a On the same diagram, sketch the graphs of } = 4 and y = [2x = 1|, showing the coordinates of the points where the graphs meet the x-axis. (marks) b Solve | [2x = |, giving your answers in surd form where appropriate. (4 marks) ¢ Hence, or otherwise, find the set of values of x for which |x? - 4| > 2-1] (mark)se Ws) Crate Carrs Solve the inequality |x? 5x-+2| > |x—3] Give your answer in set notation, expressing any critical values as surds where appropriate Summary of key points 1 To solve an inequality involving algebraic fractions: + Step 1: multiply by an expression squared to remove fractions + Step 2: rearrange the inequality to get 0 on one side + Step 3: find critical values + Step 4: use a sketch t ntify the correct intervals. 2 When solving an inequality involving = or =, check whether or not each of your critical values should be included in the solution set. 3 Ifyou can sketch the graphs of » = flx) and y= g(x) then you can solve an inequality such as flx) < g(x) by observing when one curve is above the other. The critical values will be the solutions to the equation fix) = g(x). 4 When solving inequalities that include modulus signs, itis often useful to sketch a graph. 8+9n-+ 25) «Further Pure 1 Section 8.1SERIES raid @ The method of differences You can use the method of differences to find the sum of a finite series. IF the general term, u, of asei »s can be expressed in the form f() -fr+2) then 3° a= 3" = flr+ 0) $0 my =f (1) -£(2) p= f(2) - 0) 4, =) - 6) fm) - f(a + 1) Then adding Su, = (a) — fla +1) ex) a Show that 4r°= (r+ P= (r= 1 b Hence prove, by the method of differences, that Consider let Carns wn + Daten? Then 437° = 10+ 1P fetta + ifSer alae Bailey Verify that pH rand hence find eee 7 1 7p wsing the method of differences. Hilt enttat net nei wos heaemtmnernnes ae arenaray Sait ae A@r~ 1) + BEr +1) re KA 2A eeSERIES raid if the general term of the series is given in the form f(r) - fir + 2), you need to adapt the method of differences to consider the terms f(1), F(2), fl + 1) and fin + 2). Example @) a Express in partial fractions oe (r+ Ir +3) b Hence prove by the method of differences that 2 nan + b) & ee as TH where « and 6 are constants to be found. ¢ Find the value of 3¢ fess to 5 decimal places. maeMair Beiey 2 A,B 9 Gee Tre t res _ Ale + 3) + BY +t) = Gs ire 3) ht tre fractions, > = A+ 3) + B+) Leer “28> B=-1 Leer 2434 1 1 Therelore Gaara a r+ 1 r+ b Using the method of differences, when So -firea)= (1) + F02) — fle + 1) — Flr + 2) 2 mea = Sint hn + 3) = Gin + 2) = Gln + 2)in + 3) = Sn? + 25n + 30 ~ Gn - 18 ~ 6n-12 Gin + Bhim + 3) 13) 3 ees. 5.5 = 0002738 to 5 ap. |SERIES raid Gee 1a Show that r itr+ I)-rr= 1). b Hence show that $> r = 4(rr + 1) using the method of differences. 1 1 ee 2 Given Tired) = Bart” Wee find S> ora using the method of differences, (5 marks) Ba Express ty ia partial fractions. (1 mark) b Hence find the sum of the series S> cor ing the method of differences. (S marks) 4 a Express in partial fractions, (Umark) 1 F203) b Hence find the sum of the series $> aa using the method of differences. (5 marks) roll 4 5 a Show that y= Gs Dy (2 marks) b Hence fina wa (S marks) ret 1 i 2r+l © Given tha GE iF find yee DF Gumarks) 7 a Use the method of differences to prove that SHOTS =—., where a and bare Ors 3)Qr+ 5) an +b constants to be found. b Prove your result from part a using mathematical induction. 