Lee Mckelvey Martin Crozier Cambridge International AS &A Level Further Mathematics Coursebook & CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS ‘University Printing House, Cambridge CB2 88S, United Kingdom ‘One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-301, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi ~ 110025, India 79 Anson Road, #06-04/06, Singapore 079906 Cambridge University Press is part ofthe University of Cambridge, It furthers the University’s mission by disseminating knowledge in the pursuit of education, lesrning and research at the highest international levels of excellence, woweambridge.org Information on tis title: www.cambridge.org/9781108403375 ‘© Cambridge University Press 2018 ‘This publication isin copyright. 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First published 2018 2019 18 17 1615 1413 121) 19987654321 Printed in the United Kingdom by Latimer Trend A catalogue record for this publication is avaiable from the British Library ISBN 978-1-108-40337-5 Paperback (Cambridge University Press has no esponsibility for the persistence or accuracy (of URLs for external or third-party internet websites referred to in this publication, land does not guarantee that any content on such websites is, or will remain, accurate or appropriate, Information regarding prices, travel timetables, and other factual information given inthis work is correct atthe time of fist printing but ‘Cambridge University Press does not guarantee the aceuracy of such information thereafter. @IGCSE isa registered rademark Past exam paper questions throughout are reproduced by permission of Cambridge Assessment International Education. Cambridge Assessment International Edueation bears no responsibilty for the example answers to questions taken from its past question papers which are contained in this publication. ‘The questions example answers, marks awarded andlor comments that appear inthis book were written by the author(s). fn examination, the way marks would be awarded 10 answer like these may be different. NOTICE TO TEACHERS IN THE UK Itis illegal to reproduce any part of ths work in material form (including ‘photocopying and electronic storage) except under the following circumstances: {i) where you are abiding by a licence granted to your school ot institution by the Copyright Licensing Agency; (i) where no such licence exists, or where you wish to exceed the terms ofa licence, and you have gained the written permission of Cambridge University Press, (ii) where you are allowed to reproduce without permission under the provisions ‘of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers. for ‘example, the reproduction of short passages within certain types of educational {anthology and reproduction forthe purposes of setting examination questions.Contents Introduction How to use this book Acknowledgements Further Pure Mathematics 1 1 Roots of polynomial equations LI Quadratics 1.2. Cubies 13 Quartics 14 Substitutions End-of-chapter review exercise | 2 Rational functions 2.1 Vertical asymptotes 2.2 Oblique asymptotes 2.3 Inequalities 24 Relationships between curves End-of-chapter review exercise 2 3 Summation of series 3.1 The summation formulae Er, 3/2, E73 3.2 Converging series End-of-chapter review exercise 3 4 Matrices 1 4.1. Matrix operations 4.2 The inverse matrix 4.3 Determinants 44 Matrix transformations End-of-chapter review exercise 4 wou ee 10 15 16 24 ERB 45 BT 37 58 59 65 nD 16 92‘Cambridge International AS & A Level Further TEU 5 Polar coordinates 5.1 The polar system 5.2. Applications of polar coordinates End-of-chapter review exercise 5 6 Vectors 6.1 The vector product rule 6.2 Vector equation of a line 6.3 Planes End-of-chapter review exercise 6 7 Proof by induction 7.1 The inductive process 7.2. Proof by induction for divisibility End-of-chapter review exercise 7 Cross-topic review exercise 1 Further Probability & Statistics 8 Continuous random variables 8.1 The probability density function 8.2. The cumulative distribution funetion 8.3 Calculating E(g(¥)) for a continuous random variable 8.4. Finding the probability density function and cumulative distribution function of ¥= g(¥) End-of-chapter review exercise 8 9 Inferential statistics 9.1 t-distribution 9.2. Hypothesis tests concerning the difference in means 93. Paired t-tests 9.4 Confidence intervals for the mean of a small sample 9.5. Confidence intervals for the difference in means End-of-chapter review exercise 9 10 Chi- 10.1 Forming hypotheses quared tests 10.2 Goodness of fit for discrete distributions 3 103, 47 118 119 123 128 138 139 140 146 151 152 154 155 161 174 178 188 189 190 197 203 207 210 219 220 221 22710.3 Goodness of fit for continuous distributions 10.4 Testing association through contingency tables End-of-chapter review exercise 10 11 Non-parametric tests 11.1 Non-parametric tests 11.2 Single-sample sign test 11.3 Single-sample Wilcoxon signed-rank test 11.4 Paired-sample sign test, 115 Wilcoxon matched-pairs signed-rank test, 11.6 Wilcoxon rank-sum test End-of-chapter review exercise 11 12 Probability generating functions 12.1 The probability generating function 12.2 Mean (E(X)) and variance (Var(¥)) using the probability generating function 12.3 The sum of independent random variables 12.4 Three or more random variables End-of-chapter review exercise 12 Cross-topic review exercise 2 Further Mechanics 13 Project 13.1 Motion in the vertical plane s 13.2 The Cartesian equation of the trajectory End-of-chapter review exercise 13 14 Equilibrium of a rigid body 14.1 The moment of a force 14.2 Centres of mass of rods and laminas 14.3 Centres of mass of solids 144 Objects in equilibrium End-of-chapter review exercise 14 231 237 248 249 250 251 254 260 263 266 2n7 279 280, 287 292 298 304 305 308 309 314 320 321 322 326 336 341 352rn NCE PVN a auc} 15 Circular motion 15.1 Horizontal circles 15.2 The 3-dimensional case 15.3 Vertical circles End-of-chapter review exercise 15 16 Hooke’s law 16.1 Hooke’s law 16.2 Elastic potential energy 16.3 The work-energy principle End-of-chapter review exercise 16 17 Linear motion under a variable force 17.1 Acceleration with respect to time 17.2 Acceleration with respect to displacement End-of-chapter review exercise 17 18 Momentum 18.1 Impulse and the conservation of momentum 18.2 Oblique collisions and other examples End-of-chapter review exercise 18, Cross-topic review exercise 3 Further Pure Mathematics 2 19 Hyperbolic functions 19.1 Exponential forms of hyperbolic functions 19.2 Hyperbolic identities 19.3 Inverse hyperbolic functions 19.4 Logarithmic form for inverse hyperbolic fun End-of-chapter review exercise 19 20 Mat 20.1 Eigenvalues and eigenvectors es 2 20.2 Matrix algebra 20,3 Diagonalisation 204 Systems of equations End-of-chapter review exercise 20 397 398 403 409 410 4 a7 429 