11 - 19 PROGRESSION Edexcel A level Mathematics Pure Mathematics Year 2 Beets11 —19 PROGRESSION endorsed for Edexcel A level Mathematics Pure Mathematics Year 2 Reetee ot cred sees) Authors: Greg Attwood, Jack Barraclough, lan Bettison, Keith Gallick, Daniel Goldberg, Anne McAteer, Alistair Macpherson, Bronwen Moran, Joe Petran, Keith Pledger, Cong San, Te esas Re (eo Laie oe nT PCAN Std BeesonContents e Contents Overarching themes Extra online content 1 Algebraic methods 1.1 _ Proof by contradiction 12 Algebraic fractions 1.3 Partial fractions 1.4 Repeated factors 1.5 Algebraic division Mixed exercise 1 2 Functions and graphs 2.1. The modulus function 2.2 Functions and mappings 2.3 Composite functions 2.4 Inverse functions 25 y=[fls)| and y=f(lx) 2.6 Combining transformations 2.1 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 4.1 Expanding (1 +)" 42 Expanding (a+ bx)" 43° Using partial fractions Mixed exercise 4 vi 12 14 19 22 23 27 32 36 40 48 53 59 63 66 70 73 76 79 83 86 a1 92 oT 101 104 Review exercise 1 51 52 53 54 55 61 62 63 64 65 m1 72 73 Th 15 16 11 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 7 181 186 189 192 197 198 202 206 209 213 220Review exercise 2 91 92 93 94 95 96 97 98 99 9.10 10 10.1 10.2 10.3 10.4 u ua 112 Differentiation Differentiating sin x and cos.x Differentiating exponentials and logarithms The chain rule The product rule The quotient rule Differentiating trigonometric functions Parametric differentiation Implicit differentiation Using second derivatives Rates of change Mixed exercise 9 Numerical methods Locating roots Iteration The Newton-Raphson method Applications to modelling Mixed exercise 10 Integration Integrating standard functions Integrating fax + b) 225 231 232 235 237 241 243 246 251 254 2s7 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 iii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 rc specify the problem + Problem-solving boxes provide tips and strategies interpret results sclctectbn + Structured and unstructured questions to build confidence + Challenge boxes provide extra stretch t | 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 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 —~ 3 gradually bring you up si to exam standard Problem-solving boxes provide hints, tips and strategies, and Watch ut 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 ©) ™ Each chapter Challenge boxes Step-by-step Each section eae te ends witha Mixed giveyoua chance worked examples begins with “th areflagged exercise and a to tackle some focus onthe key explanation and Summary ofkey 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 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. EID hutveiedsctuosae SE available in SolutionBank. Download all the solutions as a PDF or quickly find the solution you need online Seer een ca ei www.pearsonschools.co.uk/p2maths eRe een ote Re a ee aed 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 CUD inna OE graphically using technology. CASIO. Graphic calculator interactives [EXE]:Show coordinates + 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. EID vio outexchcoerien FS quickly using the "G, and power functions on your calculator. Sore enn eee eae erent: toaccess the function press: Gow) © Ge) @ 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. war pearsonschoolsandlecollegesco.uk Copies of official specification forall Pearson qulifcations may be found onthe website: ‘Qualifications pearsoncom ‘Text © Pearson Education Limited 2017, Edited by Tech Set Lid, Gateshead “ypeset by Tech-Set Ld, Gateshead Originailustrations © Pearson Education Limited 2017 Cover illustration Marcus@kia-atsts ‘The rights of Greg Atwood, Jack Barraclough, lan Bettison, Keith Galick Daniel Goldberg. Anne McAteer, Alistair Macpherson, Bronwen Moran Joe Petran, Keith Pledger, Cong San, Harry Smith, ‘Geof Staley and Dave Wilkins tobe Identified as authors ofthis work have been asserted By them Imaccordance with the Copyright, Designs and Patents Act 1988. 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Pearson has robust editorial processes, including answer and fact checks, to ensure the accuracy ofthe content inthis publication, and every efforts made to ensure this publication 's fee of errors We are, however only human, and occasionally errors do occut Pearson isnot liable for any misunderstandings that arse asa result of eros in tis publication, butt is ‘ur priority to ensure thatthe content i accurate. you spot an erro please do contact us at ‘esourcescorecions@pearson com so we can make Sure tis corrected viiiAlgebraic methods c=z=> After completing this chapter you should be able to © Use proof by contradiction to prove true statements > pages 2-5 © Multiply and divide two or more algebraic fractions > pages 5-7 © Add or subtract two or more algebraic fractions > pages 7-8 © Convert an expression with linear factors in the denominator into partial fractions > pages 9-11 © Convert an expression with repeated linear factors in the denominator into partial fractions > pages 12-13 © Divide algebraic expressions > pages 14-17 © Convert an improper fraction into partial fraction form -> pages 17-18 q 7 Deca kata’ - 1 Factorise each polynomial: a -6x+5 b x*-16 © 9x?