Pure Mathematics 1 (for Paper 1)

1.1 Quadratics
Candidates should be able to:
• carry out the process of completing the square
for a quadratic polynomial ax
2
+ bx + c and use
a completed square form
Notes and examples
e.g. to locate the vertex of the graph of
y = ax
2 + bx + c or to sketch the graph
• find the discriminant of a quadratic polynomial
ax
2
+ bx + c and use the discriminant
e.g. to determine the number of real roots of the
equation ax
2
+ bx + c = 0. Knowledge of the term
‘repeated root’ is included.
• solve quadratic equations, and quadratic
inequalities, in one unknown
By factorising, completing the square and using the
formula.
• solve by substitution a pair of simultaneous
equations of which one is linear and one is
quadratic
e.g. x + y + 1 = 0 and x
2
+ y
2
= 25,
2x + 3y = 7 and 3x
2
= 4 + 4xy.
• recognise and solve equations in x which are
quadratic in some function of x.
e.g. x
4
– 5x
2
+ 4 = 0, 6 1 x x + − = 0,
tan2
x = 1 + tanx.
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1 Pure Mathematics 1
1.2 Functions
Candidates should be able to:
• understand the terms function, domain,
range, one-one function, inverse function and
composition of functions
Notes and examples
• identify the range of a given function in simple
cases, and find the composition of two given
functions
e.g. range of : x
x
1 f 7 for x H 1 and
range of g f : x x 1 or x R 2 7 + ! . Including the
condition that a composite function gf can only be
formed when the range of f is within the domain of g.
• determine whether or not a given function is
one-one, and find the inverse of a one-one
function in simple cases
e.g. finding the inverse of
: . x 2 3 x 4 x 2
3 h for
2 7 ^ h + − − 1
• illustrate in graphical terms the relation between
a one-one function and its inverse
Sketches should include an indication of the mirror
line y = x.
• understand and use the transformations of the
graph of y = f(x) given by
y = f(x) + a, y = f(x + a),
y = af(x), y = f(ax) and simple combinations of
these.
Including use of the terms ‘translation’, ‘reflection’
and ‘stretch’ in describing transformations. Questions
may involve algebraic or trigonometric functions, or
other graphs with given features.
1.3 Coordinate geometry
Candidates should be able to:
• find the equation of a straight line given
sufficient information
Notes and examples
e.g. given two points, or one point and the gradient.
• interpret and use any of the forms y = mx + c,
y – y1 = m(x – x1), ax + by + c = 0 in solving
problems
Including calculations of distances, gradients,
midpoints, points of intersection and use of the
relationship between the gradients of parallel and
perpendicular lines.
• understand that the equation
(x – a)
2
+ (y – b)
2
= r
2
represents the circle
with centre (a, b) and radius r
Including use of the expanded form
x
2
+ y
2
+ 2gx + 2fy + c = 0.
• use algebraic methods to solve problems
involving lines and circles
Including use of elementary geometrical properties of
circles, e.g. tangent perpendicular to radius, angle in a
semicircle, symmetry.
Implicit differentiation is not included.
• understand the relationship between a graph and
its associated algebraic equation, and use the
relationship between points of intersection of
graphs and solutions of equations.
e.g. to determine the set of values of k for which the
line y = x + k intersects, touches or does not meet a
quadratic curve.
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1 Pure Mathematics 1
1.4 Circular measure
Candidates should be able to:
• understand the definition of a radian, and use the
relationship between radians and degrees
Notes and examples
• use the formulae s r A r 2
1
and 2 = = i i
in solving problems concerning the arc length
and sector area of a circle.
Including calculation of lengths and angles in
triangles and areas of triangles.
1.5 Trigonometry
Candidates should be able to:
• sketch and use graphs of the sine, cosine and
tangent functions (for angles of any size, and
using either degrees or radians)
Notes and examples
Including e.g. y = 3 sinx, y = 1 – cos 2x,
y tan x . 4
1 = + c m r
• use the exact values of the sine, cosine and
tangent of 30°, 45°, 60°, and related angles
e.g. cos s 150 , in 2
1 3 4
3
2
1 c = = − r .
• use the notations sin–1
x, cos–1
x, tan–1
x to denote
the principal values of the inverse trigonometric
relations
No specialised knowledge of these functions is
required, but understanding of them as examples of
inverse functions is expected.