430 431 432 438 440 442 446 447 448 451 461 465 an21 Differentiation 472 21.1 Implicit functions 473 21.2 Parametric equations 478 21.3 Hyperbolic and inverse functions 481 21.4 Maclaurin series 488 End-of-chapter review exercise 21 496 22 Integration 497 22.1 Integration techniques 498 22.2 Reduction formulae 503 22.3 Arc length and surface areas 509 22.4 Limits of areas 515 End-of-chapter review exercise 22 523 23 Complex numbers 524 23.1 de Moivre’s theorem 525 23.2 Powers of sine and cosine 529 23.3 The roots of unity 532 go 23.4 Complex summations 5337 End-of-chapter review exercise 23 543 24 Differential equations 544 24.1 First order differential equations 545 24.2 Second order differential equations: The homogencous case 550 24.3 Second order differential equations: The inhomogeneous case 557 24,4 Substitution methods for differential equations 565 End-of-chapter review exercise 24 575 Cross-topic review exercise 4 576 Further Pure Mathematics 1 practice exam-style paper 578 Further Probability & Statistics practice exam-style paper 579 Further Mechanics practice exam-style paper 581 Further Pure Mathematics 2 practice exam-style paper 582Cambridge International AS & A Level Further h The standard normal distribution function Answers: Glossary Index 629tec eat Introduction Cambridge International AS & A Level Further Mathematics is a very rigorous and rewarding course that builds ‘on the A Level Mathematics course, The Further Mathematics course is designed for students who wish to understand mathematics at a much higher level, and who have already successfully completed the A Level Mathematics course. With careful planning, Further Mathematics can be studied alongside A Level Mathematics. The course is divided into three major areas: Pure Mathematics, Probability & Statistics and Mechanics. There are 13 Pure Mathematics topics, 5 Probability & Statistics topics and 6 Mechanics topics, which make up the four examination papers that are available to students. Due to the flexible nature of the modules, students can take either AS Further Mathematics ot A Level Further Mathematics. The 24 topics build on knowledge already acquired in the A Level Mathematies course This coursebook has been written to reflect the rigour and flexibility of the Further Mathematics course. The authors have almost 30 years of Further Mathematics teaching experience between them, and have used their experience to create a comprehensive and supportive companion to the course. While the majority of the examples are within the scope of the course, there are opportunities for discussion and examples that will stretch the curious mind. The book is designed not only to instruct students in what is required, but also to help them develop their own. understanding of important concepts, Frequent worked examples guide students through the steps in a solution, Numerous practice questions and past paper questions provide opportunities for students to apply their learning, go In addition, there are cross-topic review exercises and practice exam-style papers for students to consolidate what they have covered during the course. The questions have been written to provide a rich and diverse approach to solving problems with the intention of enhancing deep learning, Every care has been taken to ensure that the English used in this book is accessible to students with English as an additional language. This is supported by a glossary of the key terms that are essential to the course. ‘The authors wish you the very best as you embark on this course Lee Mckelvey Martin Crozier Past exam paper questions throughout are reproduced by permission of Cambridge Assessment International Education, (Cambridge Assessment International Education bears no responsibility for the example answers to questions taken from its past question papers that are contained in this publication. ‘The questions, example answers, marks awarded andlor comments that appear in this book were writen by the author(s). In an examination, the method in which marks would be awarded to answers similar to these may be different.How to use this book Throughout this book you will notice particular features that are designed to help your learning. This section provides a brief overview of these features. aenneene tone Treen f Learning objectives indicate the cone nportant ts within each chapter and help you to fe through the coursebook Prerequisite knowledge exercises identify prior learning that you need to have covered before starting the chapt Try the questions to identify any areas that you need to review before continuing with the chapter. Key point boxes contain a summary of the most importa tsand In this section we will be looking at cubic equations, : N\ are », Gola aease Key terms are important terms in the topic that you ese areleaming, They ae highlighted in orange bold. The * glossary contain: ar definitions of these key terms Worked examples provide step-by-step approaches to answering questions. The left side shows a worked x= solution, while the right side contains a commentary f explaining each step in the working, | consis nim tempos having cote Oand aa with amar Explore boxes ci work, Thess tain enrichment activities for extension Note the citer activities promote group-work and peer er discussion, and are intended to deepen your standing of a concept between (2a)? and Tip boxes contain helofu guidance about calculating or checking your answCCS UL tg Did you know? boxes contain interesting facts showing how Mathematics relates to the wider world Checklist of learning and understanding # Srabanen x At the end of each chapter there is a Checklist of learning and understanding, Ihe checklist contains a summaty of the concepts that were covered in the chapter. Youcan use this to quickly check that you have covered the main topics. 