-25 Year 1, Section 1.3 2. Simplify fully the following algebraic E fractions. =o p 22 +5x=-12 x? + 9x +18 6x*-7x-3 EEE 30 ek veart, Section 7.2 =x? +3x4+18 3. For any integers n and m, decide whether the following will always be odd, always be You can use proof by contradiction to even, or could be either. prove that there is an infinite number of prime numbers. Very large prime a gn bn-m numbers are used to encode chip and pin © 3m d2n-5 transactions. + Example 4, page 3 € Year 3, Section 7.6Chapter 1 @® Proof by contradiction A contradiction is a disagreement between two statements, which means that both cannot be true. Proof by contradiction is a powerful technique. = To provea statement by contradiction you start by assuming — @(EPSTPEB 4 n You need to use logical steps to reach a n+ 2 = odd + even = odd contradiction, Show all of your working, So there exists an odd integer greater than m This contradicts the assumption that the The existence of an odd integer greater than n odd integer is n. contradicts your initial assumption. Therefore, there is no greatest odd integer. —— Prove by contradiction that if n? is even, then n must be even. |__ Finish your proof by concluding that the original statement must be true. Assumption that n? is there exists a number n such -—Thisis the negation of the original statement. but nis odd nis odd 50 write m= 2k-+ 1 _You can write any odd number in the form 2k + 1 Ok +1) 24k + 4k +1 where k is an integer. (2K? + 2k) +1 So n? is. odd tt muttiptes of 2 are even numbers, 0 1 more than a multiple of 2 is an odd number. This contradicts the assumption that n? is even Finish your proof by concluding that the original ‘statement must be true. Therefore, if n® is even then m must be even, —— = Arational number can be written as, where aand hare integers. ESTED isthe b a ‘set of all rational * An irrational number cannot be expressed in the form ©, where a numbers. and b are integers.Prove by contradiction that /2 is an irrational number. Assumption: V2 is a rational number § for some integers, a and b. ———_ Aliso assume that this fraction cannot be Then V2 reduced further: there are no common factors +, between a and b. = So 2 = 15 or a? = 2h? ————_ This means that a® must be even, so dis also ) even, If ais even, then it can be expressed in the form a = 2n, where n is an integer. So a? = 2b? becomes (2n)? = 2b? which 2b? o+ 2 This means that b? must be even, 50 b is also means 4n? If @ and b are both even, they will ha 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. faand b did have a common factor you could just cancel until this fraction was inits 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: Po Pos Pap --s Py) +I] Consider the number N=, po Ds X When you divide N by any of the prime xP,tl numbers py, Pos Ps: --+ Py You get a remainder of 1, So none of the prime numbers py Pa. Ps. «Pn is 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 Pz: Py» Pn contains all the prime numbers. Conclude your proof by stating that the original statement must be true.Chapter 1 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 C No multiples of three are even. 2. Write down the negation of each statement. a All rich people are happy. b There are no prime numbers between 10 million and 11 million. © If p and q are prime numbers then (pq + 1) is a prime number. 4 All numbers of the form 2" ~ 1 are either prime numbers or multiples of 3. e At least one of the above four statements is true. 3 Statement: If n? 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 nis even then nis even. € If pq is even then at least one of p and q is even. d If p + q is 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 a and d is an irrational number. (marks) b Prove that if « +b is an irrational number then at least one of « and b is an irrational number, (3 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 @D + . Assume the opposite is true, no integers a and b for which 21a + 140 = 1. rd tha chide ean ales ea highest common factor of 21 and 14. 7 a Prove by contradiction that if n? is a multiple of 3, qq COREE Mu nDe EOE nisa multiple of 3. G marks) erin b Hence prove by contradiction that v3 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. xtoyle?? [ Hint } ‘You can assume that x and y_ are positive, since (=x)? = x?, 9 Prove by contradiction that 7 is irrational. (5 marks) GB) 10 This student has attempted to use proof by contradiction to show that there is no least positive rational number: ‘Assumption: There is a least positive rational number. ees Let this least positive rational number be n. ‘You might have to ‘As mis rational, n = & where a and b are integers. saenade ' in your exam. The “question says, the Since a and b are integers, “=> is a rational rumber that is less than n. | | ®ffOP sothere should é only be one error in This contradicts the statement that m is the least positive cational number | 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. (5 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:Chapter 1 « To divide two fractions, multiply the first fraction by the reciprocal of the second fraction. aX42 x16 Ty44 *3xe6 x42. (vt 4)(v-4) +4 Bix + 2) (eax - 4) —_ _ 1 Simplify: att yee chased d eX y 378 2 Simplify: a (x+2)x » yes Peaye3 x+3 x4 5x h ap +4y-4 3p +6 i t+ 2xy +7 4 8 24 10x +25 “x2 + 3x 7 5 2 “@-yp = 64 =x? ©@®) 3 Show that S95 13677 (4 marks) Qx2- x= 40 x24 8x4 16 | 8x24 200-48 _ a @® 4 Show thar egy 32 “Gx? 3x48 * 10x? 4By 4 AT of the constants a and b, where a and b are integers. (4marks) and find the valuesAlgebraic methods @® 5 a Simplify tuly = 42824 marks) ELD simpity and then solve the 2x?+ 10x “x? +3x-18 Togarithmic equation, € Year 1, Section 14.6 b Given that Inv? + 23 = 242 = 3x) = 24 In(x? + 10342 + 3 18)) find x in terms of 4 marks) 2 ay 7 @ 6 w=" Sains ED ore wate each term € Year 1, Section 12.5 4 Show that fix) = 2+ 538+ 6 (4 marks) Z b Hence differentiate fix) and find (4). marks) = To add or subtract two fractions, find a common denominator. Simplify the following: or lal &+3 wD ___ e+) tee + 3) SOHN OF BED (w+ 3 +1) “e+ 7Chapter 1 3 4 | 2. ae 30-1) 2. Write as a single fraction: 3.2 x xe 1 1 d 3+ 2)—air4+3) 3 Write as a single fraction: 7 2 re 1 b 7 " 3 e 2 3 My2ne1 x41 2-4 * x42 6x49 weaned 3 oe fp et2 xed you: xe+3xe2 x2 44re4 xt=x-12 0 x?