A-LEVEL

Get help and support A-LEVEL

FURTHER
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You can talk directly to the Further Mathematics subject team
E: [email protected]
T: 0161 957 3852
MATHEMATICS
(7367)
Specification
For teaching from September 2017 onwards
For exams in June 2019 onwards

Version 1.1 20 October 2017

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

Contents
1 Introduction 5
1.1 Why choose AQA for A-level Further Mathematics 5
1.2 Support and resources to help you teach 5

2 Specification at a glance 7
2.1 Subject content 7
2.2 Assessments 8

3 Subject content 11
3.1 Overarching themes 11
3.2 Compulsory content 12
3.3 Optional application 1 – mechanics 20
3.4 Optional application 2 – statistics 23
3.5 Optional application 3 – discrete mathematics 27

4 Scheme of assessment 33
4.1 Aims 33
4.2 Assessment objectives 34
4.3 Assessment weightings 35

5 General administration 37
5.1 Entries and codes 37
5.2 Overlaps with other qualifications 37
5.3 Awarding grades and reporting results 37
5.4 Re-sits and shelf life 37
5.5 Previous learning and prerequisites 38
5.6 Access to assessment: diversity and inclusion 38
5.7 Working with AQA for the first time 38
5.8 Private candidates 39
5.9 Use of calculators 39

6 Appendix A: mathematical notation 41

6.1 Set notation 41
6.2 Miscellaneous symbols 42
6.3 Operations 43
6.4 Functions 44
6.5 Exponential and logarithmic functions 45
6.6 Trigonometric functions 46
6.7 Complex numbers (Further Maths only) 46
6.9 Vectors 47
6.10 Differential equations (Further Maths only) 48

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 6.11 Probability and statistics 48
6.12 Mechanics 50

7 Appendix B: mathematical formulae

and identities 51

Are you using the latest version of this specification?

• You will always find the most up-to-date version of this specification on our website at
aqa.org.uk/7367
• We will write to you if there are significant changes to the specification.

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

1 Introduction
1.1 Why choose AQA for A-level Further Mathematics
Maths is essential for many higher education courses and careers. We’ve worked closely with
higher education to ensure this qualification gives your students the best possible chance to
progress and realise their potential.

Assessment design that rewards understanding

We want students to see the links between different areas of maths and to apply their maths skills
across all areas.
Consistent assessments are essential, which is why we’ve worked hard to ensure our papers are
clear and reward your students for their mathematical skills and knowledge.
You can find out about all our Further Mathematics qualifications at aqa.org.uk/maths

1.2 Support and resources to help you teach

We’ve worked with experienced teachers to provide you with a range of resources that will help
you confidently plan, teach and prepare for exams.

Teaching resources
Visit aqa.org.uk/7367 to see all our teaching resources. They include:
• route maps to allow you to plan how to deliver the specification in the way that will best suit you
and your students
• teaching guidance to outline clearly the possible scope of teaching and learning
• lesson plans and homework sheets tailored to this specification
• tests and assessments that will allow you to measure the development of your students as they
work through the content
• textbooks that are approved by AQA
• training courses to help you deliver AQA mathematics qualifications
• subject expertise courses for all teachers, from newly qualified teachers who are just getting
started, to experienced teachers looking for fresh inspiration.

Preparing for exams

Visit aqa.org.uk/7367 for everything you need to prepare for our exams, including:
• past papers, mark schemes and examiners’ reports
• specimen papers and mark schemes for new courses
• Exampro: a searchable bank of past AQA exam questions
• example student answers with examiner commentaries.

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Analyse your students' results with Enhanced Results Analysis (ERA)
Find out which questions were the most challenging, how the results compare to previous years
and where your students need to improve. ERA, our free online results analysis tool, will help you
see where to focus your teaching. Register at aqa.org.uk/era
For information about results, including maintaining standards over time, grade boundaries and our
post-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional development

Wherever you are in your career, there’s always something new to learn. As well as subject
specific training, we offer a range of courses to help boost your skills.
• Improve your teaching skills in areas including differentiation, teaching literacy and meeting
Ofsted requirements.
• Prepare for a new role with our leadership and management courses.
You can attend a course at venues around the country, in your school or online – whatever suits
your needs and availability. Find out more at coursesandevents.aqa.org.uk

Help and support

Visit our website for information, guidance, support and resources at aqa.org.uk/7367
If you'd like us to share news and information about this qualification, sign up for emails and
updates at aqa.org.uk/from-2017
Alternatively, you can call or email our subject team direct.
E: [email protected]
T: 0161 957 3852

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

2 Specification at a glance
This qualification is linear. Linear means that students will sit all their exams at the end of the
course.
This A-level qualification builds on the skills, knowledge and understanding set out in the whole
GCSE (9–1) subject content for mathematics and the subject content for AS and A-level
mathematics.

2.1 Subject content

All students must study this core content.
• OT1: Mathematical argument, language and proof (page 11)
• OT2: Mathematical problem solving (page 11)
• OT3: Mathematical modelling (page 12)
• Compulsory content (page 12)
Students must study two of these options.
• Optional application 1 – mechanics (page 20)
• Optional application 2 – statistics (page 23)
• Optional application 3 – discrete mathematics (page 27)

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2.2 Assessments
Paper 1

What's assessed
May assess content from the following sections:
• A: Proof
• B: Complex numbers
• C: Matrices
• D: Further algebra and functions
• E: Further calculus
• F: Further vectors
• G: Polar coordinates
• H: Hyperbolic functions
• I: Differential equations
• J: Numerical methods

How it's assessed

• Written exam: 2 hours
• 100 marks
• 33⅓ % of A-level

Questions
A mix of question styles, from short, single-mark questions to multi-step problems.

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

Paper 2

What's assessed
May assess content from the following sections:
• A: Proof
• B: Complex numbers
• C: Matrices
• D: Further algebra and functions
• E: Further calculus
• F: Further vectors
• G: Polar coordinates
• H: Hyperbolic functions
• I: Differential equations
• J: Numerical methods

How it's assessed

• Written exam: 2 hours
• 100 marks
• 33⅓ % of A-level

Questions
A mix of question styles, from short, single-mark questions to multi-step problems.

Paper 3

What's assessed
One question paper answer booklet on Discrete and one question paper answer booklet on
Statistics.

How it's assessed

• Written exam: 2 hours
• 100 marks
• 33⅓ % of A-level

Questions
A mix of question styles, from short, single-mark questions to multi-step problems.

OR

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 Paper 3

What's assessed
One question paper answer booklet on Statistics and one question paper answer booklet on
Mechanics.

How it's assessed

• Written exam: 2 hours
• 100 marks
• 33⅓ % of A-level

Questions
A mix of question styles, from short, single-mark questions to multi-step problems.

OR

Paper 3

What's assessed
One question paper answer booklet on Mechanics and one question paper answer booklet on
Discrete.

