Professional Documents
Culture Documents
ESSENTIAL
Advanced General
Mathematics
Third edition
ENHANCED
MICHAEL EVANS
SUE AVERY
DOUG WALLACE
KAY LIPSON
CAS calculator material prepared in collaboration with
Jan Honnens
David Hibbard
Russell Brown
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This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective
licensing agreements, no reproduction of any part may take place without the written permission of
Cambridge University Press.
First published 2009
Reprinted 2009, 2010
Enhanced version 2011
Typeset by Aptara Corp.
Cover design by Marta White
Printed in China by Printplus Co. Ltd.
National Library of Australia Cataloguing in Publication data
Essential advanced general TI-N / CP version / Michael Evans . . . [et al.]
3rd ed. enhanced
9781107652354 (pbk.)
Essential mathematics.
For secondary school age.
Mathematics Textbooks.
Mathematics Study and teaching (Secondary).
Evans, Michael (Michael Wyndham)
510
ISBN 978-1-107-65235-4 Paperback
ISBN 978-1-139-09985-1 Electronic version
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Contents
Introduction
xii
CHAPTER 1 Matrices
1.1
1.2
1.3
1.4
1.5
Introduction to matrices
1
Addition, subtraction and multiplication by a
scalar
6
Multiplication of matrices
11
Identities, inverses and determinants for 2 2
matrices
14
Solution of simultaneous equations using
matrices
19
Chapter summary
23
Multiple-choice questions
24
Short-answer questions (technology-free)
25
Extended-response questions
26
CHAPTER 2 Algebra I
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
28
Indices
28
Standard form
30
Solving linear equations and linear simultaneous
equations
33
Solving problems with linear equations
37
Solving problems using simultaneous linear
equations
40
Substitution and transposition of formulas
42
Algebraic fractions
44
Literal equations
47
Using the TI-Nspire with algebra
50
Using the Casio ClassPad with algebra
51
Chapter summary
57
Multiple-choice questions
57
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Contents
3.1
3.2
3.3
3.4
3.5
4.1
4.2
4.3
4.4
4.5
Direct variation
89
Inverse variation
93
Fitting data
96
Joint variation
103
Part variation
106
Chapter summary
109
Multiple-choice questions
109
Short-answer questions (technology-free)
Extended-response questions
112
6.1
6.2
6.3
6.4
111
115
Introduction to sequences
115
Arithmetic sequences
122
Arithmetic series
125
Geometric sequences
130
Geometric series
135
Infinite geometric series
138
Fixed point iteration
141
Chapter summary
146
Multiple-choice questions
147
Short-answer questions (technology-free)
Extended-response questions
148
CHAPTER 6 Algebra II
84
89
5.1
5.2
5.3
5.4
5.5
5.6
5.7
63
Set notation
64
Sets of numbers
67
Surds
69
Natural numbers
74
Problems involving sets
77
Chapter summary
82
Multiple-choice questions
83
Short-answer questions (technology-free)
Extended-response questions
85
CHAPTER 4 Variation
58
147
151
Polynomial identities
151
Quadratics and rates
154
Partial fractions
162
Simultaneous equations
169
Chapter summary
173
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Contents
Multiple-choice questions
174
Short-answer questions (technology-free)
Extended-response questions
176
CHAPTER 7 Revision of chapters 16
7.1
7.2
8.7
8.8
8.9
8.10
9.5
190
227
Ratios
227
An introduction to similarity
229
Areas, volumes and similarity
235
Geometric representation of arithmetic
operations
242
Golden ratio
244
Chapter summary
248
Multiple-choice questions
248
Short-answer questions (technology-free)
Extended-response questions
251
10.1
10.2
10.3
10.4
10.5
177
Translations
191
Reflections
194
Dilations from the axes
196
Rules for transformations
197
Composition of transformations
199
Applying transformations to graphs of
functions
201
Determining transformations
206
Absolute value function and integer value
function
208
Function notation with transformations
213
Summary of transformations
216
Chapter summary
220
Multiple-choice questions
222
Short-answer questions (technology-free)
224
Extended-response questions
224
9.1
9.2
9.3
9.4
175
Multiple-choice questions
177
Extended-response questions
182
CHAPTER 8 Transformations
8.1
8.2
8.3
8.4
8.5
8.6
249
253
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Contents
10.6
10.7
10.8
10.9
10.10
10.11
10.12
11.1
11.2
11.3
11.4
11.5
11.6
11.7
297
applications
12.1
12.2
12.3
12.4
12.5
12.6
12.7
12.8
326
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Contents
CHAPTER 13 Revision of chapters 812
13.1
13.2
375
CHAPTER 15 Vectors
15.1
15.2
15.3
15.4
363
Multiple-choice questions
363
Extended-response questions
368
14.1
14.2
14.3
vii
387
390
Introduction to vectors
390
Components of vectors
397
Vectors in three dimensions
401
Applications
403
Chapter summary
406
Multiple-choice questions
407
Short-answer questions (technology-free)
Extended-response questions
409
407
numbers
16.1
16.2
16.3
16.4
16.5
16.6
Polar coordinates
411
The set of complex numbers
417
Multiplication and division of complex
numbers
420
Argand diagrams
425
Solving equations over the complex field
Polar form of a complex number
430
Chapter summary
435
Multiple-choice questions
436
Short-answer questions (technology-free)
Extended-response questions
438
CHAPTER 17 Loci
17.1
17.2
17.3
410
428
437
440
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440
454
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Contents
18.1
18.2
19.3
19.4
463
20.1
20.2
479
485
Triangle of forces
486
Resolution of forces
489
Chapter summary
493
Multiple-choice questions
493
Short-answer questions (technology-free)
21.1
21.2
457
Multiple-choice questions
457
Extended-response questions
461
CHAPTER 19 Kinematics
19.1
19.2
456
494
496
Multiple-choice questions
496
Extended-response questions
498
variable
22.1
22.2
22.3
22.4
22.5
22.6
22.7
22.8
500
Types of variables
500
Displaying categorical datathe bar chart
502
Displaying numerical datathe histogram
503
Characteristics of distributions of numerical
variables
513
Stem-and-leaf plots
515
Summarising data
520
The boxplot
533
Using boxplots to compare distributions
540
Chapter summary
543
Multiple-choice questions
544
Short-answer questions (technology-free)
546
Extended-response questions
548
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Contents
ix
numerical variables
23.1
23.2
23.3
23.4
23.5
551
24.1
24.2
Multiple-choice questions
589
Extended-response questions
595
25.1
25.2
25.3
25.4
Glossary
589
602
An introduction to proof
602
The principle of mathematical induction
Linear Diophantine equations
610
The Euclidean algorithm
613
Chapter summary
617
Multiple-choice questions
617
Short-answer questions (technology-free)
Extended-response questions
619
607
618
621
634
650
661
Michael Evans now works at the Australian Mathematical Sciences Institute based at the University
of Melbourne. He was Head of Mathematics at Scotch College for many years and has been
heavily involved in curriculum development at both Victorian state and national levels.
Kay Lipson is Dean of the Faculty of Higher Education, Lilydale at Swinburne University of
Technology. She has many years experience teaching statistics at undergraduate and graduate
level, as well as conducting courses in statistics for industry and government.
Doug Wallace has been a teacher of senior mathematics at Wesley College in Melbourne for over
20 years. He is a former Head of Mathematics and is currently the Campus Curriculum and
International Baccalaureate Diploma Coordinator.
The late Sue Avery was an experienced VCE Mathematics teacher and a key contributor to the
Essential VCE Mathematics series.
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1.
2.
3.
* Technical specications: You must be connected to the internet to activate your account and to use the Interactive Textbook.
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Introduction
This book provides a complete course for General Mathematics. It has been written as a
teaching text, with understanding as its chief aim and ample practice offered through the
worked examples and exercises. All the work has been trialled in the classroom, and the
approaches offered are based on classroom experience.
The book contains ve revision chapters which provide short-answer and extended-response
questions on each chapter.
The use of CAS calculators is referred to throughout the text. Extended-response questions
which require the use of a graphics calculator are indicated by the graphics calculator icon
shown here.
In the following table the contents of this book are assigned to Areas of Study as stipulated
in the study design for General Mathematics Units 1 and 2.
Area of study 1: Arithmetic
Matrices
Integer and rational number systems
Real and complex number systems
Sequences and series
Area of study 2: Data analysis and simulation
Univariate data
Bivariate data
Area of study 3: Algebra
Linear relations and equations
Non-linear relations and equations
Algebra and logic
Area of study 4: Functions and Graphs
Linear graphs and modelling
Sketching and interpreting graphs
Variation
Kinematics
Area of study 6: Geometry and trigonometry
Shape and measurement
Geometry in two and three dimensions
Vectors
Trigonometric ratios and their applications
The TI-Nspire calculator instructions have been completed by Jan Honnens and the Casio
ClassPad instructions have been completed by David Hibbard.
The TI-Nspire instructions are written for the CX CAS model, operating system 3.0.2, but
can be used with other versions. Check the companion website for updates.
The Casio ClassPad instructions are written for operating system 3 or above.
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xi
Revision
Enhanced
TI-NSpire and Casio ClassPad versions
Enhanced TI-Nspire
and Casio ClassPad
versions
9/9/11
10:43 AM
Page xii
What teachers and students will find in the digital resources ...
Teacher CD-ROM
Interactive Textbook
Textbook PDF
A downloadable PDF of the textbook is also available
on Cambridge GO for students to use when they are
unable to go online.
Websites
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C H A P T E R
1
Matrices
Objectives
To be able to identify when two matrices are equal
To be able to add and subtract matrices of the same dimensions
To be able to perform multiplication of a matrix and a scalar
To be able to identify when the multiplication of two given matrices is possible
To be able to perform multiplication on two suitable matrices
To be able to find the inverse of a 2 2 matrix
To be able to find the determinant of a matrix
To be able to solve linear simultaneous equations in two unknowns using an
inverse matrix
1.1
Introduction to matrices
A matrix is a rectangular array of numbers. The numbers in the array are called the entries in
the matrix.
The following are examples of matrices:
2 3
1 2
[5]
[2 1 5 6]
3 4
0 0 1
2 0
5 6
Matrices vary in size. The size, or dimension, of the matrix is described by specifying the
number of rows (horizontal lines) and columns (vertical lines) that occur in the matrix.
The dimensions of the above matrices are, in order:
3 2,
1 4,
3 3,
1 1.
The rst number represents the number of rows and the second, the number of columns.
1
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Example 1
Write down the dimensions of thefollowing
matrices.
1
2
1
1
2
c 2 2 3
a
b
3
2 1 0
4
Solution
a 23
b 41
c 13
The use of matrices to store information is demonstrated by the following two examples.
Four exporters A, B, C and D sell televisions (t), CD players (c), refrigerators (r) and
washing machines (w). The sales in a particular month can be represented by a 4 4 array of
numbers. This array of numbers is called a matrix.
r
c
w
A 120
95
370
B 430
380
1000
C 60
50
150
D 200
100
470
column 1 column 2 column 3
250 row 1
900
row 2
100 row 3
50 row 4
column 4
A B C
0 2 1
2 0 1
1 1 0
1 0 0
1
0
0
0
If A is a matrix, aij will be used to denote the entry that occurs in row i and column j of A.
Thus a 3 4 matrix may be written
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Chapter 1 Matrices
For B, an m n matrix
.
.
.
.
B=
.
.
.
.
.
.
bm1 bm2 . . . . . bmn
Matrices provide a format for the storage of data. In this form the data is easily operated on.
Some graphics calculators have a built-in facility to operate on matrices and there are
computer packages which allow the manipulation of data in matrix form.
A car dealer sells three models of a certain make and his business operates through two
showrooms. Each month he summarises the number of each model sold by a sales
matrix S:
s11 s12 s13
S=
, where si j is the number of cars of model j sold by showroom i.
s21 s22 s23
So, for example, s12 is the number of sales made by showroom 1, of model 2.
If in January, showroom 1 sold three, six and two cars of models 1, 2 and 3 respectively, and
showroom 2 sold four, two and one car(s) of models 1, 2 and 3 (in that order), the sales matrix
for January would be:
3
S=
4
6
2
2
1
A matrix is, then, a way of recording a set of numbers, arranged in a particular way. As in
Cartesian coordinates, the order of the numbers is signicant, so that although the matrices
1 2
3 4
,
3 4
1 2
have the same numbers and the same number of elements, they are different matrices (just as
(2, 1), (1, 2) are coordinates of different points).
Two matrices A, B, are equal, and can be written as A = B when
each has the same number of rows and the same number of columns
they have the same number or element at corresponding positions.
2 1 1
1 + 1 1 1
=
e.g.
6
11 1
0 1
3
2
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Example 2
If matrices A and B are equal, nd the values of x and y.
2 1
2 1
B=
A=
3 y
x 4
Solution
x = 3 and y = 4
Although a matrix is made from a set of numbers, it is important to think of a matrix as a
single entity, somewhat like a super number.
Example 3
There are four rows of seats of three seats each in a minibus. If 0 is used to indicate a seat is
vacant and 1 is used to indicate a seat is occupied, write down a matrix that represents
a the 1st and 3rd rows are occupied but the 2nd and 4th rows are vacant
b only the seat on the front left corner of the bus is occupied.
Solution
1 1
0 0
a
1 1
0 0
1
0
1
0
1
0
b
0
0
0
0
0
0
0
0
0
0
Example 4
There are four clubs in a local football league.
Team A has 2 senior teams and 3 junior teams
Team B has 2 senior teams and 4 junior teams
Team C has 1 senior team and 2 junior teams
Team D has 3 senior teams and 3 junior teams
Represent this information in a matrix.
Solution
2 3
2 4 Note: rows represent teams A, B, C, D and columns represent the number
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Chapter 1 Matrices
Exercise 1A
p
q
d
r
s
Example
Example
2 There are 25 seats arranged in ve rows and ve columns. If 0, 1 respectively are used to
indicate whether a seat is vacant or occupied, write down a matrix which represents the
situation when
a only seats on the two diagonals are occupied
b all seats are occupied.
3 If seating arrangements (as in 2) are represented by matrices, consider the matrix in which
the i, j element is 1 if i = j, but 0 if i = j. What seating arrangement does this matrix
represent?
Example
4 At a certain school there are 200 girls and 110 boys in Year 7, 180 girls and 117 boys in
Year 8, 135 and 98 respectively in Year 9, 110 and 89 in Year 10, 56 and 53 in Year 11 and
28 and 33 in Year 12. Summarise this information in matrix form.
Example
5 From the following, select those pairs of matrices which could be equal, and write down
the values of x, y which would make them equal.
a 3 , 0 , [0 x ], [0 4 ]
2
x
4
7
1
2
x
7
b
,
,
, [4 x 1 2]
1 2
4 x
1 2
2
x
4
y
0
4
2
0
4
c
,
,
1 10 3
1 10 3
1 10 3
6 In each of the following nd the values of the pronumerals so that matrices A and B are
equal.
x
3
2 1 1
x 1 1
b A=
B=
a A=
B=
2
y
0 1
3
0 1
y
c A = [3 x] B = [y
4]
1 y
1 2
B=
d A=
4 3
4
x
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B
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8 The statistics for the ve members of a basketball team are recorded as follows.
Player A:
points 21, rebounds 5, assists 5
Player B:
points 8, rebounds 2, assists 3
Player C:
points 4, rebounds 1, assists 1
Player D:
points 14, rebounds 8, assists 60
Player E:
points 0, rebounds 1, assists 2
Express this data in a 5 3 matrix.
by a scalar
Addition will be dened for two matrices only when they have the same number of rows and
the same number of columns. In this case the sum of two matrices is found by adding
corresponding elements. For example,
1 0
0 3
1 3
+
=
0 2
4
1
4
3
b11 b12
a11 + b11 a12 + b12
a11 a12
and
a21 a22 + b21 b22 = a21 + b21 a22 + b22
a31 a32
b31 b32
a31 + b31 a32 + b32
Subtraction is dened in a similar way. When the two matrices have the same number of rows
and the same number of columns the difference is found by subtracting corresponding
elements.
Example 5
Find
a
1 0
2 1
2 0
4
1
Solution
1 0
2 1
1
1
a
=
2 0
4
1
6 1
b
2 3
2 3
1 4
1 4
b
2 3
2 3
0 0
=
1 4
1 4
0 0
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Chapter 1 Matrices
Example 6
2
3
2 0
5 0
X=
,Y =
,A =
,B =
4
6
1 2
2 4
Let
2
3
5
X+Y=
+
=
4
6
10
2
4
2X = 2
=
4
8
3
2
12
2
14
4Y + X = 4
+
=
+
=
6
4
24
4
28
2
3
1
XY=
=
4
6
2
2 0
6
0
3A = 3
=
1 2
3 6
5 0
1
0
6
0
=
3A + B =
+
1 2
2 4
3 6
Example 7
3
If A =
1
2
0
and B =
1
2
4
, nd matrices X such that 2A + X = B.
8
Solution
If 2A + X = B, then X = B 2A
0 4
3 2
X=
2
2
8
1 1
023
4 2 2
=
2 2 1
821
6 8
=
0
6
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3 6
To enter the matrix A =
, use the
6 7
Nav Pad to move between the entries of the
2 by 2 matrix template and store (/ h)
the matrix as a.
3
6
Dene the matrix B =
in a
5 6.5
similar way.
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Chapter 1 Matrices
Exercise 1B
Example
1
3
1 1
4 0
,Y =
,A =
,B =
1 Let X =
2
0
2
3
1 2
Find X + Y, 2X, 4Y + X, X Y, 3A and 3A + B.
2 Each showroom of a car dealer sells exactly twice as many cars of each model in February
as in January. (See example in section 1.1.)
3 6 2
a Given that the sales matrix for January is
, write down the sales matrix for
4 2 1
February.
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d 3B 2A
Calculate
a P+Q
Example
b P + 3Q
c 2P Q + R
0 10
3 1
and B =
, nd matrices X and Y such that
7 If A =
2
17
1 4
2A 3X = B and 3A + 2Y = 2B.
8 Matrices X and Y show the production of four models a, b, c, d at two automobile factories
P, Q in successive weeks.
b
c
d
b
c
d
a
a
P 150 90 100 50
P 160 90 120 40
X=
Y=
Q 100
0
75
0
Q 100
0
50
0
week 1
week 2
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Chapter 1 Matrices
1.3
11
Multiplication of matrices
Multiplication of a matrix by a real number has been discussed in the previous section. The
denition for multiplication of matrices is less natural. The procedure for multiplying two
2 2 matrices is shown rst.
1 3
5 1
Let
A=
and B =
4 2
6 3
1 3 5 1
Then
AB =
4 2 6 3
15+36 11+33
=
45+26 41+23
23 10
=
32 10
5 1 1 3
and
BA =
6 3 4 2
51+14 53+12
=
61+34 63+32
9 17
=
18 24
Note that AB = BA.
If A is an m n matrix and B is an n r matrix, then the product AB is the m r matrix
whose entries are determined as follows.
To nd the entry in row i and column j of AB single out row i in matrix A and column j in
matrix B. Multiply the corresponding entries from the row and column and then add up the
resulting products.
Note: The product AB is dened only if the number of columns of A is the same as the number
of rows of B.
Example 8
For A =
2
3
4
6
5
and B =
nd AB.
3
Solution
A is a 2 2 matrix and B is a 2 1 matrix. Therefore AB is dened.
The matrix AB is a 2 1 matrix.
2 4
5
25+43
22
AB =
=
=
3 6
3
35+63
33
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Example 9
Matrix X shows the number of cars of models a and b bought by four dealers, A, B, C and D.
Matrix Y shows the cost in dollars of model a and model b.
Find XY and explain what it represents.
A
B
X=
C
D
a
3
2
1
1
1
2
4
1
26 000 a
Y=
32 000 b
Solution
A
B
XY =
C
D
a
3
2
1
1
1
2
26 000 a
4 32 000 b
1
42
21
3 26 000 + 1 32 000
110 000
2 26 000 + 2 32 000 116 000
XY =
=
2
5
3
6
4
4
and B = 1
7
0
2 nd AB.
3
Solution
A is a 2 3 matrix and B is a 3 2 matrix. Therefore AB is a 2 2 matrix.
4 0
2 3 4
AB =
1 2
5 6 7
0 3
24+31+40 20+32+43
=
54+61+70 50+62+73
11 18
=
26 33
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13
Chapter 1 Matrices
Exercise 1C
Examples
8,10
2
1
1
1 If X =
,Y =
,A =
1
3
1
2
3
,B =
3
1
2
2
,C =
1
1
1
1
,I =
1
0
0
,
1
nd the products AX, BX, AY, IX, AC, CA, (AC)X, C(BX), AI, IB, AB, BA,
A2 , B2 , A(CA) and A2 C.
2 a Are the following products, of matrices given in 1, dened?
AY, YA, XY, X2 , CI, XI
2 0
0
b If A =
and B =
0 0
3
0
, nd AB.
2
3 The matrices A and B are 2 2 matrices, and O is the zero 2 2 matrix. Is the following
argument correct?
If AB = O, and A = O, then B = O.
2
4 If L = [2 1], X =
, nd LX and XL.
3
5 A and B are both m n matrices. Are AB and BA dened and, if so, how many rows and
columns do they have?
1 0
d b
a b
.
=
6 Suppose
0 1
c d
c
a
Show that ad bc = 1. What is the product matrix if the order of multiplication on the
left-hand side is reversed?
7 Using
of 6, write down a pair of matrices A, B such that AB = BA = I where
the result
1 0
I=
.
0 1
8 Select any three 2 2 matrices A, B and C.
Calculate A(B + C), AB + AC and (B + C) A.
Example
9 It takes John ve minutes to drink a milk shake which costs $2.50, and twelve minutes to
eat a banana split which
costs $3.00.
5
12
1
Calculate the product
and interpret the result in milk bar economics.
2.50 3.00 2
Suppose two
friends join John.
5
12
1 2 0
Calculate
and interpret the result.
2.50
3.00
2 1 1
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10 The reading habits of ve students A, B, C, D and E are shown in the rst matrix below
where the columns p, q, r, and s represent four weekly magazines. The second matrix
shows the cost in dollars of each magazine. Find the product of the two matrices and
interpret the result.
A
B
C
D
E
p q
0 0
1 0
1 0
1 1
0 1
r
1
1
0
1
0
s
1
1
1
p
q
r
s
2.00
3.00
2.50
3.50
s11 s12 s13
be the sales matrix for two showrooms selling three models of
11 Let S =
s21 s22 s23
cars. Here sij is the number of cars of model j sold from showroom i. Let the prices of the
three models of cars be $c1 , $c2 , $c3 .
c1
Call the 3 1 matrix, C = c2 the price matrix.
c3
a Find SC.
b What is the practical meaning of SC?
c Suppose the car dealer sells both new and used cars and the price of two-year-old used
cars for the three models is $u 1 , $u 2 and $u 3 , respectively.
Form a new cost matrix
c1 u 1
C = c2 u 2
c3 u 3
Find SC and state its meaning.
d Suppose the car dealer makes 30% prot on his selling of new cars and 25% on used
cars.
0.3 0
If V =
, what is the meaning of CV?
0
0.25
for 2 2 matrices
Identities
A matrix with the same number of rows and columns is called a square matrix. For square
matrices of a given dimension, e.g. 2 2, a multiplicative identity I exists.
1 0
For example, for 2 2 matrices I =
0 1
1 0 0
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Chapter 1 Matrices
2
If A =
1
15
3
, AI = IA = A, and this result holds for any square matrix multiplied by the
4
Inverses
Given a 2 2 matrix A, is there a matrix B such that AB = BA = I?
x y
2 3
Let B =
and A =
u v
1 4
2 3 x y
1 0
Then AB = I implies
=
1 4 u v
0 1
2x + 3u 2y + 3v
1 0
i.e.
=
x + 4u
y + 4v
0 1
2x + 3u = 1 and 2y + 3v = 0
x + 4u = 0
y + 4v = 1
These simultaneous equations can be solved to nd x, u, y, and v and hence B.
0.8 0.6
B=
0.2
0.4
B is said to be the inverse of A as AB = BA = I.
a b
x y
Let A be a 2 2 matrix with A =
and let B =
where B is the inverse of A.
c d
u v
ax + bu ay + bv
1 0
Then AB = I. In full this is written
=
cx + du cy + dv
0 1
Hence ax + bu = 1 ay + bv = 0
cx + du = 0 cy + dv = 1
which form two pairs of simultaneous equations, for x, u and y, v respectively.
Taking the x, u pair and eliminating u, (ad bc)x = d
Similarly, eliminating x,
(bc ad)u = c
These two equations can be solved for x and u respectively provided ad bc = 0
i.e.
x=
c
c
d
and u =
=
ad bc
cb ad
ad bc
b
d
ad bc ad bc
ad bc ad bc
y=
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Chapter 1 Matrices
17
Example 11
5
For the matrix A =
3
2
nd
1
b A1
a det(A)
Solution
b A1
a det(A) = 5 1 2 3 = 1
1
1 2
=
1 3
5
1
2
=
3 5
Example 12
3
For the matrix A =
1
a det(A)
2
nd
6
5
c X if AX =
7
b A1
6
2
Solution
a det(A) = 3 6 2 = 16
5
c AX =
7
b A1
6
2
5
d Y if YA =
7
1
6
=
16 1
2
3
6
2
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23:51
3
1
2
2
Y=
5 1
2
2
Exercise 1D
Example
11
Example
12
2
3
1
2
b A1
2
and B =
3
2
nd
2
c det(B)
d B1
2 Find the inverse of the following regular matrices ( is any real number, k is any non-zero
real number).
3 1
3 1
1 0
cos sin
a
b
c
d
4 1
2 4
0 k
sin
cos
2
1
1 0
3 If A, B are the regular matrices A =
,B =
, nd A1 , B1 .
0 1
3 1
Also nd AB and hence nd, if possible, (AB)1 .
Also nd from A1 , B1 , the products A1 B1 and B1 A1 . What do you notice?
4 3
4 For the matrix A =
2 1
3
4
3
4
a nd A1
b if AX =
, nd X
c if YA =
, nd Y.
1 6
1 6
3 2
4 1
3 4
5 If A =
,B =
and C =
, nd
1 6
2
2
2 6
a X such that AX + B = C
b Y such that YA + B = C
6 If A is a 2 2 matrix, a12 = a21 = 0, a11 = 0, a22 = 0, then show that A is regular and
nd A1 .
7 Let A be a regular 2 2 matrix, B a 2 2 matrix and AB = 0. Show that B = 0.
8 Find all 2 2 matrices such that A1 = A.
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Chapter 1 Matrices
1.5
19
I
= A1
y
9
x
3
3
1 5
=
since A
=
y
2
9
2
This is the solution to the simultaneous equations.
Check by substituting x = 3, y = 2 in the equations.
When dealing with simultaneous linear equations in two variables which represent parallel
straight lines, a singular matrix results.
For example the system
x + 2y = 3
2x 4y = 6
has associated matrix equation
1
2
x
3
=
y
6
2 4
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23:51
1 2
Note that the determinant of
= 1 4 (2 2) = 0.
2 4
There is no unique solution to the system of equations.
Example 13
2 1
1
x
If A =
and K =
, solve the system AX = K where X =
.
1 2
2
y
Solution
If AX = K, then X = A1 K
1
2
1
1
0
A1 K =
=
5 1 2
2
1
0
X=
1
Example 14
Solve the following simultaneous equations.
3x 2y = 6
7x + 4y = 7
Solution
3 2
The matrix equation is
7 4
3 2
A=
7 4
Let
2
3
1
4
x
=
26 7
y
2
3
Then A
and
1
4
=
26 7
x
6
=
y
7
1
6
38
=
26 21
7
. ,
and
K
=
AX = K, where A is an n n matrix, X =
.
.
.
xn
kn
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Chapter 1 Matrices
21
this method can be applied more generally when A is regular. In fact, as shown, an expression
for the solution can be written at once. Multiply AX, and K, on the left by A1 , and
A1 (AX) = A1 K and A1 (AX) = (A1 A)X = IX = X.
Hence X = A1 K, which is a formula for the solution of the system. Of course it depends
on the inverse A1 existing, but once A1 is found then equations of the form AX = K can be
solved for all possible n 1 matrices K.
Again this process can be completed using a calculator as long as matrices A and K have
been entered onto the calculator.
Example 15
Consider the system of ve equations in ve unknowns.
2a + 3b c + d + 2e = 9
a+bc =4
a + 2d 3e = 4
b + 2c d + e = 6
a b + d 2e = 0
Use a graphics calculator to solve for a, b, c, d and e.
Solution
Enter 5 5 matrix A and 5 1 matrix B into the graphics calculator.
2
3 1
1
2
9
1
4
1 1
0
0
A = 1
0
0
2 3 B =
4
2 1
1
0 1
6
1 1
0
1 2
0
4
9
23
9
23
7
2
4
a = , b = , c = 1, d = and e =
Then A1 B = 1
7
9
9
9
3
9
2
3
It should be noted that just as for two equations in two unknowns, there is a geometric
interpretation for three equations in three unknowns. There is only a unique solution if the
equations represent three planes intersecting at a point.
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23:51
Exercise 1E
Example
13
Example
14
3 1
x
1 If A =
, solve the system AX = K where X =
, and
4 1
y
1
2
a K=
b K=
2
3
3 1
2 If A =
, solve the system AX = K where
2 4
0
2
a K=
b K=
1
0
3 Use matrices to solve the following pairs of simultaneous equations.
a 2x + 4y = 6
3x + y = 1
b x + 2y = 1
x + 4y = 2
c 2x + 5y = 10
y = x +4
4 Use matrices to nd the point of intersection of the lines given by the equations
2x 3y = 7 and 3x + y = 5.
5 Two children spend their pocket money buying some books and some CDs. One child
spends $120 and buys four books and four CDs. The other child buys three CDs and ve
books and spends $114. Set up a system of simultaneous equations and use matrices to nd
the cost of a single book and a single CD.
6 Consider the system 2x 3y = 3
4x 6y = 6
a Write this system in matrix form, as AX = K.
b Is A a regular matrix?
c Can any solutions be found for this system?
d How many pairs does the solution set contain?
Example
15
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Chapter 1 Matrices
Review
Chapter summary
23
d
b
ad bc ad bc
a b
If A =
then A1 =
c
a
c d
ad bc ad bc
det(A) = ad bc is the determinant of matrix A.
A square matrix is said to be regular if its inverse exists. Those square matrices which do
not have an inverse are called singular matrices.
Simultaneous equations can be solved using inverse matrices, for example
ax + by = c
d x + ey = f
a b
can be written as
d e
1
c
x
c
x
a b
=
and
=
f
y
f
y
d e
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23:51
Multiple-choice questions
1 0
2 1
The matrix A =
has dimension
2 3
3 0
A 8
B 42
C 24
D 14
E 34
2 0
1 3
4
If A =
and B =
then A + B =
1 3
1 3 1
3 3
3 4
1 2
2
1
E Cannot be determined
A
B
C
D
2
0
2 2
2 3
1 3
1
1 3
1
2 3
and D =
then D C =
If C =
1
0 2
2
3 1
1 0 0
1
0
0
2 6
4
C
B
A
2
0 4
1 3 1
1 3 1
1 6 0
E Cannot be determined
D
1
3 1
4
0
If M =
then M =
2 6
4
0
0 4
4
0
0 4
4 0
A
B
C
D
E
2 6
6 2
2 6
6 2
2 6
0 2
0 4
and N =
then 2M 2N =
If M =
3 0
3 1
0 0
0 2
0 4
0
4
0 2
A
B
C
D
E
9 2
6
1
12
2
12 2
6 1
B 0
C
1
9 The inverse of matrix A =
1
2
1
C
A 1 B
1 1
4
D 1
E 2
1
is
2
1
1
1 1
2 1
D
E
1 2
1 2
1 1
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25
Chapter 1 Matrices
0 2
0 2
10 If M =
and N =
then NM =
3 1
3 1
0 4
4 2
0 4
A
B
C
9
1
2 8
9 1
D
6
2
3 5
E
6 2
3 5
Review
1 0
1 0
1 If A =
and B =
, nd
2 3
0 1
a (A + B)(A B)
b A 2 B2
3 4
8
2 Find all possible matrices A which satisfy the equation
A=
.
6 8
16
5
1
2
6
, B = [3 1 2], C =
, D = 2 4 and E = 0 .
3 Let A =
3 1
1
2
a State whether or not each of the following products exist: AB, AC, CD, BE
b Evaluate DA and A1 .
1 4
1 2 1
1 2
If A =
, B = 1 6 and C =
, evaluate AB and C1 .
5
1 2
3 4
3 8
5 6
1 2
=
Find the 2 2 matrix A such that A
3 4
12 14
2 0 0
If A = 0 0 2, nd A2 and hence A1 .
0 2 0
1 2
If
is a singular matrix, nd the value of x.
4 x
2 1
a If M =
, nd the value of
1
3
i MM = M2
ii MMM = M3
x
3
b Find x and y given that M
=
y
5
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23:51
Extended-response questions
3
1 A=
1
1
2 1
,B =
4
5
2
a Find
i A+B
ii A B
iii 2A + 3B
iv C such that 3A + 2C = B
b Find
iii X such that AX = B
iv Y such that YA = B
i AB
ii A1
1 2
2
2 0
1
2 0
2
2 If A = 2
0 1 , B = 4 2 2 and C 3 0 1 , nd
1
3
4
1 3
3
1 3
1
a AB
b AC
d X such that AX = C
f X such that AXC = CB
c BC
e Y such that YA = B
g Y such that CYA = BA
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Chapter 1 Matrices
Review
27
5 A company runs Computing classes and employs full-time and part-time teaching staff as
well as technical support staff, cleaners and catering staff. The number of staff employed
depends on demand from term to term.
In one year they employed the following teaching staff:
Term 1: full-time 10, part-time 2
Term 2: full-time 8, part-time 4
Term 3: full-time 8, part-time 8
Term 4: full-time 6, part-time 10
a Represent this information in a 4 2 matrix.
Full-time teachers are paid $70 per hour and part-time teachers are paid $60 per hour.
b Represent this information in a 2 1 matrix.
c Calculate the cost per hour to the company for teaching staff for each term.
In the same year they also employed the following support staff
Term 1: technical staff 2, catering staff 2, cleaning staff 1.
Term 2: technical staff 2, catering staff 2, cleaning staff 1.
Term 3: technical staff 3, catering staff 4, cleaning staff 2.
Term 4: technical staff 3, catering staff 4, cleaning staff 2.
d Represent this information in a 4 3 matrix.
Technical staff are paid $60 per hour, catering staff $55 per hour and cleaners are paid
$40 per hour.
e Represent this information in a 3 1 matrix.
f Calculate the cost per hour to the company for support staff for each term.
g Calculate the total cost per hour to the company for teaching and support staff for each
term.
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20:19
C H A P T E R
2
Algebra I
Objectives
To express a number in standard form
To solve linear equations
To solve problems with linear equations and simultaneous linear equations
To use substitution and transposition with formulas
To add and multiply algebraic fractions
To solve literal equations
To solve simultaneous literal equations
2.1 Indices
In this section a review of indices is undertaken.
a m a n = a mn
1
a n = n
a
(ab)n = a n bn
(a m )n = a mn
1
n
a = an
a0 = 1
Example 1
d (x 3 ) 2
Solution
a x 2 x 3 = x 2+3 = x 5
1
x4
= x 42 = x 2
x2
1
3
d (x 3 ) 2 = x 2
b
c x 2 x 5 = x 2 5 = x 10
28
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Chapter 2 Algebra I
29
Example 2
Evaluate
a
2
125 3
1000
27
2
3
Solution
2
1 2
a 125 3 = (125) 3 = 52 = 25
2
1 2 2
10
100
1000 3 1000 3
=
=
=
b
27
27
3
9
Example 3
4
Simplify
x 2 y3
1
x2
2
y3
Solution
x 2 y3
x2 y3
(x 2 y 3 ) 4
1
x2 y3
2
x4 y4
1
x2 y3
2
= x 42 y 43
1
= x 0 y 12
1
= y 12
Exercise 2A
1 Simplify each of the following using the appropriate index laws.
Example
1a
Example
1b
Example
1c
a x3 x4
e
x8
x 4
1
m (n 10 ) 5
p 5
p2
j (x5 )3
f
i (y2 )7
b a 5 a 3
2 5
5
n 2x 2 4x 3
c x 2 x 1 x 2
1
g a2 a3
3
o (a 2 ) 2 a 4
3
1
a 2 b3
1 4
x2
1
p
x 4
l
r x 3 2x 2 4x 2
3 4
y3
y7
h (a2 )4
k (a 20 ) 5
q 2n
(4 n )
s (ab3 )2 a 2 b4
t (22 p 3 43 p 5 (6 p 3 ))0
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Example
August 9, 2011
20:19
1
25 2
e
49
36
b
1
1
64 3
1
d 16 2
f 27 3
1
81 4
j
16
i 92
16
9
g 144 2
0
23
k
5
h 64 3
3
l 128 7
3 Use your calculator to evaluate each of the following, correct to two decimal places.
a 4.352
b 2.45
c
34.6921
d (0.02)3
1
2
e 3 0.729
f 4 2.3045
g (345.64) 3
h (4.568) 5
1
i
1
(0.064) 3
4 Simplify each of the following, giving your answer with positive index.
2a 2 (2b)3
a 2 b3
a 2 b3
b
a
c
2
4
2
4
(2a) b
a b
a 2 b4
d
a 2 b3
ab
1 1
2
4
a b
a b
5 Write
(2a)2 8b3
16a 2 b4
2a 2 b3
16ab
2
4
8a b
(2a)1 b1
2n 8n
in the form 2an+b .
22n 16
a 2 3 2 6 2 3
1 2 1 5
d 23 22
Example
b a 4 a 5 a 10
1
2
1 2
e 2 3 2 3 2 5
3 3 2
3
a
a b a 2 b1
b
a 3 b2 a 2 b1
d
a 4 b2 a 3 b1
e
a 3 b2 c3 a 2 b1 c5
a 3 b2
a 4 b2 3 1
g
a b
a 2 b1 c5
a 3 b1
c 2 3 2 6 2 3
5 3 2
5
a b a 2 b1
5 3 2
5
f
a b a 2 b1
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Chapter 2 Algebra I
31
Example 5
Find the valueof
Solution
32 000 000 0.000 004
3.2 107 4 106
=
16 000
1.6 104
12.8 101
=
1.6 104
= 8 103
= 0.008
Example 6
5
a
Evaluate 2 if a = 1.34 1010 and b = 2.7 108 .
b
Solution
5
5
a
1.34 1010
=
b2
(2.7 108 )2
(1.34 1010 ) 5
=
2.72 (108 )2
= 1.454 43 1013
= 1.45 1013 to three signicant gures.
Many calculators have scientic notation. The actual display will vary from calculator to
calculator.
For example, in standard form 3 245 000 = 3.245 106 may appear as 3.245E6 or 3.24506 .
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Exercise 2B
Example
b 6728
f 0.000 000 56
j 0.000 000 0013
c 79.23
g 12.000 34
k 165 thousand
d 43 580
h 50 million
l 0.000 014 567
Example
4
3
a
a
9
if a = 2 1012 and b = 0.05
b
a
if
a
=
2
10
and
b
=
3.215
4
4
4b
b
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Chapter 2 Algebra I
2.3
33
x
x
2=
5
3
Solution
x
x
2=
5
3
x
x
15 2 15 = 15
5
3
Multiply both sides of the equation by the lowest common multiple of 3 and5.
3x 30 = 5x
3x 5x = 30
2x = 30
30
x=
2
x = 15
Example 8
Solve
x 3 2x 4
=5
2
3
Solution
2x 4
x 3
6
6=56
2
3
3(x 3) 2(2x 4) = 5 6
3x 9 4x + 8 = 30
3x 4x = 30 + 9 8
x = 31
31
x=
1
= 31
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y=
4
3
2x
2
3 2 1
0
1
2
x+
3
4
2y
(1, 2)
Example 9
Solve the equations 2x y = 4 and x + 2y = 3.
Solution
1: By substitution
2x y = 4
x + 2y = 3
(1)
(2)
First express one unknown from either equation in terms of the other unknown.
From equation (2) we get x = 3 2y.
Then substitute this expression into the other equation.
Equation (1) then becomes
2(3 2y) y = 4 reducing it to one equation
in one unknown.
6 4y y = 4
5y = 10
y = 2
Substituting the value of y into (2)
x + 2(2) = 3
x =1
Check in (1) LHS = 2(1) (2) = 4
RHS = 4
Solving (1)
N.B. This means that the point (1, 2) is the point of intersection of the graphs of the
two linear relations.
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Chapter 2 Algebra I
35
2: By elimination
2x y = 4
(1)
x + 2y = 3
(2)
If the coefcient of one of the unknowns is the same in both equations, we can
eliminate that unknown by subtracting one equation from the other. It may be
necessary to multiply one of the equations by a constant to make the coefcients of x
or y the same for the two equations.
To eliminate x multiply equation (2) by 2 and subtract the result from equation (1).
Equation (2) becomes
Then
Subtracting (1) (2 )
2x + 4y
2x y
2x + 4y
5y
y
=6
=4
= 6
= 10
= 2
(2 )
(1)
(2 )
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36
Note:
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Chapter 2 Algebra I
37
Exercise 2C
Example
Example
Example
f 3(4 5x) = 24
3
2x
= 5x
i
5
4
=
4
3
5
2
4
10
6
20
2(x + 1)
3x
2(5 x) 6
4(x 2)
= 24
g
h
+ =
4
5
8
7
3
3 Solve each of the following pairs of simultaneous equations.
a 3x + 2y = 2
2x 3y = 6
d x + 2y = 12
x 3y = 2
2.4
c 42 + 3x = 22
b 5x + 2y
3x y
e 7x 3y
x + 5y
=4
=6
= 6
= 10
2x y = 7
3x 2y = 2
f 15x + 2y = 27
3x + 7y = 45
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Solution
a The perimeter = 4 length of a side
4(x 6) = 52
Therefore x 6 = 13
and x = 19
b The perimeter of the square is 2x + 8
x +4
2x + 8
=
The length of one side =
4
2
x +4 2
Therefore
= 100
2
x +4
In this case
= 10 as side length must be a positivenumber.
2
Therefore x = 16
Example 11
An athlete trains for an event by gradually increasing the distance she runs each week over a
ve-week period. If she runs an extra 5 km each successive week and over the ve weeks runs
a total of 175 km, how far did she run in the rst week?
Solution
Let the distance run in the rst week = x km.
Then the distance run in the second week = x + 5 km.
The distance run in the third week = x + 10 km.
So the total distance run = x + x + 5 + x + 10 + x + 15 + x + 20
5x + 50 = 175
5x = 125
x = 25
Example 12
A man bought 14 CDs at a sale. Some cost him $15 each and the remainder cost $12.50 each.
In total he spent $190. How many $15 CDs and how many $12.50 CDs did he buy?
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Chapter 2 Algebra I
39
Solution
Let n equal the number of CDs costing $15.
Then 14 n = the number of CDs costing $12.50.
Exercise 2D
Example
10
1 For each of the cases below, write down a relevant equation involving the variables
dened and solve the equation for parts a, b and c.
a The length of the side of a square is (x 2) cm. Its perimeter is 60 cm.
b The perimeter of a square is (2x + 7) cm. Its area is 49 cm2 .
c The length of a rectangle is (x 5) cm. Its width is (12 x) cm. The rectangle is
twice as long as it is wide.
d The length of a rectangle is (2x + 1) cm. Its width is (x 3) cm. The perimeter of the
rectangle is y cm.
e n persons each has a meal costing $p. The total cost of the meal is $Q.
f S persons each has a meal costing $p. 10% service charge is added to the cost. The
total cost of the meal is $R.
g A machine working at a constant rate produces n bolts in 5 minutes. It produces 2400
bolts in 1 hour.
h The radius of a circle is (x + 3) cm. A sector subtending an angle of 60 at the centre
is cut off. The arc length of the minor sector is a cm.
Example
11
2 Bronwyn and Noel have a womens clothing shop in Summerland. Bronwyn manages the
shop and her sales are going up steadily over a particular period of time. They are going
up by $500 a week. If over a ve-week period her sales total $17 500, how much did she
earn in the rst week?
Example
12
3 Bronwyn and Noel have a womens clothing shop in Summerland and Bronwyn manages
the shop. Sally, Adam and baby Lana came into the shop and Sally bought dresses and
handbags. The dresses cost $65 each and the handbags cost $26 each. The total number of
items was 11 and in total she spent $598. How many dresses and how many handbags did
she buy?
4 A rectangular courtyard is three times as long as it is wide. If the perimeter of the
courtyard is 67 m, nd the dimensions of the courtyard.
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5 A wine merchant buys 50 cases of wine. He pays full price for half of them but gets a
40% discount on the remainder. If he paid a total of $2260, how much was the full price
of a single case?
6 A real estate agent sells 22 houses in six months. He makes a commission of $11 500
per house on some and $13 000 per house on the remainder. If his total commission
over the six months was $272 500, on how many houses did he make a commission
of $11 500?
7 Three boys compare their marble collections. The rst boy has 14 less than the second
boy, who has twice as many as the third. If between them they have 71 marbles, how many
does each boy have?
8 Three girls are playing Scrabble. At the end of the game, the total of their scores adds up
to 504. Annie scored 10% more than Belinda, while Cassie scored 60% of the combined
scores of the other two. What did each player score?
9 A biathlon event involves running and cycling. Kim can cycle 30 km/h faster than she can
run. If Kim spends 48 minutes running and a third as much time again cycling in an event
that covers a total distance of 60 km, how fast can she run?
10 The mass of a molecule of a certain chemical compound is 2.45 1022 g. If each
molecule is made up of two carbon atoms and six oxygen atoms and the mass of one
1
oxygen atom is that of a carbon atom, nd the mass of an oxygen atom.
3
linear equations
When the relationships between two quantities is linear then the constants which determine the
linear relationship can be determined if two sets of information satisfying the relationship are
given. Simultaneous linear equations enable this to be done. Another situation in which
simultaneous linear equations may be used is where it is required to nd the point of the
cartesian plane which satises two linear relations.
Example 13
There are two possible methods for paying gas bills:
Method A: A xed charge of $25 per quarter + 50c per unit of gas used
Method B: A xed charge of $50 per quarter + 25c per unit of gas used.
Determine the number of units that must be used before method B becomes cheaper than
method A.
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41
Chapter 2 Algebra I
Solution
Now
C1
C2
x
C1
C2
Dollars
Let
C
100
C1 = 0.5x + 25
C2 = 0.25x + 50
50
25
= C2
= 50 + 0.25x
= 25
= 100
Example 14
If 3 kg of jam and 2 kg of butter cost $29, and 6 kg of jam and 3 kg of butter cost $54, nd the
cost of 1 kg of jam and 1 kg of butter.
Solution
Let the cost of 1 kg of jam = x dollars and the cost of 1 kg of butter = y dollars.
Then
1
3x + 2y = 29
6x + 3y = 54
Multiply 1 by 2 :
6x + 4y = 58
Subtract 1 from 2 :
1
and
y = 4
y=4
Substituting in 2 gives:
6x + 3(4) = 54
6x = 42
x =7
The jam costs $7 per kilogram and the butter, $4 per kilogram.
Exercise 2E
Example
13
1 A car hire rm offers the option of paying $108 per day with unlimited kilometres, or
$63 per day plus 32 cents per kilometre travelled. How many kilometres would you have to
travel in a given day to make the unlimited kilometre option more attractive?
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2 Company A will cater for your party at a cost of $450 plus $40 per guest. Company B
offers the same service for $300 plus $43.00 per guest. How many guests are needed before
Company As charge is less than Company Bs?
Example
14
3 A basketball nal is held in a stadium which can seat 15 000 people. All the tickets have
been sold, some to adults at $45 and the rest for children at $15. If the revenue from the
tickets was $525 000, nd the number of adults who bought tickets.
4 A contractor employed eight men and three boys for one day and paid them a total of
$2240. Another day he employed six men and eighteen boys for $4200. What was the daily
rate he paid each man and each boy?
5 The sum of two numbers is 212 and their difference is 42. Find the two numbers.
6 A chemical manufacturer wishes to obtain 700 litres of a 24% acid solution by mixing a
40% solution with a 15% solution. How many litres of each solution should be used?
7 Two children had 220 marbles between them. After one child had lost half her marbles and
the other had lost 40 marbles they had an equal number of marbles. How many did each
child start with and how many did each child nish with?
8 An investor received $31 000 interest per annum from a sum of money, with part of it
invested at 10% and the remainder at 7% simple interest. She found that if she
interchanged the amounts she had invested she could increase her return by $1000 per
annum. Calculate the total amount she had invested.
9 Each adult paid $30 and each student paid $20 to attend a concert. A total of 1600 people
attended. The total paid was $37 000. How many adults and how many students attended
the concert?
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Chapter 2 Algebra I
43
Example 16
Transpose the formula A = r2 to make r the subject and nd the value of r, correct to two
decimal places, if A = 24.58, = 3.142 (correct to three decimal places).
Solution
A = r 2
A
= r2
A
=r
A
r=
24.58
=
3.142
= 2.79697
r = 2.80, correct to two decimal places
Exercise 2F
1 Substitute the specied values to evaluate each of the following, giving the answers correct
to two decimal places.
Example
15
a v if v = u + at and u = 15, a = 2, t = 5
PrT
and P = 600, r = 5.5, T = 10
b I if I =
100
c V if V = r 2 h and r = 4.25, h = 6
d S if S = 2r (r + h) and r = 10.2, h = 15.6
4
e V if V = r 2 h and r = 3.58, h = 11.4
3
1
f s if s = ut + at 2 and u = 25.6, t = 3.3, a = 1.2
2
l
and l = 1.45, g = 9.8
g T if T = 2
g
1 1
1
h f if = + and v = 3, u = 7
f
v
u
i c if c2 = a 2 + b2 and a = 8.8, b = 3.4
j v if v 2 = u 2 + 2as and u = 4.8, a = 2.5, s = 13.6
Example
16
2 Transpose each of the following to make the symbol in brackets the subject.
n
a v = u + at
(a)
b S = (a + l)
(l)
2
1
c A = bh
(b)
d P = I2R
(I )
2 1
1
2
e s = ut + at
(a)
f E = mv 2
(v)
2
2
(h)
h x y z = x y + z (x)
g Q = 2gh
ax + by
mx + b
= x b (x)
i
j
=c
(x)
c
x b
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9C
+ 32 is used to convert temperatures given in degrees Celsius
3 The formula F =
5
(C ) to degrees Fahrenheit (F).
a Convert 28 degrees Celsius to degrees Fahrenheit.
b Transpose the formula to make C the subject and nd C if F = 135 .
4 The sum (S ) of the interior angles of a polygon with n sides is given by the formula
S = 180(n 2).
a Find the sum of the interior angles of an octagon.
b Transpose the formula to make n the subject and hence determine the number of sides
on a polygon whose interior angles add up to 1260 .
1
5 The volume (V ) of a right cone is given by the formula V = r 2 h where r is the radius
3
of the base and h is the height of the cone.
a Find the volume of a cone with radius 3.5 cm and height 9 cm.
b Transpose the formula to make h the subject and hence nd the height of a cone with
base radius 4 cm and volume 210 cm3 .
c Transpose the formula to make r the subject and hence nd the radius of a cone with
height 10 cm and volume 262 cm3 .
n
6 The sum (S ) of a particular sequence of numbers is given by the formula S = (a + l),
2
where n is the number of terms in the sequence, a is the rst term and l is the last term.
a Find the sum of the sequence of seven numbers whose rst term is 3 and whose last
term is 22.
b What is the rst term of a sequence containing thirteen terms, whose last term is 156
and whose sum is 1040?
c How many terms are there in the sequence 25 + 22 + 19 + + 5 = 110?
x +2 x 1
2 3a
+
x
4
7
4
d
x + 2 (x + 2)2
b
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Chapter 2 Algebra I
Solution
a x + x = 4x + 3x
3
4
12
7x
=
12
c
45
b 2 + 3a = 8 + 3ax
x
4
4x
5
4
5(x 1) 4(x + 2)
=
x +2 x 1
(x + 2)(x 1)
5x 5 4x 8
=
(x + 2)(x 1)
x 13
=
(x + 2)(x 1)
4
7
4(x + 2) 7
=
x + 2 (x + 2)2
(x + 2)2
4x + 1
=
(x + 2)2
a
10y 2
12x
4x
x2 1
2
c
2x 2 x + 4x + 3
2x 4 x 2 1
x 1
x 2
2
x + 3x 10 x 2 + 6x + 5
d
x2 x 2
3x + 3
b
Solution
x
3x 2
5y
=
a
2
10y
12x
8y
b
2(x 2) (x 1)(x + 1)
2x 4 x 2 1
x 1
x 2
x 1
x 2
= 2(x + 1)
x2 1
4x
(x 1)(x + 1)
4x
2x 2 x 2 + 4x + 3
2(x 1)
(x + 1)(x + 3)
2x
=
x +3
(x + 5)(x 2)
3(x + 1)
x 2 + 3x 10 x 2 + 6x + 5
2
x x 2
3x + 3
(x 2)(x + 1) (x + 1)(x + 5)
3
=
x +1
Example 19
3x 3
+ 3x 2 4 x as a single fraction.
Express
4x
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Solution
3x 3 + 3x 2 4 x 4 x
3x 3
2
+ 3x 4 x =
4x
4x
3x 3 + 3x 2 (4 x)
=
4x
2
12x
=
4x
Example 20
4
(x 4) 5 (x 4) 5 = (x 4) 5
(x 4) 5
=
=
(x 4) 5 (x 4) 5 1
4
(x 4) 5
x 5
4
(x 4) 5
Exercise 2G
Example
17
4
8
2
2
3
+
e
x
y
2
3
+
g
x 2 x +1
4
3
i
+
x + 1 (x + 1)2
6x 2 4
k 2x
5x
2
3
+
m
(x 1) (x 1)(x + 4)
5
3
2
o
2
+
x 2 x + 5x + 6 x + 3
3
4x
q
x 1 1x
b
d
f
h
j
3a a
2
4
y
x
3x
4
6
3
2
5
+
x 1 x
2x
4x
3
x +3 x 3 2
3a
a2 a
+ +
a
4
8
3
2
2
x + 4 x + 8x + 16
3
2
4
n
+ 2
x 2 x +2 x 4
1
p xy
xy
3
2x
r
+
x 2 2x
l
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Chapter 2 Algebra I
Example
18
a
b
2y
x
3x y
x2
d
e
2y
6
(x 1)2
g
h
x 2 + 3x 4
10a
5a 2
j
k
12b2
6b
4x 2
2x
2
m
n
(x 1) x 1
6x 2
2
3x
o
9x 6 x 2 x + 5
y2
3x 2
4y
6x
a2
4x
3a
4x
x2 x 6
x 3
x 2 x2 4
x
2x 2
2
x 9 3x + 6 9
x +2
x 3
x
h
x 3 x 3
x 3 x +4
1
2
2
2x
j
k
2
3
(x 5)
x 5
(x 6)
(x 6)2
12
4x 3
4
3
8x
2x + 5
f
4x 2 + 10x
x 2 5x + 4
i
x 2 4x
4x + 8
x +2
2
l
x(x 3) x 4x + 3
2
3
+
x +4 x 3
2
3x
+
f
(x 4)2
x 4
3x
2x
+
i
x 3 x +3
2x + 3 2x 4
l
x 4
x 3
Example
19
2
2
2
a
1x +
+
b
1x
x 4 3
2
3
3
+
c
+ x +4
d
x +4
x +4
x +4
3
3x
3x 3
3x 2 x + 4
e
+ 3x 2 x + 3
f
x +4
2 x +3
Example
20
a (6x 3) 3 (6x 3) 3
1
47
b (2x + 3) 3 2x(2x + 3) 3
c (3 x) 3 2x (3 x) 3
2.8
Literal equations
A literal equation in x is an equation whose solution will be expressed in terms of pronumerals
rather than numbers. 2x + 5 = 7 is an equation whose solution is the number 1. In the literal
cb
.
equation ax + b = c, the solution is x =
a
Literal equations are solved in the same way as solving numerical equations or transposing
formulas. Essentially, the literal equation is transposed to make x the subject.
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Example 21
Solve the following for x.
a px q = r
b ax + b = cx + d
a
b
=
+c
x
2x
Solution
a
px q = r
px = r + q
r +q
x=
p
ax + b = cx + d
ax cx = d b
x(a c) = d b
d b
x=
ac
b
a
=
+c
x
2x
Multiply both sides
by lowest common
denominator (2x)
2a = b + 2xc
2a b = 2xc
2a b
=x
2c
b ax y = c
x + by = d
Solution
a
ax + c = bx + d
ax bx = d c
x(a b) = d c
d c
x=
ab
and therefore
d c
+c
y=a
ab
ad bc
=
ab
ax y = c . . . 1
x + by = d . . . 2
Multiply 1 by b
abx by = cb . . . 1
Add 1 and 2
abx + x = cb + d
x(ab + 1) = cb + d
cb + d
x=
ab + 1
Substitute in 1
cb + d
y=c
a
ab + 1
cb + d
c
y=a
ab + 1
ad c
=
ab + 1
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Chapter 2 Algebra I
49
Exercise 2H
Example
21
b ax + b = bx
d px = q x + 5
e mx + n = nx m
2b
b
=
x a
x +a
i b(ax + b) = a(bx a)
x
x
1= +2
k
a
b
qx t
p qx
+p=
m
t
p
ax
+c =0
b
b
1
=
f
x +a
x
x
x
+n = +m
m
n
j p 2 (1 x) 2 pq x = q 2 (1 + x)
x
2x
1
l
+
= 2
ab a+b
a b2
1
1
2
n
+
=
x +a
x + 2a
x + 3a
bp aq
.
a 2 + b2
22
ap + bq
and
a 2 + b2
x
y
x
y
ab
+ = 1 and + = 1, show that x = y =
.
a
b
b a
a+b
b ax by = a 2
bx ay = b2
d ax + by = a 2 + 2ab b2
bx + ay = a 2 + b2
f 3(x a) 2( y + a) = 5 4a
2(x + a) + 3( y a) = 4a 1
b s = ah
h = a(2 + h)
d as = s + h
ah = a + h
f as = a + 2h
h =as
h 3s ah = a 2
as + 2h = 3a
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50
1: Solve( )
This command is used to solve equations, simultaneous equations and some
inequalities.
An approximate (decimal) answer can be obtained by pressing /+ or by
including a decimal number in the expression.
The following screens illustrate its use.
2: Factor( )
This command is used for factorisation.
Factorisation over the rational numbers is obtained by not specifying the variable,
whereas factorisation over the real numbers is obtained by specifying the variable.
The following screens illustrate its use.
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Chapter 2 Algebra I
51
3: Expand( )
This command is used for expansion of expressions.
By specifying the variable, the expanded expression will be ordered in decreasing
powers of that variable. Symbolic expressions can only be expanded for an appropriate
domain.
The following screens illustrate its use.
Solve
This is used to solve equation and
inequalities. The variables x, y and z are
found on the hard keyboard. Other variables
may be entered using the k and
selecting VAR. Variables are shown in bold
keyboard allows you to type
italics. The
sentences, etc; however, the letters are not
always recognised as variables.
keyboard, you must type a x, for example, because
If you choose to use the
ax will be treated as text.
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52
For example:
Enter ax + b = 0, highlight it with the stylus,
tap Interactive, Equation/inequality, solve and
ensure the variable selected is x. Solution
b
returned is x =
a
Enter x 2 + x 1 = 0 and follow the same
instructions as above. The answer is as shown.
Note: x 2 + x 1 = 0 is entered, but the
calculator converts this to standard algebraic
notation when EXE is pressed. Also note in
this example that = 0 has been omitted. If
the right-hand side of an equation is zero, it is
unnecessary to enter it.
Enter abt w + t = wt for w: follow the
instructions above and select w as the variable.
Solve x 3 x 2 x + 1 = 0 for x.
Factor
To factorise is to transform the expression to
a different form. This command is found in
Interactive, Transformation, factor.
Examples:
To factorise x 3 2x over the rational
numbers, use factor.
To factorise over the real numbers, select
rfactor.
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Chapter 2 Algebra I
53
Expand
To expand expressions, use Interactive,
Transformation, expand.
For example:
Expand (a + b)3
Expand (a + b)2
The expand command can also be used to
form partial fractions. In this case, enter and
highlight the expression, select Interactive,
transformation, expand, select the Partial
fraction option and set the variable as x.
For example:
1
x2 1
x 3 + 2x + 1
Expand
x2 1
Note: The top screen shows all the examples,
the bottom screen shows how to enter for
partial fractions.
Expand
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54
Zeros
To nd the zeros of an expression in the
menu, use Interactive, Equation/inequality,
Solve and ensure you set the variable. The
calculator assumes you are solving an
equation for which one side is zero.
For example:
Zeros of x 2 1 for x
Zeros of x 2 y 2 for y
Zeros of x 2 y 2 for x
Zeros of x 2 y for y
Zeros of x 2 4x + 8 for x. No solutions.
Zeros of x 2 4x + 1 for x. Two solutions.
Zeros of x 2 4x + 4 for x. One solution.
Approximate
Switch mode in the status bar to Decimal. If
an answer is given in Standard (Exact) mode,
it can be converted by highlighting the
in the toolbar.
answer and tapping
Combining fractions
This command gives an expression with a
common denominator and ratio form. The
denominator is returned in factored form.
For example:
Enter and highlight 1/(x 1) + 1/(x + 1)
then select Interactive, Transformation,
combine.
Enter and highlight y/(x y) + y/(x + y)
then select Interactive, Transformation,
combine.
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Chapter 2 Algebra I
55
Solve numerically
There are several ways to nd numerical
solutions to equations. In each of these ways,
only one solution is given. You can vary the
guess (Value) or the bounds of the search
(Lower and Upper) to nd particular
solutions. If an expression such as
x 2 x 2.1 is entered without an equals
sign, the calculator will assume the
expression is equal to zero and solve the
equation.
For example:
Enter and highlight x 2 x 2.1 = 0, select
Interactive, Equation/inequality, Solve and tap
the solve numerically option. Note that the
lower and upper bounds are set to and a
guess of 1 has been entered to return the rst
solution 1.03297.
For the second solution shown, the rst line
has been copied and pasted (or dragged) to the
next entry line and the guess x = 2 has been
entered to return the solution x = 2.03297.
Alternatively, use
from the Main menu
and enter Lower and Upper bounds. A guess
may also be entered, but is not necessary.
(Note that the bounds selected arise from a
quick sketch which indicated that the
quadratic equation had a solution in the
negative and one in the positive domain.)
A third method involves using the Graph
program and nding the solution using the
G-Solve application.
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August 9, 2011
20:19
Exercise 2I
This exercise is to provide practice in some of the skills associated with a CAS calculator.
Other exercises in this chapter can also be attempted with CAS but it is recommended that you
also use this chapter to develop your by hand skills.
1 Solve each of the following equations for x.
b(b + x)
a(a x)
=x
a
b
a
b 2(x 3) + (x 2)(x 4) = x(x + 1) 33
x +a x +c
x +a
x
+
=2
d
c
=1
x c x a
x +b
x b
2 Factorise each of the following.
a x 2 y2 x 2 y2 + 1
c a 4 8a 2 b 48b2
b x 3 2 x + 2x 2
d a 2 + 2bc (c2 + 2ab)
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Chapter 2 Algebra I
Review
Chapter summary
57
Multiple-choice questions
y
1 For non-zero values of x and y, if 5x + 2y = 0 then the ratio is equal to
x
2
2
5
D 1
E
C
B
A
5
5
2
2 The solution of the simultaneous equations 3x + 2y = 36 and 3x y = 12 is
20
A x=
y=8
B x =2 y=0
C x = 1 y = 3
3
3
3
20
y=
E x=
y=6
D x=
2
2
3
3 The solution of the equation t 9 = 3t 17 is
11
A t = 4
B t=
C t=4
D t=2
E
2
np
4 For m =
,p=
n+p
n(m 1)
n(1 m)
n(1 + m)
n(1 + m)
B
A
E
D
C
1+m
1+m
m1
1m
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4
t = 2
m(n 1)
m+1
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CUAU033-EVANS
August 9, 2011
20:19
2
3
=
x 3
x +3
1
x +3
15
x + 15
E
D
C
2
2
9
x 9
x 9
x 9
3
2 3
9x y (15(x y) ) is equal to
3
3x
3y
18x y
9x
E
D
C
B
A
5x
5
5x
5
15
1
For the formula V = h(l + w)
3
3V
hw
3V 2w
w
B l=
A l=
C l=
h
3V
h
1
3V h
w E l = h(V + w)
D l=
3
2
(3x 2 y 3 )2
=
2x 2 y
9 6 7
9 6 6
9 6 7
9 2 5
9 2 7
x y
E
x y
D
x y
C
x y
B
A
x y
2
2
2
2
2
If X is 50% greater than Y and Y is 20% less than Z, then
A X is 30% greater than Z
B X is 20% greater than Z
C X is 20% less than Z
D X is 10% less than Z
E X is 10% greater than Z
A 1
6
10 The average of two numbers is 5x + 4. One of the numbers is x. The other number is
A 4x + 4
B 9x + 8
C 9x + 4
D 10x + 8
E 3x + 1
d (x 3 ) 3 x 5
c 3x 2 5x 4
5
10
5
4
3
+
d
x +2 x +4
4 Simplify the following.
x 2 + 5x
x +5
a
2x 6 4x 12
7
4
x
y
4x
5
5x
+
e
x +4 x 2 2
2
5
+
x +2 x 1
6
3
f
x 2 (x 2)2
12x 2
3x
2
x + 4 x 16
2
6x 2
2
4x + 20
9
x 4 3x 9
c
9x 6
x + 5 3x 2
x 3
x +2
x +2
5 The human body can produce 2.5 million blood cells per second. If a person donates
500 mL of blood, how long will it take to replace the red blood cells if a litre of blood
contains 5 1012 red blood cells?
b
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Chapter 2 Algebra I
7 Swifts Creek Soccer Team has played 54 matches over the past three seasons. They have
drawn one third of their games and won twice as many games as they have lost. How many
games have they lost?
