11 — 19 PROGRESSION endorsed for edexcel 3 Edexcel A level Mathematics Pure Mathematics ba eee sles arn) Authors: Greg Attwood, Jack Barraclough, lan Bettison, Keith Gallick, Daniel Goldberg, Anne McAteer, Alistair Macpherson, Bronwen Moran, Joe Petran, Keith Pledger, Cong San, Harry Smith, Geoff Staley and Dave Wilkins OB ReetContents e@ Contents Overarching themes Extra online content 1 Algebraic methods 1.1 _ Proof by contradiction 12 Algebraic fractions 13 Partial fractions 14 Repeated factors 15 Algebraic division Mixed exercise 1 2 Functions and graphs 2.1 The modulus function 2.2 Functions and mappings 23 Composite functions 2.4 _ Inverse functions 25 y=|f(x)land y= f(x) 2.6 Combining transformations 2.7 Solving modulus problems Mixed exercise 2 3 Sequences and series 3.1 Arithmetic sequences 3.2 Arithmetic series 3.3. Geometric sequences 3.4 Geometric series 3.5 Sum to infinity 3.6 Sigma notation 3.7 Recurrence relations 3.8 Modelling with series Mixed exercise 3 4 Binomial expansion 41 Expanding (1 + x)" 42 Expanding (a+ bx)" 43. Using partial fractions Mixed exercise 4 vi weone 12 14 19 22 23 27 32 36 40 44 48 53 59 60 63 66 70 73 76 79 83 86 91 92 9o7 101 104 Review exercise 1 51 52 53 54 55 61 62 63 64 65 Ta 12 13 Th 15 16 17 81 82 83 84 85 Radians Radian measure Arc length Areas of sectors and segments Solving trigonometric equations ‘Small angle approximations Mixed exercise 5 Trigonometric functions Secant, cosecant and cotangent Graphs of sec.x, cosec.x and cot.x Using sec x, cosec.x and cot.x Trigonometric identities Inverse trigonometric functions Mixed exercise 6 Trigonometry and modelling Addition formulae Using the angle addition formulae Double-angle formulae Solving trigonometric equations Simplifying acos x + bsin.x Proving trigonometric identities Modelling with trigonometric functions Mixed exercise 7 Parametric equations Parametric equations Using trigonometric identities Curve sketching Points of intersection Modelling with parametric equations Mixed exercise 8 107 113 114 118 122 128 133 135 142 143 145 149 153 158 162 166 167 am 174 17 181 186 189 192 197 198 202 206 209 213 220Review exercise 2 9 Differentiation 9.1 Differentiating sin x and cos.x 9.2 Differentiating exponentials and logarithms. 9.3. The chain rule 9.4 The product rule 9.5 The quotient rule 9.6 Differentiating trigonometric functions 9.7 Parametric differentiation 9.8 Implicit differentiation 9.9 Using second derivatives 9.10. Rates of change Mixed exercise 9 10 Numerical methods 10.1 Locating roots 10.2 Iteration 10.3. The Newton-Raphson method 10.4 Applications to modelling Mixed exercise 10 11 Integration 11.1 Integrating standard functions 11.2 Integrating flax + 5) 225 231 232 235 237 241 243 246 251 254 257 261 265 273 274 278 282 286 289 293 294 296 11.3 Using trigonometric identities 11.4 Reverse chain rule 11.5. Integration by substitution 11.6 Integration by parts 11.7 Partial fractions 11.8: Finding areas 11.9. The trapezium rule 11.10 Solving differential equations 11.11 Modelling with differential equations Mixed exercise 11 12 ~~ Vectors 12.1 3D coordinates 12.2 Vectors in 3D 123 Solving geometric problems 12.4 Application to mechanics Mixed exercise 12 Review exercise 3 Exam-style practice: Paper 1 Exam-style practice: Paper 2 Answers Index Contents 298 300 303 307 310 313 317 322 326 329 336 337 339 344 347 349) 352 358 361 365 423Overarching themes e@ Overarching themes The following three overarching themes have been fully integrated throughout the Pearson Edexcel AS and A level Mathematics series, so they can be applied alongside your learning and practice. 1. Mathematical argument, language and proof + Rigorous and consistent approach throughout + Notation boxes explain key mathematical language and symbols + Dedicated sections on mathematical proof explain key principles and strategies + Opportunities to critique arguments and justify methods 2. Mathematical problem solving ‘The Mathematical Problem-solving cycle * Hundreds of problem-solving questions, fully integrated re specify the problem } into the main exercises + Problem-solving boxes provide tips and strategies interpret results ole ain + Structured and unstructured questions to build confidence * Challenge boxes provide extra stretch t proceso J represent information 3. Mathematical modelling * Dedicated modelling sections in relevant topics provide plenty of practice where you need it + Examples and exercises include qualitative questions that allow you to interpret answers in the context of the model * Dedicated chapter in Statistics & Mechanics Year 1/AS explains the principles of modelling in mechanics Finding your way around the book ‘Access an online digital edition using the code at the 2 Functions and graphs front of the book. Each chapter starts with a list of objectives The real world applications of the maths you are about to learn are highlighted at the start of the chapter with links to relevant questions in the chapter ‘The Prior knowledge check helps make sure you are ready to start the chapterOverarching themes Exercise questions are : carefully graded so they increase in difficulty and gradually bring you up to exam standard Problem-solving boxes provide hints, tips and strategies, and Watch ‘out boxes highlight