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PAGE

NOTES

MATHEMATICS 9233

MATHEMATICAL NOTATION

15

NOTES

Electronic Calculators

1.

2.

3.

More detailed regulations concerning the use of electronic calculators will be issued by

the Singapore Examinations and Assessment Board.

Candidates entered for A level Mathematics will be provided in the examination with a list of

formulae.

Mathematical Instruments

Apart from the usual mathematical instruments, candidates may use flexicurves in all the

examinations. In addition, candidates taking A level subjects may use stencils for drawing

conic sections, provided that the stencils do not bear formulae not included in the list of

formulae provided for use in the examination.

Mathematical Notation

Attention is drawn to the list of mathematical notation at the end of this booklet.

MATHEMATICS

GCE ADVANCED LEVEL

(Syllabus 9233)

SYLLABUS AIMS

The syllabus is intended to provide a framework for an A level course that will enable students

to:

1.

that encourages confidence and enjoyment;

2.

3.

acquire and become familiar with appropriate mathematical skills and techniques;

4.

5.

6.

develop their ability to think clearly, work carefully and communicate mathematical ideas

successfully;

7.

solution in the context of the original problem and understand the limitations of

mathematical models,

8.

9.

acquire a suitable foundation for further study of mathematics and related disciplines.

ASSESSMENT OBJECTIVES

The assessment will test candidates' abilities to:

1.

recall, select and use their knowledge of appropriate mathematical facts, concepts and

techniques in a variety of contexts;

2.

statements, logical deduction and inference and by the manipulation of mathematical

expressions;

3.

interpret, justify and present the results from a mathematical analysis in a form relevant to

the original problem.

In addition to the above Objectives, the assessment of the Particle Mechanics topics (in Paper 2

Section B or C) will test candidates' abilities to:

understand the assumptions or simplifications which have to be made in order to apply the

mechanical principles and comment upon them (especially with reference to modelling a

body as a particle)

and the assessment of the Probability & Statistics topics (Paper 2 Section B or D) will test

candidates' abilities to:

It should be noted that individual questions may involve ideas from more than one section of the

syllabus, and that topics may be tested in the context of solving problems and in the application

of Mathematics.

SCHEME OF PAPERS

The examination in Mathematics will consist of two three-hour papers, each carrying 50% of the

total mark, and each marked out of 100, as follows:

Paper 1 A paper consisting of about 14 questions of different marks and lengths, based on the

Pure Mathematics syllabus (Sections 1 to 16). Candidates will be expected to answer

all questions, except that the last question will have a choice of two alternatives

(12 marks for each alternative), of which candidates will be expected to answer one of

the alternatives.

Paper 2 A paper consisting of 4 sections, Sections A, B, C and D.

Section A (Pure Mathematics - 34 marks) will consist of about 5 questions of different

marks and lengths based on Sections 1 to 16 of the Pure Mathematics syllabus.

Section B (Applied Mathematics - 66 marks) will consist of

about 4 Mechanics questions of different marks and lengths for 27 marks, based

on Sections 1 to 4 of the Particle Mechanics syllabus

about 4 Statistics questions of different marks and lengths for 27 marks, based

on Sections 1 to 4 of the Probability and Statistics syllabus

a final Either/Or question with two alternatives (12 marks for each alternative),

one on Particle Mechanics and one on Probability and Statistics, based

respectively on the sections in the preceding two bullets.

Section C (Particle Mechanics - 66 marks) will consist of 6 or 7 questions of different

marks and lengths for 54 marks, and a final Either/Or question with two alternatives

(12 marks for each alternative). Questions will be based on Sections 1 to 8 of the

Particle Mechanics syllabus.

Section D (Probability and Statistics - 66 marks) will consist of 6 or 7 questions of

different marks and lengths for 54 marks, and a final Either/Or question with two

alternatives (12 marks for each alternative). Questions will be based on Sections 1 to 7

of the Probability and Statistics syllabus.

For Paper 2, candidates will answer all the questions in Section A.

Candidates will also choose one of Sections B, C or D, and answer all of the questions

in that section, except that for the last question in the section chosen, candidates will

answer only one of the alternatives.

SPECIAL PAPER

The Mathematics Special Paper is withdrawn with effect from year of examination 2007.