1 cena A= (58) mee (4 find Couch that BC= A. A? determine D, where ADI \ ‘The End-of-chapter review contains exam-style questions covering al topicsiin the chapter. You can use this to check your understanding ofthe topics you have covered Cross-topic review exercises appear after several chapters, and cover topics from across the preceding chapters cmos 2 exe mstemate natn at Nee serine menor Y Orem OES Recall from Chapter 15 that, for particles You will meet these formulae again in Chapter 7, when you will prove them in a more rigorous way travelling in horizontal circles, the tension component is directed towards the centre Rewind and Fast forward boxes direct you to related learning, Rewind boxes refer to earlier learning, in case you need to revise a topic. Fast forward boxes refer to topics that you will cover at a later stage, in case you would like to extend your study. ~ Extension material goes beyond the syllabus. Itis highlighted by a red tine to the left of the text. Throughout each chapter there are multiple ‘exercises containing practice questions, The ‘questions are coded ‘These questions focus on problem-solving. These questions focus on proots. These questions focus on modelling, You should nat use a calculator for these questions, You can use a calculator for these questions, ©e@ 9se08e These questions are taken from past examination papers.etn Me ga Eo Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not alvays heen possible to identify the sources of all the ‘material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Past exam paper questions throughout are reproduced by permis Education ion of Cambridge Assessment International Cambridge Assessment International Education bears no responsibility for the example answers to questions taken from its past question papers that are contained in this publication, Thanks to the following for permission to reproduce the images: Cover image darios44/Getty Images Inside (in order of appearance) 8. Lowry/Univ UlsteriGetty Images, John Crouch/Getty Images, franckreporter! Getty Images, Ann Monn/Getty Images, lan Hobson/Getty Images, Paul Bradbury/Getty Images, Derek Bacon/ Getty Images, Mitchell Funk/Getty Images, Martin Barraud/Getty Images, Aidan Richards/EyeEm/Getty Images, Frederic Cirou/Getty Images, Jay's photo/Getty Images, t_kimura/Getty Images, Tawan Prakaisakul/ Bi EyeEm/Getty Images, Ken Reid/Getty Images, MirageC/Getty Images, tobishinobi/Getty Images, Michelle Pedone/Getty Images, Matt Nolan/EyeEm/Getty Images, Andy Crawford/Getty Images, joe daniel price/Getty Images, Frank KrahmeriGetty Images, Derrick Argent Photography/Getty Images, John Thurm/EycEm/Getty Images, Richard Kail/Getty Imagesee eR ee cua ea Lue Senora Where it comes from What you should be able todo Check your skills, ‘AS & A Level Mathematics | Use simple substitutions to. | 1_Rewrite the following equations in terms Pure Mathematics 1, | make another variable the of the new variable. Chapter 2 subject. a aa es b e+27- © 8-3x47=0,y ‘AS & A Level Mathematics | Work with basic sigma Evaluate the following Probability & Statistics I, | notation, such as Ex and Ex? 10 Chapter 2 ‘AS & A Level Mathematics | Work with basic recurrence Write the first six terms for the following Pure Mathematics 1, | relations, relations Chapter 6 A tiyyt = Bip + 2s = 1 Bugg = tps ~ te + Sth = Lotte What are polynomials? | Polynomials are algebraic expressions made up of one or more variables and a sum of terms involving non-negative integer powers of variables. For example, 2x* ~ 3xy + Sx is splynonial btreiter et norare polnoi ngats epost that a new building can withstand the force of an earthquake. Medical researchers use them to model the behiaviour of bacterial colonies. We already know how to divide a polynomial by a linear term and identify the quotient and any remainder, We have worked with simpler polynomials when completing the square of a quadratic o finding the discriminant. Now we will extend this knowledge to work with higher powers. We will also use algebraic manipulation to understand the conditions for complex solutions and to combine polynomials with summation notation and recurrence relations, In this chapter, we will look at ways to find characteristics of polynomials, finding the sum and product of roots as well as other properties linked to their roots. 1.1 Quadratics To begin with, let us look back at the quadratic equation ax? +x + If we write this inthe form 3+ Se £0, thn we can compare iio the form (s=a)t~f)= 0. This shows that tbesum fhe rots + shown in Key point 1.1. Hence, we can say that x? — (a+ f)x + af = 0. 8 atthe potuct ofthe oo oP = 98a ep eS Nae eee pees ote ee arene oe ), the sum of the rootsis «+ ‘The product of the roots of the quadratic equation is a Peteicuaiss ‘The quadratic equation x? — 2px + p =O is such that one root is three times the value of the other root. Find p. Answer a+3a=2p ? ax3a=p Using ap = 5 pa Equate the two results, ‘Cross multiply. genbk 8 gi : Factorise and omit the case when > | 4, we can begin to define many other results, but first we must introduce some new notation. The sum of the roots can be written as Za =a +f and the product can be written as Zap = ap. Let us consider how to determine the value of a? + f®. The natural first step isto expand (+f) =a? +p +2ap, Hence, we can say that «2+ p= (Sa)? ~ 2Eay. We denote OB as Eee ‘Note the difference between (Za)* and Sa Next, look at (a) Again, expanding the brackets isa good start. So (a—p)? =a? + ~ 2ap. Hence, we can see that (a — f)* = Za? ~ 2Eap. Weean wie Le 2h How dowetndctesumet 1+ I Ft combine the vo 1 ee ectonstost “2, Wecanas thats is 2 Sintly wean wri Leg! +121 on of Pica we can showery Pee ROS ee tua ea a CUS g cients es Find o + f° in summation notation. Answer (a4 BP =a? + 3a + 30? + ‘Use the binomial expansion for (x-+ 5)" +P =(a+ 9) —3apla +p) Rearrange and factorise. Za = (Ba) - 32afZa ‘Sum for each possible root. Alternatively, use However, it is not as easy to calculate with this form, Some of the results found can be written in alternative forms, using a recurrence relation such as S, =a" +9". If we consider the quadratic equation x7 + 5x + 7=0, we can see that =5. This result can also be viewed as Sy =a + = ~5. To determine the value of +p, we can approach this from another angle. Given that @ and f are roots of the original equation, we can state that a? + Sa+7= and §? + 58+ 7-= 0. Adding these together gives the result (« + f°) + S(@ + A) +14=00r 'S) +55, + 14=0, Now we can work out the value of S, or a? + 6°. From S> + 5S) + 14=0 and 5 we have S3= a? + f= I1. Note this could also have been found from 20) Peciaruutsey Given that 2x2 + 3x —2= 0 has roots a. f, find the values of a? + f* and a® +p. Answer 2a? +3a—2=0 2p 4 3p-2=0 35;-4=0 Add the two equations to get the recurrence form. State $, = ~8 from the original quadratic equation. Qae+ P= 7 Substitute the S; value into the equation. 2x? + 3x = 32x43 -2v=0 Multiply by ». 25,438, - 25 =0 ‘Add 2a} + 342-20 =0 and 26° + 39" — 29 Use the values of S; and $3.eek eeu Saesty 1 Each of the following quadratic equations has roots a, f. Find the values of a +f and af. a 45x49=0 b x 4x48=0 © Qx?43x-7=0 2 Given that 3x? +4x + 12=0 has roots a, §, find: a atfand af b rtp 3. x2—(2+p)x+ (7+p)=0 has roots that differ by 1. Find the value of p given that p> 0. @ 4 tae b=-3 and += 7, find the value of ab and, hence, write down a quadratic equation with roots aandb © 5 We +bx+e=0 as roots and p, prove tha 16, if a= 49, then = 18 a Be 3 b if a=f-2, then = 4(e+ 1), equation px? + gx ~ 16=0, whick has roots «and f, Given also that a+ p=—! @® 6 Youaresiven the quad and af = -8, find the values of p and g 7 The quadratic equation x7 +2x~6=0 has roots @ and f. Find the values of (a — f)? and ° - @ 8 A quadratic equation bas roots «and p. Given that £+4=1 and a? +p = 12, find two possible quadratic eaiations that satisfy these vals, 5 9. The quadratic equation 32? + 2x~4=0 has roots and f. Find the values ofS}, Sy and S. @ 10 Vouare given the quadratic equation 4x — x +6 =0 which has roots «and f. a Find + b Without solving the quadratic equation, state what your value for part a tells you about the roots. 