Student Assessment Number: J94107

Module Code: FP3401

Module Title: Pure Maths

Pure Maths Coursework

Student Assessment Number: J94107

Module Code: FP3401

Module Title: Pure Maths

Submission Deadline: 23rd November 2021, 1pm

Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

Task 2:

The graphs of y = x 2 - 5 x +8 and y = x +3 intercept at 2 points.

(i) Algebraically determine the coordinates of the points where the two
graphs intersect.
x+3=x^-5x+8 Minus both sides by x+3
0=x^2-6x+5 factor it out
0=(x-1)(x-5)
x-1=0 x-5=0
x=1 x=5
Plug these numbers back into the original equations
(5)+3=8 (5)^2-5(5)+8=?
25-25+8=8
0+8=8
This confirms they both meet at (5,8) when x=5

(1)+3=4 1^2-5(1)+8
1-5+8=4
-4+8=4
This confirms that they both also meet at (1,4) when x=1

(ii) By completing the square, determine the coordinates of the vertex of

y = x 2 - 5 x +8

Using the completing the square formula given which is

(b/2)^2+c

Then implementing the numbers given making

-(5/2)^2+8
-25/4+8
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

8-6.25
1.75=y
You can then figure out the x coordinate by looking at the other portion
of the completing the square formula which is (x-b/2)^2

x-5/2=0
x=5/2 or x=2.5

vertex coordinates are (2.5, 1.75)

(iii) Use graphing software to draw the graphs of y = x 2 - 5 x +8 and y = x +3

(iv) Find the area enclosed by y = x 2 - 5 x +8 and y = x +3

Make y = x 2 - 5 x +8 equal y = x +3 so that we get a simultaneous equation

x +3= x 2 - 5 x +8
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

Move the x+3 too the other side

0=x^2-6x+5
Factor it out
0=(x-1)(x-5)

x-1=0 x-5=0
x=1 x=5

this gives us the points where these two graphs intersect

we then put these numbers back into the original equations using integration

5
1 ∫ x +3
Use integration to then get
2
5 x
1 ∫ +3 x
2

5( 5 )2 ( 1 )2
1 ∫ +3 ( 5 ) 15 ∫ + 3 (1 )
2 2
25 1
+15 +3
2 2
27.5 3.5
Combine these two to get
31

Now do integration with the other equation

5
x 2-5x+8
1 ∫
Use integration to then get
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

2 2
5 x 5x
1 ∫ − +8 x
2 2

2
5 53 5 ( 5 ) 5 ( 1 )3 5 ( 1 )2
1 ∫ − +8 ( 5 ) 1 ∫ − + 8 (1 )
2 2 2 2

125 125 1 5
1
5∫ − + 40 1
5 ∫ − +8
2 2 2 2

40 6

Add these together to get

46
Then take the difference between 31 and 46

46-31=15 units^2

This is the area enclosed between x+3 and x 2-5x+8

----------------------------------------------------------------------------------------------------------------

Task 3:

A pet food manufacturer wants to cut production costs.

She wishes to use as little aluminium as possible in the construction of

cylindrical cans.

The cans have a radius r cm and height h cm

The cans are made from cutting sheets of aluminium. To reduce the costs, the
manufacturer decides to reduce the surface area of the cans and hence the
amount of aluminium that is required.
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

Each can needs to hold 700 cm3 .

(i) Show that surface area, S cm, of the can is given by

2 1400
S=2 π r +
r

Volume= π r 2 h=700

Surface area=2 π r 2 +2 πrh

2
π r h=700

Divide both sides by π r 2

700
h= 2
πr

700
replace h with 2 in the Surface area equation
πr

2 700
2 π r +2 πr 2
πr

2 700
2 π r +2 πr 2
πr

Multiply the 2 πr to be above the πr 2

2 2 πr 700
2π r + 2
πr

You can then divide the πr out leaving you with

2(700) 2 1400
2 π r2 + 2 or 2 π r +
πr r
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

(ii) Find the optimal radius, correct to one decimal place, and show that
this is a minimum.
Take the surface area equation we proved in part i and differentiate it
twice

2 1400
2π r +
r

1400
4 πr − 2
r

2800
4 π− 3
r

Now take this new equation and set it equal to zero

2800
4 π− 3
=0
r

2800
4 π= 3
r

3
4 π r =2800

3 2800
r=
4π

3 2800
r=
4π

Take the cube root of both sides

r ≈ 6.1

(iii) Find the resulting minimum surface area of the cylinder. Give your
answer to one decimal place.
Using the equation for h that was found in part i and substituting the
radius found in the previous section the height can be found

700
h= 2
πr
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

700
h= 2
π 6.1

h≈5.9

(iv) Despite these calculations, the manufacturer opts to produce cans that
have a radius of 4 cm (i.e. different to the optimal value calculated in
part ii).
Suggest reasons why this decision may have been made.