+5x4+6 © 4 Express - 4 as a single fraction in its simplest form. (4 marks) x? +2x-15 -3 - 5. Express each of the following as a fraction in its simplest form. 3,2 01 42 1 32 4 ay tye] x2 Day x-2* 2x41 CAT * x41 x-3 4Qx-1) 7 © 6 Express a teat @® 7 axy=x+ & 36 Yo aae * ER x#-2x#4 a Show that g(x) = s a single fraction in its simplest form. (4 marks) ee Jet t2 aces os (4 marks) x= 4n+6 b Using algebraic long division, or otherwise, further show that g(x) =" <3 (4 marks)Algebraic methods @® Partial fractions = A single fraction with two distinct linear factors in the denominator can be split into two separate fractions with linear denominators. This is called splitting it into partial fractions. [1 A and Bare constants to be found. s _ AB @+D@-4 x41 4 The expression is rewritten Partial fractions are used for 1 1___1____ asthe sum of two partial ee ee eS ceca ‘The denominator contains two fractions. and integration. > Chapter 11 linear factors: (x + 1) and (x ~ 4) There are two methods to find the constants 4 and B: by substitution and by equating coefficients. Gm Split into partial fractions by: a substitution b equating coefficients. —ox=2 @-de+D a —oe=2 2 Bee) x- 3 Ket _ Ale +1) + Bow ~ 3) <= Sere Gx — 2 = A(x + 1) + Bix - 3) 6x3-2=AG +1) + BB-3) 16=44 Az4 6 x (+1) — 2 = At +1) + BI - 3) I “W=See) x-3 72 6x -2 =A B @- See) x-3* x47 = Ale + 1) + Box - 3) == Set 6x — 2 = A(x + 1) + Bix - 3) = Ax+ A+ Bx-3B = (A + Bx + (A - 3B) Equate coefticients of x: G=A+B M Equate constant terms: -2=A-3B (2) (y= m+ b | 8=4B = Be2 Substitute B= 2 in () +G=A+2 As4 ° |Chapter 1 = The method of partial fractions can also be used when there are more than two distinct linear factors in the denominator. 7 &—DO+ OW +3) A + B c —2 0 x+6 x43 The constants 4, Band Coan again be found by either substitution or by equating coefficients. 6x? + Sx -2 x(x DQx+ 1) x For example, the expression can be split into > Given that CSTD This method cannot be used fora ee Fe eane eB ES GI ae BoC cannot be rewritten as —47 +B 4 Co T because (x ~ 1) isa repeated factor. There is ‘more on this in the next section. er find the values of the constants A, Band C. », Gx? + Sx = 2 = Aly — (2x +1) Aly = 12x + 1) + BY(2x + 1) + Cx(x - 1) x(x = (2x + 1) O+Bx1x3+0 9=3B letx =0) O+0-2=Ax(-1)x1+040 Let x Gx? $0 xo = x +1) 10Algebraic methods 1 Express the following as partial fractions: a 68-2 p 2st (x= 2) +3) (x+ Dv+4) 2x-13 6x +6 Tn 4 Ge pe> ey First factorise the denominator. 8 2x - 14 ~ xP + 2x = 15 © 2 Show that =AV5-° 5 eam be written in the form oy constants to be found. (marks) where A and Bare , A Sit anitaraeii , ©® 3 The expression waary™ be written in partial fractions as Find the values of the constants 4 and B. © 4 b(y = = 26 — @+De-D@+5"™ Given that h(x) can be expressed in the form —4— +—S, find the values of xtl x+5 A, Band C. (4marks) © § Given that, for v <1 =2 where D, Eand Fare " Nx + NGx- 2) x 3-2? 7 constants. Find the values of D, E and F. (4 marks) 6 Express the following as partial fractions: a —282= 12x - 26 p —zlOx?@= 8x +2 ¢ oN = 19x = 32 (x + I(x = 2) + 5) x(2x + 1)(Bx - 2) (x + D(x + 2x = 5) ©® 7 Express the following as partial fractions: a Ot Tx =3 8x49 Hint wax 10x? + 3-4 Cres First factorise the denominator. as a sum of fractions with linear denominators. iChapter 1 @) Repeated factors = Asingle fraction with a repeated linear factor in the denominator can be split into two or more separate fractions. In this case, there is a special method for dealing with the repeated linear factor. Aand Band Care 2x49 (x= Seg 3P The denominator contains three linear factors: (x ~ 5), (v+3) and (x +3). (+3) isa repeated linear factor. The expression is rewritten as the sum of three partial fractions. Notice that , (= 5), (x +3) and (x +3)? eu sc are the denominators. + 14x +5 c w+Iser+ Spey: Where A, Band C are constants to be found. Let 24+ 14x+5__A_,_B_,_C (e+ x4) WH)” wae” Axed _ Ax + (2x + 1) + BA + 1) + Clr + 7 (x + 1(2x + 1) Show that can be written in the form —4 Hence Nix? + 14x45 = Ale + (2x41) + Bl2x +1) + Cx + Let 1144554 x0+Bx-14Cx0 tx? + 14045. (ee 2x +1) AaB WH) wee Gxt) Hence GED check your answer using the simultaneous equations function on your calculator. So A= 4, B=~-2 and C= 3, 12Algebraic methods ®! 3x24 x41 fix) = ort) 1x#0,x#-1 Given that f(x) can be expressed in the form 4 +4 +S. find the values of A, Band C. ~ (4 marks) g(x) = NOS ve xed (w+ I2x-1) E F Find the values of the constants D, Eand F such that g(x) =—2— + x41 *G@sietx-1 marks) Given that, for x < 0, ea where P, Q and Rare constants, find the values of P, Q and R. (4 marks) Sx? ten: c Show that ">=" +— ean be written in the form where C, D and E are constants to be found. (4 marks) 2x ye PO)= pes A B Find the values of the constants and B sueh that pix) =<“ + 53 (4 marks) 10x? — 10x +1 A,B, x>3 Qx+D(x— 3)? 2x41 x=3 7-3)” Find the values of the constants 4, B and C. (4 marks) 39x? + 2v + 59 ‘ten i A Show that (o Sgac yi cat be written in the form 45 + 5.25 + Gps where A, Band C are constants to be found. (4 marks) Express the following as partial fractions: a 48th p Oxaat2 x? + 10x +25 4x8 — 4x2 +x 13Chapter 1 @® Algebraic division * An improper algebraic fraction is one whose numerator has a degree equal to or larger than the denominator. An improper fraction must be converted to a mixed fraction before you can express it in partial fractions. are both improper fractions. The degree of the The degrees of the numerator numerator is greater and denominator are equal than the degree of the conan aT is the largest exponent in the expression. For le, x3 + 5x = 9 he a ® You can either use: mame ecceuee + algebraic division + or the relationship F(x) = Q(x) x divisor + remainder =z The divisor and to convert an improper fraction into a mixed fraction. RS resnakicercan be nember ‘or functions of x. Method 1 Use algebraic long division to show that: aw) ‘ e FO) w+ 2 x-2 3 . L___ remainder divisor 1 ‘Method 2 Multiply by (x — 2) and compare coefficients to show that: a8 Oo Fox) x2 4 Sx +8 Sle + Thx 2) +22 remainder divisor ——_________J Given that find the values of A, B, Cand D. Using algebr cued err Solving this problem using algebraic long division : will give you an answer in the form asked for in the question. 