1.2 Cubics In this section we will be looking at cubic equations, We will use the same concepts as in Section 1.1, but this time the roots will be a, and y. Following on ftom te ‘idea you sew in Worked Beginning with ax’ + bx° + ex + d=0, the first step is to divide by the constant a to get example 1.3, if we d consider the notation eebte see Send + p47 and then use itt represent ur roots just as with P= (4 P+) + (op 4ay + fy)x~ apy =0 ‘quadratic equations, we b can se S, to represent Next, relate this to (x — a(x ~ f(x = 7) = 0 to establish the relation: Then a+ p+y=—%, whichis known as Ea of 5 24247 and soon. 4 written as Zap Other results are ap + ay + fy = &, written as Zap, and apy Recall from quadraties that Ba? = (Za)? ~ 2Eaf. This is the same result for a cubic equation, where the term (Za)?= (a+ + y= a" + p+ 7° + 2af + 2ay + 26, as shown in Key point 1.2Tea Uy Prony rag ean aE rere Cay Prins Find he summation frm or berenas Lt +P +P + 2a + Day +a+ Answer 11a eee ‘Combine the fractions. ag or a = State the result, Say ap eaie+ Pe a Combine the fractions, as before J # el = State the result a appt All ofthe results derived for quadratic equations can also be written for cubics, but the algebra is more complicated. Try to convince yourself that for a cubic itis true that Ea! = (Za)? - 3ZapEa + 3Eapr. reciente Given that x? + 2x? + 5 =0, find, using summation form, the values of S83, $3 and S_ Answer Si Recall thisis S= (Za)? ~2Bap -2x0=4 Recall the vatue of Bah is given by £=9 asthe linear term coefiicient is 0. i y= Ba)! ~ apa + Bap ‘The lst term is Say. = 3 x (0) x (-2) +3 x (-5) Substitute the values into the equation. Recall that this result is equivalent to which is obtained by taking the negative of the coefficient of the linear term and dividing by the constant term, Worked example 1.5 uses the summation form, but there is a more efficient way of finding Ss and higher powers,In Worked example 1.6 we will use the recurrence form to evaluate results such as S; and Ss. Consider the equation 2° + 3x" 4 6 = 0, Since a, f, yall satisly our cubics, we can see that 43a? + 6=0,f +36 +6=Oand? + 37°+6=0. ‘Adding the three equations gives «+ 84+ +4a2+ 6+ 7) +1 or S3+ 35) +18 =0. naan For the cubic equation 3x? + 2x? —4x+1=0, find the value of Sy. 35; +25,—45, +3 =0 peuene + 107 21 We have already seen how to manipulate a polynomial to get a higher power result, such as obtaining S; from a quadratic equation. Imagine we want to obtain a value such as S_p from a cubic equation, using only recurrence methods. 4 =0.The recurrence formula would then be aS; +38 + ¢S_y + dS_ = 0. Note the constant term, b, is multiplied by 3. Now we need to find only 5 and Sy, and from the original equation this is straightforward, ‘The first step would be to multiply our cubic by x~* to give ax + b+ E+ inated For the cubic equation 1° — 3x? + 4 = 0, find the value of Ss, AnswerPe Cu en RTC) en ea a We can generalise from Worked example 1.7, For @ general cubic of the form ax! + bx? + ex-+d= 0, if we multiply by x" then our recurrence formula is 4S,43 + bSqu2-+ Sys + 45; = 0. Note that only constant terms get counted multiple times, 1 Each of the following cubic equations has roots a, f 7. Find, for each case, a+f+y and afy. a 43-5 b 2x74 5x7-6=0 ¢ Y4Ix-9=0 2. Given that x? 3x? + 12=0 has roots a, 17 find the following values: a a+fty and af +ay+ by b Bae 3. The roots of each of the following cubic equations are a, fy. In each case, find the values of S; and S_, b 3044 € P43x745x-7=0 x-+7=0 has roots a, 9, y. Find the values of Za and Ya", a 2245 4 The cubic equation x7 © 5 Given that 22 + 5x? +1=0 has roots @,f,7, and that S,=a" + p" +’, find the values of S; and Ss. O@ « Thecubicequation P+ art beta 2: Find in tems andthe vals of Ea and 3 has roots «, f,7, and the constants a, bare real and positive. b Given that 5 O® 7 Treeabicequation 2x43 a Using the relation S, = a! + B+ or otherwise, find the value of Sy 0 has roots a,A,7. b_ Byconsidering S; and S,, determine the value of (f+) +Pa+1)+Pla+P) © & Acubic polynomials given as 2x! — 38+. ~ $= 0, having roots a. pur a Show that 28,43 — Sy42 + Suet — 58, = 0. b Find the value of S., © 9 Theeabicequation px) + gx as bs, cS has roots a, f, 7. Find, in terms of p, q.1: 10 The equation x'+ px? + gx-+r=0 is such that S) =0, Sp -2 and S.y=4, 5 Find the values of the constants p, 4, 1.3 Quartics Now that we are working with quartics, it s best to use the recurrence formula whenever wwe can. This is especially true for the sum of the cubes (a! + 6 + 7° +53). If we want to determine the sum of the cubes of a general quartic, the best way is to first note down 5}, then determine 5, and S_1. After this, we can use the form aS, + 6S: + 052 + dS + 4e = 0, then divide by x to obtain Sy, This process allows us to work out other values, especially those beyond the highest power. As we have seen with previous polynomials, there are standard results that are defined by observation from previous cases, but the algebra for some results is too complicated to be discussed here.So, with our roots a, 9, 7,5, we have Ea = ~5, Fa = 5, Sap We also have 5; = (2a)? — 28af and S_ and soon. Lay Lapis Algebraically itis much more sensible to use S,= a" + p" +1" +8" When converting a polynomial to & recurrence formula, the constant is always multiplied by n from the original equation. As an example, x‘ ~ 3x°- 5 =0 would give Sy 38; = 200. Eto Pry A quartic polynomial is given as x* + 3x7 —x+ 5 =O and has roots a, 6,7, 6. Find the values of Sand Sy. Remember that for any polynomial, 24 is aways obtained using Answer the negative ofthe coefficient of the lineer term over the constant term, Si=0 Ene For the quartic x4 x3 + 2x? 2v ~5=0, state the values of S, and S_,, and determine the value of S,. State whether or not there are any complex solutions. Answer S=1 Don't ry to use an algebraic approach for quartis, especially for ‘Syand higher. Use the recurrence method, 1 For each of the following quartic equations, find the values of Za and Zap. a x20 45x°4+7=0 b 2xt+ 5x3 3x4+4=0 © 3x4 2x74 9x-11=0fener een E Tes 6@e @es QO: 1.4 Substitutions Imagine that we are given the quadratic equation x? + 3x-+ asked to find a quadratic that has roots 2a, 28. There are two approaches that we can take, First, consider the quadratic (y ~ 2a)(y ~ 2) ‘we compare this with the original, which is a + the new quadratic. This method requires us to know some results, or at least spend time working