• use the identities
cos
sin
/ tan i
i i and
sin cos 1 2 2 i i + /
e.g. in proving identities, simplifying expressions and
solving equations.
• find all the solutions of simple trigonometrical
equations lying in a specified interval (general
forms of solution are not included).
e.g. solve 3 2 sin x x + 1 0 = for − r r 1 1 ,
3 5 sin cos 1 0 for 0 360 2
i i − − = c c G G i .
1.6 Series
Candidates should be able to:
• use the expansion of (a + b)
n
, where n is a
positive integer
Notes and examples
Including the notations n
r
f p and n!
Knowledge of the greatest term and properties of the
coefficients are not required.
• recognise arithmetic and geometric progressions
• use the formulae for the nth term and for the
sum of the first n terms to solve problems
involving arithmetic or geometric progressions
Including knowledge that numbers a, b, c are ‘in
arithmetic progression’ if 2b = a + c (or equivalent)
and are ‘in geometric progression’ if b2
= ac (or
equivalent).
Questions may involve more than one progression.
• use the condition for the convergence of a
geometric progression, and the formula for
the sum to infinity of a convergent geometric
progression.
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1 Pure Mathematics 1
1.7 Differentiation
Candidates should be able to:
• understand the gradient of a curve at a point as
the limit of the gradients of a suitable sequence
of chords, and use the notations
f′(x), f ″(x), x
y
d
d
, and
x
y
d
d
2
2
for first and second
derivatives
Notes and examples
Only an informal understanding of the idea of a limit
is expected.
e.g. includes consideration of the gradient of the
chord joining the points with x coordinates 2 and
(2 + h) on the curve y = x
3
. Formal use of the general
method of differentiation from first principles is not
required.
• use the derivative of x
n
(for any rational n),
together with constant multiples, sums and
differences of functions, and of composite
functions using the chain rule
e.g. find x
y
d
d
, given y x2 5 3 = + .
• apply differentiation to gradients, tangents and
normals, increasing and decreasing functions and
rates of change
Including connected rates of change, e.g. given the
rate of increase of the radius of a circle, find the rate
of increase of the area for a specific value of one of
the variables.
• locate stationary points and determine their
nature, and use information about stationary
points in sketching graphs.
Including use of the second derivative for identifying
maxima and minima; alternatives may be used in
questions where no method is specified.
Knowledge of points of inflexion is not included.
1.8 Integration
Candidates should be able to:
• understand integration as the reverse process of
differentiation, and integrate (ax + b)
n
(for any
rational n except –1), together with constant
multiples, sums and differences
Notes and examples
e.g. 2 5 x x 1 dx 3 ;^ h − + , x
x
2 3
1 d2 + >
^ h .
• solve problems involving the evaluation of a
constant of integration
e.g. to find the equation of the curve through (1, –2)
for which . x
y 2 1 x d
d = +
• evaluate definite integrals Including simple cases of ‘improper’ integrals, such
as
x xd and x xd
0
1 2
1
2
1 3 - - ; ; .
• use definite integration to find
– the area of a region bounded by a curve and
lines parallel to the axes, or between a curve
and a line or between two curves
– a volume of revolution about one of the axes.
A volume of revolution may involve a region not
bounded by the axis of rotation, e.g. the region
between y = 9 – x
2
and y = 5 rotated about the
x-axis.
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2 Pure Mathematics 2 (for Paper 2)
Knowledge of the content for Paper 1: Pure Mathematics 1 is assumed, and candidates
may be required to
demonstrate such knowledge in answering questions.
2.1 Algebra
Candidates should be able to:
• understand the meaning of |x|, sketch the
graph of y = |ax + b| and use relations such as
|a| = |b| ⇔ a
2
= b2
and
|x – a| < b ⇔ a – b < x < a + b when solving
equations and inequalities
Notes and examples
Graphs of y = |f(x)| and y = f(|x|) for non-linear
functions f are not included.
e.g. |3x – 2| = |2x + 7|, 2x + 5 < |x + 1|
• divide a polynomial, of degree not exceeding 4,
by a linear or quadratic polynomial, and identify
the quotient and remainder (which may be zero)
• use the factor theorem and the remainder
theorem.
e.g. to find factors and remainders, solve polynomial
equations or evaluate unknown coefficients.
Including factors of the form (ax + b) in which the
coefficient of x is not unity, and including calculation
of remainders.