8 n(an+ b) Prove that Sacgara = Gore Ga Where 4 and b are constants to be found (6 marks) GED this question can be answered using either the method of differences or proof by mathematical induction. In the exam, either method would be acceptable. IF you use proof by induction, you will need to substitute values of nto find the values of a and b, 9 Prove that $o(r+ 1)? = (r= 1)? = anln + 1), where @ is a constant to be found. (4marks)Pal aid Bailey 2, i G@®) 1 a Express radar eg iP Partial fractions (I mark) 2 Tn? + 25n bb Hence show that 2 iy) Tain + Mn +4) (S marks) 4 GP) 2 a Express Ger tiare yi Partial fractions (2 marks) b Using your answer to part a and the method of differences, show that 2 4 ara are = Han marks) mw 7 | © Bvaluate Sa pyara py Biving Your answer to 3 significant figures (2 marks) © 3 a Show that (r+ 1) —(r— 1? = 6r242 (2 marks) Using the result from part a and the method of differences, show that tain + W2n + D) (S marks) 4 lan +6) © 4 Prove that Sippy Bre Dan py) NOME and b are constants to be found. (S marks) ©@®) 5 Prove that Y ((r + 1 = = 1))) = an! + br? + on + d, where a, b, cand dare constants to be found. (S marks) @) 6 4 Prove that 5p Te ~ atte where a 6, and care constants to be found. (marks) , = 3 ain+ Dd b Henee, or otherwise, show that )° yap ¢q) 38a + GP) (marks) Dred 1 nr+l~ | mtd His workings are shown below. Explain the error that he has made. 7 Robin claims that Using partial fractions: aret A wed te +1 Theretore 2r +1= Aly +1) + BrSERIES raid So d= and B= 1 Using the method of diflerences weted fe) $ 3) Summing the differences: > 2Ft4 = 1 be (2 marks) 1 1 an+b 8 Show that 33 + 93a in +2) Bors 1y nay Where Mand bare constants to be found. (6 marks) 4 in arial tract 9 a Express 5 yap 5) i patil fractions, (marks) 3 4 b Find the value of YS ———* to 4 decimal places. (S marks) Qr+ D2r+5) Cars a Given han n(t +25 Ink, where kis an integer, find k. 18 _ man? + bn +0) itr + DG Dive eee If the general term, u,,of a series can be expressed in the form f(r) ~ fir +1) then 5, = Sf) — flr-+1)) b Given that find a, b,and e. 50 =f(1) fle) =1@)—16) 14 = 0) - (4) y= fle) ~fln+) Then adding Sou, = fll) fir +1) 21SEH) eS © ® Express a complex number in exponential form pages 23-26 BR | © Muttipty and divide complex numbers in exponential form > pages 26-29 WP “Understand de Moivre's theorem » pages 29-32 vous ° Use de Moivre's theorem to derive trigonometric identities > pages 22-6 know how to solve completely equations of the form =" — a —i giving special attention to cases where a = 1 and b= === | 0 > pages 37-42 44 4iv3 Find: z and w 2(cosZ + i sin 6 al b arg) ¢ [wld ary W Seepage 2 Sections 16 ‘The relationships between complex numbers and trigonometric functions allow electrical engineers to analyse oscillations of voltage and current in electrical circuits more easily. F aryl 2 fe)at4 dc 49rt4 248 Given that z = lisa root of f{=) = 0, show all the roots of fle) =000n an Argand diagram. «Further Pure 1 Section 1.4 Use the binomial expansion to find the a term in the expansion of (2 +m). + Pure 2Section 4.3Cosas COGaitoky @ Exponential form of complex numbers You can use the modulus~argument form of a complex number to express it in the exponential form: z = re®, ‘The madulus-argument form of a complex number is == r(cos + isin), where r=|2| and @ = arg ‘€ Further Pure 1 Section 1.6 You can write cos and sin as infinite series of powers of 6 0, ayer a at ten e cos eh) o (age r+! You can also write e', x € BR as a series expansion in rs powers of x ‘expansions of sin, cos and ex. > Further Pure 2 Section 7.2 ) setae Se Ey Celexa Tey a You can use this expansion to define the exponential function for complex powers, by replacing x with