How it's assessed

• Written exam: 2 hours
• 100 marks
• 33⅓ % of A-level

Questions
A mix of question styles, from short, single-mark questions to multi-step problems.

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

3 Subject content
The subject content in sections A to J is compulsory for all students. Students must study two of
the optional applications. The optional applications are mechanics (MA to ME), statistics (SA to
SH) and discrete (DA to DG).

3.1 Overarching themes

A-level specifications in further mathematics must require students to demonstrate the overarching
knowledge and skills contained in sections OT1, OT2 and OT3. These must be applied, along with
associated mathematical thinking and understanding, across the whole of the detailed content set
out in sections A to DG.
Appendix A sets out the mathematical notation that students are required to understand for this
qualification. Appendix B sets out the mathematical formulae and identities students are required to
use in this qualification. Further information is provided in the appendices.

3.1.1 OT1: Mathematical argument, language and proof

Content

OT1.1 Construct and present mathematical arguments through appropriate use of

diagrams; sketching graphs; logical deduction; precise statements involving
correct use of symbols and connecting language, including: constant, coefficient,
expression, equation, function, identity, index, term, variable.

OT1.2 Understand and use mathematical language and syntax as set out in the content.

OT1.3 Understand and use language and symbols associated with set theory, as set out
in the content.

OT1.4 Understand and use the definition of a function; domain and range of functions.

OT1.5 Comprehend and critique mathematical arguments, proofs and justifications of

methods and formulae, including those relating to applications of mathematics.

3.1.2 OT2: Mathematical problem solving

Content

OT2.1 Recognise the underlying mathematical structure in a situation and simplify and
abstract appropriately to enable problems to be solved.

OT2.2 Construct extended arguments to solve problems presented in an unstructured

form, including problems in context.

OT2.3 Interpret and communicate solutions in the context of the original problem.

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 Content

OT2.6 Understand the concept of a mathematical problem solving cycle, including

specifying the problem, collecting information, processing and representing
information and interpreting results, which may identify the need to repeat the
cycle.

OT2.7 Understand, interpret and extract information from diagrams and construct
mathematical diagrams to solve problems, including in mechanics.

3.1.3 OT3: Mathematical modelling

Knowledge/skill

OT3.1 Translate a situation in context into a mathematical model, making simplifying

assumptions.

OT3.2 Use a mathematical model with suitable inputs to engage with and explore
situations (for a given model or a model constructed or selected by the student).

OT3.3 Interpret the outputs of a mathematical model in the context of the original
situation (for a given model or a model constructed or selected by the student).

OT3.4 Understand that a mathematical model can be refined by considering its outputs
and simplifying assumptions; evaluate whether the model is appropriate.

OT3.5 Understand and use modelling assumptions.

3.2 Compulsory content

3.2.1 A: Proof
Content
A1 Construct proofs using mathematical induction; contexts include sums of series,
divisibility, and powers of matrices.

3.2.2 B: Complex numbers

Content
B1 Solve any quadratic equation with real coefficients; solve cubic or quartic
equations with real coefficients (given sufficient information to deduce at least one
root for cubics or at least one complex root or quadratic factor for quartics).

Content
B2 Add, subtract, multiply and divide complex numbers in the form x + iy with x and
y real; understand and use the terms ‘real part’ and ‘imaginary part’.

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Content
B3 Understand and use the complex conjugate; know that non-real roots of
polynomial equations with real coefficients occur in conjugate pairs.

Knowledge/skill
B4 Use and interpret Argand diagrams.

Content
B5 Convert between the Cartesian form and the modulus-argument form of a
complex number (knowledge of radians is assumed).

Content
B6 Multiply and divide complex numbers in modulus-argument form (knowledge of
radians and compound angle formulae is assumed).

Content
B7 Construct and interpret simple loci in the Argand diagram such as z − a > r and
arg z − a = � (knowledge of radians is assumed).

Knowledge/skill
B8 Understand de Moivre’s theorem and use it to find multiple angle formulae and
sums of series.

Content
B9 i� i�
Know and use the definition e = cos� + isin� and the form z = re

Content
B10 i�
Find the n distinct n th roots of re for r ≠ 0 and know that they form the vertices
of a regular n -gon in the Argand diagram.

Content
B11 Use complex roots of unity to solve geometric problems.

3.2.3 C: Matrices
Content
C1 Add, subtract and multiply conformable matrices; multiply a matrix by a scalar.

Content
C2 Understand and use zero and identity matrices.

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 Content
C3 Use matrices to represent linear transformations in 2D; successive
transformations; single transformations in 3D (3D transformations confined to
reflection in one of x = 0, y = 0, z = 0 or rotation about one of the coordinate axes)
(knowledge of 3D vectors is assumed).

Content
C4 Find invariant points and lines for a linear transformation.

Content
C5 Calculate determinants of 2 × 2 and 3 × 3 matrices and interpret as scale factors,
including the effect on orientation.

Content
C6 Understand and use singular and non-singular matrices; properties of inverse
matrices.
Calculate and use the inverse of non-singular 2 × 2 matrices and 3 × 3 matrices.

Content
C7 Solve three linear simultaneous equations in three variables by use of the inverse
matrix.

Content
C8 Interpret geometrically the solution and failure of solution of three simultaneous
linear equations.

Content
C9 Factorisation of determinants using row and column operations.

Content
C10 Find eigenvalues and eigenvectors of 2 × 2 and 3 × 3 matrices.
Find and use the characteristic equation.
Understand the geometrical significance of eigenvalues and eigenvectors.

Content
C11
Diagonalisation of matrices; M = UDU-1; M n = UD n U-1; when eigenvalues are
real.

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

3.2.4 D: Further algebra and functions

Content
D1 Understand and use the relationship between roots and coefficients of polynomial
equations up to quartic equations.

Content
D2 Form a polynomial equation whose roots are a linear transformation of the roots of
a given polynomial equation (of at least cubic degree).

Content
D3 Understand and use formulae for the sums of integers, squares and cubes and
use these to sum other series.

Content
D4 Understand and use the method of differences for summation of series including
use of partial fractions.

Content
D5 Find the Maclaurin series of a function including the general term.

Content
D6 x
Recognise and use the Maclaurin series for e , ln 1 + x , sin x , cos x , and
n
1 + x , and be aware of the range of values of x for which they are valid (proof
not required).

Content
D7 Evaluation of limits using Maclaurin series or l'Hôpital's rule.

Content
D8 Inequalities involving polynomial equations (cubic and quartic).

Content
D9 ax + b
Solving inequalities such as cx + d < ex + f algebraically.

Content
D10 Modulus of functions and associated inequalities.

Content
D11 1
Graphs of y = f x , y = f x for given y = f x

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 Content
D12 ax + b
Graphs of rational functions of form cx + d ; asymptotes, points of intersection with
coordinate axes or other straight lines; associated inequalities.

Content
D13 ax2 + bx + c
Graphs of rational functions of form , including cases when some of
d x2 + ex + f
these coefficients are zero; asymptotes parallel to coordinate axes; oblique
asymptotes.