8 A music store specialises in three types of CDs: classical, blues and heavy metal. In one
week they sold a total of 420 CDs. They sold 10% more classical than blues while sales of
heavy metal constituted 50% more than the combined sales of classical and blues CDs.
How many of each type of CD did they sell?
Review
6 The Sun is approximately 1.5 108 km from Earth and a comet is approximately
3 106 km from Earth. How many times further from Earth than the comet is the Sun?
59
9 The volume (V) of a cylinder is given by the formula V = r2 h, where r is the radius of the
base and h is the height of the cylinder.
a Find the volume of a cylinder with base radius 5 cm and height 12 cm.
b Transpose the formula to make h the subject and hence nd the height of a cylinder with
a base radius 5 cm and a volume of 585 cm3 .
c Transpose the formula to make r the subject and hence nd the radius of a cylinder with
a height of 6 cm and a volume of 768 cm3 .
10 Solve for x.
a x y + ax = b
b
a
+ =c
x
x
a dx
ax + d
d
+b =
d
b
b
x
x
= +2
a
b
11 Simplify
p
q
a
+
p+q
pq
x 2 + x 6 2x 2 + x 1
c
x +1
x +3
c
2y
1
x
x y y2
2ab + b2
2a
d
2a + b
ba 2
12 A is three times as old as B. In three years time, B will be three times as old as C. In fteen
years time, A will be three times as old as C. What are their present ages?
b
1
xy
8c2 x 3 y
2
b
6a 2 b3 c3
15abc2
x +5 x 5
2x
=1+
15
10
15
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CUAU033-EVANS
August 9, 2011
20:19
Extended-response questions
1 Jack cycles home from work, a distance of 10x km. Benny leaves at the same time and
drives the 40x km to his home.
a Write an expression in terms of x for the time taken for Jack to reach home if he cycles
at 8 km/h on average.
b Write an expression in terms of x for the time taken for Benny to reach home if he
drives at an average speed of 70 km/h.
c In terms of x, nd the difference in times of the two journeys.
d If Jack and Benny arrive at their homes 30 minutes apart
i nd x, correct to three decimal places
ii nd the distance from work of each home, correct to the nearest kilometre.
2 Sams plastic dinghy has sprung a leak and water is pouring in the hole at a rate of
27 000 cm3 per minute. He grabs a cup and frantically starts bailing the water out at a rate
of 9000 cm3 per minute. The dinghy is shaped like a circular prism (cylinder) with a base
radius of 40 cm and a height of 30 cm.
a How fast is the dinghy lling with water?
b Write an equation showing the volume of water, V cm3 , in the dinghy after t minutes.
c Find an expression for the depth of water, h cm, in the dinghy after t minutes.
d If Sam is rescued after nine minutes, is this before or after the dinghy has completely
lled with water?
3 Henry and Thomas Wong collect basketball cards. Henry has ve sixths the number of
cards that Thomas has. The Wright family also has a collection of cards. George Wright
has half as many cards again as Thomas, Sally Wright has 18 less than Thomas and Zeb
Wright has one third the number Thomas has.
a Write an expression for each childs number of cards in terms of the number Thomas
has.
b The Wright family owns six more cards than the Wong family. Write an equation
representing this information.
c Solve the above equation and use the result to nd the number of cards each child has
collected.
4 The gravitational force between two objects, F(N), is given by the formula
6.67 1011 m 1 m 2
r2
where m1 and m2 are the mass (in kilograms) of each object and r (in metres) is the distance
between them.
a What would be the gravitational force between two objects each weighing 200 kg if
they are 12 m apart? Express the answer in standard form (to two signicant gures).
b Transpose the above formula to make m1 the subject.
c The gravitational force between a planet and an object 6.4 106 m away from the
centre of the planet is found to be 2.4 104 N. If the object has a mass of 1500 kg,
F=
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Chapter 2 Algebra I
5 A water storage reservoir is 3 km wide, 6 km long and 30 m deep. (The water storage
reservoir is assumed to be a cuboid.)
a Write an equation to show the volume of water, V m3 , in the reservoir when it is d
metres full.
b Calculate the volume of water in the reservoir when it is completely lled. The water
ows from the reservoir down a long pipe to a hydro electric power station in a valley
below. The amount of energy, E(J), that can be obtained from a full reservoir is given by
the formula
Review
calculate the approximate mass of the planet, giving the answer in standard form (two
signicant gures).
61
E = kVh
where k is a constant and h (m) is the length of the pipe.
c Find k given E = 1.06 1015 when h = 200, expressing the answer in standard form
correct to three signicant gures.
d How much energy could be obtained from a full reservoir if the pipe was 250 m long?
e If the rate of water falling through the pipe is 5.2 m3 /s, how many days without rain
could the station operate before emptying an initially full reservoir?
6 A new advertising symbol is to consist of three concentric
circles as shown, with the outer circle having a radius of 10 cm.
It is desired that the three coloured regions cover the same area.
Find the radius of the innermost circle in the gure shown.
Yellow
Blue
Red
5
(F 32)
9
Find the temperature which has the same numerical value in both scales.
C=
8 A cyclist goes up a long slope at a constant speed of 15 km/h. He turns around and
comes down the slope at constant speed of 40 km/h. Find his average speed over a full
circuit.
9 A container has a cylindrical base and a hemispherical
top as shown in the gure at right. The height of the
container is 20 cm and its capacity is to be exactly
2 litres. Let r cm be the radius length of the base.
a Express the height of the cylinder in terms of r.
b i Express the volume of the container in terms of r.
ii Find r and h if the volume is two litres.
20 cm
r cm
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10 a Two bottles contain mixtures of wine and water. In bottle A there is two times as much
wine as water. In bottle B there is ve times as much water as wine. Bottle A and bottle
B are used to ll a third bottle which has a capacity of one litre. How much liquid must
be taken from each of bottle A and bottle B if the third bottle is to contain equal
amounts of wine and water?
b Repeat for the situation where the ratio of wine to water in bottle A is 1 : 2 and for bottle
B the ratio is to 3 : 1.
c Generalise the result for the ratio m : n for bottle A and p : q for bottle B.
11 A cylinder is placed so as to t into a cone as shown. The height of the cone is 20 cm and
the radius 10 cm.
The radius of the cylinder is r cm and the height h cm.
20 cm
h cm
r cm
r cm
20 cm
h cm
10 cm
b The volume of the cylinder is given by the formula V = r h. Find the volume of the
cylinder in terms of r.
c Use a graphics calculator to nd the values of r and h for which the volume of the
cylinder is 500 cm3 .
2
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C H A P T E R
3
Number systems
and sets
Objectives
To understand and use the notation of sets including the symbols
, , , , ,
To be able to identify sets of numbers including natural numbers, integers, rational
numbers, irrational numbers, real numbers
To know and be able to apply the rules for:
r simplification of surds
r operations on surds
r rationalisation of surds
To know the definition of factor, prime, highest common factor
To be able to solve problems with sets
Introduction
This chapter introduces set notation and discusses sets of numbers and their properties. Set
notation is used widely in mathematics and in this book it is employed where appropriate.
A set is a general name for any collection of things or numbers. There must be a way of
deciding whether any particular object is a member of the set or not. This may be done by
referring to a list of the members of the set or a statement describing them.
For example, A = {3, 3} = {x : x 2 = 9}
Note: {x: . . .} is read as the set of objects x such that . . ..
Number systems
Recall that the elements of {1, 2, 3, 4, . . .} are called natural numbers and the elements
{. . . , 2, 1, 0, 1, 2, . . .} are called integers.
p
The numbers of the form with p and q integers, q = 0 , are called rational numbers.
q
63
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The real numbers which are not rational are called irrational, e.g. and
The set of real numbers will be denoted by R.
The set of rational numbers will be denoted by Q.
The set of integers will be denoted by Z.
The set of natural numbers will be denoted by N.
2.
R 2 = {(x, y) : x, y R}
These sets of numbers will be discussed further in Sections 3.2 and 3.3.
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65
Example 1
Let = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {1, 2, 3} and B = {1, 2, 9, 10}. Find A B and
illustrate on a Venn diagram.
Solution
A B = {1, 2, 3, 9, 10}
1
2
8
9
10
17
5
11
19
23
3
7
31
29
37
13
B
Complement
If = {students at Highland Secondary College} and A = {students with blue eyes}, then the
complement of A is the set of all members of that are not members of A. In this case the
complement is the set of all students of Highland Secondary College that do not have blue
eyes. The complement of A is denoted by A .
Similarly, if = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {1, 3, 5, 7, 9} then
A = {2, 4, 6, 8, 10}.
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Example 3
Given = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
A = {odd numbers} = {1, 3, 5, 7, 9}
B = {multiples of 3} = {3, 6, 9}
show these sets on a Venn diagram.
Use the diagram to list the following sets.
b B
a A
d the complement of A B i.e. (A B)
c AB
e A B
Solution
10
3
9
c A B = {1, 3, 5, 6, 7, 9}
e A B = {2, 4, 8, 10}
Exercise 3A
Example
Example
c AB
d (A B)
e A B
Example
b B
b Q
c PQ
d (P Q)
e P Q
b B
c AB
d (A B)
e A B
b Q
c PQ
d (P Q)
e P Q
b B
c AB
d AB
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f A B
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67
d X Y
f (X Y )
d X Y
a A
d A B
b B
e AB
e X Y
f (X Y )
e X Y
c A B
f (A B)
3.2
b B
c AB
d (A B)
e A B
f A B
Sets of numbers
The following notation was introduced earlier in this chapter.
R denotes the set of real numbers.
Q denotes the set of rational numbers.
Z denotes the set of integers.
N denotes the set of natural numbers.
A geometric construction of a line segment of
m
where m and n are non-zero integers is
length
R
n
Q Z
shown in Chapter 9. Constructions of products
N
and quotients are also shown in that chapter.
It is clear that N Z Q R and this may
be represented by the diagram shown.
The set of all x such that (. . .) is denoted by {x : (. . .)}, where (. . .) stands for some condition.
Thus
{x : 0 < x < 1} is the set of all real numbers between 0 and 1.
{x : x > 0, x Q} is the set of all positive rational numbers.
{2n : n = 1, 2, 3, . . .} is the set of all even numbers.
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Rational numbers
Every rational number can be expressed as a terminating or recurring decimal. For example
1
1
1
1
1 = 0.14285
= 0.5, = 0.2,
= 0.1, = 0.3,
7
2
5
10
3
7
m
Numbers of the form , where m and n N have a terminating decimal representation if and
n
only if n = 2 5 , where and are members of the set N {0}.
m
In order to nd the decimal representation of a rational number , the division m n is
n
undertaken. For example
1
0.05
a 1
= 0.05
Therefore
20 20 1.00
20
b 3
7
0.428571428 . . .
7 3.000000000 . . .
Therefore
= 0.42857
1
7
m
The method to nd a rational number from its decimal representation is demonstrated in the
n
following example.
Example 4
m
Write each of the following in the form .
n
a 0.05
b 0.42857
1
Solution
1
5
=
100
20
b 0.42857
1 = 0.428571428571 . . .
Multiply both sides by 106
0.42857
1 106 = 428571.428571428571 . . .
a 0.05 =
... 1
... 2
Subtract 1 from 2
0.42857
1 (106 1) = 428571
428571
0.42857
1 = 6
10 1
3
=
7
Irrational numbers
The set of irrational numbers has two important subsets, algebraic numbers and
transcendental numbers.
Algebraic numbers are those which are the solutions of an equation of the form
a0 x n + a1 x n1 + + an = 0, where a0 , a1 , . . . . , an are integers.
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For example,
69
x2 2 = 0
is not an algebraic number, it is a transcendental number.
a
Assume 2 = , where a, b N
b
a
and is a fraction in simplest form.
b
a2
Then 2 = 2
b
a
But this contradicts the assumption that is a fraction in simplest form, as a and b are both
b
divisible by 2.
Exercise 3B
1 Is the
a sum
b product
c quotient (if dened)
of two rational numbers rational?
2 Is the
a sum
b product
c quotient
of two irrational numbers irrational?
Example
b 0.12
c 0.28571
4
m
where m and n are integers.
n
d 0.3 6
e 0.2
f 0.45
3.3
Surds
A number of the form a where a is a rational number which is not a square of another
rational number is called a quadratic surd.
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If a is a rational which is not a perfect nth power, n a is called a surd of the nth order.
9
1
,
are quadratic surds
2, 7, 24,
7
2
9
are not surds
9, 16,
4
3
3
7, 15 are surds of the third order
4
4
100, 26 are surds of the fourth order
Quadratic surds hold a prominent position in school mathematics. For example, the solutions
of quadratic equations often involve surds, e.g.
1 1
5 is a solution of thequadratic equation x 2 x 1 = 0
x= +
2 2
Values of trigonometric functions sometimes involve surds, e.g.
3
6 2
, sin 15 =
sin 60 =
2
4
In Mathematical Methods Units 3 and 4 and Specialist Mathematics Units 3 and 4, exact
solutions are often required.
Lengths such as 2, 3 or 6 can be constructed geometrically, using a straight edge and a
compass. For example, from the right-angled isosceles triangle ABC:
B
2
The length AB =
The length AB =
Any quadratic surd (of a natural number) may be constructed in this way. This makes it
possible to construct a line segment of the length determined by the solutions of many
quadratic equations.
1 1
5.
For example, one solution of x 2 x 1 = 0 is x = +
2 2
The construction of a line segment of this length involves the right angled triangle XYZ.
X
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ab = a b, e.g. 50 = 25 2 = 5 2
a
a
7
7
7
= , e.g.
= =
b
9
3
b
9
Properties of surds
Simplest form
If possible, a factor is taken out of a square root. When the number under the square root has
no factors which are squares of a rational number, then the surd is said to be in simplest form.
Example 5
Write each of the following in simplest form.
99
700
d
c
a
72
b
28
64
117
Solution
a
72 = 36 2 = 6 2
b
28 = 4 7 = 2 7
10 7
700
700
7 100
=
=
=
c
117
3 13
9 13
117
99
99
9 11
3 11
d
= =
=
64
8
8
64
Surds which have the same irrational factor are called like surds.
For example, 3 7, 2 7 and 7 are like surds.
The sum or difference of two like surds can be found.
i.e. m p + n p = (m + n) p and m p n p = (m n) p
Example 6
Express each of the following as a single surd in simplest form.
1
1
1
d
50 + 2 2 18 + 8
5
c
8
18
72
Solution
= 7 3 + 6 3 11 3
=2 3
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3 + 5 + 20 + 27 45 48
= 3+ 5+2 5+3 33 54 3
=0 3+0 5
=0
1
1
1
d 50 + 2 2 18 + 8
c
8
18
72
=5 2+ 223 2+2 2
1
1
1
=8 26 2
=
42
92
36 2
=2 2
1 1 1 1 5 1
=
2 2 3 2 6 2
3 1 2 1 5 1
=
6 2 6 2 6 2
4 1
=
6 2
2 1
=
3 2
Example 7
Rationalise the denominator of each of the following.
1
1
1
c
a
3 6
2 3
2 7
3+
3
8
8
Solution
7
7
1
a
=
14
2 7
7
1
2+ 3
2+ 3
b
=2+ 3
=
43
2 3 2+ 3
1
3+ 6
3+ 6
1
c
=
( 3 + 6)
=
36
3
3 6
3+ 6
3+ 8
3+2 2 3+2 2
9 + 12 2 + 8
d
= 17 + 12 2
=
=
98
3 8
32 2 3+2 2
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73
Example 8
Expand the brackets in each of the following and collect like terms, expressing surds in
simplest form.
b (3 2)(1 + 2)
a (3 2)2
Solution
a (3 2)2
= (3 2)(3 2)
= 3(3 2) 2(3 2)
=93 23 2+2
= 11 6 2
b (3 2)(1 + 2)
= 3(1 + 2) 2(1 + 2)
=3+3 2 22
=1+2 2
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Exercise 3C
Example
Example
Example
Example
a
8
b
12
c
27
d
50
e
45
98
h
108
i
25
j
75
k
512
g
1210
a
8 + 18 2 2
28 + 175 63
c
512 + 128 + 32
e
b
75 + 2 12 27
d
1000 40 90
f
24 3 6 216 + 294
a
75 + 108 + 14
12 + 8 + 18 + 27 + 300
e
b
847 567 + 63
d
338 288 + 363 300
f 2 18 + 3 5 50 + 20 80
j
2 2
2+1
2 3
4 10
6+2
1
3
1
k
l
m
5 3
6 5
32 2
2
b ( 5 + 2)2
c (1 + 2)(3 2 2)
d ( 3 1)2
a
32 2
5+1
8+3
1
1
3+2
g
h
e
f
51
3
18 + 2
27
2 31
6 Expand and simplify each of the following.
b ( x + 1 + x + 2)2
a (2 a 1)2
7 For real numbers a and b, a > b if and only if a b > 0. Use this to state the larger of
a 5 3 2 and 6 2 8
b 2 6 3 or 7 2 6
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75
Prime decomposition
3000 = 3 53 23
2294 = 2 31 37
This method of uniquely expressing a composite in terms of a product of powers of prime
numbers is called decomposition. It is useful for nding factors of numbers.
For example, the prime decomposition of 12 is given by 12 = 22 3
The factors of 12 are 1, 2, 22 , 3, 2 3, 22 3, i.e. 1, 2, 4, 3, 6, 12.
Example 9
Give the prime decomposition of 17 248 and hence list the factors of this number.
Solution
The prime decomposition can be determined by repeated division.
2 17248
2 8624
2 3112
2 2156
2 1078
7
539
7
77
11
11
1
The prime decomposition of 17248 is 17248 = 25 72 11
The factors can systematically be determined in the following way.
25 , 24 , 23 , 22 , 2, 1
25 7, 24 7, 23 7, 22 7, 2 7, 7
25 72 , 24 72 , 23 72 , 22 72 , 2 72 , 72
25 11, 24 11, 23 11, 22 11, 2 11, 11
25 7 11, 24 7 11, 23 7 11, 22 7 11, 2 7 11, 7 11
25 72 11, 24 72 11, 23 72 11, 22 72 11, 2 72 11, 72 11
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76
Example 11
Find the highest common factor of 3696 and 3744.
Solution
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77
Exercise 3D
Example
Examples
10, 11
b 96 096
c 32 032
d 544 544
2 Find the highest common factor of each of the following pairs of numbers.
a 4361, 9281
b 999, 2160
c 5255, 716 845
d 1271, 3875
e 804, 2358
Note: Extended-answer questions 5, 6 and 7 are concerned with natural numbers.
3.5
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Solution
a
Example 13
An athletics team consists of 18 members. Each member performs in at least one of three
events, sprints (S), jumps (J) and hurdles (H). Every hurdler either jumps or sprints. Also the
following information is available.
n(S) = 11, n(J ) = 10, n(J H S ) = 5, n(J H S) = 5 and n(J H ) = 7
a Draw a Venn diagram.
b Find
i n(H )
ii n(S H J )
iii n(S J )
iv n(S J H )
Solution
a
...
...
...
...
...
...
...
1
2
3
4
5
6
7
w =2
Equation 3 becomes
i.e.
5 + y + z + 2 + 5 + q = 18
y+z+q =6
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79
Equation 1 becomes
y+z =4
q=2
Therefore from 8,
Equation 2 becomes
5 + 2 + z + 2 = 10
z=1
y=3
and
5
3
2
1
0
i n(H ) = 6
iii n(S J ) = 18
5
2
H
ii n(S H J ) = 1
iv n(S J H ) = 2
Exercise 3E
Example
12
1 There are 28 students in a class all of whom take History or Economics or both. Fourteen
take History, ve of whom also take Economics.
a Show this information on a Venn diagram.
b Hence nd the number of students who take
i Economics
ii History but not Economics
iii just one of these subjects.
2 a Draw a Venn diagram to show three sets, A, B and C in a universal set . Enter
numbers in the correct parts of the diagram using the following information.
n(A B C) = 2, n(A B) = 7, n(B C) = 6,
n(A C) = 8, n(A) = 16, n(B) = 20, n(C) = 19, n() = 50
b Use the diagram to nd
ii n(A B )
i n(A C )
iii n(A B C )
3 In a border town in the Balkans, 60% of people speak Bulgarian, 40% speak Greek and
20% speak neither. What percentage of the town speak both Bulgarian and Greek?
4 A survey of a class of 40 students showed that 16 own at least one dog and 25 at least one
cat. Six students had neither. How many students own both?
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5 At an international conference there were 105 delegates. Seventy spoke English, 50 spoke
French and 50 spoke Japanese. Twenty ve spoke English and French, 15 spoke French
and Japanese and 30 spoke Japanese and English.
a How many delegates spoke all three languages?
b How many spoke Japanese only?
6 A restaurant serves 350 people lunches. It offers three desserts, proteroles, gelati and
fruit. It is found that 40 people have all three desserts, 70 have gelati only, 50 have
proteroles only and 60 have fruit only. Forty ve people have fruit and gelati only, 30
people have gelati and proteroles only and 10 people have fruit and proteroles only.
How many people do not have a dessert?
Example
13
7 Forty travellers were questioned about the various methods of transport they had used the
previous day. Every traveller questioned travelled by at least one of the following: car (C),
bus (B), train (T).
Of those questioned, eight had used all three methods of transport.
Four had travelled by bus and car only.
Two had travelled by car and train only.
The number (x) who had travelled by train only was equal to the number who had
travelled by bus and train only.
If 20 travellers had used a train and 33 had used a bus, nd
a the value of x
b the number who travelled by bus only
c the number who travelled by car only.
8 is the set of integers and
X = {x : 21 < x < 37}
Y = {3y : 0 < y 13}
Z = {z 2 : 0 < z < 8}
a Draw a Venn diagram representing the information.
b Find
i X Y Z
ii n(X Y )
9 A number of students bought red, green and black pens. Three bought one of each colour.
Of the students who bought two colours, three did not buy red, ve not green and two not
black. The same number of students bought red only as bought red with other colours.
The same number bought black only as bought green only. More students bought red and
black but not green than bought black only. More bought only green than bought green
and black but not red. How many students were there and how many pens of each colour
were sold?
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Review
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Chapter summary
Set notation
is a member of
/ is not a member of
the empty set
the universal set
subset
The union of two sets
The set of elements that are in either set A or set B (or both) is the union of set A and B. The
union of A and B is written A B.
The intersection of two sets
The set of all the elements that are members both of set A and of set B is called the
intersection of A and B. The intersection of A and B is written A B.
The complement of A, written A , is the set of all members of that are not members of A.
Sets of numbers
R denotes the set of real numbers
Q denotes the set of rational numbers
Z denotes the set of integers
N denotes the set of natural numbers
Note: N Z Q R
m
Numbers of the form , where m, n N , have a terminating decimal representation if,
n
and only if, n = 2 5 where , are members of the set N {0}.
Algebraic numbers are those which are the solution(s) of an equation of the form
a0 x n + a1 x n1 + + an = 0, where a0 , a1 , . . . , an are integers.
A number of the form a where a is a rational number which is not a square of another
rational number is called a quadratic surd.
If a is a rational which is not a perfect nth power n a is called a surd of the nth order.
When the number under the square root has no factors which are squares of a rational
number, then the surd is said to be in simplest form.
Surds which have the same irrational factor are called like surds.
The sum or difference of two like surds can be found
m p + n p = (m + n) p and m p n p = (m n) p
A natural number, a, is a factor of a natural number, b, if there exists a natural number, k,
such that b = ak.
If a natural number greater than 1 has only factors 1 and itself, it is said to be prime.
A natural number, m, is called a composite if it can be written as a product m = a b
where a and b are natural numbers greater than 1 and less than m.
The highest common factor of two natural numbers is the largest natural number which is
a factor of both numbers.
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8
3
3
8
+
2 E 12 + 8 2
D
2
A 12 8 2
B 3+2 2 C
17 17
17 17
2 The prime decomposition of 86400 is
B 26 33 52
C 27 33 5
A 25 32 5
E 26 33 53
D 27 33 52
3 ( 6 + 3)( 6 3) is equal to
B 3 6 6
C 3 + 6 6
D 3
E 3
A 3 12 6
1
Review
Multiple-choice questions
83
4 For the Venn diagram shown is the set of positive integers less than 20. A is the set of
positive integers less than 10 and B is the set of positive integers less than 20 divisible by 3.
The set B A is
11 10
A {6, 3, 9}
13 14 16 17 19
B {12, 15, 18}
B
7
C {10,11,13,14,16,17,19}
12
3
1 2
D {1, 2, 4, 5, 7, 8}
4 5 8 6 15 18
9
E {1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 15, 18}
A
5 (3,) (, 5] =
A (, 3)
B (, 5]
C (3, 5]
D R
E [3, 5]
6 A bell is rung every 6 minutes and a gong is sounded every 14 minutes. If these occur
together at a particular time then the smallest number of minutes until the bell and the gong
are again heard simultaneously is
A 10
B 20
C 72
D 42
E 84
7 If X is the set of multiples of 2, Y the set of multiples of 7 and Z the set of multiples of 5
then describe X Y Z =
A the set of multiples of 2
B the set of multiples of 70
C the set of multiples of 35
D the set of multiples of 14
E the set of multiples of 10
8 In a class of students, 50% play football, 40% play tennis and 30% play neither. The
percentage that plays both is
A
B 20
C 30
D 50
E 40
10
7 6
=
9
7+ 6
A 5+2 7
B 13 + 2 6 C 13 2 42 D 1 + 2 42
E 13 2 13
10 There are 40 students in a class, all of whom take Literature or Economics or both. Twenty
take Literature and ve of these also take Economics. The number of students who only
take Economics is
A 20
B 5
C 10
D 15
E 25
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f 0.171428
5
2 31
5+2
3+ 2
a
b
c
2
52
3 2
3 + 2 75
4 Express
in the form a + b 3 where a, b R\{0}.
3 12
5 Express each
with a rational denominator.
of the following
6 2
a+b ab
a
3 22 3
a+b+ ab
6 In a class of 100 students, 55 are girls, 45 have blue eyes, 40 are blond, 25 are blond girls,
15 are blue-eyed blonds, 20 are blue-eyed girls, and 5 are blue-eyed blond girls. Find
a the number of blond boys
b the number of boys who are not blond or blue-eyed.
7 A group of 30 students received prizes in at least one of the subjects of English,
Mathematics, and French. Two students received prizes in all three subjects. Fourteen
received prizes in English and Mathematics but not French. Two received prizes in English
alone, two in French alone and ve in Mathematics alone. Four received prizes in English
and French but not Mathematics.
a How many received prizes in Mathematics and French but not English?
b How many received prizes in Mathematics?
c How many received prizes in English?
8 Fifty people are interviewed. Twenty-three say they like Brand X, 25 say they like Brand Y,
19 say they like Brand Z. Eleven say they like X and Z. Eight say they like Y and Z. Five say
they like X and Y. Two like all three. How many like none of them?
9 Three rectangles A, B and C overlap (intersect). Their areas are 20 cm2 , 10 cm2 and 16 cm2
respectively. The area common to A and B is 3 cm2 , that common to A and C is 6 cm2 , that
common to B and C is 4 cm2 . How much of the area is common to all three if the total area
covered is 35 cm2 ?
224
10 Express 112 63 in simplest form.
28
x
7 3
=
11 If
, nd the values of x.
x
7+ 3
1+ 2
1 2
12 Express
+
in the form a 5 + b 6.
5+ 3
5 3
48
.
13 Simplify 27 12 + 2 75
25
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32
0
7 15
3
0
Review
14 A, B and C are three sets and = A B C. The number of elements in the regions of the
Venn diagram are as shown. Find
85
15 Using the result that ( a + b)2 = a + b + 2 ab, determine the square root of 17 + 6 8.
Extended-response questions
( 3 + 5) = 8 + 2 15
c Use this technique to nd the square root of
i 14 + 2 33
(Hint: use x = 11 and y = 3)
iii 51 36 2
ii 15 2 56
a If (2 + 3 3) + (4 + 2 3) = a + b 3, nd a and b.
b If (2 + 3 3)(4 + 2 3) = p + q 3, nd p and q.
1
c If
= a + b 3, nd a and b.
3+2 3
d Solve each of the following equations for x.
ii (x 3)2 3 = 0
iii (2x 1)2 3 = 0
i (2 + 5 3)x = 2 3
1
3 a Show
=2 3
2+ 3
x
2 + 3 and the result of a to show that the equation
b Use the substitution t =
x
x
1
2 + 3 + 2 3 = 4 can be written as t + = 4.
t
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max( , )
max( , )
1 1
2 2
n n
p2
. . . pn
. . . pm m m , where all primes in the prime
b = p1
decomposition of either a or b are included in this product, e.g. the least common
multiple of 24 = 23 3 and 18 = 32 2 is 23 32 = 72. Find the least common
multiple of 1080 and 25 200.
c Carefully explain why if m and n are integers mn = least common multiple of m and
n highest common factor of m and n.
(contd)
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i Find four consecutive even numbers such that the smallest is a multiple of 5, the
second a multiple of 7, the third a multiple of 9 and the largest a multiple of 11.
ii Find four consecutive natural numbers such that the smallest is a multiple of 5, the
second a multiple of 7, the third a multiple of 9 and the largest a multiple of 11.
9 a In the Venn diagram is the set of all students enrolled at Argos Secondary College. Set
R is the set of all students with red hair. Set B is the set of all students with blue eyes. Set
F is the set of all female students.
Review
87
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11 In a certain city three Sunday newspapers (A, B and C) are available. In a sample of
500 people from this city, it was found that
r nobody regularly reads both A and C
r a total of 100 people regularly read A
r 205 people regularly read only B
r of those who regularly read C, exactly half of them also regularly read B
r 35 people regularly read A and B, but not C
r 35 people dont read any of the papers at all.
a Draw a set diagram showing the number of regular readers for each possible
combination of A, B and C.
b How many people in the sample were regular readers of C?
c How many people in the sample regularly read A only?
d How many people are regular readers of A, B and C?
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C H A P T E R
4
Variation
Objectives
To recognise relationships involving direct variation
To evaluate the constant of variation in cases involving direct variation
To solve problems involving direct variation
To recognise relationships involving inverse variation
To evaluate the constant of variation in cases involving inverse variation
To solve problems involving inverse variation
To establish the relationship that exists between variables from given data
To recognise relationships involving joint variation
To solve problems involving joint variation
To solve problems involving part variation
4.1
Direct variation
Emily sets out to drive from her home in Appleton to visit her friend Kim who lives 600 km
away in Brownsville. She drives at a constant speed and notes how far she has travelled every
hour. The distance and times are represented in the table below.
Time (t hours)
Distance (d km)
1
100
2
200
3
300
4
400
5
500
6
600
It can be seen that as t increases, d also increases. The rule relating time to distance is
d = 100t. This is an example of direct variation and 100 is the constant of variation. In this
case d varies directly as t or the distance travelled is proportional to the time spent travelling.
The graph of d against t is a straight line passing through the origin.
A metal ball is dropped from the top of a tall building and the distance it has fallen is
recorded each second.
Time (t s)
Distance (d km)
0
0
1
4.91
2
19.64
3
44.19
4
78.56
5
122.75
89
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It can be seen that as t increases, d also increases. This time the rule relating time and distance
is d = 4.91t 2 . This is another example of direct variation. In this case, d varies directly as
the square of t or the distance travelled is proportional to t 2 . The graph of d against t 2 is a
straight line passing through the origin.
The symbol used for varies as or is proportional to is . For example, d varies as t can be
written as d t, and d varies as t 2 can be written as d t 2 .
In the following, a proportional to a positive power of b is considered,
i.e. a varies directly as bn , n R +
If a bn then a = kbn where k is a constant of variation.
For all examples of direct variation (where k is positive), as one variable increases the other
will also increase. The graph of a against b will show an upwards trend. It should be noted that
not all increasing trends will be examples of direct variation.
If a bn then the graph of a against bn is a straight line passing through the origin.
Example 1
Use the tables of values below to determine the constant of variation, k, in each case and hence
complete each of the tables.
1
a y x2
b y x i.e. y x 2
x
y
2
12
6
108
x
y
192
Solution
a If
then
When
Check:
When
y x2
y = kx 2
x = 2, y = 12
12 = k(22 )
k =3
x = 6, y = 3(6 )
= 108
y = 3x 2
2
If
then
When
Check:
When
4
1
6
1.225
1.414
y x
y =k x
x = 4, y = 1
1 = k( 4)
k = 0.5
x = 6, y = 0.5( 6)
1.225
y = 0.5 x
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x = 2, y = 0.5( 2)
y 0.7071
2.828 x
x 8
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Chapter 4 Variation
x
y
2
12
4
48
6
108
8
192
x
y
2
0.707
4
1
6
1.225
91
8
1.414
Example 2
In an electrical wire, the resistance (R ohms) varies directly with the length (L m) of the wire.
a If a wire 6 m long has a resistance of 5 ohms, what would be the resistance in a wire of
length 4.5 m?
b How long is a wire for which the resistance is 3.8 ohms?
Solution
The constant of variation is determined rst.
RL
R = kL
When L = 6, R = 5
5 = k(6)
5
k=
6
5
i.e. the constant of variation is
6
5L
Hence
R=
6
5 4.5
a When L = 4.5, R =
6
R = 3.75
The resistance of a wire of length
4.5 m is 3.75 ohms.
5L
6
L = 4.56
The length of a wire of resistance
3.8 ohms is 4.56 m.
b When
R = 3.8, 3.8 =
Example 3
The volume of a sphere varies directly as the cube of its radius. By what percentage will the
volume increase if the radius is
b increased by 20%?
a doubled
Solution
i.e.
V r3
V = kr 3
V = k(13 ) = k
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k
1
= 700%
% increase of volume =
Exercise 4A
Example
1 Determine the value of k, the constant of variation, in each of the following and hence
complete the table of values.
a y x2
x
y
c y
b yx
2
8
x
y
4
32
6
128
1
2
1
6
3
2
1
2
2
3
d y x5
x
4
6
9
9
49
90
1
32
1
5
2
5
32
8
5
a V when r = 3.2
3 If a
2
b3
and a =
a a when b = 2
Example
2
when b = 1, nd
3
b b when a = 2
4 The area (A) of a triangle of xed base length varies directly as its perpendicular height
(h). If the area of the triangle is 60 cm2 when its height is 10 cm, nd
a the area when its height is 12 cm
5 The extension in a spring (E) varies directly with the weight (w) suspended from it. If a
weight of 452 g produces an extension of 3.2 cm, nd
a the extension produced by a weight of 810 g
b the weight that would produce an extension of 10 cm.
6 The weight (W) of a square sheet of lead varies directly with the square of its side length
(L). If a sheet of side length 20 cm weighs 18 kg, nd the weight of a sheet that has an
area of 225 cm2 .
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Chapter 4 Variation
93
7 The volume (V) of a sphere varies directly with the cube of its radius (r). A sphere whose
radius is 10 cm has a volume of 4188.8 cm3 . Find the radius of a sphere whose volume is
1 cubic metre.
Example
8 The time taken for one complete oscillation of a pendulum is called its period. The period
(T) of a pendulum varies directly with the square root of the length (L) of the pendulum. A
pendulum of length 60 cm has a period of 1.55 seconds. Find the period of a pendulum
that is one and a half times as long.
9 The distance (d) to the visible horizon varies directly with the square root of the height (h)
of the observer above sea level. An observer 1.8 m tall can see 4.8 km out to sea when
standing on the shoreline.
a How far could the person see if they climbed a 4 m tower?
b If the top of a 10 m mast on a yacht is just visible to the observer in the tower, how far
out to sea is the yacht?
10 In each of the following calculate the percentage change in y when x is
a doubled
d increased by 40%
i y x2
4.2
b halved
ii y
c reduced by 20%
iii y x 3
Inverse variation
A builder employs a number of bricklayers to build a brick wall. Three bricklayers will
complete the wall in eight hours but if he employs six bricklayers the wall will be complete in
half the time. The more bricklayers he employs, the shorter the time taken to complete the
wall. The time taken (t) decreases as the number of bricklayers (b) increases.
This is an example of inverse variation. The time taken to complete the wall varies
inversely as the number of bricklayers employed.
t varies inversely as b or t is inversely proportional to b
i.e.
1
b
1
where n is some positive number
bn
a varies inversely as bn .
1
If
a n
b
k
then a = n where k is a positive constant called the constant of variation.
b
For all examples of inverse variation, as one variable increases the other will decrease and
vice versa. The graph of a against b will show a downward trend. It should be noted, however,
that any graph showing a decreasing trend will not necessarily be an example of inverse
variation.
1
1
If a n then the graph of a against n will be a straight line.
b
b
1
However, since if b = 0, n is undened, the line will not be dened at the origin.
b
i.e.
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Example 4
Use the tables of values below to determine the value of the constant of variation, k, in each
case and hence complete each of the tables.
1
1
a y 2
b y
x
x
x
y
2
0.1
5
0.016
10
x
y
0.001
1
10
25
5
100
1
Solution
a
1
x2
k
y= 2
x
When x = 2, y = 0.1
k
0.1 = 2
2
k = 0.4
i.e. the constant of variation is 0.4
y
Check:
When
When
x
y
When
When
0.4
102
y = 0.004
0.4
y = 0.001, 0.001 = 2
x
0.001x 2 = 0.4
0.4
x2 =
0.001
x = 20
5
0.016
10
0.004
20
0.001
10
x = 100, y =
100
=1
10
y=
x
x = 10, y =
2
0.1
1
y
x
k
y=
x
x = 1, y = 10
k
10 =
1
k = 10
Check:
0.4
52
= 0.16
0.4
y= 2
x
x = 5, y =
When
When
x
y
10
x = 4, y =
4
y =5
10
y = 2, 2 =
x
2 x = 10
x = 25
1
10
4
5
25
2
100
1
Example 5
For a cylinder of xed volume, the height (h cm) is inversely proportional to the square of the
radius (r cm).
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Chapter 4 Variation
95
a What percentage change in the height would result if its radius were reduced by 25%?
b If a cylinder 15 cm high has a base radius of 4.2 cm, how high would a cylinder of
equivalent volume be if its radius were 3.5 cm?
Solution
1
r2
k
h= 2
r
k
h=
=k
(1)2
h
a
i.e.
If r = 1, then
k
r2
When h = 15, r = 4.2
k
15 =
(4.2)2
k = 15(4.2)2
= 264.6
264.6
h=
r2
h=
then h =
264.6
(3.5)2
h = 21.6
The height of the cylinder is 21.6 cm.
h is increased by 77.8%
Exercise 4B
Example
1 Determine the value of k, the constant of variation, in each of the following and hence
complete the tables of values.
1
1
b y
a y
x
x
x
1
2
c y
x
y
6
1
16
1
x2
1
4
1
2
d y
9
1
4
1
1
x3
3
4
3
1
12
1
8
2
3
1
3
125
1
9
1
and a = 4 when b = 2, nd
3
b
1
b b when a =
a a when b = 2 2
16
2 If a
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1
and a = 5 when b = 2, nd
b4
a a when b = 4
3 If a
b b when a = 20.
4 The gas in a cylindrical canister occupies a volume of 22.5 cm3 and exerts a pressure
of 1.9 kg/cm2 . If the volume (V) varies inversely as the pressure (P), nd the pressure if the
volume is reduced to 15 cm3 .
Example
5 The current (I amperes) that ows in an electrical appliance varies inversely as the
resistance (R ohms) of the appliance. If the current is 3 amperes when the resistance is
80 ohms, nd
a the current when the resistance is 100 ohms
b the increase in resistance required to reduce the current to 80% of its original value.
6 The intensity of illumination (I) of a light varies inversely as the square of the distance (d)
from the light. At a distance of 20 m a light has an intensity of 100 candela. Find the
intensity of the light at a distance of 25 m.
7 The radius (r) of a cylinder of xed volume varies inversely as the square root of its height
(h). If the height is 10 cm when the radius is 5.64 cm, nd the radius if the height is 12 cm.
8 In each of the following, calculate the percentage change in y when x is
c reduced by 20%
b halved
a doubled
d increased by 40%.
1
i y 2
x
1
ii y
x
iii y
1
x3
b
a
0
0
2
12
4
48
6
108
8
192
x
y
1
30
3
10
6
5
12
2.5
15
2
Solution
a By inspection it can be conjectured that some type of direct variation exists. As b
increases, a also increases and when a = 0, b = 0.
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Chapter 4 Variation
Assume
i.e.
97
Select a value for n (it must be a positive number) and test each of the pairs of
values given in the table (do not use (0, 0)). If the value of k for each pair of values
is the same then the choice of n is correct.
a
a
Let n = 2 k = 2
Let n = 1 k =
b
b
a
a
Consider 2 for the values
Consider for the values
b
b
given in the table.
given in the table.
12
=6
2
48
= 12
4
108
= 18
6
192
= 24
8
Since the quotients differ, n = 1.
Testing:
12
=3
4
48
=3
16
108
=3
36
192
=3
64
The quotients are all equal to 3.
Testing:
k = 3 and n = 2
i.e.
a = 3b2
b By inspection it can be conjectured that some type of inverse variation exists.
As x increases, y decreases.
Assume
i.e.
1
for some positivenumber n
xn
k
y= n
x
k = yx n
y
Let n = 1 k = yx
Consider the product yx for the values given in the table.
Testing:
i.e.
30 1 = 30
10 3 = 30
5 6 = 30
2.5 12 = 30
2 15 = 30
k = 30 and n = 1
30
y=
x
The type of variation can also be investigated by graphical analysis. By plotting the graph of
a against b, an upward trend may indicate direct variation or a downward trend may indicate
inverse variation.
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To nd the specic type of variation that exists, the following can be used as a guide.
If direct variation exists (a bn ), then the graph of a against bn will be a straight line
through the origin. The gradient of this line will be the constant of variation k.
1
1
If inverse variation exists a n , then the graph of a against n will be a straight line.
b
b
This line will not be dened at the origin. The gradient of this line will be the constant of
variation k.
Example 7
For the table of values below, plot the graph of a against b2 and hence establish the rule
relating a to b.
b
a
1
0.5
2
2
3
4.5
4
8
5
12.5
16
8
25
12.5
Solution
b2
a
1
0.5
4
2
9
4.5
a
10
10
15
20
25 b2
1 2
b .
2
If it is known that the relationship between two variables x and y is of the form y = kx n
where k R + and n Q\{0} then a CAS calculator can be used to nd n and k is
sufcient information is given.
Example 8
The following data was collected recording N, the number of calls to a company, D days
after the commencement of an advertising campaign.
Days (D)
Number of calls (N )
5
50
10
400
15
1350
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Chapter 4 Variation
99
Solution
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100
Example 9
Establish a rule connecting y and x given the following data.
x
y
1
5
8
2.5
64
1.25
Solution
The solution is given in the screens below.
Note that y = 5x 3 =
1
5
1
x3
5
1
x3
Exercise 4C
Example
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101
Chapter 4 Variation
x
y
0
0
20
1
4
15
1
3
10
1
2
1
4
1.5
1.78
2
1
2.5
0.64
y
x
y
3
2
6
4
9
6
12
8
x
y
1
4
2
16
x
y
1
2
2
2.828
3
36
4
64
5
100
3
3.464
4
4
5
4.472
3
0.444
x
y
1
x
x3
1
x
1
0
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x3
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23:56
(3, 10)
(1, 3)
(2, 6)
x
(9, 3)
2
9.6
2.5
15
3
21.6
3.5
29.4
1
1.5
4
3
9
4.5
16
6
x3
x
y
0.2
50
0.3
22.2
0.4
12.5
4
38.4
25
7.5
5 Plot the graph of y against x2 and hence establish the relationship between x and y.
x
y
Example
(1, 6)
1
0
7
(1, 2)
Example
x2
1
x
1
and hence establish the relationship between x and y.
x2
0.5
8
1
2
8 Given that for each of the following y ax b use your graphics calculators PwrReg
function to establish the values of a and b.
a
x
y
4.00
0.50
8.00
0.71
12.00
0.87
16.00
1.00
x
y
1
2.00
x
y
1
3.50
10
8.79
100
22.08
1000
55.47
x
y
10
46.42
x
y
1
2.00
2
0.35
3
0.13
x
y
1
3.20
4
0.06
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5
14.95
20
73.68
3
2.06
10
35.57
15
59.04
30
96.55
5
1.68
40
116.96
7
1.47
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Chapter 4 Variation
Example
103
1
100
2
114.87
3
124.57
4
131.95
b Find the concentration after 10 hours.
10 The level of infestation (I) of a pest in a crop is proportional to the time (t days) after
which the crop is sprayed with an insecticide. The relationship can be modelled using the
rule I = at b , t 1.
The following data is collected.
t
I
1
1500
2
1061
3
866
4.4
4
750
b Find the level of infestation after 10 days.
Joint variation
There are many situations where one variable depends on more than one other variable. The
variable is said to vary jointly as the other variables. For example, the volume of a cylinder
varies jointly as the square of the radius and the height.
i.e.
or
V r 2h
V = kr 2 h (the value of k is known to be )
Example 10
x2
Given that y , use this table of values to determine
z
the value of the constant of variation k and hence
complete the table.
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x
z
y
2
10
2
4
8
10
50
2.5
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Solution
x2
z
kx 2
y=
z
x = 2 and z = 10, y = 2
k(22 )
2=
10
k =5
5x 2
y=
z
x = 4, z = 8
5(42 )
y=
8
y = 10
y
When
i.e.
When
When
When
z = 50, y = 2.5
5(x 2 )
2.5 =
50
2
25 = x
x =5
x = 10, y = 4
5(102 )
4=
z
4z = 500
z = 125
x
z
y
2
10
2
4
8
10
5
50
2.5
10
125
4
Example 11
The speed (s) of a conveyor belt varies jointly as the diameter (d) of the cog around which it
passes and the number of revolutions per second (n) the cog makes. The speed of a belt that
passes round a cog of diameter 0.3 m, revolving 20 times per second, is 18.85 m/s. Find the
value of
a the constant of variation
b the speed of a belt passing around a cog half as big revolving 30 times per second.
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105
Chapter 4 Variation
Solution
a
i.e.
When
b When
s dn
s = kdn
n = 20 and d = 0.3, s = 18.85
18.85 = k(0.3)(20)
k = 3.142 (correct to three decimal places)
s = 3.142dn
d = 0.15 and n = 30
s = 3.142 (0.15) (30)
s = 14.14 m/s (correct to two decimal places)
Exercise 4D
Example
10
x
, use this table of values to
z
determine the value of the constant of variation
k and hence complete the table.
1 Given that y
z
, use this table of values to
x2
determine the value of the constant of variation
k and hence complete the table.
x
z
y
2
10
1
4
2
10
x
z
y
2
10
10
4
8
x
z
2
10
3
4
15
2
4
3
10
60
0.5
10
50
25
15
3 Given that y
10
50
6
11
6 The simple interest (I) earned on an investment varies jointly as the interest rate (r) and
the time (t) for which it is invested. If a sum of money invested at 6.5% per annum for two
years earns $130, how much interest would the same amount of money earn if it were
invested at 5.8% for three years?
7 The kinetic energy (E) of an object varies directly as its mass (m) and the square of its
velocity (v). If the kinetic energy of an object with a mass of 2.5 kg moving at 15 m/s is
281.25 joules, nd the energy of an object with a mass of 1.8 kg moving at 20 m/s.
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8 The resistance (R) in an electrical wire varies directly as its length (l) and inversely as the
square of its diameter (d). Find the percentage change in R if
a l is increased by 50% and d is reduced by 50%
b l is decreased by 50% and d is increased by 50%.
9 The weight (W) that can be supported by a wooden beam varies directly as the square of
its diameter (d) and inversely as its length (l).
a What percentage increase in the diameter would be necessary for a beam twice as long
to support an equivalent weight?
b What percentage change in the weight would be capable of being supported by a beam
three times as long with twice the diameter?
10 If p varies as the square of q and inversely as the square root of r, what is the effect on p if
a both q and r are doubled
11 a The tension in a spring (T) varies directly with the extension (x) and inversely with the
natural length (l) of the spring. Compare the tension in a spring with a natural length
of 3 m that is extended by 1 m with the tension in a second spring with a natural length
of 2.7 m that is extended by 0.9 m.
b The work done (W) in stretching a spring varies directly with the square of the
extension (x) and inversely with the natural length of the spring (l). Compare the work
done on the two springs in part a.
C = b + kn
The total surface area (A) of a closed cylinder of xed height is made up of two parts. The
area of the curved surface (2r h), which varies as the radius, and the area of the two ends
(2r 2 ), which varies as the square of the radius.
i.e. A = k1r + k2r 2 where k1 = 2h and k2 = 2 are the constants of variation. These are
examples of part variation.
Part variation exists when the value of one variable is the sum of two or more quantities
each of which varies independently in some way. In some cases, as in the rst example above,
one of those quantities may be constant.
Example 12
A monthly telephone account (A) is made up of a xed charge (c) for rental and servicing plus
an amount that is proportional to the number of calls made (n). In January, 220 calls were
made and the account was for $98.20. In February, 310 calls were made and the account was
for $120.70. Find the xed charge and the cost per call.
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Chapter 4 Variation
107
Solution
A = c + kn, where c equals the xed charge and k equals cost per call
98.20 = c + 220k
... 1
120.70 = c + 310k
... 2
Solving simultaneously, subtract 1 from 2
22.5 = 90k
k = 0.25
Substitute in 1
98.20 = c + 220 (0.25)
= c + 55
c = 43.2
The xed charge is $43.20 and the cost per call is $0.25, i.e. 25 cents.
Example 13
The stopping distance of a tram (d) (i.e. the distance travelled by the tram after its brakes are
applied) varies partly with the speed of the tram (s) and partly with the square of its speed. A
tram travelling at 15 km/h can stop in 57 m and at 20 km/h in 96 m. Find the formula that
relates s to d and hence the stopping distance of a tram travelling at 18 km/h.
Solution
d = k1 s + k2 s 2
57 = 15k1 + 225k2
96 = 20k1 + 400k2
... 1
... 2
Multiply 1 by 4 and 2 by 3
228 = 60k1 + 900k2
288 = 60k1 + 1200k2
... 3
... 4
Subtract 3 from 4
60 = 300k2
1
k2 =
5
Substitute in 1
1
57 = 15k1 + 225
5
57 = 15k1 + 45
12
k1 =
15
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4
5
4
1
= s + s2
5
5
= 18
1
4
= (18) + (18)2
5
5
= 79.2
k1 =
When
s
d
d
Exercise 4E
Example
12
1 The cost of a taxi ride (C) is partly constant (b) and partly varies with the distance travelled
(d). A ride of 22 km costs $42.40 and a ride of 25 km costs $47.80. Find the cost of a
journey of 17 km.
2 The cost of a wedding reception at Hillview Reception Centre includes a xed overhead
charge and an amount per guest.
a If a reception for 50 people costs $2625 and a reception for 70 people costs $3575, nd
the xed overhead charge and the cost per guest.
b Hence nd the total cost of a reception for 100 guests.
Example
13
3 p is the sum of two numbers, one of which varies as x and the other, as the square of y. If
p = 14 when x = 3 and y = 4, and p = 14.5 when x = 5 and y = 3, nd p when x = 4
and y = 5.
4 The cost of running a ferris wheel in an amusement park varies partly as the number of
people who ride it and partly as the inverse of the number of people who ride it. If the
running cost is $32 when 200 people ride it and $61 if 400 people ride it, nd the running
cost on a day when 360 people ride it.
5 The distance travelled (s) by a particle varies partly with time and partly with the square of
time. If it travels 142.5 m in 3 s and 262.5 m in 5 s, nd
a how far it would travel in 6 s
6 The time taken (t) to load boxes onto a truck varies partly with the number of
boxes (b) and partly with the inverse of the number of men (m) loading the
boxes. If it takes one man 45 minutes to load ten boxes and two
men 30 minutes to load eight boxes, how long would it take four men to
load sixteen boxes?
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Chapter 4 Variation
109
Direct variation
a bn , i.e. a varies directly as bn (n R + )
This implies a = kbn where k is the constant of variation (k R + ).
As b increases, a will also increase.
If a bn , the graph of a against bn is a straight line through the origin.
Inverse variation
1
a n , i.e. a varies inversely as bn (n R + )
b
k
This implies a = n where k is the constant of variation (k R + ).
b
As b increases, a will decrease.
1
1
If a n , the graph of a against n is a straight line but is undened at the origin.
b
b
Joint variation
One quantity varies with more than one other variable. This may be a combination of direct
and/or inverse variation.
Review
Chapter summary
e.g. V r 2 h implies V = kr 2 h
c
kc
a implies a =
b
b
Part variation
The value of one variable is the sum of two or more quantities each of which is determined
by a variation. In some cases, one of those quantities may be constant.
e.g. A = k1r + k2r 2 where k1 , k2 are constants of variation.
Multiple-choice questions
1 For the values in the table shown, it is known that
y x 2 . The value of k, the constant of variation,
is equal to
x
y
1
D 2
3
2 For the values in the table shown, it is known that
x
1
y . The value of k, the constant of variation,
x
y
is equal to
A 3
1
2
B 9
B 1
2
4
3
D 2
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12
4
3
C 4
2
1
4
4
1
8
E
8
1
16
1
4
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D 1
C
3
B 3
A 3
5 The rule connecting y and x as shown in the graph is
C y=3 x
B y = 3x 2
A y = 3x
1
D y= x
E y = x2 + 2
3
E 128
1
3
E
y
(2, 6)
x2
1
C y= x
B y = 4x
A y= x
4
D y=4 x E y=x
y
(1, 4)
x
7 For the values in the table shown, it is known that
x
y 2 . The value of k, the constant of variation,
z
is equal to
A 2
4
3
1
3
D 3
x
z
2
2
4
2
8
2
1
3
2
3
4
3
2
3
B Increased by 20%
E Remain the same
1
and q is decreased by 20%, p would be
q
B Increased by 25%
A Decreased by 25%
E Unchanged
D Increased by 20%
C Increased by 100%
10 If p
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C Decreased by 20%
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Chapter 4 Variation
111
3
when b = 2, nd a when b = 4 and b when a = 8.
2
1
1
b If y x 3 and y = 10 when x = 2, nd y when x = 27 and x when y = .
8
1
1
4
1
c If y 2 and y = when x = 2, nd y when x = and x when y =
.
x
3
2
27
1
d a varies directly as b and inversely as c. If a = when b = 1 and c = 4, nd a when
4
4
16
b = and c =
.
9
9
2 The distance, d metres, which a body falls varies directly as the square of the time,
t seconds, for which it has been falling. If a body falls 78.56 m in 4 s, nd
a the formula connecting d and t
b the distance fallen in 10 s
c the time taken to fall 19.64 m.
1 a If a b2 and a =
Review
3 The velocity of a falling body (v metres per second) varies directly as the square root of the
distance (s metres) through which it has fallen. A body has a velocity of 7 metres per
second after falling 2.5 m.
a Find its velocity after falling 10 m.
b Find the distance through which it falls to attain a velocity of 28 metres per second.
c What variables would be plotted on the axis to obtain a straight line graph?
4 The time taken for a journey is inversely proportional to the average speed of travel. If it
takes 4 hours travelling at 30 km/h, how long will it take travelling at 50 km/h?
5 If y varies inversely as x, what is the effect on
a y if x is doubled b x if y is doubled c y if x is halved
d x if y is halved?
6 The cost of running an electric appliance varies jointly as the time it is run, the electrical
resistance and the square of the current. It costs 9 cents to use an appliance of resistance
60 ohms, which draws 4 amps of current for 2.5 hours. How much will it cost to use an
appliance of resistance 80 ohms, which draws 3 amps of current for 1.5 hours?
7 The cost of printing is made up of two parts: a xed charge and a charge proportional to
the number of copies. If the cost of printing 100 copies is $20 and the cost of printing
500 copies is $30, what would be the cost of printing 700 copies?
8 For a constant resistance, the voltage (v volts) of an electric circuit varies directly as the
current (I amps). If the voltage is 24 volts when the current is 6 amps, nd the current when
the voltage is 72 volts.
9 The intensity of sound varies inversely as the square of the distance of the observer from the
source. If the observer moves to twice the distance from the source, compare the second
intensity I2 with the rst intensity I1 .
10 If y varies directly as x2 and inversely as z, nd the percentage change in y when x is
increased by 10% and z is decreased by 10%.
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Extended-response questions
1 A certain type of hollow sphere is designed in such a way that the mass varies as the square
of the diameter. Three spheres of this type are made. One has mass 0.10 kg and diameter
9 cm, the second has diameter 14 cm and the third has mass 0.15 kg. Find
b the diameter of the third sphere.
a the mass of the second sphere
2 The height (h m) to which a centrifugal pump raises water is proportional to the square of
its speed of rotation (n revs/min). If the pump raises water to a height of 13.5 m when it is
rotating at 200 revs/min, nd
a the formula connecting h and n
b the height that the water can be raised to when it is rotating at 225 revs/min
c the speed required to raise the water to a height of 16 m.
3 The maximum speed of yachts of normal dimensions varies as the square root of their
length. If a yacht 20 m long can maintain a maximum speed of 15 knots, nd the maximum
speed of a yacht 15 m long.
4 a The air in a tube occupies 43.5 cm3 and the pressure is 2.8 kg/cm2 . If the volume
(V cm3 ) varies inversely as the pressure (P), nd the formula connecting V and P.
b Calculate the pressure when the volume is decreased to 12.7 cm3 .
5 The weight (w kg) which a beam supported at each end will carry without breaking, varies
inversely as the distance (d m) between supports. A beam which measures 6 m between
supports will just carry a load of 500 kg.
a Find the formula connecting w and d.
b What weight would a similar beam carry if the distance between the supports
were 5 m?
c What weight would a similar beam carry if the distance between the supports
were 9 m?
6 The relationship between pressure and volume of a xed mass of gas when the temperature
is constant is shown by the following table.
Pressure ( p)
Volume (v)
12
12
16
9
18
8
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Chapter 4 Variation
113
8 The cost of decorative wrought iron is the sum of two parts which vary as the length and
the square of the length respectively. When the length is 2 m, the cost is $18.40 and when
the length is 3 m, the cost is $33.60. Find the cost when the length is 5 m.
Review
30 minutes to make a 3 cm diameter item with eight parts and 38 minutes to make a 5 cm
diameter item with ten parts, how long does it take to make a 4 cm diameter item with
twelve parts?
9 The sum of the rst n natural numbers is equal to the sum of two quantities, the rst of
which is proportional to n and the second to n2 . Work out the sums of the rst three and
four natural numbers and hence nd the formula for the sum of the rst n natural numbers.
10 Data about the number of pies sold at football matches and the size of the crowds attending
has been recorded as follows
Attendance (N 1000)
Number of pies sold (P)
20
15 650
30
19 170
60
27 110
10
36
14
30
4
126
60
1
504
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Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Period of orbit
(T years)
0.24
0.61
1
b A comet orbits the sun every 70 years. What is its radius of orbit?
13 To test the effectiveness of an advertising campaign for cheap ights to Hawaii, a travel
agent keeps a record of the number of enquiries she receives. It is estimated that the
number of enquiries, E, is proportional to the number of times, n, that the advertisement is
shown on television. The following data is collected.
Number of advertisements (n)
Number of enquiries (E)
10
30
20
40
30
47
a Assuming that the relationship between the number of enquiries and the number of
advertisements is modelled by the rule E = an b , use your graphics calculator to nd
values for a and b.
b Predict the number of enquiries received if the advertisement is shown 100 times.
After two weeks the advertisement has been shown 50 times and the advertising campaign
is stopped. The travel agent continues to get enquiries and continues to record them. It is
now estimated that the number of enquiries, E, is proportional to the number of days, d,
since the advertising campaign stopped. The following data is recorded.
Number of days (d)
Number of enquiries (E)
3
45
5
25
7
17
10
11
c Assuming that the relationship between the number of enquiries and the number of days
is modelled by the rule E = kd p , use your graphics calculator to nd values for k and p.
d Predict the number of enquiries received on the 14th day after the advertising campaign
has nished.
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C H A P T E R
5
Sequences and series
Objectives
To explore sequences of numbers and their difference equations
To use a CAS calculator to generate sequences and display graphs
To recognise arithmetic sequences
To find the terms, difference equation and number of terms for an arithmetic sequence
To calculate the sum of the terms of an arithmetic series
To recognise geometric sequences
To find the terms, difference equation and number of terms for a geometric sequence
To calculate the sum of the terms of a geometric series
To recognise and calculate the sum of the terms in an infinite geometric series
To use fixed point iteration to generate convergent sequences and hence solve
equations
To apply sequences and series to solving problems
5.1
Introduction to sequences
The following are examples of sequences of numbers:
A 1, 3, 5, 7, 9, . . . . . .
B 0.1, 0.11, 0.111, 0.1111, . . . . . .
1 1 1 1
C
, , , ,......
D 10, 7, 4, 1, 2, . . . . . .
E 0.6, 1.7, 2.8, 3.9, . . . . . .
3 9 27 81
Note each sequence is a set of numbers with order being important. For some sequences of
numbers a rule can be found for getting from one number to the next. For example:
for sequence A, a rule is: add 2
for sequence C, a rule is: multiply by
1
3
115
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The numbers of a sequence are called terms. The nth term of a sequence is denoted by the
symbol tn . So the rst term is t1 , the 12th term is t12 and so on.
A sequence may be dened by specifying a rule which enables each subsequent term to be
found using the previous term. In this case, the rule specied is called an iterative rule or a
difference equation. For example:
sequence A may be dened by t1 = 1, tn = tn1 + 2
1
1
sequence C may be dened by t1 = , tn = tn1
3
3
Example 1
Use the difference equation to nd the rst four terms of the sequence
t1 = 3, tn = tn1 + 5
Solution
t1
t2
t3
t4
=3
= t1 + 5 = 8
= t2 + 5 = 13
= t3 + 5 = 18
= 2(1) + 3 = 5
= 2(2) + 3 = 7
= 2(3) + 3 = 9
= 2(4) + 3 = 11
1
1
3 = 9
i.e. t2 = t1
3
3
1
1
i.e. t3 = t2
1 = 3
3
3
1
tn = tn1 , t1 = 9
3
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Alternatively a sequence may be dened by a rule that is stated in terms of n. For example:
tn = 2n
tn = 2n1
Example 4
Find the rule for the nth term for the sequence 1, 4, 9, 16 in terms of n.
Solution
t1
t2
t3
t4
tn
=1
= 4 = 22
= 9 = 32
= 16 = 42
= n2
Example 5
At a particular school, the number of students studying General Mathematics increases each
year. If in 2006 there are 40 students studying General Mathematics
a set up the difference equation if the number is increasing by ve students each year
b write down an expression for tn in terms of n for the difference equation found in a
c nd the number of students expected to be doing General Mathematics at the school in
2011.
Solution
a tn = tn1 + 5
b t1 = 40,
t2
t3
Therefore tn
tn
c
= t1 + 5 = 45 = 40 + 1 5
= t2 + 5 = 50 = 40 + 2 5
= 40 + (n 1) 5
= 35 + 5n
n=6
t6 = 40 + 5 5 = 65
118
Solution
a tn = tn1 1.1
b t1 = 4
t2 = 4 1.1 = 4.4
t3 = 4 (1.1)2 = 4.84
Therefore
tn = 4 (1.1)n1
Note:
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Example 7
Use a graphics calculator to generate the sequence dened by the difference equation
tn = tn1 + 3, t1 = 1 and sketch the graph of the sequence against n.
Solution
Use the arrows ( ) to name the rst
two columns n and tn respectively.
Enter 1 in cell A1 and enter 1 in cell B1.
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120
In the screen shown, the formula in cell A3 is displayed in the formula bar at the
bottom of the screen.
Note:
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Exercise 5A
Example
1 In each of the following an iterative denition for a sequence is given. List the rst ve
terms.
a t1 = 3, tn = tn1 + 4
d t1 = 1, tn = tn1 + 2
Example
Examples
3, 4
b t1 = 5, tn = 3tn1 + 4
c t1 = 1, tn = 5tn1
e tn+1 = 2tn + tn1 , t1 = 1, t2 = 3
b 1, 2, 4, 8
d 3, 6, 12, 24
e 4, 7, 10, 13
1 1 1
c 1, , ,
4 9 16
f 4, 9, 14, 19
5 Hamish collects Pokemon cards. He currently has 15 and he adds three to his collection
every week.
a Set up the difference equation that will generate the number of cards Hamish has in
any given week.
b Write down an expression for tn in terms of n for the difference equation found in a.
c Find the number of cards Hamish should have after another 12 weeks.
Example
6 Isobel can swim 100 m in 94.3 s. She aims to reduce her time by 4% each week.
a Set up the difference equation that generates Isobels time for the 100 m in any given
week.
b Write down an expression for tn in terms of n for the difference equation found in a.
c Find the time in which Isobel expects to be able to complete the 100 m after another
8 weeks.
7 Stephen is a sheep farmer with a ock of 100 sheep. He wishes to increase the size of his
ock by both breeding and buying new stock. He estimates that 80% of his sheep will
produce one lamb each year and he intends to buy 20 sheep to add to the ock each year.
Assuming no sheep die
a write the difference equation for the expected number of sheep at the end of each year
(let t0 = 100)
b calculate the number of sheep at the end of each of the rst ve years.
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8 Alison invests $2000 at the beginning of the year. At the beginning of each of the
following years, she puts a further $400 into the account. Compound interest of 6% p.a. is
paid on the investment at the end of each year.
a Write down the amount of money in the account at the end of each of the rst three
years.
b Set up a difference equation to generate the sequence for the investment. (Let t1 be the
amount in the investment at the end of the rst year.)
c With a calculator or spreadsheet, use the difference equation to nd the amount in the
account after ten years.