them out. A second method is to start with y = 2x, since each root of y is twice that of x. Then, substituting multiplying by 4, y+ 6 + 20 = 0, This second approach does not need the values of roots. Itjust needs the relationship between the roots of each polynomial frocianiateee ‘The roots of the quartic x*~ 2x? + auc Tra gees The quartic equation 5x4 - 3x3 + x - 13=0 has roots a, f, 7, 6. Find: a 2a and Ea? b xt A quartic equation is given as x4 + x+2=0. Ithas roots a f, 7,5, State the values of S; and S_, and find the value of Ss The quartic equation 2x! + x3 — of Sy +70 has roots a,f.7,5.Given that S,="1, and using S,, find the value You are given that xt 1° +x-+2=0, where the roots are a, 9,7, 8. Find the values of Ya, Za? and Et. Hence, determine the value of Br The quartic polynomial x4 + ax? + bx + 1 =0 has roots a, 6. Given that Sz = S_y, find S; in terms of a The polynomial 3x4 + 2x3 + 7x7 +4=0 has roots «,f,7,5, where S,=a" +p" + 7" +0". a. Find the values of S, and S;, b Find the values of 53 and Sy, ¢ Are there any complex roots? Give a reason for your answer. For the polynomial x! + ax} +.6x2 + ¢=0, with roots, p, yand 8, itis given that a+ P+ y+ 8=2, afyS=1 and a? +? +? +6’ =0. Find the values of the coefficients @, b and c are a, B,¥.6. Show that Sy =9Ss, 0 with roots a, # and we are You learned in AS & A Level Mathematics Pure Mathematics 1 Coursebook how to find inverse functions by interchanging xand y. The same process is helpful here 0, then y?— (2+ 2p)y + 4ap 3,af= 5, then y? + 6y +2 ir dis into the original gives (2)°+3(2) +5=0. Alternative nother! es (2)'+4(2) ' hhas roots ,f, find the quadratic equation with roots, Rearrange to make x the subject. Substitute for x. ‘Multiply out terms and simplify.erecta NaC More complicated substitutions include reciprocal functions. For example, consider the cubic function x° + x7—7=0 with roots af, 7. If we are asked to find a cubic Function apr 1D 4 (L)-7=0, which 2 (i) (I) 70m simplifies to the eubie 7)? — y ~ Eons Eroatsets hhas roots «yf, 7, find the cubic equation with roots with roots 1.4.1, we would begin with y Given that 2» +x? - a-Pp-Py-2 ‘ warmer ex the subject (-C) 14 6y +122 +8) Le dy t4y? x= rr ip ae a+ 1 ay +1 a yb of another cubic, what are the conditions on a and & to ensure that these cubies are the same? are the roots ‘The polynomial x° + x—3=0 has roots a, , . I Powers of roots require a different method. For example, if we have the cubic equation 2x} + 7x? — 1 = 0 with roots a, f,7 and we want to determine the cubic with roots a”, f°, 7°, there are two ways of approaching this. 3 First, we could state that y=? andso x= Vj Substituting gives 22 +7» — =2y? and square both sides, giving 49y? ~ I4y +1 =4y°. $0 Next, write as 7) — ay) —a9y2 + Lay — In the second approach we first rearrange the cubic to 2x3 = 1 — 7x7. Doing this allows us to square both sides and get even powers of x for every term, so 4x8 = 1 ~ 14x? + 494 Substituting in y gives the same cubic as before. 0 is the cubic that we are looking for. In the first approach we substitute y = x” before rearranging the equation. In the second approach we do the steps in the reverse order. For both approaches we need to make sure the powers of x are appropriateProcionuatsee! The polynomial 44.3 x-+ 12 Answer State the substitution, even terms. x4 2de4 4 1d = x? = 2 Square both sides, x8 + 26x4— 32+ 144=0 Simplify. oP +267 y+ 1440 Usex?=y. has roots a, fy, 6. Find the polynomial with roots a, ‘Rearrange so that both sides when squared give PE ed Cue eee a8. ‘These substitution methods are useful when dealing with problems such as finding the value of S; or even Sy. Consider the quartic x!+ x" — $=. For this polynomial, we would like to determine the value ofS, The process for finding S_= a" + f+ 7 + 6 can be time consuming. Now, consider that there is another quartic such that y = x*. If this quartic exists, then for y we would have S, =o" ++ 72" + 54. Since we have doubled the power for each root, once wwe have determined the quartic for » we only need to find Ss, which is straightforward ‘Rewrite the original quartic as x* Nest, replace x with yso that 3 and S,=1? 5, then square both sides to get x8 — 10x! 4 25 = x4 y8— 10)? +25 = 0. Finally, for the new quartic, Sy = 1 2.x (-10) =21. Hence, for the original quartic, Sy = 21 ‘This is an effective method and can save lots of time, particularly for much higher values of n Prciocuatsee) The cubic polynomial x + 5x +1 find the value of Si, has roots a, f, 7. Using the substitution +5241=0 () > Label the original equation. 4 1a—s2 Since we are using x, ensure all terms are atranged so when both sides ate ‘cubed, they produce powers that are multiples of 3. P+ 3x 43x) + 1 = —125x4 Cube both sides. 3x94 128x437 41 Simplity. Sy + 1? 43+ 0 2) », label the new equation. Ensute both sides of the rearranged polynomial will give appropriate powers when the squaring or cubing operation has taken place, For example, S-Sx+7= y=22 would be wwrittenas 2° - 5; to ensuce that, when squared, both sides produce only even powers If the same equation isused with y=.°, then rearrange 10 Sx so that, ‘when its cubed, the powers of x are ‘multiples of 3 on both sides.apa rte ce 5\=-128 (=128)? — 2 x 3 = 16378 for 2) Hence, for (I), Ss = 16378 Eon ‘The term ‘polynomials’ was not used until the 17th century. Before the 15th century, equations were represented by words, not symbols. A famous Chinese algebraic problem was written: “Three bundles of good crop, two bundles of mediocre crop, and one bundle of bad crop are sold for 29 dou’ In modern times we would phrase this as 3a+2h + e=29, Grete) has roots a, f. Find the quadratic equation with roots 3a, 36. © 1 The quadratic equation 2° + Sx-+ © 2 Thequadratic equation 22 - 4x +7=Ohas roots a, p. a Find the quadratic equation with roots a2, 2. Find the quadratic equation with roots 2a ~ 3, 26 — 3. mel et Be 3. Given that 3x7-2v.