Content
D14 Using quadratic theory (not calculus) to find the possible values of the function
and coordinates of the stationary points of the graph for rational functions of form
ax2 + bx + c
d x2 + ex + f

Content
D15 2 x2 y2 x2 y2
Sketching graphs of curves with equations y = 4ax , + =1, − =1,
a2 b2 a2 b2
xy = c2 including intercepts with axes and equations of asymptotes of hyperbolas.

Content
D16 Single transformations of curves involving translations, stretches parallel to
coordinate axes and reflections in the coordinate axes and the lines y = ± x .
Extend to composite transformations including rotations and enlargements.

3.2.5 E: Further calculus

Content
E1 Evaluate improper integrals where either the integrand is undefined at a value in
the range of integration or the range of integration extends to infinity.

Content
E2 Derive formulae for and calculate volumes of revolution.

Content
E3 Understand and evaluate the mean value of a function.

Content
E4 Integrate using partial fractions (extend to quadratic factors ax + c in the
2

denominator).

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Content
E5 Differentiate inverse trigonometric functions.

Content
E6 2 2 −
1
2 2 −1
Integrate functions of the form a − x 2 and a + x and be able to choose
trigonometric substitutions to integrate associated functions.

Content
E7 Arc length and area of surface of revolution for curves expressed in Cartesian or
parametric coordinates.

Content
E8 Derivation and use of reduction formulae for integration.

Content
E9 k −x k
The limits lim x e and lim x ln x where k > 0 , applied to improper integrals
x ∞ x 0

3.2.6 F: Further vectors

Content
F1 Understand and use the vector and Cartesian forms of an equation of a straight
line in 3D.

Content
F2 Understand and use the vector and Cartesian forms of the equation of a plane.

Content
F3 Calculate the scalar product and use it to calculate the angle between two lines, to
express the equation of a plane, and to calculate the angle between two planes
and the angle between a line and a plane.

Content
F4 Check whether vectors are perpendicular by using the scalar product.

Content
F5 Calculate and understand the properties of the vector product.
Understand and use the equation of a straight line in the form (r – a) × b = 0.
Use vector products to find the area of a triangle.

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 Content
F6 Find the intersection of two lines.
Find the intersection of a line and a plane.
Calculate the perpendicular distance between two lines, from a point to a line and
from a point to a plane.

3.2.7 G: Polar coordinates

Content
G1 Understand and use polar coordinates and be able to convert between polar and
Cartesian coordinates.

Content
G2 Sketch curves with r given as a function of � , including use of trigonometric
functions.

Content
G3 Find the area enclosed by a polar curve.

3.2.8 H: Hyperbolic functions

Content
H1 Understand the definitions of hyperbolic functions sinh x , cosh x and tanh x ,
including their domains and ranges, and be able to sketch their graphs.
Understand the definitions of hyperbolic functions sech x , cosech x and coth x ,
including their domains and ranges.

Content
H2 Differentiate and integrate hyperbolic functions.

Content
H3 Understand and be able to use the definitions of the inverse hyperbolic functions
and their domains and ranges.

Content
H4 Derive and use the logarithmic forms of the inverse hyperbolic functions.

Content
H5 2 2 −
1
2 2 −2
1

Integrate functions of the form x + a 2 and x − a and be able to choose

substitutions to integrate associated functions.

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

Content
H6 sinh x
Understand and use tanh x ≡ cosh x

Understand and use cosh2 x − sinh2 x ≡ 1 ; sech2 x ≡ 1 − tanh2 x and

cosech2 x ≡ coth2 x − 1 , cosh 2 x ≡ cosh2 x + sinh2 x , sinh 2 x ≡ 2sinh xcosh x

Content
H7 Construct proofs involving hyperbolic functions and identities.

3.2.9 I: Differential equations

Content
I1 Find and use an integrating factor to solve differential equations of the form
dy
dx
+ P x y = Q x and recognise when it is appropriate to do so.

Content
I2 Find both general and particular solutions of differential equations.

Content
I3 Use differential equations in modelling in kinematics and in other contexts.

Content
I4 Solve differential equations of the form y " + a y′ + by = 0 where a and b are
constants, by using the auxiliary equation.

Content
I5 Solve differential equations of the form y " + ay′ + by = f x where a and b are
constants by solving the homogeneous case and adding a particular integral to
the complementary function (in cases where f x is a polynomial, exponential or
trigonometric function).

Content
I6 Understand and use the relationship between the cases when the discriminant of
the auxiliary equation is positive, zero and negative and the form of solution of the
differential equation.

Content
I7 2
Solve the equation for simple harmonic motion ẍ = − � x and relate the solution to
the motion.

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 Content
I8 Model damped oscillations using 2nd order differential equations and interpret
their solutions.
Understand light, critical and heavy damping and be able to determine when each
will occur.

Content
I9 Analyse and interpret models of situations with one independent variable and two
dependent variables as a pair of coupled 1st order simultaneous equations and be
able to solve them, for example predator-prey models.

Content
I10 Use of Hooke’s Law with T = kx to formulate a differential equation for simple
harmonic motion, where k is a constant.

Content
I11 Use models for damped motion where the damping force is proportional to the
velocity.

3.2.10 J: Numerical methods

Content
J1 Mid-ordinate rule and Simpson’s rule for integration.

Content
J2 Euler’s step by step method for solving first order differential equations.

Content
J3 Improved Euler method for solving first order differential equations.
yr + 1 = yr − 1 + 2hf xr yr , xr + 1 = xr + h

3.3 Optional application 1 – mechanics

3.3.1 MA: Dimensional analysis
Content
MA1 Finding dimensions of quantities; checking for dimensional consistency.

Content
MA2 Prediction of formulae; finding powers in potential formulae.

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3.3.2 MB: Momentum and collisions

Content
MB1 Conservation of momentum for linear motion and cases where velocities are given
as one or two dimensional vectors (problems which require resolving).

Content
MB2 Coefficient of restitution and Newton’s Experimental Law. Use in direct collisions
and impacts with a fixed smooth surface. Problems which require resolving.

Content
MB3 Impulse and its relation to momentum. Use of Ft = mv − mu . Problems which
require resolving.

Content
MB4 Impulse for variable forces. One dimension only. Use of I = ∫ Fdt .

3.3.3 MC: Work, energy and power

Content
MC1 Work done by a force acting in the direction of motion or directly opposing the
motion. Use of W D = Fd cos �

Content
MC2 Gravitational potential energy. Use in conservation of energy problems.

Content
MC3 Kinetic energy. Use in conservation of energy problems.

Content
MC4 Hooke’s Law including using modulus of elasticity.
�
Use of T = kx or T = l x

Content
MC5 Work done by a variable force. Use of W D = ∫ Fdx .
Use in conservation of energy problems.

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 Content
MC6 kx2
Elastic potential energy using modulus of elasticity. Use of EPE = 2 and
2
�x
EPE = 2l
.