Example
9 For each of the following difference equations, use a graphics calculator to nd the rst
six terms of the sequence dened and sketch the graph of these terms against n.
a tn = tn1 + 3, t1 = 1
1
c tn = 2tn1 , t1 =
2
e tn = (tn1 )2 , t1 = 1.1
g tn = 2tn1 + 5, t1 = 1
b tn = tn1 2, t1 = 3
1
d tn = tn1 , t1 = 32
2
2
f tn = tn1 , t1 = 27
3
h tn = 4 tn1 , t1 = 3
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d = tn tn1
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Example 8
Find the 10th term of the arithmetic sequence 4, 1, 2, 5 . . .
Solution
a = 4, d = 3
tn = a + (n 1)d
t10 = 4 + (10 1)3
t10 = 23
Example 9
A national park has a series of huts along one of its mountain trails. The rst hut is 5 km from
the start of the trail, the second is 8 km from the start, the third 11 km and so on.
a How far from the start of the trail is the sixth hut?
b How far is it from the sixth hut to the twelfth hut?
Solution
a Distances of the huts from the start of the trail form an arithmetic sequence with
a = 5 and d = 3.
For the sixth hut t6 = a + 5d
t6 = 5 + 5 3 = 20
The sixth hut is 20 km from the start of the trail
b For the twelfth hut t12 = a + 11d
t12 = 5 + 11 3 = 38
tn = a + (n 1)d
9 = a + 11d
...
100 = a + 24d
...
1
2
Subtract 1 from 2
91 = 13d
d=7
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From 1 we have
9 = a + 11(7)
a = 68
Arithmetic mean
a+b
.
2
If the numbers a, c and b are consecutive terms of an arithmetic sequence, then
2c = a + b
a+b
c=
2
i.e. c is the arithmetic mean of a and b.
Exercise 5B
Example
1 For the arithmetic sequence where tn = a + (n 1)d, nd the rst four terms given that
a a = 0, d = 2
b a = 3, d = 5
c a=d= 5
d a = 11, d = 2
2 Find a and d and hence nd the rule of the arithmetic sequence whose rst few terms are
1 3 7 11
a 3, 7, 11
b 3, 1, 5
c , , ,
d 5 5, 5, 5 + 5
2 2 2 2
3 a An arithmetic sequence has a rst term of 5 and a common difference of 3. Find the
thirteenth term.
b An arithmetic sequence has a rst term of 12 and a common difference of 4. Find
the tenth term.
c In an arithmetic sequence a = 25 and d = 2.5. Find the ninth term.
Example
4 David goes shing every day for 10 days. On the rst day he catches four sh and each
day after that he catches two more than the previous day.
a How many sh did David catch on the sixth day?
b How many sh did he catch on the 10th day?
c On which day did he catch 10 sh?
5 An amphitheatre has 25 seats in row A, 28 seats on row B, 31 seats in row C and so on.
a How many seats in row P?
b How many seats are there in row X?
c Which row has 40 seats in it?
6 In each of the following, tn is the nth term of an arithmetic sequence.
a Find t5 if t1 = 6, t2 = 10.
b Find t12 if t1 = 5, t2 = 2.
c Find n if t1 = 16, t2 = 13 and tn = 41.
d Find n if t1 = 7, t2 = 11 and tn = 227.
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Example
10
125
1
7 For an arithmetic sequence the rst term is 7 and the thirtieth term is 108 . Find the
2
common difference.
8 The number of people who go to see a movie over a period of a week follows an arithmetic
sequence. If on the rst day only three people go to the movie but on the sixth day 98 go,
nd the rule for the sequence and hence determine how many attend on the seventh day.
9 For an arithmetic sequence, t3 = 18 and t6 = 486, nd the rule for the sequence,
i.e. nd tn .
10 The number of laps a swimmer swims each week follows an arithmetic sequence. If in the
fth week she swims 24 laps and in the tenth week she swims 39 laps, how many laps did
she swim in the fteenth week?
11 In an arithmetic sequence, t7 = 0.6 and t12 = 0.4. Find t20 .
12 An arithmetic sequence contains 10 terms. If the rst is 4 and the tenth is 30, what are the
other eight terms?
13 The number of goals kicked by a team in the rst six games of a season follows an
arithmetic sequence. If the team kicked 5 goals in the rst game and 15 in the sixth, how
many did they score in each of the other four games?
14 The rst term of an arithmetic sequence is a. The mth term is zero. Find the rule for tn for
the sequence.
5.3
Arithmetic series
The sum of the terms in a sequence is called a series. If the sequence in question is arithmetic,
the series is called an arithmetic series. The symbol Sn is used to denote the sum of n terms of
a sequence.
i.e.
Sn = a + a + d + a + 2d + + a + (n 1)d
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Sn =
Sn =
n
(a + l)
2
Example 11
A hardware store sells nails in a range of packets containing different numbers of nails. Packet
A contains 50 nails, packet B has 75 nails, packet C has 100 and so on.
a Find the number of nails in packet J.
b Lachlan buys one of each of packets A to J. How many nails in total does Lachlan have?
c Assuming he buys one of each packet starting at A, how many packets does he need to buy
to have a total of 1100 nails?
Solution
a a = 50, d = 25,
tn = a + (n 1)d
For packet J, t10 = 50 + 9 25
= 275
Packet J contains 275 nails
b a = 50, d = 25
n
Sn = (2a + (n 1)d)
2
10
(2(50) + 11 25)
S10 =
2
S10 = 1625
Packets A to J contain a total of
1625 nails
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Example 12
For the arithmetic sequence 3, 6, 9, 12, . . . , calculate
a the sum of the rst 25 terms
b the number of terms in the series if Sn = 1395.
Solution
a a = 3, d = 3, n = 25
n
Sn = [2a + (n 1)d]
2
25
[2(3) + (24)(3)]
=
2
= 975
b a = 3, d = 3, Sn = 1395
n
[2a + (n 1)d]
2
n
1395 = [2(3) + (n 1)(3)]
2
2790 = n[6 + 3n 3]
2790 = 3n + 3n 2
3n 2 + 3n 2790 = 0
n 2 + n 930 = 0
(n 30)(n + 31) = 0
n = 30 since n > 0
there are 30 terms in the series.
Sn =
Example 13
For the arithmetic sequence 27, 23, 19, 15, . . . , 33, nd
a the number of terms
b the sum of the terms.
Solution
a a = 27, d = 4, l = tn = 33
tn = a + (n 1)d
33 = 27 + (n 1)(4)
60 = (n 1)(4)
15 = n 1
n = 16
There are 16 terms in the series.
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b a = 27, l = tn = 33, n = 16
n
Sn = (a + l)
2
16
(27 33)
S16 =
2
S16 = 48
The sum of the terms is 48.
Example 14
3
3
The sum of the rst 10 terms of an arithmetic sequence is 48 . If the fourth term is 3 , nd
4
4
the rst term and the common difference.
Solution
3
4
15
a + 3d =
4
3
10
(2a + 9d) = 48
=
2
4
195
10a + 45d =
4
40a + 120d = 150
t4 = a + 3d = 3
S10
1 40
... 1
... 2
2 4
d=
4
15
3
=
Substitute in 1 a + 3
4
4
6
4
3
1
The rst term is 1 and the common difference is .
2
4
a=
Exercise 5C
1 For the arithmetic sequences
a 8, 13, 18, . . . ,
nd S12
1
3
c , 2, , . . . , nd S15
2
2
Example
11
nd S8
2 Greg goes shing every day for a week. On the rst day he catches seven sh and each
day he catches three more than the previous day. How many sh did he catch in total?
3 There are 110 logs to be put in a pile, with 15 logs in the bottom layer, 14 in the next, 13
in the next and so on. How many layers will there be?
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12
9 The sum of m terms of an arithmetic sequence with rst term 5 and common difference
4 is 660. Find m.
10 An assembly hall has 50 seats in row A, 54 seats in row B, 58 seats in row C, i.e. there are
four more seats in each row.
a How many seats in row J?
b How many seats are there altogether if the back row is row Z?
If on a particular day the front four rows are reserved for parents (and there is no other
seating for parents)
c how many parents can be seated
d how many students can be seated?
The hall is extended by adding more rows following the same pattern.
e If the nal capacity of the hall is 3410, how many rows were added?
11 A new golf club is formed with 40 members in its rst year. Each following year the
number of new members exceeds the number of retirements by 15. Each member pays
$120 p.a. in membership fees. Calculate the amount received from fees in the rst
12 years of the clubs existence.
Example
14
Example
13
14 Evaluate 54 + 48 + 42 + + 54.
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6
a t3 = 6.5, S8 = 67
b t4 = , S5 = 16 5
5
17 For the sequence with tn = bn (b R), nd
a tn+1 tn
b t1 + t2 + + tn
18 For a sequence where tn = 15 5n, nd t5 and the sum of the rst 25 terms.
19 An arithmetic sequence has a common difference of d. If the sum of 20 terms is 25 times
the rst term, nd, in terms of d, the sum of 30 terms.
20 The sum of the rst n terms of a particular sequence is given by Sn = 17n 3n 2 .
a Find an expression for the sum to (n 1) terms.
b Find an expression for the nth term of the sequence.
c Show that the corresponding sequence is arithmetic and nd a and d.
21 Three consecutive terms of an arithmetic sequence have a sum of 36 and a product of
1428. Find the three terms.
22 Show that the sum of the rst 2n terms of an arithmetic sequence is n times the sum of the
two middle terms.
Example 15
Calculate the tenth term of the sequence 2, 6, 18, . . .
Solution
a = 2, r = 3
tn = ar n1
t10 = 2 3(101)
= 39 366
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Example 16
Georgina draws a pattern consisting of a number of similar equilateral triangles. The rst
triangle has sides of length 4 cm and the side length of each successive triangle is one and a
half times the side length of the previous one.
a How long is the side length of the fth triangle?
9
b Which triangle has a side length of 45 cm?
16
Solution
a
a = 4, r =
tn = ar n1
3
2
4
3
1
t5 = ar = 4
= 20
2
4
4
1
The fth triangle has a side length of 20 cm
4
9
3
b a = 4, r = tn = 45
2
16
9
n1
tn = ar
= 45
16
n1
9
3
= 45
which implies 4
2
16
729
=
16
n1
729
3
=
Hence
2
64
Recognising that 729 = 36 and 64 = 26
n1 6
3
3
yields
=
2
2
Therefore n 1 = 6
and n = 7
9
The seventh triangle will have a side length of 45 cm
16
An application of geometric sequences is compound interest. Compound interest is interest
calculated at regular intervals on the total of the amount originally invested and the amount
accumulated in the previous years.
So $1000 invested at 10% per annum would grow to
1000 + 10%(1000) = $1100 at the end of the rst year.
At the end of the second year, it will have grown to
(1000 + 10%(1000)) + 10%(1000 + 10%(1000)) = $1210
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The value of the investment at the end of each year forms a geometric sequence. In the
above example
a = 1000, r = 1.1; i.e. r = 100% + 10%
Example 17
Hamish invests $2500 at 7% p.a. compounded annually. Find
a the value of his investment after 5 years
b how long it takes until his investment is worth $10 000.
Solution
a = 2500, r = 1.07
a t6 = ar 5
tn is the end of the (n 1)th year.
= 2500(1.07)5
= 3506.38
The value of his investment after 5 years is $3506.38.
b
tn = ar n1 = 10 000
2500(1.07)n1 = 10 000
(1.07)n1 = 4
log10 (1.07)n1 = log10 4
(n 1) log10 (1.07) = log10 4
log10 4
log10 (1.07)
n = 21.489
By the end of the 21st year, his investment will be worth in excess of $10 000.
Note: The number of years can also be found by trial and error or through using a
CAS calculator.
n1=
Example 18
The third term of a geometric sequence is 10 and the sixth term is 80. Find r and the rst term.
Solution
t3 = ar 2 = 10
...
t6 = ar 5 = 80
...
Divide 2 by 1
80
ar 5
=
ar 2
10
r3 = 8
r =2
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133
Substitute in 1 to nd a.
a 4 = 10
5
a=
2
5
The rst term is
2
Geometric mean
b
c
= and c = ab
a
c
Exercise 5D
1 For a geometric sequence tn = ar n1 , nd the rst four terms given that
a a = 3, r = 2
Example
15
b a = 3, r = 2
c a = 10 000, r = 0.1
d a=r =3
c
2, 2, 2 2, . . . nd t10
d a x , a x+1 , a x+2 , . . . nd t6
3 Find the rule for the geometric sequence whose rst few terms are
4
b 2, 4, 8, 16
c 2, 2 5, 10
a 3, 2,
3
16
4 For a geometric sequence the rst term is 25 and the fth term is . Find the common
25
ratio.
1
5 A geometric sequence has rst term and common ratio 2. Which term of the sequence
4
is 64?
6 If tn is the nth term of the following geometric sequences, nd n in each case.
Example
16
a 2, 6, 18, . . .
tn = 486
tn = 3
4 2
1
e , , ,...
3 3
3
tn =
1
96
b 5, 10, 20, . . .
8 4
d
, , 2, . . .
9 3
tn = 1280
27
tn =
4
7 An art collector has a painting that is increasing in value by 8% each year. If the painting
is currently valued at $2500
a how much will it be worth in 10 years
b how many years before its value exceeds $100 000?
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8 An algal bloom is growing in a lake. The area it covers triples each day.
a If it initially covers an area of 10 m2 , how many square metres will it cover after
1 week?
b If the lake has a total area of 200 000 m2 , how long before the entire lake is covered?
3
9 A ball is dropped from a height of 2 m and continues to bounce so that it rebounds to of
4
the height from which it previously falls. Find the height it rises to on the fth bounce.
10 The Tour de Moravia is a cycling event which lasts for 15 days. On the rst day the
cyclists must ride 120 km and each successive day they ride 90% of the distance of the
previous day.
a How far do they ride on the eighth day?
11 A child negotiates a new pocket money deal with her unsuspecting father in which she
receives 1 cent on the rst day of the month, 2 cents on the second, 4 cents on the third,
8 cents on the fourth and so on . . . until the end of the month. How much would the child
receive on the 30th day of the month? (Give your answer to the nearest thousand dollars.)
12 The number of sh in the breeding tanks of a sh farm follow a geometric sequence. The
third tank contains 96 sh and the sixth tank contains 768.
a How many sh are in the rst tank?
b How many sh are in the 10th tank?
Example
18
13 The 12th term of a geometric sequence is 2 and the fteenth term is 54. Find the seventh
term.
1
14 A geometric sequence has t2 = and t4 = 2. Find t8 .
2 2
15 The rst three terms of a geometric sequence are 4, 8, 16. Find the rst term which
exceeds 2000.
16 The rst three terms of a geometric sequence are 3, 9, 27. Find the rst term in the
sequence which exceeds 500.
Example
17
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40 type B apple bugs whose number is doubling each week. After how many weeks will
there be the same number of each type of bug?
21 Find the geometric means of
1
c and 3
d x 2 y 3 and x 6 y 11
3
22 The fourth, seventh and sixteenth terms of an arithmetic sequence also form consecutive
terms of a geometric sequence. Find the common ratio of the geometric sequence.
a 5 and 720
5.5
b 1 and 6.25
Geometric series
The sum of the terms in a geometric sequence is called a geometric series. An expression for
Sn , the sum of n terms of a geometric sequence, can be found using a similar method to that
used in the development of a formula for an arithmetic series.
Let
Sn = a + ar + ar 2 + + ar n1 . . .
Then
r Sn = ar + ar + ar + + ar . . .
Subtract 1 from 2
r Sn , Sn = ar n a
Sn (r 1) = a(r n 1)
and
Sn =
a(r n 1)
r 1
For values of r such that 1 < r < 1, it is often more convenient to use the alternative formula
Sn =
a(1 r n )
1r
1
1
,r = ,n = 9
3
3
1
1 9
1
3
3
S9 =
1
1
3
9
1
1
1
=
2
3
1
(0.999949)
2
0.499975
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Example 20
For the geometric sequence 1, 3, 9, . . . , nd how many terms must be added together to obtain
a sum of 1093.
Solution
a = 1, r = 3, Sn = 1093
a(r n 1)
Sn =
r 1
1(3n 1)
Sn =
= 1093
31
3n 1 = 1093 2
3n = 2187
a = 120, r = 0.9
a(r n 1)
Sn =
r 1
120(1 (0.9)15 )
S15 =
1 0.9
= 952.93
953 km
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137
476.5 0.1
= 0.3971
120
(0.9)n = 1 0.3971
(0.9)n = 0.6029
1 (0.9)n =
Exercise 5E
Example
19
1 Find the sum specied for each of the following geometric series.
a 5 + 10 + 20 + , nd S10
4 2 1
c + + , nd S9
3 3 3
b 1 3 + 9 ,
nd S6
2 Find
a 2 6 + 18 + 1458
c 6250 + 1250 + 250 + + 2
b 4 + 8 16 + 1024
3 Gerry owns a milking cow. On the rst day he milks the cow, it produces 600 mL of milk.
On each successive day, the amount of milk increases by 10%.
a How much milk does the cow produce on the seventh day?
b How much milk does it produce in the rst week?
Example
21
4 An insurance salesman makes $15 000 commission on sales in his rst year. Each year, he
increases his sales by 5%.
a How much commission would he make in his fth year?
b How much commission would he make in total over 5 years?
5 On Monday, William spends 20 minutes playing the piano. On Tuesday, he spends
25 minutes playing and on each successive day he increases the time he spends playing in
the same ratio.
a For how many hours does he play on Friday?
b How many hours in total does he play from Monday to Friday?
c On which day of the following week will his total time played pass 15 hours?
6 A ball dropped from a height of 15 m rebounds from the ground to a height of 10 m. With
each successive rebound, it rises two-thirds of the height of the previous rebound. What
total distance will it have travelled when it strikes the ground for the 10th time?
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7 Andrew invests $1000 at 20% simple interest for 10 years. Bianca invests her $1000 at
12.5% compound interest for 10 years. At the end of 10 years, whose investment is worth
more?
8 For the geometric sequence with nth term tn
a t3 = 20, t6 = 160, nd S5
b t3 = 2, t8 = 8, nd S8
Example
20
Sn =
1r
1r
Given that Sn =
as n , r n 0 and hence
ar n
0
1r
S =
a
1r
a
1r
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139
Example 22
Find the sum to innity of the series 1 +
1 1 1
+ + +
2 4 8
Solution
1
,a = 1
2
1
=2
=
1
1
2
r=
Example 23
A square has a side length of 40 cm. A copy of the square is made so that the area of the copy
is 80% of the original. The process is repeated each time with the area of the new square being
80% of the previous one. If this process continues indenitely, nd the total area of all the
squares.
Solution
Area of rst square is 402 = 1600 cm2
a = 1600, r = 0.8
a
S =
1r
1600
= 8000 cm2
S =
1 0.8
Example 24
Express the recurring decimal 0.3 2 as a ratio of two integers.
Solution
and
i.e.
Exercise 5F
Example
22
1 Find
a 1+
1
1
1
+
+
+
5 25 125
b 1
2 4
8
+
+
3 9 27
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Example
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Example
24
10 Express each of the following periodic decimals as the ratio of a pair of integers.
a 0.4
b 0.03
c 10.3
d 0.03 5
e 0.9
f 4.1
11 The sum of the rst four terms of a geometric series is 30 and the sum to innity is 32.
Find the rst two terms.
1
12 Find the third term of a geometric sequence that has a common ratio of and a sum to
4
innity of 8.
13 Find the common ratio of a geometric sequence that has a rst term of 5 and a sum to
innity of 15.
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5.7
141
xn1
+ 1, x1 = 2 and
5
Solution
x1 = 2
2
x2 = + 1 = 1.4
5
1.4
+ 1 = 1.28
x3 =
5
1.28
x4 =
+ 1 = 1.256
5
1.256
+ 1 = 1.2512
x5 =
5
1.2512
+ 1 = 1.25024
x6 =
5
The sequence generated appears to be convergent.
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142
Example 26
Given that the solution to the equation f (x) = 0 where f (x) = x x + 4 is approximately
6.5, use xed point iteration to nd the solution to the equation correct to ve decimal places.
Solution
First rearrange the equation into the form x = g(x).
Note: There may be a number of ways to re-arrange the original equation producing
different functions g(x). The implications of these different forms will be discussed
later.
x x +4=0
i.e., g(x) = x + 4
Therefore
x = x +4
Using x1 = 6.5
Therefore x2 = x1 + 4
= 6.5 + 4
= 6.549509757
x4 = x3 + 4
x3 = x2 + 4
= 6.559201 + 4
= 6.549509757 + 4
= 6.559201
= 6.561093712
x5
x6
x7
x8
= 6.561463197
= 6.56153532 (= 6.56154 to ve decimal places)
= 6.561549398 (= 6.56155 to ve decimal places)
= 6.561552146 (= 6.56155 to ve decimal places)
Since the values of x8 = x7 to the required level of accuracy the iteration process is
terminated.
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143
( as
Then, in the next line, enter 4 +
shown. Repeatedly tapping EXE will produce
successive terms in the sequence until the
desired accuracy is achieved.
Note: It is useful to change the display mode
from Standard to Decimal to return answers in the
appropriate form.
In the above example a decision was made to rearrange the original equation x x + 4 = 0
x = x 4
i.e.
x = (x 4)2 i.e., in this case g(x) = (x 4)2
Again using x1 = 6.5 a solution can be sought using the iterative process
If x1 = 6.5
Therefore x2 = (x1 4)2
= (6.5 4)2
= 6.25
x3 = (x2 4)2
= (6.25 4)2
= 5.0625
x4 = (x3 4)2
= (5.0625 4)2
= 1.12890625
is not convergent and the solution to the equation x x + 4 = 0 cannot be found using the
iterative process with this particular rearrangement.
This method of nding solutions to equations is not universally applicable. It is, however,
possible to establish whether the sequence to be generated will converge, therefore producing a
solution, by considering the graph of y = g(x).
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y
First consider the graph of f (x) = x x + 4.
It appears that a solution to the equation
f (x) = 0 occurs between x = 6 and x = 7.
6
4
2
0
0 1 2 3 4 5 6 7 8 9 10
2
4
where g(x) = x + 4.
y
8
y = g (x)
6
4
y=x
2
0
0 1 2 3 4 5 6 7 8 9 10
y
Also consider the graphs of y = x and y = g(x),
2
8
where g(x) = (x 4) .
In both of these pairs of graphs it is clear that a
6
solution to the equation x = g(x) occurs between
y=x
x = 6 and x = 7. What is of interest in both
4
y = g(x)
cases is the gradient of the graph of y = g(x) in the
2
vicinity of the actual solution.
0
In the rst of the two, the gradient of y = g(x) in
x
0 1 2 3 4 5 6 7 8 9 10
the vicinity of x = 6.5 is quite small (less than that
of the line y = x); however in the second the
gradient of y = g(x) in the vicinity of x = 6.5 is quite large (greater than that of the line
y = x).
It is the gradient of the function of y = g(x) in the vicinity of the solution which will
determine if the iterative process is to be successful.
(If students have studied differential calculus a more rigorous examination of the gradient of
y = g(x) may be done, however an informal recognition of the signicance of the gradient of
y = g(x) is sufcient for students to appreciate that the iterative process will not always
succeed.)
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145
Exercise 5G
Example
25
1 a Write down the rst six terms generated by the following iterative equations
xn1
2
+ 2, x1 = 3
i xn =
ii xn = xn1
3, x1 = 1
4
2
+ 1, x1 = 2
iv xn = xn1 + 2 + 1, x1 = 3
iii xn = 3xn1
b Which of the sequences produced in a are convergent?
Example
26
2 Use xed point iteration to nd a solution to the equations f (x) = 0. In each question, the
initial approximation x1 is given. Note: It may be necessary to try more than one
re-arrangement of f (x) = 0 before a solution can be found successfully.
a
c
e
g
f (x) = x 3 + 4x 3, x1 = 1
x2
x 1, x1 = 1
f (x) =
3
x
f (x) = 2 4x, x1 = 0.5
f (x) = 4x 2x 3, x1 = 1
f (x) = x 3 + x 1, x1 = 1
d
f
h
f (x) = x 4 x 2, x1 = 1
f (x) = x + log10 x + 2, x1 = 5
f (x) = x 3 3x + 1, x1 = 0.5
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Review
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Chapter summary
Sequences
The nth term of a sequence is denoted using the symbol tn .
A difference equation enables each subsequent term to be found using the previous term.
A rule specied in this way is said to be dened iteratively.
e.g. t1 = 1, tn = tn1 + 2
A sequence may be dened by a rule that is stated in terms of n.
e.g. tn = 2n
An arithmetic sequence is a sequence where
tn = a + (n 1)d with d = tn tn1
where a is the rst term and d is called the common difference.
a+b
The arithmetic mean of two numbers a and b is dened as
2
The sum of the terms in an arithmetic sequence is called an arithmetic series.
The sum to n terms of an arithmetic sequence,
n
Sn = [2a + (n 1)d]
2
n
= [a + l] where l = the last term (l = tn = a + (n 1)d)
2
A geometric sequence is a sequence where
tn = ar n1 with r =
tn
tn1
a
.
1r
Fixed point iteration can be used to nd the solution(s) to equations of the form f (x) = 0
by nding the sequence of numbers generated by the equation xn = g(xn1 ), as long as the
sequence is convergent. The equation xn = g(xn1 ) is found by an appropriate
rearrangement of the equation f (x) = 0.
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147
Review
Multiple-choice questions
1 The rst three terms of the sequence dened by the rule tn = 3n + 2 are
A 1, 2, 3
B 2, 4, 6
C 5, 7, 9
D 5, 8, 11
E 5, 8, 10
2 If t1 = 3, tn+1 = tn + 3, then t4 is
A 4
B 12
C 9
D 15
E 14
D 10
E 8
D 20
E 20
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Extended-response questions
1 A rm offering a do-it-yourself picture frame kit makes the kit in various sizes. Size 1
contains 0.8 m of moulding, size 2 contains 1.5 m, size 3 contains 2.2 m, . . . and so on.
a Form the sequence of lengths of mouldings.
b Is the sequence of lengths of moulding an arithmetic sequence?
c Find the length of moulding contained in the largest kit, size 12.
2 A rm proposes to sell coated seeds in packs containing the following number of seeds:
50, 75, 100, 125,
a Is this an arithmetic sequence?
b Find a formula for the nth term.
c Find the number of seeds in the 25th size packet.
3 A number of telegraph poles are to be placed in a straight line between two towns, A and B,
which are 32 km apart. The rst is placed 5 km from town A, the last is placed 3 km from
town B. The poles are placed so that the intervals starting from town A and nishing at
town B are 5, 5 d, 5 2d, 5 3d, . . . , 5 6d, 3. There are seven poles. How far is the
fth pole from town A and how far is it from town B?
4 A new, electronic desk-top telephone exchange, for use in large organisations, is available
in various sizes.
Size 1 can handle 20 internal lines
Size 4 can handle 68 internal lines, and so on . . .
Size 2 can handle 36 internal lines
Size n can handle Tn internal lines
Size 3 can handle 52 internal lines
(contd)
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149
Review
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11 A rubber ball is dropped from a height of 81 m. Each time it strikes the ground, it rebounds
two-thirds of the distance through which it has fallen.
a Find the height the ball reaches after the sixth bounce.
b Assuming the ball continues to bounce indenitely, nd the total distance travelled by
the ball.
12 In payment for loyal service to the king, a wise peasant asked to be given one grain of rice
for the rst square of a chessboard, two grains for the second square, four for the third
square and so on for all 64 squares of the board. The king thought this seemed fair and
readily agreed, but was horried when the court mathematician informed him of how many
grains of rice he would have to pay the peasant. How many grains of rice did the king have
to pay? (Leave your answer in index form.)
13 a In its rst month of operation a cement factory, A, produces 4000 tonnes of cement. In
each successive month, production rises by 250 tonnes per month. This growth in
production is illustrated for the rst ve months in the table shown.
Month number (n)
Amount of cement produced (tonnes)
1
4000
2
4250
3
4500
4
4750
5
5000
i Find an expression in terms of (n) for the amount of cement produced in the nth
month.
ii Find an expression in terms of n for the total amount of cement produced in the rst
n months.
iii In which month is the amount of cement produced 9250 tonnes?
iv In month m the amount of cement produced is T tonnes. Find m in terms of T
v The total amount of cement produced in the rst p months is 522 750. Find the
value of p.
b A second factory, B, commences production at exactly the same time as the rst. In its
rst month of production it produces 3000 tonnes of cement. In each successive month,
production increases by 8%.
i Find an expression for the total amount of cement produced by this factory after n
months.
ii Let Q A be the total amount of cement produced by factory A in the rst n months
and Q B be the total amount of cement produced by factory B in the rst n months.
Find an expression in terms of n for Q B Q A and nd the smallest value of n for
which Q B Q A 0.
14 By using xed point iteration to solve the equation x 2 8 = 0, nd the value of 8 correct
to ve decimal places. Hint: Add x 2 to both sides of the equation and then re-arrange to
produce an iterative equation of the form xn = g(xn1 ).
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C H A P T E R
6
Algebra II
Objectives
To understand equality of polynomials
To use equating coefficients to solve problems
To solve quadratic equations by various methods
To use rates to solve problems
To resolve a rational algebraic expression into partial fractions
To find the coordinates of the points of intersection of linear graphs with
r parabolas
r rectangular hyperbolae
r circles
6.1
Polynomial identities
Polynomials are introduced in Chapter 3 of Essential Mathematical Method 1 & 2 CAS. A
polynomial function has a rule of the type
y = an x n + an1 x n1 + . . . a1 x + a0 , n N
where a0 , a1 , . . . an are numbers called coefcients.
The degree of a polynomial is given by the value of n, the highest power of x with non-zero
coefcient.
Two polynomials are equal if they give the same value for all x. If two polynomials are
equal then they are of the same degree, and corresponding coefcients are equal.
For example, if ax + b = cx 2 + d x + e, then c = 0, d = a and e = b
if x 2 x 12 = x 2 + (a + b)x + ab then ab = 12 and a + b = 1
This process is called equating coefcients.
Example 1
If the expressions (a + 2b)x 2 (a b)x + 8 and 3x 2 6x + 8 are equal for all x, nd the
values of a and b.
151
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Solution
If (a + 2b)x 2 (a b)x + 8 = 3x 2 6x + 8 for all x,
then a + 2b = 3 and (a b) = 6
Solve as simultaneous equations
a + 2b = 3
... 1
a + b = 6 . . . 2
Add 1 and 2
3b = 3
b = 1
Substitute into 2
a=5
Example 2
Express x 2 in the form c(x 3)2 + a(x 3) + d.
Solution
x 2 = c(x 3)2 + a(x 3) + d,
x 2 = c(x 2 6x + 9) + a(x 3) + d
= cx 2 + (a 6c)x + 9c 3a + d
which implies
c=1
... 1
a 6c = 0
... 2
9c 3a + d = 0
... 3
From 2
a=6
and from 3 9 18 + d = 0
i.e.
d=9
x 2 = (x 3)2 + 6(x 3) + 9
If
then
Example 3
Find the values of a, b, c and d such that
x 3 = a(x + 2)3 + b(x + 1)2 + cx + d for all x.
Solution
Expand the right hand side.
a(x 3 + 6x 2 + 12x + 8) + b(x 2 + 2x + 1) + cx + d
Collect like terms.
If
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Chapter 6 Algebra II
then
a
6a + b
12a + 2b + c
8a + b + d
=1
=0
=0
=0
...
...
...
...
153
1
2
3
4
c=0
Substituting a = 1 and b = 6 into 4 gives
86+d =0
d = 2
x 3 = (x + 2)3 6(x + 1)2 2
Example 4
Show that 2x 3 5x 2 + 4x + 1 cannot be expressed in the form a(x + b)3 + c.
Solution
Assume that 2x 3 5x 2 + 4x + 1 can be expressed in the form a(x + b)3 + c
i.e.,
2x 3 5x 2 + 4x + 1 = a(x + b)3 + c
...
...
...
...
1
2
3
and
4
5
2
6
=
From 2 b = , but from 3 b =
6
3
3
We have a contradiction and therefore have shown that 2x 3 5x 2 + 4x + 1 cannot be
expressed in the form a(x + b)3 + c.
Equating coefcients
Exercise 6A
Example
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Example
Example
Quadratics
The general expression of a quadratic function is y = ax 2 + bx + c, x R, a = 0
The number of solutions to the quadratic equation ax 2 + bx + c = 0 can be determined by the
discriminant, , where = b2 4ac
i If b2 4ac > 0, the quadratic equation ax 2 + bx + c = 0 has two real solutions
ii If b2 4ac = 0, the quadratic equation ax 2 + bx + c = 0 has one real solution
iii If b2 4ac < 0, the quadratic equation ax 2 + bx + c = 0 has no real solutions
A quadratic equation may be solved by factorising, completing the square or using the general
b b2 4ac
. The following example demonstrates each method.
quadratic formula x =
2a
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Chapter 6 Algebra II
155
Example 5
Solve the following quadratic equations for x.
b 3x 2 + 4x = 2
a x 2 + 3x = 4
c 9x 2 + 6x + 1 = 0
Solution
a Rearranging the quadratic equation
Factorising
Applying the null factor law
Therefore
Note:
x 2 + 3x 4 = 0
(x + 4)(x 1) = 0
x + 4 = 0 or x 1 = 1
x = 4 or 1
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2
2=0
3x + 4x
4
3 x2 + x 2 = 0
3
2
b
Add and subtract
to complete the square
2
2 2
2
4
2
2
2=0
3 x + x+
3
3
3
2 2 4
2=0
3
x+
3
9
2 2 4
3 x+
2=0
3 3
2 2
10
3 x+
=
3
3
2 2
10
x+
=
3
9
2
10
x+ =
3
3
2
10
x=
3
3
2 10
2 + 10
or
Therefore
x=
3
3
Note:
c Consider 9x 2 + 6x + 1 = 0
Using the general quadratic formula x =
b2 4ac
2a
62 4 9 1
29
6 0
=
18
1
Therefore x =
3
More simply 9x 2 + 6x + 1 = (3x + 1)2
Note: = 62 4 9 1 = 0, so there is one real solution.
x=
Example 6
Consider the quadratic equation x 2 4x = t. Make x the subject and give the values of t for
which real solution(s) to the equation can be found.
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Chapter 6 Algebra II
157
Solution
x 2 4x = t
Completing the square x 4x + 4 = t + 4
(x 2)2 = t + 4
x 2= t +4
x =2 t +4
2
menu in the
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Example 7
A rectangle has an area of 288 cm2 . If the width is decreased by 1 cm, and the length increased
by 1 cm, the area would be decreased by 3 cm2 . Find the original dimensions of the rectangle.
Solution
Let w and l be the width and length, in centimetres, of the original rectangle.
Therefore
wl = 288
... 1
The dimensions of the new rectangle are w 1 and l + 1, and the area is 285 cm2
Therefore
(w 1)(l + 1) = 285
... 2
b b2 4ac
Using the general quadratic formula x =
2a
2 22 4 1 288
w=
21
= 18 or 16
But w > 0, so w = 16. The original dimensions of the rectangle are 16 cm by 18 cm.
Rates
A rate describes how a certain quantity changes with respect to the change in another quantity
(often time). An example of a rate is speed. A speed of 60 km/h gives us a measure of how
fast an object is travelling. A further example is ow, where a rate of 20 L/min is going to ll
an empty swimming pool faster than, say, a rate of 6 L/min.
Many problems are solved using rates, which can be expressed as fractions. For example, a
60(km)
.
speed of 60 km/h can be expressed in fraction form as
1(h)
It is often rst necessary to add two or more fractions with different denominators, as shown
in the following examples.
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Chapter 6 Algebra II
159
Example 8
6
6
+
as a single fraction.
x
x +8
6
6
b Solve the equation +
= 2 for x.
x
x +8
a Express
Solution
6x
a 6 + 6 = 6(x + 8) +
x
x +8
x(x + 8) x(x + 8)
6x + 48 + 6x
=
x(x + 8)
12(x + 4)
=
x(x + 8)
6
6
12(x + 4)
+
=
x
x +8
x(x + 8)
12(x + 4)
=2
then
x(x + 8)
b Since
12(x + 4) = 2x(x + 8)
6(x + 4) = x(x + 8)
6x + 24 = x 2 + 8x
0 = x 2 + 2x 24
0 = (x + 6)(x 4)
x +6= 0
or x 4 = 0
x = 6 or
x=4
Example 9
A tank is lled by two pipes. The smaller pipe alone will take 24 minutes longer than the larger
pipe alone, and 32 minutes longer than when both pipes are used. How long will each pipe take
to ll the tank alone? How long will it take for both pipes used together to ll the tank?
Solution
Let C cubic units be the capacity of the tank, and x minutes the time it takes for the
larger pipe alone to ll the tank. Therefore the average rate of ow for the larger pipe
C
is cubic units per minute.
x
Since the smaller pipe alone takes (x + 24) minutes to ll the tank, the average rate
C
of ow for the smaller pipe is
cubic units per minute.
x + 24
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The average rate of ow when both pipes are used together is the sum of these two
C
C
cubic units per minute.
rates, +
x
x + 24
C
C(x + 24) + C x
C
+
=
Expressed as a single fraction,
x
x + 24
x(x + 24)
2C(x + 12)
=
x(x + 24)
The time taken to ll the tank using both pipes is
C
x(x + 24)
2C(x + 12)
=C
x(x + 24)
2C(x + 12)
x(x + 24)
=
2(x + 12)
The time taken for the smaller pipe to ll the tank can be also be expressed as
x(x + 24)
+ 32
2(x + 12)
i.e.
x(x + 24)
+ 32 = x + 24
2(x + 12)
x(x + 24)
= x 8
2(x + 12)
x(x + 24) = 2(x + 12)(x 8)
x 2 + 24x = 2x 2 + 8x 192
0 = x 2 16x 192
0 = (x 24)(x + 8)
x 24 = 0
or
x +8=0
x = 24
or
x = 8 (but x > 0)
It takes 24 minutes for the larger pipe alone to ll the tank, and 48 minutes for the
smaller pipe alone to ll the tank, and 16 minutes to ll the tank using both pipes.
Exercise 6B
Example
Example
c 5x 2 10x = 1
f 6x 2 + 13x + 1 = 0
2 Make x the subject in each of the following and give the values of t for which real
solution(s) to the equation can be found.
b 4x 2 + 4x 4 = t 2
a 2x 2 4t = x
c 5x 2 + 4x + 10 = t d t x 2 + 4t x + 10 = t
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Chapter 6 Algebra II
161
xm
10 m
8m
6m
Example
Example
xm
6
6
as a single fraction.
5 a Express
x
x +3
6
6
b Solve the equation
= 1 for x.
x
x +3
36
. Form a quadratic
6 The sum of the reciprocals of two consecutive odd numbers is
323
equation and hence determine the two numbers.
7 A car travels from town A to town B, a distance of 600 km, in x hours. A plane, travelling
220 km/h faster than the car, takes ve and a half hours less to cover the same distance.
a Express, in terms of x, the average speed of the car and the average speed of the plane.
b Find the actual average speed of each of them.
8 A car covers a distance of 200 km at a speed of x km/h. A train covers the same distance at
a speed of (x + 5) km/h. If the time taken by the car is 2 hours more than that taken by the
train, nd x.
1
9 A man travels 108 km, and nds that he could have made the journey in 4 hours less had
2
he travelled at an average speed 2 km/h faster. What was the mans average speed when he
made the trip?
10 A bus is due to reach its destination 75 km away at a certain time. The bus usually travels
with an average speed of x km/h. Its start is delayed by 18 minutes but, by increasing its
average speed by 12.5 km/h, the driver arrives on time.
a Find x.
11 Ten minutes after the departure of an express train, a slow train starts, travelling at an
average speed of 20 km/h less. The slow train reaches a station 250 km away 3.5 hours
after the arrival of the express. Find the average speed of each of the trains.
12 When the average speed of a car is increased by 10 km/h the time taken for the car to
make a journey of 105 km is reduced by 15 minutes. Find the original average speed.
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1
13 A tank can be lled with water by two pipes running together in 11 minutes. If the larger
9
pipe alone takes 5 minutes less to ll the tank than the smaller pipe, nd the time that each
pipe will take to ll the tank.
20
minutes. The rate that
3
water runs through each of the pipes is then adjusted. If one pipe, running alone, takes
1 minute less to ll the tank at its new rate, and the other pipe, running alone, takes
2 minutes more to ll the tank at its new rate, then the two running together will ll the
tank in 7 minutes. Find in what time the tank will be lled by each pipe running alone at
the new rates.
15 The journey between two towns by one route consists of 233 km by rail followed by
126 km by sea. By a second route the journey consists of 405 km by rail followed by
39 km by sea. If the time taken for the rst route is 50 minutes longer than for the second
route, and travelling by rail is 25 km/h faster than travelling by sea, nd the average speed
by rail and the average speed by sea.
16 A freighter sailing due north at 12 km/h sights a cruiser straight ahead at an unknown
distance and speeding due east at unknown speed. After 15 minutes the vessels are 10 km
apart and then, 15 minutes later, they are 13 km apart. (Assume both travel at constant
speeds.) How far apart are the vessels when the cruiser is due east of the freighter?
17 A cask A, of capacity 20 litres, is lled with wine. A certain quantity of wine from A is
poured into a cask B which also has a capacity of 20 litres. Cask B is then lled with
20
litres
water. After this cask A is lled with some of the mixture from cask B. A further
3
of the mixture now in A is poured back into B, and the two casks now have the same
amount of wine. How much wine was rst taken out of cask A?
f (x) =
x2 + 1
x2 1
g(x)
is a proper fraction.
h(x)
g(x)
is an improper fraction.
If the degree of g(x) the degree of h(x), then
h(x)
It is convention to consider rational functions for their maximal domain. For example,
x2 + 1
is only considered for R\{1, 1}.
x2 1
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Chapter 6 Algebra II
163
Proper fractions
For proper fractions, the technique used for obtaining partial fractions depends on the type of
factors in the denominator of the original algebraic fraction. Only examples where the
denominators have factors that are either 1st degree (linear) or 2nd degree (quadratic) will be
considered.
For every linear factor (ax + b) in the denominator, there will be a partial fraction of the
A
form
ax + b
For every repeated linear factor (cx + d)2 in the denominator, there will be partial
B
C
fractions of the form
and
cx + d
(cx + d)2
For every irreducible quadratic factor (ax 2 + bx + c) in the denominator, there will be a
Dx + E
partial fraction of the form 2
ax + bx + c
To resolve an algebraic fraction into its partial fractions, rstly write a statement of identity
between the original fraction and a sum of the appropriate number of partial fractions. Then
express the sum of the partial fractions as a single fraction and note that the numerators of both
sides are equivalent. By choosing an appropriate value(s) for x and/or equating coefcients, the
values of the introduced constants A, B, C, etc. can be found.
Example 10
Resolve
3x + 5
into partial fractions.
(x 1)(x + 3)
Solution
Since the denominator has two linear factors, there will be two partial fractions of the
A
B
form
and
x 1
x +3
Let
3x + 5
A
B
=
+
(x 1)(x + 3)
x 1 x +3
(x R\{1, 3})
A(x + 3) + B(x 1)
3x + 5
=
(x 1)(x + 3)
(x 1)(x + 3)
(A + B)x + 3A B
3x + 5
=
(x 1)(x + 3)
(x 1)(x + 3)
3x + 5 = (A + B)x + 3A B
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164
i.e.,
i.e.,
and
Therefore
4A = 8
A=2
B=1
2
1
3x + 5
=
+
(x 1)(x + 3)
x 1 x +3
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Chapter 6 Algebra II
165
Example 11
Resolve
2x + 10
into partial fractions.
(x + 1)(x 1)2
Solution
Since there is a repeated linear factor and a single linear factor, there are three partial
fractions such that
B
C
A
2x + 10
+
+
=
(x + 1)(x 1)2
x + 1 x 1 (x 1)2
Therefore
2x + 10
A(x 1)2 + B(x + 1)(x 1) + C(x + 1)
=
(x + 1)(x 1)2
(x + 1)(x 1)2
2x + 10 = A(x 1)2 + B(x + 1)(x 1) + C(x + 1)
Let
x=1
2(1) + 10 = C(1 + 1)
12 = 2C
C=6
x = 1
2(1) + 10 = A(1 1)2
8 = 4A
A=2
and
So
2+ B
8 B
B
2x + 10
(x + 1)(x 1)2
=0
= 10
= 2
2
6
2
+
=
x + 1 x 1 (x 1)2
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Example 12
Resolve
x 2 + 6x + 5
into partial fractions.
(x 2)(x 2 + x + 1)
Solution
The denominator contains a quadratic factor, which cannot be reduced to linear
factors (an irreducible quadratic), as well as a single linear factor.
Let
Also
A
Bx + C
x 2 + 6x + 5
=
+ 2
2
(x 2)(x + x + 1)
x 2 x +x +1
2
A(x 2 + x + 1) + (Bx + C)(x 2)
x + 6x + 5
=
(x 2)(x 2 + x + 1)
(x 2)(x 2 + x + 1)
2
2
x + 6x + 5 = A(x + x + 1) + (Bx + C)(x 2)
x=2
2
2 + 6(2) + 5 = A(4 + 2 + 1)
21 = 7A
A=3
2
x + 6x + 5 = A(x 2 + x + 1) + (Bx + C)(x 2) . . . 1
= A(x 2 + x + 1) + Bx 2 2Bx + C x 2C
= (A + B)x 2 + (A 2B + C)x + A 2C
Since A = 3, then
x 2 + 6x + 5 = (3 + B)x 2 + (3 2B + C)x + 3 2C
Equating coefcients
3+ B
B
and
3 2C
C
[checking :
3 2B + C
x 2 + 6x + 5
Therefore
(x 2)(x 2 + x + 1)
x 2 + 6x + 5
or
(x 2)(x 2 + x + 1)
=1
= 2
=5
= 1
= 3 2(2) + (1) = 6]
3
2x 1
=
+ 2
x 2 x +x +1
3
2x + 1
=
2
x 2 x +x +1
Note:
Improper fractions
Improper algebraic fractions can be expressed as a sum of partial fractions by rst dividing the
denominator into the numerator to produce a quotient and a proper fraction. The resulting
proper fraction can then be resolved into its partial fractions using the techniques outlined
above.
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Chapter 6 Algebra II
167
Example 13
Express
x5 + 2
in partial fractions.
x2 1
Solution
Dividing through
x3 + x
x2 1 x5 + 2
x5 x3
x3 + 2
x3 x
Expressing
x +2
x5 + 2
x +2
= x3 + x + 2
2
x 1
x 1
x +2
x +2
=
as partial fractions,
2
x 1
(x 1)(x + 1)
3
1
x5 + 2
= x3 + x
+
2
x 1
2 (x + 1) 2 (x 1)
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If f (x) =
Exercise 6C
Example
10
Example
11
Example
12
Example
13
4 Resolve
3x 2 4x 2
into partial fractions.
(x 1)(x 2)
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Chapter 6 Algebra II
6.4
x 3 2x 2 3x + 9
x2 4
3x + 1
(x 2)(x + 5)
2
2
x x
1
2
x 4x
x3 x2 6
2x x 2
2x 2 + x + 8
x(x 2 + 4)
4
2
(x 1) (2x + 1)
2x 1
(x + 1)(3x + 2)
c
f
i
l
o
r
x3 + 3
(x + 1)(x 1)
169
Simultaneous equations
In this section, methods for nding the coordinates of the points of intersection of a linear
graph with different non-linear graphs are discussed. The non-linear graphs are parabolas,
circles and rectangular hyperbolae. The associated relations have been discussed in Essential
Mathematical Methods 1 and 2 CAS.
Example 14
Find the coordinates of the points of intersection of the parabola with equation
y = x 2 2x 2 with the straight line with equation y = x + 4.
Solution
Consider x + 4 = x 2 2x 2
Then
0 = x 2 3x 6
3 9 4 6 1
x=
2
3 33
=
2
The points of intersection
have
3 33 11 33
coordinates A
,
and
2
2
3 + 33 11 + 33
B
,
2
2
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y
y = x 2 2x 2
y=x+4
A
4
4
2
170
Example 15
Find the coordinates of the points of intersection of the circle with equation
(x 4)2 + y 2 = 16 and the line with equation x y = 0.
Solution
Rearrange x y = 0 to make y the subject.
Substitute y = x into the equation of the circle.
i.e.,
i.e.,
(x 4)2 + x 2 = 16
x 2 8x + 16 + x 2 = 16
2x 2 8x = 0
2x(x 4) = 0
x = 0 or x = 4
y
(4, 4)
(4, 0)
Chapter 6 Algebra II
171
Solution
1
2
1
Rewrite the equations as y = x + and y =
9
3
x
2
1
1
Consider
x+ =
9
3
x
9
x + 6 =
x
and
x 2 + 6x = 9
Therefore
x 2 6x + 9 = 0
y
y=
1
2
y= x+
9
3
0
1
x
x
(x 3)2 = 0, i.e. x = 3
1
The point of intersection is 3,
3
and
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Exercise 6D
Example
14
1 Find the coordinates of the points of intersection for each of the following.
a
Example
Example
15
16
y = x2
y=x
y 2x 2 = 0
yx =0
y = x2 x
y = 2x + 1
2 Find the coordinates of the points of intersection for each of the following.
a
x 2 + y 2 = 178
x + y = 16
x 2 + y 2 = 125
x + y = 15
x 2 + y 2 = 97
x + y = 13
x 2 + y 2 = 106
xy=4
x 2 + y 2 = 185
xy=3
3 Find the coordinates of the points of intersection for each of the following.
a
x + y = 28
x y = 187
x + y = 51
x y = 518
xy=5
x y = 126
4 Find the coordinates of the points of intersection of the straight line with equation y = 2x
and the circle with equation (x 5)2 + y 2 = 25.
5 Find the coordinates of the points of intersection of the curves with equation
1
y=
+ 3 and y = x.
x 2
6 Find the coordinates of the points A and B for which the line with equation x 3y = 0
meets the circle with equation x 2 + y 2 10x 5y + 25 = 0.
7 Find the coordinates of the points of intersection of the line with equation
the circle with equation x 2 + 4x + y 2 = 12.
y
x
= 1 and
4
5
8 Find the coordinates of the points of intersection of the curve with equation
1
y=
3 and the line with equation y = x.
x +2
9 Find the coordinates of the point where the line 4y = 9x + 4 touches the parabola with
equation y 2 = 9x.
10 Find the coordinates of the point where the line with equation y = 2x + 3 5 touches the
circle x 2 + y 2 = 9.
1
11 Find the coordinates of the point where the straight line with equation y = x + 1
4
1
touches the curve with equation y = .
x
12 Find the coordinates of the points of intersection of the curve with equation y =
and the line y = x 1.
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x 2
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Chapter 6 Algebra II
173
Review
Chapter summary
The general expression of a quadratic function is y = ax 2 + bx + c, x R
A quadratic equation may be solved by
r Factorising
e.g.,
2x 2 + 5x 12 = 0
(2x 3)(x + 4) = 0 x =
3
or 4
2
x 2 + 2x 4 = 0
2
b
to complete the square.
Add and subtract
2
e.g.,
x 2 + 2x + 1 1 4 = 0
(x + 1)2 5 = 0
(x + 1)2 = 5
x + 1 = 5 x = 1 + 5
b b2 4ac
r Using the general quadratic formula x =
2a
e.g., 3x 2 12x 7= 0
(12) (12)2 4(3)(7)
x=
2(3)
6 15
=
3
The number of solutions to the quadratic equation ax 2 + bx + c = 0 can be determined by
the discriminant, , where = b2 4ac
r If b2 4ac > 0, the quadratic equation ax 2 + bx + c = 0 has two real solutions
r If b2 4ac = 0, the quadratic equation ax 2 + bx + c = 0 has one real solution
r If b2 4ac < 0, the quadratic equation ax 2 + bx + c = 0 has no real solutions
g(x)
, where g(x) and h(x) are polynomials in x, is called a
h(x)
x +1
rational algebraic function, e.g. f (x) = 2
x 1
Some rational algebraic functions may be expressed as a sum of partial fractions. For every
A
linear factor (ax + b) in the denominator there will be a partial fraction of the form
ax + b
For every repeated linear factor (cx + d)2 in the denominator there will be two partial
B
C
fractions of the form
and
(cx + d)
(cx + d)2
A function of the form f (x) =
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Review
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For every irreducible quadratic factor (ex 2 + f x + g) in the denominator there will be a
Dx + E
partial fraction of the form
2
(ex + f x + g)
2x + 10
may be expressed as partial fractions in the form
e.g.
(x + 1) (x 1)2
A
B
C
+
+
(x + 1) (x 1) (x 1)2
where A = 2, B = 2 and C = 6
Multiple-choice questions
1 If x 2 is written in the form (x + 1)2 + b(x + 1) + c, then the values of b and c are
A b = 0, c = 0
B b = 2, c = 0
C b = 2, c = 1
D b = 1, c = 2
E b = 1, c = 2
2 If x 3 = a(x + 2)3 + b(x + 2)2 + c(x + 2) + d, then the values of a, b, c and d are
A a = 0, b = 8, c = 10, d = 6
B a = 0, b = 6, c = 10, d = 8
C a = 1, b = 8, c = 10, d = 6
D a = 1, b = 6, c = 12, d = 8
E a = 1, b = 8, c = 12, d = 6
3 The quadratic equation 3x 2 6x + 3 = 0 has
A two real solutions, x = 1
B one real solution, x = 1
C no real solutions
D one real solution, x = 1
E two real solutions, x = 1 and x = 2
4 The quadratic equation whose solutions are 4 and 6 is
C 2x 2 + 4x = 48
A (x + 4)(x 6) = 0
B x 2 2x 24 = 0
E x 2 + 2x + 24 = 0
D x 2 + 2x 24 = 0
5
3
is equal to
5
x +4 x 2
2(x 7)
2(x + 1)
2
C
B
A
(x + 4)(x 2)
(x + 4)(x 2)
(x + 4)(x 2)
2(x
+
13)
2(4x + 13)
E
D
(x + 4)(x 2)
(x + 4)(x 2)
2x
4
is equal to
+
6
(x + 3)2
x +1
8x
2(3x 2 + x + 18)
3x 2 + 13x + 18
A
B
C
(x + 3)2 (x + 1)
(x + 3)2 (x + 1)
(x + 3)2 (x + 1)
2
3
2
2(3x + 13x + 18)
2(x + 6x + 11x + 2)
D
E
2
(x + 3) (x + 1)
(x + 3)2 (x + 1)
7x 2 + 13
a
bx + c
7 If
is expressed in the form
+
, then the values of a,
(x 1)(x 2 + x + 2)
x 1 x2 + x + 2
b and c are
A a = 5, b = 0, c = 13
B a = 5, b = 0, c = 10
C a = 5, b = 2, c = 3
D a = 7, b = 2, c = 3
E a = 7, b = 3, c = 13
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Chapter 6 Algebra II
Review
4x 3
is equal to
(x 3)2
3
1
A
+
x 3 x 3
4
9
D
+
x 3 (x 3)2
8x + 7
is equal to
9
2
2x + 5x + 2
3
2
A
2x + 1 x + 2
1
4
+
D
2x + 2 x + 1
8
10
B
E
B
E
3x 2 + 2x 1
is equal to
(x 2 + 1)(x + 1)
3
2
+
A
B
2
x +1 x +1
2
3
D
E
2
x +1 x +1
4x
3
x 3 x 3
15
4
x 3 (x 3)2
2
3
+
2x + 1 x + 2
4
1
2x + 2 x + 1
2
3
+1 x +1
3
2
+
2
x +1 x +1
9
4
+
x 3 (x 3)2
4
1
2x + 2 x + 1
x2
x2
175
5
2
+
+1 x +1
c x 2 + 3x + 11 = 1
f t x2 + 4 = t x
3
1
2
= for x.
x 1 x +2
2
3x 4
(x + 3)(x + 2)2
x + 4
(x 1)(x 2 + x + 1)
6x 2 5x 16
(x 1)2 (x + 4)
4x + 5
i
(x + 4)(x 3)
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3x 9
x 2 4x 5
x 2 6x 4
g
(x 2 + 2)(x + 1)
2x + 8
j
(x + 4)(x 3)
3x 3
x 2 5x + 4
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9 Find the coordinates of the points of intersection for each of the following.
a
y = x2
y = x
x 2 + y 2 = 16
x+y=4
x+y=5
xy = 4
10 Find the coordinates of the points of intersection of the line with equation 3y x = 1 and
the circle with equation x 2 + 2x + y 2 = 9.
Extended-response questions
1 A train completes a journey of 240 km at a constant speed.
a If it had travelled 4 km/h slower, it would have taken two hours more for the journey.
Find the actual speed of the train.
b If it had travelled a km/h slower, and still taken two hours more for the journey of
240 km, what would have been the actual speed? (Answer in terms of a.) Discuss the
practical possible values of a and also the possible values for the speed of the train.
c If the train had travelled a km/h slower, and taken a hours more for the journey of
240 km, and if a is an integer and the speed is an integer, nd the possible values for a
and the speed of the train.
2 An upholsterer purchased some fabric for $a. If he had bought the fabric from another
supplier who charged $b per metre more he would have received b metres less for the same
amount of money.
a How many metres did he purchase, in terms of a and b?
b If a and b, and the number of metres purchased, are natural numbers, nd the possible
values of a given a < 100.
3 Two trains are travelling at uniform speeds. The slower train takes a hours longer to cover
b km. It travels 1 km less than the faster one in c hours.
a What is the speed of the faster train, in terms of a, b and c?
b If a, b and c, and the speeds of the trains, are rational numbers, nd ve sets of values for
a, b and c. Choose and discuss two sensible sets of values.
4 A tank can be lled using two pipes. The smaller pipe alone will take a minutes longer than
the larger pipe alone to ll the tank. Also the smaller pipe will take b minutes longer to ll
the tank than when both pipes are used.
a Find, in terms of a and b, how long it will take each of the pipes to ll the tank.
b If a = 24 and b = 32, nd how long it takes for each of the pipes to ll the tank.
c If a and b are consecutive positive integers, nd ve pairs of values of a and b such that
b2 ab is a perfect square. Interpret these results in the context of this tank problem.
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C H A P T E R
Revision
Revision of chapters 16
7.1
Multiple-choice questions
1 If P2 = 4I, then P1 equals
1
1
P
B
P
A
2
4
2 If R = [5
1
I
2
0
1] and S = 1, then RS is
2
A not dened
2]
C 5
10
B [1]
D [0
D 2P
0
E 3
2
0
3
6
E 4P
1
2
9 8
3 If A =
, then det (A) equals
11 5
1
1
D 17
E 133
C
B
A 43
133
43
1
4 If A = 2 and B = [2 6 4], then BA has dimensions
5
A 11
B 31
C 13
D 33
E 32
5 2
2 1
5 4
5 Given that A =
,B=
and C =
, then if AX + B = C,
2 1
6
7
8 9
X equals
1 2 19
2 19
1 1
C
B
A
20 2
2
6
6
4 0
1 1 3
3 10
D
E
20 4 5
4
10
177
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2 1
4
6 Let P =
,Q =
3
2
6
elements in X is
A 0
2
2
,R =
5
3
1
and X = PQR. The number of zero
2
B 1
C 2
3
5
7 If X =
, then X1 is
1 2
2
5
2 5
A
B
1 3
1
3
3 1
3 1
D
E
5
2
5 2
4 6
8 The determinant of the matrix
is
2 4
D 3
A 16
C 3
1
C 16
B 4
E 4
1
4
5 7
9 If S =
, then S1 is
2 2
5 7
5 7
A
B
2 2
2
5
1 2
1 2 7
7
D
E
4
4 2 5
2 5
1
5
1
E 4
1 2
C
4
2
7
5
10 In algebraic form, ve is seven less than three times one more than x can be written as
A 5 = 7 3(x + 1)
D 5 = 7 3x + 1
11
2
3
is equal to
x 3 x +3
x + 15
A 1
B
x2 9
B 3x + 1 = 5 7
E 5 = 3x 4
15
x 9
C (x + 1) 7 = 5
x 3
x2 9
1
6
B decrease by 10%
E no change
C increase by 9.4%
13 The sum of the odd numbers from 1 to n inclusive is 100. The value of n is
A 13
B 15
C 17
D 19
E 21
14 If the sum of the rst n terms of a geometric sequence is 2n+1 2 , the nth term of the
geometric sequence is
A 2n1
B 2n
C 2n 1
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D 2n1 + 1
E 2n + 1
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179
A {1, 2, 3, 4, 5, 6, 7}
D {3, 4}
B {1, 2, 3, 4, 5, 6}
E {2, 3, 4, 5, 6, 7}
C {2, 3, 4}
17 The price of painting the outside of a cylindrical tank (the bottom and top are not painted)
of radius r and height h varies directly as the total surface area. If r = 5 and h = 4, the
price is $60. The price when r = 4 and h = 6 is
A $45
B $57.60
C $53.50
D $62.80
Revision
E $72
B 13
C 11
72
99
D 28
72
90
E 1.75
73
90
+
is equal to
21
x 1 1x
x 1
7x
1
C
A 1
B 1
D
x 1
1x
x +2 5
is equal to
22
3
6
x 3
2x + 4
2x 1
A
B
C
6
6
6
1
23 If a = 1 +
, then b equals
1+b
1
1
1
1
C
A 1
B 1+
a1
a1
a1
D 95%
E 100%
E none of these
2x 5
6
x 3
3
1
+1
a+1
1
1
a+1
24 When the repeating decimal 0.3 6 is written in simplest fractional form, then the sum of
the numerator and denominator is
A 15
B 45
C 114
D 135
3
x
2x y
= , then equals
2x + y
4
y
3
7
2
C
B
D
A
4
2
7
E Not possible unless the values of x and y are known
E 150
25 If
B 1
4
3
1
1 1 1
+
+ is
2 4 8 16
1
1
C
D
2
3
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2
3
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21:15
B 160
3
= 4, then y equals
3+y
9
1
B
A
4
4
C 154
D 140
E 120
D 0
28 If
9
4
4
9
29 The coordinates of the point where the lines with equations 3x + y = 7 and
2x + 5y = 4 intersect are
A (3, 16)
B (3, 2)
C (3, 2)
D (2, 3)
m+2 2m
1
= then m is equal to
4
4
2
1
C
A 1
B 1
2
E no solution
30 If
D 0
1
2
B 22 32 52 7 11
D 23 3 52 7 11
B 1
C 0
E 2
D 2
B n1
C n6
D n5
1
, and y is multiplied by 5, then x will be
y
A decreased by 5
B increased by 5
D divided by 5
E none of these
E n+4
34 If x
C multiplied by 5
35 An arithmetic sequence has 3 as its rst term and 9 as its fourth term. The eleventh term is
A 23
36 The expression
A
7n 1
1 n2
B 11
C 63
D 21
E none of these
3
4
+
is equal to
n+1 n1
B
1 7n
1 n2
7n 1
n2 + 1
n2
7
1
7
n
37 If the second number is twice the rst number and a third number is half the rst number
and the three numbers sum to 28, then the numbers are
A (8, 16, 4)
B (2, 3, 12)
38 ( 7 + 3)( 7 3) is equal to
A 2
B 10
C (7, 9, 11)
14 19
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D (6, 8, 16)
E (12, 14, 2)
D 2 79
E 45
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P
Q
13x 10
=
+
then the values of P and Q are
2
2x 9x + 4
x 4 2x 1
A P = 1 and Q = 1
D P = 6 and Q = 1
B P = 1 and Q = 1
E P = 1 and Q = 6
C P = 6 and Q = 1
40 The rst term of a geometric sequence is a and the innite sum of the geometric sequence
is 4a. The common ratio of the geometric sequence is
3
4
3
A 3
B 4
C
E
D
4
3
4
41 If
Revision
39 If
181
P
Q
5x
=
+
, then
(x + 2)(x 3)
x +2 x 3
A P = 2, and Q = 3
D P = 2, and Q = 3
B P = 2, and Q = 3
E P = 1, and Q = 1
C P = 2, and Q = 3
42 If n is a perfect square then the next largest perfect square greater than n is
A n+1
B n2 + 1
C n 2 + 2n + 1
D n2 + n
E n+2 n+1
43 The area of triangle varies directly as the base length provided the altitude is constant. If
the area equals 14 when the base is 2.4, then the base length (correct to three decimal
places) when the area is 18 will equal
A 3.086
B 5.000
C 6.400
3
C
5
A 0.4
B
8
1
a
1
45 If = and = a b, then x + y equals
x
b
y
ba b2 + a
a 2 b2
2
C
B
D
A
a(a b)
a
a
D 9.600
a2
E 0.324
16
2a
b2
E 4.125
2b
b2
a2
B 12
C 2
D 1
E 3
B 2
C 3
D 5
E 6
B 10
C 18
D 24
E 48
49 If n and p are both odd numbers, which one of the following numbers must be an even
number?
A n+p
B np
C np + 2
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D n+ p+1
E 2n + p
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21:15
d cm
e Three regular polygons, two of which are octagons, meet at a point so that they t
together without any gaps. Describe the third polygon.
w
for
0 < n 300
where a and b are constants and n is the size of the production run of this type of jacket.
For making 100 jackets, the cost is $108 each.
For making 120 jackets, the cost is $100 each.
a Find the values of a and b.
b Sketch the graph of C against n for 0 < n 300.
c Find the cost of manufacturing each jacket if 200 jackets are made.
d If the cost of manufacturing each jacket is $48.80, nd the size of the production run.