+9=0 has roots a, f, find the quadratic equation with roots @* 1, The qudemiceqnton 21— 4-490 haroetr ai Find ke ana ht hare 5. Given that 2x ~ 5x +1=0 has roots a, f,y, find the eubic equation with roots a, 62,7. Hence, find the value of Sy @® @6e°e 6 Thecubie equation x? + 3x? ~ 1=0 has roots «, f,7. Show that the cubic equation with roots a+2 p42 742 ap 7 (2428+ 27+2) pee ar afr a2” p42 742 O® 7 Aauartic equation, 2x4 — x — 6 =0, has roots a,f, 7.5. Show that the quartic equation with roots a?, f°, 75° is 8y*—y* — 18)? — 108y — 216 = 0. Hence, find the values of Sand 5. is y)- 3)? - 9y + 3 = 0. Hence, determine the values of: The cubic equation x3— x +4 =0 has roots a, 6, y. Find the cubic equation that has roots a”, 2, ?. Hence, or otherwise, determine the values of Se, Sy and So 2)er amen Te Luar ee a Aue oak eu) ‘Theequation 334 has roots a, 6,7 Show that the equation with roots «?, pis »2 ~ 3)2-+49— ‘Hence, find the value of af + f° + 7°. Cambridge International AS & A Level Further Mathematics 9231 Paper 1 Q5 June 2008 Answer Start with x4 ‘Then rewrite this as (x? ~ 1)? = —a°. This gives x? - 3x54 4x3 Let y= 3 to give » Note that S, =a" +" +7" -2x4 Sq for the original equation is S) for the new equation, so Sy Hence, a + f° + 7° ele ed CCU UCU eu LL 4 For quadratic equations (ax? + bx + ¢= 0: For cubic equations (ax* + bx? + ex + d=0): Ba=arpry=—> Lap = af + ar + Br= = apy = apy =—4 Sapte For quartic equations (ax! + bx? + ex? + dx +e= 0): Zanarptyto=—% Sap = af +07 + ab + fr f+ 76—£ Ey = apy + 00+ arb + Bro = 4 apd = apo == Saas payee For recurrence notation: © Beis also known ar S, © Ea! = (Ba)? ~ 22a isalso known as Sp © 2! ianounas Snaps ego henge of hecoeisint th int die by the eect of he coin omChapter 1: Roots of polynomial equations @. munauadas 1 The roots of the equation x° + 4x 1=0 area, and y. Use the substitution y is to show that the ian 1 at B+ yel Tega i +l" B+ G+" 0 has roots equation 6)? ~ Ty? + 3y— a+ For the cases m= 1 and » = 2, find the value of Deduce the value of —!_4—1_,_1 @+)) GH o+P G+ DO+) G+ Dar) @+DG+D_73 Hence show that @+h? +i G+ 36 Cambridge International AS & A Level Further Mathematics 9231 Paper 1 Q7 November 2010 The roots of the quartic equation x* + 4x? 42x? — 4x +1=0 are a,f,yand 6, Find the values of i atpry+s, i daperee, 2 aby Using the substitution y = + 1, find a quartic equation in y. Solve this quartic equation and hence find the roots of the equation x* + 4x° + 2x? - 4x 41 = Cambridge International AS & A Level Further Mathematics 9231 Paper 11 Q1I November 2014 ‘The cubic equation x ~ x? — 3x— 10 =0 has roots «, 8,7. i Let w=~a++y. Show that w+ 2a= 1, and hence find a cubie equation having roots at ptya-p+yatp~y Cambridge International AS & A Level Further Mathematics 9231 Paper 13 Q8 June 2012Rational functions WANN.a Pa CeCe Tat} Co area Where it comes from What you should be able todo | Check your skills 1S & A Leet Mathcmaizs "| Sl funeonsiat paral] Spl the llwing io pata acon Pure Mathematics? & 3, | fractions. | ead Chapter 7 a p —1 (-D@-2) AS & A Level Mathematics | Know about asymptotes and 2. Write down the asymptotes for: Pure Mathematics 1, how to determine horizontal and Chapter 5 | linear cases. | Work with the modulus function Pure Mathematics 1, in the forms y= |f(3)| and ‘Chapter 5 y= fx). AS & A Level Mathematics, ay by Pure Mathematics 2 & 3, ea Chapter 1 | What are rational functions? ‘A rational function is any funetion that can be defined as an algebraic fraction with polynomials as numerator and denominator, Rational functions are used to predict. ‘outcomes, from international trade balances in Economics to the amount of anaesthetic a patient will need for surgery. You are already familiar with plotting graphs as functions and identifying simple asymptotes, You should already have the algebraic skills to use partial fractions to rearrange and simplify functions. In this chapter, you will sketch several different types of function, including Y= [flo] and y= fils). You will also work with asymptotes 1 ity" (horizontal, vertical and oblique); identify symmetries of curves and similarities between ‘curves; and determine ranges, turning points and x-intercepts and y-intercepts. 2.1 Vertical asymptotes ‘An asympiote is generally a line that a curve approaches but does not touch. ‘An asymptote is generally a line that a curve approaches but does not touch, We can say the curve ‘converges £0 an asymptote, 3. Make sketches ofthe functionsei Sears une ea Car coat a ama Lue Consider praph of the fncion y= Ge the diagram), We can see that this curve tends towards both the coordinate axes. This is because there are two asymptotes: their equations are x=0 and y =0. These asymptotes are straight lines and come from the condition that x#0 and #0. To 1s 20 25 30" If we then consider the graph of the function y=—1— (as seen in the following diagram), x+l } Extending this idea even further to the function y= ** Gee the following diagram), we need to simplify the fraction before we can find the asymptotes. First, note that this function has a vertical asymptote at x= 1, since the denominator is zero. Also note that the numerator is larger than the denominator,Chapter 2: Rational functions ‘A top-heavy or improper fraction is a fraction where the degree of the polynomial in the numerator is greater than or equal to the degree of the denominator. Examples are < ey ade 3 a7 For improper fractions, the horizontal asymptote can be found in two ways. We can consider is the asymptote. Alternatively, we can split the function into smaller parts. Since the numerator of the fraction is larger than the denominator, we can assume that “+1 4 42 = x= 2. The equation can then be hi oamhen thecure y=2*! ielosta y= andso y Hence, A(x~ 1) +.B, Wecan solve this to get A written as y= 14+ £5. As fh] 0 weean see that —° 0, so y approaches |. Lastly, we consider specific values to work out the shape of the curve. When when y= 0,x=~1. Now we can sketch the eurve. Precise Skeich the curve y=2+5, showing all points of intersection withthe coordinate axes, State the equations ofthe asymptotes ae Answer when y=0,x 0001, 7<0 1,999, »>0en Sere eo auras Rua uC ‘Sketch the curve, labelling all the important features, Include asymptotes, ‘urming points and any intersections with the axes. The examples we have looked at so far all have a linear denominator. In the next example, the denominator is a quadratic. Consider the function y = (shown in the following diagram). The first point to @DeE-3 note is that we now have two vertical asymptotes: x= 1 and v= 2, Determine the horizontal asymptote next. IF fx| + 09, then» =0 is clearly our horizontal asymptote, F For this curve, »#0 end when x=0,7'=4 You wll notice inthe diagram that theres at Teast one t ing point, To determine the turning points we can use one of two methods. ’ We could just differentiate to get ©? = — ae aa OF happens to be the midpoint between I and 2 1 3. This value also 2 ‘The other method is to start with . then rearrange the equation to give = 3x42 yx? — 3yx + Qy = 1) = 0. We can consider this as a quadratic equation in x and use Note that this second the discriminant &2 ~ 4ac. Use the condition that the discriminant is <0 to set up an. method is only inequality in y. In this way, we can find which y values are invalid for the function. applicable when the P—4ac y? — 402 1)<0 so (+4) <0 and therefore -4 0 and y < ~4. We can also see that the turning point occurs when y= ~4,er ra Tra t av+iete de extf ‘then rearrange to get (dy ~ ay}x* + (ey ~ hy)x + (fy — cx) = 0. Then, for this quadratic equation in x, using the discriminant &—d4ac <0 will tell you what values of your curve cannot have. WORKED EXAMPLE 2. The curve y= For any curve of the form itis possible to