Use in conservation of energy problems.

Content
MC7 Power. Use of P = Fv

3.3.4 MD: Circular motion

Content
MD1 Motion of a particle moving in a circle with constant speed (knowledge of radians
assumed).

Content
MD2 Understand the definition of angular speed.
Use both radians and revolutions per unit time.

Content
MD3 Relationships between speed, angular speed, radius and acceleration. Use of
v2
v = r� , a = r�2 and a = r

Content
MD4 Use position, velocity and acceleration as vectors in the context of circular motion.

Content
MD5 Conical pendulum, with one or two strings.

Content
MD6 Circular motion in a vertical plane. Includes conditions to complete vertical circles.
Use of conservation of energy in this context.

3.3.5 ME: Centres of mass and moments

Content
ME1 Centre of mass for a system of particles.

Content
ME2 Centre of mass for a composite body.

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Content
ME3 Centre of mass of a lamina by integration.

Content
ME4 Centres of mass of bodies formed by rotating a region about the x -axis.

Content
ME5 Conditions for sliding and toppling. Problems including suspension and on an
inclined plane.

Content
ME6 Determine the forces acting on a rigid body in equilibrium. Use of moments and
couples.

3.4 Optional application 2 – statistics

3.4.1 SA: Discrete random variables (DRVs) and expectation
Content
SA1 Understand DRVs with distributions given in the form of a table or function.

Content
SA2 Evaluate probabilities for a DRV.

Content
SA3 Evaluate measures of average and spread for a DRV to include mean, variance,
standard deviation, mode and median.

Content
SA4 Understand expectation and know the formulae: E X = ∑ xi pi ; E X
2 2
= ∑ xi pi ;
2 2
Var X = E X − E X

Content
SA5 Understand expectation of linear functions of DRVs and know the formulae:
2
E aX + b = aE X + b and Var aX + b = a Var X

Know the formula E g X = ∑ g xi pi

Find the mean, variance and standard deviation for functions of a DRV such as
3 −3 −1
E 5 X , E 18 X , Var 6 X

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 Content
SA6 Know the discrete uniform distribution defined on the set 1,2, …, n . Understand
when this distribution can be used as a model.

Content
SA7 Proof of mean and variance of discrete uniform distribution.

3.4.2 SB: Poisson distribution

Content
SB1 Understand conditions for a Poisson distribution to model a situation. Understand
terminology X Po � .

Content
SB2 Know the Poisson formula and calculate Poisson probabilities using the formula or
equivalent calculator function.

Content
SB3 Know mean, variance and standard deviation of a Poisson distribution.
Use the result that, if X Po � then the mean and variance of X are equal.

Content
SB4 Understand the distribution of the sum of independent Poisson distributions.

Content
SB5 Formulate hypotheses and carry out a hypothesis test of a population mean from
a single observation from a Poisson distribution using direct evaluation of Poisson
probabilities.

3.4.3 SC: Type I and Type II errors

Content
SC1 Understand Type I and Type II errors and define in context. Calculate the
probability of making a Type I error from tests based on a Poisson or Binomial
distribution.
Calculate probability of making Type I error from tests based on a normal
distribution.

Content
SC2 Understand the power of a test. Calculations of P(Type II error) and power for a
test for tests based on a normal, Binomial or a Poisson distribution.

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3.4.4 SD: Continuous random variables (CRVs)

Content
SD1 Understand and use a probability density function, f x , for a continuous
distribution and understand the differences between discrete and continuous
distributions. Understand and use distributions of random variables that are part
discrete and part continuous.

Content
SD2 Find the probability of an observation lying in a specified interval.

Content
SD3 Find the median and quartiles for a given probability density function, f x .

Content
SD4 Find the mean, variance and standard deviation for a given pdf, f x . Know the
formulae
2 2 2 2
E X = ∫ xf x dx , E X = ∫ x f x dx , Var X = E X − E X

Content
SD5 Understand the expectation and variance of linear functions of CRVs and know
the formulae:
2
E aX + b = aE X + b and Var aX + b = a Var X

Know the formula E g X = ∫ g x f x dx

Find the mean, variance and standard deviation of functions of a continuous
random variable such as
3 −3 −1
E 5 X , E 18 X , Var 6 X

Content
SD6 Understand and use a cumulative distribution function, F x . Know the
relationship between f x and F x .
d
F x = ∫−x ∞ f t dt and f x = dx
F x

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 Content
SD7 Understand the rectangular distribution f x where
1
b−a
a≤x≤b
f x =
0 otherwise
Know the conditions for the rectangular distribution to be used as a model.
Calculate probabilities from a rectangular distribution.
Know proofs of mean, variance and standard deviation for a rectangular
distribution.

Content
SD8 Know that if X and Y are independent (discrete or continuous) random variables
then E X + Y = E X + E Y and Var X + Y = Var X + Var Y

3.4.5 SE: Chi squared tests for association

Content
SE1 Construction of n × m contingency tables.

Content
SE2 Oi − E i 2
Use of ∑ Ei
as an approximate χ2 statistic with appropriate degrees of
freedom.

Content
SE3 Know and use the convention that all Ei should be greater than 5.

Content
SE4 Identification of sources of association in the context of a question.

Content
SE5 Knowledge of when and how to apply Yates’ correction.

3.4.6 SF: Exponential distribution

Content
SF1 Know the conditions for an exponential distribution to be used as a model. Know
the probability density function, f x , and the cumulative distribution function,
F x , for an exponential distribution.

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Content
SF2 Calculate probabilities for an exponential distribution using F x or integration of
f x

Content
SF3 Know proofs of mean, variance and standard deviation for an exponential
distribution.

Content
SF4 Understand that the lengths of intervals between Poisson events have an
exponential distribution.

3.4.7 SG: Inference – one sample t - distribution

Content
SG1 Test for the mean of a normal distribution with unknown variance using a
t -statistic with appropriate degrees of freedom.

3.4.8 SH: Confidence Intervals

Content
SH1 Construct symmetric confidence intervals for the mean of a normal distribution
with known variance.

Content
SH2 Construct symmetric confidence intervals from large samples, for the mean of a
normal distribution with unknown variance.

Content
SH3 Make inferences from constructed or given confidence intervals.

Content
SH4 Construct symmetric confidence intervals from small samples, for the mean of a
normal distribution with unknown variance using the t -distribution.

3.5 Optional application 3 – discrete mathematics

3.5.1 DA: Graphs
Content
DA1 Understand and use the language of graphs including: vertex, edge, trail, cycle,
connected, degree, subgraph, subdivision, multiple edge and loop.

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 Content
DA2 Identify or prove properties of a graph including that a graph is Eulerian,
semi-Eulerian or Hamiltonian.

Content
DA3 Understand and use Euler’s formula for connected planar graphs.

Content
DA4 Use Kuratowski’s Theorem to determine the planarity of graphs.