DETAILED SYLLABUS

Knowledge of the content of the Syndicate's Ordinary level Syllabus (or an equivalent syllabus)

is assumed. Ordinary level material that is not repeated in the syllabus below will not be tested

directly but it may be required indirectly in response to questions on other topics.

PURE MATHEMATICS (Sections 1 to 16)

Sections 1 to 16 will be assessed in Paper 1 as well as in Section A of Paper 2.

THEME OR TOPIC

CURRICULUM OBJECTIVES

Candidates should be able to:

1 Functions and

graphs

conditions for their existence;

and its inverse;

algebraic equation, and in particular show familiarity with the forms

of the graphs of

y = kxn, where n is a positive or negative integer or a simple

rational number,

ax + by = c ,

x2

y2

a2 b2

required);

2 Partial fractions

y = f(x ), y = af(x), y = f( x ) + a, y = f( x + a ), y = f(ax ) , where a is a

constant, and express the transformations involved in terms of

translations, reflections and scalings;

coordinates of a point on a curve in terms of a parameter.

fractions, and carry out the decomposition, in cases where the

denominator is no more complicated than

(ax + b )(cx + d )(ex + f ) ,

(ax + b )(cx + d ) 2 ,

(ax + b)(x 2 + c 2 ) ,

including cases where the degree of the numerator exceeds that of

the denominator.

3 Inequalities; the

modulus function

x > y and z > 0 imply that xz > yz while x > y and z < 0 imply xz < yz;

find the solution set of inequalities that are reducible to the form

f(x ) > 0, where f(x ) can be factorised, and illustrate such solutions

graphically;

the form y = ax + b ;

use

relations

such

a = b a2 = b2

in

as

the

course

of

solving

equations

and

and

inequalities.

4 Logarithmic and

exponential

functions

5 Sequences and

series

recall and use the laws of logarithms (including change of base) and

sketch graphs of simple logarithmic and exponential functions;

similar inequalities.

as un to denote the nth term of a sequence;

use formulae for the nth term and for the sum of the first n terms to

solve problems involving arithmetic or geometric progressions;

the formula for the sum to infinity of a convergent geometric series;

use notation;

integer;

recall the condition x < 1 for the validity of this expansion;

n

recognise and use the notations n! (with 0! = 1 ) and r .

6 Permutations

and

Combinations

circle), including those involving

repetition (e.g. the number of ways of arranging the letters of the

word NEEDLESS),

restriction (e.g. the number of ways several people can stand in a

line if 2 particular people must or must not stand next to each

other).

7 Trigonometry

calculate the angle between a line and a plane, the angle between two

planes, and the angle between two skew lines in simple cases.

8 Trigonometrical

functions

of any magnitude;

30, 45 and 60, e.g. cos 30 =

1

2

3;

use the notations sin1x, cos1x, tan1x to denote the principal values

of the inverse trigonometrical relations;

relate the periodicity and symmetries of the sine, cosine and tangent

functions to the form of their graphs, and use the concepts of

periodicity and/or symmetry in relation to these functions and their

inverses;

evaluation of expressions, and select an identity or identities

appropriate to the context, showing familiarity in particular with the

use of

sin

cos

= tan and

= cot ,

cos

sin

the expansions of sin( A B ), cos( A B ) and tan( A B ),

the formulae for sin 2 A, cos 2 A and tan 2 A ,

the formulae for sin A sin B and cos A cos B ,

the expression of acos + bsin in the forms Rcos( ) and

Rsin( ) ;

9 Differentiation

graphical interpretation;

including geometrical interpretation in terms of the gradient of a curve

at a point as the limit of the gradient of a suitable sequence of chords;

dy d 2 y

,

use the standard notations f (x), f (x) etc., and

etc., for

dx dx 2

derived functions;

use the derivatives of xn (for any rational n), sin x, cos x, tan x, ex, ax,

ln x, sin1x, cos1 x, tan1x; together with constant multiples, sums,

differences, products, quotients and composites;

1 2

x,

2

tan x x.

find and use the first derivative of a function which is defined implicitly

or parametrically;

stationary points of inflexion (knowledge of conditions for general

points of inflexion is not required);

about gradients for sketching graphs;

change, small increments and approximations;

derive and use the first few terms of the Maclaurin series for a

function.