a complex number. In particular, if you replace x with the imaginary number id, you get GO? GOP (ioe + oe 18 OF, 10 _ Ast 6 Go Joe- By comparing this series expansion with (2) and (2), you can write eM as This formula is known as Euler's relation. et csi isin dm Its important for you to remember this result = You can use Euler's relation, e#”= cos +isind, —- QEENEED substituting ¢= x into Euler's to write a complex number z in exponential relation yields Euler's identity: form: ersas0 rare’ This equation links the five fundamental where r=|z| and @= args constants 0, 1,7, @ and i, and is considered {an example of mathematical beauty. 23Pe ara) eS Oy Express in the form re, where - <0< r. b z=5(cos§ Sor=5 andé Therefor O and ~2 <0 (B marks) and positive (2 marks) 9. Use de Moivre’ theorem to show that (a + bi’ + (a~ bi)*is real forall integers n. (marks) Challenge Game Without using Euler’ relation, prove that ifm isa postive integer, You may assume de Moivre's theorem for positive integer exponents, but do nat write any complex numbers in exponential form. (HHe05 0 + isin )~" = 1-"(co5 (16) + isin nb] © trigonometric identities You can use de Moire’ theorem to derive trigonometic identities Applying the binomial expansion to [cos + isindj" allows you to express cos nd in terms of powers of 056, and sin nf in terms of powers of sin 0. PAC ab CE ACAD +. BEN = «Pure 2 Section 4.3, Han =H)Pema Tait CHAPTER Use de Moivre’s theorem to show that 08 68 = 32cos*# ~ 48cos!9 + I8cos*@~ I 6 + isin) = cosGl + isin 60 = cost + §C,cos* Misin#) + °C. cos* Hisind)” i + °C, cos? HlisinO) + °C.,cos? Misind)* + £CycosAlisin > + (sind)s = cos®0 + Gicos? Bain + 15!*cos* sin? # + 208 cos! Asin’ @ + 15:4 cos? Asin’ 8 + GP cosOsin? A+ iFsint O 5° + Bicos* Osi ~ 15c0s*Osin?O = 20icos* Osin® 0 + 1Scos* Osint O + Gicos Asin ~ sin®@ Equating the real parts gives eae res rere ene 603 Gl = cost cos! Osin? 0 + 1Scost Osint # — sinf 1036 — 1S.cost ll ~ cos?) + 15cos* all ~ cos? O}* = (1 = cos* 6)? = cos®6 ~ 15.cost Ot ~ cos?) + 15cost atl - = (1 = 3cos?@ + 3cos'0 — coss6) 1 oo = cos$0 ~ 1Scostd + 15cos*0 + 15cas?# ~ 30cost 4+ 15.c05°@ = 14 Bcos#8 = 3costl + cose = 320s ~ 48cos‘0 + 18cos*# — | ————+ Therefo 0360 B2costd ~ 48costO + 18cos = 1 You can also find trigonometric identities for sin" # and cos" # where nis a positive integer. IF2=cosé + ising, then (cos + isin) = (cos(~0) + isin(-#)) Apply de Moivee's theorem. 05 0—isind Use cos # = cas (-#) and ~sin8 = sin (6). 1 It follows that 050 +isin 8 +.cos 0 ~ isin# = 2cos 0 050 + isin 8 — (cos isin ®) =2isindEre arse} eS Oy Also, (cos 0+ isin 6)" = cosnd + isin nf By de Moivre’s theorem (os 8 +isind™ = (cos(-n0) + isin(-né)) ‘Apply de Moivre's theorem. = cos nf —isinnd Use cos = cos (-0) and sin (~ It follows that 2+ f= cond + isin + cos nf — isin nd = 2.c05 00 2 =F. cos nf + isin nf ~ (cos nb = isin nd) = zisinnd It is important that you remember and are able to apply these results: 2eosno In exponential form, these results are 1 ated ? ‘equivalent to: Lie 4 er Meat — er cosnl= Fle 4e%) sind =i Express cos‘ in the form acos 59 + bcos 30 + ccos 9, where «, b and ¢ are constants. ra (+2) = @cosoy = 32c05°0 cos +isind = 2c0550 + 5(2cos 3¢) + 10(2cos0) ert bez So, 32cos° = 2cos56 + 10c0330 + 2000Cosas ai Gx) a Express sin‘ in the form dcos40 + ecos 20 +f, where d, e and fare constants, b_ Hence find the exact value of cos + isind QisinO = 16i*sin* = 16sint@ = 2c0340 ~ A(2cos 20) +6 50, 16sin"# = 2005.48 ~ Bco520 +6 | = sit =}.c0s40—} cos 2043-1 Goes ‘Use de Moivre’s theorem to prove the trigonometric identities: ® 1 a sin30=3siné - 4sin'é b sin 5@= 16sin'@ - 20sin* 6 + Ssin@ 64cos" 0 - 112cos* 4 + 56c0s'@- TcosO da cost =f (cos40 + 4cos 20+ 3) € sin’ @ = j¢(sin 50 — Ssin 30 + 10sin 0)EM arse} Oe ay GP) 2 a Use de Moivre’s theorem to show that cos 50 = I6cos*0 — 20080 + Scos (Smarks) b Hence, given also that cos 30 = 4eos?