multiply through by the denominator, ——*____ js denoted as C. Determine the points of intersection with the coordinate axes, find G+ D@-3), all asymptotes and determine any turning points. Hence, sketch C. Answer 1x b]> 0,909 y=0 =1.0001,y< Oand x= -0.9999, y > 0 x= 2,9999, »-0 Consider the two curves y= and ne *> Gxt ode+®) a,b, c,d, e,f are constants, Discuss in groups what features these two curves have. Do their asymptotes differ? Do they have the same number of turning points?eT Tt aC ‘So far, we have seen improper fractions where the numerator and denominator are linear functions, Now we will consider a function in which both the numerator and denominator are quadraties. ‘One major difference is that y =F ax? + bx will have a horizontal asymptote at y Depending on the numerator, there will be 0, 1 or 2 turning points cnt) (= Ne-2) sae (x= D@=2 ee (Qx-Dor+ 1 of turning points. Answer 1 x=-lx=t 1 bls 00,9=5 ys0Sx= 1x x=03y=— oy t= 10x41 dx Qx2+x- 17 72 -10x41=0 = 4ae = 72 x=~1,0001,y> 0 and x = -0.9999, y <0 x =0.4999, »-<0 and x= 0.50001, y > 0 (ied) Dx KFT , showing all points of intersection and asymptotes and determine the number State the ve {Lasymptotes. Evaluate the horizontal asymptote. Obtain the points of intersection, Differentiate and simplify. The discriminant is greater than 0 so there are two solutions, Hence, there are two turning points. In fact, the stationary avd 22) an (4 resis ee) eae) ‘Test values either side of each vertical asymptote. points are (* ‘Notice that the curve has one turning point between x= I and . Recall that at both these values Ge ke-2) “@cnerhCPA MrT rat ‘When dealing with this type of function, differentiation can be rather time consurning, but there are ways of making it more efficient. For example, if we look back at Worked example 23 and split the funtion nto pata fraetons, weave y= 5 4 55 = 2 Qx—1P (HIP quadratic as before but in fewer steps. Pecianuaee! ‘You are encouraged to consider turning points. Sol 4 Differentiate this to give = Ving this leads to the same Find all asymptotes and points of intersection and hence sketch the curve. bxl+00, y= When x=0, When y=0,x=—-3andx=1 2x = —1.0001, <0 and x = ~0,9999, » > 0 9999, y 0 dy _-axt4 2x dx (Pf -x-2F QP 4-9-7eeu a uC ee Te a Cur Cac Gren 1. For each of the following, determine the equations of the asymptotes of the curves. 2x43 path t3 xv -2x-3 b 3x42 xo 2x-8 ays y 5 Sketch thecurve y 6 Acurveisgivenas y a Write thisin the form y= A+ State the equations of the asympiotes € Sketch the curve, showing points of intersection with the coordinate axes, @ 7 Acureaseqution y=3=* a. White down the equations ofthe asymptotes b_ Find the x-coordinates of any stationary points. © Sketch the curve. © 8 Thecurve, ¢, is written as y=—* (= D@+3) a Show that C has no turning points. b Sketch the curve C. Show on your sketch all the points of intersection with the coordinate axes. ® 9 Thecurve y has two vertical asymptotes and one horizontal asymptote. &=DE+9 a Find the equations of these asymptotes. b Determine the number of turning points. Sketch the curve. 2.2 Oblique asymptotes In this section we will work with curves where the numerator is @ quadratic and the denominator is linear. This produces an asymptote called an oblique asymptote, which is neither horizontal nor vertical. The curve will have one vertical asymptote that is easy to identify. To find the oblique asymptote, we need to write the equation of the curve in partial fraction form first.fairs If we consider the curve es jr the denominator indicates thatthe vertical asymptote ze is x= =I, To find the oblique asymptote, we must frst consider = 4x4 B+, hence x? = (Ax + B(x + I)+C. a x41 With x=-1 and x=0 weget C=1,B=-1 andit follows that 4=1 -1+ This gives y= and the oblique asymptote is y = x — 1 gives y xt 22+ BEE si the function into the form dx+ ‘The vertical asymptote is x=‘ and the oblique asymptote is For any curve ofthe form y= c = Axe B+, ees hacke pede B, where A a EIS evericalaympioteis x ere For any curve of the form = and the oblique asymploteis y= Av+ Ryvhere A= ennai The curve, C, is defined as oblique asymptote. 41a (e+ Bx-2+C x=25C=5 and x=098 pox42 ‘Once we can find oblique asymptotes, we will be able to sketch the curve. As before, we can check 1-values ether side ofthe vertical asymptote. We can also test if curve is above or below the oblique asymptote. Look again at the function from Worked example 2.5, We are going to determine how the curve relates to the oblique asymptote, For x= 100, we can see that the y-valuc is 102.05, ‘which is just above the asymptote where y= 102. For x= —100, the y-value is -98.05, which is just below the asymptote where y= 98Tet ae ea uaa aE eC ae TL recientes Sketch the curve y= == stating the equations of the asymptote and coordinates of the points of intersection Answer 3 State the vertical asymptote. State the value of 4 Rearrange to find the coefficients. Find Band C. State the oblique asymptote. Find the points of intersection. 1.4999, »-< Oand x= 1.5001, 7>0 ‘Examine the behaviour close to the asymptotes. 100, y, = 50.76, yy = 50.75 “Here y; is the asymptote value, and y, is the eurve value 49.26, yy = —49.25 For large positive values of x the curve is above the oblique asymptote, For large negative values of x the curveis below the oblique asymptote dete investigate what happens when you differentiate the ae ig pet yor ‘equation of the curve, How many different curves can be sketched f Foracurve of type y= this type of equation? This type of curve always has two branches, which are separated by the asymptotes and lie in two of the four regions created.or epa eerste Cone tocane = 2=4 wei sh his cane ginny tng the vertical asymptote x= 1, Nex, rewrite the function as © —4— 4 4 B+, noticing that A= 1. Then, as <= 4= («+ B)(x~ 1) + using x= 1 and x=0 gives C=~3 and a 3 Differentiating gives SY = 1 + Bee ager iggy 3, tis clear that there are no turning Soyaxe1-—2 and rearranging this as (x ~ 1} ay Setting & ing points, The oblique asymptote is y= x + 1. Therefore, the curve must appear as shown in the diagram. The points of intersection (2,0), (2,0), (0,4) reinforce thi Precis Acurve has equation y= 2 Find the equations of the asymptotes and the coordinates of any points of intersection, Hence sketch the curve. x=0Sy=~9and y= 05 x=-3,Sketch the curve. EXERCISE 28 eo 1 For each curve given, find the equations of the asymptotes. Bet 4ext3 3-31 a yode tet ef #3231 rs) - <4 Find the number of turning points for each of the following curves, was x4 Sx-4 aye b y= fe a: O° +56 Write the curve in the form y= Ax-+ B+— Acurveis given as y= given as Y= 2x1 and state the equations of the asymptotes. The ourve, Gisdenotedas y= 43. rnd te equations ofthe sympttes an, ene, kesh ax , where dis constant The equation of a curve is given as y a Given that one of the asymptotes is. = + 2, find the value of 2 b_ State the other asymptote and sketch the curve. 