2.2 Logarithmic and exponential functions
Candidates should be able to:
• understand the relationship between logarithms
and indices, and use the laws of logarithms
(excluding change of base)
Notes and examples
• understand the definition and properties of e
x
and lnx, including their relationship as inverse
functions and their graphs
Including knowledge of the graph of y = ekx for both
positive and negative values of k.
• use logarithms to solve equations and
inequalities in which the unknown appears in
indices
e.g. 2 5 x 1 , 3 2 5 3 1 x # 1 − , 3 4 x x 1 2 1 = + − .
• use logarithms to transform a given relationship
to linear form, and hence determine unknown
constants by considering the gradient and/or
intercept.
e.g.
y = kxn
gives ln y = ln k + nln x which is linear in
ln x and ln y
y = k (ax
) gives ln y = ln k + x lna which is linear in
x and ln y.
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2 Pure Mathematics 2
2.3 Trigonometry
Candidates should be able to:
• understand the relationship of the secant,
cosecant and cotangent functions to cosine, sine
and tangent, and use properties and graphs of
all six trigonometric functions for angles of any
magnitude
Notes and examples
• use trigonometrical identities for the
simplification and exact evaluation of expressions,
and in the course of solving equations, and
select an identity or identities appropriate to the
context, showing familiarity in particular with the
use of
– sec t 1 an 2 2 i i / + and cosec c 1 ot 2 2 i i / +
– the expansions of sin(A ± B), cos(A ± B) and
tan(A ± B)
– the formulae for sin 2A, cos 2A and tan 2A
– the expression of a b sin c i i + os in the
forms Rsin^ h i a ! and Rcos^ h i a ! .
e.g. simplifying cos s ^ ^ x x − 30c c h h − 3 in − 60 .
e.g. solving tan c i i + ot = 4, 2 5 sec tan 2
i i - = ,
3 2 cos s i i + in = 1.
2.4 Differentiation
Candidates should be able to:
• use the derivatives of e
x
, ln x, sinx, cos x,
tan x, together with constant multiples, sums,
differences and composites
Notes and examples
• differentiate products and quotients e.g. x
x
3 2
2 4 −
+ , x
2 lnx, xe
l–x2
.
• find and use the first derivative of a function
which is defined parametrically or implicitly.
e.g. x = t – e2t
, y = t + e2t
.
e.g. x
2
+ y
2
 = xy + 7.
Including use in problems involving tangents and
normals.
2.5 Integration
Candidates should be able to:
• extend the idea of ‘reverse differentiation’ to
include the integration of e
ax + b, ax b
1
+ ,
sin(ax + b), cos(ax + b) and sec2
(ax + b)
Notes and examples
Knowledge of the general method of integration by
substitution is not required.
• use trigonometrical relationships in carrying out
integration
e.g. use of double-angle formulae to integrate sin2
x
or cos2
(2x).
• understand and use the trapezium rule to
estimate the value of a definite integral.
Including use of sketch graphs in simple cases to
determine whether the trapezium rule gives an overestimate or an under-estimate.
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2 Pure Mathematics 2
2.6 Numerical solution of equations
Candidates should be able to:
• locate approximately a root of an equation,
by means of graphical considerations and/or
searching for a sign change
Notes and examples
e.g. finding a pair of consecutive integers between
which a root lies.
• understand the idea of, and use the notation for,
a sequence of approximations which converges
to a root of an equation
• understand how a given simple iterative formula
of the form xn + 1 = F(xn) relates to the equation
being solved, and use a given iteration, or an
iteration based on a given rearrangement of an
equation, to determine a root to a prescribed
degree of accuracy.
Knowledge of the condition for convergence is not
included, but an understanding that an iteration may
fail to converge is expected.
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3 Pure Mathematics 3 (for Paper 3)
Knowledge of the content of Paper 1: Pure Mathematics 1 is assumed, and candidates
may be required to
demonstrate such knowledge in answering questions.
3.1 Algebra
Candidates should be able to:
• understand the meaning of |x|, sketch the
graph of y = |ax + b| and use relations such as
|a| = |b| ⇔ a
2
= b2
and
|x – a| < b ⇔ a – b < x < a + b when solving
equations and inequalities
Notes and examples
Graphs of y = |f(x)| and y = f(|x|) for non-linear
functions f are not included.
e.g. |3x – 2| = |2x + 7|, 2x + 5 < |x + 1|.