@ ~ 3cos@, find all the solutions of cos 54 + Seos30= 0 in the interval 0 < @ < =. Give your answers to 3 decimal places. (6 marks) 3 a Show that 32costd = cos 60 + 6cos 40 + 15c0s 20 + 10 (marks) b Hence find [fcosa d6 in the form am + bV3 where a and b are rational constants to be found.” (3 marks) @ 4 4 Show that 32c0s20sin4 0 = 00s 60 - 208.46 — cos 28+ 2. (6 marks) ©® 5 By using de Moivre’s theorem, or otherwise, compute the integrals. a Jf snsoa0 b {['sinocostoao c [sin coss9 6 a Use de Moivre’s theorem to show that £0560 = 32cos'4 - 48cos*d + 18cos*d 1 (6 marks) bb Hence find the six distinet solutions of the rE equation 3 Use the substitution 3x8 — 48x! + 1837 Saat — Aor ee » the equation to the form cos 64 = k = cos to reduce giving your answers to 3 decimal places Find as many values of @as you need ‘where necessary. (S marks) to find six distinct values of x. 7 a Use de Moivre’s theorem to show that sin 49 = 4cos? sin @ - 4cos sin’ @ (4 marks) 4tan 0 ~ dtan*d b_ Hence, or otherwise, show that tan 44 (4marks) tan + tanto € Use your answer to part b to find, to 2 decimal places, the four solutions of the equation of tax 6x? = 4x1 =0 (S marks)te ety COGaitoky You can use de Moivre’s theorem to solve an equation of the form 2" = w, where z, we €. This is equivalent to finding the nth roots of w. Just as a real number, x, has two square roots, 1 and Vx, any complex number has m distinct mth roots. * If zand w are non-zero complex numbers and ins a positive integer, then the equation z* = whas 1 distinct solutions. You can find the solutions to 2"= w using de Moivre’s theorem, and by considering the fact CED «. u fae aE that the argument of a complex number is not unique. : = For any complex number z= {cos @ + isin 6), you can write z= r(cos (0 + 2kz) + isin (0+ 2k7)), where k is any integer. Gao a Solve the equation z= 1 b Represent your solutions to part a on an Argand diagram. € Show that the three cube roots of 1 can be written as 1, wand u? where I +w+u=0 | (ricos8 + isin) = (0+ 2kn) +isin(O + 2kn), kEZ (cos 36 + isin3) = 05 (0 + 2kn) + isin(O + 2kn), ez Soret 30 = 2 k= 07 00,502, = 0050 + isind =1 Problem-solving Choose values of & to find the three distinct roots. By choosing values on either side of k= Oyou can find three different arguments in the interval [-r, xl EdEC aie} eS Oy Teniop aera ith roots of unity is zero, for any positive integer Tew tw GHZ} G- n=2 wk el fork =1,2,...,nand are In general, the solut known as the nth roots of unity. * such that: IF is a positive integer, then there is an ath root of unity «w= + the nth roots of unity are 1, w, 2, ...,.9"! + 1, w%, ...,! form the vertices of a regular n-gon, FLewtute..tumtsoCosas CHAPTER 3 Solve the equation = = 2 + 243 modulus = (2? + (VS! argument = arctan( 2%; 0 24 = 4(co0 + 1a (ricos + isin 4Ce arse} eS Oy You can also use the exponential form of a complete number when solving equations. Solve the equation 2° + 4/2 + 4i 3+ 42 + 4iv2 =0 ~4v2 ~ 42 modulus = vO argument = tHCosas COGaitoky Gz) 1 Solve the equations, expressing your answers for z in the form.x + iy, where x.yeR. at-1=0 c d 464=0 f S48i=0 2. Solve the equations, expressing the roots in the form r(cos@ + isin), b 416i + 2iv3 © 5432=0 £84309 43) 3 Solve the equations, expressing the roots in the form re, where r > 0 and = < 0 = x. Give @ to 2 decimal places. a t=3+4i VT =4i © © 4 4 Find the three roots of the equation (= + 1)°=-1 Give your answers in the form x + iy, where x, y ER. b Plot the points representing these three roots on an Argand diagram. ¢ Given that these three points lie on a circle, find its centre and radius, Grote Use the fact that the 9° Find the five roots of the equation Give your answers in the form r(cos 0 + isin 0), where -7 < 0-< b Hence or otherwise, show that sum of the ive roots of unity is zero, © 6 a Find the modulus and argument of -2 - 23 marks) b Hence find all the solutions of the equation + 2+ Give your answers in the form re", where r > 0 and illustrate the roots on an Argand diagram, (4marks) © 7 Find the four distinct roots of the equatior 2(1 —iv3) in exponential form, and show these roots on an Argand diagram, (7 marks)Ceara Oe ay +iv2 @®s a Find the modulus and argument of (2 marks) b Find the values of w such that w* = =, giving your answers in the form re", where r > 0 and = <0< 7. (4marks) 9 a Solve the equati ©) Pe Sete te cousin Problem solving lest tesete se 0 i +427 Is the sum b Hence deduce that (:? + 1) and (= + 1) are factors of, of a geometric series leretadertasen Challenge ‘a Find the six roots of the equation 2* where — < 8% x, in the forme, 'b Hence show that the solutions to (= + 1)§ = 24 are 1 toot (| ka pio Z| oa.2.3.45 Chapter review @) ® 14 Useew b Hence prove that cos A cos B = 2 Given that (cos 3x + isin 3xP :050 + isin to show that cos 6 = Xe" +e") cos(A + B) +c0s(4~ B) 2 r(cos 6 + isin 0), r © &, prove by induction that (cosnd + isin n6), ze (5 marks) 3 Express, in the form cosmx + i osx aisinz noc where ris an integer to be determined. 4. Use de Moivre’s theorem to evaluate: a (-14i)° =2cosn. (Amarks) (3 marks) € Hence, or otherwise, find constants a and 6 such that cos?24 = acos6é + bos 20. (3 marks) d_ Hence, or otherwise, show that { Fe 3, where k is a rational constant. (4 marks)Cosas COGaitoky ‘The diagram shows the curve with equation bounded by the curve and the x-axis b b © 6 a Show that 0850 = jf (cos 50 + Scos M+ 10cos) Calculate the exact area of R. Show that sin'@ = ~33(c0s 69 ~ 6cos 48 + 15e0s 26 - 10) Using the substitution a = ~ 6), oF otherwise, find a similar identity for cos om Given that f"(cos*0 + sin 0)d0 =, find the exact value of a Use de Moivre’s theorem to show that sin 69 = sin 20 (16 cos* ~ 16cos?0 + 3) Use de Moivre’s theorem to show that 08 5 = 16cos*# — 20c0s° + Scos Hence find all solutions to the equation 16x — 20x39 + Sx + 1=0 giving your answers to 3 decimal places where necessary. Show that sin’ = sL(sin 50 — Ssin 30+ 10sin) Hence solve the equation sin $0 - $sin30+9sind=0 for 0 <0 0, exact values, 2 marks) b Hence, or otherwise, solve the equation z= 4 ~ 4i, leaving your answers in the form z = Re", where R is the modulus of = and é isa rational number such that -1<&<1, 4 marks) € Show on an Argand diagram the points representing the roots, (2 marks) 14 a Find the cube roots of 2 ~ 2i in the form rel” where r > 0 and —x < 0 (S marks) These cube roots are represented by points 4, Band Cin the Argand diagram, with A in the fourth quadrant and ABC going anticlockwise. The midpoint of 4B is M, and M represents the complex number w b- Draw an Argand diagram, showing the points 4, B, Cand M. (2 marks) ¢ Find the modulus and argument of »v (marks) Find w' in the form a + bi (marks) Show that the points on an Argand diagram that represent the roots, of (#3) lie ona straight tne Summary of key points 1 You can use Euler's relation, e” = cos + isin , to write a complex number z in exponential form re where r= |:| and @=argz. 2 For any two complex numbers =, = ne and z, = r,0% + penned eta) 3 De Moivre's theorem: For any integer n, (r(cos @ + isin ))" = r'(cosn0 + isin né) 4+ c+ta2cose = 2isind .Cosas COGaitoky 5 If and w are non-zero complex numbers and nis a positive integer, then the equation = has n distinct solutions. 