areas where students often lose marks in their exams Exercises are packed with exam-style questions to ensure you are ready for the exams Exam-style questions are flagged with © caementn Each chapter Challenge boxes Step-by-step Each section 5 8 ends with a Mixed give youachance — worked examples —_ begins with Dee eee eeee Ee exercise anda totackle some focusonthe key —_explanation and with © Summary of key more difficult types of questions key learning points questions you'll need to points tackle Every few chapters a Review exercise helps you consolidate your learning with lots of exam-style questions Exam-style practice | Mathematics Alevel Paper 1: Pure Mathematics Review exercise 2 "Sa tema ee Two A level practice papers at the back of the book help you = prepare for the real thingExtra online content e@ Extra online content ‘Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides a full worked solution for every question in the book GEEDD iutt worked solutions are ae available in SolutionBank. Download all the solutions ——————+ as a PDF or quickly find the solution you need online ero ea eon ORE www.pearsonschools.co.uk/p2maths viExtra online content 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. GeeGebra GeoGebra-powered interactives graphically using technology. Interact with the maths you are learning using GeoGebra's easy-to- use tools CASIO. Graphic calculator interactives TEXE]:Show coordinates ¥ 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. ELD workeutcscrcoericen FF quickly using the "C, and power functions on your calculator. Sine ee ea eee neta ‘toaccess the function press: Gow) ©) Gr) @ Step-by-step guide with audio instructions on exactly which buttons to press and what should appear on your calculator's screen viiPublished by Pearson Education Limited, 80 Strand, London WC2R ORL. ‘weupearsonschoolsanceclleges.couk Copies of official specications fr al Pearson quaifeations may be found on the website: {qualifications pearsoncom Text © Pearson Education Liited 2017 Eaited by Tech Set Lid, Gateshead Typeset by Tech-Set Ltd, Gateshead (Original ilustrations © Pearson Education Limited 2017 (Cote illustration Marcus@kj- artiste ‘The rights of Greg Attwood, jack Baraclough an Bettson, Keith Gallic, Daniel Goldberg, Anne eAtee Alistair Macpherson, Bronwen Moran, Joe Petra, Kelth Pledge, Cong San, Harty Smith, ‘Geoff Staley and Dave Wilkins tobe dented as authors of this work have Been asserted By them In accordance withthe Copyright, Designs and Patents Act 1988 Ficst published 2017 20191817 1098765432 British Library Cataloguing in Publication Data ‘catalogue record for this Books availabe from the British Library ISBN 978 1 292 183404 copyright notice Allright reserved. 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Very large prime numbers are used to encode chip and pin transactions. > Example 4, page 3 > pages 2-5 > pages 5-7 7 pages 7-8 + pages 9-11 + pages 12-13, + pages 14-17 + pages 17-18 eae ta . 1 Factorise each polynomial: b x*-16 € Year 1, Section 1.3 a 6x45 © 9x27= 25 Simplify fully the following algebraic fraction ape x4 9x4 18 re -30 =x? 43x +18 2x? + 5x — 12 6x? 7x3 € Year 1, Section 7.1 For any integers n and m, decide whether the following will always be odd, always be even, or could be either. a 8 ba-m d2n-5 Year 1, Section 7.6 © 3mChapter 1 @® Proof by contradiction Acontradi Proof by contradiction is a powerful technique. = To prove a statement by contradiction you start by assuming -al steps to show that this assumption leads to something impossible (either a n of the assumption, or a contradiction of a fact you know to be true). You can conclude that your it is not true. You then use lo; contradi jon is a disagreement between two statements, which means that both cannot be true. CEEED 4 statement that asserts the falsehood of another statement is called the negation of that statement. assumption was incorrect, and the original statement was true. Prove by contradiction that there is no greatest odd integer. Assumption: there is a greatest odd integer, n n+ 2's also an integer and n+ 2 >n n+ 2 =o0dd + even = odd So there exists an odd integer greater than n. This contradicts the assumption that the greatest odd integer is n Therefore, there is no greatest odd intege: —— Prove by contradiction that if 1? Assumption: there exists a number m such that n? is even but m 19 ode, nis odd so write 2k+1-——____, | wP = (2k 41 = 4K + 4k +t = 2(2k? + 2k) +t So n? is odd, This contradicts the assumption that n? is even. Therefore, if n® is even then n must be even, ™ Arational number can be written as : , where a and b are integers. © An irrational number cannot be expressed in the form ’ where a and hare integers. Begin by assuming the original statement is false. This is the negation of the original statement. You need to use logical steps to reach a contradiction, Show all of your working, The existence of an odd integer greater than 1 contradicts your initial assumption. Finish your proof by concluding that the original statement must be true. even, then 7 must be even. This is the negation of the original statement. You can write any odd number in the form 2k + 1 where k is an integer. All multiples of 2 are even numbers, so 1 more than a multiple