Content
DA5 Understand and use complete graphs and bipartite graphs, including adjacency
matrices and the complement of a graph.

Content
DA6 Understand and use simple graphs, simple-connected graphs and trees.

Content
DA7 Recognise and find isomorphism between graphs.

3.5.2 DB: Networks

Content
DB1 Understand and use the language of networks including: node, arc and weight.

Content
DB2 Solve network optimisation problems using spanning trees.

Content
DB3 Solve route inspection problems.

Content
DB4 Find and interpret upper bounds and lower bounds for the travelling salesperson
problem.

Content
DB5 Evaluate, modify and refine models which use networks.

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3.5.3 DC: Network flows

Content
DC1 Interpret flow problems represented by a network of directed arcs.

Content
DC2 Find the value of a cut and understand its meaning.

Content
DC3 Use and interpret the maximum flow-minimum cut theorem.

Content
DC4 Introduce supersources and supersinks to a network.

Content
DC5 Augment flows and determine the maximum flow in a network

Content
DC6 Solve problems involving arcs with upper and lower capacities.

Content
DC7 Refine network flow problems including using nodes of restricted capacity.

3.5.4 DD: Linear programming

Content
DD1 Formulate constrained optimisation problems.

Content
DD2 Solve constrained optimisation problems via graphical methods.

Content
DD3 Use the Simplex algorithm for optimising (maximising and minimising) an objective
function including the use of slack variables.

Content
DD4 Interpret a Simplex tableau.

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3.5.5 DE: Critical path analysis
Content
DE1 Construct, represent and interpret a precedence (activity) network using
activity-on-node.

Content
DE2 Determine earliest and latest start and finish times for an activity network.

Content
DE3 Identify critical activities, critical paths and the float of non-critical activities.

Content
DE4 Refine models and understand the implications of possible changes in the context
of critical path analysis.

Content
DE5 Construct and interpret Gantt (cascade) diagrams and resource histograms.

Content
DE6 Carry out resource levelling (using heuristic procedures) and solve problems
where resources are restricted.

3.5.6 DF: Game theory for zero-sum games

Content
DF1 Understand, interpret and construct pay-off matrices.

Content
DF2 Find play-safe strategies and the value of the game.

Content
DF3 Prove the existence or non-existence of a stable solution.

Content
DF4 Identify and make use of dominated strategies.

Content
DF5 Find optimal mixed strategies for a game including use of graphical methods.

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Content
DF6 Convert and solve higher order games to linear programming problems.

3.5.7 DG: Binary operations

Content
DG1 Understand and use binary operations including use of modular arithmetic and
matrix multiplication.

Content
DG2 Understand, use and prove the commutativity of a binary operation.

Content
DG3 Understand, use and prove the associativity of a binary operation.

Content
DG4 Construct a Cayley table for a given set under a given binary operation.

Content
DG5 Understand and prove the existence of an identity element for a given set under a
given binary operation.

Content
DG6 Find the inverse of an element belonging to a given set under a given binary
operation.

Content
DG7 Understand and use the language of groups including: order, period, subgroup,
proper, trivial, non-trivial.

Content
DG8 Understand and use the group axioms: closure, identity, inverses and
associativity, including use of Cayley tables.

Content
DG9 Recognise and use finite and infinite groups and their subgroups, including:
groups of symmetries of regular polygons, cyclic groups and abelian groups.

Content
DG10 Understand and use Lagrange’s theorem.

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 Content
DG11 Identify and use the generators of a group.

Content
DG12 Recognise and find isomorphism between groups of finite order.

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4 Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at
aqa.org.uk/pastpapers
This specification is designed to be taken over two years.
This is a linear qualification. In order to achieve the award, students must complete all
assessments at the end of the course and in the same series.
A-level exams and certification for this specification are available for the first time in May/June
2019 and then every May/June for the life of the specification.
All materials are available in English only.
Our A-level exams in Further Mathematics include questions that allow students to demonstrate
their ability to:
• recall information
• draw together information from different areas of the specification
• apply their knowledge and understanding in practical and theoretical contexts.

4.1 Aims
Courses based on this specification must encourage students to:
• understand mathematics and mathematical processes in ways that promote confidence, foster
enjoyment and provide a strong foundation for progress to further study
• extend their range of mathematical skills and techniques
• understand coherence and progression in mathematics and how different areas of mathematics
are connected
• apply mathematics in other fields of study and be aware of the relevance of mathematics to the
world of work and to situations in society in general
• use their mathematical knowledge to make logical and reasoned decisions in solving problems
both within pure mathematics and in a variety of contexts, and communicate the mathematical
rationale for these decisions clearly
• reason logically and recognise incorrect reasoning
• generalise mathematically
• construct mathematical proofs
• use their mathematical skills and techniques to solve challenging problems which require them
to decide on the solution strategy
• recognise when mathematics can be used to analyse and solve a problem in context
• represent situations mathematically and understand the relationship between problems in
context and mathematical models that may be applied to solve them
• draw diagrams and sketch graphs to help explore mathematical situations and interpret
solutions
• make deductions and inferences and draw conclusions by using mathematical reasoning
• interpret solutions and communicate their interpretation effectively in the context of the problem
• read and comprehend mathematical arguments, including justifications of methods and
formulae, and communicate their understanding

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• read and comprehend articles concerning applications of mathematics and communicate their
understanding
• use technology such as calculators and computers effectively, and recognise when such use
may be inappropriate
• take increasing responsibility for their own learning and the evaluation of their own
mathematical development.

4.2 Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Further
Mathematics specifications and all exam boards.
The exams will measure how students have achieved the following assessment objectives.
• AO1: Use and apply standard techniques. Students should be able to:
• select and correctly carry out routine procedures
• accurately recall facts, terminology and definitions.
• AO2: Reason, interpret and communicate mathematically. Students should be able to:
• construct rigorous mathematical arguments (including proofs)
• make deductions and inferences
• assess the validity of mathematical arguments
• explain their reasoning
• use mathematical language and notation correctly.
• Where questions/tasks targeting this assessment objective will also credit students for the ability
to ‘use and apply standard techniques’ (AO1) and/or to ‘solve problems within mathematics and
in other contexts’ (AO3) an appropriate proportion of the marks for the question/task must be
attributed to the corresponding assessment objective(s).
• AO3: Solve problems within mathematics and in other contexts. Students should be able to:
• translate problems in mathematical and non-mathematical contexts into mathematical
processes
• interpret solutions to problems in their original context, and, where appropriate, evaluate their
accuracy and limitations
• translate situations in context into mathematical models
• use mathematical models
• evaluate the outcomes of modelling in context, recognise the limitations of models and,
where appropriate, explain how to refine them.
• Where questions/tasks targeting this assessment objective will also credit students for the ability
to ‘use and apply standard techniques’ (AO1) and/or to ‘reason, interpret and communicate
mathematically’ (AO2) an appropriate proportion of the marks for the question/task must be
attributed to the corresponding assessment objective(s).