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Revision
183
r1
r2
r3
O
60
C3
r3
C1
C2
r2
r1
Q
R
1997
1
9000
2001
5
15 000
7 Two companies produce the same chemical. For Company A the number of tonnes
produced increases by 80 tonnes per month. For Company B production increases by 4%
per month. Each company produced 1000 tonnes in January 2003. (Let n be the number of
months of production. Use n = 1 for January 2003.)
a Find, to the nearest tonne where appropriate,
i the production of Company A in the nth month
ii the production of each company in December 2004 (i.e. for n = 24)
(contd)
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iii the total production of Company A over n months (starting with n = 1 for January
2003)
iv the total production of each company for the period January 2003 to December
2004 inclusive.
b Find in which month of which year the total production of Company A passed 100 000
tonnes.
1
8 The square shown has each side of length one.
a The perimeter of the square is denoted by P1 .
What is the value of P1 ?
1
b A new gure is formed by joining two squares of
1
side length to this square, as shown. The
2
perimeter is denoted by P2 . What is the value of P2 ?
1
1
2
1
2
1 1 1 1
4 4 4 4 1
1 1 1
4 4 4 4
d It is known that P1 , P2 , P3 , . . . are the terms of an arithmetic sequence with rst term
P1 . What is the common difference ?
e
i Find P4 .
ii Find Pn in terms of Pn1 .
iii Find Pn in terms of n.
iv Draw the diagram of the gure corresponding to P4 .
3x cm
9 A piece of wire 28 cm long is cut into
two parts, one to make a rectangle three
times as long as it is wide and the other
to make a square.
a What is the perimeter of the rectangle in terms of x?
x cm
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185
b Let $I be the income from selling x plates. Write an expression for I in terms of x.
c On the one set of axes, sketch the graphs of I against x and C against x.
d How many plates must be sold for the income to equal the cost of production?
e How many plates must be sold for a prot of $2000 to be made?
Revision
10 A particular plastic plate manufactured at a factory sells at $1.50. The cost of production
consists of an initial cost of $3500 and then $0.50 per plate. Let x be the number of plates
produced.
a Let $C be the cost of production of x plates. Write an expression for C in terms of x.
8x 10 = 14x 2 10x
ii Square both sides of this equation and simplify to form the equation
x 2 3x + 2 = 0
7x 5 2x = 15 7x
and hence show that x = 2 is the only solution for the original equation.
b Use the techniques of a to solve the equations
i x +22 x = x +1
ii 2 x + 1 + x 1 = 3 x
13 A geometric series is dened by
1
x +1 1
+
x2
x
x +1
a Let r be the common ratio. Find r in terms of x.
b
1
ii Find the innite sum if x = .
4
iii Find the innite sum if x = 2.
c Find the possible values of x for which the innite sum is dened.
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y = x(x a)
0
y
y = x(x a)
0
a2
a
,
2 4
y
1
y= 2
x
ii
iii
iv
v
nce
Fe
rabbit
burrow
row
0.5 m
1.5 m
row
1.5 m
row
row
1.5 m
a Calculate the distance between the fence and the 10th row of carrots.
b If tn represents the distance between the fence and the nth row, nd a formula for tn in
terms of n.
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187
Revision
c Given that the last row of carrots is less than 80 m from the fence, what is the largest
number of rows possible in this vegetable garden?
16 The potential energy, P joules, of a body varies jointly as the mass, m kg, of the body and
the height, h m, of the body above the ground.
a For a body of mass 5 kg
i nd P in terms of h if P = 980 when h = 20
ii sketch the graph of P against h
iii nd P if h = 23.2.
b
c If a body is dropped from a height, h m, above ground level its speed, V m/s, when it
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21:15
6 km
O
x km
X
2 km
A
b Calculate OX, correct to one decimal place (in km) if the total time taken was
1
1 hours.
2
20 Seventy-six photographers submitted work for a photographic exhibition in which they
were permitted to enter not more than one photograph in each of the three classes, black
and white (B), colour prints (C), transparencies (T ). Eighteen entrants had all their work
rejected while 30 B, 30 T and 20 C were accepted.
From the exhibitors, as many showed T only as showed T and C.
There were three times as many exhibitors showing B only as showing C only.
Four exhibitors showed B and T but not C.
a Write the last three sentences in symbolic form.
b Draw a Venn diagram representing the information.
c Find
i n(B C T )
ii n(B C T )
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b
with b = 0 and c = 0
d
a Find
i A2
Revision
a
21 Let A =
c
189
ii 3A
b If A2 = 3A I, show that
i a+d =3
ii det(A) = 1
c If A has the properties
r a+d =3
r det(A) = 1
show that A2 = 3A I.
22 The trace of square matrix A is dened to be the sum of the leading diagonal of A, and it is
denoted by Tr(A).
6 3
For example, if A =
, Tr(A) = 8
2
2
a Prove each of the following for any 2 2 matrices X and Y.
i Tr(X + Y) = Tr(X) + Tr(Y)
ii Tr(X) = Tr(X)
iii Tr(XY) = Tr(YX)
b Use the results of a to show that there do not exist 2 2 matrices X and Y such that
XY YX = I.
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C H A P T E R
8
Transformations
Objectives
To define translations
To define reflections in the axes and in the line y = x
To define dilations from the x axis and the y axis
To apply these transformations to points and figures
To find algebraic rules for these transformations
To find the composition of two transformations and give the rule for this
transformation
To apply transformations to graphs
To determine the rule which transforms one graph to another (within a suitable
family of graphs)
To sketch the graph of the absolute value function, the integer part function and
transformations of these graphs
To describe transformations with function notation
Introduction
In this chapter three different types of transformations of the cartesian plane are discussed.
These are
Translations
Reections
Dilations.
These transformations are very useful in the graphing of functions.
A transformation is a rule which associates each point in the cartesian plane to another
point in the plane. These points uniquely dene each other through the rule.
For example, one transformation can be dened by:
Add 5 to each x coordinate.
This can be expressed algebraically
(x, y) (x + 5, y)
e.g., (1, 6) (6, 6)
190
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Chapter 8 Transformations
191
8.1
Translations
The transformation dened above, i.e. (x, y) (x + 5, y), is an example of a translation. A
translation is a transformation for which each point in the plane is moved the same distance in
the same direction.
In this section, a vector will mean a column of two numbers. The rst number indicates a
move in the positive or negative direction of the x axis and the second indicates a move in
the positive or negative direction of the y axis. A directed line segment is used to illustrate a
vector.
2
For example, the vector
is the vector 2 to the right and 3 up.
3
2
3
The image of the point (1, 2) would be (3, 5) under the translation
2
determined by the vector
.
3
The top number gives the displacement in the positive or negative direction of the x axis and
the lower number gives the displacement in the positive or negative direction of the y axis.
1
2
4
3
3
2
2
1
If the top number is negative, the displacement is to the left and if the lower number is
negative, the displacement is downwards.
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Vectors can be used to describe translations. They will be studied in a more general context
in Chapter 15.
Example 1
The point
Ahas coordinates (1, 2). Find the image of A under the translation dened by the
4
vector
.
2
Solution
y
A'
2
4
A
0
Example 2
Find the vector which denes the translation which takes A(3, 4) to A (2, 6).
Solution
Let (3, 4) (2, 6)
a
The vector
denes this translation if (3 + a, 4 + b) = (2, 6)
b
This implies
3+a =2
and 4 + b = 6
i.e., a = 1 and
b=2
1
The vector is
2
Example 3
A translation is dened by the rule (x, y) (x 3, y + 2) and the point A with coordinates
(a, b) is mapped to A (7, 1). Find the values of a and b.
Solution
(a, b) (a 3, b + 2) = (7, 1)
a 3 = 7 and b + 2 = 1
a = 10 and
b = 3
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193
Chapter 8 Transformations
Exercise 8A
Example
1 Find the images of the points in each of the following under the translations described by
the given vectors.
4
2
4
a (3, 1),
b (4, 5),
c (2, 4),
2
4
3
2
3
d (3, 2),
e (4, 5),
3
2
Example
2 For each of the following, nd the vectors describing the translations that map A to A .
a A(1, 2), A (5, 3)
d A(3, 0), A (4, 6)
3 In each of the following the given point A is the image of an object point A under the
translation described by the given vector. Find the coordinates of A.
2
1
2
b A (3, 6),
c A (0, 6),
a A (7, 9),
3
4
3
y
C
N
4
a ABC to PQR
A
b ABC to LMN
L
M 2
c XYZ to ABC
4 2 Z 0 2
d ABC to ABC
5 Draw axes for x and y from 4 to 5. Draw
P
Y
X
the following triangles.
4
ABC withA(2, 2), B(4, 2), C(2, 5)
PQR with P(1, 2), Q(3, 2), R(1, 1)
XYZ with X (3, 1), Y (1, 1), Z (3, 4).
Give the vectors describing the translations which map
a ABC to PQR
c PQR to XYZ
B
R
6
b PQR to ABC
d ABC to ABC
3
6 a Find the image of the point (2, 3) under the translation determined by the vector
4
1
.
followed by the translation determined by the vector
5
b Find the image of the point (5, 6) under the translation determined by the vector
3
1
followed by the translation determined by the vector
.
4
5
c Describe how one translation may be used to obtain the nal image in a and b.
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Example
0:0
y
(3, 9)
a The points (0, 0), (1, 1), (2, 4), (3, 9) all lie on
the graph of y = x 2 . Find the image of each of
these points under the translation.
b Sketch the graph of y = x 2 for x 0 as shown,
and complete.
c Describe the image of all the points on the
graph of y = x 2 under this transformation.
(2, 4)
(1, 1)
(0, 0)
( , )
(3, 4)
( , )
x
(1, 0)
8.2 Reflections
m
y
y=x
3
A3(1, 2)
2
A1(2, 1)
A(2, 1)
x
3
1
1
3
4
A2(2, 1)
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Chapter 8 Transformations
195
Solution
a
A(1, 0) A (1, 0)
B(1, 6) B (1, 6)
C(4, 6) C (4, 6)
y
6
B(1, 6)
C"(6, 4)
y=x
C(4, 6)
3
2
A"(0, 1) 1
1
B"(6, 1)
A(1, 0)
01
2
3
4
5
6
B'(1, 6)
C'(4, 6)
Exercise 8B
Example
1 Draw axes for x from 5 to 5 and for y from 0 to 5. Draw triangle ABC by plotting
A(1, 2), B(3, 2) and C(3, 5). Draw the image AB C when ABC is reected in the y axis.
2 Draw axes for x from 0 to 5 and for y from 2 to 2. Draw triangle PQR where P is (1, 1),
Q is (5, 1) and R is (4, 0). Draw the image P Q R when PQR is reected in the x axis.
3 Draw axes for x and y from 5 to 0. Draw rectangle WXYZ where W is (3, 1), X is
(3, 2), Y is (5, 2) and Z is (5, 1). Draw the mirror line y = x. Draw the image
W X Y Z when WXYZ is reected in the mirror line.
4 Draw axes for x and y from 1 to 8. Plot the points A(2, 1), B(5, 1), C(7, 3) and D(4, 3).
Draw the parallelogram ABCD and its image by reection in the line y = x.
5 Draw axes for x and y from 6 to 7. Draw triangle ABC where A is (6, 2), B is
(3, 4) and C is (2, 1). Draw the following images of triangle ABC
a triangle A1 B1 C1 by reection in the y axis
b triangle A2 B2 C2 by reection in the line y = x (this is the straight line through the
points (2, 2), (4, 4))
c triangle A3 B3 C3 by reection in the x axis.
6 Find the image of (6, 2) under each of the following
a reection in the line y = x
c reection in the line y = 0
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B(0, 1)
C(1, 1)
C'(2, 1)
D(1, 0)
D'(2, 0)
Example 5
Triangle ABC has vertices A(1, 2), B(3, 4), C(5, 1).
Find the image of the triangle under a dilation of factor 2 from the y axis.
Solution
(3, 4) (6, 4)
(1, 2) (2, 2)
(5, 1) (10, 1)
y
5
B(3, 4)
B'(6, 4)
3
2
A'(2, 2)
A(1, 2)
1
0
C'(10, 1)
C(5, 1)
x
1
10
The transformation dilation from the x axis of factor k is dened by the rule:
(x, y) (x, ky); k R +
For example, a triangle with vertices A(1, 2), B(3, 4), C(5, 1) is mapped to the triangle with
vertices A (1, 4), B (3, 8), C (5, 2) under a dilation of factor 2 from the x axis.
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197
Chapter 8 Transformations
y
B'(0, 2)
C'(1, 2)
B(0, 1)
C(1, 1)
A(0, 0)
D(1, 0)
Exercise 8C
Example
1 Find the image of the point (1, 3) under each of the following
a a dilation of factor 3 from the x axis
c a dilation of factor 4 from the y axis.
2 Give the rule for the dilation from the x axis which maps (1, 2) (1, 8).
3 Give the rule for the dilation from the y axis which maps (3, 2) (9, 2).
4 a Find the image of the unit square A(0, 0), B(0, 1), C(1, 1), D(1, 0) under a dilation
from the x axis of factor 3.
b Find the image of the unit square A(0, 0), B(0, 1), C(1, 1), D(1, 0) under a dilation
from the y axis of factor 3.
5 Triangle ABC has vertices A(0, 0), B(3, 0), C(3, 4).
a Find the image of triangle ABC under
1
i a dilation of factor from the x axis
2
1
ii a dilation of factor from the y axis.
2
b Illustrate triangle ABC and its images.
8.4
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Example 6
Find the rules for each of the following transformations.
3
a a translation determined by the vector
2
b a reection in the line y = x
c a dilation of factor
1
from the x axis.
4
Solution
a (x, y) (x + 3, y 2)
b (x, y) (y, x)
1
c (x, y) x, y
4
A point (a, b) is said to be invariant under a transformation if (a, b) (a, b) under that
transformation.
The transformation which maps (x, y) (x, y) for all (x, y) R 2 is called the identity
transformation.
Example 7
A transformation has rule (x, y) (2x + 3, y + 4).
a Find the image of (2, 3) under this transformation.
b Find the coordinates of the point which maps to (11, 12).
Solution
a If x = 2 and y = 3
(x, y) (2 2 + 3, 3 + 4) = (7, 7)
i.e., (2, 3) (7, 7)
Exercise 8D
Example
1
c a dilation from the y axis of factor
3
2
3
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Chapter 8 Transformations
199
8.5
Composition of transformations
Consider a transformation determined by the vector
2
followed by a reection in the line
3
x = 0.
The rules for these two transformations are (x, y) (x + 2, y + 3) and (x, y) (x, y)
respectively.
The triangle A(1, 1), B(5, 1), C(5, 2) is mapped to A (3, 4), B (7, 4), C (7, 5)
y
6
C"
C'
B"
A"
A'
B'
3
C
2
1
7 6 5 4 3 2 1 0
B
x
1
One rule can be used to describe the transformation of triangle ABC to triangle A B C .
Consider
(x, y) (x + 2, y + 3) ((x + 2), y + 3)
translation
reection
The rule is (x, y) ((x + 2), y + 3)
Note:
(1, 1) (3, 4)
(5, 1) (7, 4)
(5, 2) (7, 5)
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Example 8
Find the rule for the transformation dened
bya dilation of factor 2 from the x axis followed
1
by a translation determined by the vector
.
3
Solution
The dilation is given by the rule (x, y) (x, 2y) and the translation by the rule
(x, y) (x 1, y + 3).
The composition is determined by
(x, y) (x, 2y) (x 1, 2y + 3)
dilation
translation
i.e., the rule is (x, y) (x 1, 2y + 3)
Exercise 8E
Example
Column B
a translation
determined by the
2
vector
3
a translation
determined by the
3
vector
2
a translation
determined by the
1
vector
2
e
f
g
a translation
determined by the
2
vector
3
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201
Chapter 8 Transformations
8.6
Thus
x = x + 2, y = y + 1 and y = x + 1
x = x 2 and y = y 1
y
y=x+1
becomes y 1 = x 2 + 1
y = x
The points (1, 0), (0, 1), (1, 2) and their
images are shown,
i.e.,
(1, 0) (1, 1)
(0, 1) (2, 2)
(1, 2) (3, 3)
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y=x
(3, 3)
(1, 2)
(0, 1)
(2, 2)
(1, 1)
(1, 0)
0
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Example 10
Find the equation of the image of the parabola y = x 2 under a dilation from the y axis of factor
1
. Sketch the graph of y = x 2 and its image.
2
Solution
1
x, y
The rule for the dilation is (x, y)
2
Therefore, if (x , y ) is a point of the image of y = x 2
x
Then x = and y = y
2
Also y = x 2
y
y = 4x2
y = x2
(2, 4) (1, 4)
(1, 4)
1
,1
2
(2, 4)
(1, 1)
x
Example 11
For y = x 2
a nd the equation for the image of y = x 2 under a dilation of factor
1
from the x axis
2
1
a The rule for dilation is (x, y) x, y
2
If (x , y ) is a point on the image
1
y
2
x = x and y = 2y
y = x2
x = x and y =
i.e.,
Also
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Chapter 8 Transformations
203
y =
1 2
(x )
2
y
1
y = x2
2
y = x2
(2, 4)
(2, 2)
(1, 1)
1,
1
2
x = x + 1, y =
ii
y = 1 x2
2
y = 1 (x 1)2 + 2
y = x2
2
(2, 4)
(1, 2)
(2, 2)
(1, 1)
1, 1
2
0
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y
1
y=x
y=x
y = x2
0
x
x
y
x2 + y 2 = 1
y = 2x
(0, 1)
0
Example 12
Find the image of each of the following curves under
of factor 3 from the y axis
a dilation
1
followed by a translation determined by the vector
.
2
1
a y = x2
c x 2 + y2 = 1
b y=
x
Solution
(x, y) (3x, y) (3x 1, y + 2)
dilation translation
x = 3x 1 and y = y + 2
x + 1
i.e.,
x=
and y = y 2
3
x +1 2
a y = x 2 is mapped to y 2 =
3
x +1 2
The image has equation y =
+2
3
1
1
b y = is mapped to y 2 =
x +1
x
3
3
+2
y =
x +1
3
The image has equation y =
+2
x +1
The rule is given by
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Chapter 8 Transformations
c x + y = 1 is mapped to
2
x + 1
3
205
2
+ (y 2)2 = 1
(x + 1) 2
+ (y 2)2 = 1
9
Exercise 8F
Example
Example
Examples
10
11, 12
1 Find the
of each of the following curves under the translation determined by the
image
1
vector
. State the equation of the image and sketch the graph of both the original
4
relation and its image on the one set of axes.
1
a y=x
b y = x2
c y=
x
1
2
2
e x +y =1
d y= 2
x
2 Find the image of each of the following curves under the dilation from the x axis given by
the rule (x, y) (x, 2y), i.e., a dilation of factor 2 from the x axis. State the equation of
the image and sketch the graph of both the original relation and its image on the one set of
axes.
1
1
c y=
e x 2 + y2 = 1
a y=x
b y = x2
d y= 2
x
x
3 For each of the curves considered in 1, nd the equation of its image under the
transformation dened bya reection
in the line x = 0 followed by a translation
3
determined by the vector
.
2
4 For each of the curves considered in 1, nd the equation of its image under the
transformation dened bya dilation
of factor 2 from the y axis followed by a translation
3
determined by the vector
.
1
5 Find the image of the graph of y = 2x + 3 under the transformation denedby rst
4
reecting in the line y = x and then translating as determined by the vector
.
6
6 Find the image of the line {(x, y) : y = x + 2} under each of the following
transformations. Sketch a graph showing {(x, y) : y = x + 2} and its image in each case.
2
a a translation determined by the vector
b a reection in the x axis
4
c a dilation of factor 4 from the x axis
d a reection in the line y = x
e a reection in the y axis
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Example 13
Find a sequence of transformations which maps y = x 2 to y = 2(x + 3)2 4
Solution
The composition of transformations maps (x, y) to (x , y )
y = 2(x + 3)2 4
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Chapter 8 Transformations
207
i.e.,
A dilation
of factor 2 from the x axis followed by a translation determined by the
3
vector
gives this image.
4
Example 14
Find a sequence of transformations which maps y = 2x to y = 3(2x2 ) 4.
Solution
Assume the composition of transformations maps (x, y) to (x , y )
Write y = 3(2x 2 ) 4
y + 4
= 2x 2
Rearrange to
3
It can be seen to obtain this, take
y + 4
and x = x 2
3
y = 3y 4 and x = x + 2
y=
A dilation
of factor 3 from the x axis followed by a translation determined by the
2
vector
gives this image.
4
Exercise 8G
Example
13
Example
14
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
y
y
y
y
y
y
y
y
= x 2}
= x 2}
= x 2}
= 2x }
= 2x }
= 2x }
= 2x }
= 2x }
to
to
to
to
to
to
to
to
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
y
y
x
y
y
y
y
y
= 2x 2 }
= (x + 2)2 }
= y2}
= 22x }
= 3 2x }
= 2x3 }
= 2x }
= 2x }
to
to
to
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1
x
1
e (x, y) : y =
x
1
f (x, y) : y =
x
(x, y) : y =
to
to
to
g y = 2x
to
y=2
1
x
to
y=
h y=
x1
3
2
x 3
2
(x, y) : y = 3
x
1
(x, y) : y =
3x
(x, y) : y =
+4
3
2x 4
value function
y
x = x + 2, y = y + 3
x = x 2 and y = y 3
{(x, y) : y = |x|} is mapped to
{(x , y ) : y 3 = |x 2|}
(0, 5)
y = |x 2| + 3
(2, 3)
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209
Chapter 8 Transformations
b (x, y) (4x, y)
(x, y) (x , y )
x = 4x and y = y
{(x, y) : y = |x|} is mapped
to
x
(x , y ) : y =
4
c
y
y=
(4, 1)
(4, 1)
x
4
x
0
y
(x, y) (y, x)
(x, y) (x , y )
x = y and y = x
{(x, y) : y = |x|} is mapped to
{(x , y ) : x = |y |}
x = |y|
(x, y) (x, y)
(x, y) (x , y )
x = x, y = y
{(x, y) : y = |x|} is mapped to
{(x , y ) : y = |x |}
y = |x|
y
3
y = I(x)
2
1
x
2
1
2
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210
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Chapter 8 Transformations
211
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212
Exercise 8H
Example
15
1 Find the image of {(x, y) : y = |x|} and sketch the graph of the image for the following.
1
a a translation corresponding to the vector
3
b a reection in the line y = x
c a dilation from the y axis of factor 4
d a reection in the x axis
1
e a translation corresponding to the vector
followed by a reection in the line y = x
3
1
f a reection in the line y = x then a translation corresponding to the vector
3
g a dilation from the x axis of factor 2 followed by a reection in the x axis.
2 State the transformation(s) which map(s)
a
b
c
d
{(x, y) :
{(x, y) :
{(x, y) :
{(x, y) :
y
y
y
y
= |x|} to {(x, y) :
= |x|} to {(x, y) :
= |x|} to {(x, y) :
= |x|} to {(x, y) :
y
y
y
y
= |x| + 3}
= |x 3| + 3}
= |2x|}
= 2|x|}
3 Find the image of {(x, y) : y = [x]} and sketch the graph of the image of the following.
a a dilation from the y axis of factor 2
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Chapter 8 Transformations
b
c
d
e
f
g
213
2
a translation corresponding to the vector
0
0
a translation corresponding to the vector
2
a reection in the line y = x
a reection in the line y = x
4
a translation corresponding to the vector
0
a dilation from the y axis of factor 2 followed by a reection in the x axis
0
h a reection in the x axis followed by a translation corresponding to the vector
.
2
8.9
Consider x = x + h and y = y + k
x = x h and y = y k
y = f (x) is mapped to y k = f (x h)
i.e., the image is y = f (x h) + k
b The rule is (x, y) (x, y)
Consider x = x and y = y
i.e., the image is y = f (x)
c The rule is (x, y) (kx, y)
Consider x = kx and y = y
x
and y = y
x=
k
x
y = f (x) is mapped to y = f
k
x
i.e., the image of y = f (x) is y = f
k
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214
Consider
x = x and y = ky
y
x = x and y =
k
y
= f (x )
y = f (x) is mapped to
k
4 f (x + 3) = 4(x + 3)2
y = x 2 is mapped to y = 4(x + 3)2
If (x, y) is mapped to (x , y )
Then
i.e.,
y
= (x + 3)2
4
y
x = x + 3 and y =
4
x = x 3 and y = 4y
3
a dilation of factor 4 from the x axis followed by a translation
takes
0
y = f (x) to y = 4 f (x + 3)
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215
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Exercise 8I
Example
16
1 Let y = f (x) be the equation of a curve. Find the image of y = f (x) under each of the
following transformations.
2
b a reection in the line y = x
a a translation determined by the vector
3
1
d a dilation of factor 2 from the x axis
c a dilation of factor from the y axis
2
Example
17
2 For f (x) = 2x , nd
a
f (x + 3)
f (2x)
x
2
d 4 f (x 3)
3 For f (x) = x 2 , nd 4 f
and state the transformations which take
x 2
y = f (x) to y = 4 f
2
1
nd f (2x 3) + 4 and state the transformations which take
x
y = f (x) to y = f (2x 3) + 4
4 For f (x) =
Rule
x
y
x
y
Rotation of
c
about O in an anticlockwise direction
2
=x
= y
= kx
=y
= x + 0y
= 0x + y
= kx + 0y
= 0x + y
x = y
= 0x + y
y =x
= x + 0y
x
y
x
y
= kx + 0y
= 0x + ky
= 0x + y
= x + 0y
= kx
= ky
=y
=x
x = x + a
y = y + b
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Chapter 8 Transformations
217
The rst ve mappings are special cases of a general kind of mapping dened by
x = ax + by
y = cx + dy
where a, b, c, d are real numbers.
These equations can be rewritten as
x = a11 x + a12 y
y = a21 x + a22 y
which yields the equivalent matrix equation
x
a11 a12 x
=
y
a21 a22
y
A transformation of the form
(x, y) (a11 x + a12 y, a21 x + a22 y)
is called a linear transformation.
Example 18
Consider a linear transformation such that (1, 0) (3, 1) and (0, 1) (2, 4). Find the
image of (3, 5).
Solution
a11
a21
a12
a22
1
3
a11
=
and
0
1
a21
a12
a22
0
2
=
1
4
3
i.e., the transformation can be dened by the 2 2 matrix
1
Let (3, 5) (x , y )
x
3
2 3
=
1 4
5
y
3 3 + 2 5
=
1 3 4 5
1
=
17
2
4
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Composition of mappings
a11
Consider a linear transformation dened by the matrix A =
a21
b11 b12
linear transformation dened by the matrix B =
b21 b22
a12
composed with a
a22
The composition consists of the transformation of A being applied rst and then the
transformation of B.
The matrix of the resulting composition is the product
b11 a11 + b12 a21 b11 a12 + b12 a22
BA =
b21 a11 + b22 a21 b21 a12 + b22 a22
Exercise 8J
1 Find
a
2
5
3
4
1
2
3
1
a
b
1
3
Example
18
2
2 If a linear transformation is dened by the matrix A =
4
(1, 0), (0, 1) and (3, 2) under this transformation.
1
, nd the image of
3
3 Find the images of (1, 0) and (1, 2) under the linear transformation whose matrix is
2
3
2 0
2 1
c
b
a
3 1
0 1
1
1
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Chapter 8 Transformations
219
4 a Find the matrix of the linear transformation which maps (1, 2) (4, 5) and
(3, 4) (18, 5).
b The images of two points are given for a linear transformation. Investigate whether this
is sufcient information to determine the matrix of the transformation.
c Find the matrix of the linear transformation such that (1, 0) (1, 1) and
(0, 1) (2, 2). What is the range of this transformation?
5 By nding the images of (1, 0) and (0, 1), write down the matrix of each of the following
transformations.
a
b
c
d
e
f
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Chapter summary
A transformation T is a mapping from R 2 to R 2 such that if
T(a, b) = T(c, d) then a = c and b = d
A translation is a transformation for which each point in the plane is moved the same
distance in the same direction. A translation of 5 units in the positive direction of the x axis
can be represented by the rule (x, y) (x + 5, y)
A vector will mean a column of two numbers. The rst number indicates a move in the
positive or negative direction of the x axis and the second indicates a move in the positive
or negative direction of the y axis. Directed line segments are used to illustrate vectors.
2
For example, the vector
is the vector 2 to the right and 3 up.
3
The rule for the translation described by this vector is (x, y) (x + 2, y + 3)
For reection in the x axis the rule is (x, y) (x, y)
For reection in the y axis the rule is (x, y) (x, y)
For reection in the line y = x the rule is (x, y) (y, x)
Lengths and angles are preserved by reections and translations.
The transformation dilation from the y axis of factor k is dened by the rule
(x, y) (kx, y); k R +
The transformation dilation from the x axis of factor k is dened by the rule
(x, y) (x, ky); k R +
Lengths and angles are not preserved by dilations.
A point (a, b) is said to be invariant under a transformation if (a, b) (a, b) under that
transformation.
The composition of two transformations is dened by applying one transformation, and
then the second, to the images of the rst.
e.g., (x, y) (x + 2, y + 3) ((x + 2), y + 3)
translation
reection
Applying transformations to graphs of functions
e.g., let (x, y) (2x + 1, y + 3)
Let (x , y ) be the image of (x, y)
Then x = 2x + 1 and y = y + 3
x 1
and x =
and y = y 3
2
x 1
y = f (x) is mapped to y 3 = f
2
x 1 2
2
If f (x) = x , y = f (x) is mapped to y =
+3
2
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Chapter 8 Transformations
221
Review
Determining transformations
x +3
4
For example, if y = f
2
x +3
then y + 4 = f
2
Let (x, y) (x , y )
x + 3
=x
Then y + 4 = y and
2
Hence y = y 4 and x = 2x 3
The transformation is given by the rule (x, y) (2x 3, y 4)
y
x if x 0
|x| =
x if x < 0
y = |x|
x
0
This is called the absolute value function.
The integer value function is dened by
I (x) = [x]
1
2
1
2
Function notation
The image of the graph of y = f (x) under the translation
(x, y) (x + h, y + k) is the graph of y = f (x h) + k
The image of the graph of y = f (x) under the reection
(x, y) (x, y) is the graph of y = f (x)
The image of the graph of y = f (x) under the reection
(x, y) (x, y) is the graph of y = f (x)
The image of the graph of y = f (x) under the dilation
x
(x, y) (kx, y) is the graph of y = f
k
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Multiple-choice questions
1
y
4
y = g(x)
y = f(x)
2
2 0
x
2
2
4
2 0
x
2
2
4
The transformation which maps the graph of y = f (x) to the graph of y = g(x) is
B rotation of 270 about the origin
A rotation of 180 about the origin
C reection in the y axis
D reection in the x axis
E reection in the line y = x
2 If the graph of y = g(x) is obtained by reecting the graph of y = f (x) in the x axis, the
equation relating f (x) and g(x) is
A f (x) = g(x)
B f (x) = g(x)
C f (x) = g(x)
1
E f (x) = 2g(x)
D f (x) =
g(x)
3 The translation that maps the graph of y = x 2 to the graph of y = (x 5)2 2 can be
described as
A 2 units in the negative direction of the x axis and 5 units in the positive direction of the
y axis
B 2 units in the positive direction of the x axis and 5 units in the positive direction of the
y axis
C 2 units in the negative direction of the x axis and 5 units in the negative direction of the
y axis
D 5 units in the positive direction of the x axis and 2 units in the negative direction of the
y axis
E 5 units in the negative direction of the x axis and 2 units in the negative direction of the
y axis
4 The translation that maps the graph of f (x) = (x + 2)2 + 8 to the graph of g(x) = x 2 is
A 8 units in the negative direction of the x axis and 2 units in the positive direction of the
y axis
B 2 units in the positive direction of the x axis and 8 units in the positive direction of the
y axis
C 2 units in the negative direction of the x axis and 8 units in the positive direction of the
y axis
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223
Chapter 8 Transformations
y = 3f(x)
y = f(x)
y = 3f(x)
x
0
y
y
y = f(x)
y = 3f(x)
y = 3f(x)
y = f(x)
x
y = f(x)
y = f(x)
Review
D 2 units in the positive direction of the x axis and 8 units in the negative direction of the
y axis
E 2 units in the negative direction of the x axis and 8 units in the negative direction of the
y axis
1
5 If y = f (x) = 2 , the graph of y = 3 f (x) is as shown in
x
y
y
y
B
C
A
y = 3f(x)
6 The equation of the image of the graph of y = x after a reection in the y axis followed
by a translation of 2 units in the positive direction of the x axis and 3 units in the positive
direction of the y axis is
B y = x 2 3
C y = x +23
A y = x 2 3
E y = x + 2 + 3
D y = x 2+3
1
7 The equation of the image of the graph of y = 2 after a reection in the x axis followed
x
by a dilation of factor 2 from the x axis is
1
2
2
1
2
D y= 2
E y=
A y= 2
B y= 2 C y= 2
2x
(x)2
x
2x
x
1
8 The equation of the image of the graph of y = |x| after a dilation of factor from the
3
y axis followed by a translation of 5 units in the negative direction of the x axis and 2 units
in the positive direction of the y axis is
x 5
+2
A y = 3|x 5| + 2
B y = 3|x + 5| + 2
C y =
3
x + 5
x + 15
+2
D y =
+2
E y=
3
3
9 The value of [4.6] + [7.2] + [8.7] is
A 9
B 10
C 8
D 13
E 11
10 The equation of the image of the graph of y = [x] after a reection in the x axis followed
by a translation of 5 units in the positive direction of the x axis and 4 units in the negative
direction of the y axis is
A y = [x] + 1
B y = [x 5] 4
C y = [x + 5] 4
D y = [x] + 9
E y = [x + 5] + 4
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2
a reection in the line y = x followed by a translation determined by the vector
3
a dilation of factor 5 from the x axis followed by a reection in the x axis
a dilation
offactor 4 from the y axis followed by a translation determined by the
2
vector
3
2
followed by a dilation of factor 4 from the
a translation determined by the vector
3
x axis
Extended-response questions
1 a Find the image of the point with coordinates (2, 6) under reection in the line x = 3.
b Find the rule for the following sequence of transformations.
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Chapter 8 Transformations
3
r a translation determined by the vector
0
r a reection in the y axis
3
r a translation determined by the vector
0
c Hence give the rule for the transformation, reection in the line x = 3.
d i Give a sequence of three transformations which would determine a reection in the
line x = m.
ii Give the rule for the transformation, reection in the line x = m.
e i Give a sequence of three transformations which would determine a reection in the
line y = n.
ii Give the rule for the transformation, reection in the line y = n.
f Find the image of each of the relations under the transformation, reection in the line
x = 3.
iv y = (x 3)2
i y = x 3
ii y = x
iii y = x 2
Review
225
y
2 a Find the coordinates of the image of the point A(3, 1)
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e Find the rule for rotation of 180 in an anticlockwise direction about the point (m, n).
f Find the rule for rotation of 90 in a clockwise direction about the point (m, n).
g Find the rule for rotation of 90 in an anticlockwise direction about the point (m, n).
h i Find the image of the curve with rule y = x 2 after a rotation of 90 in a clockwise
direction about the point (0, 1).
ii Sketch the graph of the curves on one set of axes.
i Find the dilation from the x axis which takes y = x 2 to the parabola with vertex at
the origin and which passes through the point (25, 15).
ii State the rule which reects this dilated parabola in the x axis.
iii State the rule which takes the reected parabola of ii to a parabola with x intercepts
(0, 0) and (50, 0) and vertex (25, 15).
iv State the rule which takes the curve of y = x 2 to the parabola dened in iii.
b The plans for the entrance of a new building involve twin parabolic arches as shown in
the diagram.
4 a
15 m
Arch 1
Arch 2
50 m
50 m
i From the results of a give the equation for the curve of Arch 1.
ii Find the translation which maps the curve of Arch 1 to the curve of Arch 2.
iii Find the equation of the curve of Arch 2.
c The architect wishes to have exibility in his planning and so wants to develop an
algorithm for determining the equations of the curves given arch width m metres and
height n metres.
i Find the rule for the transformation which takes y = x 2 to Arch 1 with these
dimensions.
ii Find the equation for the curve of Arch 1.
iii Find the equation for the curve of Arch 2.
5 a Let f (x) = [x]
i Find the equation of the image of the graph of y = f (x) under the transformation
with rule (x, y) (2x 1, y + 3)
ii Sketch the graph of the image of y = f (x) under this transformation.
iii Describe a sequence of transformations which takes the graph of
y = f (x) to y = f (x 3) 2
b Let g(x) = |x|
i Sketch the graph of y = g(x 3) + 3 and the graph of y = g(2x 1)
ii Solve the equation g(x 3) + 3 = g(2x 1)
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C H A P T E R
9
Ratios and similarity
Objectives
To divide a quantity in a given ratio
To determine the ratio in which a quantity has been divided
To apply the transformations which are expansions from the origin
To define similarity of two figures
To determine when two triangles are similar by using the conditions
9.1
Ratios
This section is revision of work of previous years. Several examples are presented.
Example 1
Divide 300 in the ratio 3 : 2.
Solution
Example 2
Divide 3000 in the ratio 3 : 2 : 1.
227
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Solution
Example 3
A day is divided into 10 new-hours, each new-hour is divided into 100 new-minutes and each
new-minute is divided into 100 new-seconds. What is the ratio of a new-second to an ordinary
second?
Solution
There are 10 102 102 new-seconds in a day
and
24 60 60 ordinary seconds in a day
and
From 1
2
a
=
... 1
b
5
ab = 40 . . . 2
2
a = b Substitute in 2
5
2 2
b = 40
5
b2 = 100
b = 10
Exercise 9A
Example
Example
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229
3 x : 6 = 9 : 15. Find x.
4 The ratio of the numbers of orange owers to pink owers in a garden is 6 : 11. There are
144 orange owers. How many pink owers are there?
5 15 : 2 = x : 3. Find x.
6 The angles of a triangle are in the ratio 6 : 5 : 7. Find the sizes of the three angles.
7 Three men X, Y and Z share an amount of money in the ratio 2 : 3 : 7. If Y receives $2
more than X, how much does Z obtain?
8 An alloy consists of copper, zinc and tin in the ratios 1 : 3 : 4 (by weight). If there is 10 g
of copper in the alloy, nd the weights of zinc and tin.
9 In a bag the ratio of red beads to white beads to green beads is 7 : 2 : 1. If there are 56 red
beads, how many white beads and how many green beads are there?
10 On a map the length of a road is represented by 45 mm. If the scale is 1 : 125 000, nd the
actual length of the road.
11 Five thousand two hundred dollars was divided between a mother and daughter in the
ratio 8 : 5. Find the difference between the sums they received.
12 Points A, B, C and D are placed in that order on a line so that AB = 2BC = CD. Express
BD as a fraction of AD.
13 If the radius of a circle is increased by two units, nd the ratio of the new circumference
to the new diameter.
14 In a class of 30 students the ratio of boys to girls is 2 : 3. If six boys join the class, nd the
new ratio of boys to girls in the class.
15 If a : b = 3 : 4 and a : (b + c) = 2 : 5, nd the ratio a : c.
16 The scale of a map reads 1 : 250 000. Find the distance, in kilometres, between two towns
which are 3.5 cm apart on the map.
9.2
An introduction to similarity
The two triangles ABC and AB C are similar.
Note: OA = 2OA, OB = 2OB, OC = 2OC.
Triangle AB C can be considered as the image of
triangle ABC under a mapping of the plane in which
the coordinates are multiplied by 2.
This mapping is called an expansion from the origin
of factor 2.
This can be written in transformation notation:
(x, y) (2x, 2y).
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12
A'(4, 12)
10
8
6
A(2, 6)
B'(10, 6)
4
B(5, 3)
2
0
C(4, 1)
2 4
C'(8, 2)
6
10 12
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There is also a mapping from AB C to ABC which is an expansion from the origin of
1
factor .
2
1 1
The rule for this is (x, y)
x, y .
2 2
Two gures are similar if one is congruent to an image of the other under an expansion
from the origin of factor k.
For example, the rectangle of side lengths 1 and 2 is similar
(3, 9)
(6, 9)
9
to the rectangle with side lengths 3 and 6.
8
Note here the expansion factor is 3 and the rule is
7
(x, y) (3x, 3y).
6
5
4 (1, 3) (2, 3)
3
(3, 3)
2
1
(1, 1) (2, 1)
0
1 2 3 4
Note:
(6, 3)
a
b
c
=
= =k
a
b
c
where k is the appropriate expansion factor.
Similar statements can be made about other pairs of similar polygons.
Note also that the measure of an angle does not change under an expansion: i.e., for two
similar gures, corresponding angles are equal.
Similar triangles
Two triangles are similar if one of the following conditions holds:
triangles have equal angles (AAA)
B'
100
100
45
35
A'
45
35
C'
45
A
A'
45
C'
A B
A C
=
AB
AC
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two pairs of corresponding sides have the same ratio and two corresponding non-included
angles are equal, provided these angles are right angles or obtuse.
B'
120
A
120
C
C'
A'
AC
BC
BA
BC
= or =
BC
AC
BC
BA
Example 5
a Give the reason for triangle ABC being
similar to triangle AB C .
b Find the value of x.
B'
B
Solution
a Triangle ABC is similar to triangle
AB C as
3
5
=
= 0.8
6.25
3.75
5 cm
6.25 cm
20
20
3.75 cm
3 cm
x cm
A'
3.013 cm
C'
B
x cm
A
C
3 cm
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6 cm
2.5 cm
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Solution
a Corresponding angles are of equal magnitude (AAA).
b
AC
AB
=
AX
AY
x
3
i.e.,
=
x +6
5.5
5.5x = 3(x + 6)
2.5x = 18
x = 7.2
Exercise 9B
Example
1 Give reasons why the following pairs of triangles are similar and nd the value of x in
each case.
A'
A
82
x cm
9 cm
5 cm
4 cm
56
B
B'
C'
D
B
10 cm
14 cm
C
13 cm
x cm
12 cm
A
C
E
x cm
2 cm
6 cm
C
x cm
8 cm
6 cm
10 cm
4 cm
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2 Give reasons why the following pairs of triangles are similar and nd the value of x in
each case.
a
A
12 cm
B
x cm
16 cm
D
P
x cm
B
8 cm
2 cm
C
A
A
2 cm
P
3 cm
2 cm
C
1.5 cm
D
x cm
Q
x cm
6 cm
8 cm
A
E 2 cm
10 cm
C
D
15
14
12
4 A tree casts a shadow of 33 m and at the same time a stick 30 cm long casts a shadow
224 cm long. How high is the tree?
tree
0.3 m
40 m
20 m
6 A hill has gradient of 1 in 20, i.e. for every 20 m horizontally there is a 1 m increase in
height. If you go 300 m horizontally, how high up will you be?
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7 A man stands at A and looks at point Y across the river. He gets a friend to place a stone at
X so that A, X and Y are collinear. He then measures AB, BX and XC to be 15 m, 30 m and
45 m respectively. Find CY, the distance across the river.
A
C
45 m
15 m
B
X
30 m
8 Find the height, h m, of a tree that casts a shadow 32 m long at the same time that a
vertical straight stick 2 m long casts a shadow 6.2 m long.
9 A plank is placed straight up stairs that are 20 cm wide
and 12 cm deep. Find x, where x cm is the width of the
widest rectangular box of height 8 cm that can be placed
on a stair under the plank.
nk
pla
x cm
12 cm
8 cm
20 cm
1m
A
30 cm
92 cm
80 cm
1.5 m
xm
(1.3 x) m
0.8 m
12 A man whose eye is 1.7 m from the ground, when standing 3.5 m in front of a wall 3 m
high, can just see the top of a tower that is 100 m away from the wall. Find the height of
the tower.
13 A man is 8 m up a 10 m ladder, the top of which leans against a vertical wall and touches
it at a height of 9 m above the ground. Find the height of the man above the ground.
14 A spotlight is at a height of 0.6 m above ground
level. A vertical post 1.1 m high stands 3 m away
and 5 m further away there is a vertical wall. How spotlight
high up the wall does the shadow reach?
0.6 m
3m
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D
2
C
y
C'
16 Find a.
a
C
10
12
7
B'
AA'
17 A man who is 1.8 m tall casts a shadow of 0.76 m in length. If at the same time a
telephone pole casts a 3 m shadow, nd the height of the pole.
R
4
6
9.3
B
c
A
b
c'
a'
h'
A'
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D'
C'
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Some examples of similar shapes and the ratio of their areas are considered in the following.
Similar circles
4
Scale factor =
3
3 cm
Area = .32
4 cm
Area = .42
2
.42
42
4
Ratio of areas =
=
=
.32
32
3
2 cm
Similar rectangles
Scale factor = 2
4 cm
3 cm
6 cm
Area = 24 cm2
Area = 6 cm
Ratio of areas =
24
= 4 = 22
6
10 cm
6 cm
5 cm
3 cm
4 cm
Similar triangles
Scale factor = 2
Area = 6 cm
Ratio of areas =
8 cm
Area = 24 cm2
24
= 4 = 22
6
Example 7
The two rectangles shown below are similar. The area of rectangle ABCD is 20 cm2 . Find the
area of rectangle AB C D .
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B'
5 cm
237
C'
3 cm
A
A'
D'
Solution
5
AB
=
AB
3
5 2 25
Area of AB C D
=
=
The ratio of their areas =
Area of ABCD
3
9
The ratio of the length of their bases =
25
20 cm2
9
5
= 55 cm2
9
Area of AB C D =
Two solids are considered to be similar if they have the same shape and the ratio of their
corresponding linear dimensions are equal.
C'
B'
A'
D'
3 cm
F
E
G
1 cm
2 cm
H
7.5 cm
G'
F'
2.5 cm
E'
5 cm
H'
93.75
= 15.625 = 2.53
6
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Scale factor =
5
3
5 cm
3 cm
3
B'
cm
5 cm
3 cm
A'
Ratio of volumes =
5 cm
53
=
33
C'
3
5
3
Example 8
The two square pyramids are similar. VO = 9 cm.
V'
V
9 cm
B
A
C
4 cm
B'
C'
5 cm
O'
A'
D'
a Find the ratio of the length of their bases, and hence the height, V O , of the pyramid
V AB C D .
b The volume of VABCD is 48 cm3 . Find the ratio of their volumes, and hence nd the
volume of V AB C D .
Solution
a The ratio of the length of their bases =
5
C D
=
CD
4
5
9
4
45
=
4
VO
=
The length of V O
is 11.25 cm.
b The volume of VABCD is 48 cm3
3
5
Volume of V AB C D
125
=
The ratio of their volumes =
=
Volume of VABCD
4
64
125
48 cm3
64
= 93.75 cm3
Volume of V AB C D =
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Exercise 9C
1 These four rectangles are similar.
3 The two rectangles shown are similar. The area of rectangle ABCD is 7 cm2 .
B
B'
3 cm
A
C'
5 cm
D
D'
A'
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B'
B
2 cm
2 cm
2 cm
F
2 cm
A'
F'
a cm
C'
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6 The areas of two similar triangles are 16 and 25. What is the ratio of a pair of
corresponding sides?
7 The areas of two similar triangles are 144 and 81. If the base of the large triangle is 30,
what is the corresponding base of the smaller triangle?
8 These three solids are similar.
a Write down the ratio of the lengths of the
bases.
b Write down the ratio of the lengths of the
heights.
A
B
c By counting cuboids equal in shape and size
to the cuboid given in A, write down the ratio of the volumes.
d Is there a relationship between the answers to a, b and c?
3 cm
8 cm
4 12 cm
4 cm
12 cm
6 cm
3 cm
2 cm
5 cm
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14 Two right cones have volumes in the ratio 64 : 27. What is the ratio of
a their heights
15 Two similar bottles are such that one is twice as high as the other. What is the ratio of
a their surface areas
b their capacities?
1
16 Each linear dimension of a model car is
of the corresponding car dimension.
10
Find the ratio of
a the areas of their windscreens
c the widths of the cars
1
17 Three similar jugs have heights 8 cm, 12 cm and 16 cm. If the smallest jug holds litre,
2
nd the capacities of the other two.
18 Three similar drinking glasses have heights 7.5 cm, 9 cm and 10.5 cm. If the tallest glass
holds 343 millilitres, nd the capacities of the other two.
19 A toy manufacturer produces model cars which are similar in every way to the actual cars.
If the ratio of the door area of the model to the door area of the car is 1 : 2500, nd
b the ratio of the capacities of their petrol tanks
a the ratio of their lengths
c the width of the model, if the actual car is 150 cm wide
d the area of the rear window of the actual car if the area of the rear window of the
model is 3 cm2 .
20 The ratio of the areas of two similar labels on two similar jars of coffee is 144 : 169. Find
the ratio of
a the heights of the two jars
b their capacities.
A
D
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23 The areas of two similar triangles are 144 cm2 and 81 cm2 . If the length of one side of the
rst triangle is 6 cm, what is the length of the corresponding side of the second?
arithmetic operations
Simple arithmetic operations correspond to elementary geometrical constructions. In many
cases the validity of these constructions can be established through similar triangles. If two
segments are given with lengths a and b (as measured by a given unit segment) then
a
a + b, a b, ra (where r is any rational number), ab, and a can be constructed.
b
a
Construction of a + b
Draw a straight line and mark off with a compass, as
shown in the diagram, the distance OA and AB where
OA = a and AB = b. Then OB = a + b.
a+b
Construction of a -- b
Draw a straight line and mark off with a compass the
distance OA and AB where OA = a and AB = b, but
this time AB is constructed in the other direction. Then
OB = a b.
B
a
A
b
ab
Construction of ra
To construct 3a = a + a + a, three copies of the line segment of length a are constructed.
For na = a + a + + a, where n is a natural number, n copies of the line segment of length
a are constructed.
Construction of ab
Mark off line segments OA and OB of length a units and
b units respectively. Construct OC of length 1 unit. Join O
points C and B and draw a line parallel to the line CB
b
through A. The line segment OD has length ab.
Note that triangle OAD is similar to triangle OCB and
OA = aOC. Therefore OD = aOB = ab.
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C
B
ab
D
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Construction of
1
b
C
A
C'
C''
Y'
C'''
Y"
Y"'
Note that triangle ACY is similar to triangle ADB. And 5AC = AD. Hence AB = 5AY
Construction of
a
b
a
is to mark off line
b
a
segments OA and OB of length a units and b units
respectively. Construct OD of length 1 unit. Join
a
C
points A and B and draw a line parallel to the line
b
a
D
O
AB through D. The line segment OC has length
1
b
Note that triangle OAB is similar to triangle OCD and
a
OB = bOD. Therefore OA = bOC and this implies OC = .
b
One way of constructing
Construction of
Construct line segments of length a and 1, and a circle of diameter a + 1. In the diagram
OA = a and AB = 1. Angle ODB is a right angle (right angle subtended at the circle by a
diameter), and OAD is a right angle by construction.
Therefore triangle ODB is similar to triangle OAD and to triangle DAB.
AD
AB
AD
1
a
and hence AD =
a
OA
=
AD
a
=
AD
Therefore AD2 =
Hence
Exercise 9D
3 units.
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3 Draw a line segment of length 10 cm and use a construction described above to divide it
into three equal intervals.
4 Draw a line segment of length 20 cm and use a construction described above to divide it
into nine equal intervals.
5 Draw two line segments OA and OB of lengths 4 cm and 14 cm respectively. Use a
2
construction described above to construct a line segment of length units.
7
6 Draw two line segments OA and OB of lengths 9 cm and 13 cm respectively. Use a
9
construction described above to construct a line segment of length
units.
13
7 Describe the method for constructing a line of length
10
units.
3
8 Illustrate the construction of a line segment of length 3 4 units, given line segments of
length 3 units, 4 units and 1 unit.
c
a
= then a is said to be the geometric mean of c and b (or sometimes the mean
b
a
proportional of b and c).
AB
AC
Let AB be a line segment length a units and C a point on AB such that
=
.
AC
CB
Let AC = x. Therefore CB = a x
If
ax
x
x
a
holds. AC is the geometric mean of AB and CB.
The relation =
x
ax
x
a
=
then a(a x) = x 2
If
x
ax
Which implies that
x 2 + ax a 2 = 0
a a 2 4 1 a 2
Therefore using the general quadratic formula x =
21
a 5a 2
=
21
1 5
x =a
2
1 + 5
Only one of these is possible as AC is a length. Thus AC = a
(which is positive)
2
AB
(1 + 5)a
Therefore
=a
AC
2
2
=
1 + 5
2
1+ 5
=
1 + 5 1 + 5
1+ 5
=
2
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AB
is independent of the length of AB and is always the same number. This
AC
1+ 5
number is known as the golden ratio or section and is denoted by , i.e., =
2
is the only number which when diminished by one becomes its own reciprocal,
1
i.e., 1 =
1+ 5
1
This is shown as 1 =
2
1 + 5
=
2
1 + 5 1 + 5
=
2
1+ 5
2
=
1+ 5
Hence the ratio
D
E
x
A
C 1x B
and
2
2
3+ 5
2
=
2
1+ 5
3+ 5
=
5+1
2+2 5
=
4
1+ 5
=
=
2
E
L
B
1
K
1
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1
1
: 1 = 1 : 1
1+ 5
1
and as shown previously
1 =
2
1 + 5
=
2
1
=
The ratio
B
1
K
1
Therefore 1 : 1 = : 1
It can be shown that all the rectangles formed in this way are similar to each other.
The ratio of the areas of the squares and rectangles is also worth considering. The areas in
sequence are
E
Y
A
B
Area rectangle ABHF = ( + 1) = 3
Area of square AEGF = 2
K
L
X
Area of rectangle EBHG =
Area of square LKHG = 1
1
Area of rectangle EBKL =
1
F
H
G
Area of square EYXL = 2
1
Area of rectangle YBKX = 3
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Exercise 9E
1 For the golden ratio show that
1
a 1 =
b 3 = 2 + 1
1
c 2 = ( 1)2 = 2
B
X
O
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Review
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Chapter summary
Two gures are similar to each other if one is congruent to the other under an expansion
from the origin of factor k. An expansion of factor k from the origin has rule
(x, y) (kx, ky)
Similar triangles
Two triangles are similar if one of the following conditions holds.
r Triangles have equal angles (AAA)
r Corresponding sides are in the same ratio (PPP)
r Two pairs of corresponding sides have the same ratio and the included angles are equal
(PAP)
B
B'
A
45
AB
AC
=
A'B' A'C'
C
A'
45
C'
Multiple-choice questions
1 If 5 : 3 = 7 : x then x is equal to
5
21
35
E
D
C 5
B
A 12
21
5
3
2 Brass is composed of a mixture of copper and zinc. If the ratio copper : zinc is 85 : 15, then
the amount of copper in 400 kg of brass is
E 150 kg
D 380 kg
C 360 kg
B 340 kg
A 60 kg
3 If the total cost of P articles is Q dollars, then the cost of R articles of the same type is
P
R
QR
PQ
A PQR
B
E
D
C
QR
PQ
P
R
4 A car is 3.2 m long. The length in cm of a model of the car if the scale is 1 : 100 is
E 32
D 320
C 3.2
B 0.32
A 0.032
5 An athlete runs 75 m in 9 seconds. If she were to maintain the same average speed for
100 m her time for 100 m in seconds would be
E 12.4
D 12.2
C 11.8
B 12.0
A 11.6
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Review
6 If 50 is divided into three parts in the ratio 1 : 3 : 6 then the largest part is
50
E 3
D 30
C
B 15
A 5
3
7 Two similar cylinders are shown.
The ratio of the volume of the smaller cylinder to
the larger cylinder is
15 cm
C 1 : 27
B 1:9
A 1:3
D 1:5
45 cm
E 2:9
4
10 cm
8 The radius of sphere A is times the radius of
5
sphere B. Hence, the ratio of the volume of sphere A to the volume of sphere B is
E 64 : 125
D 25 : 16
C 5:4
B 4:5
A 16 : 25
9 Triangles ABC and XYZ are similar isosceles triangles.
The length of XY is
C 4.2 cm
B 5 cm
A 4 cm
D 2.5 cm
30 cm
E 3.6 cm
10 cm
10 cm
12 cm
12 cm
3 cm
1
YX. The area of triangle
3
2
XYZ is 60 cm . The area of triangle X Y Z is
20
C
cm2
B 30 cm2
A 20 cm2
9
80
20
cm2
E
cm2
D
3
3
10 YZ is parallel to Y Z and Y Y =
X
Y'
Z'
Z
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A
X
C
B
A
4
7.2
2.2
y
6.6
26.4
7 An alloy is produced by mixing metal X with metal Y in the ratio of 5 : 3 by volume. The
8
4
mass of 1 cm3 of metal X is g and of 1 cm3 of metal Y is g. Calculate
5
3
a the mass of a solid cube of alloy of edge 4 cm
b the ratio, in the form n : 1, by mass, of metal X to metal Y in the alloy
c the volume, to the nearest cm3 , of a cubic block of alloy whose mass is 1.5 kg
d the length, in mm, of the edge of this cubic block.
8 ABCD is a rectangle in which AB = 40 cm and AD = 60 cm.
M is the midpoint of BC, and DP is perpendicular to AM.
a Prove that the triangles BMA and PAD are similar.
b Calculate the ratio of the areas of the triangles BMA
and PAD.
c Calculate the length of PD.
P
40 cm
60 cm
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YZ
d
AD
Review
12 AB and DC are parallel sides of a trapezium and DC = 3AB. The diagonals AC and DB
1
intersect at O. Prove that AO = AC.
4
13 Triangles ABC and PQR are similar. The medians AX and PY are drawn. (X is the midpoint
of BC and Y is the midpoint of QR.) Prove
BC
AX
a that triangles ABX and PQY are similar
=
b
PY
QR
Extended-response questions
1 a In this diagram which other triangle is similar
D
to DAC?
F
y
h
.
b Explain why =
p
x+y
E
p
c Use another pair of similar triangles to write
q
h
h
down an expression for in terms of x and y.
q
x
y
A
B
C
1
1
+
= 1.
d Explain why h
e Calculate h when p = 4 and q = 5.
p q
2 ABCDE is a regular pentagon whose sides are each
B
1 unit long. Each diagonal is of length d units.
1
1
In a regular pentagon, each diagonal is parallel to
one of the sides of the pentagon.
d
C
A
a What kind of shape is ABCF and what is the
length of CF?
F
1
1
b Explain why the length of EF is d 1.
c Which triangle is similar to EFD?
E
D
d Use the pair of similar triangles to write an equation
1
for d and show that the equation can be rewritten as d 2 d 1 = 0.
e Find d.
3 Place conditions upon x such that DE is parallel to AB
given that CD = x 3, DA = 3x 19, CE = 4 and
EB = x 4.
C
x3
D
3x 19
A
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E
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CUAU033-EVANS
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7:1
R
T
S
y
z
p
1
1
1
+ =
x
y
z
5 In the diagram, PQ is parallel to BC and PR is parallel to AC.
AQ = 2 cm, QC = 6 cm, AP = 3 cm and PQ = 4 cm.
a Calculate
ii BR
i PB
area BPR
area APQ
iv
iii
area ABC
area ABC
B
b If the area of triangle APQ is a cm2 , express in terms of a:
ii area CPQ
i area ABC
d Show that
A
3 cm
P
2 cm
Q
4 cm
6 cm
6 Construct a triangle ABC such that BC = 10 cm, AC = 9 cm and AB = 6 cm. Find a point
D on AB and a point E on AC, such that DE is parallel to BC and the area of ADE is
one-ninth the area of ABC.
C
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xm
V
km
D
hm
bm
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C H A P T E R
10
Circular functions I
Objectives
To use radians and degrees for the measurement of angles
To convert radians to degrees and vice versa
To define the circular functions sine, cosine and tangent
To explore the symmetry properties of circular functions
To find standard exact values of circular functions
To understand and sketch the graphs of circular functions
10.1
A to B = units
2
A to C = units
3
units
A to D =
2
1 B
C
1
A
1
1 D
Definition of a radian
In moving around the circle a distance of one unit from A to P, the angle POA is dened. The
measure of this angle is one radian.
One radian (written 1c ) is the angle subtended at the centre of the unit circle by an arc of
length one unit.
253
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Note:
y
1
P
1 unit
1c
A 1
180
Example 1
Convert 30 to radians.
Solution
Since
c
180
30
c
30 =
=
180
6
1 =
Example 2
Convert
c
to degrees.
4
Solution
Since
180
c 180
=
= 45
4
4
1c =
Often the symbol for radian, c , is omitted. For example, angle 45 is written as rather
4
c
than
.
4
Note:
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Exercise 10A
Example
Example
b 144
c 240
d 330
e 420
f 480
b 1.89
c 2.9
d 4.31
e 3.72
f 5.18
h 1.8
g 4.73
h 6.00
b 73
f 228
c 107
g 136 40
d 161
h 329
a
b 4
c 3
d
3
5
11
23
23
e
f
h
g
3
6
6
6
6 Express each of the following in radian measure in terms of .
a 360
10.2
b 540
c 240
d 720
e 330
f 210
P()
1
c
x
1
y
Note:
x = cos
y = sin
cos (2 + ) = cos and
sin (2 + ) = sin , as adding 2 results in a return
to the same point on the unit circle.
sin
x
O
cos
Note:
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Example 3
3
and cos
b sin
2
2
9
and cos 27.
d sin
2
Evaluate
a sin and cos
c sin
5
7
and sin
2
2
Solution
cos = 1
sin = 0
3
3
, the position is P
which is
b In moving clockwise through an angle of
2
2
(0, 1)
3
=1
sin
2
=0
cos
2
1
5
c sin
= sin 2 = sin 2 +
= sin = 1
2
2
2
2
1
3
3
7
= sin 3 = sin 2 +
= sin
= 1
sin
2
2
2
2
9
d sin
= sin 4 +
= sin = 1
2
2
2
cos(27) = cos (26 + ) = cos = 1
Exercise 10B
Example
1 For each of the following angles, t, determine the values of sin t and cos t.
5
3
3
d t=
c t =
a t =0
b t=
2
2
2
7
9
h t = 4
g t=
f t=
e t = 3
2
2
2 Evaluate, using a calculator (with calculator in Radian mode).
a sin 1.9
e cos 2.1
b sin 2.3
f cos (1.6)
c sin 4.1
g sin (2.1)
d cos 0.3
h sin (3.8)
3 For each of the following angles, , determine the values of sin and cos .
5
9
27
a = 27
b =
d =
c =
2
2
2
11
e =
f = 57
g = 211
h = 53
2
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10.3
tan =
C(1, y)
1
P()
sin
tan
=
1
cos
257
sin
cos
cos
sin
tan
A
D 1
3
5
Hence tan is undened when = , , ,
2
2
2
e tan 138
Solution
a
b
c
d
e
Exercise 10C
Example
b tan (1.2)
f tan (2.5)
c tan 136
g tan 239
d tan (54 )
2 Evaluate
a tan
d tan (2)
b tan ()
5
e tan
2
7
2
f tan
2
c tan
b = 360
e = 540
c =0
f = 720
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hyp
opp
tan =
adjacent side
adj
y
Applying these trigonometric ratios to the right-angled
triangle, OAB, in the unit circle
1
B
y
opp
= =y
sin =
1
hyp
1
y
adj
x
x
cos =
= =x
O x A 1
1
hyp
1
opp
y
sin
tan =
= =
adj
x
cos
1
For 0 < < , functions sin, cos and tan are dened by the trigonometric ratios and are the
2
same as the respective circular functions introduced earlier.
Exercise 10D
1 Find the value of the pronumeral for each of the following.
25
25
3
d
10
20
10
50
x
g
5
65
40
70
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10.5
259
(a, b)
(c, d)
140
1
40
Quadrant 2
Quadrant 1
x
0
Quadrant 3
Quadrant 4
Quadrant 2
By symmetry
sin( ) = b = sin
cos( ) = a = cos
tan( ) = b = tan
a
Quadrant 1
(0, b)
P( )
(a, 0)
P( + )
(0, b)
Quadrant 3
sin( + ) = b = sin
cos( + ) = a = cos
tan( + ) = b
a = tan
Note:
(a, 0)
P(2 )
Quadrant 4
sin(2 ) = b = sin
cos(2 ) = a = cos
tan(2 ) = b
a = tan
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A
x
Negative of angles
By symmetry
cos () = cos
sin () = sin
sin
tan () =
cos
= tan
P()
P()
1
Example 5
If sin x = 0.6, nd the value of
a sin( x)
b sin ( + x)
c sin (2 x)
d sin (x)
Solution
a sin ( x)
= sin x
= 0.6
b sin ( + x)
= sin x
= 0.6
c sin (2 x)
= sin x
= 0.6
d sin (x)
= sin x
= 0.6
Example 6
If cos x = 0.8, nd the value of
b cos (180 + x)
a cos (180 x)
c cos (360 x)
d cos (x)
Solution
a cos (180 x)
= cos x
= 0.8
b cos (180 + x)
= cos x
= 0.8
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c cos (360 x)
= cos x
= 0.8
d cos (x)
= cos x
= 0.8
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261
Exercise 10E
Example
1 If sin = 0.42, cos x = 0.7 and tan = 0.38, write down the values of
a sin ( + )
e sin ( )
Example
b cos ( x)
f tan (2 )
c sin (2 )
g cos ( + x)
d tan ( )
h cos (2 x)
2 If sin x = 0.7, cos = 0.6 and tan = 0.4, write down the values of
a sin (180 + x)
e sin (360 x)
b cos (180 + )
f sin (x)
c tan (360 )
g tan (360 + )
d cos (180 )
h cos ()
a = cos ( )
b = sin ( )
c = cos ()
d = sin ()
tan ( )
tan ()
(a, b)
10.6
x
(c, d )
1 3
,
2 2
1 3
,
2 2
d = sin ( + )
c = cos ( + )
tan ( + )
sin (2 )
cos (2 )
0
+ 1
(c, d )
(90)
2
,
2
When =
0 cos
=1
2
cos = 0
2
tan is undened
2
sin
sin
1
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3
1
AD
CD
=
sin 60 =
=
sin 30 =
AC
2
AC
2
2
3
CD
AD 1
cos 30 =
=
cos 60 =
=
AC
2
AC 2
1
AD
CD
3
tan 30 =
=
=
= 3
tan 60 =
60
CD
AD
1
3
A
sin 45
cos 45
tan 45
30 30
2
60
D
(45)
4
= 12 + 1 2 = 2
BC
1
=
=
AC
2
AB
1
=
=
AC
2
BC
=1
=
AB
45
1
As an aid to memory, the exact values for circular functions can be tabulated.