• divide a polynomial, of degree not exceeding 4,
by a linear or quadratic polynomial, and identify
the quotient and remainder (which may be zero)
• use the factor theorem and the remainder
theorem
e.g. to find factors and remainders, solve polynomial
equations or evaluate unknown coefficients.
Including factors of the form (ax + b) in which the
coefficient of x is not unity, and including calculation
of remainders.
• recall an appropriate form for expressing rational
functions in partial 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)(cx
2
+ d)
Excluding cases where the degree of the numerator
exceeds that of the denominator
• use the expansion of (1 + x)
n
, where n is a
rational number and x 1 1.
Finding the general term in an expansion is not
included.
Adapting the standard series to expand
e.g. 2 x2
1 1 − −
` j is included, and determining the set
of values of x for which the expansion is valid in such
cases is also included.
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3 Pure Mathematics 3
3.2 Logarithmic and exponential functions
Candidates should be able to:
• understand the relationship between logarithms
and indices, and use the laws of logarithms
(excluding change of base)
Notes and examples
• understand the definition and properties of e
x
and lnx, including their relationship as inverse
functions and their graphs
Including knowledge of the graph of y = ekx for both
positive and negative values of k.
• use logarithms to solve equations and
inequalities in which the unknown appears in
indices
e.g. 2 5 x 1 , 3 2 < 5 3 1 x # − , 3 4 x x 1 2 1 = + − .
• use logarithms to transform a given relationship
to linear form, and hence determine unknown
constants by considering the gradient and/or
intercept.
e.g.
y = kxn
gives ln y = lnk + n lnx which is linear in lnx
and ln y.
y = k (ax
) gives ln y = lnk + x lna which is linear in
x and ln y.
3.3 Trigonometry
Candidates should be able to:
• understand the relationship of the secant,
cosecant and cotangent functions to cosine, sine
and tangent, and use properties and graphs of
all six trigonometric functions for angles of any
magnitude
Notes and examples
• use trigonometrical identities for the
simplification and exact evaluation of expressions,
and in the course of solving equations, and
select an identity or identities appropriate to the
context, showing familiarity in particular with the
use of
– sec t 1 an 2 2 i i / + and cosec c 1 ot 2 2 i i / +
– the expansions of sin(A ± B), cos(A ± B) and
tan(A ± B)
– the formulae for sin 2A, cos 2A and tan2A
– the expression of a b sin c i i + os in the
forms Rsin^ h i ! a and Rcos^ h i ! a .
e.g. simplifying cos(x – 30˚) – 3 sin(x – 60˚).
e.g. solving tan c i i + ot = 4, 2 5 sec tan 2
i i − = ,
3 2 cos s i i + in = 1.
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3 Pure Mathematics 3
3.4 Differentiation
Candidates should be able to:
• use the derivatives of e
x
, ln x, sinx, cos x, tanx,
tan–1
x, together with constant multiples, sums,
differences and composites
Notes and examples
Derivatives of sin–1
x and cos–1
x are not required.
• differentiate products and quotients e.g. x
x
3 2
2 4 −
+ , x
2
ln x, xe
1–x2
.
• find and use the first derivative of a function
which is defined parametrically or implicitly.
e.g. x = t – e2t
, y = t + e2t
.
e.g. x
2
+ y
2
= xy + 7.
Including use in problems involving tangents and
normals.
3.5 Integration
Candidates should be able to:
• extend the idea of ‘reverse differentiation’ to
include the integration of e
ax + b, ax b
1
+ ,
sin(ax + b), cos(ax + b), sec2
(ax + b)
and
x a
1
2 2 +
Notes and examples
Including examples such as 2 3x
1
2 + .
• use trigonometrical relationships in carrying out
integration
e.g. use of double-angle formulae to integrate sin2
x
or cos2
(2x).
• integrate rational functions by means of
decomposition into partial fractions
Restricted to types of partial fractions as specified in
topic 3.1 above.
• recognise an integrand of the form x
k x
f
fl
^
^
h
h
, and
integrate such functions
e.g. integration of
x
x
1 2 + , tan x.
• recognise when an integrand can usefully be
regarded as a product, and use integration by
parts
e.g. integration of x sin 2x, x
2
e
–x
, ln x, x tan–1
x.