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4.2.1 Assessment objective weightings for A-level Further

Mathematics
Assessment objectives (AOs) Component weightings Overall weighting
(approx %) (approx %)
Paper 1 Paper 2 Paper 3
AO1 55 55 40 50
AO2 25 25 25 25
AO3 20 20 35 25
Overall weighting of components 33 ⅓ 33 ⅓ 33 ⅓ 100

4.3 Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components.
Students’ final marks will be calculated by adding together the scaled marks for each component.
Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are
shown in the table below.
Students’ final marks will be calculated by adding together the scaled marks for each component,
this includes the two optional topics chosen as part of paper 3. At qualification level different grade
boundaries will be published to reflect the different routes through the qualification.

Component Maximum raw mark Scaling factor Maximum scaled mark

Paper 1 100 x1 100
Paper 2 100 x1 100
Paper 3 100 x1 100
Total scaled mark: 300

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5 General administration
You can find information about all aspects of administration, as well as all the forms you need, at
aqa.org.uk/examsadmin

5.1 Entries and codes

You only need to make one entry for each qualification – this will cover all the question papers,
non-exam assessment and certification.
Every specification is given a national discount (classification) code by the Department for
Education (DfE), which indicates its subject area.
If a student takes two specifications with the same discount code, further and higher education
providers are likely to take the view that they have only achieved one of the two qualifications.
Please check this before your students start their course.

Qualification title AQA entry code DfE discount code

AQA Advanced Level GCE in Further Mathematics 7367 2330

This specification complies with:

• Ofqual General conditions of recognition that apply to all regulated qualifications
• Ofqual GCE qualification level conditions that apply to all GCEs
• Ofqual GCE subject level conditions that apply to all GCEs in this subject
• all other relevant regulatory documents.
The Ofqual qualification accreditation number (QAN) is 603/1841/7.

5.2 Overlaps with other qualifications

There is overlapping content in the AS and A-level Further Mathematics specifications. This helps
you teach the AS and A-level together.

5.3 Awarding grades and reporting results

The A-level qualification will be graded on a six-point scale: A*, A, B, C, D and E.
Students who fail to reach the minimum standard for grade E will be recorded as U (unclassified)
and will not receive a qualification certificate.

5.4 Re-sits and shelf life

Students can re-sit the qualification as many times as they wish, within the shelf life of the
qualification.

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5.5 Previous learning and prerequisites
There are no previous learning requirements. Any requirements for entry to a course based on this
specification are at the discretion of schools and colleges.
However, we recommend that students should have the skills and knowledge associated with a
GCSE Mathematics or equivalent.

5.6 Access to assessment: diversity and inclusion

General qualifications are designed to prepare students for a wide range of occupations and
further study. Therefore our qualifications must assess a wide range of competences.
The subject criteria have been assessed to see if any of the skills or knowledge required present
any possible difficulty to any students, whatever their ethnic background, religion, sex, age,
disability or sexuality. Tests of specific competences were only included if they were important to
the subject.
As members of the Joint Council for Qualifications (JCQ) we participate in the production of the
JCQ document Access Arrangements and Reasonable Adjustments: General and Vocational
qualifications. We follow these guidelines when assessing the needs of individual students who
may require an access arrangement or reasonable adjustment. This document is published at
jcq.org.uk

Students with disabilities and special needs

We're required by the Equality Act 2010 to make reasonable adjustments to remove or lessen any
disadvantage that affects a disabled student.
We can make arrangements for disabled students and students with special needs to help them
access the assessments, as long as the competences being tested aren't changed. Access
arrangements must be agreed before the assessment. For example, a Braille paper would be a
reasonable adjustment for a Braille reader.
To arrange access arrangements or reasonable adjustments, you can apply using the online
service at aqa.org.uk/eaqa

Special consideration
We can give special consideration to students who have been disadvantaged at the time of the
assessment through no fault of their own – for example a temporary illness, injury or serious
problem such as family bereavement. We can only do this after the assessment.
Your exams officer should apply online for special consideration at aqa.org.uk/eaqa
For more information and advice visit aqa.org.uk/access or email
[email protected]

5.7 Working with AQA for the first time

If your school or college hasn't previously offered our specifications, you need to register as an
AQA centre. Find out how at aqa.org.uk/becomeacentre

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

5.8 Private candidates

This specification is available to private candidates.
A private candidate is someone who enters for exams through an AQA approved school or college
but is not enrolled as a student there.
A private candidate may be self-taught, home schooled or have private tuition, either with a tutor or
through a distance learning organisation. They must be based in the UK.
If you have any queries as a private candidate, you can:
• speak to the exams officer at the school or college where you intend to take your exams
• visit our website at aqa.org.uk/privatecandidates
• email [email protected]

5.9 Use of calculators

A calculator is required for use in all assessments in this specification. Details of the requirements
for calculators can be found in the Joint Council for General Qualifications document Instructions
for conducting examinations.
For A-level Further Mathematics exams, calculators should have the following as a required
minimum:
• an iterative function
• the ability to perform calculations with matrices up to order 3 × 3
• the ability to compute summary statistics and access probabilities from standard statistical
distributions.
For the purposes of this specification, a ‘calculator’ is any electronic or mechanical device which
may be used for the performance of mathematical computations. However, only those permissible
in the guidance in the Instructions for conducting examinations are allowed in A-level Further
Mathematics exams.

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6 Appendix A: mathematical
notation
The tables below set out the notation that must be used by AS and A-level mathematics and
further mathematics specifications. Students will be expected to understand this notation without
need for further explanation.
Mathematics students will not be expected to understand notation that relates only to further
mathematics content. Further mathematics students will be expected to understand all notation in
the list.
For further mathematics, the notation for the core content is listed under sub headings indicating
‘further mathematics only’. In this subject, awarding organisations are required to include, in their
specifications, content that is additional to the core content. They will therefore need to add to the
notation list accordingly.
AS students will be expected to understand notation that relates to AS content, and will not be
expected to understand notation that relates only to A-level content.