14Algebraic methods 0 area) 4-7 29 age _29_ tI oe at eare ia + So A=1,B= 4, C=12 and D= 29. Given that x3 + x? - 7 =(Ax? + Bx + CXx — 3) + D, find the values of A, B, Cand D. Let x =3: az 27+9-7=(94+3B+C)x0+D The identity is given in the form F(x) = Q(x) x D=29 divisor + remainder so solve the problem by Let x = 0: equating coefficients, 0+0-7=(Ax0+Bx0+0) x(0-3)+D -7=-3C+D -3C+29 3C=36 12 Compare the coefficients of x° and x*. Compare coetticients in x3: 1= A Compare coefficients inx®: 1=-344B 1=-34B Therefore A= 1, B= 4, C= 12 and D= 29 and we can write x3 4x2 —7 Sl? + 4x4 12x - 3) 429 This can also be written as: +7 oy 29° = axe ta+ xP+2x-3 Dx+E A a Show that f(x) can be written as Ax? + Bx+C+ yy} and find the values of A, B, C, D and E. 15Chapter 1 Using algebraic long division: MSIF when you are dividing by a a, eh & ‘quadratic expression, the remainder can be a x24 2x-3bte OMe ND IO constant or a linear expression. The degree of 3 $oRe = Bae (-12x + 5) is smaller than the degree of ss (3? + 2x —3) 50 stop your division here, = Be Ga te The remainder is —12x + 5. = 82x + 3x +2) 50 A=1,B=-1,C=5, D=~12 and E=5. x34 2x24 3x4 @1 xt Find the values of the constants 4, B, Cand D. (4marks) 2x3 + 3x2 - 4x + 5 © 2 Given that IX? + bx +04 4S find the values of a,b, cand d. (4 marks) x43 3-8 ©3 t= Show that f(x) can be written in the form px? + gx +r and find the values of p.qand r. (4 marks) nx +p x= find the values of m,n and p. (4 marks) © 5 Find the values of the constants 4, B, C and D in the following identity: 8x3 + 2x? +5 = (Ax + BY2x? +2) + Cv+D (4 marks) yt = Sy? 3x 14 _ Cx+D © 6 Geet FAB aed Find the values of the constants 4, B, Cand D. (4 marks) _xtt3at—4 ten i 5 sxtt ®©7 we aT Show that g(x) can be written in the form px? + gx + r+ and find the values of p, g, r,s and ¢. (4marks) a © 8 Given that “+3 wax? of a,b,c, dande. (5 marks) 16Algebraic methods ® 9 Find the values of the constants A, B, C, D and E in the following identity: 3x4 — 4x3 - 8x2 + 16x — 2 = (Ax? + Bx + C(x? - 3) + Dv + E (S marks) 10 a Fully factorise the expression x4 ~ 1. (2 marks) b Hence, or otherwise, write the algebraic fraction in the form xt (ax + b)(cx? + dx + e) and find the values of a, b, c,d and e. (4 marks) In order to express an improper algebraic fraction in partial fractions, it is first necessary to divide the numerator by the denominator. Remember an improper algebraic fraction is one where the degree of the numerator is greater than or equal to the degree of the denominator. 3x? -3x-2 B Cc Given that Ty =2) ——|, x=" find the values of A, B and C. (w= Ha 2) Gx - B= Bx ~ 2) + Clx-1) Aiton le se2te-00 8x01 Cx! — | i cH4 eta dete eee -_ gsesciae 3x2-3x-225, 6x-8 ee | sore ata So A= 3, B= 2 and C= 4, m 3Chapter 1 brat 18 xt 3x-2 os . 260)= 4 Show that gC) can we written in the form A +B + SS and find the values of the constants A, B and C. (4 marks) Given that +S find the values of the constants 4, B and C. (4 marks) Find the values of the constants A, B, C and D in the following identity: (5 marks) Pe Dt e+" (5 marks) (xy = 82425 PODS 4x25 Show that p(x) can be written inthe form 4 +58 + 5C— where 4, Band C are constants to be found. (4 marks) Given that ==" = 443, © fina the values of the constants A, B Waleed 4 *x4T Soe DP and C. (4 marks) By factorising the denominator, express the following as partial fractions 4x24 17x= 11 p Stcdxh Ox? — 17+ 12 + 3x-4 = 42 + 4 . 3 7x2 +3 D Given that OES Sw Ave + B+ 5K +P, find the values of the constants A, B, Cand D. (6 marks) 8x41 WO = Faxed Show that q(x) can we written in the form Ax + B+ and find the values of the constants A, B, Cand D. (6 marks) 42x? 348 ne a Show that h(x) can be written as Ax? + Bx + C+ 3 “2 = 7 and find the values of A,B,C, Dand E. (S marks)Algebraic methods Mixed exercise ®) 1 Prove by contradiction that is an irrational number. (5 marks) ©® 2. Prove that if g? is an irrational number then q is an irrational number. 3 P= 3y= 10 6x? 424 ¢ AHI2v49, 4x?~-9 Bx=21 “P+ 6x +8 x2+6x 2x? + 9N- 18 b Lx? - 8x +6x4+5 a Simplify fully £ Pao taea Te (3 marks) b Given that In((4x? - 8x\x? + 6x + 5)) = 6 + Inllx? - 3x - 4)(2x? + 10x) find x in terms of e (4:marks) x?-3x @® 5 y= seta BOOS Fax+24 7 6x? = 13-5 a Show that g(x) can be written in the form ax? + bx +c, where a, b and c are constants to be found. (4 marks) b Hence differentiate g(x) and find g'(-2). (3 marks) as a single fraction in its simplest form. (4marks) WNER, x1 (4 marks) Show that f(x) can be written in the form 4 + where A and B are constants to be found. x-1 (3 marks) on 15x +21 42 @=De&+NO-5) ~x-2* x41 Find the values of the constants P, Q and R. (4 marks) 16x © 10 Show that — > «an be written in the form and find the G+ 1D a values of the constants D and E. (4 marks) 19Chapter 1 @u Ixt42v-2_A, B,C Mire) ONT PT xe] Find the values of the constants 4, B and C. (4 marks) 21x (x + 53a y Show that h(x) can be written in the form <> 12 h(x) = © where D, E and *Gr-)* GF Fare constants to be found. (5 marks) 13 Find the values of the constants 4, B, Cand D in the following identity: = 2A + Br + C)+D (marks) 6x? + H+ x x? + 8-5 2x41 Find the values of the constants 4, B, Cand D. (S marks) 14 Show that # can be put in the form Ax? + Bx + C+ 15 Show that be found. (5 marks) AX? + Bx + C+ where A, B, Cand D are constants to © © © © © Find the values of the constants 4, B, C, D and E. (S marks) 4) _ 2x2 +2x-3 IT hy) = Show that h(x) can be written in the form A +4 = where A, Band Care constants to be found. (marks) 18 Given that find the values of the constants P,Q and R. (5 marks) op 19 Given that f(x) = 2x? + 9x? + 10x + 3: a show we - isa root of f(x) © © D express 22 a 7 as partial fractions. Challenge Ina right-angled triangle, the side opposite The line L meets the circle C with ys ihe ivaeee eee centre O at exactly one point, 4. the longest side. Prove by contradiction that the L line Lis perpendicular to the radius OA. 20Algebraic methods Pde 10 To prove a statement by contradiction you start by assuming it is not true. You then use logical steps to show that this assumption leads to something impossible (either a contradiction of the assumption or a contradiction of a fact you know to be true). You can conclude that your assumption was incorrect, and the original statement was true. 4 . An irrational number cannot be expressed in the form i where a and b are integers. To multiply fractions, cancel any common factors, then multiply the numerators and multiply the denominators. A rational number can be written as ©, where a and b are integers. To divide two fractions, multiply the first fraction by the reciprocal of the second fraction. To add or subtract two fractions, find a common denominator. A single fraction with two distinct linear factors in the denominator can be split into two separate fractions with linear denominators. This is called splitting it into partial fractions: ——7 eg AT, BT (et I(v- 4) x+1 x4 The method of partial fractions can also be used when there are more than two distinct linear factors in the denominator: A single fraction with a repeated linear factor in the denominator can be split into two or more separate fractions: 2x49 A,B,C (5) 43)2 N-5 N43” 43? An improper algebraic fraction is one whose numerator has a degree equal to or larger than the denominator. An improper fraction must be converted to a mixed fraction before you can express it in partial fractions. You can either use: + algebraic division + or the relationship F(x) = Q(x) x divisor + remainder to convert an improper fraction into a mixed fraction. 