Summary
( )
0
sin
0
(30 )
6
(45 )
4
1
2
1
3
2
(60 )
3
(90 )
2
cos
1
3
2
1
tan
0
1
2
undened
3
1
3
Example 7
Evaluate
5
a cos
4
b sin
11
6
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Solution
5
4
= cos (bysymmetry)
4
1
=
2
11
6
a cos
b sin
Exercise 10F
Example
b 135
g 420
c 210
h 135
10.7
d 240
i 300
e 315
j 60
13
c tan
6
11
g sin
4
15
d tan
6
21
h cos
3
3
4 2 4
3
3
4
5 3 7
4 2 4
2 9 5 11 3
4 2 4
f (x) = sin x
1 2
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The maximum and minimum values of sin x are 1 and 1 respectively. The distance
between the mean position and the maximum position is called the amplitude. The graph
of f (x) = sin x has an amplitude of 1.
3
4
2 4
1
4 2
3 5
4
4
3 7 2 9 5 11 3
4
2 4
4 2
g(x) = cosx
x
y = sin x y = sin 2x
2
Period = 4
Period = 2
Period =
Range = [1, 1]
Range = [1, 1]
Range = [1, 1]
y = sin
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In general:
f : R R, f (x) = sin (nx)
2
Period =
n
Amplitude = 1
Range = [1, 1]
0
1
x
3
2
3
y = cos x
Period = 2
Range = [1, 1]
x
3
2
y = 3 cos x
Period = 2
Range = [3, 3]
In general:
f : R R, f (x) = a sin (nx), n, a > 0
2
Period =
n
Amplitude = a
Range = [a, a]
Example 8
Sketch the graphs of
a y = 2 cos 2
Show one complete cycle.
b y=
1
x
sin
2
2
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Solution
2
=
2
amplitude = 2
1
b period = 2 = 4
2
1
amplitude =
2
a period =
y
1
2
3
2
1
2
x
1
sin
2
2
xMin = 0
xMax = 4
xScale =
yMin = 0.5
yMax = 0.5
f 1 (x) =
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268
Example 9
Sketch the graph of y = 5 sin 3 for
4
2.
3
Solution
The amplitude = 5, the period =
2
3
y
5
4
3
2
3
2
3
4
3
5
3
The x axis intercepts can also be found by observing that one half period is
.
3
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269
Exercise 10G
1 For each of the following, write down
i the period and
ii the amplitude.
a 2 sin
b 3 sin 2
e 4 cos 3
1
f sin 4
2
1
cos 3
2
1
g 2 cos
2
c
d 3 sin
Example
2 Sketch the graph of each of the following, showing one complete cycle. State the amplitude
and period.
c y = 4 sin
a y = 3 sin 2x
b y = 2 cos 3
2
1
d y = cos 3x
e y = 4 sin 3x
f y = 5 cos 2x
2
g y = 3 cos
i y = 2 sin
h y = 2 cos (4)
2
3
Example
f (x) = 2 sin
5 a On the one set of axes, sketch the graphs of f : [0, 2] R, f (x) = sin x and
g: [0, 2] R, g(x) = cos x
b By inspection from the graph state the values of x for which sin x = cos x.
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cosine graphs
Reflection in the axes
The function with rule f (x) = sin x is described as an odd function, i.e., f (x) = f (x). A
reection in the y axis gives the same result as a reection in the x axis when applied to the
graph of y = sin x.
The function with rule f (x) = cos x is described as an even function, i.e., f (x) = f (x).
The graph of f (x) = cos x is mapped onto itself when reected in the y axis.
Example 10
Sketch the graphs of
a f () = 3 cos 2
for 0 2
b g() = 5 sin(3)
for 0 2
Solution
y
a
3
f () = 3 cos 2
Period =
Amplitude = 3
3
y
b
5
g() = 5 sin(3)
2
3
4
3
5 2
3
2
3
Amplitude = 5
Period =
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Translations
Translations in the direction of the y axis
The graph of y = sin x + 1 is obtained
from the graph of y = sin x by a
translation of one unit in the positive
direction of the y axis.
y
2
Period = 2
Range = [0, 2]
Amplitude = 1
1
2
3
is obtained from
3
is obtained
The graph of y = cos 2 x +
3
from the graph of y = cos 2x by a translation
5
6
4
3
11
6
7
3
17
6
0
3 12
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x
5 2 11
12 3 12
7
6
17 5
12 3
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Example 11
On separate axes sketch the graphs of
for t 2
a y = 3 sin 2 t
4
for t
b y = 2 cos 3 t +
3
Solution
a The transformations applied
to y = sin t are
r a dilation of factor 3 from
the x axis
1
r a dilation of factor from
2
the y axis
y
3
3
7
3 5
4
4 4
4 4
4
0
3 2
2
2
2
3
Period =
Amplitude = 3
Range = [3, 3]
y
2
5
6 2
2
3
6
0
5
6
2
3
Exercise 10H
Example
10
1 Sketch the graph of each of the following showing one complete cycle. State the period,
amplitude and the greatest and least values.
a y = 4 cos (2x)
b f () = 2 sin 2
c f (x) = 2 sin (3x)
Example
11
2 Sketch the graph of each of the following showing one complete cycle. State the period,
amplitude and the greatest and least values.
a y = 3 sin
b y = sin 2( + )
c y = 2 sin 3 +
2
4
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273
3 sin 2
2
g y = 2 sin 2
3
d y=
f y = 2 cos 3 +
4
i y = 3 cos 2 +
2
e y = 3 sin 2x
h y = 3 sin 2x
3 For the function f : [0, 2] R, f (x) = cos x
3
a nd f (0), f (2)
b sketch the graph of f.
4 For the function f : [0, 2] R, f (x) = sin 2 x
3
a nd f (0), f (2)
b sketch the graph of f.
5 For the function f : [, ] R, f (x) = sin 3 x +
4
a nd f (), f ()
b sketch the graph of f.
10.9
1
for [0, 4].
2
Solution
It is clear from the graph that there are
four solutions in the interval [0, 4].
is = .
The solution for 0,
2
6
This solution can be obtained from a
knowledge of exact values or using
sin1 on a calculator.
y
1
y = sin
y=
0
6
1
2
1
y
The second solution is obtained by
symmetry. The function is positive in
1
the second quadrant and
sin ( ) = sin .
5
is the second
Therefore =
6
solution.
0
It can be seen that further solutions
6
can be achieved by adding 2, as
sin = sin ( + 2).
1
17
13
and
are also solutions.
Thus =
6
6
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y = sin
y=
5
6
13 17
6
6
1
2
274
.
x = 2 constn (9) + , x = 2 constn (10) +
6
6
This may be read as
x = 2m +
, 2n +
.
6
6
Note: The restricted domain can be entered. See the Appendix for directions.
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It should be clear that there are 4 solutions to the problem. Hence, the values for each
of m and n will be required which produce a solution in the domain. In this case the
11 13 23
,
,
.
values are m = 0, 1 and n = 0, 1. The solutions are x = ,
6
6
6
6
Example 13
For the following, nd two values of x in the range 0 x 360.
b cos x = 0.7
a sin x = 0.3
Solution
a First solve the equation sin x = 0.3.
Use a calculator to nd the solution for x [0, 90]; x = 17.46
Now the value of sin is negative for P(x) in the 3rd and 4th quadrants.
From the symmetry relationships (or from the graph of y = sin x )
x = 180 + 17.46
= 197.46
4th quadrant
x = 360 17.46
= 342.54
Example 14
3
for [, ].
Solve the equation sin 2 =
2
Solution
y
if [, ]
then 2 = x [2, 2]
y = sin2
Note:
3
Consider the equation sin x =
2
for x [2, 2]
y=
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2
3
2
1
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y
The 1st quadrant solution
of the
3
equation sin x =
is x =
1
2
3
Symmetry gives the solutions to
3
sin x =
for x [0, 2] as
2
2
0
x = + and x = 2
3
3
3
5
4
1
y=
or x =
i.e., x =
2
3
3
The other two solutions are obtained by subtracting 2,
4
5
i.e.,
2 and
2
3
3
4
5
2
or
or
or
the required solutions for x are
3
3
3
3
2
5
or
or
the required solutions for are or
3
6
3
6
y = sinx
Exercise 10I
Example
12
1 Find, without using a calculator, all the values of between 0 and 2 for each of the
following.
a
2 sin x + 1 = 0
b
2 cos x 1 = 0
2 Find all values of x between and for which
3
1
b sin x =
a cos x =
2
2
c cos x =
1
2
3 Find, without using a calculator, all the values of between 0 and 360 for each of the
following.
3
1
1
a cos =
c cos =
b sin =
2
2
2
d 2 cos + 1 = 0
e 2 sin = 3
f
2 sin 1 = 0
Example
13
b cos x = 0.4
e cos x = 0.7
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f cos x = 0.2
c sin x =
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277
14
3
1
b cos 2 =
a sin 2 =
2
2
3
1
e cos 2 =
d sin 3 =
2
2
c sin 2 =
1
2
1
f sin 2 =
2
b sin 2 = 0.6
c cos 2 = 0.4
d cos 3 = 0.6
1
b On the graph, mark the points which have y coordinate and give the associated
2
x values.
1
c On the graph, mark the points which have y coordinate and give the associated
2
x values.
10.10
5
+ 2, t
a y = 3 sin 2 t
4
4
4
1, t
b y = 2 cos 3 t +
3
3
3
y = 3 sin 2 t
5
4
y = 2 cos 3 t +
3
2
1
0
+2
4
3
4
t
5
4
0
6 1
1
3
t
2
3
Observations
+ 2 is the same shape as the graph of
1 The graph of y = 3 sin 2 t
4
y = 3 sin 2 t
but it is translated two units in the positive direction of the y axis.
4
2 Similarly, the graph of y = 2 cos 3 t +
1 is the same shape as the graph of
3
y = 2 cos 3 t +
but it is translated one unit in the negative direction of the y axis.
3
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278
In general, the effect of b is to translate the graph b units in the positive direction of the y axis
when b > 0, and in the negative direction of the y axis when b < 0.
b y = 2 cos 2x 1
c y = 2 sin 2 x
3
a y = 2 sin x + 1
3
Solution
a To determine the axis intercepts, the equation
2 sin x + 1 = 0
1
sin x =
2
x = + , 2
4
4
5 7
,
x=
4 4
5
7
intercepts
,0 ,
,0
4
4
y
2 + 1
y = 2 sin x + 1
3
2
x
1
0
2 + 1
5
4
7 2
4
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279
2 sin(x) + 1 = 0.
Tap Interactive, Equation/inequality, solve.
7
5
The required solutions x =
or
are found by selecting the appropriate values for
4
4
the constant, constn(2) and constn(2).
b
2 cos 2x 1 = 0
1
cos 2x =
2
5 7 11
,
,
2x = ,
3 3 3
3
5 7 11
,
,
x= ,
6 6 6
6
5 7 11
,0 ,
,0 ,
,0
intercepts , 0 ,
6
6
6
6
y
y = 2 cos 2x 1
1
0
1
5
6
x
7 11
6
6
2
3
2 sin 2 x
3=0
3
3
=
sin 2 x
3
2
2 7 8
= ,
,
,
2 x
3
3 3 3 3
7 4
x = , ,
3
6 3 6 3
2 3 5
x= ,
,
,
2 3 2 3
2 3 5
,0 ,
,0 ,
,0 ,
,0
axis intercepts
2
3
2
3
y
0
2
3
3 5
2 3
y = 2 3
x
2
3
y = 2 sin 2 x
(0, 23)
y = 2 3
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Exercise 10J
Example
15
1 Sketch the graphs of each of the following for x [0, 2]. List the x axis intercepts of
each graph for this interval.
a y = 2 sin x + 1
b y = 2 sin 2x 3
c y = 2 cos x + 1
+1
d y = 2 sin 2x 2
e y = 2 sin x
4
2 Sketch the graphs of each of the following for x [2, 2].
a y = 2 sin 3x 2
b y = 2 cos 3 x
4
c y = 2 sin 2x 3
d y = 2 cos 2x + 1
1
e y = 2 cos 2 x
+1
f y = 2 sin 2 x +
3
6
3 Sketch the graphs of each of the following for x [, ].
a y = 2 sin 2 x +
+1
+1
b y = 2 sin 2 x +
3
6
+ 3
c y = 2 cos 2 x +
4
cos
+ , sin
+
2
2
c
cos sin
sin cos
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c
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Hence if
281
(x, y) (x , y )
x
cos sin
x
=
sin cos
y
y
x cos y sin
=
x sin + y cos
b Find the matrix, B, for rotation of about O in a clockwise direction, and hence nd the
3
coordinates of the image of the point (1, 0) under this rotation.
a Find the matrix, A, for rotation of
Solution
a
3
sin
cos
2 2
3
3
A=
=
3
1
sin
cos
3
3
2
2
1
1
3
1
x
2 2 2
=
=
3
1 0 3
y
2
b
3
cos
sin
3
3
2
=
B=
1
3
sin
cos
3
3
2 2
1
1
3
x
1
2 = 2
=2
3
3 1 0
y
2
2
2
Example 17
1
1
2 2
2
2
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Solution
The matrix dening a rotation of c in an anticlockwise direction around the origin is
given by
cos sin
sin cos
Let
cos sin
sin cos
1
1
2
2
=
1
1
2
2
1
1
Therefore cos = and sin = , and the smallest positive solution for is
2
2
3
4
3
The matrix represents a rotation of
radians about the origin in an anticlockwise
4
direction.
5
radians about the origin in a
Note: This can also be described as a rotation of
4
clockwise direction.
Exercise 10K
Example
16
1 For each of the following, nd the matrix associated with the rotation and hence the image
of the given point under that transformation.
Example
17
3
4
3
3 1
5
2
c 5
b
a 2 2
3
4
3
1
3
1
5
5
2
2
2
2
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283
d If 0 < < and cos = , nd sin and write down the matrix R .
2
5
10.12
Applications
Example 18
It is suggested that the height h(t) metres of the tide above mean
sea level on 1 January at
t where t is the number of hours
Warnung is given approximately by the rule h(t) = 4 sin
6
after midnight.
a Draw the graph of y = h(t) for 0 t 24.
b When was high tide ?
c What was the height of the high tide ?
d What was the height of the tide at 8 am ?
e A boat can only cross the harbour bar when the tide is at least 1 m above mean sea level.
When could the boat cross the harbour bar on 1 January?
Solution
y
a
4
period = 2
y = h(t)
12
18
24
= 12
6
t= ,
6
2 2
t = 3, 15
i.e., high tide occurs at 3.00 (3 am) and 15.00 (3 pm)
c The high tide has height 4 m above the mean
height.
8
4
3
d h(8) = 4 sin
= 4 sin
=4
= 2 3
3
2
6
The water is 2 3 m below the mean height at 8 am.
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e First consider 4 sin
t =1
6 1
t =
Thus
sin
6
4
Exercise 10L
Example
18
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285
d (m)
5
12
24
t (h)
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9 The population, N, of a particular species of ant varies with time. The population at time t
weeks after 1 January 2006 is given by
N = 3000 sin
( (t 10))
+ 4000
26
( (t 10))
+ 4000 state
26
i the period
ii the amplitude
iii the range.
i State the values of N(0) and N(100).
ii Sketch the graph of y = N (t) for t [0, 100].
Find the values of t(t [0, 100]) for which the population is
i 7000
ii 1000
Find {t : N (t) > 5500} for t [0, 100], i.e., nd the intervals of time during the rst
hundred days for which the population of ants is greater than 5500.
A second population M(t) of ants also varies with time. The population has the
following properties.
r minimum population is 10 000 at t = 20
( (t c))
+ d where a, b, c and d are positive constants
b
Find a set of possible values of a, b, c and d.
r M(t) = a sin
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Review
Chapter summary
Denition of a radian
One radian (written 1c ) is the angle formed at the
centre of the unit circle by an arc of length 1 unit.
1c =
180
1 =
y
1
c
180
1 unit
1
1c
1
x = cosine , R
y = sine , R
Abbreviated to
P()
0 x
y
x
x = cos , y = sin
y
Tangent
If the tangent to the unit circle at A is drawn then the
y coordinate of B is called tangent (abbreviated to tan ).
Also by similar triangles,
B
1
tan
1
sin
tan =
cos
cos
sin
x
A
0 x
opposite
side
y
x
opp
y
= =y
hyp
1
x
adj
= =x
cos =
hyp
1
opp
y
sin
tan =
= =
adj
x
cos
sin =
hypotenuse
adjacent
side
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Quadrant 2
(sin is positive)
sin ( ) = b = sin
Quadrant 1
(all function are positive)
e.g. sin = b
1
b
b
sin ( + ) = b = sin
1
Quadrant 3 (tan is positive)
sin (2 ) = b = sin
Quadrant 4 (cos is positive)
y
cos () = cos
sin () = sin
sin
= tan
tan () =
cos
sin
0
1
2
3
2
2
1
2
undened
cos
1
3
2
tan
0
1
3
1
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Review
y
1
y = cos
y = sin
3 2
2
1
amplitude = 1
period = 2
amplitude = 1
period = 2
y
1
0
3 6 1
i
units in the negative direction of the x axis and
3
ii 1 unit in the negative direction of the y axis.
2
3
Multiple-choice questions
1 In the triangle ABC, cos x is equal to
b
a
B
A
2
2
2
a + b2
a +b
b
a 2 + b2
D
E
a
a
a
b
x
C
a
B
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E 2
E 8
5 23
6 The solutions of 2 sin 3x + 2 = 0 in the interval
,
are
12 12
5 7 13 5 7 23
,
,
,
,
,
B 1.83, 3.40, 3.93, 5.50
A
12 12 12 4 4
4
4 5 10 11 16 17
7 13 5 7
,
,
,
,
,
C
D
,
,
,
E none of the above
9 9
9
9
9
9
12 12 4 4
13
7 cos
is equal to
6
3
13
7
2
1
B
A cos
C cos
E sin
D
2
6
6
3
2
cos (90 )
cos (90 + )
D
E
.
sin (90 + )
sin (90 )
9 The period of the graph of f (x) = 4 sin (3x) 3 cos (2x) is
2
A 1
B 2
C 3
D 4
E
3
1
3
2
2
2
2
A a rotation of 30 about the origin in an anticlockwise direction
B a rotation of 60 about the origin in an anticlockwise direction
1
C a dilation by factor from the x axis
2
D a reection in the line y = x,
E a rotation of 60 about the origin in a clockwise direction
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f 405
g 390
h 420
i 80
e 135
g
cos
f sin
e cos
h sin
3
6
6
4
4 State the amplitude and period of each of the following.
1
a 2 sin
b 3 sin 4
c
sin 3
2
2
x
2
2x
d 3 cos 2x
e 4 sin
f
sin
3
3
3
5 Sketch the graphs of each of the following (showing one cycle).
x
c y = 2 sin 3x
a y = 2 sin 2(2x)
b y = 3 cos
3
x
2
d y = 2 sin
e y = sin x
f y = sin x +
3
4
3
5
g y = 2 cos x
h y = 3 cos x +
6
6
6 Solve each of the following equations for R.
3
3
, [, ]
b sin 2 =
, [, ]
a sin =
2
2
1
= , [0, 2]
c sin
d sin +
= 1, [0, 2]
3
2
3
1
e sin
= , [0, 2]
3
2
7 Sketch the graphs of each of the following for x [, 2].
a f (x) = 2 sin 2x + 1
b f (x) = 1 2 cos x
c f (x) = 3 cos x +
3
d f (x) = 2 cos x +
e f (x) = 1 2 sin 3x
3
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Extended-response questions
1 The depth, D metres, of sea water in a bay, t hours after midnight on a particular day, may be
represented by the function with rule
2t
, where a, b and k are real numbers.
D(t) = a + b cos
k
The water is at a maximum depth of 15.4 m at midnight and noon, and is at a minimum
depth of 11.4 m at 6.00 and 18.00 hours.
a Find the value of
i a
ii b
iii k
b Find the times when the depth of the water is 13.4 m.
c Find the values of t for which the depth of the bay is less than 14.4 m.
2 The temperature ( ) in a small town in the mountains over a day is modelled by the function
with rule
t
+ 6 , where t is the time in hours aftermidnight, 0 t 24.
T = 15 8 cos
12
a
b
c
d
3 A particle oscillates back and forth, in a straight line, between points A and B about a point
O. Its position, x(t) metres, relative to O at time t seconds is given by the rule
x(t) = 3 sin (2t a). The position of the particle when t = 1 is x = 1.5.
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293
h(t)
Review
10.2
6
(24, 6)
1.8
O
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x cm
y cm
The distance x centimetres of the right hand end of piston A from the point O at time t
seconds is modelled by the rule
x = 4 sin (3t) + 4
and the distance y centimetres of the left hand end of piston B from the point O at time t
seconds is modelled by the rule
+ 10
y = 2 sin 2t
6
The pistons are set in motion at time t = 0.
a State the value of x and the value of y when t = 0
b i State the amplitude of the motion of piston A.
ii State the amplitude of the motion of piston B.
c i State the maximum and minimum values of x.
ii State the maximum and minimum values of y.
d i State the period of the motion of piston A.
ii State the period of the motion of piston B.
e Find the time(s) in the rst cycle of A that its distance from O is a maximum.
f Find the next four values of t for which x takes its maximum value.
g Find the values of t, 0 t 4, for which y attains its minimum value.
h On the one set of axes
draw the graphs of x = 4 sin (3t) + 4 and
+ 10 over the interval [0, ].
y = 2 sin 2t
6
i State the time when the pistons rst touch each other.
j How many seconds are there between the rst and second times the pistons touch?
8 The pistons A and B (from 7) are adjusted so that the distance x cm of the right hand end of
piston A from point O at time t seconds is modelled by the formula
x = a sin (nt) + b
and the distance y centimetres of the left hand end of piston B from the point O at time t
seconds is modelled by the formula
y = c sin (mt) + d
The pistons meet every second at a point 8 cm from O. The right hand end of piston A
cannot go to the left of the point O.
a Find one possible set of values of a, b, n and c, m, d and explain your solution.
b Using the set of values found in a, sketch the graphs of x against t and y against t on the
one set of axes.
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Review
cos sin
R =
sin
cos
a Find the matrices
i R R and hence deduce identities for cos ( + ) and sin ( + )
ii R R = R2 and hence deduce identities for cos 2 and sin 2
iii R2 R = R3 and hence deduce identities for cos 3 and sin 3
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a
r translation dened by the vector
b
r rotation dened by the matrix R
a
r translation dened by the vector
b
i Find the image of the point (x, y) following rotation about the point (a, b).
ii Find the image of the point (x, y) following rotation about the point (1, 1).
x
x
d i If R
=
, nd x and y in terms of x and y.
y
y
ii Find the image of the curve of y = x 2 under a rotation of 45 around the origin in an
anticlockwise direction.
iii Find the image of the line y = x under a rotation of around the origin in an
anticlockwise direction.
y
e i Find the image of the points with coordinates
(1, 0) and (0, 1) after reection in the line
with equation y = (tan )x.
y = (tan )x
(0,
1)
ii Given that this transformation
may
be
represented by a 2 2 matrix
a b
, nd the values of a, b, c and d
0
c d
x
(1, 0)
in terms of .
iii Use a matrix technique to show that
a rotation of degrees about the origin
can be achieved through the composition
of two reections.
f Find the image of the curve with equation y = x 2 under a reection in the line y = x.
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C H A P T E R
11
Circular functions II
Objectives
To further explore the symmetry properties of circular functions
To further understand and sketch the graphs of circular functions
To solve circular function equations
To evaluate simple trigonometric expressions using trigonometric identities
To prove simple trigonometric identities
To apply addition theorems for circular functions
To apply double angle formulas for circular functions
To simplify expressions of the form a cos x + b sin x
To sketch graphs of functions of the form f (x) = a cos x + b sin x
To solve equations of the form a cos x + b sin x = c
11.1
Complementary relationships
=a
2
and since a = cos
sin
= cos
2
sin
Similarly
cos
b
a
=b
P()
b
2
and since b = sin
cos
= sin
2
sin
+ = a = cos
2
+ = b = sin
cos
2
P +
2
b
+
2
P()
b
a
297
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0:3
Example 1
If sin = 0.3 and cos = 0.8, nd the values of
a sin
b cos
+
2
2
Solution
a sin
= cos
2
= 0.8
b cos
c sin()
+ = sin
2
= 0.3
c sin () = sin
= 0.3
Exercise 11A
Example
e sin(x)
f tan
2
2
3
3
x
j cos
i sin
+
2
2
x
2
h sin
d cos
x= , y
4
x= , y
2
x = , y
3
,y
x=
2
and so on.
=0+3=3
2
2
= +0= = 2
2
2
= 2 3 = 1
=0+3=3
= 2 3 = 5
3
2
1
0
1
2
3
4
5
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y1 = 2sinx
x
3
2
y2 = 3cos2x
y = 2sinx + 3cos 2x
299
Note:
Table input
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300
Another way to achieve this addition of functions is to Dene f (x) = 2 sin(x) and
g(x) = 3 cos(2x). Then enter the functions as shown.
Note also that the graph of ( f + g)(x) has been drawn with a thick line. The menu
shown to choose this as shown. It can be accessed by taping on the line segment to the
right of y3.
Exercise 11B
Example
11.3
b y = 3 cos 2 + 2 sin 2
d y = 3 sin + cos 2
3
4
1
0
4
4
undened 1 0 1 undened
3
5
4
4
1
3
2
undened
7
9
2
4
4
1
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2
undened
11
3
4
1
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2
2 1
3
2
5
2
2
3
7
x
10
1
2
Note:
3
5
x = , ,
and
are asymptotes.
2 2 2
2
Exercise 11C
1 Sketch the graph of each of the following, showing one complete cycle.
a y = tan 2x
b y = 2 tan 3x
c y = 2 tan x +
4
+1
d y = 3 tan x + 1
e y = 2 tan x +
f y = 3 tan 2 x
2
2
4
11.4
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302
where n Z and a R
If sin (x) = a,
x = 2n + sin1 (a) or x = (2n + 1) sin1 (a),
Note:
An alternative and more concise way to express the general solution of sin (x) = a is:
x = n + (1)n sin1 (a), where n Z and a [1, 1]
Example 3
Find the general solution to each of the following equations.
3 tan (3x) = 1
a cos (x) = 0.5
b
c 2 sin (x) =
Solution
1
b tan (3x) =
3
a x = 2n cos1 (0.5)
= 2n
3
(6n 1)
,n Z
=
3
1
sin (x) =
2
1
3x = n + tan
6
(6n + 1)
=
6
(6n + 1)
,n Z
x=
18
= n +
x = 2n + sin
= 2n +
4
(8n + 1)
,n Z
=
4
or
x = (2n + 1) sin
= (2n + 1)
4
(8n + 3)
=
,n Z
4
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303
b Complete as shown.
c Complete as shown.
Example 4
Find the rst three positive solutions to each of the following equations.
3 tan (3x) = 1
c 2 sin (x) = 2
a cos (x) = 0.5
b
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0:3
Solution
(6n 1)
,n Z
3
5
7
or x =
When n = 0, x = , and when n = 1, x =
3
3
3
5 7
,
The rst three positive solutions of cos (x) = 0.5 are x = ,
3 3 3
(6n + 1)
b The general solution (from Example 3) is given by x =
,n Z
18
7
13
When n = 0, x =
, and when n = 1, x =
, and when n = 2, x =
18
18
18
7 13
,
,
The rst three positive solutions of 3 tan (3x) = 1 are x =
18 18 18
(8n + 1)
or
c The general solution (from Example 3) is given by x =
4
(8n + 3)
x=
,n Z
4
3
9
11
When n = 0, x = or
, and when n = 1, x =
or x =
4
4
4
4
3 9
,
The rst three positive solutions of 2 sin (x) = 2 are x = ,
4 4 4
a The general solution (from Example 3) is given by x =
Exercise 11D
Example
Example
3 tan (x) = 3
2 Find the rst two positive solutions to each of the following equations.
5 Find the general solution to 2 sin (4x) + 3 = 0, and hence nd all the solutions for x in
the interval [1, 1].
Reciprocal functions
The functions sin, cos, and tan can be used to form three other functions called the reciprocal
circular functions.
1
1
(sin = 0)
cosec =
(cos = 0)
sec =
sin
cos
cos
(sin = 0)
cot =
sin
1
1
and tan =
Note: For cos = 0 and sin = 0, cot =
tan
cot
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305
Example 5
Find the exact value of each of the following.
5
2
b cot
a sec
4
3
Solution
1
2
cos
3
1
=
cos
3
1
=
cos
3
1
=
1
2
= 2
2
a sec
=
3
c cosec
7
4
5
cos
7
5
4
c cosec
b cot
=
5
4
4
sin
1
4
=
sin
2
cos +
4
4
=
1
=
sin +
4
sin
4
1
1
=
1
2
2
=
1
=1
= 2
Example 6
Find the value(s) of x between 0 and 2 for which
a sec x = 2
b cot x = 1
Solution
a
i.e.,
b cot x = 1
sec x = 2
1
implies
= 2
cos x
1
tan x = 1
cos x =
x = or x = 2
4
4
x = or x = +
3
7
3
3
i.e. x =
or x =
4
2
4
4
or x =
x =
3
3
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306
OP2 = OM 2 + MP2
1 = (cos )2 + (sin )2
y
1
P()
sin
O cos M 1
cos2 + sin2 = 1
Other forms of the identity can be derived.
Dividing both sides by cos2 gives:
sin2
1
cos2
+
=
2
2
cos cos
cos2
1 + tan2 = sec2
Dividing both sides by sin2 gives:
1
cos2 sin2
+
=
2
2
sin
sin
sin2
cot2 + 1 = cosec2
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Example 7
a If cosec x =
7
, nd cos x.
4
Solution
4
7
, sin x =
4
7
cos2 x + sin2 x = 1
16
=1
cos2 x +
49
33
cos2 x =
49
33
cos x =
7
a Since cosec x =
Now
so
2
3
b Since sec x = , cos x =
2
3
cos2 x + sin2 x = 1
4
+ sin2 x = 1
9
5
sin x =
3
sin x =
3
Example 8
If sin =
3
and < < , nd the value of cos and tan .
5
2
Solution
Since
then
cos2 + sin2 = 1
32
cos2 + 2 = 1
5
9
2
cos = 1
25
16
=
25
4
cos = since < <
5
2
sin
3
tan = as tan =
4
cos
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0:3
Example 9
Prove the identity
1
1
+
= 2 cosec2
1 cos 1 + cos
Solution
1
1
+
1 cos 1 + cos
1 + cos + 1 cos
=
1 cos2
2
=
1 cos2
2
=
sin2
= 2 cosec2
= RHS
LHS =
Exercise 11E
Example
2
5
h sec
3
d cosec
2 Without using a calculator write down the exact value of each of the following.
a cot 135
f sec 330
Example
Example
Example
b sec 150
g cot 315
c cosec 90
h cosec 300
d cot 240
i cot 420
a cosec x = 2 b cot x = 3
c sec x + 2 = 0
4 If sec =
a cos
5 If tan =
17
e cosec 225
d cosec x = sec x
c tan
7
3
and
< < 2, nd cos and sin .
24
2
6 Find the value of sec if tan = 0.4 and is not in the 1st quadrant.
7 If tan =
3
sin 2 cos
4
and < <
, evaluate
.
3
2
cot sin
2
and is in the 4th quadrant, nd the simplest expression in surd form for
3
tan 3 sin
.
cos 2 cot
8 If cos =
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11.6
309
cos
1 sin
uv
(cos u, sin u)
C
(cos v, sin v)
B
A
1
uv
CB = PA
Applying the coordinate distance formula
CB = (cos u cos v) + (sin u sin v)
= 2 2(cos u cos v + sin u sin v)
2
PA = (cos (u v) 1)2 + (sin (u v) 0)2
= 2 2(cos (u v))
2
A
(1, 0)
Equating these
2 2(cos u cos v + sin u sin v) = 2 2(cos (u v))
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CUAU033-EVANS
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Replacing v with v
cos (u (v)) = cos u cos (v) + sin u sin (v)
From symmetry properties
cos () = cos
sin () = sin
cos (u + v) = cos u cos v sin u sin v
Example 10
Evaluate cos 75 .
Solution
cos 75 = cos (45 + 30 )
2
31
2
=
2
2 2
6 2
=
4
u in cos (u v)
2
cos
u v = cos
u cos v + sin
u sin v
2
2
2
Applying symmetry properties
sin = cos
2
and cos = sin
2
cos
(u + v) = sin u cos v + cos u sin v
2
Replacing v with v
sin (u v) = sin u cos (v) + cos u sin (v)
Example 11
Evaluate
a sin 75
b sin 15 .
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Solution
a sin 75 = sin (30 + 45 )
= sin 30 cos 45 + cos 30 sin 45
1 1
3 1
= +
2
2
2
2
1+ 3
=
2 2
1+ 3
2
=
2 2
2
2+ 6
=
4
1 1
1
3
=
2 2
2 2
31
=
2 2
31
2
=
2 2
2
6 2
=
4
sin (u + v)
cos (u + v)
sin u cos v + cos u sin v
=
cos u cos v sin u sin v
tan (u + v) =
tan u + tan v
1 tan u tan v
tan u tan v
1 + tan u tan v
Example 12
If tan u = 4 and tan v =
3
and u and v are acute angles, show that u v = .
5
4
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CUAU033-EVANS
0:3
Solution
tan u tan v
1 + tan u tan v
3
4
5
=
3
1+4
5
17
= 5 =1
17
5
uv =
4
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v
u
O
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313
The matrix that denes a rotation of v radians clockwise about the origin is given by
cos (v) sin (v)
cos v sin v
=
sin (v)
cos (v)
sin v cos v
x
cos v sin v
x
i.e.,
=
sin v cos v
y
y
cos (u v)
cos v sin v
cos u
becomes
=
sin (u v)
sin v cos v
sin u
i.e., cos (u v) = cos v cos u + sin v sin u
and sin (u v) = sin v cos u + cos v sin u
since
since
sin2 u = 1 cos2 u
cos2 u = 1 sin2 u
tan u + tan v
1 tan u tan v
tan (u + u) =
tan u + tan u
1 tan u tan u
tan 2u =
2 tan u
1 tan2 u
Example 13
4
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CUAU033-EVANS
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Solution
a sin =
2 tan
1 tan2
4
2
3
=
16
1
9
8
= 3
7
9
24
=
7
3
4
and cos =
5
5
b tan 2 =
Example 14
Prove each of the following identities.
2 sin cos
cos
2 sin ( + )
sin
= tan 2
a
+
=
b
2
2
sin cos
sin 2
cos sin
1
1
c
+
= tan 2 cosec
cos + sin cos sin
Solution
2 sin cos
cos2 sin2
sin 2
=
cos 2
= tan 2
= RHS
a LHS =
Note:
sin
cos
+
sin cos
sin cos + cos sin
=
sin cos
sin ( + )
=
1
sin 2
2
2 sin ( + )
=
sin 2
b LHS =
1
1
+
cos + sin cos sin
cos sin + cos + sin
=
cos2 sin2
2 cos
=
cos 2
sin 2
2 sin cos
=
But 2 cos =
sin
sin
sin 2
LHS =
cos 2 sin
tan 2
=
sin
= tan 2 cosec
LHS =
Note:
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Sometimes the easiest way to prove two expressions are equal is to simplify each of them. This
is demonstrated in the following example.
Example 15
Prove that (sec A cos A)(cosecA sin A) =
1
tan A + cot A
Solution
LHS
1
tan A + cot A
1
=
cos A
sin A
+
cos A
sin A
1
=
sin2 A + cos2 A
cos A sin A
cos A sin A
=
sin2 A + cos2 A
= cos A sin A
RHS =
1 cos2 A 1 sin2 A
cos A
sin A
sin2 A cos2 A
cos A sin A
= cos A sin A
=
LHS = RHS
Exercise 11F
Example
10
1 By making use of the appropriate addition formula nd the exact values for each of the
following.
a cos 15
Example
11
b cos 105
2 By making use of the appropriate addition formula nd exact values for each of the
following.
a sin 165
b tan 75
12
4 If sin u =
c tan
12
3
12
and sin v = , evaluate sin (u + v). (Note: There is more than one answer.)
13
5
c tan +
3
d sin
4
6 Simplify
a cos (u v) sin v + sin (u v) cos v
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Example
CUAU033-EVANS
0:3
13
5
3
and is in the 3rd quadrant and cos =
and is in the 2nd quadrant,
5
13
evaluate each of the following without using a calculator.
7 If sin =
a cos 2
e sin ( + )
b sin 2
f cos ( )
c tan 2
g cosec ( + )
d sec 2
h cot 2
5
4
and tan v =
and both u and v are acute angles evaluate:
3
12
a tan (u + v)
b tan 2u
c cos (u v)
d sin 2u
8 If tan u =
3
24
and sin =
and < < < evaluate
5
25
2
a cos 2
b sin ( )
c tan ( + )
1
3
10 If sin =
and cos = evaluate
2
2
a sin 2
b cos 2
9 If sin =
d sin (2)
14, 15
11.7
b cos4 sin4
= sin cos
a
2 sin
4
c tan +
tan
= 1
4
4
1 + tan
e tan +
=
4
1 tan
tan u + tan v
sin (u + v)
g
=
tan u tan v
sin (u v)
i sin 4 = 4 sin cos3 4 cos sin3
b cos
+ cos +
= cos
3
3
d cos +
+ sin +
= 3 cos
6
3
sin (u + v)
f
= tan v + tan u
cos u cos v
h cos 2 + 2 sin2 = 1
1 sin 2
j
= sin cos
sin cos
a cos x + b sin x
In Section 11.2 the method of addition of ordinates was used in the plotting of the sums of
circular functions. In this section it will be shown how functions with rule of the form
f (x) = a cos x + b sin x may have the rule written in terms of a single circular function.
First write
a
b
cos x +
sin x
a cos x + b sin x = a 2 + b2
a 2 + b2
a 2 + b2
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317
a
b
a 2 + b2 , sin =
and cos =
2
2
2
a +b
a + b2
Example 16
Express cos x 3 sin x in the form r cos (x ) and hence nd the range of the function
with rule f (x) = cos x 3 sin x, and the maximum and minimum values of the function.
Solution
also
a = 1, b = 3 r = 1 + 3 = 2
a
1
b
3
cos = = and sin = =
r
2
r
2
=
3
cos x 3 sin x = 2 cos x +
3
Range of f is [2, 2]
The maximum and minimum values of f are 2 and 2 respectively.
Example 17
Solve cos x
Solution
From Example 16,
cos x 3 sin x = 2 cos x +
3
=1
2 cos x +
3
1
cos x +
=
3
2
5 7
x+ = ,
,
3
3 3 3
4
x = 0,
, 2
3
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318
Example 18
Express
Solution
A slightly different technique is used.
x = 0, 1 = r sin
...
...
r = 2
The positive solution is taken. Substituting in 1 and 2 gives
1
3
= cos and = sin
2
2
=
6
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Exercise 11G
Example
16
a 4 cos x + 3 sin x
b
3 cos x + sin x
d cos x + sin x
e 3 cos x + 3 sin x
h 5 + 3 sin x 2 cos x
g cos x 3 sin x + 2
Example
17
a sin x cos x = 1
b
3 sin x + cos x = 1
d 3 cos x 3 sin x = 3
c sin x 3 cos x = 1
f 2 2 sin 2 cos = 3
e 4 sin + 3 cos = 5
Example
18
c cos x sin x
f sin x 3 cos x
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CUAU033-EVANS
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Chapter summary
Further symmetry properties: complementary angles
= cos
sin
2
+ = cos
sin
2
= sin
cos
2
+ = sin
cos
2
Addition of ordinates
y
3
2
1
0
1
2
3
4
5
y1 = 2 sin x
y2 = 3 cos 2x
3
2
y = 2 sin x + 3 cos 2x
y
y = tan
period =
4 2
3
2
5
2
1
cos
1
sin
1
cotangent = cot =
, sin = 0 and cos =
0
tan
cosecant = cosec =
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cos2 + sin2 = 1
1 + tan2 = sec2
cot2 + 1 = cosec2
Addition formulas
Review
Pythagorean identity
321
Multiple-choice questions
1 cosec x sin x is equal to
A cos x cot x
B cosec x tan x
C 1 sin2 x
1 sin x
D sin x cosec x
E
sin x
1
, the possible values of sin x are
2 If cos x =
3
2 2 2 2
2 2
8 8
,
A
,
B
,
C
3
3
3
3
9 9
2 2
1 1
D
,
,
E
3
3
2 2
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322
CUAU033-EVANS
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a
3 If cos = and 0 < <
b
a 2 + b2
A
B
b
a
E
D
2
b + a2
a
b2 a 2
C
a
b2 a 2
a
b b2 + a 2
A
4 cm
X
x cm
2 cm
5 For
sin 2A
is equal to
cos 2A 1
A cot 2A 1
B sin 2A + sec 2A
D sin 2A tan 2A
E cot A
7 sin
x is not equal to
2
3
A cos (2 x) B sin
+x
C sin x
2
8 (1 + cot x)2 + (1 cot x)2 is equal to
A 2 + cot x + 2 cot 2x
B 2
C 4 cot x
sin A
cos A 1
D cos (x)
D 2 + cot 2x
E sin
2
+x
E 2cosec2 x
5
A
2 sin x +
C
2 sin x +
B sin x +
4
4
4
3
7
2 sin x +
E
D
2 sin x +
4
4
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Review
c cos 3 =
3
2
f tan 2 = 1
, nd the value of
2
a sin A cos B + cos A sin B
323
tan 15 + tan 30
1 tan 15 tan 30
7 If A + B =
8 Find the maximum and minimum values of the function with rule
a 3 + 2 sin
b 4 5 cos
9 Prove each of the following.
a sin2 A cos2 B cos2 A sin2 B = sin2 A sin2 B
sin
1 + cos
2
+
=
1 + cos
sin
sin
sin 2 sin3
= tan
2 cos3 cos
5
10 Given that sin A =
and that A is obtuse, nd the value of each of the following:
3
a cos 2A
b sin 2A
c sin 4A
c
11 Prove
1 tan2 A
= cos 2A
a
1 + tan2 A
sin A
1 + cos A
2
+
=
1 + cos A
sin A
sin A
3
e sin 3x cos x cos 3x sin x =
2
1
1
1
b sin x cos x =
2
2
4
d sin2 x = cos2 x + 1
= 3
f 2 cos 2x
3
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15 Sketch graphs of
a y = 2 cos2 x
x
c f (x) = tan 2x
2
2
16 It is given that tan A = 2. Find the exact value of tan , given that tan ( + A) = 4.
17 a Express 2 cos + 9 sin in the form r cos ( ), where r > 0 and 0 < <
2
b i Give the maximum value of 2 cos + 9 sin
ii Give the cosine of for which this maximum occurs.
iii Find the smallest positive solution of the equation 2 cos + 9 sin = 1
b y = 1 2 sin
Extended-response questions
1 The diagram shows a rectangle ABCD inside a semicircle, centre O and radius 5 cm.
BOA = COD =
a Show that the perimeter, P cm, of the rectangle
C
is given by
B
P = 20 cos + 10 sin
b Express P in the form r cos ( ) and hence
nd the value of for which P = 16.
5 cm
5 cm
A
O
c Find the value of k for which the area of the rectangle is k sin 2 cm2 .
d Find the value of for which the area is a maximum.
2 The diagram shows a vertical section through a tent
in which AB = 1 m, BC = 2 m and
BAD = BCD = . CD is horizontal.
The diagram is symmetrical about the vertical AD. B
a Obtain an expression for AD in terms of .
b Express AD in the form
2m
r cos ( ), where r is positive.
A
1m
1
2
2
b i Use the result of a to show 1 + x = 2x 2 where x = tan 67
2
1
ii Hence nd the values of integers a and b such that tan 67
=a+b 2
2
1
c Find the value of tan 7
.
2
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h2
h1
h3
B
cos
b Show that the innite sum h 1 + h 2 + h 3 + . . . =
1
sin
Review
325
2
to show that 2 cos = 2 cos
+1
5
5
E
D
2
iii Use the identity cos 2 = 2 cos 1 to form a quadratic equation in terms of
cos
5
1 tan2
2 tan
2
2
i cos =
ii sin =
2
1 + tan
1 + tan2
2
2
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C H A P T E R
12
Trigonometric ratios
and applications
Objectives
To solve practical problems using the trigonometric ratios
To use the sine rule and the cosine rule to solve problems
To find the area of a triangle given two sides and an included angle
To find the area of a sector and a segment of a circle
To find the length of an arc
To solve problems involving angles of depression and angles of elevation
To identify the line of greatest slope of a plane
To solve problems in three dimensions including determining the angle between
planes
y
(0, 1)
(1, 0)
(0, 0) (1, 1)
(0, 1)
y
P(cos(), sin())
(0, 0)
326
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Cos ( ) is dened as the x coordinate of the point P and sin ( ) is dened as the y coordinate
of P. A calculator gives approximate values for these coordinates.
y
(0.1736, 0.9848)
(0.7071, 0.7071)
(0.8660, 0.5)
135
30
100
x
1
sin 135 = 0.7071
2
1
cos 135 = 0.7071
2
cos 30 =
0.8660
2
B'
= sin ( )
OC = cos ( ) and C B
C'
OC
BC
= sin ( ) and
= cos ( )
OB
OB
This gives the ratio denition of sine and cosine for a right-angled triangle. The naming of
sides with respect to an angle is as shown.
B
hypotenuse
opposite
adjacent
opp
sin =
hyp
opposite
hypotenuse
adjacent
hypotenuse
opp opposite
tan =
adj adjacent
adj
cos =
hyp
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(180 )
(cos(), sin())
C
80 cm
Solution
x
A
= sin 29.6
80
x = 80 sin 29.6
= 39.5153 . . .
x = 39.52 correct to two decimal places
x cm
29.6
Example 2
Find the length of the hypotenuse correct to two decimal places.
Solution
10
= cos 15
AB
10 = AB cos 15
10
AB =
cos 15
= 10.3527 . . .
15
10 cm
Solution
11
11 cm
3
11
x = tan1
x
3
B
C
3 cm
x = (74.74 . . .)
x = 74 44 42
(to the nearest second).
Remember that this is read as 74 degrees, 44 minutes and 42 seconds.
tan x =
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Exercise 12A
Example
10 cm
x cm
x cm
5 cm
20.16
8 cm
35
x cm
f
10 cm
10 cm
x cm
x
3015'
7 cm
40
15 cm
x cm
Example
2 An equilateral triangle has altitudes of length 20 cm. Find the length of one side.
Example
3 The base of an isosceles triangle is 12 cm long and the equal sides are 15 cm long. Find
the magnitude of each of the three angles of the triangle.
4 A pole casts a shadow 20 m long when the altitude
of the sun is 49 . Calculate the height of the pole.
pole
49
20 m
A
6m
1m
B
P
20 m
R
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7 A ladder leaning against a vertical wall makes an angle of 26 with the wall. If the foot of
the ladder is 3 m from the wall, calculate
a the length of the ladder
8 An engineer is designing a straight concrete entry ramp, 60 m long, for a car park 13 m
above street level. Calculate the angle of the ramp to the horizontal.
9 A vertical mast is secured from its top by straight cables 200 m long xed at the ground.
The cables make angles of 66 with the ground. What is the height of the mast?
10 A mountain railway rises 400 m at a uniform slope of 16 with the horizontal. What is the
distance travelled by a train for this rise?
11 The diagonals of a rhombus bisect each other at
right angles.
If BD = AC = 10 cm, nd
a the length of the sides of the rhombus
b the magnitude of angle ABC.
90 cm
90 cm
x cm
105
30 cm
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50 m
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15 A ladder 4.7 m long is placed against a wall. The foot of the ladder must not be placed in
a ower bed, which extends a distance of 1.7 m from the foot of the wall. How high up the
wall can the ladder reach?
B
50 m
60
A
12.2
Labelling convention
The following convention is followed in the remainder of this
module. Interior angles are denoted by upper case letters and
the length of the side opposite an angle is denoted by the
corresponding lower case letter.
For example, the magnitude of angle BAC is denoted by A,
and the length of side BC is denoted by a.
The sine rule states that for triangle ABC
a
b
c
=
=
sin A
sin B
sin C
B
a
c
A
c
A
A proof will only be given for the acute-angled triangle case. The proof for obtuse-angled
triangles is similar.
Proof
In triangle ACD,
In triangle BCD,
i.e.,
h
b
= b sin A
h
=
a
= a sin B
= b sin A
b
=
sin B
sin A =
h
sin B
h
a sin B
a
sin A
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b
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10
c
=
sin 31
sin 70
10 sin 31
c=
sin 70
c = 5.4809 . . .
B
70
c
31
A
10 cm
5 cm
25
6 cm
Solution
6
5
=
sin 25
sin Z
sin 25
sin Z
=
6
5
6 sin 25
sin Z =
5
= 0.5071 . . .
1
Z1
30 28' 25"
149 31' 35"
5 cm
5 cm
Z2
25
6 cm
Z = sin
(0.5071 . . .)
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333
Exercise 12B
Example
1 Find the value of the pronumeral for each of the following triangles.
a
70
65
x cm
50
10 cm
6 cm
12 cm
38
x cm
5.6 cm
90
100
28
37
Z
x cm
Example
y cm
72
7 cm
9.4 cm
8 cm
42
B
C
c C
8.3 cm
10 cm
8 cm
8 cm
108
38
9 cm
c A = 123.2 , a = 11.5, C = 37
d A = 23 , a = 15, B = 40
e B = 140 , b = 20, A = 10
4 Solve the following triangles (i.e. nd all sides and angles).
a b = 17.6, C = 48.25 , c = 15.3
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7 A and B are two points on a coastline. They are 1070 m apart. C is a point at sea. The angles
CAB and CBA have magnitudes of 74 and 69 respectively. Find the distance of C from A.
Y
8 Find
a AX
b AY
88
32
89
20
50 m
a
b
b2 + c2 a 2
2bc
Proof
In triangle ACD
b = x + h (Pythagoras theorem)
x
cos A = and therefore x = b cos A
b
2
h
x
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In triangle BCD
a 2 = (c x)2 + h 2 (Pythagoras theorem)
Expanding gives
a 2 = c2 2cx + x 2 + h 2
= c2 2cx + b2
(as x 2 + h 2 = b2 )
a 2 = b2 + c2 2bc cos A (as x = b cos A)
Example 6
B
5 cm
Solution
67
c = 5 + 10 2 5 10 cos 67
= 85.9268 . . .
c 9.2697
2
10 cm
cos B =
B = (108.2099 . . .)
12 cm
6 cm
A
15 cm
The magnitude of angle ABC is 108 12 36 (to the nearest second).
Exercise 12C
Example
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10 cm
15
15 cm
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Example
22:46
B
8 cm
A
b a = 14
B = 53
c a = 27
b = 35
nd a
c = 12,
nd b
c = 46,
B = 120
c = 63,
e a = 31
b = 42
C = 140 , nd c
f a = 10
b = 12
c = 9,
g a = 11
b=9
C = 43.2 , nd c
h a=8
b = 10
c = 15,
10 cm
c = 30,
d a = 17
5 cm
B
4 km
A
20
6 km
N
A
B
6 km
4 km
30
O
6 ABCD is a parallelogram. Find the length of the diagonals:
a AC
5 cm
b BD
4 cm
48
A
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42 cm
54 cm
70
88 C
6 cm
A
7.5 cm
8 cm
6 cm
O'
A
90 m
O
65
70 m
C
B
12.4
Area of a triangle
It is known that the area of a triangle is given by the formula
1
bh
2
1
Area = base length height
2
Area =
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1
bc sin A
2
i.e., the area is given by half the product of the length of two sides and the sine of the
angle included between them.
Area of triangle =
Example 8
B
7.2 cm
140
6.5 cm
Solution
1
7.2 6.5 sin 140
2
= 15.04 cm2
Area =
The area of triangle ABC is 15.04 cm2 correct to two decimal places.
Example 9
Find the area of each of the following triangles, correct to three decimal places.
a
b
c
A
8.2 cm
70
8 cm
85
10 cm
10 cm
7 cm
F
I
6.4 cm
12
H
Solution
a Using the cosine rule,
82 = 6.42 + 102 2 6.4 10 cos C
64 = 140.96 128 cos C
cos C = 0.60125
C = (126.95 . . .) (the exact value can be stored on the
graphics calculator as C, say)
1
Area of triangle ABC = 6.4 10 sin C
2
= 25.570 cm2 , correct to three decimal places.
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G = (180 (12 + I ))
= (5.27 . . .) (the exact value can be stored on
the graphics calulator as G, say)
1
Area of triangle GHI = 10 7 sin (G )
2
= 3.220 cm2 , correct to three decimal places.
Exercise 12D
Example
C
6 cm
X
72.8
70
6.2 cm
4 cm
5.1 cm
Z
B
Y
3.5 cm
M
130
d
25
8.2 cm
5 cm
C
L
5 cm
A
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Example
22:46
2 Find the area of each of the following triangles, correct to three decimal places.
a A
b A
9 cm
5.9 cm
C
4.1 cm
7 cm
100
3.2 cm
6.3 cm
D
5.7 cm
D
65
5.9 cm
5.1 cm
55
F
e G
f G
12 cm
24
5 cm
10
19
4 cm
Terminology
O
B
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Arc length
The arc ACB and the corresponding chord AB are said to subtend
the angle AOB at the centre of the circle. If the magnitude of
D
AOB = and radius length is r units, then l units, the length
of arc ACB, will be a fraction of the circumference.
r
O
Since circumference = 2r
2r
l=
360
r
=
180
= where = c
Now since
180
l = r where c = mag AOB
Chord length
From the diagram, the cosine rule gives
A
r
AB = r + r 2r cos
2
(1 cos )
= 2r
AB = 2r 2 (1 cos )
2
O
r
B
In triangle OAP,
AB = 2r sin
2
2
= 2 sin2
Note: 1 cos = 1 1 2 sin
2
2
AP = r sin
r
A
Area of sector
r
O
Again using =
180
1
Area of sector = r 2 where c = mag AOB
2
Example 10
A
10 cm
O 120
10 cm
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4 = 10
4
=
10
180
angle AOC = 0.4
= (22.918 . . .)
A
10 cm
O
4 cm
Area of segment
Area of segment shaded = area of minor sector OAB area of AOB
r 2 1 2
r sin
360
2
Where mag AOB =
A=
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Generally speaking the formulas are simpler if mag AOB is measured in radians. The
following formulas assume is in radians.
Arc length = r
=
In OCB,
cos
20 cm
2
20
= 60
2
and
= 120
2 c
Hence
mag AOB =
3
2
1
2 2
sin
cm2
Area of segment = 20
2
3 3
2
3
= 200
cm2
3
2
4 3 3
cm2
= 200
6
100 4 3 3
cm2
=
3
C
B
10 cm
Exercise 12E
Example
10
1 Find the arc length which subtends an angle of magnitude 105 at the centre of a circle of
radius length 25 cm.
2 Find the magnitude, in degrees and minutes, of the angle subtended at the centre of a
circle of radius length 30 cm, by
b a chord of length 50 cm.
a an arc of length 50 cm
Example
11
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2r 2 (1 cos ) = 2r sin
2
6 Find the area of the region between an equilateral triangle of side length 10 cm and the
circumcircle of the triangle (the circle that passes through the three vertices of the
triangle).
7 A person stands on level ground 60 m from the nearest point of a cylindrical tank of
radius length 20 m. Calculate
a the circumference of the tank
b the percentage of the circumference that is visible to the person.
8 The minute hand of a large clock is 4 m long.
a How far does the tip of the minute hand move between 12.10 p.m. and 12.35 p.m?
b What is the area covered by the minute hand between 12.10 p.m. and 12.35 p.m?
9 Two circles of radii 3 cm and 4 cm have their centres 5 cm apart. Calculate the area of the
region common to both circles.
10 A sector of a circle has perimeter of 32 cm and an area of 63 cm2 . Find the radius length
and the magnitude of the angle subtended at the centre of the two possible sectors.
11 Two wheels (pulleys) have radii of length 15 cm and 25 cm and have their centres 60 cm
apart. What is the length of the belt required to pass tightly around the pulleys without
crossing?
12 A frame in the shape of an equilateral triangle encloses three circular discs of radius
length 5 cm so that the discs touch each other. Find
a the perimeter of the smallest frame which can enclose the discs
b the area enclosed between the discs.
and bearings
The angle of elevation is the angle between the horizontal
and a direction above the horizontal.
eye level
eye level
angle of depression
cliff
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ght
of si
line
angle of elevation
line
of s
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Example 12
The pilot of a helicopter ying at 400 m observes
a small boat at an angle of depression of 1.2 .
Calculate the horizontal distance of the boat to
the helicopter.
H
1.2 (angle of depression)
400 m
Solution
AH
= tan 1.2
AB
400
= tan 1.2
AB
400
AB =
tan 1.2
AB = 19 095.800 56 . . .
B
(diagram not to scale)
7.1
Solution
75
= tan (7.1 )
AB
75
AB =
tan (7.1 )
= 602.135 . . .
The distance of the boat from the lighthouse is 602 m to the nearest metre.
Example 14
From the point A, a man observes that the angle of elevation
of the summit of a hill is 10 . He then walks towards the hill
for 500 m along at ground. The summit of the hill is now
166
at an angle of elevation of 14 .
14
10
A
Find the height of the hill above the level of A.
B
500 m
H
4
Solution
The magnitude of angle HBA = (180 14) = 166
The magnitude of angle AHB = [180 (166 + 10)] = 4
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HB
500
=
sin 4
sin 10
500 sin 10
HB =
sin 4
= 1244.67 . . .
In triangle BCH:
HC
= sin 14
HB
HC = HB sin 14
= 301.11 . . .
Bearings
D
30
120
O
W
330
210
B
C
S
Example 15
The road from town A runs due west for 14 km to town B.
A television mast is located due south of B at a distance
of 23 km. Calculate the distance and bearing of the
mast from the centre of town A.
N
B
14 km
23 km
Solution
23
14
AT 2 = AB2 + BT 2
= 142 + 232
= 725
AT = 26.925 . . .
The mast is 27 km from the centre of town (to the nearest kilometre) and on a
bearing of 211.33 .
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Example 16
B
3300 m
42
C 318
N
38
Solution
3000 m
AB
3300
=
sin A
sin 100
3300 sin 100
sin A =
AB
sin A = 0.672 8 . . .
N
42
A = (42.288 . . .)
N
38
= 360 (42.29 38 )
= 355.71 .
38
Exercise 12F
Example
12
1 From the top of a vertical cliff 130 m high the angle of depression of a buoy at sea is 18 .
What is the distance of the buoy from the foot of the cliff?
Example
13
2 The angle of elevation of the top of an old chimney stack at a point 40 m from its base is
41 . Find the height of the chimney.
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3 A man standing on top of a mountain observes that the angle of depression to the foot of a
building is 41 . If the height of the man above the foot of the building is 500 m, nd the
horizontal distance from the man to the building.
4 A man lying down on top of a cliff 40 m high observes the angle of depression to a buoy
in the sea below to be 20 . If he is in line with the buoy, calculate the distance between the
buoy and the foot of the cliff, which may be assumed to be vertical.
Example
14
5 A man standing on top of a cliff 50 m high is in line with two buoys whose angles of
depression are 18 and 20 . Calculate the distance between the buoys.
Example
15
6 A ship sails 10 km north and then 15 km east. What is its bearing from the starting point?
7 A ship leaves port A and steams 15 km due east. It then turns and goes 22 km due north.
a What is the bearing of the ship from A?
b What is the bearing of port A from the ship?
Example
16
8 A yacht sails from point A on a bearing of 035 for 2000 m. It then alters course to a
direction with bearing of 320 and after sailing for 2500 m it reaches point B.
a Find the distance AB.
9 The bearing of a point A from a point B is 207 . What is the bearing of B from A?
10 The bearing of a ship S from a lighthouse A is 055 . A second lighthouse B is due east of
A. The bearing of S from B is 302 . Find the magnitude of angle ASB.
11 A yacht starts from L and sails 12 km due east to M. It then sails 9 km on a bearing of
142 to K. Find the magnitude of angle MLK.
12 The bearing of C from A is 035 . The bearing of B from
A is 346 . The distance of C from A is 340 km. The
distance of B from A is 160 km.
a Find the magnitude of angle BAC.
b Use the cosine rule to nd the distance
from B to C.
N
B
340 km
160 km
346
35
A
13 From a ship S two other ships P and Q are on bearings 320 and 075 respectively. The
distance PS = 7.5 km and the distance QS = 5 km. Find the distance PQ.
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Example 17
ABCDEFGH is a cuboid.
Find
a distance DB
b distance HB
c the magnitude of angle HBD
d the magnitude of angle HBA.
7 cm
C
8 cm
B
10 cm
Solution
a
DB2 = 82 + 102
= 164
DB = 164
= 12.806 . . .
D
8 cm
A
HB = 213
D
= 14.59 . . .
The length of HB is 14.59 cm correct to two decimal places.
HD
H
c tan =
BD
7
7 cm
=
164
= 0.5466 . . .
D
10 cm
164 cm
164 cm
10 10 213
cos B =
213 213
10 cm
Example 18
The gure shows a pyramid with a square base. The base has sides
6 cm long and the edges VA, VB, VC, VD are each 10 cm long.
a Find the length of DB.
b Find the length of BE.
c Find the length of VE.
d Find the magnitude of angle VBE.
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D
6 cm
B
E
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Solution
a
DB2 = 62 + 62
= 72
DB = 6 2
= 8.4852 . . .
B
6 cm
E
D
6 cm
VE = 82
= 9.0553 . . .
V
10 cm
VE
VB
82
=
10
= 0.9055 . . .
= 64 54
sin =
10 cm
Example 19
A communications mast is erected at the corner, A, of a
rectangular courtyard ABCD whose sides measure 60 m
and 45 m. If the angle of elevation of the top of the mast
12
from C is 12 , nd
a the height of the mast
C
b the angle of elevation of the top of the mast from
B (where AB = 45 m).
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Solution
a
AC 2 = AB2 + CB2
= 452 + 602
= 5625
AC = 75
HA
= tan 12
75
HA = 75 tan 12
= 15.9417
A
45 m
C
60 m
12
75 m
HA
45
= 0.3542 . . .
tan =
19 30
45 m
Exercise 12G
Example
17
Example
18
19
D
E
8 cm
F
5 cm
12 cm
2 VABCD is a right pyramid with a square base. The sides of the base are 8 cm in length.
V
The height, VF, of the pyramid is 12 cm. Find
a
b
c
d
e
f
Example
the length of FH
the length of BH
the magnitude of angle BHF
the magnitude of angle BHG.
the length of EF
the magnitude of angle VEF
the length of VE
the length of a sloping edge
the magnitude of angle VAD
the surface area of the pyramid.
E
A
8 cm
A
20
T
100 m
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X
32
45
85 m
5 Standing due south of a tower 50 m high, the angle of elevation of the top is 26 . What is
the angle of elevation after walking a distance 120 m due east?
6 From the top of a cliff 160 m high two buoys are observed. Their bearings are 337 and
308 . Their respective angles of depression are 3 and 5 . Calculate the distance between
the buoys.
7 Find the magnitude of each of the following angles
for the cuboid shown.
H
E
a ACE
b HDF
c ECH
6 cm
A
G
F
12 cm
5 cm
8 From a point A due north of a tower, the angle of elevation to the top of the tower is 45 .
From point B, 100 m on a bearing of 120 from A, the angle of elevation is 26 . Find the
height of the tower.
9 A and B are two positions on level ground. From an advertising balloon at a vertical
height of 750 m, A is observed in an easterly direction and B at a bearing of 160 . The
angles of depression of A and B as viewed from the balloon are 40 and 20 respectively.
Find the distance between A and B.
10 A right pyramid, height 6 cm, stands on a square base of side 5 cm. Find
a the length of a sloping edge
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O'
O
1000 m
45
A'
A
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353
1
P
Note:
1
2
P
lines of
greatest slope
angle of
greatest slope
Example 20
D'
C'
a
C
A'
3a
B'
B
3a
Solution
a To nd the angle between AC and the plane ABB A ,
D'
we need the projection of AC in the plane. So we
C
D
drop a perpendicular from C to the plane, i.e. the
A'
A'
3a
Thus
and
a
B'
B
C'
a
and
A
C'
B'
3a
(3a)2 + (3a)2 = 3a 2
a
1
tan = =
3a 2
3 2
AB =
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b The line common to the planes ACD and DCD is CD . If M is the midpoint of this
line, then
MD is perpendicular to D C in plane DCD and
MA is perpendicular to D C in plane D C A.
Thus is the angle between the planes DCD and D CD.
D'
D
C'
M
C
3a
a
B'
A'
A
3a
B
1
1
DC = (3a 2)
2
2
3a 2
2
Hence tan = a
=
2
3
But
DM =
70 m
35 m
Solution
Q
and
13h
20h
15h
70 m
cos =
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Hence
Hence
O
A
8 cm
B
Example 23
A box contains two standard golf balls that t snugly inside. The box is 85 mm long. What
percentage of the space inside the box is air?
Solution
2-D diagrams may be used to represent the 3-D situation.
