Guidance for implementing the new

International Advanced Level Mathematics

units C12, C34 and F1 (Further Pure)

June 2013

Final Draft
 The new specification for International Advanced Level in Mathematics, Further
Mathematics and Pure Mathematics contains three new units:

Core Mathematics C12

Core Mathematics C12 contains all the content from the existing Core Mathematics Unit
C1 plus all the content from Core Mathematics Unit C2.

Core Mathematics C34

Core Mathematics C34 contains all the content from the existing Core Mathematics Unit
C3 plus all the content from Core Mathematics Unit C4.

Further Pure Mathematics F1

Further Pure Mathematics F1 contains new and amended content from existing Further
Pure Mathematics Unit FP1, details below:
• Amended content
o Complex numbers
o Matrix algebra
• New content
o Roots of quadratic equations
o Transformations using matrices
• Formulae
o Roots of quadratic equations
o Series.

The following pages contain the new units, which have been colour coded according to
the key below.

Core Mathematics C12 Page 1

Unit C1 content
Unit C2 content

Core Mathematics C34 Page 9

Unit C3 content
Unit C4 content

Further Pure Mathematics F1 Page 16

New and amended content

Appendix A: Guidance for centres delivering Unit F1 Page 22

 Unit C12: Core Mathematics 12

IAS compulsory unit for Mathematics and Pure Mathematics

Externally assessed

C12.1 Unit description

Algebra and functions; coordinate geometry in the (x, y) plane;
sequences and series; exponentials and logarithms; trigonometry;
differentiation; integration.

C12.2 Assessment information

Preamble Construction and presentation of rigorous mathematical arguments
through appropriate use of precise statements and logical
deduction, involving correct use of symbols and appropriate
connecting language is required. Students are expected to exhibit
correct understanding and use of mathematical language and
grammar in respect of terms such as ‘equals’, ‘identically equals’,
‘therefore’, ‘because’, ‘implies’, ‘is implied by’, ‘necessary’,
‘sufficient’, and notation such as ∴, ⇒, ⇐ and ⇔.

Examination The examination will consist of one 2½ hour paper. It will contain
13 to 19 questions of varying length. The mark allocations per
question will be stated on the paper. All questions should be
attempted.

Calculators Students are expected to have available a calculator with at least

1 y
the following keys: +, −, ×, ÷, π, x , √x, , x , ln x, e , x!, sine, cosine
2 x
x
and tangent and their inverses in degrees and decimals of a
degree, and in radians; memory. Calculators with a facility for
symbolic algebra, differentiation and/or integration are not
permitted.

Formulae Formulae which students are expected to know are given overleaf
and these will not appear in the booklet, Mathematical Formulae
including Statistical Formulae and Tables, which will be provided
for use with the paper. Questions will be set in SI units and other
units in common usage.

1
This section lists formulae that students are expected to remember
and that will not be included in formulae booklets.

Quadratic equations

− b ± b − 4ac
2

ax2 + bx + c = 0 has roots

2a

Laws of logarithms

loga x + loga y ≡ loga ( x y)

x
loga x − loga y ≡ loga  
 y
k loga x ≡ loga (x )
k

Trigonometry

In the triangle ABC

a b c
= =
sin A sin B sin C

area = 1
2
ab sin C

Differentiation

function derivative

xn nx n − 1

Integration

function integral

1
xn x n + 1 + c , n ≠ −1
n +1

Area
b
area under a curve = ∫
a
y dx ( y ≥ 0)

2
1. Algebra and functions

What students need to learn:

Laws of indices for all rational The equivalence of am/n and n√am should be known.
exponents.

Use and manipulation of surds. Students should be able to rationalise

denominators.

Quadratic functions and their graphs.

The discriminant of a quadratic

function.

Completing the square. Solution of Solution of quadratic equations by factorisation, use

quadratic equations. of the formula and completing the square.

Simultaneous equations: analytical For example, where one equation is linear and one
solution by substitution. equation is quadratic.

Solution of linear and quadratic For example, ax + b > cx + d,

inequalities. px2 + qx + r ≥ 0, px2 + qx + r < ax + b.

Algebraic manipulation of polynomials, Students should be able to use brackets.

including expanding brackets and Factorisation of polynomials of degree n, n ≤ 3,
collecting like terms, factorisation. e.g. x3 + 4x2 + 3x. The notation f(x) may be used.

Simple algebraic division; use of the Only division by (x + a) or (x – a) will be required.