21After completing this chapter you should be able to: © Understand and use the modulus function + pages 23-27 Understand mappings and functions, and use domain and range > pages 27-32 ¢ Combine two or more functions to make a composite function > pages 32-35 ¢ Know how to find the inverse of a function graphically and algebraically > pages 36-39 © Sketch the graphs of the modulus functions y = [f(x)| and y = f(lx}) > pages 40-44 © Apply a combination of two (or more) transformations to the same curve + pages 44-48 © Transform the modulus function > pages 48-52 1 Make y the subject of each of the following: ay+8. a 5x=9-Ty b p= © 5x-8y=449xy — ©GCSE Mathematics 2 Write each expression in its simplest form 1 aa —— lt aGr-3-4 boa x+4 a c= + GCSE Mathematics 3. Sketch each of the following graphs. Label any points where the graph cuts the x- or y-axis, ay=e b y=xlv+4)(x- 5) Code breakers at Bletchley Park used inverse functions to decode enemy messages during World War Il. When the enemy encoded a message they used a function. The code breakers’ challenge was to find the inverse function that would decode the message. © y=sinx,0 0, |F(x)] = f(x) + When f(x) <0, |f(0) en Write down the values of a |-2| b (6.51 The positive numerical value of ~2 is 2. ~L 65isa positive number. ‘Work out the value inside the modulus. f(x) = 2x3) +1 Write down the values of a (5) b 2) © fy 2 tS) [2x5-3] +1 CED the mods function acts ie 741 pair of brackets. Work out the value inside the modulus function firs. b f-2) = |2(-2) ee HED ior Gciaaravaken Es s|-letcieice values of modulus functions ® To sketch the graph of » = |ax + 6], sketch y= ax + b then reflect the section of the graph below the x-axis in the x-axis. reflected inthe x-axis 23Chapter 2 C example @) { ontine } Explore graphs of f(x) and Sketch the graph of y = [3x ~ 2). [f(x] using technology. Step 1 Sketch the graph of y = 3x ~2. (ignore the modulus) Step2 For the part of the line below the x-axis (the negative values of »), reflect in the x-axis. For example, this will change the y-value -2 into the y-value 2 You could check your answer using a table of values: Te -1 | 0 1 2 ys[sx-2| 5 2 1 4 Solve the equation [2x ~ I] = 5. Start by sketching the graphs of y = I2x- 1] and ys The graphs intersect at two points, A and B, so there will be two solutions to the equation. is the point of intersection on the original part of the graph. 2x Bis the point of intersection on the reflected x23 part of the graph, ae a < = CEEIED The function inside the modulus is called the argument of the modulus. You can solve modulus equations algebraically by considering the positive argument and the The solutions are x = 3 and x = -2. negative argument separately. 24Functions and graphs (example @) EMD excises CF . _5e straight lines and modulus graphs Solve the equation [3x — 51 =2 sina techoclouyChapter 2 1 The points of intersection are x = 7 and Problem-solving 1 “ Look at the sketch to work out which values of 8 ; x satisfy the inequality. » = [5x ~ 1s above 0 the solution to 15x ~ tl >3xis xed Phones domes tveuecud wiethe 2° *4 othufrred 2 solution in set notation as {1 x suf <3 1 Write down the values of a | b 1-028) ¢ (3-111 af-4 e 120-6x4l ff 4?x2-3x71 4| 7” 8| 2 f(x) =|7 - Sx] +3. Write down the values of: a f(l) b f(10) © f(-6) 3 g(x) =|x— 8x]. Write down the values of: a g(4) b g(-5) © 28) 4° Sketch the graph of each of the following. In each case, write down the coordinates of any points at which the graph meets the coordinate axes. a y=lx-ll by=R2x+3! ¢ y=l4x-71 a y=fe- xlisa reflection of y = Ix] € Year 1, Chapter 4 7 - x1 5 g(x) a On the same axes, sketch the graphs of y = g(x) and y = h(x). b_ Hence solve the equation hk 6 Solve: a Bx-1=5 d [7x-3l=4 7 a On the same diagram, sketch the graphs y= b Solve the equation -2 5 | © 8 Solve 3x -5]= 11 - x. (4 marks) 9 a On the same set of axes, sketch y = 6 — xl and y = 5x - 5. b State with a reason whether there are any solutions to the equation I6 ~ x1 26Functions and graphs ©® 10 A student attempts to solve the equation [3x + 4] = x. The student writes the following working: ~Gx+4)=x or =3x= Solutions are x 2 and x Explain the error made by the student. 11 a On the same diagram, sketch the graphs of y = -|3x + 4] and » b Solve the inequality -I3x + 4 <2x-9. © 12 Solve the inequality 2x + 91 < 14 - x. (4 marks) 13 The equation 6 - x= 4x +k has exactly one solution. QSSC=E a Find the value of k. (2 marks) The solution must be at the vertex of the graph of the modulus function. b State the solution to the equation. (2 marks) Cer f(x) = lx? + 9x + 81 and g(x) = 1— a Onthe same axes, sketch graphs of y = f(x) and y = g(x). b Use your sketch to find all the solutions to Ix? + 9x + 8l = @ Functions and mappings A mapping transforms one set of numbers into a different set of numbers. The mapping can be described in words or through an algebraic equation. It can also be represented by a graph. ™ A mapping is a function if every input has a distinct output. Functions can either be one-to- one or many-to-one. ry Et ai ra Pe EN one-to-one many-to-one nota function function function Many mappings can be made into functions by changing the domain. Consider y CELE the domains the set of al possible puts for a mapping, The range is the set of all possible outputs for the mapping. 