11 —19 PROGRESSION endorsed for Edexcel A level Mathematics Pure Mathematics ba Reread eres eum cation Authors: Greg Attwood, Jack Barraclough, Ian Bettison, Keith Gallick, Daniel Goldberg, PNA Oa eT ote eee A Se Ne OST (LO ecea CaTe BUC eT Harry Smith, Geoff Staley and Dave Wilkins OB taseContents e Contents Overarching themes Extra online content 1 Algebraic methods 1.1. Proof by contradiction 1.2 Algebraic fractions 13 Partial fractions 1.4 Repeated factors 15° 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=(f(x)/and y= f(x) 2.6 Combining transformations 2.7 Solving modulus problems Mixed exercise 2 3 Sequences and series 3.1 Arithmetic sequences 3.2 Arithmetic series 3.3 Geometric sequences 3.4 Geometric series 3.5 Sum to infinity 3.6 Sigma notation 3.7 Recurrence relations 3.8 Modelling with series Mixed exercise 3 4 Binomial expansion 4.1 Expanding (1 +)" 42 Expanding (a+ bx)" 43° Using partial fractions Mixed exercise 4 vi 12 14 19 22 23 27 32 BREESB 53 59 63 70 73 76 79 83 86 91 92 97 101 104 Review exercise 1 51 52 53 5A 5.5 61 6.2 63 64 65 a 12 13 14 15 16 iW 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 Addit Using the angle addition formulae in formulae Double-angle formulae Solving trigonometric equations Simplifying acosx + 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 18 122 128 133 135 142 143 145 149 153 158 162 166 167 a 174 ut 181 186 189 192 197 198 202 206 209 213 220Review exercise 2 9 Differentiation 9.1 Differentiating sin. and cos.x 9.2 Differentiating exponentials and logarithms 9.3 Thechain rule 9.4 The product rule 95 The quotient rule 9.6 Differentiating trigonometric functions 9.1 Parametric differentiation 9.8 Implicit differentiation 9.9 Using second derivatives 9.10. Rates of change Mixed exercise 9 10 Numerical methods 10.1 Locating roots 10.2 Iteration 10.3 The Newton-Raphson method 10.4 1 1.1 11.2 Applications to modelling Mixed exercise 10 Integration Integrating standard functions Integrating flax + b) 225 231 232 235 237 241 243 246 251 254 257 261 265 273 274 278 282 286 289 293 294 296 11.3 Using trigonometric identities 11.4. Reverse chain rule 11.5 Integration by substitution 11.6 Integration by parts 11.7 Partial fractions 11.8 Finding areas 11.9 The trapezium rule 11.10 Solving differential equations 11.11 Modelling with differential equations Mixed exercise 11 12 Vectors 12.1 3D coordinates 12.2 Vectors in 3D 12.3. Solving geometric problems 12.4 Application to mechanics Mixed exercise 12 Review exercise 3 Exam-style practice: Paper 1 Exam-style practice: Paper 2 Answers. Index Contents 298 300 303 307 310 313 317 322 326 329 336 337 339 344 347 349) 352 358 361 365 423Overarching themes e Overarching themes The following three overarching themes have been fully integrated throughout the Pearson Edexcel AS and A level Mathematics series, so they can be applied alongside your learning and practice. 1. Mathematical argument, language and proof * Rigorous and consistent approach throughout + Notation boxes explain key mathematical language and symbols * Dedicated sections on mathematical proof explain key principles and strategies * Opportunities to critique arguments and justify methods 2. Mathematical problem solving ‘The Mathematical Problem-solving cycle © Hundreds of problem-solving questions, fully integrated r specify the problem into the main exercises a * Problem-solving boxes provide tips and strategies interpret results eisai * Structured and unstructured questions to build confidence 1 * Challenge boxes provide extra stretch L process and 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 Functions and graphs front of the book, = Each chapter starts with alist of objectives The real world applications of the maths you are about to leam are highlighted at the start of the chapter with links to relevant questions in the chapter The Prior knowledge check helps make sure you are ready to start the chapterOverarching themes Exercise questions are carefully graded so they increase in difficulty and gradually bring you up mn. to exam standard Eee anne Problem-solving boxes provide hints, tips and Otte Tt strategies, and Watch © "ammonites out boxes highlight ° Si a areas where students © *pteemcannneonee tener often lose marks in their @ + npuerwmternerneernv.ey exams eee —— 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 poeta ends witha Mixed give youa chance worked examples begins with asta flagged exercise and a totacklesome focusonthe key _explanation and ith © Summary ofkey _ more difficult types of questions key learning points questions you'l 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 Paper 1: Pure Mathematics EE ante ee Two A level practice papers at the back of the book help you * prepare for the real thingExtra online content e Extra online content Whenever you see an Online box, it means that there is extra online content available to support you SolutionBank SolutionBank provides a full worked solution for every question in the book. EID huivoresscinonsae SE available in SolutionBank. Download all the solutions asa POF or quickly find the solution you need online eee tte Reon a mca www.pearsonschools.co.uk/p2maths You can also access the extra online conter anning this QR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 Interact with the maths you are learning using GeoGebra's easy-to- use tools, CID aaiknnsinecen Ey graphically using technology. CASIO. Graphic calculator interactives [EXE]:Show coordinates rs 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. EEDD work outeach correo FS quickly using the "C, and power functions on your calculator. Trea one Ce