6.1 Set notation

1 Set notation Meaning

1.1 ∈ is an element of

1.2 ∉ is not an element of

1.3 ⊆ is a subset of

1.4 ⊂ is a proper subset of

1.5 x1, x2, … the set with elements x1, x2, …

1.6 x: … the set of all x such that …

1.7 n (A) the number of elements in set A

1.8 Ø the empty set

1.9 � the universal set

1.10 A' the complement of the set A

1.11 ℕ the set of natural numbers 1, 2, 3, …

1.12 ℤ the set of integers 0, ± 1, ± 2, ± 3, …

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 1 Set notation Meaning

1.13 ℤ+ the set of positive integers 1,2, 3, …

1.14 ℤ+0 the set of non-negative integers {0, 1, 2, 3, …}

1.15 ℝ the set of real numbers

1.16 ℚ
p
the set of rational numbers q : p ∈ ℤ, q ∈ ℤ+

1.17 ∪ union

1.18 ∩ intersection

1.19 x, y the ordered pair x, y

1.20 a, b the closed interval x ∈ ℝ: a ≤ x ≤ b

1.21 a, b the interval x ∈ ℝ: a ≤ x < b

1.22 a, b the interval x ∈ ℝ: a < x ≤ b

1.23 a, b the open interval x ∈ ℝ: a < x < b

Set notation (Further Maths only)

1 Set notation Meaning

1.24 ℂ the set of complex numbers

6.2 Miscellaneous symbols

2 Miscellaneous symbols Meaning

2.1 = is equal to

2.2 ≠ is not equal to

2.3 ≡ is identical to or is congruent to

2.4 ≈ is approximately equal to

2.5 ∞ infinity

2.6 ∝ is proportional to

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2 Miscellaneous symbols Meaning

2.7 ∴ therefore

2.8 ∵ because

2.9 < is less than

2.10 ⩽,≤ is less than or equal to, is not greater than

2.11 > is greater than

2.12 ⩾,≥ is greater than or equal to, is not less than

2.13 p q p implies q (if p then q )

2.14 p q p is implied by q (if q then p )

2.15 p q p implies and is implied by q ( p is equivalent to q )

2.16 a first term of an arithmetic or geometric sequence

2.17 l last term of an arithmetic sequence

2.18 d common difference of an arithmetic sequence

2.19 r common ratio of a geometric sequence

2.20 Sn sum to n terms of a sequence

2.21 S∞ sum to infinity of a sequence

Miscellaneous symbols (Further Maths only)

2 Miscellaneous symbols Meaning

2.22 ≅ is isomorphic to

6.3 Operations
3 Operations Meaning

3.1 a+b a plus b

3.2 a−b a minus b

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 3 Operations Meaning

3.3 a × b , ab , a . b a multiplied by b

3.4 a ÷ b, ab a divided by b

n
3.5 ∑ ai a1 + a2 + … + an
i=1

n
3.6 ∏ ai a1 × a2 × … × an
i=1

3.7 a the non-negative square root of a

3.8 a the modulus of a

3.9 n! n factorial: n! = n × n − 1 × … × 2 × 1, n ∈ ℕ; 0! = 1

n!
the binomial coefficient r ! n − r !

n for n , r ∊ ℤ+0 , r ⩽ n
n
3.10 , Cr , Cr
n n n−1 … n−r+1
r or r!

for n ∊ ℚ , r ∊ ℤ+0

Operations (Further Maths only)

3 Operations Meaning

3.11 a ×n b multiplication modulo n of a by b

3.12 a +n b addition modulo n of a and b

3.13 G = < n > ,* n is the generator of a given group G under the

operation *

6.4 Functions
4 Functions Meaning

4.1 f x the value of the function f at x

4.2 f:x y the function f maps the element x to the element y

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4 Functions Meaning

4.3 f −1 the inverse function of the function f

the composite function of f and g which is defined by

4.4 gf
gf x = g f x

4.5 lim f x the limit of f x as x tends to a

x a

4.6 Δ x, �x an increment of x

dy
4.7 dx the derivative of y with respect to x

dn y
4.8 the nth derivative of y with respect to x
dxn

the first, second, ..., nth derivatives of f x with respect

4.9 f ′ x , f ′′ x , …, f n
x
to x

4.10 ẋ , ẍ , … the first, second, ... derivatives of x with respect to t

4.11 ∫ y dx the indefinite integral of y with respect to x

the definite integral of y with respect to x between the

4.12 ∫ba y dx
limits x = a and x = b

6.5 Exponential and logarithmic functions

Exponential and
5 Meaning
logarithmic functions

5.1 e base of natural logarithms

5.2 ex, exp x exponential function of x

5.3 loga x logarithm to the base a of x

5.4 ln x , loge x natural logarithm of x

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6.6 Trigonometric functions
6 Trigonometric functions Meaning

sin, cos, tan,

6.1 the trigonometric functions
cosec, sec, cot

sin−1, cos−1, tan−1

6.2 the inverse trigonometric functions
arcsin, arccos, arctan

6.3 ° degrees

6.4 rad radians

Trigonometric functions (Further Maths only)

6 Trigonometric functions Meaning

6.5 cosec−1, sec−1, cot−1 , the inverse trigonometric functions

arccosec, arcsec, arccot

6.6 sinh, cosh, tanh, the hyperbolic functions

cosech, sech, coth

6.7 sinh−1, cosh−1, tanh−1 the inverse hyperbolic functions

cosech−1, sech−1, coth−1

arcsinh, arccosh, arctanh,
arccosech, arcsech, arccoth

6.7 Complex numbers (Further Maths only)

7 Complex numbers Meaning

7.1 i, j square root of −1

7.2 x + iy complex number with real part x and imaginary part y

modulus argument form of a complex number with

7.3 r cos � + isin �
modulus r and argument �

7.4 z a complex number, z = x + i y = r cos �+ isin �

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7 Complex numbers Meaning

7.5 Re z the real part of z, Re z = x

7.6 Im z the imaginary part of z, Im z = y

7.7 z the modulus of z , z = r = x + y

2 2

7.8 arg z the argument of z , arg z = �, −π < � ≤ π

7.9 z* the complex conjugate of z , x − iy

Matrices (Further Maths only)

8 Matrices Meaning

8.1 M a matrix M

8.2 0 zero matrix

8.3 I identity matrix

8.4 the inverse of the matrix M

M−1

8.5 the transpose of the matrix M

MT

8.6 Δ, det M or M the determinant of the square matrix M

8.7 Mr image of column vector r under the transformation

associated with the matrix M

6.9 Vectors
9 Vectors Meaning

the vector a , a̲ , a ; these alternatives apply throughout

9.1 a , a̲ , a
section 9

the vector represented in magnitude and direction by

9.2 AB the directed line segment AB

9.3 a a unit vector in the direction of a

unit vectors in the directions of the cartesian coordinate

9.4 i, j, k
axes

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 9 Vectors Meaning

9.5 a ,a the magnitude of a

9.6 AB , AB the magnitude of AB

a
9.7 , ai + b j column vector and corresponding unit vector notation
b

9.8 r position vector

9.9 s displacement vector

9.10 v velocity vector

9.11 a acceleration vector

Vectors (Further Maths only)

9 Vectors Meaning

9.12 a.b the scalar product of a and b

6.10 Differential equations (Further Maths only)

10 Differential equations Meaning

10.1 � angular speed

6.11 Probability and statistics

11 Probability and statistics Meaning

11.1 A, B, C etc. events

11.2 A∪B union of the events A and B

11.3 A∩B intersection of the events A and B

11.4 PA probability of the event A

11.5 A′ complement of the event A

11.6 PA B probability of the event A conditional on the event B

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11 Probability and statistics Meaning

11.7 X , Y , R etc. random variables

11.8 x, y, r etc. values of the random variables X , Y , R etc.