27Chapter 2 If the domain were all of the real numbers, R, then y = x would not be a function because values of xx less than 0 would not be mapped anywhere. If you restrict the domain to x > 0, every element in the domain is mapped to exactly one element in the range. We can wit this function together with its REESE) You can aso write his nein as domain as fla) = Vx, ER, x > 0. rere) For each of the following mappings: i State whether the mapping is one-to-one, many-to-one or one-to-many. fi State whether the mapping is a function. a i Every element in set A gets mapped to two elements in set B, so the mapping ___//Youeauldnt write down a single value fort) is one-to-many, ii The mapping is not a function, eer b i Every value of x gets mapped to one domain must map onto exactly one output. value of y, 50 the mapping is one-to-one. li The mapping is a function. ‘The mapping in part ¢ could be a function if € The mapping is one-to-one. x= 0 were omitted from the domain. You could ii x = 0 does not get mapped to a value write this asa function as f(x) = 4.x ER, x0. of y 50 the mapping is not a function. di Onthe graph, you can see that x and — both get mapped to the same value of y Therefore, this is a many-to-one mapping, li The mapping is a function. Amn Find the range of each of the following functions: a f(x) = 3x-2, domain {x= 1, 2, 3,4} b gx) 1 2, domain {x ER, -5 h(x) is one-to-one. Gand The function f(x) is defined by S-2xx<1 e xe {epest a Sketch y= b Solve f(x) = 19. x), and state the range of f(x). Functions and graphs The domain contains a finite number of elements, s0 you can draw a mapping diagram showing the whole function. The domain is the set of all the x-values that correspond to points on the graph. The range is the set of y-values that correspond to points on. the graph. Calculate h() = + to find the minimum value in the range of h. As x approaches 0, + approaches «x, so there is no maximum value in the range of h. CEEIED this an example ofa piecewise defined function. It consists of two parts: one linear (for x< 1) and one quadratic (for x = 1). EDD score grops of nctons Co? (on a given domain using technology. 29Chapter 2 CEEEMD though the graph jumps at.x=1, the function is still defined for all real values of x: f09) = 5-209) =3.2 fa) =P +3=4 | Sketch the graph of y =5 - 2x for.x <1, and the graph of y= x?+3 forx> 1. (1) lies on the quadratic curve, so use a solid dot cn the quadratic curve, and an open dot on the tine, The range is the set of values t and therefore f(x) $3. Note that f(x) #3 at 9 fay >3 not f(x) =3 There are 2 values of x such that f(x) = 19. ued Use x? + 3 = 19 to find the solution in the range x = Land use 5 ~ 2x-= 19 to find the solution in ‘The positive solution is where #4 B= 19) weie the range x <1 x=d 4 L_ Ignore x = 4 because the function is only equal The negative solution is where tox? +3forx>1. 5-2x=19 -2x=14 x=-7 The solutions are x = 4 and x bs Tear 1 For each of the following functions: i draw the mapping diagram ii state if the function is one-to-one or many-to-one iii find the range of the function. a fix) = Sx —3, domain {x= 3,4, 5,6) b g(x) = x? 3, domain {x = -3, -2, -1,0, 1,23) © h(x) = 2, domain {x = -1, 0,1) 7 30Functions and graphs 2. For each of the following mappings: i State whether the mapping is one-to-one, many-to-one or one-to-many. State whether the mapping could represent a function. oN LW TK 3 Calculate the value(s) of a, b, ¢ and d given that: a p(a)= 16 where p:x 3x-2,xER b q(b)=17 where q:x 4 x?-3,xER © r(c) = 34 where rx 22%) +2, xER 4 s(d) = Owhere sx x2 +x-6,xER 4 For each function i represent the function on a mapping diagram, writing down the elements in the range ii state whether the function is one-to-one or many-to-one. a f(x) = 2x + | for the domain {x= 1,2, 3, 4, 5} b gx ++ V5 for the domain {x= 1,4,9, 16, 25,36} QEEEEEED Remember, a means © h(x) = for the domain {x 1,0,1,2} the positive square root of x. aj x 2 for the domain x= 1,2, 3,4, 5} @ k(x) =e" + 3 for the domain {x = -2,-1,0, 1, 2} 5 For each function: ketch the graph of ) state the range of f(x) fix) state whether f(x) is one-to-one or many-to-one, a fits 3x42 for the domain {x > 0} b f(x) =. +5 for the domain {x > 2} ¢ fx + Qsinx for the domain {0 -2} € fix) =e* for the domain {x > 0} £ f(x) = Tlogx, for the domain, {x € R, x > 0} 6 The following mappings f and g are defined on all the real numbers by 4-x, x<4 4- x<4 w= {255 x>4 w= {oF x>4 a Explain why f(x) isa function and g(x) is not. b Sketch y= fh © Find the values of: i (3) i £(10) Find the solution of f(a) = 90. 31Chapter 2 @® 7 The function s is defined by { 7-6, x<0 10-x, x=0 cus a Sketch y= s(x) The solutions of s(x) = xare the values in the b Find the value(s) of a such that s(a) = 43. domain that get mapped to themselves in the © Solve s(x) =x. eae 8 The function pis defined by _ fen S a. Given that h(x) is a one-to-one function find the smallest possible value of the constant a. (6 marks) @® Composite functions Two or more functions can be combined to make a new function. The new function is called a composite function. First complete the square for h(x). = fg(x) means apply g first, then apply f. ® fe(x) = F(e(x)) 8 f CEEEDND the order in which the functions are combined is important: fg(a) is not necessarily the same as gf(x). fg and g(x) = x + 1, find b sf3) © f(-2)Functions and graphs ce Hi-2 ‘The functions f and g are defined by f(x) = 3x + 2.and g(x) =x? + 4. Find: athe function fa(x) b the function git) e the function Fx) CED wissen. d the values of such that fg(b) = 62. a fg(x) = fix? + 4) (x2 +4) + b gle) = (3x + 2) =(Bx+2)" +4 = 9x? + 12x46 | © (x) = 3x + 2) =3Gxt2)+2 ae i The functions f and g are defined by fixe [2x - 81 xt 2 a Find fg(3). b Solve fg(x) = x. gre aiChapter 2 = 12) =|-4I =4 bb First find fg(x): fa(x) = i(* + E “2 -s- ————e - _ =a ad Eee Sy ese GE) 1 Given the functions p(x) 3x, q(x) = 7 and r(x) = (x — 22, find: a pa(-8) b ar(5) © rq(6) d p(s) e par(8) 1 v Given the functions f(x) = 4x + 1 , g(x) = x? - 4 and h(x) = 5, find expressions for the functions: a fax) b afix) © gh) a th(x) e x) © 3 The functions f