85 mm
Now
i.e.
side view
Use r mm = radius length of a ball
length of box = 85 mm = 4r mm
85
r=
4
r = 21.25
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So
Exercise 12H
Example
20
F
D
AB = 2a and OV = a.
a Find the slope of edge VA, i.e., the magnitude of VAO.
b Find the slope of the face VBC.
5
3 A hill has gradient . If BF makes an angle of 45 with
12
the line of greatest slope, nd
a the gradient of BF
b the magnitude of FBD.
D
A
C
O
B
E
5
C
D
12
A
21
5 A vertical tower, AT, of height 50 m, stands at a point A on a horizontal plane. The points
A, B, and C lie on the same horizontal plane, B is due west of A and C is due south of A.
The angles of elevation of the top, T, of the tower from B and C are 25 and 30
respectively.
a Calculate, giving answers to the nearest metre, the distances
i AB
ii AC
iii BC
b Calculate the angle of elevation of T from the midpoint, M, of AB.
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6 A right square pyramid, vertex O, stands on a square base ABCD. The height is 15 cm and
base side length is 10 cm. Find
a the length of the slant edge
b the inclination of a slant edge to the base
c the inclination of a sloping face to the base
d the magnitude of the angle between two adjacent sloping faces.
7 A post stands at one corner of a rectangular courtyard. The elevations of the top of the
post from the nearest corners are 30 and 45 . Find the elevation from the diagonally
opposite corner.
8 VABC is a regular tetrahedron with base ABC. (All faces are equilateral triangles.) Find
the magnitude of the angle between
a a sloping edge and the base
23
10 Four congruent spheres, radius length 10 cm, are placed on a horizontal table so that each
touches two others and their centres form a square. A fth congruent sphere rests on
them. Find the height of the top of this fth sphere above the table.
A
AE = 100 m, AB = 100 m.
22
12 A sphere of radius length 8 cm rests on the top of a hollow inverted cone of height 15 cm
whose vertical angle is 60 . Find the height of the centre of the sphere above the vertex of
the cone.
13 A cube has edge length a cm. What is the radius length, in terms of a, of
a the sphere that just contains the cube
B
C
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E
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Chapter summary
The sine rule is used to nd unknown quantities in a triangle when one of the following
situations arises:
r one side and two angles are given
r two sides and the non-included angle are given.
In the rst of the two cases a unique triangle is dened but for the second it is possible for
two triangles to exist.
Labelling convention
B
The following convention is followed. Interior angles are
a
c
denoted by upper case letters and the length of the side
opposite an angle is denoted by the corresponding
A
C
b
lower case letter. e.g.
The magnitude of angle BAC is denoted by A.
The length of side BC is denoted by a.
B
The sine rule states that for a triangle ABC
a
c
b
c
a
=
=
sin A
sin B
sin C
A
C
b
The cosine rule is used to nd unknown quantities in a triangle when one of the following
situations arises:
r two sides and an included angle are given
r three sides are given.
B
a
The cosine rule states that for a triangle ABC
c
C
b2 = a 2 + c2 2ac cos B
c2 = a 2 + b2 2ab cos C
It is known that the area of a triangle is given by the formula
1
bh
2
1
Area = base length height
2
Area =
c
A
h
b
a
C
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359
l = r
r
O c
1
Area = r 2
2
Chord length (red line) is given by
2
The area of a segment (shaded) is given by
l = 2r sin
A
r
O c
1
Area = r 2 ( sin )
2
Review
The length of the minor arc AB (red line) is given by the formula
1
P
B
A
1
2
P
lines of
greatest slope
angle of
greatest slope
Multiple-choice questions
1 In a triangle XYZ, x = 21 cm, y = 18 cm and YXZ = 62 . The magnitude of XYZ,
correct to one decimal place, is
B 0.8
C 1.0
D 49.2
E 53.1
A 0.4
51
. The value of c, to the nearest whole
2 In a triangle ABC, a = 30, b = 21 and cos C =
53
number, is
A 9
B 10
C 11
D 81
E 129
3 In a triangle ABC, a = 5.2 cm, b = 6.8 cm and c = 7.3 cm. The magnitude of ACB,
correct to the nearest degree, is
B 63
C 74
D 82
E 98
A 43
4 The area of the triangle ABC, where b = 5 cm, c = 3 cm, A = 30 and B = 70 , is
B 3.75 cm2
C 6.50 cm2
D 7.50 cm2
E 8 cm2
A 2.75 cm2
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5 The length of the radius of the circle shown, correct to two decimal places, is
A 5.52 cm
B 8.36 cm
C 9.01 cm
130
D 12.18 cm
10 cm
E 18.13 cm
6 A chord of length 5 cm is drawn in a circle of radius 6 cm. The area of the smaller region
inside the circle cut off by the chord, correct to one decimal place, is
B 2.3 cm2
C 3.9 cm2
D 13.6 cm2
E 15.5 cm2
A 1.8 cm2
7 From a point on a cliff 500 m above sea level, the angle of depression to a boat is 20 . The
distance from the foot of the cliff to the boat, to the nearest metre, is
A 182 m
B 193 m
C 210 m
D 1374 m
E 1834 m
8 A tower 80 m high is 1.3 km away from a point on the ground. The angle of elevation to the
top of the tower from this point, correct to the nearest degree, is
B 4
C 53
D 86
E 89
A 1
9 A man walks 5 km due east followed by 7 km due south. The bearing he must take to return
to the start is
B 306
C 324
D 332
E 348
A 036
10 A boat sails at a bearing of 215 from A to B. The bearing it must take from B to return
to A is
B 055
C 090
D 215
E 250
A 035
1 a Find x.
b Find y.
10 cm
6 cm
y
30
x cm
2 Find
a AH, where AH is the altitude
b CM, where CM is the median.
C
A
30
40 cm
B
40 cm
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Review
60
A
45
300 m
A
24
13
O
13
13 A sector of a circle has an arc length of 30 cm. If the radius of the circle is 12 cm, nd the
area of the sector.
14 A chord PQ of a circle, radius 5 cm, subtends an angle of two radians at the centre of the
circle. Taking to be 3.14, calculate, correct to one decimal place, the length of the major
arc PQ.
15 From a cliff top 11 m above sea level, two boats are observed. One has an angle of
depression of 45 and is due east, the other an angle of depression of 30 on a bearing of
120 . Calculate the distance between the boats.
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Extended-response questions
A
C
O
O
2.5c
A
A'
T
110 m
B
10
59
57
S
base of tower
8 cm
8 cm B
A
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O
120 m
T
top of tower
40 30
6 cm
C
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C H A P T E R
13
Revision
Revision of chapters
812
13.1
Multiple-choice questions
1 A ladder 2.6 m long rests with one end on horizontal ground
while the other end rests against a vertical wall at a point which
is 2.1 m from the ground. The angle between the ladder and the
wall, to the nearest degree, is
B 39
A 36
C 51
D 54
B 3
E 2
2.1 m
E 63
2.6 m
C 4
2
0
x
2
58 cos 38
58 sin 38
A c=
B c=
A
cos 130
sin 130
130
58 cos 130
C c = 58 sin 38
D c=
38
12
cos 38
B
C
58 cm
58 sin 130
E c=
sin 38
4 A map is drawn so that a wall 17.1 m long is represented by a line 45 mm long. The scale
is
A 1 : 3.8
B 1 : 38
C 1 : 380
D 1 : 3800
E 1 : 38000
5 The point (5, 2) is reected in the line y = x. The coordinates of its image are
A (5, 2)
6 If sin A =
A
140
221
B (5, 2)
C (2, 5)
D (2, 5)
E (5, 2)
8
5
, sin B =
where A and B are acute, then sin (A B) is given by
13
17
107
107
34 209
21
E
D
C
B
140
140
23 560
221
363
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19:24
B 4
E 5
F
6
15
C 4.5
9 Gx
D
5
9 The point (2, 6) is reected in the line y = x. The coordinates of its image are
A (2, 6)
B (2, 6)
C (6, 2)
E (2, 6)
D (6, 2)
y
B y = 2 cos (a)
D y = cos (2a)
2
1
0
a
3
2
8
5
, sin B =
where A and B are acute, then tan (A + B) is given by
13
17
171
171
34 209
21
140
E
D
C
B
A
140
140
23 560
221
221
2
12 P is the point (5, 4). After translation by
and reection in the line y = 1, the
3
coordinates of the image of P are
11 If sin A =
A (7, 7)
B (7, 9)
C (5, 7)
D (7, 11)
E (7, 10)
13 A model car is 8 cm long and the real car is 3.2 m long. The scale factor is
A 1:8
B 1 : 32
C 1 : 24
D 1 : 400
E 1 : 40
14 If 2 sin x
= 3 and 0 x 2, then x is equal to
6
5 C or
or
E
or
D
or
B
or
A
3
2
6
6
2
6
6
3
3
15 Which one of the following expressions will give the area of triangle ABC?
1
1
7 cm
A
6 7 sin 48
A
6 7 cos 48
B
2
2
48
1
1
6 7 sin 52
C
6 7 cos 52
D
6 cm
2
2
1
C
6 7 tan 48
E
2
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365
r range is [4, 2]
r y = 1 when a = 0
B y = 3 cos (3a) 1
E y = cos (3a) 2
C y = 3 sin (3a) 1
Revision
16 Given that cos = c and that is acute, cot can be expressed in terms of c as
c
1
E 2c 1 c2
D
C
A c 1 c2 B
1 c2
2
2
1c
1c
17 A trigonometric graph has the following characteristics:
r period of 120
r amplitude is 3
18 The point (a, b) is reected in the line with equation x = m. The image point has
coordinates
A (2m a, b)
D (a, b m)
B (a, 2m b)
E (2m + a, b)
C (a m, b)
19 A child on a swing travels through an arc of length 3 m. If the ropes of the swing are 4 m
in length, the angle which the arc makes at the top of the swing (where the swing is
attached to the support) is best approximated by
A 135
B 75
E 42 58
1
has
20 Compared with the graph of y = sin , the graph of y = sin
2
A the same amplitude but double the period
B the same amplitude but half the period
C double the amplitude but the same period
D half the amplitude but the same period
1
E the same amplitude but shifted a unit to the left.
2
1
21 The image of the line {(x, y) : x + y = 4} after a dilation of factor from the y axis
2
followed by a reection in x = 4 is
A {(x, y) : y = 2x}
D {(x, y) : x + y = 0}
C 12
D 75c
B {(x, y) : y + 2 = 0}
C {(x, y) : y + 2x 16 = 0}
E {(x, y) : y = 2x 12}
5
23 Given that sin A =
and that A is obtuse, the value of sin 2A is
4 5
5
5
8
1
16 5
E
D
C
B
A
9
9
27
9
243
24 A ladder rests against a wall, touching the wall at a height of 5.6 m. The bottom of the
ladder is 2 m from the wall. The distance (to the nearest centimetre) that a person, of
height 1.6 m, must be from the wall to just t under the ladder is
22 If A + B =
A 1.43 m
B 0.57 m
C 1.75 m
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E 1.2 m
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3
12 4
2
4
E y = sin 2 x
12
26 Let ABC and DEF be similar triangles such that AB = 4 cm and DE = 10 cm. If the
area of ABC is 24 cm2 , then the area of DEF, in cm2 , is
A 60
B 240
C 150
D 96
E none of these
B i, ii and iv only
E iii and iv only
C i, iv and v only
3
followed
28 The image of {(x, y) : y = x } under a translation determined by the vector
2
by a reection in the x axis is
2
A {(x, y) : y = (x 3)2 + 2}
C {(x, y) : y = (x + 3)2 + 2}
B {(x, y) : (x 3)2 = y + 2}
D {(x, y) : y + 2 = (x 3)2 }
E none of these
29 The area, in cm2 correct to two decimal places, of a sector with included angle of 60 in a
circle of diameter 10 cm is
A 104.72 cm2 B 52.36 cm2
C 13.09 cm2
D 26.16 cm2
E 750 cm
L
K
P
Q
M
1
18
B 29
E 68
1
20
V
C 51
O
A
32 Given that cos = c and that is acute, sin 2 can be expressed in terms of c as
1
c
C
A c 1 c2
D
B
1 c2
E 2c 1 c2
1 c2
1 c2
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367
34 The angles between 0 and 360 which satisfy the equation 4 cos x 3 sin x = 1, given
correct to two decimal places, are
A 53.13 and 126.87
D 131.59 and 334.67
B 17.3 cm3
E 10.5 cm3
Revision
33 The image of {(x, y) : y = 2x } after a dilation of factor 2 from the x axis followed by a
1
dilation of factor from the y axis is
3
x
1
B y = 3 22
C y = 2 23x
A y = 23x
3
x
D y = 2 23
E none of these
3 cm
C 13.5 cm3
A
2 cm
B 992
E 110 424
110
C 1944
45 cm
B sin 8
C 2 sin 4
D 4 cos 2
E 2 sin 2 cos 2
y
38 A possible equation for the graph shown is
1
A y = tan
x
+3
4
3
2
2
1
x
B y = tan
x+
3
3
2
4
2 3
2
1
C y = 3 tan
x
4
2
1
D y = 3 tan
x+
E y = tan 3x
2
4
39 If the ratio volume of the hemisphere : volume of the right circular cone equals 27 : 4
where r is the radius of the base of the cone and R is the radius of the hemisphere,
then R : r is equal to
R
r
r
A 1:2
B 2:3
C 3:
D 27 : 8
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2
40 Let T be the translation determined by the vector
and S the transformation, reection
3
in the line with equation x = 2. The rule for the composition TS is given by
A TS(x, y) = (2 x, y + 3)
C TS(x, y) = (x + 2, y + 3)
B TS(x, y) = (x, y + 3)
D TS(x, y) = (6 x, y + 3)
E none of these
y
(1, 1)
Which one of the following shows the image of the square after these two
transformations?
y
B
3
0
1
3
2
1
x
1 0
y
3
x
1
2
1 0
1
1
1 0
x
1
y
C'
5
4
A'
B'
1
0
x
2
(contd.)
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369
B
80
Revision
e Find the rule for the transformation which maps the graph of
y = x 2 to y = 2(x 3)2 + 4
f If f (x) = x 3 2x use a graphics calculator to help sketch the graph of
y = 3 f (x 2) + 4
3 a Find the image of the point (1, 1) under a dilation D, of factor 4 from the y axis.
b i Describe the image of the square with vertices A(0, 0), B(0, 1), C(1, 1), E(1, 0)
under the dilation D.
ii Find the area of the square ABCE.
iii Find the area of the region dened by the image of ABCE.
iv If the dilation had been of factor k, what would the area of this region be?
c State the rule for the dilation.
d i Find the equation of the image of the curve with equation y = x 2 under the
dilation D.
ii Find the equation of the image of the curve with equation y = x 2under the
2
dilation D followed by the translation dened by the vector
.
1
iii Sketch the graph of y = x 2 and of its image dened in ii on the one set of axes.
State the coordinates of the vertex and of the axes intercepts.
e State the rule for the transformation which maps the curve with equation
y = 5(x + 2)2 3 to the curve with equation y = x 2 .
3 4
5 5
5 5
a Describe the transformation.
b Let C be the circle which passes through the origin and which has as its centre the
point (0, 1).
i Find the equation of C.
ii Find the equation of C , the image of C under the transformation determined
by M.
c Find the coordinates of the points of intersection of C and C .
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4
5 A transformation is dened by the matrix M =
2
1
.
3
in an anticlockwise direction.
4
4
Give the 2 2 matrix associated with this transformation.
Find the inverse of this matrix.
If the image of (a, b) is (1, 1), nd the value of a and b.
If the image of (c, d) is (1, 2), nd the value of c and d.
i If (x, y) (x , y ) under this transformation, use the result of b to nd x and y in
terms of x and y .
ii Find the image of y = x 2 under this transformation.
30
O
167
163
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371
1
10 It is known that y varies partly as x and partly as 2 ; i.e. there exist constants k1 and k2
x
k2
such that y = k1 x + 2 .
x
a When x = 1, y = 1 and when x = 1, y = 5.
Find the values of k1 and k2 .
b The graph of y against x is as shown.
y
i Sketch the graph of the image of
k2
k2
y = k1x + 2
y = k1 x + 2 under the transformation
x
x
determined by reection in the x axis
followed by a translation
determined
3
by the vector
.
0
(e, f )
(The answers to parts ii, iii and iv
(c, 0)
below may help you answer this.)
x
0
ii Find the value of c and hence the
x axis intercept of the image.
y = k1x
iii The image of the point with coordinates
(e, f ) is (e , f ). Find e and f in terms
of e and f.
k2
iv Find the equation of the image of the curve with equation y = k1 x + 2 under
x
this transformation.
11 Let M be the transformation reection in the line y = x .
a
i Find the coordinates of the image of the point A (1, 3) under this transformation.
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ii Find the coordinates of the triangle which is the image of the triangle with vertices
A (1, 3), B (1, 5), C (3, 3).
iii Illustrate triangle ABC and its image on a set of axes scaled from 5 to 5 on both
axes.
b i Show that the equation of the image of the curve with equation y = x 2 2 under
the transformation M is x = y 2 2.
ii Find the coordinates of the points of intersection of the curve y = x 2 2 with the
line y = x.
iii Show that the x coordinates of the points of intersection of y = x 2 2 and its
image may be determined by the equation x 4 4x 2 x + 2 = 0.
1
iv Two solutions of the equation x 4 4x 2 x + 2 = 0 are x = (1 + 5) and
2
1
x = (1 5).
2
Use this result and the result of b ii to nd the coordinates of the points of
intersection of y = x 2 2 and its image under M.
12 In the gure, AE = BE = BD = 1 unit.
BCD is a right angle.
D
E
1
a Show that the magnitude of BDE is 2.
1
1
b Use the cosine rule in triangle BDE to show that
3
A
C
DE = 2 cos 2.
B
c Show that
i DC = sin 3
sin 3
ii AD =
sin
d Use the results of b and c to show sin 3 = 3 sin 4 sin3
13 a Adam notices a distinctive tree while orienteering on a at horizontal plane. He
discovers that the tree is 200 m from where he is standing on a bearing of 050 . Two
other people, Brian and Colin, who are both standing due east of Adam, claim the tree
is 150 m away from them. Given that their claim is true and that Brian and Colin are
not standing in the same place, how far apart are they? Give your answer to the nearest
metre.
T
b From the top of a vertical tower of height 10 m,
standing in the corner of a rectangular courtyard,
the angles of depression to the nearest corners
A
D
(B and D) are 32 and 19 respectively.
Find
B
i AB, correct to two decimal places
C
ii AD, correct to two decimal places
iii the angle of depression of corner C diagonally opposite the tower from T, correct
to the nearest degree.
c Two circles, each of radius length 10 cm, have their centres 16 cm apart. Calculate the
area common to both circles, correct to one decimal place.
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direction of travel
8000 km
Let AB = CD = x, AD = BC = y, BD = p,
E
AC = q.
B
Revision
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40 cm
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C H A P T E R
14
Circle theorems
Objectives
To establish the following results and use them to prove further properties and
solve problems:
r The angle subtended at the circumference is half the angle at the centre
subtended by the same arc
r A quadrilateral is cyclic (that is, the four vertices lie on a circle) if and only if the
sum of each pair of opposite angles is two right angles
r If AB and CD are two chords of a circle which cut at a point P (which may be
inside or outside a circle) then PA PB = PC PD
r If P is a point outside a circle and T, A, B are points on the circle such that PT is
2
These theorems and related results can be investigated through a geometry package such as
Cabri Geometry.
It is assumed in this chapter that the student is familiar with basic properties of parallel lines
and triangles.
14.1
P
x
O
Theorem 1
The angle at the centre of a circle is twice the angle at
the circumference subtended by the same arc.
2x
A
375
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Proof
Join points P and O and extend the line through O as shown
in the diagram.
Note that AO = BO = PO = r the radius of the circle. Therefore
triangles PAO and PBO are isosceles.
Let APO = PAO = a and BPO = PBO = b
Then angle AOX is 2a (exterior angle of a triangle) and angle
BOX is 2b (exterior angle of a triangle)
P
a
b
r
O
B
Theorem 2
Angles in the same segment of a circle are equal.
Proof
Let AXB = x and AYB = y
Then by Theorem 1 AOB = 2x = 2y
Therefore x = y
Y
X
y
x
Theorem 3
The angle subtended by a diameter at the circumference is equal
to a right angle (90 ).
Proof
The angle subtended at the centre is 180 .
Theorem 1 gives the result.
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377
Theorem 4
The opposite angles of a quadrilateral inscribed in a circle sum to two right angles (180 ). (The
opposite angles of a cyclic quadrilateral are supplementary). The converse of this result also
holds.
Proof
B
O is the centre of the circle
b
A
By Theorem 1
y
Also
x+y
Therefore 2b + 2d
i.e.
b+d
= 2b and x = 2d
= 360
= 360
= 180
x
y O
d
D
The converse states: if a quadrilateral has opposite angles supplementary then the quadrilateral
is inscribable in a circle.
Example 1
y
O
100
Solution
A
Theorem 1 gives that z = y = 50
The value of x can be found by observing either of the
following.
Reex angle AOB is 260 . Therefore x = 130 (Theorem 1)
or y + x = 180 (Theorem 4)
Therefore x = 180 50 = 130
Example 2
A, B, C, D are points on a circle. The diagonals of quadrilateral ABCD meet at X. Prove that
triangles ADX and BCX are similar.
Solution
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B
A
n
m
X
q
D
p
C
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378
October 5, 2008
7:48
Example 3
32
O
74
74
Solution
C
A
X
O
74
B
In a similar fashion it can be shown that the angles in the minor segment formed by
AB all have magnitude 106 and for the minor segment formed by BC the angles all
have magnitude 148 .
Exercise 14A
Example
1 Find the values of the pronumerals for each of the following, where O denotes the centre of
the given circle.
a
b
y
50
z
y
O
x
z
O
O
35
108
3x
25
y
O
z
O
x
125
y
x
O
59
130 y
112
70
93
y
x
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x
68
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379
40
5 If two opposite sides of a cyclic quadrilateral are equal, prove that the other two sides are
parallel.
6 ABCD is a parallelogram. The circle through A, B and C cuts CD (produced if necessary) at
E. Prove that AE = AD.
Example
7 ABCD is a cyclic quadrilateral and O is the centre of the circle through A, B, C and D. If
AOC = 120 , nd the magnitude of ADC.
8 Prove that if a parallelogram is inscribed in a circle it must be a rectangle.
9 Prove that the bisectors of the four interior angles of a quadrilateral form a cyclic
quadrilateral.
14.2
Tangents
Line PC is called a secant and line segment AB a chord.
If the secant is rotated with P as the pivot point a
sequence of pairs of points on the circle is dened. As
PQ moves towards the edge of the circle the points of the
pairs become closer until they eventually coincide.
When PQ is in this nal position (i.e., where
the intersection points A and B collide)
it is called a tangent to the circle. PQ
touches the circle. The point at which the tangent
touches the circle is called the point of
contact. The length of a tangent from a point
P
P outside the tangent is the distance between
P and the point of contact.
Q
B1
B2
A1
A2
A3
B3
A4
A5
B5
B4
Theorem 5
A tangent to a circle is perpendicular to the radius drawn to the point of contact.
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Proof
Let T be the point of contact of tangent PQ.
O
P
Let S be the point on PQ, not T, such that OSP is a right angle.
Triangle OST has a right angle at S.
Therefore OT > OS as OT is the hypotenuse of triangle OTS.
T
S
Q
S is inside the circle as OT is a radius.
The line through T and S must cut the circle again. But PQ is a tangent. A contradiction.
Therefore T = S and angle OTP is a right angle.
Theorem 6
The two tangents drawn from an external point to a circle are of the same length.
Proof
P
Triangle XPO is congruent to triangle XQO as XO is
r
a common side.
X
XPO = XQO = 90
OP = OQ (radii)
Therefore XP = XQ
O
r
Q
Theorem 7
The angle between a tangent and a chord drawn from the
point of contact is equal to any angle in the alternate segment.
Proof
Let STQ = x , RTS = y and TRS = z where RT is
X
a diameter.
Then RST = 90 (Theorem 3, angle subtended by a
diameter)
Also RTQ = 90 (Theorem 5, tangent is perpendicular to radius)
P
Hence x + y = 90 and y + z = 90
Therefore x = z
But TXS is in the same segment as TRS and therefore TXS = x
z
O
S
y
x
Q
Example 4
Find the magnitude of the angles x and y in
the diagram.
Q x
30
y
S
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381
Solution
Triangle PTS is isosceles (Theorem 6, two tangents from the same point) and
therefore PTS = PST
Hence y = 75. The alternate segment theorem gives that x = y = 75
Example 5
T
y
x
P
Solution
60
Example 6
Y
Solution
Let XGK = y
Then GFK = y (alternate segment theorem)
and GKF = y (alternate angles)
Therefore triangle FGK is isosceles with FG = KG
Exercise 14B
Example
1 Find the value of the pronumerals for each of the following. T is the point of contact of the
tangent and O the centre of the circle.
a
b
y
C
z
33
x
73
81
Q
z
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T
BC = BT
T
x
80
40
y
74
54
y
x
S
P contact of tangents
from P.
TP is parallel to QS
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382
Example
October 5, 2008
7:48
B
A
40
D
C
4 If AB and AC are two tangents to a circle and BAC = 116 , nd the magnitudes of the
angles in the two segments into which BC divides the circle.
Example
5 From a point A outside a circle, a secant ABC is drawn cutting the circle at B and C, and a
tangent AD touching it at D. A chord DE is drawn equal in length to chord DB. Prove that
triangles ABD and CDE are similar.
6 AB is a chord of a circle and CT, the tangent at C, is parallel to AB. Prove that CA = CB.
7 Through a point T, a tangent TA and a secant TPQ are drawn to a circle AQP. If the chord
AB is drawn parallel to PQ, prove that the triangles PAT and BAQ are similar.
8 PQ is a diameter of a circle and AB is a perpendicular chord cutting it at N. Prove that PN is
equal in length to the perpendicular from P on to the tangent at A.
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P
C
B
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383
A
B
C
AP PB = PD.CP
i.e.
Theorem 9
If P is a point outside a circle and T, A, B are points on the circle such that PT is a tangent and
PAB is a secant then PT 2 = PA PB
T
Proof
P
A
B
PB
PT
=
which implies PT 2 = PA PB
PA
PT
Example 7
The arch of a bridge is to be in the form of an arc of a circle. The span of the bridge is to be
25 m and the height in the middle 2 m. Find the radius of the circle.
Solution
By Theorem 8
RP PQ = MP PN
12.5 m
2m
P
12.5 m
Therefore
2PQ = 12.52
Also
12.52
2
PQ = 2r 2 where r is the radius of the circle.
Hence
2r 2 =
and
PQ =
12.52
2
1 12.52
r=
+2
2
2
=
641
m
16
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Example 8
If r is the radius of a circle, with center O, and if A is any point inside the circle, show that the
product CA AD = r 2 OA2 , where CD is a chord through A.
Solution
Let PQ be a diameter through A
Theorem 8 gives that
Also
CA AD = QA AP
QA = r OA and PA = r + OA
CA AD = r 2 OA2
P
O
A
Exercise 14C
Example
Example
4 Two circles intersect at A and B and, from any point P on AB produced tangents PQ and PR
are drawn to the circles. Prove that PQ = PR.
5 PQ is a variable chord of the smaller of two xed concentric circles.
PQ produced meets the circumference of the larger circle at R. Prove that the product
RP.RQ is constant for all positions and lengths of PQ.
6 ABC is an isosceles triangle with AB = AC. A line through A meets BC at D and the
circumcircle of the triangle at E. Prove that AB2 = AD AE.
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Review
Chapter summary
The angle subtended at the circumference is half the angle at
the centre subtended by the same arc.
385
O
2
A
O
B
T
T
T'
A quadrilateral is cyclic if and only if the sum of each pair of opposite angles is two right
angles.
If AB and CD are two chords of a circle which cut at a point P then PA PB = PC PD.
A
B
P
P
D
A
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October 5, 2008
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Multiple-choice questions
1 In the diagram A, B, C and D are points on the circumference
of a circle. ABC = 115 , BAD = 70 and AB = AD. The
magnitude of ACD is
E 50
D 70
C 40
B 55
A 45
B
C
115
A
70
2 In the diagram, PA and PB are tangents to the circle centre O. Given that Q is a point on the
minor arc AB and that AOB = 150 the magnitudes of APB and AQB are
A APB = 30 and AQB = 105
A
B APB = 40 and AQB = 110
P
Q
C APB = 25 and AQB = 105
O 150
D APB = 30 and AQB = 110
E APB = 25 and AQB = 100
B
C
20
68
B
T
A
A
O
120
42
C
B
D
E 122
A 100 B 110 C 115 D 120
C
B
E
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Review
E 8
D 14
C 2 13
B 4 13
A 12
Q
B
40
105
X
A
D
B
C
75
25
O
A
D
50
x
75
140
O
y
53
47
z
y
y
70
30
2 O is the centre of a circle and OP is any radius. A chord BA is drawn parallel to OP. OA and
BP intersect at C. Prove that
b PCA = 3PBA
a CAB = 2CBA
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3 A chord AB of a circle, centre O, is produced to C. The straight line bisecting OAB meets
the circle at E. Prove that EB bisects OBC
4 Two circles intersect at A and B. The tangent at B to one circle meets the second again at D,
and a straight line through A meets the rst circle at P and the second at Q. Prove that BP is
parallel to DQ.
5 Find the values of the pronumerals for each of the following:
b
c
a
64 x
57
48
6 Two circles intersect at M and N. The tangent to the rst at M meets the second circle at P,
while the tangent to the second at N meets the rst at Q. Prove that MN2 = NP QM.
7 If AB = 10 cm, BE = 5 cm and CE = 25 cm, nd DE.
A
B
E
D
Extended-response questions
1 The diagonals PR and QS of a cyclic quadrilateral PQRS intersect
at X. The tangent at P is parallel to QS. Prove that
R
a PQ = PS
b PR bisects QRS.
Q
X
A
C
T
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Review
P
O
M
S
4 cm
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C H A P T E R
15
Vectors
Objectives
To understand the concept of vector
To apply basic operations to vectors
To understand the zero vector
To use the unit vectors i and j to represent vectors in two dimensions
To use the fact that, if a and b are parallel, then a = kb for a real value k. The
converse of this also holds.
To use the unit vectors i, j and k to represent vectors in three dimensions
length:
time:
More is required to describe velocity, displacement or force. The direction must be recorded
as well as the magnitude.
e.g.,
displacement:
velocity:
30 km in a direction north
60 km/h in a direction south east
Quantities that have direction as well as magnitude are represented by arrows that point in
the direction of the action and whose lengths give the magnitude of the quantity in terms of a
suitably chosen unit.
Arrows with the same length and direction are regarded as equivalent. These arrows are
directed line segments and the sets of equivalent segments are called vectors.
390
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391
Chapter 15 Vectors
denoted by AB.
AB = CD = OP = EF = GH
Note:
B
A
x
H
F
E
Addition of vectors
Two vectors u and v can be added geometrically by drawing
a line segment representing u from A to B and then a line
segment from B to C representing v.
The sum u + v is the vector from A to C.
i.e. u + v = AC
and u + v = v + u
C
v
B
u+v
u
A
C
v
u
B
u+v
D
u
v
A
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v 3
u+v
u
4
Scalar multiplication
Multiplication by a real number (scalar) changes the length of
the vector.
2u = u + u and
1
1
u+ u=u
u
2
2
2u is twice the length of u and
1
u is half the length of u.
2
The vector ku, k R + , with u = 0, has the same direction as u, but its length is
multiplied by a factor of k.
When a vector is multiplied by 2 the vectors direction is reversed
and its length doubled.
u
When a vector is multiplied by 1 the vectors direction is reversed
and the length remains the same.
3
3
6
6
If
u=
, u =
, 2u =
and 2u =
2
2
4
4
e.g.,
If
2u
1
u
2
2u
u = AB then u = AB = BA.
Zero vector
The zero vector is denoted by 0 and represents a line segment of zero length. The zero vector
has no direction.
Subtraction of vectors
In order to subtract v from u, add v to u.
For example
v
v
u
v
uv
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393
Chapter 15 Vectors
Example 1
Draw the directed line segment dened by
3
.
2
Solution
3
is the vector 3 across to the right and 2 down
2
Note: Here the vector starts at (1, 1) and goes to
(4, 1). It can start at any point.
A
x
4
B
Example 2
The vector
u is dened by the directed line segment from (2, 6) to (3, 1).
y
a
If u =
, nd a and b.
b
Solution
3 2
1
The vector u =
=
1 6
5
Hence a = 1 and b = 5
A (2, 6)
B (3, 1)
0
Example 3
If the vector u =
Solution
3
1
and the vector v =
2
, nd 2u + 3v.
2
3
2
2u + 3v = 2
+3
1
2
6
6
=
+
2
6
0
=
4
Polygons of vectors
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Example 4
Illustrate the vector sum AB + BC + CD, where A, B, C and D are points in the plane.
C
Solution
AB + BC + CD = AD
Parallel vectors
The non-zero
u and
vectors
v are
said to be parallel if there exists k R\{0} such that u = kv.
2
6
If u =
and v =
then vector u is parallel to v as v = 3u.
3
9
Position vectors
A point O, the origin, can be used as a starting point for a vector to indicate the position of a
point in space relative to that point. In this chapter, O is the origin for a cartesian plane (three
dimensional work is considered briey).
ma pa = qb nb
(m p)a = (q n)b
q n
b or
a=
mp
b=
mp
a
q n
q = n and m = p
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395
Chapter 15 Vectors
Example 5
Let A, B and C be the vertices of a triangle.
Let D be the midpoint of BC.
Let AB = a and BC = b.
Find the following in terms of a and b.
a BD
b DC
c AC
d AD
Solution
1
1
a BD = BC = b
2
2
1
b DC = BD = b
2
c AC = AB + BC = a + b
1
d AD = AB + BD = a + b
2
e CA = AC = (a + b)
e CA
( CA + AC = 0)
Example 6
A
q
B
r
C
r
Solution
p = AB = AD + DC + CB
= q + kp r
(1 k)p = q r
1
and hence p =
(q r)
1k
b
FE = 2q + p + 2r
= 2(r q) + p
But r q = kp p = (k 1)p
FE = 2kp 2p + p
= (2k 1)p
a
. . . from a
c If
FE = 4 AB
(2k 1)p = 4p
2k 1 = 4
5
k=
2
Exercise 15A
Example
1 On the same graph, draw the arrows which represent the following vectors.
1
0
1
4
a
b
c
d
5
2
2
3
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Example
October 5, 2008
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a
2 The vector u is dened by the directed line segment from (1, 5) to (6, 6). If u =
,
b
nd a and b.
3 The
vector
v is dened by the directed line segment from (1, 5) to (2, 10). If
a
v=
, nd a and b.
b
Example
A = (1, 2), B = (3, 0), C = (2, 3) and O is the origin. Express the following vectors
a
in the form
.
b
a OA
b AB
c BC
d CO
e CB
A = (2, 3), B = (4, 0), C = (1, 4) and O is the origin. Sketch the following vectors.
a OA
b AB
c BC
d CO
e CB
6 On graph paper, sketch the vectors joining the following pairs of points in the direction
indicated.
a (0, 0) (2, 1)
d (2, 4) (4, 3)
b (3, 4) (0, 0)
e (2, 2) (5, 1)
c (1, 3) (3, 4)
f (1, 3) (3, 0)
Example
8 a Plot the points A (1, 0) , B (1, 4) , C (4, 3) , D (2, 1) on a set of coordinate axes.
i AB = DC
ii BC = AD
d Describe the shape of the quadrilateral ABCD.
1
1
2
9 Let a =
,b =
and c =
.
2
3
1
a Find
i a+b
ii 2c a
b Show that a + b is parallel to c.
iii a + b c
3
2
19
10 Find the values of m and n such that m
+n
=
3
4
61
11 In the gure A, B, C, D are the vertices of a parallelogram.
AB = a and AD = b
i MD
ii MN
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Chapter 15 Vectors
Example
Example
and AC = b.
a CD
b ED
c BE
d FC
g FE
e FA
f FB
C
N
M
C
a DC
b DA
c AC
d CA
e BD
point such that OP = 3 PQ. Express each of the following in terms of a and b.
a BA
b PB
c OP
d PQ
e BQ
a PR
b QS
c PS
2
c If P is a point on CM and CP = CM, express CP in terms of u and v.
3
15.2
Components
of vectors
i.e.,
AB = AX + XB.
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A(2, 3)
X
x
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Therefore AB = 3i + 4j.
It is possible to describe
any two-dimensional vectors in this way.
x
For a vector u =
, u = xi + yj. It is said that u is
y
the sum of two components xi and yj.
The magnitude of vector u = xi + yj is denoted
by |u| and |u| = x 2 + y 2
Operations with vectors now look more like basic algebra.
(xi + yj) + (mi + nj) = (x + m) i + (y + n) j
k (xi + yj) = kxi + kyj
For
j
x
y
u
yj
xi
a = xi + yj and b = mi + nj,
a = b if x = m and y = n
Example 7
a Find AB if OA = 3i and OB = 2i j
b Find |2i 3j|.
Solution
a AB = OA + OB
= 3i + (2i j)
= i j
b |2i 3j| = 4 + 9 = 13
Example 8
A, B are points on the cartesian plane such that OA = 2i + j and OB = i 3j. Find
AB and | AB|.
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Chapter 15 Vectors
399
Solution
AB = AO + OB
= OA + OB
AB = (2i + j) + i 3j
= i 4j
| AB| = 1 + 16 = 17
Unit vectors
A unit vector is a vector of length one unit (i and j are unit vectors).
The unit vector in the direction of a is a (pronounced a hat).
|a| = 1 so |a| a = a
1
a
or
a
a =
|a|
|a|
Example 9
Let a = 3i + 4j.
Find |a|, the magnitude of a, and hence the unit vector in the direction of a.
Solution
a = 3i + 4j so |a| =
x 2 + y2
= 32 + 42
So
|a| = 5
1
a =
a
|a|
1
a = (3i + 4j)
5
Exercise 15B
Example
1 A, B are points on the cartesian plane such that OA = i + 2j and OB = 3i 5j. Find AB.
a OP
b AB
c BA
Example
b 2j
c 3i + 4j
d 5i + 12j
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1
6 In the rectangle OPAQ, OP = 2i and OQ = j. M is the point on OP such that OM = OP.
5
1
N is the point on MQ such that MN = MQ.
6
a Find the following vectors in terms of i and j.
i OM
ii MQ
iii MN
iv ON
v OA
b i Hence show that N is on the diagonal OA.
ii State the ratio of the lengths ON : NA.
1
5
7 The position vectors of A and B are given by OA =
and OB =
.
3
1
Find the distance between A and B.
8 Find the pronumerals in the following equations.
a 2i + 3j = 2 (li + kj)
c (x + y) i + (x y) j = 6i
b (x 1) i + yj = 5i + (x 4) j
d k (i + j) = 3i 2j + l (2i j)
a AB
b | AB|
10 Let OA = 3i, OB = i + 4j and OC = 3i + j. Find
a AB
b AC
c |BC|
11 Let A = (5, 1) , B = (0, 4) and C = (1, 0). Find
a D such that AB = CD
b F such that AF = BC
i OA
ii OB
iii OC
iv BC
b Hence nd the coordinates of D.
v AD
a OP and PQ
b |RQ | and |OR|
15
A(1, 6), B(3, 1), C(13, 5) are the vertices of a triangle ABC
y
Q
R
a Find
i | AB|
ii |BC|
iii | CA|
b Hence show that ABC is a right-angled triangle.
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401
Chapter 15 Vectors
16
A(4, 4), B(3, 1) and C(7, 3) are the vertices of the triangle ABC.
a Find the vector
i AB
ii BC
iii CA
b Find
i | AB|
ii |BC|
iii | CA|
c Hence show that triangle ABC is an isosceles right-angled triangle.
17
A(3, 2), B(0, 7) are points on the cartesian plane. O is the origin. M is the
midpoint of AB.
a Find
i OA
ii OB
iii BA
iv BM
Example
18 Find the unit vector in the direction of each of the following vectors.
a a = 3i + 4j
d d=ij
15.3
b b = 3i j
1
1
e e= i+ j
2
3
c c = i + j
f f = 6i 4j
z
(x, y, z)
y
x
z
k 1
OA = xi + yj + zk
j
i
By Pythagoras theorem
and
y
1
OB2 = x 2 + y 2
OA2 = OB2 + BA2
= x 2 + y2 + z2
| OA| = x 2 + y 2 + z 2
A
xi
x
yj
O
zk
Example 10
Let a = i + j k and b = i + 7k. Find
a a+b
b b 3a
c |a|
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Solution
a a + b = i + j k + i + 7k = 2i + j + 6k
b b 3a = i + 7k 3(i + j k) = 2i 3j + 10k
c |a| = 3
Example 11
i OE
ii OF
iii GF
iv GB
B
F
G
O
D
A
E
Solution
a i OE = OA + AE = 3j + i
( AE = OD)
ii OF = OE + EF = 3j + k + i
( EF = OC)
iii GF = OA = 3j
iv GB = DA = DO + OA = i + 3j
b MN = MD + DN = MD + DG + GN
3
1
= i+k+ j
2
2
9
1
14
+1+ =
|MN| =
4
4
2
Example 12
If a = 3i + 2j + 2k, nd a .
Solution
9 + 4 + 4 = 17
1
a = (3i + 2j + 2k)
17
2
2
3
= i + j + k
17
17
17
|a| =
Exercise 15C
Example
10
Example
12
b 3b 2a + c
c |b|
d |b + c|
e 3(a b) + 2c
2 If a = 3i + j k
a nd
i a
ii 2a
b nd the vector b in the direction of a such that |b| = 5.
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403
Chapter 15 Vectors
a PQ
b |PQ|
c OM
Example
11
5 OABCDEFG is a cuboid.
OA = 2j, OC = 2k, OD = i
a OB
b OE
c OG
d OF
e ED
f EG
g CE
h BD
6 OABCDEFG is a cuboid.
OA = 3j, OC = 2k, OD = i
1
M is such that OM = OE.
3
N is the midpoint of BF. Find
a MN
b |MN|
15.4
E
C
F
G
O
D
A
E
Applications
Example 13
Three points P, Q, and R have position vectors p, q, and k(2p + q) respectively, relative to a
xed origin O. O, P and Q are not collinear. Find the value of k if
a QR is parallel to p
b PR is parallel to q
c P, Q and R are collinear.
Solution
a QR = QO + OR
= q + k(2p + q)
= q + 2kp + kq
k 1 = 0 and 2k =
k=1
b PR = PO + OR
= p + k(2p + q)
= (2k 1)p + kq
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k=
2
c If P, Q and R are collinear there exists n R\{0} such that
n PQ = QR
k 1 = n and 2k = n
which implies 3k 1 = 0
i.e., k =
1
3
Exercise 15D
4
1 In the diagram OR = OP, OP = p, OQ = q
5
and PS : SQ = 1 : 4.
O
p
P
S
i OR
ii RP
iii PQ
iv PS
v RS
b What can be said about line segments RS and OQ?
c What type of quadrilateral is ORSQ?
d The area of triangle PRS is 5 cm2 . What is the area of ORSQ?
2 The position vectors of three points A, B and C relative to an origin O are a, b and ka
respectively. The point P lies on AB and is such that AP = 2PB. The point Q lies on BC and
is such that CQ = 6QB.
a Find in terms of a and b
i the position vector of P
ii the position vector of Q
b Given that OPQ is a straight line, nd
i the value of k
OP
ii the ratio
PQ
7
c The position vector of a point R is a. Show that PR is parallel to BC.
3
Example
13
3 The position vectors of two points A and B relative to an origin O are 3i + 3.5j and
6i 1.5j respectively.
ii Hence nd |ED|.
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Chapter 15 Vectors
405
PM = MQ
a Prove that the position vector of M is m where
m=
p + q
+
b The vector p = ka and the vector q = lb where k and l are positive real numbers and a
and b are unit vectors.
i Prove that the position vector of any point on the internal bisector of POQ has the
form (a + b)
ii If M is the point where the internal bisector of POQ meets PQ, show that
k
=
l
5 ORST is a parallelogram. U is the midpoint of RS and V is the midpoint of ST. Relative to
the origin O, r, s, t, u and v are the position vectors of R, S, T, U and V respectively.
a Express s in terms of r and t.
b Express v in terms of s and t.
c Hence or otherwise show that 4 (u + v) = 3 (r + s + t)
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Chapter summary
A vector is a set of equivalent directed line segments.
2
In two dimensions, a vector can be represented by a column of numbers, e.g.
is the
3
vector 2 across and 3 up.
C
The sum u + v can be shown diagrammatically
v
u+v
B
u
u + v = v +
u
a
c
a+c
If u =
and v =
then u + v =
b
d
b+d
The vector ku, k R + and u = 0, has the same direction as u but its length is multiplied by
a factor k.
The vector v is in the opposite direction to v but it has the same length.
u v = u + (v)
Two non-zero vectors u and v are said to be parallel if there exists k R\{0} such that
u = kv.
xi
x
The magnitude of vector u = xi + yj is denoted by |u| and |u| = x 2 + y 2
a
. This vector is denoted by a .
The unit vector in the direction of a is
|a|
In three dimensions a vector u can be written as u = xi + yj + zk, where i, j and k are unit
vectors as shown.
z
z
(x, y, z)
k
j
If u = xi + yj + zk, |u| =
x 2 + y2 + z2
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Chapter 15 Vectors
407
1 The vector v is dened by the directed line segment from (1, 1) to (3, 5). If v = ai + bj then
A a = 3 and b = 5
B a = 2 and b = 4
C a = 2 and b = 4
D a = 2 and b = 3
E a = 4 and b = 2
Review
Multiple-choice questions
6 |3i 5j| =
34
C 34
D 8
E 16
A 2
B
A 6
B 26
C
26
D
24
E 36
9 If a = 2i + 3j then the unit vector parallel to a is
1
A 2i + 3j
B
(2i + 3j)
13
1
E
13(2i + 3j)
D (2i + 3j)
13
10 If a = 3i + j + 3k then a is
1
1
B (3i + j + 3k)
A
(3i + j + 3k)
7
7
1
D
(3i + j + 3k)
E 3i + j + 3k
19
1
(2i + 3j)
5
1
(3i + j + 3k)
19
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Review
408
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a |PQ|
b a unit vector parallel to PQ.
5 The position vectors of A, B and C are 2j + 2k, 4i + 10j + 18k and xi + 14j + 26k
respectively. Find x if A, B and C are collinear.
16
.
6 OA = 4i + 3j and C is a point on OA such that OC =
5
b Hence nd OC.
i SQ
ii TQ
iii RQ
2a
Q
iv PT
v TR
T
a
P
b D is the point (1, 24) and OD = h OA + k OB. Find the values of h and k.
12 Given that p = 3i + 7j and q = 2i 5j, nd the values of m and n such that
mp + nq = 8i + 9j.
13 The points A, B and C have position vectors a, b and c relative to an origin O. Write down
an equation connecting a, b and c for each of the following cases.
a OABC is a parallelogram.
b B divides AC in the ratio 3 : 2, i.e., AB : BC = 3 : 2.
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409
Chapter 15 Vectors
y
1
0
1 Let
represent a displacement 1 km due east and
30
0
1
20
represent a displacement 1 km due north. The diagram shows
10
a circle of radius 25 km with a centre at O(0, 0). A lighthouse
0
30 20 10 O 0 10 20 30
entirely surrounded by sea is located at O.
10
The lighthouse is not visible from points outside the circle.
P
20
The ship is initially at P, 31 km west and 32 km south of the lighthouse. 30
16
b Show that the vector PR =
, and hence nd the vector OR.
12
c Show that when the ship reaches R, the lighthouse rst becomes visible.
Review
Extended-response questions
2
11
7
26
3 Let a = 1 , b = 7 , c = 9 and d = 12
2
3
7
2
a Find the value of the scalar k such that a + 2b c = kd
b Find the scalars x and y such that xa + yb = d
c Use your answers to a and b to nd scalars p, q and r (not all zero) such that
pa + qb r c = 0
4 The quadrilateral PQRS is a parallelogram. The point P has coordinates
(5, 8), the point R
20
has coordinates (32, 17) and the vector PQ is given by PQ =
.
15
b Write down the vector RS , and show that the coordinates of S are (12, 32).
5 The diagram shows the path of a light
beam
from its source
3
P
at O in the direction of the vector r =
. At P the beam
1
b The point M has coordinates (k, 0). Find in terms of k an expression for the vector PM.
c Find the magnitudes of vectors OP, OM and PM, and hence nd the value of k for
which is equal to 90 .
d Find the value for which M has coordinates (9, 0).
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C H A P T E R
16
Polar coordinates and
complex numbers
Objectives
To describe points on the plane using polar coordinates
To describe graphs with polar coordinates
To transform polar coordinates to cartesian coordinates
To transform cartesian coordinates to polar coordinates
To understand the imaginary number i
To understand the set of complex numbers C
To understand the real-valued functions of the complex numbers, Re(z) and Im(z)
To represent complex numbers graphically on an Argand diagram
To understand the rules which define equality, addition, subtraction and
multiplication of complex numbers
To understand the concept of the complex conjugate
To understand the operation of division by complex numbers
To understand the modulus-argument form of a complex number and the basic
operations on complex numbers in that form
To understand the geometrical significance of multiplication and division of
complex numbers in the modulus-argument form
To be able to factorise quadratic polynomials over C
To be able to solve quadratic polynomials over C
A new set of numbers called Complex numbers is introduced in this chapter. The need for this
new set of numbers can be equated to the need for a solution of the equation x 2 + 1 = 0. A
geometric interpretation is also shown to be useful.
Complex numbers can be expressed in two ways, cartesian form and polar form. As a
preliminary to this, polar coordinates are introduced.
410
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16.1
411
Polar coordinates
In previous work the cartesian coordinate system has been used to represent points in
two-dimensional space. The point (x, y) is described in terms of its horizontal displacement (x)
and its vertical displacement (y) from a xed point called the origin (O).
An alternative way of locating the point P is to describe it in terms of its polar coordinates
[r, ] where r species the distance from the origin or pole and species the angle of the line
OP relative to the line OZ which extends to the right from O and is called the polar axis.
P[r, ]
Note: An angle in an anticlockwise direction from OZ is
considered to be positive.
r
O
Z
P[4, 60]
4
O
60
Using this system it is clear that any point can be specied in a number of different ways.
For example, the point [4, 60 ] may also be specied by [4, 120 ].
The angle = 120 is measured in a clockwise direction from O.
The diagram below and to the left illustrates the point P [4, 120 ] and the diagram to the
right, [4, 120 ].
P
O
4
Z
4
120
O
60
120
P'
Z
30
3
P
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and
x = r cos
y = r sin
P(x, y)
r
r sin ()
x(Z)
r cos ()
The angle can be found by nding a solution which satises both equations 1 and 2
Squaring both sides of equations 1 and 2 and adding yields
x 2 + y 2 = r 2 cos2 + r 2 sin2
= r 2 (cos2 + sin2 )
i.e. x 2 + y 2 = r 2
Using these relationships, coordinates can be converted from cartesian to polar and vice versa.
Example 2
Solution
1
r 2 = x 2 + y2
sin =
a
2
= ( 3)2 + (1)2
=4
3
and cos =
2
= 30
r =2
b r = 2 and = 45
1
x = 2 cos 45 = 2 = 1
2
1
y = 2 sin 45 = 2 = 1
2
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413
=
r = 3 (1 cos (60 )) = 3 1
2
2
For = 180 , r = 3 (1 cos (180 ))
= 3 (1 (1)) = 6
For = 90 , r = 3 (1 cos (90 )) = 3
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Example 4
Sketch the graph of r = .
Solution
Open a Graphs application (b>New
Doc>Add Graphs) and set to polar using
b>Graph Type>Polar
Enter r 1 () = .
The graph is shown.
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415
In the screen shown, the window was selected by tapping Zoom, quick initialize.
Example 5
Find the polar equation of the circle whose cartesian equation is
x 2 + y 2 = 4x
Solution
Let x = r cos and y = r sin
Then
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Solution
a
r =3
2
x + y2 = 3
x 2 + y2 = 9
The circle with centre (0, 0)
and radius 3
1
1 + sin
implies r (1 + sin ) = 1
i.e. r+ r sin = 1
x 2 + y2 = 1 y
x 2 + y 2 = 1 2y + y 2
1
2
x = 2 y
2
r=
y=
c
x2 1
+
2
2
r = 3(1 cos )
x 2 + y 2 = 3x 2 + y 2 3x
2
x + y 2 + 3x = 3 x 2 + y 2
Exercise 16A
Example
b B[3, 45 ]
f F[5, 50 ]
c C[2, 60 ]
g G[5, 130 ]
d D[4, 30 ]
h H [5, 130 ]
3
d D 3,
4
Example
2a
a (4, 4)
b (1, 3)
c (2 3, 2)
d (5, 12)
g (5, 12)
h (4, 3)
e (6, 5)
f ( 3, 1)
Example
2b
a [2, 30 ]
b 4,
d [4, 2]
c 1,
2
4
7
g [2, 180 ]
h [1, 120 ]
f [5, 240 ]
e 2,
6
Examples
3, 4
, 0 6
k r=
j r = cos 2
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c r = 2 cos
f r = cos 2
i r = 3 cos + 2
l r = 2 sin 2
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Example
b x+y=6
c x2 = y
x2
+ y2 = 1
4
16.2
417
b r = a(1 + cos )
a
e r=
1 + cos
c r = a cos
a
f r=
1 + sin
For example 4 = 4 1
= 4 1
= 2i
Imaginary numbers led to the introduction of complex numbers, which further broadened the
scope of mathematical thinking. Today complex numbers are widely used in engineering, the
study of aerodynamics and many other branches of physics.
Consider the equation x 2 + 2x + 3 = 0. Using the quadratic formula to solve yields:
2 4 12
x=
2
2 8
=
2
= 1 2
This equation has no real solutions since the discriminant = b2 4ac is less than zero.
However, for complex numbers
x = 1 2i
A complex number is an expression of the form a + bi, where a and b are real numbers. C
is the set of complex numbers, i.e. C = {a + bi : a, b R}. The letter often used to denote a
complex number is z.
Therefore z C implies z = a + bi where a, b R
If a = 0, z is said to be imaginary.
If b = 0, z is real.
Real numbers and imaginary numbers are subsets of C.
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Note:
x1 + y1 i = x2 + y2 i
if and only if
x1 = x2 and y1 = y2
Example 7
If 4 3i = 2a + bi nd the values of a and b.
Solution
2a = 4
a=2
and
b = 3
Example 8
Find the values of a and b such that (2a + 3b) + (a 2b)i = 1 + 3i
Solution
2a + 3b
a 2b
2 2 gives
2a 4b
1 3 gives
7b
= 1 1
=3 2
=6
= 7
b = 1 and a = 1
(a, b, c, d R)
i.e. Re (z 1 z 2 ) = Re (z 1 ) Re (z 2 ) and Im (z 1 z 2 ) = Im (z 1 ) Im (z 2 )
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Example 9
If z 1 = 2 3i and z 2 = 4 + 5i nd
a z1 + z2
b z1 z2
Solution
a z 1 + z 2 = 2(2 + 4) + (3 + 5)i
= 2 + 2i
b z 1 z 2 = (2 4) + (3 5)i
= 6 8i
If
then
kR
Multiplication by powers of i
Successive multiplication by powers of i gives the following:
i1 = i
i 2 = 1
i 3 = i
i 4 = (1)2 = 1
i5 = i
and so on
In general, for n = 0, 1, 2, 3, . . .
i 4n = 1
=i
i
4n+2
= 1
i
4n+3
= i
i
4n+1
b 3i 4 (2i)3
Solution
a i 13 = i 43+1
=i
b 3i 4 (2i)3 = 3 (2)3 i 4 i 3
= 24i 7
= 24i
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Exercise 16B
1 State the values of Re (z) and Im (z) for each of the following.
1 3
a 2 + 3i
b 4 + 5i
i
c
2 2
2 2 2i
d 4
e 3i
f
Examples
7, 8
Example
b a + b 2abi = 5 12i
d 3a + (a b)i = 2 + i
(2 3i) + (4 5i)
(3 i) (3 + i)
(1 i) (2i + 3)
4(2 3i) (2 8i)
(4 + i) + (2 2i)
(2 2i) + (5 8i)
(2 + i) (2 i)
(5 4i) + (1 + 2i)
3
1
(4 3i) (2 i)
j
2
2
b
d
f
h
i 5(i + 4) + 3(2i 7)
Example
10
4 Simplify
a
16
20
f i
b 2 9
g 2i i 3
c
2
h 4i 4 3i 2
5 Simplify
a i(2 i)
b i 2 (3 4i)
2i(i
d i3
5
i
8i 2
2)
e i 14
d 3( 3 + 2)
complex numbers
Multiplication of complex numbers
If z 1 = a + bi and z 2 = c + di(a, b, c, d R)
Then
z 1 z 2 = (a + bi) (c + di)
= ac + bci + adi + dbi 2
= (ac bd) + (bc + ad)i
(bdi 2 = bd)
Example 11
If z 1 = 3 2i and z 2 = 1 + i, nd z 1 z 2 .
Solution
z 1 z 2 = (3 2i)(1 + i)
= 3 2i + 3i 2i 2
= 5+i
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b z 1 z 2 and z 1 z 2
Solution
z 1 = 2 + 3i and z 2 = 1 2i
z 1 + z 2 = (2 3i) + (1 + 2i)
b z 1 z 2 = (2 3i)(1 + 2i) = 4 + 7i
= 1i
z 1 z 2 = 4 7i
(z 1 + z 2 ) = 1 + i
z 1 z 2 = (2 + 3i)(1 2i) = 4 7i
z 1 + z 2 = 2 + 3i + 1 2i
= 1+i
z 1 = a + bi and z 2 = c + di
(a + bi)
z1
=
z2
(c + di)
(a, b, c, d R)
=
z2
(c + di) (c di)
ac + bci adi bdi 2
=
c2 + d 2
(ac + bd) (bc ad)i
= 2
+ 2
c + d2
c +
d 2 Evans et al. 2011
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Example 13
If z 1 = 2 i and z 2 = 3 + 2i, nd
z1
.
z2
Solution
3 2i
2i
z1
=
z2
3 + 2i
3 2i
6 3i 4i + 2i 2
32 + 22
4 7i
=
13
1
=
(4 7i)
13
Example 14
Solve for z the equation (2 + 3i) z = 1 2i
Solution
(2 + 3i)z = 1 2i
1 2i
z=
2 + 3i
2 3i
1 2i
=
2 + 3i
2 3i
8 i
z=
13
There is an obvious similarity in the process of expressing a complex number with a real
denominator and the process of rationalising the denominator of a surd expression.
Example 15
If z = 2 5i nd z 1 and express with a real denominator.
Solution
z 1 =
1
z
1
2 5i
2 + 5i
1
=
2 5i
2 + 5i
2 + 5i
=
29
1
=
(2 + 5i)
29
=
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423
424
Operations
i is found in
in the on-screen keyboard.
With the calculator set to Complex mode, a
number of arithmetic operations can be carried out,
as shown in the screen at right using options from
Interactive, Complex.
Polynomials can be factorised and solved over the
complex number eld using Interactive, transformation
and Equation/inequality, solve.
Exercise 16C
Example
11
b (2 2i)2
e ( 2 3i)( 2 + 3i)
c (3 + 2i)(2 + 4i)
f (5 2i)(2 + 3i)
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425
a 2 5i
b 1 + 3i
c
5 2i
d 5i
Example
12
3 If z 1 = 2 i and z 2 = 3 + 2i nd
a z1
e z1 z2
Example
15
b z2
f z1 + z2
c z1 z2
g z1 + z2
d z1 z2
h z1 + z2
b zz
c z+z
e zz
f i(z z)
g z 1
d z(z + z)
z
h
i
13
4 + 3i
1+i
i
f
2 + 6i
14
16.4
b (1 + 3i)z = 2 i
e z(1 + i) = 4
c (3i + 5)z = 1 + i
Argand diagrams
An Argand diagram is a geometrical representation of the set of complex numbers. In a
vector sense, a complex number has two dimensions; the real part and the imaginary part.
Therefore a plane is required to represent C.
Im(z)
An Argand diagram is drawn with two
3
perpendicular axes. The horizontal axis
represents Re(z), z C, and the vertical
2
axis represents Im(z), z C.
(3 + i)
(2 + i)
1
Each point on an Argand diagram represents
a complex number. The complex number a + bi
0 1
3 2 1
2
3 Re(z)
is situated at the point (a, b) on the equivalent
1
cartesian axes as shown by the examples in this
2
gure. The number written as a + bi is
called the cartesian form of the complex number.
(2 3i)
3
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Example 16
Im(z)
5
4 B
D
5
C
0
5
E
Re(z)
F
5
Solution
A : 2 + 3i
C : 5
E : 5 2i
B : 4i
D : 1 + i
F : 1 3i
z1 + z2
Im (z)
Im(z)
az
z2
z
0
z1
0
Re (z)
bz
Re(z)
cz
a>1
0<b<1
c<0
The subtraction z 1 z 2 is represented by the sum z 1 + (z 2 ).
Example 17
a Represent the following points on an Argand diagram.
i 2
ii 3i
iii 2 i
iv (2 + 3i) v 1 + 2i
b Let z 1 = 2 + i and z 2 = 1 + 3i.
Represent z 1 , z 2 , z 1 + z 2 and z 1 z 2 on an Argand diagram and verify that the complex
number sum and difference follow the vector triangle properties.
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Solution
a
Im (z)
4
z2 3
2
1
Im(z)
3
1 + 2i
2
1
3 2 1 0 1
1
z1 + z2
z1
4 3 2 1 0 1 2 3 4 Re (z)
1
z1 z2
2
z2
3
4
2 3 Re (z)
2i
2
(2 + 3i)
427
3 3i
z 1 + z 2 = (2 + i) + (1 + 3i)
= 1 + 4i
z 1 z 2 = (2 + i) (1 + 3i)
= 3 2i
i.e.
Im(z)
2 + 3i
3 + 2i
Re(z)
2 3i
Example 18
If z 1 = 1 4i and z 2 = 2 + 2i, nd z 1 + z 2 algebraically and illustrate z 1 + z 2 on an
Argand diagram.
Solution
Im(z)
z 1 + z 2 = (1 4i) + (2 + 2i)
= 1 2i
3
2
z2
1
0
4
z1 + z2
1 1
4 Re(z)
2
3
4
z1
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Exercise 16D
Example
16
Im(z)
3
B 2
1
5 4 3 2 1 0 1 1
F
2
3
4
C
Example
17
18
5 Re (z)
Example
b 4 + i
c 4+i
d 3 + 0i
e 0 2i
f 5 2i
b z1 z2
b z
c z2
d z
1
z
b zi
c zi 2
d zi 3
e zi 4
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429
Example 19
Solve the equations
a z 2 + 16 = 0
b 2z 2 + 6 = 0
Solution
a
z 2 + 16 = 0
z 16i 2 = 0
(z + 4i)(z 4i) = 0
z = 4i
2z 2 + 6 = 0
2(z 2 + 3) = 0
2(z 2 3i 2 ) = 0
z = 3i
5 25 36
z=
6
5 11
=
6
1
= (5 11i)
6
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To solve in the above examples, the usual method for solving equations is used. For
example, enter and highlight 3z 2 + 5z + 3 = 0 then tap Interactive,
Equation/inequality, solve and ensure that the variable selected is z.
Exercise 16E
Examples
19, 20
16.6
z2 + 4 = 0
(z 2)2 + 16 = 0
z 2 + 3z + 3 = 0
2z = z 2 + 5
b
e
h
k
2z 2 + 18 = 0
(z + 1)2 = 49
2z 2 + 5z + 4 = 0
2z 2 6z = 10
c
f
i
l
3z 2 = 15
z 2 2z + 3 = 0
3z 2 = z 2
z 2 6z = 14
z = r cos + r sin i
x
0
Re (z)
= r (cos + sin i)
The polar form is abbreviated to z = r cis .
r = x 2 + y 2 is called the absolute value or modulus of z. It is denoted by mod z or |z|.
Remember that is measured in an anticlockwise direction from the horizontal axis.
The same point may be represented a number of ways in polar form, since
cos = cos( 2n) and sin = sin ( 2n), where n Z , the polar form of a complex
number is not unique.
Note:
i.e.
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Usually the interval < is used. The corresponding value of is called the principal
value of the argument of z and is denoted by Arg z.
i.e.
< Arg z
Example 21
Express in polar form the following complex numbers
b z = 2 2i
a z = 1 + 3i
Solution
0< <
2
Now
x = 1 and y = 3
Therefore r = 1 + 3
=2
1
3
)
also = (since cos = and sin =
3
2
2
z = 1 + 3i
= 2 cis
3
<<0
2
Now
x = 2 and y = 2
Therefore
r = 4+4
= 8
=2 2
1
1
z = 2 2i
= 2 2 cis
4
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Example 22
2
Express in cartesian form z = 2 cis
3
Solution
2
x = r cos = 2 cos
3
1
=2
2
= 1
2
y = r sin = 2 sin
3
3
=2
2
= 3
2
z = 2 cis
3
= 1 3i
If
Then
and
z 1 z 2 = r1r2 cis (1 + 2 )
r1
z1
=
cis (1 2 )
z2
r2
These results may be proved using the addition formulas for sine and cosine established in
Chapter 11. This is left as an exercise for the reader.
Example 23
If z 1 = 2 cis 30 and z 2 = 4 cis 20 nd the product z 1 z 2 and represent it on an Argand
diagram.
Solution
Im (z)
z 1 z 2 = r1r2 cis (1 + 2 )
= 2 4 cis (20 + 30 )
= 8 cis 50
z1z2
50
z1
30
z2
Re (z)
0
20
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Example 24
5
, nd the product z 1 z 2 .