Ere Cosh ‘to access the function press: Geax) © Step-by-step guide with audio instructions on exactly which buttons to press and what should appear on your calculator’s screenPublished by Pearson Education Limited, 80 Strand, London WC2R ORL ‘wiv pearsonschoolsandfecolleges.couk {Copies of official specifications for all Pearson qualifications may be found on the website: ‘qualifications pearson com Text © Pearson Education Limited 2017 Eaited by Tech-Set Lid, Gateshead “Typeset by Tech-Set Ltd, Gateshead (Original ilustrations © Pearson Education Limited 2017 Cover ilustration Marcus@kja-artists| ‘The rights of Greg Attwood, ack Barraclough, lan Bettison, Keith Galick, aniel Goldberg, Anne MeAteer,Alistaie Macpherson, Bronwen Moran, Joe Petran Keith ledger, Cong San, Harry Smith, Geof Staley and Dave Wikins tobe identified as authors ofthis work have been asserted by them in accordance withthe Copyright, Designs and Patents Act 1988. 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Ths process confirms that tis resource fully covers the teaching and learning content of the specifeation or part, ‘of a specification at which tis aimed. It also confirms that it demonstrates an appropriate balance between the development of subject skils, nowledge and understanding, in addition to preparation for assessment Endorsement does not cover any guidance on assessment activities or processes (ng practice {questions or advice on how to answer assessment questions), included inthe resource nor does It prescribe any particular approach to the teaching or delivery ofa related course. ‘While the publishers have made every attempt to ensure that advice onthe qualification and its assessment is accurate, the offal specification and associated assessment guidance ‘materials are the only authoritative source of information and should always be referred to for definkve guidance. Pearson examiners have not contributed to any sections inthis resource relevant to ‘examination papers for which they have e=ponsiblliy Examiners wll not use endorsed resources asa source of material for any assessment set by Pearson, Endorsement ofa resource does not mean that the resource requited to achieve ths Pearson pages 9-11 © Convert an expression with repeated linear factors the denorninator into partial fractions + pages 12-13, Divide algebraic expressions ~> pages 14-17 Convert an improper fraction into partial fraction form + pages 17-18 b x?-16 © 9x2=25 © Year 1, Section 1.3 a x-6x+5 2. Simplify fully the following algebraic fractions. ae? axt+ 5x12 x24 9x +18 6x? = 7x —3 ae 30 c Year 1, Section 7.1 =x? 43x 418 3 For any integers n and m, decide whether the following will always be odd, always be even, or could be either. You can use proof by contradiction to prove that there is an infinite number of prime numbers. Very large prime a 8n bn-m numbers are used to encode chip and pin © 3m d2n-5 transactions. > Example 4, page 3 + Year 1, Section 7.6Chapter 1 (1.1) 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 prove a statement by contradiction you start by assuming ‘Astatement itis not true. You then use logical steps to show that this Thar aEEETtS the falsehood assumption leads to something impossible (either a efanotherctatementie contradiction of the assumption, or a contradiction of a called the negation of fact you know to be true). You can conclude that your that statement. assumption was incorrect, and the original statement was true. ax) Prove by contradiction that there is no greatest odd integer. Begin by assuming the original statement is false. This is the negation of the original statement. Assumption: integer n. there is a greatest odd n+ 2's also an integer andn+2>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 n. This contradicts the assumption that the The existence of an odd integer greater than n greatest odd integer is n. contradicts your initial assumption. Therefore, there is no greatest odd integer Finish your proof by concluding that the original ‘statement must be true. Gan Prove by contradiction that if 1? is even, then n must be even. Assumption: there exists a number n such This is the negation of the original statement. that n? is even but mis odel nis odd so write n= 2k+ 1, _ You can write any odd number in the form 2k + 1 née (Oh 4 2 ARS aR where kis an integer. = 2(2k? + 2k) +1 Sp ntwodd. All multiples of 2 are even numbers, so 1 more This contradicts the assumption that n? i than a multiple of 2's an odd number. even. Finish your proof by concluding that the original Therefore, if n® is even then n must be even, statement must be true. 5 a a . ™ Arational number can be written as i where a and 4 are integers. C= Qisthe set of all rational © where a numbers ® An irrational number cannot be expressed in the form . and b are integers.Prove by contradiction that /2 is an irrational number. Assumption: V2 is a rational number Then v2 = 4 {for some integers, a and b, ———_ Also assume that this fraction cannot be reduced further: there are no common factors —__ between a and b. a? a 2b? aod =———_ FI This means that a® must be even, 50 a i6 also + S02 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 means 4n® = 2b? or 2n® = b°. This means that b? must be even, 50 b is also. —— even. IF a and b are both even, they will have 3 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. If aand bdid have a common factor you could just cancel until this fraction was in its simplest form. ‘Square both sides and make «? the subject. We proved this result in Example 2 Again using the result from Example 2. Alleven 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: Pr Pa Po oom Pa 1 I} Consider the number ok Py tt When you divide N by any of the prime N =p, pe ps * numbers py, Pos Pas «+s Py YOu get a remainder of 1. So none of the prime numbers py, Pos Ps. . Pn 18 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 -+- Py 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 Allrich people are happy. b There are no prime numbers between 10 million and 11 million. ¢ If pand q are prime numbers then (pq + 1) is a prime number. 