and g are defined by fi) = 3x-2,xER a(x) = a Find an expression for fg(x). (2 marks) b Solve f(x) = gftx). (4 marks) © 4 The functions p and q are defined by Pix) = u PreR,xe2 q(x) =3x+4,.ER ax+b a Find an expression for qp(a) in the form => (3 marks) b Solve qp(x) = 16. (3 marks) 34Functions and graphs © 5 The functions f and g are defined by: fx 19 - 4x1 a Find fa(6) (2 marks) b Solve fa(x) = x. (5 marks) " 1 © 6 Given f(x) sree a Prove that £2(x) = = b Find an expression for f(x), 7 The functions s and t are defined by s(x) =2',xER ito the form 2° = k where k is a real ta)=x4+3,xER number, then take natural logs of both a Find an expression for st(x). sides. + Year 1, Section 14.5 b Find an expression for ts(x). ELD earrange the equation in parte € Solve st(x) = ts(x), leaving your answer in the form ing © 8 Given f(x) =e and g(x) = 4 Inx, find in its simplest form: a gi(x) (2: marks) b fax) (2 marks) 9 The functions p and q are defined by pix In(x +3), xR, x>-3 gxee*-1LxER GED the range of p will be the set of possible inputs for q in the function gp. a Find qp(x) and state its range. (3 marks) b Find the value of qp(7). (1 mark) © Solve qp(x) = -126. (3 marks) 10 The function t is defined by txws-2x Solve the equation (x) = (t(x))? = 0. (5 marks) ecu You need to work out the intermediate steps for this problem yourself, so plan your answer before you start. You could start by finding an expression for tt(a). 11 The function g has domain -5 < x < 14 and is linear from (5, -8) to (0, 12) and from (0, 12) to (14, 5), A sketch of the graph of y= g(x) is shown in the diagram, a Write down the range of g. (1 mark) b Find gg(0). (2 marks) ‘The function h is defined by h: x + © Find gh(7). (2 marks) 35Chapter 2 @ Inverse functions The inverse of a function performs the opposite operation to the original function. It takes the elements in the range of the original function and maps them back into elements of the domain of the original function. For this reason, inverse functions only exist for one-to-one functions. ™ Functions f(x) and (x) are inverses of each other. FEC) = F(x) = x. = The graphs of y= f(x) and y= f(x) are reflections of each another in the line y = x. = The domain of f(x) is the range of f-*(1). = The range of f(x) is the domain of f-*(1). Find the inverse of the function h(x) = 2x? - 7, x > 0. The inverse of f(x) is written, as F(x). square An inverse function — canoften be found using a flow diagram, square root Range of h(x) is h(x) 7, s0 domain of h(x) is x = -7. 7 © L. The range of h(x) is Therefore, H-'(x) Find the inverse of the function f(x) = the domain of h-*(x). <>: bv ER, 1} by changing the subject of the formula. You can rearrange to find an inverse function. Start by letting y =f). Let y = f(x) L Rearrange to make x the subject of the formula, j— Define F(x) in terms of x. — Check to see that at least one element works. Try 4. Range of f(x) fx) # 0, 20 domain of F(x) is Note that F¥(4) = 4 x20 Therefore F(x 2#% x20 ee 3 8 9 ta)= 35231 Aes syedtlete ~~ Pos = 24 Fe 36Functions and graphs The function, f(x) = Vx = 2, xR, x > 2. a State the range of f(x). b Find the function f-!(x) and state its domain and range. and y = f-'(x) and the line The inverse function is F(x) = osyesuos 0123456* The function f(x) is defined by f(x) = x? - 3 a Find f"(»). b Sketch vER, X20. f"(x) and state itsdomain. —_¢ Solve the equation f(x) PQ). EDD cvrorersnctonsanainer Coa? & inverses using technology. 37Chapter 2 © When f(x) =F) eee fx) =x y= f(y) and y = f(x) intersect on the line y -3=x This means that the solution to f(x) = F(x) is the x@-x-3=0 ‘same as the solution to f(x) = x. eoy lt 13 veOx= 3 From the graph you can see that the soluti |__ must be positive, so ignore the negative solution to the equation. Ba 1 For each of the following functions fix): i state the range of f(x) fi determine the equation of the inverse function f-!(x) state the domain and range of f-!(x) iv sketch the graphs of y = f(x) and y = I(x) on the same set of axes. > xER a fixe 2ve3xeR biixe*> ce fx 4-3yx.ER d fixe -7,xER 2 Find the inverse of each function a fa) =10-x ER CEEIED oof these functions are self- b a) eR inverse. A function is self-inverse if F*(x) = f(x). In this case ff(x) = x. @ k(x ©® 3 Explain why the function g: x ++ 4x, {x € R, x > 0} is not identical to its inverse. 4 For each of the following functions g(x) with a restricted domain: i state the range of g(x) ii determine the equation of the inverse function g-'(x) state the domain and range of g-!(x) iv sketch the graphs of y = g(x) and y = g(x) on the same set of axes. a get, (veR,x>3} b g(x) =2x-1, (VER, x > 0} 3 {xER,x>2} d g(x) =V/x-3, (kER,x>7} +2, {xER,x>2} f g(x)=9-8, (vER, x= 2} © gy) € ax) © 5 The function t(x) is defined by (EBD First complete the square for the Function t(x). t(x) =x? - 6x +5, KER, X25 Find t"1(x). (5 marks) 6 The function m(x) is defined by m(x) 4x +9, ER, x >a, for some constant a. a State the least value of a for which m-!(x) exists. (4 marks) b Determine the equation of m-\(x). (3 marks) ¢ State the domain of m='(x). (1 mark) 387 The function h(x) is defined by h(x) a What happens to the function as x approaches 2? b Find h-\3). © Find h(x), stating clearly its domain. 4 Find the elements of the domain that get mapped to themselves by the function. 8 The functions mand nare defined by mx 2x+3,xER x-3 mxe AS LveER a Find nm(x) b- What can you say about the functions m and n? @® 9 The functions s and t are defined by s(x) = sxe-l x+1 tx x40 ¥ Show that the functions are inverses of each other. 10 The function f(x) is defined by f(x) = 2x? - 3, [x € R, x <0} Determine: a f-!(x) clearly stating its domain b the values of a for which f(a) (a). © 11 The functions f and g are defined by fixre’-5,xER gixe In(y-4),0>4 a State the range of f. b Findf € On the same axes, sketch the curves with equation y = f(x) and y = f(x), giving the coordinates of all the points where the curves cross the axes. d Find g~, the inverse function of g, stating its domain, € Solve the equation g-!