2x41 Acurveisgiven as y given as a a. Find the equations of the asymptotes. b Show that one of the turning points is (1,0) and determine the other turning point. Sketch the curve. axtb The curve, C, is given as y=" EO Given that one of the asymptotes is. 5 x +2 and that one of the 4 points of intersection is (0,4): a find the values of a and 6 b_ determine the number of turning points sketch C.tere ENCE ta © 5 Ancquationissivenas » Show that the curve can be written in the form y= ax-+ +=" stating the values of a, and y z= b_ Show that there are two turning points. © Sketch the curve, 2.3 Inequalities Consider the curve 22 and how w x + and how we could find x for 5 2x43 Rearrange this to get x7— 2x —3 <0 and then solve, which gives -1 0, there are two distinct intervals to consider. Using the curveer SO ea TE eC LCL Fe ona So -2-VI3-2-+ VI3 are the to intervals required WORKED EXAMPLE 2.8 X44 determine the values of x for which > 1 the equation y=——=+4 cee (2x+ 3+) Answer First sketch the curve, Identity the asympiots, Ea Always remember to ao Bet Sef pan oquon toad me ee Gar O40, cx values aay tal nrmation. 1 SMcearereil rele Sea os inert tae ieee aan -1-4W6 2, just as before, ‘The second method is one that we have met previously. Start with y= + thenTOES Toa aac Cen ance ea eur Went) Determine the range of the curve Answer Method I: Syx + 4yaP— ‘Cross multiply. ax (y+ (Create a quadratic equation in x. (CaP +4(4y+5)<0 Use 6 — dac <0. (> a ) a Utey Complete the square or use the quadratic formula to Pecan conclude there are no solutions we can't have. Hence, ver Method 2: + Change into partial fractions. 9” 9Gx+4) a ferentiate, 3Gx +4) Conclude that the gradient is always positive. This leads to the same conclusion. 1 3x46 x2 4 3x+6=0 clearly has no solutions, which implies that this curve can have no vertical asymptotes, More importantly, it also tells us that the curve must have a finite range. We should also note that as |x] becomes large, tends to 0, so there is a horizontal asymptote at y=0, ‘The next type of curve we will look at is different. Consider the curve» “so 5 #0 35 30 25 20-15 10 05 “025 030 Writing the equation as yx?-+ 3yx-+ (6) ~ 1) =0 and then using 8 — dae <0 gives the ad these are the auudaiinquly 1532-4) <0-Thilads to 9 <0 or > values we cannot have. And so our rangeis 0- 0. ° ere aii 19 fae a ees ra0+y=2endya0o 20-1222 - aa IP the numerator cyazario > hhas no solutions, the ‘curve never meets the If the denominator ‘nas no solutions, then there are no vertical asymplotes. Booearis 3 @ 1 Forthecurve y= a determine the values of x such that > 3, @ 2 Forthecurve y= "5 find the range of values that y ean haveCambridge International AS & A Level Further Mathematics: Further Pure = 2x @_ 3. Given that y= —2*=4 show thatthe range of the curveis ye R, @ 4 Forthecurve y=*=2, determine the values of x that satisky y <5 xe1 @ 5 Thecurve, Gisgivenas y= x3 a Find the range of values of y that the curve cannot have b Determine the exact coordinates ofthe turning points O@ 6 Thecane y=38=2= x-2-3% a. State the value of k has a horizontal asymptote at y =k, b Show that there are no vertical asymptotes. ¢ Determine the range for y. OD 7 Theequation ofacuneis y=—— ia a Write down the equations of the asymptotes. b. Show that y ER. < De ‘mine the values of x that satisfy > 1 13x — 1-3 ___ Determine the values of x that satisty y <2 3x10 @ 8 Thecurve, Cis givenas y 2.4 Relationships between curves From a known curve, we can determine the shapes of other related curves. For example, = 3x4 2, then we can use this curve to determine the curve 1, Tia) Zp aa 2s 3236 a0 04 First, consider where the curve crosses the x-axis, These are the locations of the asymptotes. So when x= 1,x=2 the curve will be infinite and discontinuities will exist at these points.a euPa Cue at 7264 56-48-40-52-3 2432 4048 56 647. | You first saw this curve in Section 2.1. We can see that, as |x| tends to infinity, the original curve tends to infinity, and this new Function tends to zero. The original curve crosses the and So our new curve erosses the y-axisat_y = If there ate solutions to for the original curve then we have asymptotes for the new curve, xo 4x42. For y=0 there are no solutions and, hence, praxisat y the equation for f(x) Consider, instead, the curve has no discontinuities. The curve has a finite range. ext? ‘You should no fam wth bok types of asympoicare as youkne seen espe a earlier in this book. recite et P4x-2 and g(x)=x? ed 2 + and g(x) =x? + 2x+7, sketch i ™ i Given the curves f(x) Answer f) = (@+2@-1) Hence, discontinuities at x Horizontal asymptote at_yerie ea Saree Tee ua Cun manu erg Sketch the curve, Fa otiemcions (@) x2 +2x+7=0 has no real solutions, therefore there are no vertical asymptotes for our graph. Ty-1=0, yields y=0 and 3 Solve yx?+2yx-+ Use F? = dac =0. Then ~24)? + 4y Hence, the range ofthe function is 0 0) and one and y Consider the curve y=— negative branch (y <0)a Cpa Sty Notice that the green part of the curve has been reflected in the x-axis. This is true for all f(x) Now we will look at curves in the form y= f|x| curves of the form eal 4 shown below, We can see that there are two distinct branches, Consider the curve y= bad i x = :ta will have the same p-values so we can sketch the curve, This is shown in the following diagram. 2, Next, we can see that We can first note that [>| Consider the functionNotice that the curve is symmetrical about the y-axis. All parts of the curve that exist for x>0 have been reflected to the other side of the y-axis. There are now four asymptotes, since the asymptotes are also reflected in the y-axis. Alllcurves that are of the form y= {|x| consist of the original curve for x2 0. This region is reflected in the y-axis to form the other half of the curve, rcianuateee Given that £09) Answer ‘Sketch the original curye. Note that the asymptotes are x43. ‘One branch should be below the Ensure that the negative branch has now been reffected in the x-axis, ‘Note that there is now another asymptote that governs the curve: eor-3.ae Cpa CII) of the cur reffo Finally, we shall fook at graphs of the form y?= f(x). Consider the curve »?= x. This is parabolic in shape. To sketch this type of graph, we use a systematic approach, Vx, Note that the First, ensure that f(x) > 0 and then sketch both y= Vx and y domain for this Function is x > 0. ‘When sketching this curve, notice that itis symmetrical about the x-axis. This is the case with all funetions of the form y? = f(x). Next consider the curve y? = 2x +3, The right-hand side is > 0 provided that x > We just need to sketch y = v2x-+3 and reflect this curve in the x-axis. 3 In this example, we should also notice that when x= -3,y=0 and y?=0, and when x=-Ly=al 2