Factor Theorem and the Remainder Students should know that if f(x) = 0 when x = a, then
Theorem. (x – a) is a factor of f(x).
Students may be required to factorise
cubic expressions such as
x3 + 3x2 – 4 and 6x3 + 11x2 – x – 6.
Students should be familiar with the terms ‘quotient’
and ‘remainder’ and be able to determine the
remainder when the polynomial f(x) is divided by
(ax + b).

3
Graphs of functions; sketching curves
defined by simple equations.
Geometrical interpretation of algebraic
solution of equations. Use of
intersection points of graphs of
functions to solve equations.
Knowledge of the effect of simple
transformations on the graph of y = f(x)
as represented by y = af(x), y = f(x) + a, y
= f(x + a), y = f(ax).
2. Coordinate geometry in the (x, y) plane
What students need to learn:
Equation of a straight line, including
the forms
y – y1 = m(x – x1) and ax + by + c = 0.
Conditions for two straight lines to be
parallel or perpendicular to each other.
Coordinate geometry of the circle using
the equation of a circle in the form
(x – a)2 + (y – b)2 = r2 and including use of
the following circle properties:
(i) the angle in a semicircle is a right
angle;
(ii) the perpendicular from the centre
to a chord bisects the chord;
(iii) the perpendicularity of radius and
tangent.
Functions to include simple cubic functions and the
reciprocal function
k
y= with x ≠ 0.
x
Knowledge of the term asymptote is expected.
Also y = ax and its graph and trigonometric graphs —
see section 4 and 5.
Students should be able to apply one of these
transformations to any of the above functions
(quadratics, cubics, reciprocal, sine, cosine,
tangent and power functions of the type y = ax ) and
sketch the resulting graph.
Given the graph of any function
y = f(x) students should be able to sketch the graph
resulting from one of these transformations.
To include:
(i) the equation of a line through two given points
(ii) the equation of a line parallel (or perpendicular)
to a given line through a given point. For
example, the line perpendicular to the line
3x + 4y = 18 through the point (2, 3) has equation
y – 3 = 43 (x – 2).
Students should be able to find the radius and the
coordinates of the centre of the circle given the
equation of the circle, and vice versa.
4
3. Sequences and series

What students need to learn:

Sequences, including those given by a
formula for the nth term and those
generated by a simple relation of the
form xn+1 = f(xn).

Arithmetic series, including the formula The general term and the sum to n terms of the
for the sum of the first n natural series are required. The proof of the sum formula
numbers. should be known.
Understanding of ∑ notation will be expected.

The sum of a finite geometric series; The general term and the sum to n terms are
the sum to infinity of a convergent required.
geometric series, including the use of
r < 1.

The proof of the sum formula should be known.

Binomial expansion of (1 + x)n for Expansion of (a + bx)n may be required.

positive integer n.
n
The notations n! and   .
r 

4. Exponentials and logarithms

What students need to learn:

y = ax and its graph.

Laws of logarithms. To include

log a xy ≡ log a x + log a y,
x
log a ≡ log a x − log a y,
y
loga xk ≡ k log a x,
1
log a ≡ − log a x ,
x
log a a = 1

5
The solution of equations of the form Students may use the change of base formula.
ax = b .

5. Trigonometry

What students need to learn:

The sine and cosine rules, and the area
of a triangle in the form 12 ab sin C.

Radian measure, including use for arc Use of the formulae s = rθ and
length and area of sector. A = 12 r2θ for a circle.

Sine, cosine and tangent functions. Knowledge of graphs of curves with equations such as
Their graphs, symmetries and  π
periodicity. y = 3 sin x, y = sin  x +  , y = sin 2x is expected.
 6

sin θ
Knowledge and use of tan θ = , and
cos θ
sin2θ + cos2 θ = 1.

Solution of simple trigonometric Students should be able to solve equations such as

equations in a given interval.  π
sin  x +  = 3
for 0 < x < 2π,
 2 4

1
cos (x + 30°) = 2
for −180° < x < 180°,
tan 2x = 1 for 90° < x < 270°,
6 cos2 x + sin x − 5 = 0, 0° ≤ x < 360°,
 π
sin2  x +  = 1
for –π ≤ x < π.
 6 2

6. Differentiation

What students need to learn:

dy
The derivative of f(x) as the gradient of For example, knowledge that is the rate of
the tangent to the graph of y = f (x) at a dx
change of y with respect to x. Knowledge of the chain
point; the gradient of the tangent as a
rule is not required.
limit; interpretation as a rate of
change; second order derivatives.