(x) = 11, giving your answer to 2 decimal places 12 The function f is defined by 3r+2) 2 +x-20 x-4 the inverse function of f, stating its domain, x>4 a Show that fixe LK, x+5 b Find the range of f. ¢ Find f-1(x). State the domain of this inverse function, Functions and graphs (4 marks) (4 marks) (1 mark) (3 marks) (4 marks) (3 marks) (3 marks) (4 marks) (2 marks) (4 marks) 39Chapter 2 @® v= feo) andy = Fxp) = To sketch the graph of y = |f(x)|: + Sketch the graph of y = f(x). + Reflect any parts where f(x) <0 (parts below the x-axis) in the x-axis. + Delete the parts below the x-axis. = To sketch the graph of (lx: + Sketch the graph of y = f(x) for x > 0. + Reflect this in the y-axis. f(x a Sketch the graph of © Sketch the graph of fix). f(lx)). - 3x -10 = (x - 5x + 2) f(x) = O implies (x — 5\ix + 2) =O Sox=5orx=- £0) “10 — fy b Sketch the graph of y = [fo The graph of y =x2— 3x - 10 cuts the x-axis at Zand 5. | The graph cuts the y-axis at -10. This is the sketch of y = x? 3x10. The sketch includes the points where the graph intercepts the coordinate axes. A sketch does not have to be to scale. LED core gophsotrmoduus CP functions using technology. Reflect the part of the curve where y= f(x) <0 ‘— the negative values of y) in the x-axis.Functions and graphs e y= Klx[) = [x]? 3]x] - 10 Reflect the part of the curve where x > 0 (the positive values of x) in the y-axis. a(x) = sin.x, -360° Oin the y-axis 41Chapter 2 The diagram shows the graph of y = h(x), with five points labelled. Sketch each of the following graphs, labelling the points corresponding to A, B, C, D and E, and any points of intersection with the coor The parts of the curve below the x-axis are reflected in the x-axis. The points A, B, Cand D are unchanged. The point £ was reflected, so the new coordinates are £(6, 5). The part of the curve to the right of the y-axis is reflected in the y-axis. The old points 4 and B had negative x-values so they are no longer part of the graph. The points C, D and Fare unchanged. There is a new point of intersection with the vaxis at (-3,0). 1 f(x) =x?-7x-8 a Sketch the graph of y © Sketch the graph of y = filx)). b Sketch the graph of y = f(x). 2 gi xt cosx, 360° 0,xER, x40. a Sketch the graph of y = k(x), b Explain why it is not necessary to sketch y = [k(x)| and y The function m is defined by m(x) = a a<0,xER, x0. © Sketch the graph of ) 4. State with a reason whether the following statements are true or false. i [ko] = lm] ii K(x) = mix) iti M(x) = mix) m(x). ‘The diagram shows the graph of = p(x) with 5 points yap labelled. Sketch each of the following graphs, labelling the points corresponding to A, B, C, D and E, and any points of intersection with the coordinate axes. E(2, V) a y= [pool G marks) P ‘ b y= pix) 3 marks) The diagram shows the graph of y = q(x) with 7 points labelled, Sketch each of the following graphs, labelling the points corresponding to A, B, C, D and E, and any points of intersection with the coordinate axes. (4 marks) (3 marks) B-8.-9) ka)= 4 a>0,x#0 a Sketch the graph of y = k(x). b Sketch the graph of y = |k(x)] € Sketch the graph of y = ki{x}) mx)=4,a< 0,140 a Sketch the graph of y=m(x). b Describe the relationship between j |m(x)| and y = m({x}). fix) = e*and g(x) =e" a Sketch the graphs of = f(x) and y = g(x) on the same axes. b Explain why it is not necessary to sketch y = [f(x)| and y = |g). © Sketch the graphs of y’= filxl) and y = g({x}) on the same axes. 43Chapter 2 10 The function f(s) is defined by f(x) = {e For SSeS Applecewise function ike this Gt Dircl eee does not have to be continuous. a Sketch f(x) stating its range. (S marks) Work out the value of both b Sketch the graph of » = |f(x)]. (3 marks) expressions when x = ~1 to © Sketch the graph of y= f({x)). (3 marks) Delp. yourstth your sketchy @ Combining transformations You can use combinations of the following transformations of a function to sketch graphs of more complicated transformations. f(x +a) isa translation by the vector (5) _™ flax) isa horizontal stretch of scale factor + ™ f(x) + isa translation by the vector (°) © af(x) is a vertical stretch of scale factor a = f(-x) reflects f(x) in the y-axis. EDD sou can think of x) and =F) as stretches = f(x) reflects f(x) in the x-axis. with scale factor—1. _ ¢ Year 1, Sections 4.6, 4.7 The diagram shows a sketch of the graph of y The curve passes through the origin O, the point A(2, -1) and the point B(6, 4) Sketch the graphs of: a y=2f(x)-1 b y=fix+2)+2 fx), © y= Hen a y=-f-1) In each case, find the coordinates of the images of the points O, A and B. a y=2ia)-1 Apply the stretch first. The dotted curve is the graph of y= 2f(x), which is a vertical stretch with scale factor 2. Next apply the translation. The solid curve is. the graph of y = 2f(x) ~ 1, as required. This isa translation of y = 2f(x) by vector e) CEE the orders important. fyou applied the transformations in the opposite order The images of O, A and B are (0, ~1), you would have the graph of y= 2(f(x) ~ 1) or (2, ~3) and (6, 7) respectively. ya eflx) 2,Functions and graphs b yatx+2)42 The images of O, A and B are (-2, 2), (0, 1) and (4, 6) respectively. The images of O, A and B are (0, O) (1, -0.25) and (3, 1) respectively d y=-iix-1) The images of O, A and B are (1, 0), (3, 1) and (7, 4) respectively. 45Chapter 2 f(x) =Inx,x>0 Sketch the graphs of y=2f(x)-3 b y=|f-0] Show, on each diagram, the point where the graph meets or crosses the x-axis, In each case, state the equation of the asymptote. EDD cvpoecombinatonnr CP transformations using technology. You have not been asked to sketch y= f(x) in this question, but it is a good idea to do this before sketching transformations of this graph. Sketch y°= f(x), labelling its asymptote and the coordinates of the point where it crosses the x-axis, © Year 1, Section 14.3 . Solve this equation to find the x-intercept of = 448 (3 sf) yeafd—3, The graph y = 2in x = 3 will cross the x-atis at (4.48, 0) ‘The original graph underwent a vertical stretch by a scale factor of 2 and then a vertical translation by vector (i b The graph of y = (-x) is a reflection of = f(x) in the y-axis The original graph is irst reflected in the y-axis. The x-intercept becomes (-1, 0). The asymptote is unchanged. 46