11.9 x1, x2, … values of observations

11.10 f 1, f 2, … frequencies with which the observations x1, x2, … occur

11.11 p x ,P X = x probability function of the discrete random variable X

probabilities of the values x1, x2, … of the discrete

11.12 p1, p2, …
random variable X

11.13 E X expectation of the random variable X

11.14 Var X variance of the random variable X

11.15 has the distribution

binomial distribution with parameters n and p, where n

11.16 B n, p is the number of trials and p is the probability of
success in a trial

11.17 q q = 1 − p for binomial distribution

2
11.18 N �, � Normal distribution with mean � and variance �
2

11.19 Z N 0,1 standard Normal distribution

probability density function of the standardised Normal

11.20 � variable with distribution N 0,1

11.21 Φ corresponding cumulative distribution function

11.22 � population mean

11.23 �2 population variance

11.24 � population standard deviation

11.25 x̅ sample mean

11.26 s2 sample variance

11.27 s sample standard deviation

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 11 Probability and statistics Meaning

11.28 H0 null hypothesis

11.29 H1 alternative hypothesis

11.30 r product moment correlation coefficient for a sample

11.31 � product moment correlation coefficient for a population

6.12 Mechanics
12 Mechanics Meaning

12.1 kg kilogram

12.2 m metre

12.3 km kilometre

12.4 m/s, m s−1 metre(s) per second (velocity)

12.5 m/s2 , m s−2 metre(s) per second per second (acceleration)

12.6 F Force or resultant force

12.7 N newton

12.8 Nm newton metre (moment of a force)

12.9 t time

12.10 s displacement

12.11 u initial velocity

12.12 v velocity or final velocity

12.13 a acceleration

12.14 g acceleration due to gravity

12.15 � coefficient of friction

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

7 Appendix B: mathematical
formulae and identities
Students must be able to use the following formulae and identities for AS and A-level further
mathematics, without these formulae and identities being provided, either in these forms or in
equivalent forms. These formulae and identities may only be provided where they are the starting
point for a proof or as a result to be proved.

Pure mathematics
Quadratic equations
2
− b ± b − 4ac
ax2 + bx + c = 0 has roots 2a

Laws of indices
a xa y ≡ a x + y
ax ÷ a y ≡ ax − y
y
ax ≡ axy

Laws of logarithms
x = an n = loga x for a > 0 and x > 0
loga x + loga y ≡ loga xy
x
loga x − loga y ≡ loga y

k loga x ≡ loga xk

Coordinate geometry
A straight line graph, gradient m passing through x1, y1 has equation

y − y1 = m x − x1
Straight lines with gradients m1 and m2 are perpendicular when m1m2 = − 1

Sequences
General term of an arithmetic progression: un = a + n − 1 d
n−1
General term of a geometric progression: un = ar

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Trigonometry
In the triangle ABC
a b c
Sine rule: sin A
= sin B
= sin C

2 2 2
Cosine rule: a = b + c − 2bccos A
1
Area = 2 absin C

cos2 A + sin2 A ≡ 1

sec2 A ≡ 1 + tan2 A

cosec2 A ≡ 1 + cot2 A
sin 2 A ≡ 2sin Acos A

cos 2 A ≡cos2 A − sin2 A

2tan A
tan 2 A ≡
1 − tan2 A

Mensuration
Circumference and Area of circle, radius r and diameter d :
C = 2πr = πd
A = πr2
Pythagoras’ Theorem: In any right-angled triangle where a , b and c are the lengths of the sides
and c is the hypotenuse:

c2 = a2 + b2
1
Area of a trapezium = 2 a + b h , where a and b are the lengths of the parallel sides and h is their
perpendicular separation.
Volume of a prism = area of cross section × length
For a circle of radius r , where an angle at the centre of � radians subtends an arc of length s and
encloses an associated sector of area A :
s = r�
A = 12 r2�

Complex numbers
i�1 i�2
For two complex numbers z1 = r1e and z2 = r2e :
i �1 + � 2
z1 z2 = r1r2e
z1 r i �1 + �2
z2
= r1 e
2

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

Loci in the Argand diagram:

z − a = r is a circle radius r centred at a
arg z − a = � is a half line drawn from a at angle � to a line parallel to the positive real axis.
Exponential form:

ei� = cos � + isin �

Matrices
a b a b
For a 2 by 2 matrix the determinant ∆ = = ad − bc
c d c d
1 d −b
the inverse is ∆
−c a
The transformation represented by matrix AB is the transformation represented by matrix B
followed by the transformation represented by matrix A.
For matrices A, B:
(AB)–1 = B–1A–1

Algebra
∑nr = 1 r = 2 n n + 1
1

For ax2 + bx + c = 0 with roots � and � :

−b
�+�= a
c
�� = a

For ax3 + bx2 + cx + d = 0 with roots � , � and � :

−b
∑� = a

c
∑ �� = a

−d
��� = a

Hyperbolic functions
cosh x ≡
1
2 ex + e− x

sinh x ≡
1
2 ex − e− x
sinh x
tanh x ≡ cosh x

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Calculus and differential equations
Differentiation
Function Derivative

xn nxn − 1

sin kx k cos kx

cos kx − k sin kx

ekx kekx

ln x 1
x

f x +g x f ′ x + g′ x

f xgx f ′ x g x + f x g′ x

fgx f ′ g x g′ x

Integration
Function Integral

xn
n+1
1
xn + 1 + c, n ≠ − 1

cos kx 1
sin kx + c
k

sin kx 1
− k cos kx + c

1 kx
ekx k
e +c

1
ln x + c, x ≠ 0
x

f ′ x + g′ x f x +g x +c

f ′ g x g′ x f g x +c

Area under a curve = ∫ba y dx y ≥ 0

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 A-level Further Mathematics 7367. A-level exams June 2019 onwards. Version 1.1 19 October 2017

Volumes of revolution about the x and y axes:

V x = π∫ba y2dx

V y = π∫dc x2dy
Simple Harmonic Motion:

ẍ = − �2 x

Vectors
xi + y j + zk = x2 + y2 + z2
a1 b1
Scalar product of two vectors a = a2 and b = b2 is
a3 b3
a1 b1
a2 . b2 = a1b1 + a2b2 + a3b3 = a b cos �
a3 b3
where � is the acute angle between the vectors a and b.
The equation of the line through the point with position vector a parallel to vector b is:
r = a + tb
The equation of the plane containing the point with position vector a and perpendicular to vector n
is:
(r – a) . n = 0

Mechanics
Forces and equilibrium
Weight = mass × g
Friction: F ≤ �R
Newton’s second law in the form: F = ma

Kinematics
For motion in a straight line with variable acceleration:
dr
v= dt

dv d2r
a= dt
=
dt2

r = ∫ v dt
v = ∫ a dt

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Statistics
∑x ∑fx
The mean of a set of data: x̅ = n = ∑f

X −� 2
The standard Normal variable: Z = �
where X N �, �

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