4 All numbers of the form 2" ~ | are either prime numbers or multiples of 3. e Atleast 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 wis even then n is even. © If pq is even then at least one of p and q is even. @ If p+ qis odd then at least one of pand q is odd. 5 a Prove that if ab is an irrational number then at least one of a and 6 is an irrational number. (3marks) b Prove that if a+ 6 is an irrational number then at least one of a and 6 is an irrational number. (3 marks) ¢ A student makes the following statement: If + 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 F ‘ Assume t it i no integers a and 6 for which 21a + 14 = 1. EBD ssasme tne opposite ve, and then divide both sides by the highest common factor of 21 and 14, 7 a Prove by contradiction that if n* is a multiple of 3, q@ ‘consider numbers in the form nisa multiple of 3. (3 marks) Bees a? b Hence prove by contradiction that v3 is an irrational number. G marks)Algebraic methods ® 8 Use proof by contradiction to prove the statement: “There are no integer solutions to the equation CD seu can assume that xandy paper are positive, since (=x)? = 8 GP) 9 Prove by contradiction that V2 is irrational. (5 marks) 10 This student has attempted to use proof by contradiction to show that there is no least positive rational number: ‘Assumption: There is 2 least positive rational number. Saar 4 Let this least positive rational number be 1. Wen night HEED. where @ and b are integers. analyse student As mis rational, n ‘working like this n-t=4— in your exam. The b ‘question says, ‘the Since a and b are integers, is a rational number that is less than n. ‘error sothere'should only be one error in This contradicts the statement that n is the least positive rational 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. (S marks) @® Algebraic fractions Algebraic fractions work in the same way as numeric fractions. You can simplify them by cancelling common factors and finding common denominators. = To multiply fractions, cancel any common factors, then multiply the numerators and multiply the denominators. ax) Simplify the following products: aid bee < etl, 5°99 b 2 3 BB _lAxt 1 912" 9, 1x33_ ® To divide two fractions, multiply the first fraction by the reciprocal of the second fraction. Simplify: xe2) (x4 A)iv-4) x+4 B(x + 2) ae? beealin ~ 4) Tea Bier ey -4 aft® 16 Tx+4 “3x46 ee 1 Simplify: aa oe 3,6 4x ar 4 agent bee deh egy a5 2 Simplify: 1 a Grae » 46049 a 2, Get ped paape3 3° a3x x43 45x ped ee 7 See A 8 Pe lox +25 “P+ 3x 0° 15 2 Gy x? 64, 64- 3 Show that “3— 36 + “336 (4marks) 2Qx2= 11-40 2+ 8x4 16 | 8x2+20N-48 EPP) 4 Show that ay * Ge ay dS * Tox? cdby a a5 7p AM find the values of the constants a and b, where a and b are integers. (Amarks)Algebraic methods 24 2x- @® § a Simply fuly S224, = 3 marks) GED sinnotity and then solve the - logarithmic equation. Year 1, Section 14.6 b Given that In((x? + 2 = 24x? = 3x)) = 2-4 In(2x? + 10xkx? + 3x = 18) find xin terms of (4 marks) a2xta3x-2, 0 x=2 ETEDD irre @ 6 9) ae ae ee 2 © Year 1, Section 12.5 a Show that f(x) Birpets (4marks) b Hence differentiate f(x) and find f"(4). G marks) = To add or subtract two fractions, find a common denominator. Simplify the following: ee “wed wD 2 +1) Ux + 3) “E+ 3IR+) OF 3R4+) _ Ave) 10 (x + 3)(x +1) “(e+ 3x + 1)_ d 3 Ax x+1 x?-1 op Be T x41 @+ I-19 _ 3x -1)- (e+ Me 1 gee Sie “@+)a-1 ea 1 Write as a single fraction: oe | a 2 11 a ad a 3 ay bag eptg ate xox op 2. Write as a single fraction: a 3-2 7m 3 x x4 x-1l x+2 1 1 3x. 1 @ ze +2—atn43) Gai gad f Ieee 3 Write as a single fraction: a 2 pa c 2. 3 x 42x41 xt] x?-4° x+2 x? +6x+9 xe +4x43 é 3 1 x+2 xt Me+3xe2 xi+aye4 5. Express each of the following as a fraction in its simplest form. yt 42 1 a eel eed 3x 5-2 Deel x1 6 36 7 ax at prgeep VER HD e4 x3 2x? -2v 4 12 (xt Wx -4) a Show that g(x b Using algebraic long division, or otherwise, further show that g(x) = asa single fraction in its simplest form. as a single fraction in its simplest form. MPa N= 12 NH SN +6 (4 marks) 3 2 4 x-1* x41? x-3 (4 marks) (4 marks) (4 marks)Algebraic methods @® Partial fractions = Asingle 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. [7A and B are constants to be found. 5 AB (+ De-4) xt xo4 The expression is rewritten LELLSD Partial fractions are used for I {___1____ as the sum of two partial binomial expansions > Chapter 4 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. split —S2=2 lit Sy +) into Partial fractions by: a substitution b equating coeficients. 6x-2 B xe al. Alx + 1) + Bix - 3) @&- Bet) Gx - 2 = A(x + 1) + Bix - 3) 6x3-2 16 “OSD 6x-2 > aaa Equate coefficients of x: G=A+B “) Equate constant terms: = = \_ eee oer! 1) - (2): 6=4B > Ba2 Substitute B= 2 in (1) > A= 9Chapter 1 = The method of partial fractions can also be used when there are more than two distinct linear factors in the denominator. 7 @-2+ OW+3) A B Cc X-2)x+6 x43 The constants 4, B and C can again be found by either substitution or by equating coefficients. 