• use a given substitution to simplify and evaluate
either a definite or an indefinite integral.
e.g. to integrate sin2 2x cos x using the substitution
u = sin x.
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3 Pure Mathematics 3
3.6 Numerical solution of equations
Candidates should be able to:
• locate approximately a root of an equation,
by means of graphical considerations and/or
searching for a sign change
Notes and examples
e.g. finding a pair of consecutive integers between
which a root lies.
• understand the idea of, and use the notation for,
a sequence of approximations which converges
to a root of an equation
• understand how a given simple iterative formula
of the form xn + 1
= F(xn) relates to the equation
being solved, and use a given iteration, or an
iteration based on a given rearrangement of an
equation, to determine a root to a prescribed
degree of accuracy.
Knowledge of the condition for convergence is not
included, but an understanding that an iteration may
fail to converge is expected.
3.7 Vectors
Candidates should be able to:
• use standard notations for vectors, i.e.
x
y
f p, xi + yj,
x
y
z
f p, xi + yj + zk, AB , a
Notes and examples
• carry out addition and subtraction of vectors
and multiplication of a vector by a scalar, and
interpret these operations in geometrical terms
e.g. ‘OABC is a parallelogram’ is equivalent to
OB = OA + OC .
The general form of the ratio theorem is not
included, but understanding that the midpoint of
AB has position vector 2 OA OB 1 _ + i is expected.
• calculate the magnitude of a vector, and use
unit vectors, displacement vectors and position
vectors
In 2 or 3 dimensions.
• understand the significance of all the symbols
used when the equation of a straight line is
expressed in the form r = a + tb, and find the
equation of a line, given sufficient information
e.g. finding the equation of a line given the position
vector of a point on the line and a direction vector, or
the position vectors of two points on the line.
• determine whether two lines are parallel,
intersect or are skew, and find the point of
intersection of two lines when it exists
Calculation of the shortest distance between two
skew lines is not required. Finding the equation of
the common perpendicular to two skew lines is also
not required.
• use formulae to calculate the scalar product of
two vectors, and use scalar products in problems
involving lines and points.
e.g. finding the angle between two lines, and finding
the foot of the perpendicular from a point to a line;
questions may involve 3D objects such as cuboids,
tetrahedra (pyramids), etc.
Knowledge of the vector product is not required.
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3 Pure Mathematics 3
3.8 Differential equations
Candidates should be able to:
• formulate a simple statement involving a rate of
change as a differential equation
Notes and examples
The introduction and evaluation of a constant of
proportionality, where necessary, is included.
• find by integration a general form of solution for
a first order differential equation in which the
variables are separable
Including any of the integration techniques from
topic 3.5 above.
• use an initial condition to find a particular
solution
• interpret the solution of a differential equation in
the context of a problem being modelled by the
equation.
Where a differential equation is used to model a
‘real-life’ situation, no specialised knowledge of the
context will be required.
3.9 Complex numbers
Candidates should be able to:
• understand the idea of a complex number, recall
the meaning of 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
Notes and examples
Notations Re z, Imz, |z|, arg z, z* should be known.
The argument of a complex number will usually
refer to an angle i such that −r r 1 i G , but in
some cases the interval 0 2 G i 1 r may be more
convenient. Answers may use either interval unless
the question specifies otherwise.
• carry out operations of addition, subtraction,
multiplication and division of two complex
numbers expressed in Cartesian form x + iy
For calculations involving multiplication or division,
full details of the working should be shown.
• use the result that, for a polynomial equation
with real coefficients, any non-real roots occur in
conjugate pairs
e.g. in solving a cubic or quartic equation where one
complex root is given.
• represent complex numbers geometrically by
means of an Argand diagram
• carry out operations of multiplication and
division of two complex numbers expressed in
polar form r r cos si in ei i i + / i ^ h
Including the results |z1z2
| = |z1||z2
| and
arg a _ _ z z1 2i i = rg z z 1 2 + arg_ i, and corresponding
results for division.
• find the two square roots of a complex number e.g. the square roots of 5 + 12i in
exact Cartesian
form. Full details of the working should be shown.
• understand in simple terms the geometrical
effects of conjugating a complex number and of
adding, subtracting, multiplying and dividing two
complex numbers
• illustrate simple equations and inequalities
involving complex numbers by means of loci in
an Argand diagram
e.g. |z – a| < k, |z – a| = |z – b|, arg(z – a) = α.