10 Integration

understand indefinite

differentiation;

integrate xn (including the case where n = 1), ex, sin x , cos x , sec2x,

together with

sums, differences and constant multiples of these,

integration

as

the

reverse

process

of

applications involving the use of partial fractions,

applications involving the use of trigonometrical identities

(e.g.

recognise

e.g.

an

integrand

of

the

kf ' ( x )

f( x )

form

and

integrate,

or tan x;

x2 +1

integrate

and use integration by parts to integrate, e.g. xsin 2 x , x 2 e x , ln x ;

either a definite or an indefinite integral (including simple cases in

which the candidates have to select the substitution themselves,

a +x

and

e.g.

11 Vectors

cos x dx );

a2 x 2

dx );

1

2

dx and

e x dx );

understand the idea of the area under a curve as the limit of a sum

of the areas of rectangles and use simple applications of this idea;

simple cases;

and identify the sign of the error in simple cases by graphical

considerations.

dimensions, and use standard notations for vectors, i.e.

x

y , xi + yj+ zk, AB, a;

z

vector by a scalar, and interpret these operations in geometrical

terms;

the scalar product of two vectors;

directions and to solve problems concerning perpendicularity of

vectors;

equation of a straight line is expressed in either of the forms

r = a+ tb and

x a

y b

zc

l

m

n

from vector to cartesian form and vice versa;

12 Mathematical

induction

13 Complex

numbers

solve simple problems involving finding and using either form of the

equation of a line;

angles and intersections, and in particular

determine whether two lines are parallel, intersect or are skew,

and find the point of intersection of two lines when it exists,

find the perpendicular distance from a point to a line,

find the angle between two lines;

induction;

e.g. the sum of a finite series, or the form of an nth derivative.

the terms real part', imaginary part', 'modulus', argument,

conjugate', and use the fact that two complex numbers are equal if

and only if both real and imaginary parts are equal;

division of two complex numbers expressed in cartesian form

( x + iy );

use the result that, for a polynomial equation with real coefficients,

any non-real roots occur in conjugate pairs;

diagram;

numbers expressed in polar form (r (cos + i sin ) = re i ) ;

complex number and of adding, subtracting, multiplying, dividing

two complex numbers;

numbers by means of loci in an Argand diagram

arg(z a) arg(z b) = ).

14 Curve sketching

y

y = f(x ) ,

= f( x ) and y = f(x ) ;

the axes;

concerning symmetry or concerning any restrictions on the possible

values of x and/or y that there may be;

y 2 = f( x ) and

y = f(x ) ;

generally be expected to show significant features, such as turning

points, asymptotes and intersections with the axes).

15 First order

differential

equations

16 Numerical

methods

differential equation, including the introduction if necessary of a

constant of proportionality;

differential equation in which the variables are separable;

means of an integrating factor;

variables are separable or to one which is linear by means of a given

simple substitution;

represented in graphical terms by a family of curves, and sketch

typical members of a family in simple cases;

equation, and interpret a solution in terms of a problem modelled by

a differential equation.

considerations and/or searching for a sign change;

root of an equation;

understand the idea of, and use the notation for, a sequence of

approximations which converges to the root of an equation;

x n +1 = F(xn) relates to the equation being solved, and use a given

iteration to determine a root to a prescribed degree of accuracy

(conditions for convergence are not included);

understand, in geometrical terms, the working of the NewtonRaphson method, and derive and use iterations based on this

method;

required root.

Sections 1 to 4 will be assessed in Paper 2 Section B while Sections 1 to 8 will be assessed in

Paper 2 Section C.

THEME OR TOPIC

CURRICULUM OBJECTIVES

Candidates should be able to:

1 Forces and

equilibrium

2 Kinematics of

motion in a

straight line

3 Newton's laws of

motion

power

resultants and components;

action of coplanar forces (using equations obtained by resolving the

forces, or by using a triangle or polygon of forces);

represented by two components (the normal component' and the

frictional component') and use this representation in solving

problems;

this model;

recall the definition of coefficient of friction; and use the relationship

F R or F = R as appropriate (knowledge of angle of friction will

not be required);

and of displacement, velocity and acceleration, as vector quantities,

and understand the relationships between them;

sketch and interpret x-t and v-t graphs, and in particular understand

and use the facts that

the area under a v-t graph represents displacement,

the gradient of an x-t graph represents velocity,

the gradient of a v-t graph represents acceleration;

straight line.

mass moving under the action of constant forces (including friction);

inextensible string which may pass over a fixed smooth light pulley or

peg.

the work done by a constant force when its point of application

undergoes a displacement not necessarily parallel to the force (use

of the scalar product is not required);

energy, and recall and use appropriate formulae;

10

a system and the work done by the external forces, and use where

appropriate the principle of conservation of energy;

recall and use the definition of power as the rate at which a force

does work, and use the relationship between power, force and

velocity for a force acting in the direction of motion;

acceleration of a car moving on a hill with resistance.