6x2 + 5x2 atx — D@x+ 1 For example, the expression can be split into Given that iep OR +5x-2 A,B exe x 7-17 Ale — 12x + 1) + Brl2x + 1) + Exe 1) | woe = 12x +1) 1. Gx? + 5x Ax ~ (2x +1) + Bx2x +1) + Cx(x=1)¢ Let x= 6+5-2=04+B8x1x3+0 2=3B B=3 Let x= 040-2 =Ax(-1)x14040 Sie exe) = xt ¥- SoA and C 10 This method cannot be used for 2 repeated linear factor in the denominator. — For example, the expression 7. ap vu Bo ‘cannot be rewritten as 5 +4 +g because (x ~ 1) is a repeated factor. There is more on this in the next section. TY find the values of the constants A, B and C.Algebraic methods a Testr 1 Express the following as partial fractions: 6x-2 pb axel * @-Da+3) @&+D@+4) 2x- 13 6x+6 2-13 inst f t 1 + D3) e 2-9 qpDp First factorise the denominator. ait 2x- 14 ~3x-4 S42x-15 3 © Qxt Da ae Find the values of the constants 4, B and C. (4 marks) 39x24 2v + 59 ‘isan A © 7 Show that G+ HGx— ye Pe written im the form 5 A, Band C are constants to be found. ® 8 Express the following as partial fractions: ax+l 6x2 a fet __ 7 +2 22 + 10x +25 4x2 tx 13Chapter 1 (1.5) 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 denominator ‘The degree of a polynomial is the largest exponent in the expression. a Wowcanvelther wz For example, x? + 5x ~9 has degree 3. + algebraic division + or the relationship F(x) = Q(x) x divisor + remainder The divisor and to convert an improper fraction into a mixed fraction. pies rerslidey in Deriancets or functions of x. Method 1 Use algebraic long division to show that: 5 F(x) x2+5x48_ a2 aernty remainder divisor — Method 2 Multiply by (x - 2) and compare coefficients to show that: = a Fy) x24 Sx 4+ 8S le + Wx 2422 remainder divisop — find the values of 4, B, Cand D. : Using algebraic long division Geren eaie + Ae Solving this problem using algebraic long division epee ORT will give you an answer in the form asked for in the question. 14xo +x2-7 So axe +4y 412 = with a remainder of 29. BaP a7 oe ax sie +22, Given that x3 + x?- let.x = 3: 274+9-7=(94+3B+C)x0+D 29 let x= 0: O+0-7=(AxO+Bx04C) x(0-3)+D -7=-3C+D -7 =-3C+29 3C=36 C=12 Compare the coefficients of x? and x2. Compare coefficients in x3: 4 1=-344+B Compare coefficients in x2: -3+B Therefore A= 1, B= 4, C= 12 and D = 29 and we can write xo tx? 7 le? 44x + 12)v- 3)+ 29 This can also be written as: Show that f(x) can be written as Ax? + B+ C+ Algebraic methods x=3 <3 =< rapes etna = (Ax? + Bx + C)lx - 3) + D, find the values of A, B, Cand D. ‘The identity is given in the form F(x) = Q(x) x divisor + remainder so solve the problem by equating coefficients. Dx+E yue—5 and find the values of A, B, C, Dand E. 15Chapter 1 xe 2x-3[e 8 FOx + 2-10 ing algebraic long division: CEEZESTD when you are dividing by a ‘quadratic expression, the remainder can be a a ae —_ constant ora linear expression. The degree of xt 4 2x3 — 3x2 (-12x + 5) is smaller than the degree of ae (x¢ + 2x ~3) so stop your division here. Te The remainder is ~12x +5. =~ 2x24 Bx 5x? - 2x-10 Sx? + 10x - 15 x45 16 2 PH 3e— 4 a acy De xed xe Find the values of the constants 4, B, Cand D. (4 marks) 4 Given thay 2 AE SS asa xe 4 find thevauescl a beard di Gimarks), x43 x43 w-8 We) = 22 Show that f(x) can be written in the form px? + qx + rand find the values of p.qandr, (4 marks) 2 c+ Given, thay EE 8 yyy PER ad the walneal’ vy wendy: (4marks) =1 Find the values of the constants 4, B, C and D in the following identity: 8x3 + 2x? +5 = (Ax + BQ? +2) 4+ Cx D (4marks) 4x3—Sy243v—-14 Cx+D eave SAN +B HAT Find the values of the constants A, B, C and D. (4 marks) 44 3x2 xa and find the values of p, qr, sand ¢. (4 marks) sx x4] a) = 4 Show that a(x) can be written in the form px? + qx +r-+ v3 = 2x2 44x - 6 dx+e _ xt = ax? +bx+0+—** find the values Sax-2 Given that Sd of a, 6, e, dand e. (S marks)Algebraic methods © 2 Find the values of the constants 4, B, C, D and Hin the following identity: 3x4 — 43 — 8x2 + 16x — 2 = (A + Bx + C(x? -3) + Dx + E (5 marks) GB) 10 a Fully factorise the expression x4 — 1. (2 marks) b Hence, o otherwise, write the algebraic fraction “in the form (ax + b)(ex? + 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 itis Fst 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. , find the values of 4, B and C. 3 ~ 3x + 2[3x* - 3x-2 3x? - Ox+6 éx-8& Theretore 3x? - ay =2 6x-8 Ser o8 Sree Sa) ~ 6x-6 tga RED w=) _ Bix - 2) + Clx- 1) == Tee = 2) Gx - 6 = Bix - 2) + Civ - 1) ——5 2 12-=8x0%C%1 en c=4 g-3-austee a a ee Bi~ 2 éx-8 Sp tion =3+_2 4 te ) gChapter 1 x24 3x-2 ten 869) = Bea ay - Show that g(x) can we written inthe form 4-+—7 74+ SS and find the values of the constants 4, Band C. (4 marks) Given that —* —& find the values of the constants 4, B & xe1 and C. (4 marks) Find the values of the constants A, B, Cand D in the following identity: xax-3 Say At B+ (S marks) H3x3 — 4x2 + 19+ 8 ; Show that "Seg can be expressed in the form A+ Bx ++ Tay: where A, B, Cand D are constants to be found. (Smarks) 18 Show that p(x) can be written in the form 4 + 5~ Cc ae where 4, Band C 5 are constants to be found. (4 marks) Given that >=! find the values of the constants A, B x4 2x+1 7 ix+ 1)? 7 and C. (4 marks) By factorising the denominator, express the following as partial fractions: 4x? 17x-11 ot 403 + Ox? = 17x + 12 a See 4 See tle +3 x2 w= he + hr gt Ox D3 8 ay B+ Ko + 2, find the values of the constants 3x tx 10 3x-5 * x42 A, B. Cand D. (6 marks) Given that rat W)= Ga axel Show that q(x) can be written in the form Ax + B+ values of the constants A, B, Cand D. (6 marks) xt42x?- 3x48 Raya" ten? Show that h(x) can be written as Ax? + Bx + C+ 23 +2 7 and find the values of A, B,C, Dand E. (Smarks)Algebraic methods ®é @©7 ®° @®w Prove by contradiction that \} is an irrational number. (5 marks) Prove that if g? is an irrational number then q is an irrational number. Simplify: 4, 2x+8 v= 10 6x7 +24 ¢ At l2e49 _ dx?=9 6 © x?-16 3x?