6
 The notation f ′(x) and f ′′(x) may be used.

Differentiation of xn, and related sums For example, for n ≠ 1, the ability to differentiate
and differences. 2
+ 5x − 3
expressions such as (2x + 5)(x − 1) and x 1/ 2
is
3x
expected.

Applications of differentiation to Use of differentiation to find equations of tangents

gradients, tangents and normals. and normals at specific points on a curve.

Applications of differentiation to To include applications to curve sketching. Maxima

maxima and minima and stationary and minima problems may be set in the context of a
points, increasing and decreasing practical problem.
functions.

7. Integration

What students need to learn:

Indefinite integration as the reverse of Students should know that a constant of integration
differentiation. is required.

Integration of xn. For example, the ability to integrate expressions

−1 ( x + 2) 2
such as 12 x 2 − 3 x 2 and 1
is expected.
x2
Given f ′(x) and a point on the curve, students should
be able to find an equation of the curve in the form
y = f(x).

7
Evaluation of definite integrals.

Interpretation of the definite integral as
the area under a curve.
Students will be expected to be able to evaluate the
area of a region bounded by a curve and given
straight lines.
E.g. find the finite area bounded by the curve
y = 6x – x2 and the line y = 2x.

∫ x dy will not be required.

Approximation of area under a curve For example,

using the trapezium rule. 1
⌠
evaluate  √ (2 x + 1) dx
⌡0
using the values of √(2x + 1) at x = 0, 0.25, 0.5, 0.75
and 1.

8
 Unit C34: Core Mathematics 34

IA2 compulsory unit for Mathematics and Pure Mathematics

Externally assessed

C34.1 Unit description

Algebra and functions; sequences and series; trigonometry;
exponentials and logarithms; coordinate geometry in the (x, y)
plane; differentiation; integration; numerical methods; vectors.

C34.2 Assessment information

Prerequisites and Prerequisites
preamble
A knowledge of the specification for C12, the preamble,
prerequisites and associated formulae, is assumed and may be
tested.
Preamble
Methods of proof, including proof by contradiction and disproof by
counter-example, are required. At least one question on the paper
will require the use of proof.

Examination The examination will consist of one 2½ hour paper. It will contain
10 to 15 questions of varying length. The mark allocations per
question will be stated on the paper. All questions should be
attempted.

Calculators Students are expected to have available a calculator with at least

1 y
the following keys: +, −, ×, ÷, π, x , √x, , x , ln x, e , x!, sine, cosine
2 x
x
and tangent and their inverses in degrees and decimals of a
degree, and in radians; memory. Calculators with a facility for
symbolic algebra, differentiation and/or integration are not
permitted.

Formulae Formulae which students are expected to know are given overleaf
and these will not appear in the booklet, Mathematical Formulae
including Statistical Formulae and Tables, which will be provided
for use with the paper. Questions will be set in SI units and other
units in common usage.

9
This section lists formulae that students are expected to remember
and that will not be included in formulae booklets.

Trigonometry

cos 2 A + sin 2 A ≡ 1
sec 2 A ≡ 1 + tan 2 A
cosec A ≡ 1 + cot A
2 2

sin 2 A ≡ 2 sin A cos A

cos 2 A ≡ cos2 A − sin2 A
2 tan A
tan 2 A ≡
1 − tan2 A

Differentiation
function derivative
sin kx k cos kx
cos kx –k sin kx
kx
e kekx
1
ln x
x
f (x) + g (x) f ′ ( x) + g ′( x)
f ( x) g ( x) f ′ ( x) g( x) + f ( x) g ′( x)
f (g (x)) f ′ ( g ( x )) g ′ ( x )

ax a x ln a

Integration
function integral
1
cos kx sin kx + c
k
1
sin kx − cos kx + c
k
1 kx
ekx e +c
k
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
ax
ax
ln a
Vectors