If z 1 = 3 cis and z 2 = 2 cis
2
6
Solution
z 1 z 2 = r1r2 cis (1 + 2 )
5
= 6 cis
+
2
6
4
= 6 cis
3
2
since < Arg z
z 1 z 2 = 6 cis
3
Example 25
z1
If z 1 = 3 + i and z 2 = 2 3 + 2i, nd the quotient
and express it in cartesian form.
z2
Solution
First express z 1 and z 1 in polar form.
|z 1 | =
3+1
=2
|z 2 | = 12 + 4
=4
5
1
3
, since sin 1 = and cos 1 =
Arg z 1 =
6
2
2
where Arg z 1 = 1
1
3
Arg z 2 = , since sin 2 = and cos 2 =
6
2
2
where Arg z 2 = 2
5
and z 2 = 4 cis
z 1 = 2 cis
6
6
r1
z1
=
cis (1 2 )
z2
r2
2
5
= cis
4
6
6
1
2
= cis
2
3
1
2
1
2
z1
= cos
+ sin
i
In cartesian form
z2
2
3
2
3
1
3
1 1
+
i
=
2 2
2
2
1
= (1 3)i
4
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Exercise 16F
Example
21
a 1 + 3i
b 1i
c 2 3 + 2i
1 1
d 4 4i
e 12 12 3i
f + i
2 2
Example
22
3
c 2 cis
2 cis
b
a 3 cis
d 5 cis
6
3
2
4
5
4
2
e 12 cis
g 5 cis
h 5 cis
f 3 2 cis
6
3
3
4
3 Simplify the following and express the answers in cartesian form.
. 3 cis
b 4 cis
. 3 cis
a 2 cis
12
4
6
12
5
2
c
cis
. 5 cis
. 3 cis
d
12 cis
4
12
3
3
5
3
e
12 cis
. 3 cis
f ( 2 cis ).
3 cis
6
2
4
12 cis
10 cis
3
4
g
h
2
5 cis
3 cis
12
3
12 8 cis
20 cis
4
6
i
j
5
3 2 cis
8 cis
12
6
Examples
23, 24, 25
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P[r, ]
O
pole
Review
Chapter summary
polar axis
describes the same point as 2 cos , 2 sin
= (1, 3)
Therefore 2,
3
3
3
and =
4
(1, 1) =
2,
4
For conversion of an equation from cartesian to polar use
x = r cos , y = r sin and x 2 + y 2 = r 2
Therefore x + y = 1
becomes
r cos + r sin = 1
i.e. r (cos + sin ) = 1
Consider y = x 2
This becomes
r sin = r 2 cos2
r sin r 2 cos2 = 0
r (sin r cos2 ) = 0
r = 0 or sin = r cos2
r = 0 is the pole. The second equation becomes r =
tan
cos
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z 1 = z 2 Re (z 1 ) = Re (z 2 ) and Im (z 1 ) = Im (z 2 )
The Argand diagram is a geometrical representation of C.
Let z 1 = a + bi and z 2 = c + di, then z 1 z 2 = (ac bd) + (ad + bc)i
The modulus of z, |z|, is the distance from the origin of the point represented by z.
The argument of z, arg z, is an angle measured anticlockwise about the origin from the
positive direction of the x axis to the line joining the origin to z.
The Argument of z, Arg z, is arg z expressed as an angle in the interval (, ].
The modulus-argument form of the complex number z is given as:
z = r (cos + i sin ) where r = |z|
Re (z)
Im (z)
cos =
and sin =
|z|
|z|
r (cos + i sin ) is usually written as r cis
The complex conjugate of z is denoted by z, where z = Re (z) Im (z)i; zz, (z + z) R
z1
z1 z2
The division of complex numbers:
=
z2
|z 2 |2
Multiplication and division of the modulus-argument form
Let z 1 = r1 cis 1 , z 2 = r2 cis 2
Then z 1 z 2 = r1r2 cis (1 + 2 ),
z1
r1
= cis (1 2 )
z2
r2
Multiple-choice questions
1 The polar coordinates [3, 30 ] dene a point that can also be described by
B [3, 30 ]
C [3, 150 ]
D [3, 150 ] E [3, 150 ]
A [3, 30 ]
2 The polar coordinates of point A are
B [2, 40 ]
C [2, 140 ]
A [2, 40 ]
E [2, 140 ]
D [4, 40 ]
A
2
40
3 The polar coordinates of the point with cartesian coordinates (1, 3) are
2
4
C
2,
D
2,
E 2,
A 2,
B 2,
3
3
3
3
3
4 The cartesian coordinates of the point with polar coordinates 3,
are
3 3 3
3 3 3
1
3
3
,
C
,
D
B
3,
A (3, 3)
,
E
2 2
2 2
2 2
3
5 The polar equation of the circle with centre 3,
and radius 3 is
2
A r = 3 sin B r = 3
C r =3
D r = 3 cos E r = 6 sin
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Review
437
C
O
O
B
C
A
Re (z)
D
1
10 If |z| = 5 then =
z
1
1
A
B
5
5
1
5
1
5
c [2, 210 ]
11
3,
6
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5 5 3
3 1
a (3, 3)
c
,
d (4 2, 4 2)
,
b
2
2
2
2
5 Transform each of the following equations from cartesian to polar form.
b x 2 + y2 = 9
c y 2 = 8x
a x 2 + y 2 = 16
e x 2 + 4y 2 = 64
f 2x y + 2 = 0
d x 2 = 4y
6 Transform each of the following equations from polar to cartesian form.
a r =5
b r = 3 sin
c r 2 cos 2 = 9
d r (1 2 cos ) = 8
e r (2 cos ) = 7
f r (1 sin ) = 1
7 For z 1 = m + in and z 2 = p + iq, express each of the following in the form a + ib.
b z2
c z1 z2
a 2z 1 + 3z 2
z1
e z1 + z1
f (z 1 + z 2 )(z 1 z 2 )
d
z2
z2
1
3z 1
h
g
i
z1
z1
z2
8 In the following, z = 1 3i. Express each in the form a + ib and mark each of the
following on an Argand diagram.
1
1
e z
c z3
d
f
a z
b z2
z
z
9 Write each of the following in polar form.
c 2 3+i
a 1+i
b 1 3i
e 3 2 3 2i
f
3i
d 3 2 + 3 2i
10 Write each of the following in cartesian form.
a 2 cis
b 3 cis
3
4
3
5
d 3 cis
e 3 cis
4
6
3
4
f
2 cis
4
c 3 cis
Extended-response questions
1 a Plot the graphs of r = 2 sin and r = 2 cos .
b Write the corresponding cartesian equation for each of these relations.
c Describe the curves you obtain from the polar equations r = 2a sin or r = 2a cos
where a is a non-zero constant.
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Review
.
b Prove that the magnitude of POQ = . Find the ratio
|OQ|
2
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8:1
C H A P T E R
17
Loci
Objectives
To find the cartesian equation of a locus, where each point P of the locus satisfies
the following properties:
r that PA = kPB, i.e., the distance from a fixed point A is k times its distance from
a fixed point B
r that the sum of the distances from two points A and B is always a constant,
i.e. PA + PB = k
r that the difference of the distances from two points A and B is always a
constant, i.e. PA PB = k
To sketch the graphs of circles, ellipses and hyperbolas
To consider the asymptotes of hyperbolas
Introduction
In order to nd the equation of a curve, some condition must be given which establishes which
points are on a curve. Up to now in this book, curves have been described through a
relationship between the x and y coordinates (and in Chapter 16, between the polar
coordinates). For example, y = 2x is the straight line through the origin with gradient 2 (and
for polar coordinates, r = 5 is the circle with center the origin and radius 5).
Many curves can also be described through a geometric description. For example, the set of
points equidistant from the points A(4, 0) and B(2, 0) lie on the line with equation x = 3.
A locus is a set of points which satisfy a condition. For the above example, the locus of the
points which are equidistant from A and B is the straight line with equation x = 3. Note that
every point which lies on the line x = 3 satises this condition. This is an important
observation which should be thought about with every locus problem.
440
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Chapter 17 Loci
Example 1
Find the equation of the locus of points P satisfying PA = PB, where A is the point with
coordinates (3, 0) and B is the point with coordinates (6, 4).
Solution
Let (x, y) be the coordinates of point P.
If PA = PB
Then (x 3)2 + (y 0)2 = (x 6)2 + (y 4)2
Squaring both sides and expanding
y
43
8
(6, 4)
x 2 6x + 9 + y 2 = x 2 12x + 36 + y 2 8y + 16
6x + 9 = 12x 8y + 52
8y + 6x = 43
43
6
O
(3, 0)
The locus is a straight line as shown.
Every point P on the line also satises the property that PA = PB.
Example 2
Find the equation of the locus of points P satisfying PA = 3, where A is the point with
coordinates (2, 1).
Solution
Let (x, y) be the coordinates of point P.
If PA = 3
Then (x 2)2 + (y 1)2 = 3
Squaring both sides
(x 2)2 + (y 1)2 = 9
The locus is a circle with centre (2, 1) and radius 3.
Every point P on the circle satises the property that PA = 3.
Example 3
Find the equation of the locus of points P satisfying PO = 2PA, where A is the point with
coordinates (4, 0) and O is the origin.
Solution
Let (x, y) be the coordinates of point P.
If PO = 2PA
Then x 2 + y 2 = 2 (x 4)2 + y 2
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8:1
+ 3y 2
0=3 x x+
3
9
3
9
16 2
64
0=3 x
+ 3y 2
3
3
2
64
16
= x
+ y2
9
3
8
16
, 0 and radius .
The locus is a circle with centre
3
3
Every point P on this circle satises the property that PO = 2 PA.
Parabolas
Example 4
Find the equation of the locus of points P satisfying PM = PF, where F is the point with
coordinates (3, 0) and PM is the perpendicular distance from P to the line with equation
x = 3.
y
Solution
Let (x, y) be the coordinates of point P.
If PF = PM
Then (x 3)2 + y 2 = (x + 3)2
Squaring both sides
x = 3
M(3, y)
(x 3)2 + y 2 = (x + 3)2
P(x, y)
Hence
F(3, 0)
y
x 2 6x + 9 + y 2 = x 2 + 6x + 9
M(3, y)
Therefore
y 2 = 12x
P(x, y)
O F(3, 0)
This is a parabola.
x = 3
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Chapter 17 Loci
443
Exercise 17A
1 Sketch the locus of points P(x, y) for each of the following and hence write down its
cartesian equation.
Example
Example
a
b
c
d
2 Find the locus of a point P(x, y) which moves so that it is equidistant from the origin and
the point (2, 5).
3 Find the locus of a point P(x, y) which moves so that it is equidistant from the points
(0, 6) and (2, 4).
4 Find the locus of a point P(x, y) which moves so that the sum of the squares of its
distances from the points (2, 0) and (2, 0) is 26 units.
5 A point P(x, y) moves so that its distance from the point K (2, 5) is twice its distance
from the line x = 1. Find its locus.
Example
6 A point P moves so that its distance from the point (0, 20) is twice its distance from
B(4, 5). What is the locus of P?
7 Find the locus of a point P(x, y) which moves so that it is equidistant from the points
(1, 2) and (2, 1).
8 A point P(x, y) moves so that its distance from the point K (4, 2) is twice its distance
from the origin. Find its locus.
9 Determine the locus of a point P which moves so that the difference of the squares of its
distances from the points A(4, 0) and B(4, 0) is 16.
10 Determine the locus of a point P which moves so that the square of its distance from the
origin is equal to the sum of its coordinates.
11
A(0, 0) and B(4, 0) are two of the vertices of a triangle ABP. The third vertex P is such
that PA : PB = 2. Find the locus of P.
12 Find the locus of the point P which moves so that it is always equidistant from two xed
points A(1, 2) and B(1, 0).
13 Given two xed points A(0, 1) and B(2, 5) nd the locus of P if the slope of AB equals
that of BP.
14 P moves so that its distance from the line y = 3 is always 2 units. Find the locus of P.
Example
15 Find the equation of the locus of points P(x, y) which satisfy the property that the
distance of P to the point F(2, 0) is equal to the distance PM, the perpendicular distance
to the line with equation x = 4. That is, PF = PM.
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16 Find the equation of the locus of points P(x, y) which satisfy the property that the
distance from P to the point F(0, 4) is equal to the distance PM, the perpendicular
distance to the line with equation y = 2. That is, PF = PM.
17 Describe the locus, in terms of equal distance from a line and a point, of a parabola with
equation y 2 = 3x.
17.2 Ellipses
The equation for an ellipse can be found in a similar way to those loci considered in
Section 17.1.
Example 5
Find the equation of the locus of points P satisfying PA + PB = 8, where A is the point with
coordinates (2, 0) and B is the point with coordinates (2, 0).
Solution
Let (x, y) be the coordinates of point P.
If PA + PB = 8
Then (x + 2)2 + y 2 + (x 2)2 + y 2 = 8
(x + 2)2 + y 2 = 8 (x 2)2 + y 2
Then
Squaring both sides
(x + 2)2 + y 2 = 64 16 (x 2)2 + y 2 + (x 2)2 + y 2
Expanding and simplifying
and
x 2 + 4x + 4 + y 2 = 64 16 (x 2)2 + y 2 + x 2 4x + 4 + y 2
x 8 = 2 (x 2)2 + y 2
4
intercepts 2 3 and 2 3.
Every point on the ellipse satises the property
that PA + PB = 8.
48 = 3x 2 + 4y 2
or
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8:1
Chapter 17 Loci
445
y
P1
P2
O
F1
F2
P3
y
4
O
y
4
x
O
(4, 3)
4
Example 7
Find the equation of the locus of points P(x, y) which satisfy the property that the distance of
P to the point F(1, 0) is half the distance PM, the perpendicular distance to the line with
1
equation x = 2. That is, PF = PM.
2
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Solution
Let (x, y) be the coordinates of point P.
1
If PF = PM
2
1
(x 1)2 + y 2 =
(x + 2)2
2
Squaring both sides
(x 1)2 + y 2
4(x 2 2x + 1) + 4y 2
4x 2 8x + 4 + 4y 2
3x 2 12x + 4y 2
x=2
M(2, y)
P(x, y)
1
= (x + 2)2
4
= x 2 + 4x + 4
= x 2 + 4x + 4
=0
F(1, 0)
y2
(x 2)2
+
=1
4
3
or equivalently
l
M
l'
P
M'
F
F'
Exercise 17B
1 Sketch the graph of each of the following ellipses. Label axes intercepts.
x2
y2
x2
y2
b
+
=1
a
+
=1
25 100
9
64
y2
x2
c
+
=1
d 25x 2 + 9y 2 = 225
9
64
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Chapter 17 Loci
447
2 Sketch the graph of each of the following ellipses. State the centre and label the axes
intercepts.
(x + 3)2
(y + 4)2
(y 4)2
(x 3)2
b
+
=1
+
=1
a
9
25
9
64
(y 3)2
(x 2)2
c
+
=1
d 25(x 5)2 + 9y 2 = 225
16
4
3 Sketch the graph of the image of the circle with equation x 2 + y 2 = 1 transformed by a
dilation of factor 3 from the x axis and a dilation of factor 5 from the y axis. Give the
equation of this image.
Example
4 Find the locus of the point P as it moves such that the sum of its distances from two xed
points F(4, 0) and F (4, 0) is 10 units.
5 Sketch the graph of the image of the circle with equation x 2 + y 2 = 1 under the
transformation, dilation of factor 4 from the x axis and a dilation of factor 8 from the
y axis. Give the equation of this image.
Example
6 Find the equation of the locus of points P(x, y) which satisfy the property that the distance
of P to the point F(2, 0) is half the distance PM, the perpendicular distance to the line with
1
equation x = 4. That is, PF = PM.
2
7 Find the equation of the locus of points P(x, y) which satisfy the property that the distance
of P to the point F(0, 8) is half the distance PM, the perpendicular distance to the line with
1
equation y = 4. That is, PF = PM.
2
17.3
Hyperbolas
x2
y2
y2
x2
=1
a2
b2
may be rearranged
y2
x2
=1
a2
b2
x2
y2
=
1
b2
a2
a2
b2 x 2
2
y = 2 1 2
a
x
a2
0
x2
b2 x 2
y2 2
a
bx
y
a
b
y= ax
b
y= a x
(a, 0)
(a, 0)
But as x ,
i.e.
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October 5, 2008
8:1
=1
a2
b2
is a hyperbola with centre (h, k). The asymptotes are
b
y k = (x h)
a
x2
y2
This hyperbola is obtained from the hyperbola with equation 2 2 = 1 by the
a
b
translation dened by (x, y) (x + h, y + k).
Example 8
For each of the following equations, sketch the graph of the corresponding hyperbola, give the
coordinates of the centre, the axes intercepts and the equations of the asymptotes.
a
y2
x2
=1
9
4
y2
x2
=1
9
4
(y 1)2
(x + 2)2
d
=1
4
9
b
c (x 1)2 (y + 2)2 = 1
Solution
a
y2
x2
=1
9
4
9
4x 2
2
1 2
y =
9
x
y
2
y= x
3
y=
2
x
3
Equations of asymptotes
2
y= x
3
(3, 0)
(3, 0)
x2
x2
y2
y2
= 1 is the reection of
=1
9
4
9
4
in the line y = x
i.e.
asymptotes are
2
x = y
3
3
y= x
2
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y
3
y= x
2
3
y= x
2
(0, 3)
(0, 3)
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449
Chapter 17 Loci
x =1 5
2
y
y = x
y=x
(1, 0) 0
(1, 0)
y
y = x 1
y=x3
1 0
3
x
1
(1 + 5, 0)
(1 5, 0)
(1, 2)
(0, 2)
(2, 2)
3
(x + 2)2
(y 1)2
=1
4
9
x2
y2
= 1 through the
4
9
translation dened by (x, y) (x 2, y + 1)
52
+1
3
2
y= x
3
y=
7
2
x+
3
3
(2, 3)
(0, 2)
y2 x2
=1
4
9
(2, 1)
( y 1)2 (x + 2)2
=1
4
9
x
0
(2, 1)
(0, 2)
Note:
2
y= x
3
52
3
1
2
y= x
3
3
y2
x2
y2
x2
Find the equation of the locus of points P(x, y) which satisfy the property that the distance of
P to the point F(1, 0) is twice the distance PM, the perpendicular distance to the line with
equation x = 2. That is, PF = 2PM.
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Solution
Let (x, y) be the coordinates of point P.
If PF = 2PM
(x 1)2 + y 2 = 2 (x + 2)2
y
x = 2
P(x, y)
M(2, y)
F(1, 0)
y2
(x + 3)2
=1
4
12
or equivalently
1
O
y = 3(x + 3)
It can be shown that the locus of points P(x, y) satisfying PF = ePM, where e > 1, F is a
xed point and PM is the perpendicular distance from P to a xed line l, is a hyperbola. From
the symmetry of the hyperbola it is clear that there is a second point F and a second line l
such that PF = ePM , where PM is the perpendicular distance from P to l , that denes the
same locus.
l
M
l'
P
M'
F'
Hyperbolas may be dened in a manner similar to the methods discussed earlier in this
section for circles and ellipses.
Consider the set of all points, P, such that PF1 PF2 = k where k is a suitable constant and
F1 and F2 are points with coordinates (m, 0) and (m, 0) respectively. Then the equation of
the curve dened in this way is
y2
x2
2
= 1,
2
a
m a2
k = 2a
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8:1
Chapter 17 Loci
451
Example 10
Find the equation of the locus of points P satisfying PA PB = 3 where A is the point with
coordinates (2, 0) and B is the point with coordinates (2, 0).
Solution
Let (x, y) be the coordinates of point P.
If PA PB = 3
Then
(x + 2)2 + y 2
Then
(x 2)2 + y 2 = 3
(x + 2)2 + y 2 = 3 +
(x 2)2 + y 2
(x + 2)2 + y 2 = 9 + 6 (x 2)2 + y 2 + (x 2)2 + y 2
x 2 + 4x + 4 + y 2 = 9 + 6 (x 2)2 + y 2 + x 2 4x + 4 + y 2
9
and
8x 9 = 6 (x 2)2 + y 2 . Note that this only holds if x >
8
Squaring both sides
64x 2 144x + 81 = 36[x 2 4x + 4 + y 2 ]
Simplifying yields
28x 2 36y 2 = 63
4y 2
4x 2
=1
9
7
3
2
3
This is the right branch of a hyperbola with centre the origin, x axis intercept .
2
7x
The equations of the asymptotes are y =
.
3
Exercise 17C
Example
1 Sketch the graph of each of the following hyperbolas. Label axes intercepts and give the
equation of the asymptotes.
x2
y2
x2
y2
b
=1
a
=1
25 100
9
64
x2
y2
=1
c
d 25x 2 9y 2 = 225
9
64
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8:1
2 Sketch the graph of each of the following hyperbolas. State the centre and label axes
intercepts and asymptotes.
(x + 3)2
(y + 4)2
(y 4)2
(x 3)2
b
=1
=1
a
9
25
9
64
(y 3)2
(x 2)2
c
=1
d 25(x 5)2 9y 2 = 225
16
4
f 2x 2 y 2 = 4
e x 2 y2 = 4
2
2
h 9x 2 25y 2 90x + 150y = 225
g x 4y 4x 8y 16 = 0
Example
10
Example
3 Find the locus of the point P as it moves such that the difference of its distances from two
xed points F(4, 0) and F (4, 0) is 6 units.
4 Find the equation of the locus of points P(x, y) which satisfy the property that the distance
of P to the point F(2, 0) is twice the distance PM, the perpendicular distance to the line
with equation x = 4. That is, PF = 2PM.
5 Find the equation of the locus of points P(x, y) which satisfy the property that the distance
of P to the point F(0, 8) is four times the distance PM, the perpendicular distance to the
line with equation y = 4. That is, PF = 4PM.
6 Find the equation of the locus of points P(x, y) satisfying PA PB = 4 where A is the
point with coordinates (3, 0) and B is the point with coordinates (3, 0).
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8:1
Chapter 17 Loci
453
Lines
The general equation of a straight line may be written as ax + by = c.
For xed points A and B, the locus of P(x, y), as P moves such that PA = PB, is a straight
line.
Circles
The circle with centre the origin and radius a is the graph of the equation x 2 + y 2 = a 2 .
The circle with centre (h, k) and radius a is the graph of the equation
(x h)2 + (y k)2 = a 2 . For a xed point A, the locus of P(x, y) as P moves such that
PA = k, where k > 0, is a circle.
Ellipses
y2
x2
The curve with equation 2 + 2 = 1 is an ellipse with centre the origin, x axis intercepts
a
b
(a, 0) and (a, 0), and y axis intercepts (0, b) and (0, b). For a > b, the ellipse will
appear as shown in the diagram to the left. If b > a, the ellipse is as shown in the diagram
to the right.
y
b B
B b
A'
a
Review
Chapter summary
A
a
A'
a
A
a
B' b
b B'
(x h)2
(y k)2
+
= 1 is an ellipse with centre (h, k).
a2
b2
For xed points A and B, the locus of P(x, y) as P moves such that PA + PB = k, where k
is greater than the distance between A and B, is an ellipse.
Hyperbolas
y
y2
x2
The curve with equation 2 2 = 1 is a hyperbola
a
b
b
b
y= x
with centre the origin. The axis intercepts are (a, 0)
a
y= x
a
and (a, 0). The hyperbola has asymptotes
b
b
y = x and y = x.
a
a
(y k)2
(x h)2
x
=1
The curve with equation
(a, 0)
(a, 0)
a2
b2
0
is a hyperbola with centre (h, k). The hyperbola
b
b
has asymptotes y k = (x h) and y k = (x h).
a
a
For xed points A and B, the locus of P(x, y) as P
moves such that |PA PB| = k, where k is a suitable constant, is a hyperbola.
The curve with equation
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8:1
Multiple-choice questions
y
3
2
1
0 1
6 5 4 3 2 1
1
2
x
2
3
4
2 The coordinates of the x axis intercepts of the graph of the ellipse with equation
y2
x2
+
= 1 are
25
9
A (5, 0) and (3, 0)
B (3, 0) and (3, 0)
C (0, 5) and (0, 5)
D (5, 0) and (5, 0)
E (5, 0) and (3, 0)
x 2 y 2
3 The graph of the ellipse with equation
+
= 1 is
9
4
y
y
B
A
9
5
4
3
2
1
6
3
7 6 5 4 3 2 1
01 2 3 4 5 6 7
9 8 7 6 54 3 2 1
1
2
3
4
5
01 2 3 4 5 6 7 8 9
6
9
x
2
3 2 11 0 1
2
3
4
3
2
1
2
1
4 3 2 11 0 1
2
x
2
3
2
1
4 3 2 11 0 1 2 3 4
2
3
4
4 The
of the
y axis intercepts of the graph of the ellipse with equation
2 coordinates
(y + 2)2
x
+
= 1 are
9
4
A (2, 0) and (2, 0)
D (0, 0) and (0, 4)
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8:1
Chapter 17 Loci
455
6 The circle with equation (x a)2 + (y b)2 = 16 has its centre on the y axis and passes
through the point with coordinates (4, 4). Then
A a = 0 and b = 4
B a = 0 and b = 0
C a = 2 and b = 0
D a = 4 and b = 0
E a = 4 and b = 0
Review
2
2
5 The graph of the equation
ax + by
= 8 has y axis intercept 2 and passes through the
1
point with coordinates 1,
10 . Then
2
A a = 2 and b = 3
B a = 4 and b = 3
C a = 3 and b = 2
D a = 3 and b = 2
E a = 2 and b = 2
(x + 2)2
y2
A
=1
27
108
(x 2)2
y2
B
=1
9
34
4
(x + 2)2
y2
7
11
C
=1
x
O
81
324
2
4
(x 2)2
y2
D
=1
81
324
(x + 2)2
y2
E
=1
9
36
9 The locus of points P(x, y) which satisfy the property that PA = PB where A is the point
with coordinates (2, 5) and B is the point with coordinates (4, 1) is described by the
equation
A y = x 1
B y = x 6
C y = x 3
D y = x +1
E y =3x
10 The locus of points P(x, y) which satisfy the property that PA = 2PB where A is the point
with coordinates (2, 5) and B is the point with coordinates (4, 1) is
A a straight line
B an ellipse
C a circle
D a parabola
E a hyperbola
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8:1
= 1.
5 State the equations of the asymptotes of the hyperbola with equation
9
4
6 Find the locus of the point P(x, y) such that PA = 2PB, where A is the point with
coordinates (0, 2) and B is the point with coordinates (6, 0).
(x 2)2
y2
7 Sketch the graph of the ellipse with equation
+
= 1 and state its centre.
9
4
8 Determine the locus of a point P which moves so that the difference of the squares of its
distances from two xed points P1 (4, 0) and P2 (4, 0) is constant.
Extended-response questions
1 Let A, B and C be points with coordinates (6, 0), (6, 0) and (0, 6) respectively. Find the
locus of the points P which satisfy each of the following.
a PA = PC
b PA = 6
c PA = 2PC
1
f PA + PB = 20
d PA = 2PB
e PA = PB
2
g PA + PB = 12
h PA PB = 5
i PB PA = 5
2 Find the equation of the locus of points P(x, y) which satisfy the property that the distance
of P to the point F(0, 4) is
a equal to PM, the perpendicular distance to the line with equation y = 2
b half the distance PM, the perpendicular distance to the line with equation y = 2
c twice the distance PM, the perpendicular distance to the line with equation y = 2.
3 a The base of a triangle is xed and the distance from one end of the base to the midpoint
of the opposite side is a constant. Find the locus of the vertex joining the other two sides.
b The base of a triangle is xed and the ratio of the lengths of the other two sides is a
constant. Find the locus of the vertex joining the other two sides.
c Three vertices of a convex quadrilateral are xed. Find the locus of the fourth vertex if
the area of the quadrilateral is a constant.
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10:16
C H A P T E R
18
Revision
Revision of chapters
1417
18.1
Multiple-choice questions
1 ST is a tangent at T to the circle with center O.
If angle QOT = 150 then the magnitude of QTS is
A 70
D 105
B 75
E 150
C 95
O
150
B 90
E 140
C 100
O
40
Z
T
B YZ = XZ
D SXY = ZXY
X
Y
S
B 100
E 160
C 110
70
S
Q
R
457
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5 In the gure O is the centre of the circle and D is the midpoint of AB.
If AB = 8 cm, and CD = 2 cm, the radius of the circle is
A 3 cm
D 6 cm
B 4 cm
E 7 cm
A 30
D 55
B 40
E 65
B
T
C
C 45
A 70
D 100
B 80
E 110
B 90
E 120
40
T
C 90
30
S
C 5 cm
C 100
50
60
D
C
B i 8 j
C i + 8 j + 2k
4
3
i+ j
5
5
D i + 8j
E i
D 5i + 2 j
E i 6j
B i + 6 j
C 5i 2 j
A
21
B 21
C 19
19
E 7
OB = b, OC = c, and AB = OB = OC = DC.
AD is equal to
A b+c
D 2b + 2c
B 2(c b)
E |b + c|
C 2(b c)
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459
A 3i j + 5k
D 5i 3 j k
B 3i 3 j k
E 6i 4 j 4k
C 5i j + 5k
R
OQ = 2i 3 j and OR = i + 2 j. OP is equal to
A 4i 13 j
D 3i + j
B 3i j
E i 5j
C 2i 10 j
Revision
B s = 1 and t = 1
E s = 5 and t = 5
C s = 1 and t = 1
C
c
O
a
C
B 3a 2b C 2a + b
E 3a + b
20 If v, w and z are complex numbers such that v = 4 cis (0.3), w = 5 cis (0.6) and
z = vw, then Arg z is equal to
B 0.9
C 0.3
2
21 In cartesian form, 2 cis
is equal to
3
A
3i
B 3 + i C 1 3i
A 0.9
D 0.3
D 1 +
3 1
i then Arg z is equal to
22 If z =
2
2
2
7
4
D
C
B
A
3
6
6
3
23 The imaginary part of the complex number 2 3i is
A 3
B 3i
C 3
D 2
E 1.8
3i
3
1
i
3
2
5
6
E 3i
and v = 5 cis
then uv is equal to
2
3
2
2
5
B 15 cis
A 15 cis
D 8 cis
C 15 cis
3
3
3
6
24 If u = 3 cis
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7
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25 The modulus of 12 5i is
A 169
B 7
C 13
119
26 Let z = x + i y, where x and y are real numbers which are not both zero. Which one of the
following expressions does not necessarily represent a real number?
A z2
C z 1 z
B zz
E z+z
D Im(z)
B 14 + 7i
C 14 + 7i
D 14 7i
E 7 + 14i
A 3z
B z+3
C z + 3i
D z 3i
E z + 3i
29 (1 + 2i)2 is equal to
A 3
B 3 + 2i
C 3 + 4i
D 1 + 4i
E 5 + 4i
4
30 A point has polar coordinates 2,
. What are its cartesian coordinates, referring to the
3
same origin and with the polar axis in the direction of the positive x axis?
B 8,
C 4 2,
D 8,
E 8,
A 8 2,
4
4
4
4
4
and radius
32 The polar equation of the circle with centre given by polar coordinates 2,
2
2 units is
A r = 2 sin
B r = 2 cos
C r = 4 sin
D r = 4 cos
E r =2
B
O
[4, ]
[4, 0] Z
D
O
[4, 0]
[ 4, 2 ]
O
[4, 0] Z
B r =3
C r =9
D r = 3 cos
E r = 3 sin
B x + 2y = 1
E x + 2y 2 = 1
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461
[ 12 , 0]
[ 12 , 0]
[ 12 , 0]
E
O
18.2
1
?
1 + cos
B
[2, ]
[2, 0] Z
Revision
[12 , 0]
Z
O
Extended-response questions
1 D is the midpoint of AC and E is a point on BC
B
such that BE : EC = 1 : t, where t > 0.
DE is produced to a point F such that
E
DE : EF = 1 : 7.
Let AD = a and AB = b.
A
C
D
a Express AE in terms of t, a and b.
9 7t
8t
c Show that AF =
a+
b
b Express AE in terms of a and AF.
1+t
1+t
d If A, B and F are collinear, nd the value of t.
B
2 ABC is a triangle whose vertices have position
vectors a, b and c respectively, relative to an
origin in the plane ABC.
a Show that an arbitrary point P on the segment
A
AB has position vector ma + nb where
m 0, n 0 and m + n = 1.
(Hint: Assume P divides AB in the ratio x : y.)
a + b + c, where 0, 0, 0 and + + = 1.
4
3 OA = a, OB = b, OP = OA and Q is the midpoint of AB.
5
QR in terms of
i n, a and b
ii k, a and b
c Find the value of n and k.
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P
x
C
O
5 a A man walks north at a rate of 4 km/h and notices that the wind appears to blow from
the west. He doubles his speed and now the wind appears to blow from the north-west.
What is the velocity of the wind? (Note: Direction and magnitude must be given.)
b A river 400 m wide ows from east to west at a steady speed of 1 km/h. A swimmer,
whose speed in still water is 2 km/h, starts from the south bank and heads north across
the river. Find the swimmers speed over the river bed and how far downstream he is
when he reaches the north bank.
c To a motorcyclist travelling due north at 50 km/h, the wind appears to come from the
north-west at 60 km/h. What is the true velocity of the wind?
d A dinghy in distress is 6 km on a bearing of 230 from a lifeboat and drifting in a
direction of 150 at 5 km/h. In what direction should the lifeboat travel to reach the
dinghy as quickly as possible if the maximum speed of the lifeboat is 35 km/h?
2
i Prove that ZG = ZM
3
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10:52
C H A P T E R
19
Kinematics
Objectives
To model motion in a straight line and to use calculus to solve problems involving
motion in a line with constant and variable acceleration
To use graphical methods to solve problems involving motion in a straight line
Introduction
Kinematics is the study of motion without reference to the cause of the motion. In this chapter
we will consider the motion of a particle in a straight line only. Such motion is called
rectilinear motion. When referring to the motion of a particle we may in fact be referring to a
body of any size. However for the purposes of studying its motion we can consider that all
forces that act upon the body, causing it to move, act through a single point. Hence we can
consider the motion of a car or train in the same way as we would consider the motion of a
dimensionless particle.
It is important to make a distinction between vector and scalar quantities when studying
motion. Quantities such as displacement, velocity and acceleration must be specied by both
magnitude and direction. They are vector quantities. Distance, speed and time on the other
hand are specied by their magnitude only. They are scalar quantities.
Since we are considering movement in a straight line only, the direction of all vector
quantities is simply specied by the sign of the numerical value.
19.1
x
O
463
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Consider a particle which starts at O and begins to move. The position of a particle is
determined by a number, x, called the position coordinate. If the units are metres and if
x = 3, the position is 3 m to the left of O, while if x = 3, the displacement is 3 m to the
right of O.
The displacement is dened as the change in position of the particle relative to O.
Sometimes there is a rule which enables the position coordinate, at any instant, to be
calculated. In this case x is redened as a function of t. Hence x(t) is the displacement at
time t. Specication of a displacement function together with the physical idealisation of
a real situation constitute a mathematical model of the situation.
An example of a mathematical model is the following.
A stone is dropped from the top of a vertical cliff 45 m high. Assume that the stone is a
particle travelling in a straight line. Let x(t) be the downwards position of the particle from O,
the top of the cliff, t seconds after the particle is dropped. If air resistance is neglected, an
approximate model for the displacement is
x(t) = 5t 2 for 0 t 3
It is important to distinguish between the scalar quantity distance and the vector quantity
displacement.
Consider a particle that starts at O and moves rstly ve units to the right to point P, and
then seven units to the left to point Q.
Q
4
O
1
P
1
Its nal position is x = 2. However the distance the particle has moved is 12 units.
Example 1
A particle moves in a straight line so that its position x cm relative to O at time t seconds is
given by x = t 2 7t + 6, t 0. Find
a its initial position
b its position at t = 4.
Solution
a At t = 0,
b At t = 4,
Velocity
You should already be familiar with the concept of a rate of change through your studies in
Mathematical Methods.
The velocity of a particle is dened as the rate of change of its position with respect to time.
We can consider the average rate of change, the change in position over a period of time, or
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Chapter 19 Kinematics
465
we can consider the instantaneous rate of change, which species the rate of change at a
given instant in time.
If a particle moves from x1 at time t1 to x2 at time t2 , then its
average velocity =
x2 x1
t2 t1
Velocity may be positive, negative or zero. If the velocity is positive the particle is moving to
the right and if it is negative the direction of motion is to the left. A velocity of zero means the
particle is instantaneously at rest.
The instantaneous rate of change of position with respect to time is the instantaneous
velocity. If the position, x, of the particle at time t is given as a function of t, then the velocity of
the particle at time t is determined by differentiating the rule for position with respect to time.
Common units of velocity (and speed) are:
1 metre per second
= 1 m/s
1 centimetre per second = 1 cm/s
1 kilometre per hour
= 1 km/h
The rst and third are connected in the following way:
1 km/h = 1000 m/h
1000
m/s
=
60 60
5
m/s
18
18
1 m/s =
km/h
5
Note the distinction between velocity and speed.
Speed is the magnitude of the velocity.
=
distances travelled
t2 t1
dx
where x is a function of time.
dt
Example 2
A particle moves in a straight line so that its position x cm relative to O at time t seconds is
given by x = t 2 7t + 6, t 0. Find
a its initial velocity
b when and where its velocity equals zero
c its average velocity for the rst 4 s
d its average speed for the rst 4 s.
Solution
a
x = t 2 7t + 6
dx
v=
= 2t 7
dt
at t = 0, v = 7 i.e. the particle is moving to the left at 7 cm/s.
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2t 7 = 0
implies t = 3.5
When t = 3.5, x = (3.5)2 7(3.5) + 6
= 6.25
The particle is 6.25 cm to the left of O.
change in position
c
average velocity =
change in time
at t = 4, x = 6
6 +6
average velocity =
4
= 3 cm/s
d average speed =
distance travelled
change in time
t=4
t = 3.5
t=0
O
1
6 4
Since the particle has stopped at t = 3.5 and begun to move in the opposite direction,
we must consider the distance travelled in the rst 3.5 s (from x = 6 to x = 6.25)
and then the distance travelled in the nal 0.5 s (from x = 6.25 to x = 6).
total distance travelled = 12.25 + 0.25 = 12.5
average speed =
12.5
= 3.125 cm/s
4
Acceleration
The acceleration of a particle is dened as the rate of change of its velocity with respect to time.
v2 v1
Average acceleration for the time interval [t1 , t2 ] is dened by
where v 2 is the
t2 t1
velocity at time t2 and v 1 is the velocity at time t1 .
dv
d dx
d2x
Instantaneous acceleration a =
=
= 2
dt
dt dt
dt
d2x
is denoted by x (t) or x (t).
dt 2
Acceleration may be positive, negative or zero. Zero acceleration means the particle is
moving at a constant velocity. Note that the direction of motion and the acceleration need not
coincide. For example, a particle may have a positive velocity indicating it is moving to the
right, but a negative acceleration indicating it is slowing down. Also, although a particle may
be instantaneously at rest its acceleration at that instant need not be zero. If acceleration has
the same sign as velocity then the particle is speeding up. If the sign is opposite the particle is
slowing down.
The most commonly used units for acceleration include cm/s2 and m/s2 .
For kinematics, the second derivative
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Chapter 19 Kinematics
467
Example 3
A particle moves in a straight line so that its position x cm relative to O at time t seconds is
given by x = t 3 6t 2 + 5, t 0. Find
a its initial position, velocity and acceleration and hence describe its motion
b the times when it is instantaneously at rest and its position and acceleration at those times.
Solution
a
and a = 12
and a = 6(4) 12 = 12
After 4 s the position of the particle is 27 cm to the left of O and its acceleration is
12 cm/s.
Exercise 19A
Examples
1, 2
1 A particle moves in a straight line so that its position x cm relative to O at time t seconds
(t 0) is given by x = t 2 7t + 12. Find
a its initial position
c its initial velocity
e its average velocity in the rst 5 s
Example
b its position at t = 5
d when and where its velocity equals zero
f its average speed in the rst 5 s.
3 A particle moving in a straight line is x cm from the point O at time t seconds (t 0) where
x = t 3 11t 2 + 24t 3. Find
a
c
e
g
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4 A particle moves in a straight line so that its position x cm relative to O at time t seconds
(t 0) is given by x = 2t 3 5t 2 + 4t 5. Find
a when its velocity is zero and its acceleration at that time
b when its acceleration is zero and its velocity at that time.
5 A particle moving in a straight line is x cm from the point O at time t seconds (t 0) where
x = t 3 13t 2 + 46t 48.
Find when it passes through O and its velocity and acceleration at those times.
6 Two particles are moving along a straight path so that their displacements, x cm from a
xed point P at any time, are given by x = t + 2 and x = t 2 2t 2. Find
a the time when the particles are at the same position
b the time when they are moving with the same velocity.
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Chapter 19 Kinematics
469
v = 3t 2 + 8t
a=
by antidifferentiating again x = t 3 + 4t 2 + d
at t = 0,
x = 3 and so d = 3
x = t 3 + 4t 2 + 3
Example 6
A stone is projected vertically upward from the top of a building 20 m high with an initial
velocity of 15 m/s.
Find
a the time taken for the stone to reach its maximum height
b the maximum height reached by the stone
c the time taken for the stone to reach the ground
d the velocity of the stone as it hits the ground.
In this case we only consider the stones motion in a vertical direction so we can consider it as
rectilinear motion. Also we will assume that the acceleration due to gravity is approximately
10 m/s2 (note that downward is considered the negative direction).
Solution
Given that
at t = 0,
at t = 0,
a
v
v
v
x
x
x
= 10
= 10t + c
= 15
= 10t + 15
= 5t 2 + 15t + d
= 20
= 5t 2 + 15t + 20
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10t + 15 = 0
which implies
t = 1.5
b
At t = 1.5,
x = 5(1.5)2 + 15(1.5) + 20
= 31.25
5t 2 + 15t + 20 = 0
5(t 2 3t 4) = 0
5(t 4)(t + 1) = 0
t = 4 (solution of t = 1 is rejected since t 0)
At t = 4,
v = 10(4) + 15
= 25
i.e. velocity on impact is 25 m/s.
Exercise 19B
Example
1 A body starts from O and moves in a straight line. After t seconds (t 0) its velocity
(v cm/s) is given by v = 4t 6. Find
a its position x in terms of t
c the distance travelled in the rst 3 s
e its average speed in the rst 3 s.
Example
5 A body is projected vertically upwards with a velocity of 25 m/s. (Its acceleration due to
gravity is 10 m/s2 .) Find
a the particles velocity at any time
b its height above the point of projection at any time
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Chapter 19 Kinematics
471
19.3
Constant acceleration
When considering motion of a particle due to a constant force, e.g. gravity, the acceleration is
constant. There are a number of rules that we may establish by considering the case where
acceleration remains constant or uniform.
dv
=a
Given that
dt
by antidifferentiating we have
v = at + c where c is the initial velocity.
Using the symbol u for initial velocity we have
v = u + at
dx
=v
dt
by antidifferentiating a second time we have
1
x = ut + at 2 + d, where d is the initial position.
2
If we consider s = x d as the change in position of the particle from its starting point,
i.e. the particles displacement from its initial position, we have
1
s = ut + at 2
2
2
If we transform the formula v = u + at so that t is the subject we have
v u
a
1
By substitution in
s = ut + at 2
2
u(v u) a(v u)2
+
s=
a
2a 2
2as = 2u(v u) + (v u)2
= 2uv 2u 2 + v 2 2uv + u 2
= v 2 u2
t=
i.e.
v 2 = u 2 + 2as
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i.e.
1
s = ut + at 2
2
v 2 = u 2 + 2as
s=
1
(u + v)t
2
Example 7
A body is moving in a straight line with uniform acceleration at an initial velocity of 12 m/s.
After 5 s its velocity is 20 m/s. Find
a the acceleration
b the distance travelled in this time
c the time taken to travel a distance of 200 m.
Solution
Given u = 12
v = 20
t =5
a
Find a using v = u + at
20 = 12 + 5a
a = 1.6
The acceleration is 1.6 m/s2 .
1
b Find s using s = ut + at 2
2
1
= 12(5) + (1.6)52
2
= 80
The distance travelled is 80 m.
1
s = ut + at 2 gives
2
1
200 = 12t + (1.6) t 2
2
4
200 = 12t + t 2
5
1000 = 60t + 4t 2
250 = 15t + t 2
i.e.
t 2 + 15t 250 = 0
(t 10)(t + 25) = 0
t = 10 or t = 25
As t 0,
t = 10 is the acceptable solution.
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Chapter 19 Kinematics
473
Exercise 19C
1 How long does it take for a body at rest to travel a distance of 30 m if it is accelerated at
1.5 m/s2 ?
2 A car is travelling at 25 m/s when the brakes are applied. It is brought to rest with uniform
deceleration in 3 s. How far would it travel after the brakes were applied?
Example
the acceleration
the time it will take to increase in speed from 30 m/s to 50 m/s
the distance travelled in the rst 15 s (assuming it starts from rest)
the time taken to reach a speed of 200 km/h (assuming it starts from rest).
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the time taken for the stone to reach its maximum height
the maximum height reached from the foot of the cliff
the time taken for the stone to return to the point of projection
the time taken for the stone to reach the foot of the cliff.
12 A body is travelling at 20 m/s when it passes point P and 40 m/s when it passes point Q.
Find its speed when it is halfway from P to Q, assuming uniform acceleration.
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Chapter 19 Kinematics
475
Solution
From the graph we can calculate
the area of the trapezium.
(a + b) h
Area =
2
1
= (220 + 180) 25
2
= 5000 m
v (m/s)
25
25
205 220
t (s)
= 5 km
The total distance travelled is 5 km.
Example 9
A motorist is travelling at a constant speed of 120 km/h when he passes a stationary police car.
He continues at that speed for another 15 s before uniformly decelerating to 100 km/h in 5 s.
The police car takes off after the motorist the instant it passes. It accelerates uniformly for 25 s
by which time it has reached 130 km/h. It continues at that speed until it catches up to the
motorist. After how long does the police car catch up to the motorist and how far has he
travelled in that time?
Solution
v (km/h)
We start by representing the information
on a velocitytime graph.
130
120
The distance travelled by the motorist
and the police car will be the same so
100
the areas under each of the velocitytime
graphs will be equal. This fact can be
O
15 20 25
used to nd T, the time taken for the
police car to catch up to the motorist.
For the motorist, the distance travelled
after T seconds
5
1
= 120 15 + (120 + 100) 5 + 100(T 20)
2
18
5
= (1800 + 550 + 100T 2000)
18
5
= (100T + 350)
18
5
changes velocities from km/h to m/s.
Note: The factor
18
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police car
motorist
t (s)
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5
1
25 130 + 130(T 25)
2
18
5
= (1625 + 130T 3250)
18
5
= (130T 1625)
18
When the police car catches the motorist
Police car:
395
5
where T =
18
6
52 000
m
27
distance = 1.926 km
=
The police car has travelled 1.926 km when it catches the motorist.
Exercise 19D
Example
It is suggested that you draw a velocitytime graph for each of these questions.
1 A particle starts from rest and accelerates uniformly for 5 s until it reaches a speed of
10 m/s. It immediately decelerates uniformly until it comes to rest after a further 8 s. How
far did it travel?
2 A car accelerates uniformly from rest for 10 s to a speed of 15 m/s. It maintains this speed
for a further 25 s before decelerating uniformly to rest after a further 15 s. Find
a the total distance travelled by the car
b the distance it had travelled when it started to decelerate
c the time taken for it to reach the halfway point of its journey.
3 A particle starts from rest and travels 1 km before coming to rest again. For the rst 5 s it
accelerates uniformly. It next maintains a constant speed for 500 m, and then decelerates
uniformly for the last 10 s. Find the maximum speed of the particle.
4 A car passes point P with a speed of 36 km/h and continues at this speed for 12 s before
accelerating to a speed of 72 km/h in 6 s. How far from P is the car when it reaches a speed
of 72 km/h?
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Chapter 19 Kinematics
477
6 A car passes a point A with a speed of 15 m/s and continues travelling at that speed. A
second car starts from rest and accelerates uniformly until it reaches a speed of 25 m/s in
10 s. Both cars continue with a constant speed on to point B which they reach at the same
time.
a How long does it take for both cars to reach point B?
b How far is it from A to B?
7 Two stations A and B are 14 km apart. A train passes through station A, heading towards B,
maintaining a constant speed of 60 km/h. At the instant it passes through A, a second train
on the same track leaves station B, heading towards A, and accelerates uniformly. After 5
minutes the alarm is raised at both stations simultaneously that a collision is imminent.
Both trains are radioed and told to brake. The rst train decelerates uniformly so that it will
stop in 2.5 minutes. The second train, which has reached a speed of 80 km/h, will take 4
minutes to stop. Will they collide?
8 Two tram stops are 800 m apart. A tram starts at rest from the rst stop and accelerates at a
constant acceleration of a m/s2 for a certain time and then decelerates at a constant rate of
2a m/s2 , before coming to rest at the second stop. The time taken to travel between the
stops is 1 min 40 seconds. Find
a the maximum speed reached by the tram in km/h
b the time at which the brakes are applied
c the value of a.
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Chapter summary
The position coordinate of a particle moving in a straight line is determined by its distance
from a xed point O, called the origin, and whether the particle is to the right or left of O.
Conventionally, the direction to the right of the origin is considered to be positive.
r displacement (x) is the position of the particle relative to O
r velocity (v) is the rate of change of its position with respect to time, i.e. v = d x
dt
r speed is a scalar quantity and refers to the distance travelled per unit time
r average velocity = change in position
change in time
r average speed = distance travelled
change in time
r acceleration (a) is the rate of change of its velocity with respect to time, i.e.
a=
d2x
dv
= 2
dt
dt
Constant acceleration
If acceleration is constant, the following formulae may be applied where u is the initial
velocity, v is the nal velocity, a is the acceleration, t is the time and s is the displacement
r v = u + at
r s = ut + 1 at 2
r v 2 = u 2 + 2as
r s = 1 (u + v) t
2
2
Velocitytime graphs
The area of the region(s) between the velocitytime (v against t) graph and the t axis
between t = t1 and t = t2 corresponds to the distance travelled by the particle between
times t1 and t2 .
Multiple-choice questions
1 A particle moves in a straight line so that its position x cm from a xed point O at time t
seconds (t 0) is given by x = t 3 + 7t 2 12t. The initial position of the particle
relative to O is
A 0 cm
B 6 cm
C 12 cm
D 20 cm E 5 cm
2 A particle moves in a straight line so that its position x cm from a xed point O at time t
seconds (t 0) is given by x = t 3 + 7t 2 12t. The average velocity of the particle in
the rst 2 s correct to two decimal places is
A 4 cm/s
B 4 cm/s
C 2 cm/s
D 4.06 cm/s E 2 cm/s
3 A particle moves in a straight line with acceleration of 4 6t m/s2 at time t seconds. The
particle has an initial velocity of 1 m/s and an initial position of 4 m from a xed point O.
The velocity of the particle when t = 1 is
A 1 m/s
B 6 m/s
C 0 m/s
D 4 m/s
E 2 m/s
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Chapter 19 Kinematics
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Review
4 A body starts from rest with a uniform acceleration of 1.8 m/s2 . The time it will take for
the body to travel 90 m is
10 s
C 10 s
D
10
E 10 2 s
A 5s
B
5 A car accelerating uniformly from rest reaches a speed of 60 km/h in 4 s. The cars
acceleration is
25
25
m/s2
E
km/h2
D
B 15 m/s2
C 54 m/s2
A 15 km/h2
6
6
6 A car accelerating uniformly from rest reaches a speed of 60 km/h in 4 s. The distance
travelled by the car in the 4 s is
100
m
D 100 m
E 360 m
A 200 m
B 100 km
C
3
v (m/s)
7 A cars motion is represented by the
velocitytime graph shown.
25
The total distance travelled by the car
20
over the 15 s is
15
A 75 m
B 315 m
C 182.5 m
10
D 167.5 m E 375 m
5
0
t (s)
4 56
10
15
8 A rock falls from the top of a cliff 40 m high. The rocks speed just before it hits the ground
in m/s g = 9.8 m/s2 is
A 20
B 22
C 24
D 26
E 28
9 A body initially travelling at 20 m/s is subject to a constant deceleration of 4 m/s2 . The
time it takes to come to rest (t seconds) and the distance travelled before it comes to rest
(s metres) is given by
A t = 5, s = 50
B t = 5, s = 45
C t = 4, s = 20
D t = 5, s = 40
E t = 4, s = 35
10 A particle moves in a straight line with acceleration of 12t 5 m/s2 at time t seconds. The
particle has an initial velocity of 1 m/s and an initial position of 0 m from a xed point O.
Find the velocity of the particle at t = 1.
A 1 m/s
B 5 m/s
C 7 m/s
D 2 m/s
E 3 m/s
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a its initial position, velocity and acceleration and hence describe its motion
b the times when it is stationary and its positions and acceleration at those times.
3 A particle moving in a straight line is x cm from the point O at time t seconds (t 0),
where x = 2t 3 + 3t 2 + 12t + 7. Find
a when the particle passes through O and its velocity and its acceleration at those times
b when the particle is at rest
c the distance travelled in the rst 3 s.
4 Two particles A and B are moving in a straight line such that their displacements x cm from
the point O at time t seconds are given by x 1 and x2 respectively, where
x1 (t) =t 3 t 2 t 0
t 0
x2 (t) =t 2
a Find
1
1
ii the acceleration of A after s
i the displacement of A after s
2
2
1
iii the velocity of B after s.
2
b Find
i the times when A and B collide (i.e., have the same displacement)
ii the maximum distance between A and B during the rst 2 s of motion.
5 A particle moving in a straight line has acceleration of 6t m/s2 at time t seconds (t 0). If
the particle starts from rest at the origin O, nd
a the velocity after 2 s
b the displacement at any time t.
6 A particle moving in a straight line has acceleration of (3 2t) m/s2 at time t seconds
(t 0). If the particle starts at the origin O with a velocity of 4 m/s, nd
a the time when the particle comes to rest
b the position of the particle at the instant it comes to rest
c the acceleration at this instant
d the time when the acceleration is zero
e the velocity at this time.
7 A particle moves in a straight line and, t seconds after it starts from O, its velocity is
2
2t 3t 3 m/s. Find
a the displacement after 1 s
b the velocity after 1 s
c the acceleration after 1 s.
8 For a particle moving in a straight line, the velocity function is v : R + R, where
1
v (t) = 2 and t is the time in seconds. Find
2t
a the acceleration after t seconds
b the displacement at time t seconds, given that the particle is at O when t = 1.
9 The velocity, v m/s, of a body t seconds after it starts moving from O along a straight line is
given by v = t 3 11t 2 + 24t, t 0.
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Chapter 19 Kinematics
481
10 A car is travelling at 20 m/s when the brakes are applied. It is brought to rest with uniform
deceleration in 4 s. How far did it travel after the brakes were applied?
Review
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Review
482
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19 A particle moves in a straight line so that t seconds after passing a xed point O in the line,
t2
its velocity, v metres per second, is given by v = 3t + 5.
4
Calculate:
a the velocity after 10 s
b the acceleration when t = 0 c the minimum velocity
d the distance travelled in the rst 2 s
e the distance travelled in the 3rd second.
20 A spot of light moves along a straight line so that its acceleration t seconds after passing a
xed point O on the line is (2 2t) cm/s2 . Three seconds after passing O the spot has a
velocity of 5 cm/s. Find, in terms of t, an expression for
a the velocity of the spot of light after t seconds
b the distance of the spot from O after t seconds.
21 A point P is moving along a straight line. It passes through a point O with a velocity 6 m/s
and, t seconds after passing through O, its acceleration is (4 4t) m/s2 .
a Show that, t seconds after passing through O, the velocity of P is 6 + 4t 2t 2 m/s.
b Calculate
i the maximum velocity of P
ii the value of t when the velocity of P is again 6 m/s
iii the distance OP when the velocity of P is zero.
22 A particle travelling in a straight line passes a xed point O with a velocity 5 m/s. Its
acceleration, a m/s2 , is given by a = 27 4t 2 , where t seconds is the time after passing O.
Calculate
a the acceleration of the particle as it passes O
b its velocity when t = 3
c the value of t when its velocity is again 5 m/s.
23 A particle passes a xed point O with a velocity of 2 m/s and moves in a straight line with
acceleration of 3 (1 t) m/s2 , where t is the time in seconds after passing O. Calculate
a the velocity when t = 4
b the position of the particle at this instant.
24 A particle P travels in a straight line from a xed point O so that its velocity, v m/s, is given
by v = t 2 10t + 24, where t is the time in seconds after leaving O. Find
a the values of t for which P is instantaneously at rest
b the distance OP when t = 3
c the range of values of t for which the acceleration is negative.
Extended-response questions
1 A particle moves in a straight line so that its displacement x cm relative to O at time
1
1
t seconds is given by x = t 3 2t 2 + 4t 2 . Find
3
3
a its initial displacement
b its initial velocity
c its acceleration after 3 s
d the time when its velocity equals zero
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Chapter 19 Kinematics
483
2 A particle moves in a straight line so that its displacement, x cm, relative to O at time
t seconds (t 0) is given by x = t 4 + 2t 2 8t. Show that
a the particle moves rst to the left
b the greatest distance of the particle to the left of O occurs after 1 s
c after this time, the particle always moves to the right.
Review
3 A defective rocket rises vertically upwards into the air and then crashes back to the ground.
The rockets height above the ground, at time t seconds after take-off, is h metres where
h = 6t 2 t 3 (an approximate model).
a When does the rocket crash and what is its velocity at this time?
b At what time is the speed of the rocket zero, and what is its maximum height?
c When does the acceleration of the rocket become negative?
4 A body is projected vertically upwards at 20 m/s from the top of a tower 10 m high on the
edge of a vertical cliff. The upward displacement, x(t) metres, of the body from ground
level O at time t seconds after projection (t 0) is given by x (t) = 4.9 t 2 + 20t + 10.
Use a graphics calculator or otherwise to evaluate the values
x (1) x (0) , x (2) x (1) , x (3) x (2) , . . . , x (10) x (9) .
Analyse your results and draw some inference about the motion of the body.
5 A particle is projected vertically upwards with a speed of u m/s. Prove that
u
a the time taken by the particle to reach its highest point is seconds
g
b the total time taken for the particle to return to the point of projection is
2u
seconds
g
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9 A particle is projected vertically upwards with a velocity of u m/s from a point O on the
ground. T seconds later a second particle is projected vertically upwards from O with the
same velocity.
T
u
+
seconds after the rst
Prove that the time taken for the particles to collide is
g
2
particle was launched, and that the height of the particles at the instant they collide is
4u 2 g 2 T 2
metres above O.
8g
2u
2u
Interpret the case where T =
. What happens if T >
?
g
g
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C H A P T E R
20
Statics of a particle
Objectives
To be able to use a triangle of forces to solve problems
To be able to resolve forces, acting in a plane, in two directions which are at
right angles
Students should have completed some of the chapter on vectors, Chapter 15, before attempting
this chapter.
Introduction
A force is a measure of the strength of a push or pull. When considering the forces that act
upon a body, it is convenient to consider the forces acting on a single particle. The single
particle may be considered as a point at which the entire mass of the body is concentrated.
The unit of force used in this chapter is the kilogram weight (kg wt). If a body has a mass
of one kilogram then the force due to gravity acting on the body is one kilogram weight.
When a number of forces act simultaneously on a body, their combined effect is called the
resultant force. If the resultant force acting on a body is zero, the body will remain at rest or
continue moving with constant velocity. The body is said to be in equilibrium.
Every object near the surface of the Earth is subject to the force of gravity. We refer to this
force as the weight of the body. Weight is a force that acts vertically downwards on a body
(actually towards the centre of the Earth).
When an object such as a book is placed on a table it remains at rest. The book is obviously
being subjected to a force due to gravity but the fact that it does not fall to the ground indicates
that there must be a second force, equal in magnitude and opposite in direction, being applied
to the book. The table is exerting a force equal in magnitude to gravity on the book but in the
opposite direction. Hence it remains at rest. The book is said to be in equilibrium.
Any mass placed on a surface, either horizontal or inclined, experiences a force
perpendicular to the surface. This force is referred to as a normal force.
485
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W kg wt
W kg wt
Since a force is a quantity that is dened by both magnitude and direction, it may be
represented by a vector. Hence, if a particle under the action of a number of forces is in
equilibrium, it is clear that the vector sum of all forces acting must be zero.
F3
F1
F3
F2
The magnitudes of the forces acting and the angles between the forces can be found using
trigonometric ratios (if the triangle contains a right angle) or using the sine or cosine rule.
In the following examples and exercises, strings and ropes are considered to have negligible
mass. A smooth light pulley is considered to have negligible mass and the friction between a
rope and pulley is considered to be negligible.
Example 1
A particle of mass 8 kg is suspended by two strings
attached to two points in the same horizontal plane.
If the two strings make angles of 30 and 40 to the
horizontal, nd the tension in each string.
30
40
T2 kg wt
T1 kg wt
8 kg wt
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Solution
Representing the forces in a triangle and using the sine rule gives
60
T1
T2
8
=
=
sin 50
sin 60
sin 70
8
T1
=
sin 50
sin 70
8
T1 =
sin 50 6.52 kg wt
sin 70
8
sin 60 7.37 kg wt
T2 =
sin 70
T1 kg wt
70
8 kg wt
50
T2 kg wt
Example 2
P
30
T kg wt
F kg wt
Solution
15 kg wt
F = 15 tan 30
=5 3
15
Also
= cos 30
T
15
T =
cos 30
= 10 3
30
T kg wt
15 kg wt
F kg wt
Example 3
A body weighing 20 kg is placed on a smooth inclined plane
which is inclined at 30 to the horizontal. A string is attached
to a point further up the plane which prevents the body from
moving. Find the tension in the string and the magnitude of
the force exerted on the body by the plane.
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N
F
30
20 kg wt
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8:10
Solution
The triangle of forces appears as shown
N kg wt
F kg wt
90
150 120
20 kg wt
N = 20 cos 30 = 10 3 kg wt
F kg wt
60
90
N kg wt
30
20 kg wt
Exercise 20A
Example
45
45
T1 kg wt
T2 kg wt
5 kg wt
C
6 kg
10 kg
8 kg
15 cm
10 cm
T1
T2
12 cm
20 kg wt
Example
4 If a boat is being pulled by two forces, of 40 kg wt towards the east and 30 kg wt to the
north-west, what third force must be acting on the boat if it remains stationary? Give the
magnitude and direction.
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489
N
T
12
104 kg wt
F
20
30
12 kg wt
10
4
23
80
150
120
160
20.2
Resolution of forces
Obviously there are many situations where more than three forces (or in fact only two forces)
will be acting on a body. An alternative method is required to solve such problems.
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If all forces under consideration are acting in the same plane, then each of the forces and the
resultant force can be expressed as a sum of its i and j components. If a force F acts at an angle
of to the x axis, then F can be written as the sum of two components, one vertical and the
j
y
other horizontal.
So
|F| sin j
|F| cosi
For a particle to be in equilibrium, the sum of the i components and the sum of the j
components are each zero.
Example 4
A particle of mass 8 kg is suspended by two
strings attached to two points in the same
horizontal plane. If the two strings make
angles of 30 and 60 to the horizontal, nd
the tension in each string.
30
60
T1 kg wt
T2 kg wt
Solution
8 kg wt
T2 kg wt
T1 kg wt
j
30
30
60
From 2
T1 cos 30 + T2 cos 60 = 0
1
3
T1
+ T2
=0
2
2
3 T1 = T2
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491
Substituting in 1 gives
3
1
T1
+ 3 T1
8=0
2
2
16 = 4T1
T1 = 4
T2 = 4 3
5 kg wt
20
10 kg wt
Solution
By resolving the forces parallel and perpendicular to the plane it can be seen that N
has no parallel component, since N is perpendicular to the plane.
Resolving in the i direction
5 cos 10 sin 20 = 0
10 sin 20
cos =
5
1
= cos (0.684)
= 46.84
Exercise 20B
For the following questions give answers correct to two decimal places.
Example
40
Example
35
10 kg wt
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F
25
8 kg wt
20
54
10 kg wt
5 If a body suspended by a string weighs 12 kg, nd the horizontal force required to hold it at
an angle of 30 from the vertical.
6 A force of 20 kg wt acting directly up a smooth plane inclined at an angle of 40 maintains
a body in equilibrium on the plane. Calculate the weight of the body and the pressure it
exerts on the plane.
7 Two men are supporting a block by ropes. One exerts a force of 20 kg wt, his rope making
an angle of 35 with the vertical, and the other exerts a force of 30 kg wt. Determine the
weight of the block and the angle of direction of the second rope.
8 A body A of weight 10 kg is supported
against a smooth plane of angle 50 .
N
Find the pressure of the body on the
A
plane and the tension in the string
which is parallel to the slope. A second
body B on a second plane of angle 40
50
is connected to A by a string passing
10 kg wt
over a smooth pulley on the ridge. If
the system is in equilibrium, what is the weight of B?
9 A sphere of radius 9 cm is attached to a point A on a
vertical wall by a string of length 15 cm. If the weight
of the sphere is 3 kg, nd the tension in the string.
40
A
15 cm
T
3 kg
9 cm
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493
When a number of forces act simultaneously on a body, their combined effect is called the
resultant force. If the resultant force acting on a body is zero, the body will remain at rest
or continue moving with constant velocity.
If three forces act upon a particle and the resultant force is zero, then vectors representing
the forces may be arranged to form a triangle. The magnitudes of the forces acting and the
angles between the forces can often be found using trigonometric ratios (if the triangle
contains a right angle) or using the sine or cosine rule.