-21 a2 + 6x48 x246x 7 2x? +9x-18 8x et Ox45 3x-47 2x? + 10x connii 4x? a Simplify fully (3 marks) b_ Given that In((4x? ~ 8xMx? + 6x + 5)) = 6 + Inl(x? — 3x — 42x? + 10x) find x in terms ofe. (4 marks) =9x7= 9x | 3x BO) Rx424 * Gt a= 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) 6x41 Express 7 as a single fraction in its simplest form. (4 marks) -5 -10 fo) =x+ w+ 3x43 Show that (x) == +2543 (4 marks) _x-3 1) =36-) Show that f(x) can be written in the form 4 + zB where 4 and B are constants to be found. ‘x (3 marks) =15x421 @—DO+t DO Find the values of the constants P, Q and R. (4 marks) Show that =— = — can be written in the f id find th ow that =F yor y a be writen in the Form and find the values of the constants D and E, (4 marks) 19Chapter 1 Txt42x-2_ A, BC e+) vel Find the values of the constants A, Band C. (4marks) 212-13 © 12 hey= (+5)ax-1P E Show that h(x) can be written in the form 2s Doe GD +a Gee pe whew D. Land Fare constants to be found. (S marks) © 13 Find the values of the constants 4, B, Cand D in the following identity: = 6x2 + Ly +23 («2A + Bx + C)+D (5 marks) 4x3 - 6x2 + 8x5 - 7 D @u Show that “> ean be put in the form 4x? + Bx + C+ 5 > Find the values of the constants 4, B, Cand D. (5 marks) © 15 Show that =e a be found (marks) 2a Att Bx+C+ 7 where 4, B, Cand D are constants to x © 6s @©®w 2 © 18 Given tha =+4 (5 marks) Show that h(x) can be written in the form A+ <4 + where A, Band Care constants to be found. (5 marks) find the values of the constants P, Qand R. (Smarks) (x= 2) o @® 19 Given that f(x) = 2x3 + 9x? + 10x +3: a show mw : is a root of f(x) b express 70 ie 5 as partial fractions. Challenge EBD ina right-angiea triangle, the side opposite The line L meets the circle C with F ieee centre O at exactly one point, 4. the longest side, Prove by contradiction that the £ line L is perpendicular to the radius OA. 20Algebraic methods Tee dad i 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. Arational number can be written as“, where a and b are integers. B An irrational number cannot be expressed in the form a where a and h are integers. To multiply fractions, cancel any common factors, then multiply the numerators and multiply the denominators. 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 Asingle 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: 5 A @+-4) x47 The method of partial fractions can also be used when there are more than two distinct linear factors in the denominator: ——?t___ A, B,C (2+ O43) ¥- 27 N46 x43 A single fraction with a repeated linear factor in the denominator can be split into two or more separate fractions: 2x4+9 A B ge (= 5)(e+ 32-5 843 He ‘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 40-46 © Apply a combination of two (or more) transformations to the same curve > pages 46-48 Transform the modulus function ~ pages 48-52 Make y the subject of each of the following: 2y+8: a 5x=9- b p= = © 5r-Ry=449xy © GCSE Mathematics 2 Write each expression in its simplest form. ex-3?-4 b ——— be~3) 2(x-5)-4 x+4 tA +5 ast ‘+ GCSE Mathematics = x 3 x+2 3. Sketch each of the following graphs. Label any points where the graph cuts the x- or y-axis. x(x + 4)(x — 5) 360° Year 1 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 ~3x. Find the values of: breakers’ challenge was to find the inverse bfG) ¢ f(-3) — 4 or.x< 3: You could write the 1 cfuenorcnenine os alfees The points of intersection are x aes ea bo [Sx 11> 3x is xed orx brat 1 Write down the values of af] bose B= -] ero 6x f Hex 2-3x71 2 f(x) =|7 — Sx] +3. Write down the values of: a fl) b f(10) ¢ f(-6) 3° g(x) =|x°— 8x]. Write down the values of: a a(4) b g(-5) © g(8) 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. b= by=Rx43) ¢ p=l4x-71 e y=l7-a f y=l6-4a1 aD =-Bx- 11 |x| isa reflection of y = [x1 + Year 1, Chapter & a On the same axes, sketch the graphs of y= g(x) and y = h(x). b Hence solve the equation b-34 = 6 Solve: a Bx-1l=5 ofA ¢ Mx+3l= a lx-3l=4 e BA (4 marks) 26Functions and graphs ©® 10 A student attempts to solve the equation [3x + 4| = x. The student writes the following working: Bx+4=x -(Gx + 4) or -3x = Solutions are x = -2 and x= 1 Explain the error made by the student. 11 a On the same diagram, sketch the graphs of y = [3x +4 and y b Solve the inequality -I3x + 4l < 2x —9. © 12 Solve the inequality 2x 1 91<14 x. (4 marks) 13 The equation [6 ~ x|= 1x4 k has exactly one solution, GEES" 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) Challenge f(x) = lx? + 9x + 81 and g(x) = 1x a Onthe same axes, sketch graphs of y = f(x) and y = g(x). b Use your sketch to find all the solutions to |x? + 9x + 8] = 1- x. @ 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. of ef st rt a be PH LX one-to-one many-to-one—_nota function function function Many mappings can be made into functions by changing the domain. Consider y = CED the domain isthe set ofall possible inputs 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 less than 0 would not be mapped anywhere. ‘x would not be a function because values of If you restrict the domain to x = 0, every element in the domain is mapped to exactly one element in the range, We can write this function together with its domain as f(x) = Vx, x ER, x = 0. For each of the following mappings: i State whether the mapping is one-to-one, many- i State whether the mapping is a function. a i Every element in set A gets mapped to two elem: ts in set B, so the mapping is one-to-many. — ii The mapping is not a function i Every value of x gets mapped to one value of y, $0 the mapping is one-to-one. The mapping is 4 function i The mapping is one-to-one. O does not get mapped to a value of » So the mapping is not a function. On the graph, you can see that x and both get mapped to the same value of y. Therefore, this is 2 many-to-one mapping, The mapping is a function. Find the range of each of the following functions: + 2,354} domain {x €R,0 3 h(x) is one-to-one, The function f(x) is defined by { 5-2x,x<1 6 3x21 a Sketch y b Solve f(x) = 19. (x), and state the range of f(x). minimum value in This is an example of a piecewise- defined function. It consists of two parts: one linear (for x < 1) and one quadratic (for x > 1). CID are), ‘ona given domain using technology. 