of 2 is an odd number. Finish your proof by concluding that the original statement must be true. CEE aise set of all rational numbers.Prove by contradiction that y2 is an irrational number. Assumption: \ is a rational number Then v2 = € for some integers, a and &. ———_ Also assume that this fraction cannot be reduced further: there are no common factors —_| between a and b So 2 = f5 or a? = 2b? ———__ This means that a® must be even, so ais also + even. IF avis even, then it can be expressed in the form a So a? = 2b? becomes (2n}? = 2b? which means 4n® = 2b? or 2n® = be, in, where nis an integer This means that b* must be even, so bis also -—_ even. li @.and b are both even, they will have a common factor of 2. This contradicts the statement that a and b have no common factors, Therefore V2 is an irrational number Algebraic methods Begin by assuming the original statement is false This is the definition of a rational number. Ifa and b did have a common factor you could just cancel until this fraction was in its simplest form. Square both sides and make a the subject. We proved this result in Example 2. ‘Again using the result from Example 2. All even numbers are divisible by 2. Finish your proof by concluding that the original statement must be true. Prove by contradiction that there are infinitely many prime numbers. ‘Assumption: there is a finite number of prime numbers, List all the prime numbers that exist: Pro Pas Poy >> Py $I Consider the number N= PX Ds X Pa Xoo Xt I When you divide N by any of the prime numbers Py, Pz Pas» Px YOU get a remainder of 1. So none of the prime numbers pr Pas P: 1 Pris a factor of N. So N must either be prime or have a prime. factor which is not in the list of all possible prime numbers. This is a contradiction. Therefore, there is an infinite number of prime ——— numbers, Begin by assuming the original statement is false. This is a list of all possible prime numbers. This new number is one more than the product of the existing prime numbers. This contradicts the assumption that the list Py Pe Ps Py Contains all the prime numbers. Conclude your proof by stating that the original statement must be true.Chapter 1 Exercise ©® 1 Select the statement that is the negation of “All multiples of three are even’. A All multiples of three are odd. B Atleast one multiple of three is odd. © No muttiples of three are even. ® 2 Write down the negation of each statement. a Allrich people are happy. b There are no prime numbers between 10 million and 11 million ¢ If p and g are prime numbers then (pg + 1) isa prime number. All numbers of the form 2" — 1 are either prime numbers or multiples of 3. Atleast one of the above four statements is true. ®_ 3 Statement: If #? is odd then n is odd. a Write down the negation of this statement. b Prove the original statement by contradiction, ® 4 Prove the following statements by contradiction. a There is no greatest even integer. b If is even then nis even. ¢ If pq is even then at least one of p and q is even. d If p +qis odd then at least one of p and q is odd. ®) 5 a Prove that if ab is an irrational number then at least one of @ and b is an irrational number. (3 marks) b Prove that if a +b is an irrational number then at least one of a and 4 is an irrational number. (marks) ¢ A student makes the following statement: If a+ bisa rational number then at least one of a and b is a rational number. Show by means of a counterexample that this statement is not true. (1 mark) ® 6 Use proof by contradiction to show that there exist i : AS the ite is no integers a and b for which 21a + 146 = 1. GED sesame ine opps re, and then divide both sides by the highest common factor of 21 and 14, 7 a Prove by contradiction that if n? is a multiple of 3, EBD consider numbers inthe form nisa multiple of 3. (3 marks) ean eos b Hence prove by contradiction that 3 is an irrational number. (3 marks)Algebraic methods ® 8 Use proof by contradiction to prove the statement: “There are no integer solutions to the equation wayra? ELD vou can assume that xand y are positive, since (x)? = x, 9 Prove by contradiction that \/2 is irrational, 6 marks) 10 This student has attempted to use proof by contradiction to show that there is no least positive rational number: ‘Assumption: There is 3 least positive rational number. eee Let this least positive rational number be nm. Youmighe nave 13 Ao nis rational, n = 4 where a and b are integers. eoaee eae working like this ae by in your exam. The b question says, ‘the Since a and b are integers, 4 is a rational number that is less than n. | €or, so there should > only be one error in Tris contradicts the statement that mis the least positive rational nurrber. | _ the proof. ‘Therefore, there is no least positive rational number. a Identify the error in the student’s proof. (1 mark) b Prove by contradiction that there is no least positive rational number. (S marks) @® Algebraic fractions Algebraic fractions work in the same way as numeric fractions. You can simplify them by cancelling ‘common factors and finding common denominators. = To multiply fractions, cancel any common factors, then multiply the numerators and multiply the denominators. Simplify the following products: a xd boxe c 5*9 bX 2 *~-1" 2 *e¥ia-j—_ tert 3 2 “Grie-o 3 2-7 5