6 For any complex number = = r(cos@ + isind), you can write == (C05 (0+ 2kz) + isin (0+ 2ka)) where kis any integer. 7 Ingeneral, the solutions to 2" = 1 are = =e fork=1,2,...,mand are known as the nth roots of unity. if nis a positive integer, then there is an nth root of unity w =e such that: + The nth roots of unity are 1, 1, 02... wi"? + 1,0 ... wt form the vertices of a regular n-gon o twtr te tw 8 The nth roots of any complex number s lie on the vertices of a regular n-gon with its centre at the origin, cyeee After completing this chapter you should be able to: © Represent loci on an Argand diagram > pages 47-55 © Determine the loci of sets of points, z inan Argand diagram given 2 : im the forms |z~ a= kl: ~ b) and are(=—2) = 9, where k, 9 € R, g k>Ok#landa bec > pages 55-63 ina © Represent regions on an Argand diagram > pages 63-65 eS ‘¢ Represent regions on an Atgand diagram of the forms a= arg(e — 2) = Band p =Re(:) <4, where 0,3, p,q Rand =, EC > pager oses i © Apply elementary transformations that map points from the =-plane to the wepane, including those ofthe forms w = =* and ye where a,b, ¢, eC. pages 70-78 1 Show the complex numbers = + land 25 =1~3ion an Argand diagram. This is an image ofa Julia ‘Further Pure 1 Section 1.4 (BMRA Set. Sets such as these are generated by examining the behaviour of points under the repeated application of mappings in the complex plane. 2 Draw the roots of the quadratic equation 2? + 102 +26 =0 ‘on an Argand diagram. « Further Pure 1 Section 1.7 Draw the roots of the quadratic equation 22+ 2:+4=0 ‘on an Argand diagram. «Further Pure 1 Section 1.7Due Dona Cais @Q Loci in an Argand diagram Complex numbers can be used to represent a locus of points on an Argand diagram. « Fortwo complex numbers z, = 2, +iy, and z, =x, +p, |Z2— Z| !™ represents the distance between the points g, and z, on an ‘Argand diagram. Using the above result, you can replace z, with the general point =. The locus of points described by [= risa circle with centre (x, 94) and radius r EMD svivetneocsorsten CP Jz-a|=H; using GeoGebra, Locus of points. Every point z, on the circumference of the circle, is.adistance of r from the centre of the circle. Re © Given 2; = x, +i), the locus of points z on an Argand diagram such that |: ~ = or :~ (x; +133)] =r, isa circle with centre (x, y;) and radius r You can derive a Cartesian form of the equation of a circle from this form by squaring both sides: GED the cartesian equation of a loe— x) +10 - yer circle with centre (a, 6) and radius r be- xP +9)? Since |p + gil = /p?+q? is (— a)? + (y ~ BF € Pure 2 Section 2.5 The locus of points that are an equal distance from two different points z, and z, is the perpendicular bisector of the line segment joining the two points. Locus of points. Every point zon the line is an equal distance from points =; and =, EMD cvireticicsorsuten CP Jz~2i| = [2 ~ za], using GeoGebra. Re x, + iy, and 2, = x; + iy, the locus of points z on an Argand diagram such that | = |= ~ 2 is the perpendicular bisector of the line segment joining =, and 2 a7