 x  a
   
 y  •  b  = xa + yb + zc
 z  c 
   
10
1. Algebra and functions
What students need to learn:
Simplification of rational expressions
including factorising and cancelling, and
algebraic division.
Rational functions. Partial fractions
(denominators not more complicated
than repeated linear terms).
Definition of a function. Domain and
range of functions. Composition of
functions. Inverse functions and their
graphs.
The modulus function.
Combinations of the transformations
y = f(x) as represented by y = af(x),
y = f(x) + a, y = f(x + a), y = f(ax).
2. Sequences and series
What students need to learn:
Binomial series for any rational n.
Denominators of rational expressions will be linear or
1 ax + b x3 + 1
quadratic, e.g. , , .
ax + b px 2 + qx + r x 2 − 1
Partial fractions to include denominators such as
(ax + b)(cx + d)(ex + f) and (ax + b)(cx + d)2.
The degree of the numerator may equal or exceed
the degree of the denominator. Applications to
integration, differentiation and series expansions.
Quadratic factors in the denominator such as
(x2 + a), a > 0, are not required.
The concept of a function as a one-one or many-one
mapping from ℝ (or a subset of ℝ) to ℝ. The notation
f : x a and f(x) will be used.
Students should know that fg will mean ‘do g first,
then f ’.
Students should know that if f −1 exists,
then f −1f(x) = ff −1(x) = x.
Students should be able to sketch the graphs of
y = ax + b and the graphs of y = f(x) and
y = f(x), given the graph of y = f(x).
Students should be able to sketch the graph of, for
example, y = 2f(3x), y = f(−x) + 1, given the graph of
y = f(x) or the graph of, for example,
 π
y = 3 + sin 2x, y = −cos  x +  .
 4
The graph of y = f(ax + b) will not be required.
b
For x < , students should be able to obtain the
a
expansion of (ax + b)n , and the expansion of rational
functions by decomposition into partial fractions.
11
3. Trigonometry

What students need to learn:

Knowledge of secant, cosecant and Angles measured in both degrees and radians.
cotangent and of arcsin, arccos and
arctan. Their relationships to sine,
cosine and tangent. Understanding of
their graphs and appropriate restricted
domains.

Knowledge and use of sec2 θ = 1 + tan2 θ

and cosec2 θ = 1 + cot2 θ.

Knowledge and use of double angle
formulae; use of formulae for
sin (A ± B), cos (A ± B) and tan (A ± B) and
of expressions for a cos θ + b sin θ in the
equivalent forms of r cos (θ ± a) or
r sin (θ ± a).
To include application to half angles. Knowledge of
the t (tan 12 θ ) formulae will not be required.
Students should be able to solve equations such as
a cos θ + b sin θ = c in a given interval,
and to prove simple identities such as
cos x cos 2x + sin x sin 2x ≡ cos x.

4. Exponentials and logarithms

What students need to learn:

The function ex and its graph. To include the graph of y = eax + b + c.

The function ln x and its graph; ln x as Solution of equations of the form

the inverse function of ex. eax + b = p and ln (ax + b) = q is expected.

5. Coordinate geometry in the (x, y) plane

What students need to learn:

Parametric equations of curves and Students should be able to find the area under a
conversion between cartesian and curve given its parametric equations. Students will
parametric forms. not be expected to sketch a curve from its
parametric equations.

12
6. Differentiation

What students need to learn:

Differentiation of ex, ln x, sin x, cos x, tan x
and their sums and differences.

Differentiation using the product rule,
the quotient rule and the chain rule.
Differentiation of cosec x, cot x and sec x are required.
Skill will be expected in the differentiation of
functions generated from standard forms using
products, quotients and composition, such as
e 3x
2x4 sin x, , cos x2 and tan2 2x.
x

dy 1 dy
The use of = . E.g. finding for x = sin 3y.
dx  dx  dx
 
 dy 

Differentiation of simple functions The finding of equations of tangents and normals to

defined implicitly or parametrically. curves given parametrically or implicitly is required.

Exponential growth and decay. Knowledge and use of the result

d x
(a ) = ax ln a is expected.
dx

Formation of simple differential Questions involving connected rates of change may

equations. be set.

7. Integration

What students need to learn:

1
Integration of ex, , sinx, cosx. To include integration of standard functions such as
x
1
sin 3x, sec2 2x, tan x, e5x, .
2x
Students should recognise integrals of the form
⌠ f ′( x)
 dx = ln f(x) + c.
⌡ f( x)

Students are expected to be able to use

trigonometric identities to integrate, for example,
sin2 x, tan2 x, cos2 3x.

13

Evaluation of volume of revolution.
Simple cases of integration by
substitution and integration by parts.
These methods as the reverse processes
of the chain and product rules
respectively.
Simple cases of integration using partial
fractions.
Analytical solution of simple first order
differential equations with separable
variables.
8. Numerical methods
What students need to learn:
Location of roots of f(x) = 0 by
considering changes of sign of f(x) in an
interval of x in which f(x) is continuous.
Approximate solution of equations using
simple iterative methods, including
recurrence relations of the form
xn+1 = f(xn).
⌠ ⌠
π  y 2 dx is required, but not π  x 2 dy .
⌡ ⌡
Students should be able to find a volume of
revolution, given parametric equations.
Except in the simplest of cases the substitution will
be given.
The integral ∫ ln x dx is required.
More than one application of integration by parts
∫
may be required, for example x 2 e x dx .
Integration of rational expressions such as those
2 3
arising from partial fractions, e.g. , .
3 x + 5 ( x − 1) 2
Note that the integration of other rational
x 2
expressions, such as 2 and is also
x +5 (2 x − 1) 4
required (see above paragraphs).
General and particular solutions will be required.
Solution of equations by use of iterative procedures
for which leads will be given.
14
Numerical integration of functions. Application of the trapezium rule to functions
covered in C34. Use of increasing number of
trapezia to improve accuracy and estimate error
will be required. Questions will not require more
than three iterations.
Simpson’s Rule is not required.