5 Linear motion

under a variable

force

mass moving under the action of variable forces by setting up and

dx

for velocity

solving an appropriate differential equation (use of

dt

dv

dv

or v

, as appropriate, for acceleration is expected, and

and

dt

dx

any differential equations to be solved will be first order with

separable variables).

6 Motion of a

projectile

acceleration, and understand the limitations of this model;

the motion of projectiles (including finding the magnitude and

direction of the velocity at a given time or position and finding the

range on a horizontal plane);

including cases where the initial speed and/or angle of projection is

unknown (knowledge of the range on an inclined plane is not

required).

recall and use Hooke's law as a model relating the force in an elastic

string or spring to the extension or compression, and understand and

use the term 'modulus of elasticity';

use the appropriate formula for its calculation;

elastic strings and springs.

circle with constant speed, and recall and use the relation v = r

(no proof required);

constant speed is directed towards the centre of the circle and has

v2

magnitude r 2 or

(no proof required);

r

as the motion of a particle moving in a circle with constant speed.

7 Hooke's law

8 Uniform circular

motion

11

instantaneous

Sections 1 to 4 will be assessed in Paper 2 Section B while Sections 1 to 7 will be assessed in

Paper 2 Section D.

THEME OR TOPIC

CURRICULUM OBJECTIVES

Candidates should be able to:

1 Probability

2 Discrete random

variables

simple cases, and understand the representation of events by means

of tree diagrams;

events, and calculate and use conditional probabilities in simple

cases;

understand and use the notations P(A), P(A U B), P(A I B), P(AB)

and the equations P(A U B) = P(A) + P(B) P(A I B) and

P(A I B) = P(A) P(BA) = P(B) P(AB) (the general form of Bayes'

theorem is not required).

construct a probability distribution table relating to a given situation,

and calculate E( X ) and Var( X ) ;

appreciate conditions under which a uniform distribution or a binomial

distribution B(n,p) may be a suitable probability model, and recall

and use formulae for the calculation of binomial probabilities;

understand conditions under which a Poisson distribution Po( ) may

be a suitable probability model, and recall and use the formula for the

calculation of Poisson probabilities;

recall and use the means and variances of binomial and Poisson

distributions;

use a Poisson distribution as an approximation to a binomial

distribution, where appropriate (candidates should know that the

conditions n > 50 and np < 5, approximately, can generally be taken

to be suitable).

3 The normal

distribution

recall the general shape of a normal curve, and understand how the

shape and location of the distribution N( , 2) are affected by the

values of , (in general terms only; no knowledge of mathematical

properties of the normal density function is included);

and solve problems concerning a variable X, where X ~ N( , 2),

including

finding the value of P( X < x1) given the values of x1, , ,

use of the symmetry of the normal distribution,

finding a relationship between x1, , , given the value of

P( X < x1),

repeated application of the above;

12

4 Samples

5 Linear

combinations of

random variables

approximate a binomial distribution (n sufficiently large to ensure that

np > 5 and nq > 5, approximately) or Poisson distribution ( > 10,

approximately), and calculate such approximations, including the use

of a continuity correction.

appreciate the necessity for randomness in choosing samples;

unsatisfactory (a detailed knowledge of sampling and survey

methods is not required);

2

variable, and use the facts that E( X ) = and Var( X ) =

;

n

normally distributed when the sample size is sufficiently large (large'

samples will usually be of size at least 50, but candidates should

know that using the approximation of normality can sometimes be

useful with samples that are smaller than this);

variance from a sample (only a simple understanding of the term

unbiased' is required);

variance or from a large sample, a confidence interval for the

population mean;

population proportion.

recall and use the results in the course of solving problems that, for

either discrete or continuous random variables,

E( aX + b ) = aE( X ) + b and Var( aX + b ) = a 2 Var( X ) ,

E( aX + bY ) = aE( X ) + bE(Y ),

if X has a normal distribution then so does aX + b,

if X and Y have independent normal distributions then aX + bY

has a normal distribution,

if X and Y have independent Poisson distributions then X + Y

has a Poisson distribution.