29Chapter 2 and therefore f(x) ¥ 3. b y The positive solution is where The range is the set of values that y takes x24 3=19 =e a4 x=4 The negative solution is where 5-2x=19 -2x=14 x=-7 ‘The solutions are x= 4 and x = 1 For each of the following functions: i draw the mapping diagram find the range of the function. a fle b aw © he) Sx — 3, domain {x — 3, domain {x = 7 domain {x = 3x" 30 CEEEEDD athough the graph jumps at x= 1, the function is still defined for all real values of x: f(0.9) = 5 - 2(0.9) = 3. f) =F +3 =4 curve, so use a solid di slues of x suct Secu Use x2 +3 = 19 to find the solution in the range x > Land use 5-2. = 19 to find the solution in the range x <1. state if the function is one-to-one or many-to-one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. ii State whether the mapping could represent a function. ENE 4. 3 Calculate the value(s) of a, b, ¢ and d given that: a pla) = 16 where pix 3x-2,xER b q(b)= 17 where qx x°-3,xER © r(c) = 34 where rx 2(2) +2, xER d s(d) =Owhere six 2 +.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 +1 for the domain {x = 1, 2,3, 4, 5} 1,4,9, 16, 25,36} QEEEED remember, x means -1,0,1, 2} the positive square root of x. b g:x+ Vx for the domain { © h(x) a jex re 2 for the domain {x= 1,2,3,4, 3} e k(x)= ? for the domain {x * +3 for the domain {x = -2,-1, 0, 1,2} 5 For each function: i sketch the graph of y = flx) ii state the range of f(x) i state whether f(x) is one-to-one or many-to-one, a fit 3x42 for the domain {x > 0} b f(x) =a? + 5 for the domain {x > 2} x 2sin.x for the domain {0 -2} © e f(x) =e* for the domain {x > 0} f 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, x<4 f= 249, xe BOY= 249, x>4 a Explain why f(x) is a function and g(x) is not. b Sketch y = f(x) ¢ Find the values of: i {() i 110) d_ Find the solution of f(a) = 90. 31Chapter 2 ©® 7 The function s is defined by { 7-6, x<0 s(x) = 10-x, x20 cues a Sketch y = s(x), The solutions of s(x) = vare 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. tes 8 The function p is defined by ev, -SSx<0 woe { ey O-3 gqixve®-1xER EDD The range of p willbe the set of possible inputs for q in the function gp. a Find gp(x) and state its range. (G3 marks) b Find the value of qp(7). (1 mark) ¢ Solve qp(x) = 124. (3 marks) 10 The function t is defined by trxe5- 2x Solve the equation P(x) — (t(x)) Gecuaad 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(1). (5 marks) y 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 ) = g(x) is shown in the diagram, a. Write down the range of g. (1 mark) b Find ge(0). (2 marks) ‘The function h is defined by hx +s 23=3 ¢ 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 F(x) are inverses of each other. FF4(x) = FF(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(x). = The range of f(x) is the domain of f*(x). Find the inverse of the function h(x) = 2x? - 7, x = 0. The inverse of f(x) is written as f(x). ‘square root Range of h(x) is h(x) = —7, so domain of h(x) is x > -7. x+7 Therefore, W(x 7 ierefore, H'(x) =e Find the inverse of the function f(x) yroys3 yre34y 3+y Key Range of f(x) is f(x) # O, so domain of F(x) is x20, B+x Therefore 4) x#0 Pi= 36Functions and graphs The function, f(x) = Vx—2,x € Ry x = 2. a State the range of f(x). b Find the function f-'(x) and state its domain and range. © Sketch y = f(x) and y = I(x) and the line a The range of (x) is y ER, y = O. The inverse function is Hl(x) Onl The domain of f(x) is x € R, x = QO, The range of F(x) is yER, y = 2. i , eed ; : o fa) =V¥x=2 2 ee é db 0123456% ‘The function f(x) is defined by f(x) = x? - 3, ER, x= 0. a Find f(x), b Sketch y= f(x) and state itsdomain. _€ Solve the equation f(x) = F(x). a lety=f(x) yox?-3 y+3 {__—— x=\yr3 F(x) = vx +3 ks a CDs, inverses using technology. The range of the original functio The domain of F(x) is x € R, x = ~3. 37Chapter 2 ecu y=f(x) and y This means that the solution to f(x same as the solution to f(x) =.x. © When fia) fo) 2-3 intersect on the line y = x. (x) is the | From the graph you can see that the solution must be positive, o ignore the negative solution to the equation. 1 For each of the following functions f(x): i state the range of f(x) ii determine the equation of the inverse function f(x) state the domain and range of f-!(x) iv sketch the graphs of y = fx) and y =f x) on the same set of axes, x45 a fixe 2x+3,xER bfhixe "3 rer ¢ fixe4-3x,xER dfxe3-7,xER 2. Find the inverse of each function: a f(x) =10-x,xER 5 A Two of these functions are self- b a xER inverse. A function is self-inverse if f¥(x) = fla). In this case ff(x) = x. © h(yy= d k()= /x#0,ER -8.xER x © 3 Explain why the function g: x 4~ x, {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 ¢-\(x) state the domain and range of g-1(x) iv sketch the graphs of y = g(x) and y = g-\(x) on the same set of axes. a g(x)=4, freR,x>3} b a(x) =2x-1, frER, x20} © a= 35, freR,x> 2} d g(x) =1e-3, (YER, X27} e g(x)=8 +2, frER,x>2} f gx)=x-8, fre Rx =2} @©s Be fee ya eed af BD Fist complete the square for the function tl). Find t-!