9. Vectors

What students need to learn:

Vectors in two and three dimensions.

Magnitude of a vector. Students should be able to find a unit vector in the

direction of a, and be familiar with a.

Algebraic operations of vector addition

and multiplication by scalars, and their
geometrical interpretations.

→ → →
Position vectors. OB − OA = AB = b − a .

The distance between two points. The distance d between two points
(x1 , y1 , z1) and (x2 , y2 , z2) is given by
d 2 = (x1 – x2)2 + (y1 – y2)2 + (z1 – z2)2 .

Vector equations of lines. To include the forms r = a + tb and r = c + t(d – c).

Intersection, or otherwise, of two lines.

The scalar product. Its use for Students should know that for
calculating the angle between two →

lines. OA = a = a1i + a2j + a3k and

→
OB = b = b1i + b2j + b3k then
a . b = a1b1 + a2b2 + a3b3 and
a. b
cos ∠AOB = .
a b
Students should know that if a . b = 0, and a and b are
non-zero vectors, then a and b are perpendicular.

15
 Unit F1: Further Pure Mathematics 1

IAS compulsory unit for Further Mathematics and Pure Mathematics

Externally assessed

F1.1 Unit description

Complex numbers; roots of quadratic equations; numerical
solution of equations; coordinate systems; matrix algebra;
transformations using matrices; series; proof.

F1.2 Assessment information

Prerequisites A knowledge of the specification for C12, its prerequisites,
preambles and associated formulae, is assumed and may be tested.
It is also necessary for students:

• to have a knowledge of location of roots of f ( x) = 0 by

considering changes of sign of f ( x) in an interval in which
f ( x) is continuous
• to have a knowledge of rotating shapes through any angle
about (0, 0)
• to be able to divide a cubic polynomial by a quadratic
polynomial
• to be able to divide a quartic polynomial by a quadratic
polynomial.

Examination The examination will consist of one 1½ hour paper. It will contain
about nine questions of varying length. The mark allocations per
question will be stated on the paper. All questions should be
attempted.

Calculators Students are expected to have available a calculator with at least

1 y
the following keys: +, −, ×, ÷, π, x , √x, , x , ln x, e , x!, sine, cosine
2 x
x
and tangent and their inverses in degrees and decimals of a
degree, and in radians; memory. Calculators with a facility for
symbolic algebra, differentiation and/or integration are not
permitted.

Formulae Formulae which students are expected to know are given overleaf
and these will not appear in the booklet, Mathematical Formulae
including Statistical Formulae and Tables, which will be provided
for use with the paper. Questions will be set in SI units and other
units in common usage.

16
 This section lists formulae that students are expected to remember
and that will not be included in formulae booklets.

Roots of quadratic equations

b c
For a x + bx + c =
2
0: α+β=− , αβ =
a a

Series
n
1
∑r
=
r =1 2
n(n + 1)

1. Complex numbers

What students need to learn:

Definition of complex numbers in the The meaning of conjugate, modulus, argument, real
form a + ib and rcos θ + i r sin θ. part, imaginary part and equality of complex
numbers should be known.

Sum, product and quotient of complex z1 z 2 = z1 z 2

numbers.
Knowledge of the result arg( z=
1 z2 ) arg z1 + arg z2
is not required.

Geometrical representation of complex

numbers in the Argand diagram.
Geometrical representation of sums,
products and quotients of complex
numbers.

Complex solutions of quadratic

equations with real coefficients.

Finding conjugate complex roots and a Knowledge that if z1 is a root of

real root of a cubic equation with
f(z) = 0 then z1* is also a root.
integer coefficients.

17
Finding conjugate complex roots and/or
real roots of a quartic equation with
real coefficients.
For example,
(i) f ( x) = x 4 − x 3 − 5 x 2 + 7 x + 10
Given that x= 2 + i is a root of f ( x) = 0, use algebra
to find the three other roots of f ( x) = 0.
(ii) g( x) = x 4 − x 3 + 6 x 2 + 14 x − 20
Given g(1) = 0 and g(− 2) =
0 , use algebra to solve
g( x) = 0 completely.