6 Continuous

random variables

recall and use the properties of a density function (which may be

defined piecewise');

and variance of a distribution, and in general use the result

E(g( X )) =

13

7 Hypothesis

testing

function and the distribution function and use either to evaluate the

median, quartiles and other percentiles;

context of a model, including in particular the continuous uniform

(rectangular) distribution.

test statistic, significance level, and hypothesis test (1-tail and 2-tail);

population mean using

a sample drawn from a normal distribution of known variance,

a large sample drawn from any distribution of unknown variance;

a hypothesis test using a normal approximation to a binomial

distribution.

14

MATHEMATICAL NOTATION

MATHEMATICAL NOTATION

The list which follows summarises the notation used in the Syndicate's Mathematics examinations.

Although primarily directed towards A level, the list also applies, where relevant, to examinations

at all other levels, i.e. O level, AO level and N level.

1. Set Notation

is an element of

is not an element of

{ x 1 , x 2 , }

{ x : }

n(A)

x1, x2,

x such that

universal set

+

n

+

0

1, 2, 3, }

x > 0}

x 0}

+

+

0

is a subset of

is a proper subset of

is not a subset of

union

intersection

[a, b]

[a, b)

the interval { x :

a x < b}

(a, b]

the interval { x :

a < x b}

(a, b)

yRx

a x b}

a < x < b}

15

x > 0}

x 0}

MATHEMATICAL NOTATION

2. Miscellaneous Symbols

=

is equal to

is not equal to

is identical to or is congruent to

is approximately equal to

is isomorphic to

is proportional to

<;

Y;

>;

[;

infinity

3. Operations

a+b

a plus b

ab

a minus b

a b, ab, a.b

a

a b, , a/b

b

a multiplied by b

a:b

the ratio of a to b

a

i =1

a divided by b

a 1 + a 2 + ... + a n

n!

n

r

n!

+

, for n, r U {0}, 0 r n

r! (n r )!

n(n 1)...(n r + 1)

, for n , r + U {0}

r!

16

MATHEMATICAL NOTATION

4. Functions

function f

f( x )

f: A B

f: x y

f 1

g o f, gf

o

lim f(x)

the limit of f( x ) as

x ; x

an increment of x

x a

dy

dn y

dx n

f '( x ), f " ( x ), , f (n) ( x )

x tends to a

dx

x to the element y

(g

ydx

ydx

indefinite integral of y with respect to

y

x

x& , &x& ,

x

e , exp x

log a x

exponential function of

ln x

natural logarithm of

lg x

logarithm of

x to base 10

sin, cos, tan,

cosec, sec, cot

sin 1 , cos 1 , tan 1

cosec 1 , sec 1 , cot 1

} the inverse circular functions

17

MATHEMATICAL NOTATION

7. Complex Numbers

square root of 1

a complex number , z = x + iy

= r(cos + i sin ), r 0

+

= re i , r 0

Re z

Im z

the modulus of z, x + iy = (x 2 + y 2 ), r(cos + i sin )

z

arg z

z*

=r

x iy

8. Matrices

a matrix M

det M

9. Vectors

the vector

AB

the vector represented in magnitude and direction by the directed line segment AB

i, j, k

the magnitude of

AB

the magnitude of AB

a.b

a and b

a b

a and b

A, B, C, etc.

AB

events

AB

P(A)

A'

P(A l B)

X, Y, R, etc .

random variables

x, y, r, etc .

x1 , x 2 ,

f1 , f 2 ,

observations

frequencies with which the observations,

18

x 1 , x 2 occur

MATHEMATICAL NOTATION

the value of the probability function P(X = x ) of the discrete random variable X

p(x)

p1 , p 2

f(x), g(x)

the value of the probability density function of the continuous random variable X

F(x), G(x)

variable X

E(X)

E[g(X)]

expectation of g(X)

Var(X)

B(n, p)

N(, )

population mean

population variance

x

s2

sample mean

unbiased estimate of population variance from a sample ,

s2 =

1

n 1

( x x)2

Cov(X, Y)

covariance of X and Y

N (0, 1)

19

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