(x) (5 marks) E/P) 6 The function m(x) is defined by m(x) = x° + 4x + 9, x 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Functions and graphs 7 The function h(x) is defined by h(x) {veR, x22}. a What happens to the function as x approaches 2? b Find h(3). ¢ Find h(x), stating clearly its domain. d_ Find the elements of the domain that get mapped to themselves by the function. 8 The functions m and n are defined by mixes 2x+3,xER 3 nxeAS ver a Find nm(x) b What can you say about the functions m and n? ® 9 The functions s and t are defined by Show that the functions are inverses of each other. 10. The function f(x) is defined by fx 3, {xER, x <0} Determine: a f(x) clearly stating its domain (4 marks) b the values of a for which f(a) = (a), (4 marks) © 1 The functions f and g are defined by rEeR gx In(x-4),x>4 fixne’-5, a State the range of f. (1 mark) b Find f, the inverse function of f, stating its domain. (3 marks) f(x) and p= FQ), © On the same axes, sketch the curves with equation y giving the coordinates of all the points where the curves cross the axes. (4 marks) d Find g", the inverse function of g, stating its domain. (3 marks) € Solve the equation g-'(x) = 11, giving your answer to 2 decimal places. (3 marks) 12 The function f is defined by 3(x +2 x= 20 a Showin: — eed, (4 marks) x+5 b Find the range of f (2 marks) ¢ Find f-"(x). State the domain of this inverse function. (4 marks) 39Chapter 2 @) v= Feo) and y = F(x) = 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 y = f({x/): + Sketch the graph of » = f(x) for x = 0. + Reflect this in the y-axis. f(x) =x? = 3x- 10 a Sketch the graph of = flo. b Sketch the graph of y = |f(x)| f([x1). € Sketch the graph of ) x? — 3x — 10 = (x — Sx + 2) O implies (x - 5); a= pilesioe= SMart ‘The graph of y = x2 3x — 10 cuts the x-axis at ~2and5. -10 >». Vk The graph cuts the y-axis at -10. pois) This is the sketch of y =x? ~ 3x ~ 10. ‘The sketch includes the points where the graph intercepts the coordinate axes. A sketch does not have to be to scale. — EMD sine garisotnoaus CF y functions using technology. =|FOo} Reflect the part of the curve where y = f(x) <0 — (the negative values of y) in the x-axis, 40Functions and graphs e y= Kx |xl?= 3]ax] - 10 Reflect the part of the curve where x = 0 (the positive values of x) in the y-axis. g(x) = sin.x, -360° < x < 360° a Sketch the graph of y = g(x). b Sketch the graph of » = |g(x)|- © Sketch the graph of y = g(x). -——— The graph is periodic and passes through the origin, (#180, 0) and (360, 0). ; Year 1, Section 9.5 y=siny -360 =1680 Reflect the part of the curve below the 2eaxis in the x-axis, Reflect the part of the curve where x= 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 4, B, C, D and E, and any points of intersection with the coordinate axes. a y= [hoo] b y=h(x) Exercise 1 f(x) Tx-8 a Sketch the graph of y = f(x). ¢ Sketch the graph of y = filxl). 2 gt cosx, -360° = x = 360° a Sketch the graph of y = g(a ¢ Sketch the graph of y = g(|x)). 3 bx e (x= Dlx - 2x43) a Sketch the graph of y= h(x). ¢ Sketch the graph of y = h(\x)). 42 b Sketch the graph of y = [f(x]. b Sketch the graph of y =|g(x)|. b Sketch the graph of y = [h(x)).@®4 Functions and graphs The function k is defined by k(x) a Sketch the graph of y= k(x). b Explain why it is not necessary to sketch y = [k(x)] and y = k({x)). a>0,xER,x#0. The function m is defined by m(x)=-4, a<0, xR, x #0. © Sketch the graph of y = m(x). 4 State with a reason whether the following statements are true or false. i [k= [mG] i k(x) =m([x)) itt mx) = mx) ‘The diagram shows the graph of y labelled. Sketch each of the following graphs, labelling the points corresponding to 4, B, C, D and £, and any points of intersection with the coordinate axes. a y= [pO] G marks) b y=pi(lx)) (3 marks) p(x) with 5 points ‘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. a y= lao) (4 marks) b y=a(lx) (3 marks) k(x) - Za > 0,40 a Sketch the graph of y = k(x). b Sketch the graph of j ¢ Sketch the graph of y a m(a)=4,4<0,x#0 a Sketch the graph of y = m(x), b Describe the relationship between y = |m(x)| and y = m({x)). f(x) = e* and g(x) = e* a Sketch the graphs of y = 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(x)). ¢ Sketch the graphs of y= f({x|) and y = g({x)) on the same axes. 43Chapter 2 10 The function f(x) is defined by - lee GSA A piecewise function like this (+ IY, does not have to be continuous. a Sketch f(x) stating its range. (5 marks) Work out the value of both b Sketch the graph of y = [f(x)). (3marks) expressions when x =~1 to ¢ Sketch the graph of y= f(x). (3 marks) cee eerai nla @ Combining transformations You can use combinations of the following transformations of a function to sketch graphs of more complicated transformations. = f(x +a) is a translation by the vector Fy ) = f(ax) is a horizontal stretch of scale factor 2 = f(x) + ais a translation by the vector (°) = af(x) isa vertical stretch of scale factor a mRC-x} reflects:f(4) Inthe: jeans; CED 01 can think off) 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 = f(x). ‘The curve passes through the origin O, the point A(2, =I) and the point B(6, 4). Sketch the graphs of: a y=2fx)-1 b y=fx+2)+2 ¢ y= tox) @ y=-fr- 1) In each case, find the coordinates of the images of the points O, A and B. a y= 21 Apply the stretch first. The dotted curve is the “graph of yy = 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 is a translation of y = 2f(x) by vector Gy CED he orders important. you 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. vrei) -2. 