2. Roots of quadratic equations

What students need to learn:

Sum of roots and product of roots of a For the equation ax 2 + bx + c =0,

quadratic equation. whose roots are α and β , then
b c
α+β=− , αβ = .
a a

Manipulation of expressions involving Knowledge of the identity

the sum of roots and product of roots. α 3 + β 3 ≡ (α + β )3 − 3αβ (α + β ) .

Forming quadratic equations with new For example, with roots α 3 , β 3 ;

1
,
1
;
1
,
1
;
roots. α β α 2
β2
2 2
α+ , β + ; etc.
β α

3. Numerical solution of equations

What students need to learn:

Equations of the form f(x) = 0 solved
numerically by:
(i) interval bisection,
(ii) linear interpolation,
(iii) the Newton-Raphson process.
f(x) will only involve functions used in C12.
For the Newton-Raphson process, the only
differentiation required will be as defined in unit
C12.

18
4. Coordinate systems

What students need to learn:

Cartesian equations for the parabola Students should be familiar with the equations:
and rectangular hyperbola. c
y2 = 4ax or x = at2, y = 2at and xy = c 2 or
= x ct=
,y .
t

Idea of parametric equation for The idea of (at2, 2at) as a general point on the
parabola and rectangular hyperbola. parabola is all that is required.

The focus-directrix property of the Concept of focus and directrix and parabola as locus
parabola. of points equidistant from focus and directrix.

Tangents and normals to these curves. Differentiation of

1 1 c2
y = 2a 2 x 2 , y= .
x
Parametric differentiation is not required.

5. Matrix algebra

What students need to learn:

Addition and subtraction of matrices.

Multiplication of a matrix by a scalar.

Products of matrices.

Evaluation of 2 × 2 determinants. Singular and non-singular matrices.

Inverse of 2 × 2 matrices. Use of the relation (AB)–1 = B–1A–1.

19
6. Transformations using matrices
What students need to learn:
Linear transformations of column
vectors in two dimensions and their
matrix representation.
Applications of 2 × 2 matrices to
represent geometrical transformations.
Combinations of transformations.
The inverse (when it exists) of a given
transformation or combination of
transformations.
7. Series
What students need to learn:
Summation of simple finite series.
The transformation represented by AB is the
transformation represented by B followed by the
transformation represented by A.
Identification and use of the matrix representation
of single transformations from: reflection in
coordinate axes and lines y = ± x, rotation through
any angle about (0, 0), stretches parallel to the
x-axis and y-axis, and enlargement about centre
(0, 0), with scale factor k, (k ≠ 0), where k ∈ ℝ.
Identification and use of the matrix representation
of combined transformations.
Idea of the determinant as an area scale factor in
transformations.
Students should be able to sum series such as
n n n
∑r=1
r, ∑r ,
r=1
2
∑ r (r
r=1
2
+ 2) .
The method of differences is not required.
20
8. Proof

What students need to learn:

Proof by mathematical induction. To include induction proofs for

(i) summation of series
n
e.g. show =∑
r3
r =1
1
4 n 2 (n + 1) 2 or
n
n(n + 1)(n + 2)
∑ r (r + 1) = 3
r =1

(ii) divisibility
e.g. show 32 n + 11 is divisible by 4.

(iii) finding general terms in a sequence

e.g. if un=
+1 3un + 4 with u1 = 1 , prove that
u=
n 3n − 2 .
(iv) matrix products
e.g. show
n
 − 2 − 1 1 − 3n − n 
  =  .
 9 4  9n 3n + 1

21
Appendix A: Guidance for centres delivering Unit F1

The new Further Pure Unit F1 is based on the FP1 specification (GCE Mathematics 2008)
with the inclusion of further clarification to Section 1 – Complex Numbers, the addition
of a new Section 2 – Roots of Quadratic Equations and a split of the later Matrix unit
into “Matrix Algebra” and “Transformations using Matrices”. The “Transformations
using Matrices” will now include rotations about any angle, and will include stretches
parallel to the x-axis and y-axis.

Further notes and examples are given below;

Section 1 – Complex Numbers

The highlighted section of the specification illustrates the changes.

A: Finding conjugate complex roots and a real root of a cubic equation with integer
coefficients.