One possibility this decision could have been made is that the
manufacturers could have thought it was much easier to work with
when forming the can. Another possibility is that packaging may also
have been more simple or that with these dimensions it filled up
standard shelves or crates more cleanly. One other possibility is that
this radius could give more height to the can making it easier to hold
and therefore more desirable of a product. Lastly I believe this decision
could have been made because it would create less waste when
cutting out the can from an aluminium sheet and this could have been
more cost effective for the company.

Task 4

A work of art includes a large cone. The volume of the cone is to be at most
25 m3

(i) Write down an inequality to

represent this information.
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

2 h
πr ≤ 25
3

The length of the slant height of the cone (l) is to be less than twice the

radius.
2
h
(ii) Show that r2 >
3
Knowing the slant height of the cone has to be less than twice the
radius the inequality l<2 r
Slant height=√ r 2 +h2
Substitute l for the slant height and create an inequality
2 r > √ r 2 +h2
Square both sides
2 2 2
4 r >r +h
Take out r 2 from both sides
2 2
3 r >h
Divide both sides by 3
2
2 h
r >
3

(iii) Find the maximum height of the cone. Give your answer to 3 significant
figures
V
Given the height equation for a cone is 3 2
πr

d2 y
plug in the maximum volume and differentiate the equation using
d2 x
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

450
4
πr

450 4
=r
π

√
4 450
π
=r

3.45=r

Plug this back into the original equation

( 25 )
3 2
π ( 3.45 )

h ≈ 2.01

(iv) The work of art also include a sphere of internal radius 2 m. The
sphere is to be constructed of aluminium with a thickness of 10 mm.
Aluminium has a density of 2.7 g/cm 3. Calculate the weight of the
sphere in kg correct to two significant figures.

4 3
Volume of sphere= π r
3
To get the volume of the aluminium with thickness 10 mm convert
everything to cm and plug in the values for the internal part of the
sphere
4 3 3
π (200 ) =33,510,321.64 c m
3
Find the volume of the sphere to the outer layer
4 3 3
π (201 ) =33,560612.26 c m
3
Find the difference between both
3
33,510,321.64−33,560612.26=505,172.28 c m
Multiply volume by the density to get weight
505,172.28 ( 2.7 ) =1,363,965.172 g/cm^3
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

Convert to kg
≈1,300 kg

Task 5

A section of rollercoaster can be modelled using the cubic function:

f ( h )=t 3−10 t 2 +17 t +28

Where
h = height (m)
t = time (s)

(i) Algebraically, determine the initial height of the rollercoaster.

3 2
f ( h )=t −10 t +17 t +28
Set t=0
3 2
f ( h )=( 0 ) −10 ( 0 ) +17 ( 0 ) +28
f ( h )=28
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

(ii) Using the factor theorem and division of polynomials, determine the
times that the rollercoaster is at ground level.
3 2
f ( h )=t −10 t +17 t +28
Factor out the polynomial
(t+1)(t-4)(t-7)
t=-1 t=4 t=7
(-1,0) (4,0) (7,0)

(iii) Using differentiation, determine the maximum height of the roller

coaster.
3 2
t −10 t +17 t +28
2
3 t −20 t+17
(3 t−17)(t−1)
17
t= t=1
3
Plug these back into the original equations
3 2
f ( h )=( 1 ) −10 ( 1 ) +17 ( 1 ) +28
f ( h )=1−10+ 17+28
f ( h )=−9+ 45
f ( h )=36

(1, 36)

( ) ( ) ( )
3 2
17 17 17
f ( h )= −10 +17 +28
3 3 3
f ( h )=181.962−321.11+96.33+28
f ( h )=−139.149+124.33
f ( h )=¿ -14.81

(5.66, -14.81)

(iv) Use graphing software to draw the function and suggest an explanation
for the shape of the graph between 4 and 7 seconds.
Student Assessment Number: J94107
Module Code: FP3401
Module Title: Pure Maths

In between 4 and 7 seconds the rollercoaster dips to below the origin

this could be explained by an elevated starting platform allowing the
rollercoaster to go below the origin and not crash into the ground.
Another possibility is that there could be a tunnel in the ground allowing
the rollercoaster to move freely along its path.