44Functions and graphs b y=tirt2)+2 Apply the translation inside the brackets frst. The dotted curve is the graph of y= f(x +2), which isa translation of y = f(x) by vector ( in): Next apply the translation outside the brackets. The solid curve is the graph of y = f(x + 2) +2, as required. This is a translation of y = f(x + 2) by veaar(°) The images of O, A and Bare (-2, 2), (0, 1) and (4, 6) respectively. Apply the stretch inside the brackets first. The _—— dotted curve is the graph of y = f(2x), which isa horizontal stretch with scale factor > Then apply the stretch outside the brackets. The 2f(2x), as required. This is a vertical stretch of. factor } The images of O, A and B are (0, 0), (1, -0.25) and (3, 1) respectively. fe = 1) Apply the translation inside the brackets first. _____ The dotted curveiis the graph of y= f(x - 1), which is a translation of y = f(x) by vector Gh Then apply the reflection outside the brackets. The solid curve is the graph of. f(x — 1), as required. This isa reflection of y = f(x ~ 1) in the x-axis. The images of O, A and Bare (1, 0), (3, 1) and (7, ~4) respectively. 45Chapter 2 f(x) =Inx,x>0 Sketch the graphs of a y=2f(x)-3 b y=|fx9 Show, on each diagram, the point where the graph meets or crosses the x-axis, In each case, state the equation of the asymptote. GED expiore combinations of transformations using technology. eae You have not been asked to sketch y = f(x) in this question, but itis 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 i |___ Solve this equation to find the x-intercept of = 4.48 (3 54) y= 2flx) 3. The graph y = 2in x ~ 3 will cross the x-axis at (4.48, O). ‘The original graph underwent a vertical stretch by a scale factor of 2 and then a vertical translation oyecor (9) b The graph of y = Ke y= f(x) in the y-axis. is a reflection of The original graph is first reflected in the y-axis, The asymptote is unchanged. 46Functions and graphs “To sketch the graph of y= |f(-x)| reflect any _ negative p-values of y = f(-x) in the x-axis. 1 The diagram shows a sketch of the graph y = f(x). The curve passes through the origin O, the point A(-2, -2) and the point B(3, 4) On separate axes, sketch the graphs of: b p=f(x-2)-5 d y=-f2x) f y=lh-xI In each case find the coordinates of the images of the points O, 4 and B. 2. The diagram shows a sketch of the graph y = f(x). The curve has a maximum at the point A(-1, 4) and crosses the axes at the points (0, 3) and (~2, 0). a p= SNe —2) b y=4r(dy) © y= 44 -28x + 1) e y= 2f(lx) For each graph, find, where possible, the coordinates, of the maximum or jm and the coordinates of the intersection points with the axes. 3 The diagram shows a sketch of the graph y = f(a). ‘The lines x = 2 and y = 0 (the x-axis) are asymptotes to the curve. On separate axes, sketch the graphs of: =ix+2)+4 fix) For each part, state the equations of the asymptotes and the new coordinates of the point A. 47Chapter 2 © 4 The function g is defined by exe (x-2P-9, YER. a Drawa sketch of the graph of y = g(x), labelling the turning points and the x- and y-intercepts. (3 marks) b Write down the coordinates of the turning point when the curve is transformed as follows: i 2g(x-4) (2 marks) ii g(2x) (2 marks) iii |e()| (2 marks) © Sketch the curve with equation turning points and all x- and = g({x/). On your sketch show the coordinates of all intercepts. (4 marks) 5 h(x) = 2sin.x, -180° 5. a The range of f(x) is Kx) = 6. b f(x) is. a many-to-one function, Therefore, f-' does not exist © f(x) =5 at the points A and B. f(x) > 5 between the points A and B. BEcuers ‘Only one-to-one functions have inverses.At BG = (-2(x + 3) = 5 Functions and graphs 2(x+ 3) = L__ When f(x) <0, |f(x)| = -f(s), so use the negative argument, ~2(x +3). | This is the solution on the reflected part of the ‘graph. The solution to the inequality Hx) > 5 is -$ Y [7 t o t oO e y ‘The function f(x) is defined by w= {, a Sketch the graph of f(x) for -2 < x b Find the values of x for which f(x) = xsl x>d 2, ih ‘The functions p and q are defined by pixextt3x-4.xER gixe2vtlxeR a Find an expression for pq(x). b Solve pq(x) = qq(x). The function g(x) is defined as g(x) = 2x +7, (xR, x = 0}. a Sketch y = g(x) and find the range. b Determine y (x), stating its range. ¢ Sketch y = g-(x) on the same axes as y’ = g(x), stating the relationship between the two graphs. The function f is defined by a Find f(x). b Find: i the range of f(x) ii the domain of f-"(x) (4 marks) (3 marks) (2 marks) (3 marks) (3 marks) (3marks) (2 marks) (A marks) (2marks)Functions and graphs @) 0 @ 2 @x ‘The functions f and g are given by x 1 all. it [yar ER AU fixe give # Show that 9) = ——popp b Find the range of f(x). © Solve gfx) = 70. ‘The following functions f(x), g(x) and h(x) are defined by f(x) =4(r-2), (x ER, x >= 0} a@)-84+1, [xeR} (xy = 3, (xeR} a Find £(7), g() and h(-2). b Find the range of f(x) and the range of g(x). ¢ Find ga). d_ Find the composite function fg(x). Solve gh(a) = 244. The function f(x) is defined by fsx x2 + 6x — 4, x € BR, «> a, for some constant a, a State the least value of a for which f~ exists. b Given that a = 0, find f-', stating its domain. The functions f and g are given by fixe dv-1, eR} 3 L exngtzfrer.sed} Find in its simplest form: a the inverse function b the composite function gf, stating its domain ¢ the values of x for which 2f(x (x), giving your answers to 3 decimal places ‘The functions f and g are given by iweR, x22} > axed, (reR,xre0} a Find an expression for f-!(x). b Write down the range of f-!(x) © Calculate gfi1.5). d_ Use algebra to find the values of x for which g(x) = f(x) + 4. The function n(x) is defined by Pa x<0 ney x x>0 a Find n(3) and n(3), b Solve the equation n(x) = 50. (3 marks) (1 mark) (4 marks) (4 marks) (4 marks) (2 marks) G marks) (4 marks) (2 marks) (1 mark) (2 marks) (4 marks) 55