This is a very small change to the existing specification. Students are now expected to be
able to divide a cubic expression by a quadratic expression (in addition to the
requirement in C12 to divide a cubic expression by a linear expression) and so an example
could be set of the type:

Example 1:

Given that x = 3 +4i is a root of the equation x 3 − 8 x 2 + 37 x − 50 =

0 , find the other roots.

Solution:

As 3 +4i is a root, 3 – 4i is also a root, as it is the conjugate.

So (x – (3 + 4i))(x – (3– 4i)) is a quadratic factor.

i.e. x 2 − 6 x + 25 is a quadratic factor

Then x 3 − 8 x 2 + 37 x − 50 = ( x 2 − 6 x + 25)( x − 2)

So ( x 2 − 6 x + 25)( x − 2) =
0 and x = 2 is the third root

The three roots are 3 +4i, 3 – 4i and 2.

B: Finding conjugate complex roots and/or real roots of a quartic equation with real
coefficients.

This is a further extension to the existing specification. Students are now expected to be
able to divide a quartic expression by a quadratic expression (in addition to the
requirement in C12 to divide a cubic expression by a linear expression) and so an example
could be set of the type:

22
Example 2:

f ( x) = x 4 − x 3 − 5 x 2 + 7 x + 10
Given that x= 2 + i is a root of f ( x) = 0, use algebra to find the three other roots of
f ( x) = 0.

Solution:

As 2 + i is a root, 2 – i is also a root.

So ( x − (2 + i))( x − (2 − i)) is a quadratic factor.

i.e. x 2 − 4 x + 5 is a quadratic factor

Then x 4 − x 3 − 5 x 2 + 7 x + 10 = ( x 2 − 4 x + 5 )( x 2 + 3 x + 2 ) (obtained by long division or

comparing coefficients or alternative methods)

So ( x 2 − 4 x + 5 )( x + 2)( x + 1 )=0 and x = - 2 and x = - 1 are the third and fourth root

The four roots are 2 + i, 2 – i, - 2 and -1

Section 2 – Roots of Quadratic Equations

This is a new section that is now included in the F1 specification.

A: Sum of roots and product of roots of a quadratic equation

If the equation ax 2 + bx + c =0 has roots α and β , the equation may be written as

a ( x − α )( x − β ) =
0

The two equations are identical.

So a ( x 2 − (α + β ) x + αβ )) ≡ ax 2 + bx + c

Comparing coefficients of x: − a (α + β ) =
b

b
and so α+β=− ,
a These two formulae
Comparing the constant term: aαβ = c need to be learned.

c
and so αβ = .
a

23
Example 3:

Given that the roots of a quadratic equation are 4 + 5i and 4 - 5i find the quadratic
equation.

Solution:

The sum of these roots is 8 and the product is (4 + 5i) (4 – 5i) = 41

So the quadratic equation is a ( x 2 − 8 x + 41) = 0 , where a is constant and so x 2 − 8 x + 41 = 0

B: Manipulation of expressions involving the sum of roots and product of roots.

Knowledge of the identities:

1 1 (α + β ) These identities should be
+ ≡ , learned as they form a basis
α β αβ
for the questions which are
α 2 + β 2 ≡ (α + β ) 2 − 2αβ asked.
and α 3 + β 3 ≡ (α + β )3 − 3αβ (α + β )

Example 4:

If α and β are roots of the equation 4 x 2 + 2 x − 1 =0

α β 1 1
find the values of (a) + , (b) 2 + 2 , (c) α 3 + β 3 , (d) α 3 β + β 3α
β α α β

Solution:

2 1 1
From the given equation, α+β=− =− and αβ = − .
4 2 4

Using these values with the identities given above

α β α 2 + β 2 (α + β ) 2 − 2αβ (− 12 ) 2 − 2 − 14() 14 + 12
(a) + = = = = = −3
β α βα βα − 14 − 14
1 1 β 2 + α 2 (α + β ) 2 − 2αβ (− 12 ) 2 − 2 − 14() + 12
1
(b) + = = = = =
4
12
α2 β2 α 2β 2 α 2β 2 (− 14 ) 2 1
16

(c) α + β = (α + β ) − 3αβ (α + β ) =−
3 3 3
( ) − 3(− )(− ) =− 81 − 83 =− 12
1 3
2
1
4
1
2

(d) α 3 β + β 3α =αβ (α 2 + β 2 ) =αβ ((α + β ) 2 − 2αβ ) =− 14 ((− 12 ) 2 − 2( − 14 )) =− 163

Example 5:

If α and β are roots of the equation 3 x 2 − 9 x + 2 =0

find the values of (a) α + β , (b) α 2 + β 2 , (c) α 3 + β 3 , (d) α 4 + β 4

24
Solution:

−9 2
From the given equation, α+β=− 3 and αβ = .
=
3 3
(a) α + β =
3
2
(b) Using α 2 + β 2 ≡ (α + β ) 2 − 2αβ and substituting α + β =
3 and αβ = gives
3
23
α2 + β2 =
3
2
(c) Using α 3 + β 3 ≡ (α + β )3 − 3αβ (α + β ) gives (α 3 + β 3 ) = 27 − 9 × = 21
3
2 2
 23  2 521
(d) α 4 + β 4 =(α 2 + β 2 ) 2 − 2α 2 β 2 =  − 2   and so (α 4 + β 4 ) =
 3  3 9

C: Forming quadratic equations with new roots

The method used may be substitution or may be using sums and products of roots.

Example 6:

If α and β are roots of the equation 3 x 2 + 5 x − 1 =0 find a quadratic equation that has
roots of
1 1 α β
(a) α + 3, β + 3, (b) , , (c) ,
α β β α

Solution:

(a) Substitution method: Let z = x + 3, then x = z – 3

So 3 x 2 + 5 x − 1 =0 becomes 3( z − 3) 2 + 5( z − 3) − 1 =0

i.e. 3 z 2 − 18 z + 27 + 5 z − 15 − 1 =0 so 3 z 2 − 13 z + 11 =
0

Part (a) can also be done by sum and product of roots method:

5 1
Using α + β =− and αβ = −
3 3

5 13
Then sum of new roots is α + 3 + β + 3 =− +6=
3 3

1 11
and product of new roots is (α + 3)( β + 3) =
αβ + 3(α + β ) + 9 =− − 5 + 9 =
3 3

13 11
So the quadratic with roots α + 3, β + 3 becomes z 2 − z+ =
0 and so
3 3
3 z 2 − 13 z + 11 =
0
25
 1 1
(b) Substitution method: Let z = , then x =
x z

2
1 1
So 3 x + 5 x − 1 =
2
0 becomes 3   + 5   − 1 =0
z z
i.e. z 2 − 5 z − 3 =0

Part (b) could also be done by sum and product of roots.

(c) There is no obvious substitution so using sum and product of roots:

5 1
α+β=− and αβ = − .
3 3

Sum of roots of new equation is

α β α 2 + β 2 (α + β ) 2 − 2αβ (− 53 ) 2 − 2(− 13 ) 25
+ 32 31
+ = = = = 9
= −
β α βα βα − 13 −31
3

α β
Product of roots of new equation is × =
1
β α

31
So equation is z 2 + z +1 =0 or 3 z 2 + 31z + 3 =0
3

Section 6 – Transformations using matrices

A: Identification and use of the matrix representation of single transformations for

rotation through any angle about (0, 0)

This matrix is found in the

 cos θ − sin θ 
The matrix   represents an Formula Book
 sin θ cos θ 
anticlockwise rotation through θ about O

Example 7:

 1 3
 − 
C= 2 2 
 3 1 
 
 2 2 

(a) Describe fully the given transformation described by C

(b) Write down C19

26
Solution:

(a) C represents a rotation through 60° anticlockwise about the origin.

(b) This represents a rotation of C 19 times. As 6 rotations of 60° form a whole turn so
do 18.

 1 3
 − 
C19 = C = 
2 2 
So
 3 1 
 
 2 2 

B: Identification and use of the matrix representation of single transformations for

stretches parallel to the x-axis and y-axis

 k 0
The matrix   represents a stretch parallel
 0 1 These matrices need to be
to the x–axis with scale factor k
learned

1 0
The matrix   represents a stretch parallel to the y–axis with scale factor k
0 k 

Example 8:

1 
0 1 0
A=2 and B =  
 
0 1  0 4

Describe fully the transformations described by the matrices A and B

Solution:
1
A represents a stretch with scale factor parallel to the x-axis
2
B represents a stretch with scale factor 4 parallel to the y-axis

C: Combinations of transformations

The transformations being combined may include rotations through any angle or
stretches parallel to the axes or may include any of the other transformations listed in
the specification.

Example 9:

Write down the 2 × 2 matrix that represents

(a) a reflection in the line y = x

27
(b) a stretch parallel to the x-axis with scale factor 3

Hence or otherwise

(c) find the matrix T that represents a reflection in the line y = x followed by a stretch
parallel to the x-axis with scale factor 3

Solution:

0 1 3 0  3 0  0 1   0 3
(a) R =   (b) S =  =
 (c) T = SR =    
1 0 0 1  0 1  1 0  1 0

28