Any mass placed on a surface, either horizontal or inclined, experiences a force
perpendicular to the surface called a normal force.
Resolution of forces
y
If all forces under consideration are
acting in two dimensions, it is possible
to express the forces in terms of their
components in the i direction and j
direction.
So
Review
Chapter summary
|F| sinj
j
x
|F| cosi
For a particle to be in equilibrium, the sum of all i components must be zero and the sum of
all j components must be zero.
Multiple-choice questions
1 The magnitude of the component of force F in the i direction is
E 25 N
D 20 N
C 40 N
B 50 N
A 300 N
50 kg wt
60
30
3
C
kg wt D 60 kg wt
2
3 The magnitude of the tension in the string
is approximately
3
B 20 kg wt
A 10 kg wt
C
kg wt D 60 kg wt
2
2 The magnitude of N is
B 20 kg wt
A 10 kg wt
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F
20 kg wt
E 10 3 kg wt
E 10 kg wt
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4 Two perpendicular forces have magnitudes 5 kg wt and 4 kg wt. The magnitude of the
resultant force is
E 9 kg wt
D 1 kg wt
C
41 kg wt
11 kg wt
B
A 3 kg wt
5 The diagram represents a particle in equilibrium acted on
by three forces in a plane of magnitudes A, B and C. Which one
of the following statements is not true?
C cos 60
B A=
A A = B cos 60
cos 30
A
D B = A cos 60 + C cos 30
C B = A cos 60
E C = B cos 30
90 150
B
E 32
D 16
C
130
B 4 2
A 2
20N
C 0
B 20 3
A 40
E 10
D 20
60
20N
8 The resultant force when two forces of magnitude 300 kg wt and 200 kg wt act at an angle
of 60 to each other is
C 100 kg wt
B 436 kg wt
A 100 19 kg wt
E 500 kg wt
D 350 kg wt
9 Two perpendicular forces have magnitudes 16 kg wt and 30 kg wt. The magnitude of the
resultant force is
C 34 kg wt
B 10 kg wt
A 50kg wt
E 2 kg wt
D 6 35 kg wt
10 A particle is acted on by a force of magnitude 8 kg wt acting on a bearing of 30 , and
another force of magnitude a kg wt acting on a bearing of 120 . If the magnitude of the
resultant force is 12 kg wt, the value of
a must be
E 4 13
D 20
C
130
B 4 5
A 2
10 cm
8 cm
6 cm
15 kg wt
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10 kg wt
60
10 kg wt
70 kg wt 6 cm
12 cm
F
30
15 kg wt
30
5 Three forces of magnitude 5 kg wt, 8 kg wt and
12 kg wt are in equilibrium. Determine the
cosine of the angle between the 5 kg wt and 12 kg wt
forces.
Review
495
5 kg wt
12 kg wt
8 kg wt
6 A force of F kg wt makes an angle of 30 with the vertical.
If its vertical component is a force of 20 kg wt, nd the
magnitude of F.
F
30
20 kg wt
45
15 kg wt
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C H A P T E R
21
Revision
Revision of chapters
19 and 20
21.1 Multiple-choice questions
Questions 1 to 9 refer to a particle that moves in a straight line so that its position x cm
relative to O at time t seconds (t 0) is given by x = 2t2 5t 12.
1 The initial displacement of the particle is
A 12 cm
B 0 cm
C 15 cm
D 12 cm
E 3 cm
D 3 cm/s
E 5 cm/s
C 4 cm/s2
D 3 cm/s2
E 1 cm/s2
C after 5 s
D after 0.8 s
E never
D 4 s
E never
D 13 cm
E 21 cm
B 1 cm/s
C 1 cm/s
B 4 cm/s2
B after 1.25 s
B 1 s
C 4s
B 0 cm
C 9 cm
B 1 cm/s
C 7 cm/s
D 7 cm/s
E 0 cm/s
D 9.25 cm
E 9 cm
B 3 cm
C 9 cm
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497
A 1 cm/s
B 1 cm/s
1
C 3 12
cm/s
E 3 cm/s
D 3 cm/s
Questions 10 to 13 refer to a body projected upward from the ground with a velocity of 15 m/s.
Its acceleration due to gravity is 10 m/s2 .
10 The bodys velocity at t = 3 s is
A 15 cm/s
B 15 cm/s
C 0 cm/s
D 30 cm/s
E 30 cm/s
D 1.5 s
E never
D 11.25 m
E 20 m
D 1.5 s
E never
Revision
B 2s
C 0s
B 15 m
C 10 m
B 4s
C 3s
v (m/s)
20
0
t (s)
5
11 14
B 150 m
C 160 m
D 180 m
E 200 m
D 4 m/s2
E 4 m/s2
B 10 m/s2
C 2.5 m/s2
8 kg wt
F1
100
120
F2
C 9.10 kg wt
D 12.26 kg wt E 7.04 kg wt
C 9.10 kg wt
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25
10 kg wt
B 9.06 kg wt
C 8.19 kg wt
D 2.59 kg wt
E 10 kg wt
B 9.06 kg wt
C 8.19 kg wt
B 136
E 100
D 2.59 kg wt
E 10 kg wt
14 kg wt
10 kg wt
C 102
12 kg wt
B 130
E 90
12 kg wt
15 kg wt
C 123
138
17.5 kg wt
B 30 kg wt
E 51.96 kg wt
C 40 kg wt
|F| = 60 kg wt
30
B 30 kg wt
E 51.96 kg wt
C 40 kg wt
|F| = 60 kg wt
F
30
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499
b the velocity of the particle at the instant when the acceleration is zero.
2 A stone is projected vertically upwards from the top of a cliff 20 m high. After a time of 3 s
it passes the edge of the cliff on its way down. Calculate
a the speed of projection
b the speed when it hits the ground
c the times when it is 10 m above the top of the cliff
Revision
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C H A P T E R
22
Describing the
distribution of a
single variable
Objectives
To introduce the two main types of datacategorical and numerical
To use bar charts to display frequency distributions of categorical data
To use histograms and frequency polygons to display frequency distributions of
numerical data
To use cumulative frequency polygons and cumulative relative frequency
polygons to display cumulative frequency distributions
To use the stem-and-leaf plot to display numerical data
To use the histogram to display numerical data
To use these plots to describe the distribution of a numerical variable in terms of
symmetry, centre, spread and outliers
To define and calculate the summary statistics mean, median, range, interquartile
range, variance and standard deviation
To understand the properties of these summary statistics and when each is
appropriate
To construct and interpret boxplots, and use them to compare data sets
500
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501
Exercise 22A
1 Classify the data which arise from the following situations into categorical, or numerical.
a Kindergarten pupils bring along their favourite toy, and they are grouped together under
the headings: dolls, soft toys, games, cars, and other.
b The number of students on each of twenty school buses are counted.
c A group of people each write down their favourite colour.
d Each student in a class is weighed in kilograms.
e Each student in a class is weighed and then classied as light, average or heavy.
f People rate their enthusiasm for a certain rock group as low, medium, or high.
2 Classify the data which arise from the following situations as categorical or numerical.
a The intelligence quotient (IQ) of a group of students is measured using a test.
b A group of people are asked to indicate their attitude to capital punishment by selecting
a number from 1 to 5 where 1 = strongly disagree, 2 = disagree, 3 = undecided,
4 = agree, and 5 = strongly agree.
3 Classify the following numerical data as either discrete or continuous.
a
b
c
d
e
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0:6
Favourite music
hard rock
classical
country
hard rock
The table gives data for individual students. To consider the group as a whole the data
should be collected into a table called a frequency distribution by counting how many of each
of the different values of the variable have been observed.
Counting the number of students who responded to the question on favourite kinds of music
gave the following results in each category.
Hard rock
62
Other
27
Oldies
20
Classical
15
Rap
3
Country
3
Number of students
While a clear indication of the groups preferences can be seen from the table, a visual
display may be constructed to illustrate this. When the data are categorical, the appropriate
display is a bar chart. The categories are indicated on the horizontal axis and the
corresponding numbers in each category shown on the vertical axis.
70
60
50
40
30
20
10
0
Hard rock
Other
Oldies Classical
Type of music
Rap
Country
The order in which the categories are listed on the horizontal axis is not important, as no
order is inherent in the category labels. In this particular bar chart, the categories are listed in
decreasing order by number.
From the bar chart the music preferences for the group of students may be easily compared.
The value which occurs most frequently is called the mode of the variable. Here it can be seen
that the mode is hard rock.
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Exercise 22B
1 A group of students were asked to select their favourite type of fast food, with the
following results.
a Draw a bar chart for these data.
b Which is the most popular food type?
Food type
hamburgers
chicken
sh and chips
Chinese
pizza
other
22.3
Number of students
23
7
6
7
18
8
strongly agree
agree
dont know
disagree
strongly disagree
21
11
42
53
129
comedy
drama
horror
music
other
53
89
42
15
33
watch TV
read
listen to music
watch a video
phone friends
other
42%
13%
23%
12%
4%
6%
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Example 1
The numbers of siblings reported by each student in Year 11 at a local school is as follows:
2
0
2
3
2
3
4
1
4
0
1
1
3
4
1
2
5
0
3
3
9
0
2
0
4
5
1
1
6
1
0
1
1
0
1
1
1
1
1
2
0
0
3
2
1
0
9
1
15
2
7
3
6
4
4
5
2
6
1
7
0
8
0
9
1
A histogram looks similar to a bar chart, but because the data are numeric there is a
natural order to the plot which may not occur with a bar chart. Usually for discrete data
the actual data values are located at the middle of the appropriate column, as shown.
Frequency
15
10
5
0
3
4
5
6
Number of siblings
Frequency
15
10
3
4
5
6
Number of siblings
When the range of responses is large it is usual to gather the data together into sub-groups
or class intervals. The number of data values corresponding to each class interval is called the
class frequency.
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0
9 10 23 25
0 17 14 3
6
19 25 25 0
0
0 0 34 32 0 0 30 0 4
0 33 23 0 32 13 21 22 6
0 2 28 25 14 20 12 17 16
Frequency
Because there are so many different results and they are spread over a wide range, the
data are summarised into class intervals.
As the minimum value is 0 and the
Number of Frequency
maximum is 34, intervals of width 5
cups of coffee
would be appropriate, giving the
04
16
frequency distribution shown in the table.
59
5
1014
5
The corresponding histogram
1519
4
may then be drawn.
2024
5
2529
5
20
3034
5
15
10
5
0
15 20 25 30
10
Number of cups of coffee
35
Example 2 was concerned with a discrete numerical variable. When constructing a frequency
distribution of continuous data, the data are again grouped, as shown in Example 3.
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Example 3
The following are the heights of the players in a basketball club, measured to the nearest
millimetre.
178.1
183.3
192.4
196.3
185.6
180.3
203.7
189.6
173.3
182.0
191.1
183.9
193.4
183.6
189.7
177.7
183.1
184.5
191.1
184.1
193.0
185.8
180.4
183.8
188.3
189.1
180.0
174.7
Player heights
170
175
180
185
190
195
200
Frequency
4
5
13
9
7
1
2
Frequency
15
10
5
0
170
175
180
200
205
The interval in a frequency distribution which has the highest class frequency is
called the modal class. Here the modal class is 180.0184.9.
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508
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Player
heights (cm)
Frequency
170
175
180
13
185
190
195
200
Relative
frequency
4
41
5
41
13
41
9
41
7
41
1
41
2
41
Percentage
frequency
= 0.10
10%
= 0.12
12%
= 0.32
32%
= 0.22
22%
= 0.17
17%
= 0.02
2%
= 0.05
5%
Both the relative frequency histogram and the percentage frequency histogram are identical to
the frequency histogramonly the vertical scale is changed. To construct either of these
histograms from a list of data use a graphics calculator to construct the frequency histogram,
and then convert the individual frequencies to either relative frequencies or percentage
frequencies one by one as required.
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Example 5
Construct a cumulative frequency distribution and a cumulative relative frequency distribution
for the data in Example 4.
Solution
Player heights
(cm)
<170
<175
<180
<185
<190
<195
<200
<205
Frequency
Cumulative
frequency
Cumulative relative
frequency
0
4
5
13
9
7
1
2
0
4
9
22
31
38
39
41
0
0.10
0.22
0.54
0.76
0.93
0.95
1.00
Each cumulative frequency was obtained by adding preceding values of the frequency.
In the same way the cumulative relative frequencies were obtained by adding
preceding relative frequencies. Thus it can be said that a proportion of 0.54, or 54%,
of players are less than 185 cm tall.
Cumulative frequency
205
Exercise 22C
Example
1 The number of pets reported by each student in a class is given in the following table:
2
0
3
2
4
1
0
1
3
4
2
5
3
3
0
2
4
5
1
6
0
1
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2 The number of children in the family for each student in a class is shown in this histogram.
Number of students
10
a
b
c
d
4
5
6
7
Size of family
10
Number of students
3 The following histogram gives the scores on a general knowledge quiz for a class of Year
11 students.
10
10
20
30
40
50 60
Marks
70
80
90 100
Example
a
b
c
d
26
15
23
19
36
18
28
25
32
25
36
22
17
30
45
24
12
23
17
29
32
33
19
32
2
33
37
38
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5 A student purchases 21 new text books from a school book supplier with the following
prices (in dollars).
21.65
7.80
8.90
Example
Example
14.95
3.50
17.15
12.80
7.99
4.55
7.95
42.98
21.95
32.50
18.50
7.60
23.99
19.95
5.99
23.99
3.20
14.50
30.9
30.1
31.2
31.2
31.6
30.7
32.3
32.1
32.1
31.3
31.4
30.8
30.7
31.8
29.7
32.8
32.9
30.1
31.0
31.9
28.9
33.3
29.4
30.7
31.6
49
52
52
58
59
63
68
68
71
72
82
92
31
47
48
49
52
53
59
59
65
68
70
71
72
91
99
272
334
332
361
407
311
369
338
299
337
351
334
320
321
371
338
320
321
361
266
325
374
364
312
354
314
364
317
305
331
307
353
362
408
409
336
366
310
245
385
310
260
280
279
260
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22.4
Characteristics of distributions
of numerical variables
Distributions of numerical variables are characterised by their shapes and special features such
as centre and spread.
Two distributions are said to differ in centre if the values of the variable in one distribution
are generally larger than the values of the variable in the other distribution. Consider, for
example, the following histograms shown on the same scale.
a
10
15
10
15
It can be seen that plot b is identical to plot a but moved horizontally several units to the
right, indicating that these distributions differ in the location of their centres.
The next pair of histograms also differ, but not in the same way. While both histograms are
centred at about the same place, histogram d is more spread out. Two distributions are said to
differ in spread if the values of the variable in one distribution tend to be more spread out than
the values of the variable in the other distribution.
c
10
15
10
15
A distribution is said to be symmetric if it forms a mirror image of itself when folded in the
middle along a vertical axis; otherwise it is said to be skewed. Histogram e is perfectly
symmetrical, while f shows a distribution which is approximately symmetric.
f
e
10
15
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If a histogram has a short tail to the left and a long tail pointing to the right it is said to be
positively skewed (because of the many values towards the positive end of the distribution) as
shown in the histogram g.
If a histogram has a short tail to the right and a long tail pointing to the left it is said to be
negatively skewed (because of the many values towards the negative end of the distribution),
as shown in histogram h.
g
h
negatively skewed
positively skewed
10
15
10
15
Exercise 22D
1 Do the following pairs of distributions differ in centre, spread, both or neither?
a
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22.5
Stem-and-leaf plots
An informative data display for a small (less than 50 values) numerical data set is the
stem-and-leaf plot. The construction of the stem-and-leaf plot is illustrated in Example 6.
Example 6
By the end of 2004 the number of test matches played, as captain, by each of the Australian
cricket captains was:
3
10
1
16
11
39
2
2
2
1
5
25
8
25
1
3
5
30
6
24
48
4
1
7
8
24
28
21
2
93
2
17
50
15
1
57
10
5
9
6
28
6
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Solution
To make a stem-and-leaf plot nd the smallest and
the largest data values. From the table above, the
smallest value is 1, which is given a 0 in the tens
column, and the largest is 93, which has a 9 in the
tens column. This means that the stems are chosen
to be from 09. These are written in a column with
a vertical line to their right, as shown.
0
1
2
3
4
5
6
7
8
9
The units for each data point are then entered to the right of the dividing line. They are
entered initially in the order in which they appear in the data. When all data points are
entered in the table, the stem-and-leaf plot looks like this.
0
1
2
3
4
5
6
7
8
9
3
6
1
9
8
0
2 1 8 3 6 4 8 2 6 2 5 5 1 2 1 5 1 2 1 7 9 6
5 0 0 1 7
5 4 4 8 5 8
0
7
To complete the plot the leaves are ordered, and a key added to specify the place
value of the stem and the leaves.
0
1
2
3
4
5
6
7
8
9
1
0
1
0
8
0
1 1 1 1 2 2 2 2 2 3 3 4 5 5 5 6 6 6 7 8 8 9
0 1 5 6 7
4 4 5 5 8 8
9
7
3 | 9 indicates 39 matches
It can be seen from this plot that one captain has led Australia in many more test matches than
any other (Allan Border, who captained Australia in 93 test matches). When a value sits away
from the main body of the data it is called an outlier.
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Stem-and-leaf plots have the advantage of retaining all the information in the data set while
achieving a display not unlike that of a histogram (turned on its side). In addition, a
stem-and-leaf plot clearly shows:
the range of values
where the values are concentrated
the shape of the data set
whether there are any gaps in which no values are observed
any unusual values (outliers).
Grouping the leaves in tens is simplestother convenient groupings are in ves or twos, as
shown in Example 7.
Example 7
The birth weights, in kilograms, of the rst 30 babies born at a hospital in a selected month are
as follows.
2.9
3.7
2.8
2.7
3.6
3.5
3.5
3.2
3.3
3.6
2.9
3.1
2.8
3.2
3.0
3.6
2.5
4.2
3.7
2.6
3.2
3.6
3.8
2.4
3.6
3.0
4.3
2.9
4.2
3.2
4
5 6 7 8 8 9 9 9
0 0 1 2 2 2 2 3
5 5 6 6 6 6 6 7 7
2 2 3
8
3 | 0 indicates 3.0 kilograms
The only other possibility for a stem-and-leaf plot is one which has ve rows per
stem. These rows correspond to the digits {0, 1}, {2, 3}, {4, 5}, {6, 7} and {8, 9}.
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2
2
2
3
3
3
3
3
4
4
4
6
8
0
2
5
6
8
5
7
8
0
2
5
6
9
1
2
7
3 | 0 indicates 3.0 kilograms
None of the stem-and-leaf displays shown are correct or incorrect. A stem-and-leaf plot is
used to explore data and more than one may need to be constructed before the most
informative one is obtained. Again, from 5 to 15 rows is generally the most helpful, but this
may vary in individual cases.
When the data have too many digits for a convenient stem-and-leaf plot they should be
rounded or truncated. Truncating a number means simply dropping off the unwanted digits.
So, for example, a value of 149.99 would become 149 if truncated to three digits, but 150 if
rounded to three digits. Since the object of a stem-and-leaf display is to give a feeling for the
shape and patterns in the data set, the decision on whether to round or truncate is not very
important; however, generally when constructing a stem-and-leaf display the data is truncated,
as this is what commonly used data analysis computer packages will do.
Some of the most interesting investigations in statistics involve comparing two or more data
sets. Stem-and-leaf plots are useful displays for the comparison of two data sets, as shown in
the following example.
Example 8
The following table gives the number disposals by members of the Port Adelaide and Brisbane
football teams, in the 2004 AFL Grand Final.
Port Adelaide
25
12
20
11
19
11
18
11
18
11
17
10
16
10
15
9
14
9
13
7
12
7
Brisbane
25 19 19 18 17 16 15 15 13 13 13
10 10 9 9 8 8 7 6 5 4 0
Construct back to back stem-and-leaf plots of these data.
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Solution
To compare the two groups, the stem-and-leaf plots are drawn back to back, using two
rows per stem.
Port Adelaide
Brisbane
9 9 7 7
4 3 2 2 1 1 1 1 0 0
9 8 8 7 6 5
0
5
0 | 2 represents 20 disposals
0
0
1
1
2
2
0
5
0
5
4
6 7 8 8 9 9
0 3 3 3
5 6 7 8 9 9
5
2 | 0 represents 20 disposals
The leaves on the left of the stem are centred slightly higher than the leaves on the
right, which suggests that, overall, Port Adelaide recorded more disposals. The spread
of disposals for Port Adelaide appears narrower than that of the Brisbane players.
Exercise 22E
Example
1 The monthly rainfall for Melbourne, in a particular year, is given in the following table
(in millimetres).
Month
Rainfall (mm)
M A M
48 57 52 57 58 49 49 50 59 67 60 59
2 An investigator recorded the amount of time 24 similar batteries lasted in a toy. Her results
in hours were:
25.5
4.2
39.7
25.6
29.9
16.9
23.6
18.9
26.9
46.0
31.3
33.8
21.4
36.8
27.4
27.5
19.5
25.1
29.8
31.3
33.4
41.2
21.8
32.9
a Make a stem-and-leaf plot of these times with two rows per stem.
b How many of the batteries lasted for more than 30 hours?
3 The amount of time (in minutes) that a class of students spent on homework on one
particular night was:
10
39
27
70
46
19
63
37
20
67
33
20
15
28
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23
16
0
14
29
15
10
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$39.99
$25.49
$35.99
$78.99
52.99
$45.99
5 The students in a class were asked to write down the ages of their mothers and fathers.
Mothers age
49
50
43
44
Fathers age
50
51
43
46
43
40
50
39
47
40
50
41
40
43
46
45
49
48
49
38
42
43
44
37
38
43
41
44
55
44
51
48
48
43
47
48
47
43
52
46
54
48
41
49
44
45
40
46
48
45
39
82
68
81
47
80
58
91
77
99
76
55
89
65
85
79
82
71
Class B
12
13
74
76
80
80
81
81
83
82
98
84
70
84
70
88
71
69
72
73
72
88
73
91
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521
Measures of centre
Mean
The most commonly used measure of centre of a distribution of a numerical variable is the
mean. This is calculated by summing all the data values and dividing by the number of values
in the data set.
Example 9
The following data set shows the number of premierships won by each of the current AFL
teams, up until the end of 2004. Find the mean of the number of premiership wins.
Team
Carlton
Essendon
Collingwood
Melbourne
Fitzroy/Lions
Richmond
Hawthorn
Geelong
Kangaroos
Sydney
West Coast
Adelaide
Port Adelaide
W Bulldogs
St Kilda
Fremantle
Premierships
16
16
14
12
11
10
9
6
4
3
2
2
1
1
1
0
Solution
mean =
16 + 16 + 14 + 12 + 11 + 10 + 9 + 6 + 4 + 3 + 2 + 2 + 1 + 1 + 1 + 0
= 6.8
16
n
1
xi
n i=1
where the symbol
is the upper case Greek sigma, which in mathematics means the sum
of the terms.
x =
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mean that the xs have to be written in any special order. The values of x in the example are in
order only because they were listed in that way in the table.
Median
Another useful measure of the centre of a distribution of a numerical variable is the middle
value, or median. To nd the value of the median, all the observations are listed in order and
the middle one is the median.
The median of
2
median
6
7
5
11
is 6, as there are ve observations on either side of this value when the data are listed in order.
Example 10
Find the median number of premierships in the AFL ladder using the data in Example 9.
Solution
As the data are already given in order, it only remains to decide which is the middle
observation.
0
10
11
12
14
16
16
Since there are 16 entries in the table there is no actual middle observation, so the
median is chosen as the value half way between the two middle observations, in this
1
case the eighth and ninth (6 and 4). Thus the median is equal to (6 + 4) = 5. The
2
interpretation here is that of the teams currently playing in the AFL, half (or 50%)
have won the premiership 5 or more times and half (or 50%) have have won the
premiership 5 or less times.
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523
From Examples 10 and 11, the mean number of times premierships won (6.8) and the
median number of premierships won (5) have already been determined. These values are
different and the interesting question is: why are they different, and which is the better measure
of centre for this example? To help answer this question consider a stem-and-leaf plot of these
data.
0
0
1
1
0
6
0
6
1
9
1
6
From the stem-and-leaf plot it can be seen that the distribution is positively skewed. This
example illustrates a property of the mean. When the distribution is skewed or if there are one
or two very extreme values, then the value of the mean may be quite signicantly affected. The
median is not so affected by unusual observations, however, and is thus often a preferable
measure of centre. When this is the case, the median is generally preferred as a measure of
centre as it will give a better typical value of the variable under consideration.
Mode
The mode is the observation which occurs most often. It is a useful summary statistic,
particularly for categorical data which do not lend themselves to some of the other numerical
summary methods. Many texts state that the mode is a third option for a measure of centre but
this is generally not true. Sometimes data sets do not have a mode, or they have several modes,
or they have a mode which is at one or other end of the range of values.
Measures of spread
Range
A measure of spread is calculated in order to judge the variability of a data set. That is, are
most of the values clustered together, or are they rather spread out? The simplest measure of
spread can be determined by considering the difference between the smallest and the largest
observations. This is called the range.
Example 11
Consider the marks, for two different tasks, awarded to a group of students.
Task A
2
35
6
38
9
38
10
39
11
42
12
46
13
47
22
47
23
52
24
52
26
56
26
56
27
59
33
91
34
94
16
59
19
63
21
65
23
68
28
71
31
72
31
73
33
75
38
78
41
78
49
78
52
86
53
88
54
91
Task B
11
56
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Solution
For Task A, the minimum mark is 2 and the maximum mark is 94.
Range for Task A = 94 2 = 92
For Task B, the minimum mark is 11 and the maximum mark is 91.
Range for Task B = 91 11 = 80
The range for Task A is greater than the range for Task B. Is the range a useful summary
statistic for comparing the spread of the two distributions? To help make this decision,
consider the stem-and-leaf plots of the data sets:
7
9
6
8
9
3
6
8
7
6
9
2
4
5
7
6
Task A
6
2
1
0
3
2
4
3
6
2
2
2
Task B
0
1
2
3
4
5
6
7
8
9
1
1
1
1
2
3
1
6
1
6
3
1
9
3
5
2
8
9
8
3
4
8
3
8
6
From the stem-and-leaf plots of the data it appears that the spread of marks for the two tasks is
not well described by the range. The marks for Task A are more concentrated than the marks for
Task B, except for the two unusual values for Task A. Another measure of spread is needed, one
which is not so inuenced by these extreme values. For this the interquartile range is used.
Interquartile range
To nd the interquartile range of a distribution:
Arrange all observations in order according to size.
Divide the observations into two equal-sized groups. If n, the number of
observations, is odd, then the median is omitted from both groups.
Locate Q 1 , the rst quartile, which is the median of the lower half of the
observations, and Q 3 , the third quartile, which is the median of the upper half
of the observations.
The interquartile range IQR is dened as the difference between the quartiles.
That is
IQR = Q 3 Q 1
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Denitions of the quartiles of a distribution sometimes differ slightly from the one given here.
Using different denitions may result in slight differences in the values obtained, but these will
be minimal and should not be considered a difculty.
Example 12
Find the interquartile ranges for Task A and Task B data given in Example 11.
Solution
For Task A the marks listed in order are:
2
35
6
38
9
38
10
39
11
42
12
46
13
47
22
47
23
52
24
52
26
56
26
56
27
59
33
91
34
94
Since there is an even number of observations, then the lower half is:
2
10
11
12
13
22
23
24
26
26
27
33
34
The median of this lower group is the eighth observation, 22, so Q 1 = 22.
The upper half is:
35
38
38
39
42
46
47
47
52
52
56
56
59
91
94
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Example 13
Use the cumulative relative frequency polygon to nd the median and the interquartile range
for the data set shown in the graph.
% 100
75
50
25
0
2
10
12
14
16
18
Solution
From the plot of the data it can be seen that the median is 10, the rst quartile is 8, the
third quartile is 12 and hence the interquartile range is 12 8 = 4.
Standard deviation
Another extremely useful measure of spread is the standard deviation. It is derived by
considering the distance of each observation from the sample mean. If the average of these
distances is used as a measure of spread it will be found that, as some of these distances are
positive and some are negative, adding them together results in a total of zero. A more useful
measure will result if the distances are squared (which makes them all positive) and are then
added together. The variance is dened as a kind of average of these squared distances. When
the variance is calculated from a sample, rather than the whole population, the average is
calculated by dividing by n 1, rather than n. For the remainder of this discussion it will be
assumed that the data under consideration are from a sample.
Since the variance has been calculated by squaring the data values it is sensible to nd the
square root of the variance, so that the measure reverts to a scale comparable to the original
data. This results in measure of spread which is called the standard deviation. Standard
deviation calculated from a sample is denoted s.
Formally the standard deviation may be dened as follows.
If a data set consists of n observations denoted x1 , x2 , . . . , xn , the standard deviation is
1
2 + (x2 x)
2 + + (xn x)
2
(x1 x)
s=
n1
or, in more compact notation,
n
1
2
(xi x)
s=
n 1 i=1
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Example 14
Calculate the standard deviation of the following data set.
13
12
14
15
12
Solution
Construct a table as shown.
2
(xi x)
9
4
16
16
25
4
9
16
9
4
2 = 112
(xi x)
112
= 12.44 = 3.53
From the table, the standard deviation s is: s =
9
xi
13
12
14
6
15
12
7
6
7
8
xi = 100
xi x
3
2
4
4
5
2
3
4
3
2
$2.65
$1.69
$1.90
$3.66
$2.95
$2.60
$2.40
$2.70
$2.42
$3.10
$2.63
$2.80
$3.20
$1.80
$4.20
$2.88
$2.33
$1.40
$0.85
Calculate the mean cost, the standard deviation and the interval equivalent to two standard
deviations above and below the mean.
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Solution
The mean cost is $2.66 and the standard deviation is $0.84.
The interval equivalent to two standard deviations above and below the mean is:
[2.66 2 0.84, 2.66 + 2 0.84] = [0.98, 4.34].
In this case, 20 of the 21 observations, or 95% of observations, have values within the
interval calculated.
Example 16
The prices of forty secondhand motorbikes listed in a newspaper are as follows:
$5442
$2220
$3457
$6469
$5294
$5439
$1356
$4689
$7148
$3847
$2523
$738
$8218
$10 884
$4219
$2358
$656
$11 091
$14 450
$4786
$2363
$715
$11 778
$15 731
$2280
$2244
$1000
$11 637
$13 153
$3019
$1963
$1214
$8770
$10 067
$7645
$2142
$1788
$8450
$9878
$8079
Determine the interval equivalent to two standard deviations above and below the mean.
Solution
The mean price is $5729 and the standard deviation is $4233 (to the nearest whole
dollar).
The interval equivalent to two standard deviations above and below the mean is:
[5729 2 4233, 5729 + 2 4233] = [2737, 14 195].
The negative value does not give a sensible solution and should be replaced by 0.
38 of the 40 observations, or 95% of observations, have values within the interval.
The exact percentage of observations which lie within two standard deviations of the mean
varies from data set to data set, but in general it will be around 95%, particularly for symmetric
data sets.
It was noted earlier that even a single outlier can have a very marked effect on the value of
the mean of a data set, while leaving the median unchanged. The same is true when the effect
of an outlier on the standard deviation is considered, in comparison to the interquartile range.
The median and interquartile range are called resistant measures, while the mean and standard
deviation are not resistant measures. When considering a data set it is necessary to do more
than just compute the mean and standard variation. First it is necessary to examine the data,
using a histogram or stem-and-leaf plot to determine which set of summary statistics is more
suitable.
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The calculator can also be used to determine the summary statistics when the data is
given in a frequency table such as:
x
Frequency
1
5
2
8
3
7
4
2
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Exercise 22F
1 Find the mean and the median of the following data sets.
Examples
9, 10
a 29 14 11 24 14 14 28 14 18 22 14
b 5
11
12
13
12
13
15
12
15
c 8.3 5.6 8.2 6.5 8.2 7.0 7.9 7.1 7.8 7.5
d 1.5
1.0
0.2
3.4
0.7
1.3
0.7
0.9
0.2
1.1
0.2
5.8
0.1
2.7
1.7
3.2
0.5
0.6
1.2
4.6
2.0
0.5
1.7
3.1
2 Find the mean and the median of the following data sets.
x
1
2
3
4
5
a
Frequency
6
3
10
7
8
2
5
x
Frequency
1
8
0
11
1
3
2
2
3 The price, in dollars, of houses sold in a particular suburb during a one-week period are
given in the following list.
$187 500
$133 500
$129 500
$135 500
$93 400
$140 000
$400 000
$186 000
$118 000
$140 000
$168 000
$204 000
$550 000
$122 000
Find the mean and the median of the prices. Which do you think is a better measure of
centre of the data set? Explain your answer.
4 Concerned with the level of absence from his classes a teacher decided to investigate the
number of days each student had been absent from the classes for the year to date. These
are his results.
No. of days missed
No. of students
0 1 2 3 4 5 6 9 21
4 2 14 10 16 18 10 2 1
Find the mean and the median number of days each student had been absent so far that
year. Which is the better measure of centre in this case?
Examples
11, 12
5 Find the range and the interquartile range for each of the following data sets.
a 718
630
1002
b 0.7
1.6
c 8.56
8.51
d 20
19
16
715
1.2
0.2
8.96
18
560
8.39
16
1085
1.0
8.62
18
750
8.51
21
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510
3.4
3.7
8.58
8.82
17
15
1112
1093
0.8
8.54
22
19
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159
192
203
209
304
161
248
206
238
224
209
276
193
196
225
189
244
199
1
5
1
5
1
5
7
3
6
2
9
3
7
2
9
4
7
3
4
9
3|6 represent 3.6 kg
14
16
b $2.52
$4.32
c 200
22
$4.38
$5.65
300
23
18
$3.60
$6.89
950
200
18
$2.30
$1.98
200
14
56
$3.45
$4.60
300
13
$5.40
$5.12
840
26
$4.43
$3.79
350
31
$2.27
$4.99
200
$4.50
$3.02
200
d 86 74 75 77 79 82 81 75 78 79 80 75 78 78 81 80 76 77 82
9 For each of the following data sets
Example
15
Example
13
260
141
164
239
235
145
167
134
266
150
150
237
255
254
168
150
245
265
258
140
239
132
10 A group of university students was asked to write down their ages with the following
results.
17 17 17 17 17 17 17 18 18 18 18 18 18 18 18 18 18 18
18 18 18 18 18 19 19 19 20 20 20 21 24 25 31 41 44 45
a Construct a cumulative relative frequency polygon and use it to nd the median and
the interquartile range of this data set.
b Find the mean and standard deviation of the ages.
c Find the percentage of students whose ages fall within two standard deviations of the
mean.
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8.3
5.9
7.4
6.2
7.4
5.8
6.0
7.3
8.3
5.9
7.4
6.2
7.4
5.8
60
17
12 A selection of shares traded on the stock exchange had a mean price of $50 with a
standard deviation of $3. Determine an interval which would include approximately 95%
of the share prices.
13 A store manager determined the stores mean daily receipts as $550, with a standard
deviation of $200. On what proportion of days were the daily receipts between $150 and
$950?
22.7
The boxplot
Knowing the median and quartiles of a distribution means that quite a lot is known about the
central region of the data set. If something is known about the tails of the distribution then a
good picture of the whole data set can be obtained. This can be achieved by knowing the
maximum and minimum values of the data. These ve important statistics can be derived from
a data set: the median, the two quartiles and the two extremes.
These values are called the ve-gure summary and can be used to provide a succinct
pictorial representation of a data set called the box and whisker plot, or boxplot.
For this visual display, a box is drawn with the ends at the rst and third quartiles. Lines are
drawn which join the ends of the box to the minimum and maximum observations. The median
is indicated by a vertical line in the box.
Example 17
Draw a boxplot to show the number of hours spent on a project by individual students in a
particular school.
24
59
9
4
102
3
166
13
48
147
108
27
97
2
264
90
71
86
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36
102
9
92
147
40
226
56
146
37
181
19
111
35
76
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Solution
First arrange the data in order.
2
3
4
9
37
40
48
56
102
102
108
111
9
59
146
13
71
147
19
76
147
24
86
166
27
90
181
35
92
226
36
97
264
0
min = 2
Q1 = 25.5
100
200
300
m = 71
Q3 = 109.5
max = 264
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The symmetry of a data set can be determined from a boxplot. If a data set is symmetric, then
the median will be located approximately in the centre of the box, and the tails will be of
similar length. This is illustrated in the following diagram, which shows the same data set
displayed as a histogram and a boxplot.
A median placed towards the left of the box, and/or a long tail to the right indicates a
positively skewed distribution, as shown in this plot.
A median placed towards the right of the box, and/or a long tail to the left indicates a
negatively skewed distribution, as illustrated here.
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A more sophisticated version of a boxplot can be drawn with the outliers in the data set
identied. This is very informative, as one cannot tell from the previous boxplot if an
extremely long tail is caused by many observations in that region or just one.
Before drawing this boxplot the outliers in the data set must be identied. The term outlier
is used to indicate an observation which is rather different from other observations. Sometimes
it is difcult to decide whether or not an observation should be designated as an outlier. The
interquartile range can be used to give a very useful denition of an outlier.
An outlier is any number which is more than 1.5 interquartile ranges above the upper
quartile, or more than 1.5 interquartile ranges below the lower quartile.
When drawing a boxplot, any observation identied as an outlier is indicated by an asterisk,
and the whiskers are joined to the smallest and largest values which are not outliers.
Example 18
Use the data from Example 17 to draw a boxplot with outliers.
Solution
median = 71
interquartile range = Q 3 Q 1
= 109.5 25.5
= 84
An outlier will be any observation which is less than 25.5 1.5 84 = 100.5,
which is impossible, or greater than 109.5 + 1.5 84 = 235.5. From the data it can
be seen that there is only one observation greater than this, 264, which would be
denoted with an asterisk.
The upper whisker is now drawn from the edge of the box to the largest observation
less than 235.5, which is 226.
*
0
100
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200
300
537
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538
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Exercise 22G
Example
17
165
159
123
149
143
167
154
176
180
163
133
154
123
167
157
168
157
132
135
145
140
143
140
157
150
156
18
2 A researcher is interested in the number of books people borrow from a library. She
decided to select a sample of 38 cards and record the number of books each person has
borrowed in the previous year. Here are her results.
7
28
0
2
38
18
0
0
4
0
0
2
1
1
14
1
8
27
0
52
4
0
12
28
10
1
0
2
0
1
11
5
11
0
13
0
a Determine the ve-gure summary for this data set.
b Determine if there are any outliers.
c Draw a boxplot of the data, showing any outliers.
d Describe the number of books borrowed in terms of shape, centre and spread.
13
15
3 The winnings of the top 25 male tennis players in 2004 are given in the following table.
Player
Roger Federer
Lleyton Hewitt
Andy Roddick
Marat San
Guillermo Coria
Gaston Gaudio
Tim Henman
Carlos Moya
Andre Agassi
David Nalbandian
Jonas Bjorkman
Tommy Robredo
Nicolas Massu
Winnings
6 357 547
2 766 051
2 604 590
2 273 283
1 697 155
1 639 171
1 508 177
1 448 209
1 177 254
1 045 985
927 344
861 357
854 533
Player
Joachim Johansson
Jiri Novak
Dominik Hrbaty
Guillermo Canas
Fernando Gonzalez
Sebastian Grosjean
Feliciano Lopez
Max Mirnyi
Juan Ignacio Chela
Mikhail Youzhny
Radek Stepanek
Vincent Spadea
Winnings
828 744
813 792
808 944
780 701
766 416
755 795
748 662
742 196
727 736
725 948
706 387
704 105
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327 654
214 000
77 500
299 797
212 770
56 000
273 248
171 568
43 330
258 700
170 000
17 398
230 487
125 778
152
106
226
80
82
14
17
54
30
18
9
16
16
173
156
106
136
102
19
6
21
86
107
38
11
227
24
3
1
48
42
55
12
21
128
45
176
Use boxplots to compare the time spent on the project by students at this school with those in
Example 17.
Solution
The ve-gure summary for this data set is:
median, m = 48; rst quartile, Q 1 = 17.5; third quartile, Q 3 = 106.5; minimum = 1;
maximum = 227
In order to compare the time spent on the project by the students at each school,
boxplots for both data sets are drawn on the same axis.
School 1
School 2
100
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From the boxplots the distributions of time for the two schools can be compared in
terms of shape; centre, spread and outliers. Clearly the two distributions for both
schools are positively skewed, indicating a larger range of values in the upper half of
the distributions. The centre for School 1 is higher than the centre for School 2
(71 hours compared to 48 hours). As can be seen by comparing the box widths, which
indicate the IQR, the spread of the data is comparable for both distributions. There is
one outlier, a student who attended School 1 and spent 264 hours on the project.
The boxplot is useful for summarising large data sets and for comparing several sets of data. It
focuses attention on important features of the data and gives a picture of the data which is easy
to interpret. When a single data set is being investigated a stem-and-leaf plot is sometimes
better, as a boxplot may hide the local detail of the data set.
Exercise 22H
Example
19
1 To test the effect of a physical tness course the number of sit-ups that a person could do
in 1 minute, both before and after the course, were recorded. Twenty randomly selected
participants scored as follows.
Before
29
23
22
22
25
26
29
26
26
30
24
12
31
17
46
21
34
20
28
30
After
28
25
26
24
25
30
35
34
33
30
36
15
32
29
54
21
50
19
43
34
1
1
2
3
4
4
2
3
4
3
4
1
5
7
3
2
7
1
7
3
2
1
4
4
3
1
3
0
Year 12
1
2
2
3
3
1
5
1
6
4
7
7
7
8
6
9
7
6
8
7
7
8
5
7
4
2
1
3
Draw boxplots of these two sets of data on the same axis and use them to answer the
following questions.
a Which group does the most homework?
b Which group varies more in the number of hours homework they do?
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3 The ages of mothers at the birth of their rst child were noted, for the rst forty such
births, at a particular hospital in 1970 and again in 1990.
1970
21
37
24
16
29
22
21
21
25
26
22
25
32
31
36
26
37
26
22
34
30
27
25
27
24
19
31
18
36
21
20
39
23
33
18
24
19
17
20
21
1990
24
19
26
25
22
33
18
35
35
44
28
31
32
24
32
23
17
18
43
19
28
27
28
46
38
24
26
29
20
33
28
23
30
29
41
34
39
23
28
29
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Chapter summary
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The ve-gure summary of a set of data consists of the minimum, Q 1 , median, Q 3 , and
the maximum. A boxplot is a diagrammatic representation of this, e.g.
min
median
Q1
max
Q3
When the data set is symmetric any of the summary statistics are appropriate.
When the data set is not symmetric or when there are outliers the median and the
interquartile range are the preferred summary statistics.
In general, 95% of the values of the data set will fall within two standard deviations of the
mean.
When comparing the distribution of two or more data sets the comparison should be made
in terms of the shape, centre, spread and outliers for each distribution.
Multiple-choice questions
1 In a survey a number of subjects were asked to indicate how much they exercise by
selecting one of the following options.
1 Never
2 Seldom
3 Occasionally
4 Regularly
The resulting variable was named Level of Exercise, and the level of measurement of this
variable is
A variable
B numerical
C constant
D categorical
E metric
Questions 2, 3 and 4 relate to the following information.
The numbers of hours worked per week by employees in a large company are shown in this
percentage frequency histogram.
40
Percentage Frequency
30
20
10
20
40
60
Hours worked weekly
80
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A 1%
B 2%
C 6%
D 10%
E 33%
Review
2 The percentage of employees who work from 20 to less than 30 hours per week is closest to
1
0
2
1
2
3
2
4
3
4
4
6
E 9
Number of students
100
0
40
50
60 70 80
Exam Score
90
Years lived
this address
10
20
30
40
50
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Company 1
Company 2
Company 3
20000
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40
Percent
30
20
10
0
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547
0
5
0
0
9
17
10
14
23
3
25
6
0
0
0
33
34
23
32
0
0
32
0
13
30
21
0
22
4
6
Review
4 A teacher recorded the time taken (in minutes) by each of a class of students to complete a
test.
56
54
57
52
47
69
68
72
52
65
51
45
43
44
22
55
59
56
51
49
39
50
a Make a stem-and-leaf plot of these times, using one row per stem.
b Use this stem-and-leaf-plot to nd the median and quartiles for the time taken.
5 The weekly rentals, in dollars, for apartments in a particular suburb are given in the
following table.
285
265
185
300
210
210
215
270
320
190
680
245
280
315
189
176
167
201
161
188
183
187
211
168
180
174
182
201
193
161
147
185
166
188
183
167
186
173
176
Q 1 = 3,
Median = 5,
Q 3 = 12,
Max = 24
8 The following table gives the number of students absent each day from a large secondary
college on each of 36 randomly chosen school days.
7
7
15
22
3
16
12
21
13
15
30
21
21
13
10
16
2
16
23
7
11
23
12
4
17
18
3
23
14
0
8
14
31
16
0
44
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Extended-response questions
1 The divorce rates (in percentages) of 19 countries are
27
26
18
8
14
14
25
5
28
15
6
32
32
6
44
19
53
9
a
b
c
d
e
f
2 Hillside Trains have decided to improve their service on the Lilydale line. Trains were timed
on the run from Lilydale to Flinders Street, and their times recorded over a period of six
weeks at the same time each day. The time taken for each journey is shown below.
60
90
63
58
61
59
67
64
70
86
74
69
72
70
78
59
68
77
65
62
80
64
68
63
76
57
82
89
65
65
89
74
69
60
75
60
79
68
62
82
60
64
a Construct a histogram of the times taken for the journey from Lilydale to Flinders
Street, using class intervals 5559, 6064, 6569 etc.
i On how many days did the trip take from 6569 minutes?
ii What shape is the histogram?
iii What percentage of trains took less than 65 minutes to reach Flinders Street?
b Calculate the following summary statistics for the time taken (correct to two decimal
places).
x
Min
Q1
Q3
Max
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Min = 55
Q 1 = 65
Median = 70
Q 3 = 89
Review
Draw simple boxplots for the last year the Met ran the line and the data from Hillside
trains on the same axis.
e Use the information from the boxplots to compare travelling times for the two transport
corporations in terms of shape, centre and spread.
3 In a small company, upper management wants to know if there is a difference in the three
methods used to train its machine operators. One method uses a hands-on approach. A
second method uses a combination of classroom instruction and on-the-job training. The
third method is based completely on classroom training. Fifteen trainees are assigned
to each training technique. The following data are the results of a test undertaken by the
machine operators after completion of one of the different training methods.
Method 1
98
100
89
90
81
85
97
95
87
70
69
75
91
92
93
Method 2
79
62
61
89
69
99
87
62
65
88
98
79
73
96
83
Method 3
70
74
60
72
65
49
71
75
55
65
70
59
77
67
80
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4 It has been argued that there is a relationship between a childs level of independence and
the order in which they were born in the family. Suppose that the children in thirteen
three-children families are rated on a 50-point scale of independence. This is done when all
children are adults, thus eliminating age effects. The results are as follows.
Family
First-born
Second-born
Third-born
1
38
9
12
2
45
40
12
3
30
24
12
4
29
16
25
5
34
16
9
6
19
21
11
7
35
34
20
8
40
29
12
9
25
22
10
10
50
29
20
11
44
20
16
12
36
19
13
13
26
18
10
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C H A P T E R
23
Investigating the
relationship between
two numerical variables
Objectives
To use scatterplots to display bivariate (numerical) data
To identify patterns and features of sets of data from scatterplots
To identify positive, negative or no association between variables from a scatterplot
To introduce the q-correlation coefficient to measure the strength of the
relationship between two variables
To introduce Pearsons product-moment correlation coefficient r to measure the
strength of the linear relationship between two variables
To fit a straight line to data by eye, and using the method of least squares
To interpret the slope of a regression line and its intercept, if appropriate
To predict the value of the dependent (response) variable from an independent
(explanatory) variable, using a linear equation
In Chapter 22 statistics of one variable were discussed. Sometimes values of a variable for
more than one group have been examined, such as age of mothers and age of fathers, but only
one variable was considered for each individual at a time.
When two variables are observed for each subject, bivariate data are obtained. For example,
it might be interesting to record the number of hours spent studying for an exam by each
student in a class and the mark they achieved in the exam. If each of these variables were
considered separately the methods discussed earlier would be used. It may be of more interest
to examine the relationship between the two variables, in which case new bivariate techniques
are required. When exploring bivariate data, questions arise such as, Is there a relationship
between two variables? or Does knowing the value of one of the variables tell us anything
about the value of the other variable?
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Consider the relationship between the number of cigarettes smoked per day and blood
pressure. Since one opinion might be that varying the number of cigarettes smoked may affect
blood pressure, it is necessary to distinguish between blood pressure, which is called the
dependent or response variable, and the number of cigarettes, which is called the
independent or explanatory variable. In this chapter some techniques are introduced which
enable questions concerning the nature of the relationship between such variables to be
answered.
1
4
27
2
36
87
3
23
67
4
28
84
5
25
66
6
11
52
7
18
61
8
13
43
9
4
38
10
8
52
Student
Hours
Mark
11
4
41
12
19
54
13
6
57
14
19
62
15
1
23
16
29
65
17
33
75
18
36
83
19
28
65
20
15
55
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553
Mark y
80
60
40
20
10
30
20
40
Hours x
From this scatterplot, a general trend can be seen of increasing marks with increasing hours of
study. There is said to be a positive association between the variables.
Two variables are positively associated when larger values of y are associated with larger
values of x, as shown in the previous scatterplot.
Examples of variables which exhibit positive association are height and weight, foot size and
hand size, and number of people in the family and household expenditure on food.
Example 2
The age, in years, of several cars and their advertised price in a newspaper are given in the
following table.
Age (years)
4
6
5
Price ($)
13 000 9 800 11 000
Age (years)
7
Price ($)
9 700
7
4
2
3
3
8 300 10 500 15 800 14 300 13 800
6
4
6
4
8
9 500 13 200 10 000 11 800 8 000
6
12 200
7
8
Age (years) x
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From the scatterplot a general trend of decreasing price with increasing age of car can be seen.
There is said to be a negative association between the variables.
Two variables are negatively associated when larger values of y are associated with smaller
values of x, as shown in the scatterplot above.
Examples of other variables which exhibit negative association are weight and number of
weeks spent on a diet program, hearing ability and age, and number of cold rainy days per
week and sales of ice creams.
The third alternative is that a scatterplot shows no particular pattern, indicating no
association between the variables.
y
8
6
4
2
There is no association between two variables when the values of y are not related to the
values of x, as shown in the preceding scatterplot.
Examples of variables which show no association are height and IQ for adults, price of cars
and fuel consumption, and size of family and number of pets.
When one point, or a few points, do not seem to t with the rest of the data they are called
outliers. Sometimes a point is an outlier, not because its x value or its y value is in itself
unusual, but rather because this particular combination of values is atypical. Consequently such
an outlier cannot always be detected from single variable displays, such as stem-and-leaf plots.
For example, consider this scatterplot. While the
y
variable plotted on the horizontal axis takes values
8
from 1 to 8 and the variable plotted on the vertical
6
axis takes values from 2 to 8, the combination (2, 8)
4
is clearly an outlier.
2
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556
10
12
18
20
13
11
6
9
8
6
5
6
12
12
15
13
15
17
Enter the data into list1 (x) and list2 (y) in the
module. Tap SetGraph,
Setting . . . and select the tab for Graph3.
(Note: Following on from the types of graphs in
univariate statistics, this allows the Scatterplot
settings to be remembered and called upon when
required.)
Ensure that all other graphs are de-selected and
to produce the graph shown in the full
tap
screen.
Select the graph window (bold border) and tap Analysis, Trace to scroll from point to
point and display the coordinates at the bottom of the graph.
Exercise 23A
Save your data for 14 in named lists as they will be needed for later exercises.
1 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience pain relief are shown.
Note:
Patient
Drug dose (mg)
Response time (min)
1
0.5
65
2
1.2
35
3
4.0
15
4
5.3
10
5
2.6
22
6
3.7
16
7
5.1
10
8
1.7
18
9
0.3
70
10
4.0
20
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557
405
830
296
797
288
774
258
736
240
757
230
765
193
760
188
718
Number of seats
Airspeed (km/h)
148
683
142
666
131
661
122
378
115
605
112
620
103
576
102
603
Price ($)
4 800
3 900
4 275
3 900
6 900
6 500
11 400
Age (years)
10
9
9
11
3
4
7
Price ($)
8 700
1 950
3 300
1 650
9 600
8 400
6 600
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numerical variables. Thus it is sensible, for example, to calculate the correlation between the
heights and weights for a group of students, but not between height and gender, as gender is
not a numerical variable. There are many different numerical measures of correlation, and each
has different properties. In this section the q-correlation coefcient will be introduced.
Consider the scatterplot of the number of hours spent by each member of a class when
studying for an examination, and the mark they were awarded, from Example 1. This shows a
positive association. To calculate the q-correlation coefcient, rst nd the median value for
each of the variables separately. This can be done from the data, but it is usually simpler to
calculate directly from the plot. There are 20 data points, and the median values are halfway
between the 10th and 11th points, both vertically and horizontally. A vertical line is then drawn
through the median x value, and a horizontal line through the median y value. The effect of this
is to divide the plot into four regions, as shown.
Marks y
80
60
40
20
10
30
20
40
Hours x
Each of the four regions which have been created in this way is called a quadrant, and it can
be noticed immediately that most of the points in this plot are in the upper right and lower left
quadrants. In fact, wherever there is a positive association between variables this will be the
case.
Consider the scatterplot of the age of cars and the advertised price from Example 2, which
shows negative association. Again the median value for each of the variables is found
separately. There are 15 data points, giving the median values at the 8th points, both vertically
and horizontally. A vertical line is then drawn through the median x value, and a horizontal line
through the median y value. In this particular case they are coordinates of the same point, but
this need not be so.
Price ($) y
16 000
14 000
12 000
10 000
8 000
1
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8
Age (years) x
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559
It can be seen in this example that most points are in the upper left and the lower right
quadrants, and this is true whenever there is a negative association between variables.
These observations lead to a denition of the q-correlation coefcient.
The q-correlation coefcient can be determined from the scatterplot as follows.
Find the median of all the
x values in the data set, and
draw a vertical line through
this value.
The plane is now divided into four quadrants. Label the quadrants A, B, C and D as shown
in the diagram.
Count the number of points in each of the quadrants A, B, C and D. Any points which lie
on the median lines are omitted.
Let a, b, c, d represent the number of points in each of the quadrants A, B, C and D
respectively. Then the q-correlation coefcient is given by
q=
(a + c) (b + d)
a+b+c+d
Example 3
Use the scatterplot from Example 1 to determine the q-correlation coefcient for the number
of hours each member of a class spent studying for an examination and the mark they were
awarded.
Solution
There are nine points in quadrant A, one in quadrant B, nine in quadrant C and one in
quadrant D.
Thus
(a + c) (b + d)
a+b+c+d
(9 + 9) (1 + 1)
=
9+1+9+1
18 2
=
20
16
=
20
= 0.8
q=
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Example 4
Use the scatterplot from Example 2 to determine the q-correlation coefcient for the age of
cars and their advertised price.
Solution
There is one point in quadrant A, six in quadrant B, one in quadrant C and six in
quadrant D.
(a + c) (b + d)
a+b+c+d
(1 + 1) (6 + 6)
=
1+6+1+6
2 12
=
14
10
=
14
= 0.71
q=
From Examples 3 and 4 it can be seen that q-correlation coefcients may take both positive
and negative values. Consider the situation when all the points are in the quadrants A and C.
(a + c) (b + d)
a+b+c+d
a+c
(since b and d are both equal to zero)
=
a+c
=1
q=
Thus the maximum value the q-correlation coefcient may take is 1, and this indicates a
measure of strong positive association.
Suppose all the points are in the quadrants B and D.
(a + c) (b + d)
a+b+c+d
(b + d)
(since a and c are both equal to zero)
=
b+d
= 1
q=
Thus the minimum value the q-correlation coefcient may take is 1, and this indicates a
measure of strong negative association.
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561
When the same number of points are in each of the quadrants A, B, C and D then:
(a + c) (b + d)
a+b+c+d
0
(since a = b = c = d)
=
a+b+c+d
=0
q=
This value of the q-correlation coefcient clearly indicates that no association exists.
q-correlation coefcients can be classied as follows:
1 q
0.75 < q
0.50 < q
0.25 < q
0.25 q
0.50 q
0.75 q
0.75
0.50
0.25
< 0.25
< 0.50
< 0.75
1
Exercise 23B
1 Use the table of q-correlation coefcients to classify the following.
a q = 0.20
e q = 0.95
i q = 1
b q = 0.30
f q = 0.75
j q = 0.25
c q = 0.85
g q = 0.75
k q=1
d q = 0.33
h q = 0.24
l q = 0.50
2 Calculate the q-correlation coefcient for each pair of variables shown in the following
scatterplots.
a
y
36
24
12
15.0
20.0
25.0
30.0
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280
210
140
120
160
200
240
280
y
8
6
4
2
y
80
60
40
20
Example
10
20
30
40
3 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience pain relief are shown.
Patient
Drug dose (mg)
Response time (min)
1
0.5
65
2
1.2
35
3
4.0
15
4
5.3
10
5
2.6
22
6
3.7
16
7
5.1
10
8
1.7
18
9
0.3
70
10
4.0
20
a Use your scatterplot from 1, Exercise 23A to nd the q-correlation coefcient for
response time and drug dosage.
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563
b Classify the strength and direction of the relationship between response time and drug
dosage according to the table given.
Example
4 The proprietor of a hairdressing salon recorded the amount spent advertising in the local
paper and the business income for each month of a year, with the following results.
Month Advertising ($) Business ($)
1
350
9 450
2
450
10 070
3
400
9 380
4
500
9 110
5
250
5 220
6
150
3 100
a Use your scatterplot from 2, Exercise 23A to nd the q-correlation coefcient for
advertising expenditure and total business conducted.
b Classify the strength and direction of the relationship between advertising expenditure
and business income according to the table given.
5 The number of passenger seats on the most commonly used commercial aircraft, and the
airspeeds of these aircraft, in km/h, are shown in the following table.
Number of seats
Airspeed (km/h)
405
830
296
797
288
774
258
736
240
757
230
765
193
760
188
718
Number of seats
Airspeed (km/h)
148
683
142
666
131
661
122
378
115
605
112
620
103
576
102
603
a Use your scatterplot from 3, Exercise 23A to nd the q-correlation coefcient for the
number of seats on an airline and the air speed.
b Classify the strength and direction of the relationship between the number of seats on
an airline and the air speed according to the table given.
6 The price and age of several secondhand caravans are listed in the table.
Age (years)
7
7
8
9
4
8
1
Price ($)
4 800
3 900
4 275
3 900
6 900
6 500
11 400
Age (years)
10
9
9
11
3
4
7
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8 700
1 950
3 300
1 650
9 600
8 400
6 600
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a Use your scatterplot from 4, Exercise 23A to nd the q-correlation coefcient for price
and age of secondhand caravans.
b Classify the strength and direction of the relationship between price and age of
secondhand caravans according to the table given.
Formally, if we call the two variables x and y and we have n observations then Pearsons
product-moment correlation for this set of observations is
n
1
xi x
yi y
r=
n 1 i=1
sx
sy
where x and sx are the mean and standard deviation of the x scores and y and s y are the mean
and standard deviation of the y scores.
There are two key assumptions made in calculating Pearsons correlation coefcient r. They
are
the data is numerical
the relationship being described is linear.
Pearsons correlation coefcient r has the following properties:
If there is no linear relationship, r = 0.
y
x
r=0
r = +1
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x
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Otherwise, 1 r +1
Pearsons correlation coefcient r can be classied as follows:
1 r
0.75 r
0.50 r
0.25 < r
0.25 r
0.50 r
0.75 r
The following scatterplots show linear relationships of various strengths together with the
corresponding value of Pearsons product-moment correlation coefcient.
30
25
12
Age
CO level
14
20
10
15
100 150 200 250 300 350 400
Traffic volume
600
1400
160
120
Score
Mortality
140
100
100
80
90
60
80
100
Smoking ratio
120
700
20
600
15
500
10 12 14 16 18 20
Age 1st word
Calf
Verbal
10
5
400
500
700
600
Mathematics
30
800
40
Age
50
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1
2
3
5
5
7
4
2
7
9
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After the mean and standard deviation, Pearsons product-moment correlation is one of the
most frequently computed descriptive statistics. It is a powerful tool but it is also easily
misused. The presence of a linear relationship should always be conrmed with a scatterplot
before Pearsons product-moment correlation is calculated. And, like the mean and the
standard deviation, Pearsons correlation coefcient r is very sensitive to the presence of
outliers in the sample.
Exercise 23C
1 Use the table of Pearsons correlation coefcients r to classify the following.
a r = 0.20
e r = 0.95
i r = 0.50
b r = 0.30
f r = 0.75
j r = 0.25
c r = 0.85
g r = 0.75
k r =1
d r = 0.33
h r = 0.24
l r = 1
2 By comparing the plots given to those on page 538 estimate the value of Pearsons
correlation coefcient r.
a
y
36
280
24
210
12
140
15.0
20.0
25.0
30.0
35.0
120
y
8
160
200
240
280
y
80
60
40
20
f y
14 000
12 000
10 000
8 000
2
1
8 x
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20
40
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3 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience relief are shown.
Patient
Drug dose (mg)
Response time (min)
1
0.5
65
2
1.2
35
3
4.0
15
4
5.3
10
5
2.6
22
6
3.7
16
7
5.1
10
8
1.7
18
9
0.3
70
10
4.0
20
405
830
296
797
288
774
258
736
240
757
230
765
193
760
188
718
Number of seats
Airspeed (km/h)
148
683
142
666
131
661
122
378
115
605
112
620
103
576
102
603
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6 The price and age of several secondhand caravans are listed in the table.
Age (years)
7
7
8
9
4
8
1
Price ($)
4 800
3 900
4 275
3 900
6 900
6 500
11 400
Age (years)
10
9
9
11
3
4
7
Price ($)
8 700
1 950
3 300
1 650
9 600
8 400
6 600
53
63
56
66
57
67
49
58
44
54
69
70
66
70
40
55
53
63
43
53
68
70
64
70
a Construct a scatterplot of these data, and describe the relationship between scores on
attempt 1 and attempt 2.
b Is it appropriate to calculate the value of Pearsons correlation coefcient for these
data? Give reasons for your answer.
8 This table represents the results of two
Student
Test 1
Test 2
different tests for a group of students.
1
214
216
a Construct a scatterplot of these data, and
2
281
270
describe the relationship between scores on
3
212
281
Test 1 and Test 2.
4
324
326
b Is it appropriate to calculate the value of
5
240
243
Pearsons correlation coefcient for these
6
208
213
data? Give reasons for your answer.
7
303
311
c Determine the values of the q-correlation
8
278
290
coefcient and Pearsons correlation
9
311
320
coefcient r.
d Classify the relationship between Test 1 and Test 2 using both the q-correlation
coefcient and Pearsons correlation coefcient r, and compare.
e It turns out that when the data was entered into the student records, the result for
Test 2, Student 9 was entered as 32 instead of 320.
i Recalculate the values of the q-correlation coefcient and Pearsons correlation
coefcient r with this new data value.
ii Compare these values with the ones calculated in c.
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1896
6.35
1960
8.13
1900
7.19
1964
8.08
1904
7.34
1968
8.92
1908
7.49
1972
8.26
1912
7.59
1976
8.36
1920
7.16
1980
8.53
1924
7.44
1984
8.53
1928
7.75
1988
8.72
1932
7.65
1992
8.67
1936
8.05
1996
8.50
1948
7.82
2000
8.55
1952 1956
7.57 7.82
2004
8.59
Solution
9.0
Distance
8.5
8.0
7.5
7.0
6.5
6.0
1900 1920 1940 1960 1980 2000
Year
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571
Note that this scatterplot does not start at the origin. Since the values of the
coordinates that are of interest on both axes are a long way from zero, it is sensible to
plot the graph for that range of values only. In fact, any values less than 1896 on the
horizontal axis are meaningless in this context.
The line shown on the scatterplot is only one of many which could be drawn. To
enable the line to be used for prediction it is necessary to nd its equation. To do this,
rst determine the coordinates of any two points through which it passes on the
scatterplot. Appropriate points are (1932, 7.65) and (1976, 8.36). The equation of the
straight line is then found by substituting in the formula which gives the equation for a
straight line between two points.
y2 y1
y y1
=
x x1
x2 x1
8.36 7.65
y 7.65
=
x 1932
1976 1932
0.71
= 0.016
=
44
y 7.65 = 0.016(x 1932)
y = 0.016x 23.26
or distance = 23.26 + 0.016 year
The intercept for this equation is 23.26 m. In theory, this is the winning distance
for the year 0! In practice, there is no meaningful interpretation for the y axis intercept
in this situation. But the same cannot be said about the slope. A slope of 0.016 means
that on average the gold medal winning distance increases by about 1.6 centimetres at
each successive games.
Using this equation the gold medal winning distance for the long jump in 2008
would be predicted as
y = 23.26 + 0.016 2008 = 8.87 m
Obviously, attempting to project too far into the future may give us answers which are not
sensible. When using an equation for prediction, derived from data, it is sensible to use values
of the explanatory variable which are within a reasonable range of the data. The relationship
between the variables may not be linear if we move too far from the known values.
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Example 7
The following table gives the alcohol consumption per head (in litres) and the hospital
admission rate to each of the regions of Victoria in 199495.
Region
LoddonMallee
Grampians
Barwon
Gippsland
Hume
Western Metropolitan
Northern Metropolitan
Eastern Metropolitan
Southern Metropolitan
Per capita
consumption
(litres of alcohol)
9.0
8.4
8.7
9.1
10.0
9.0
6.7
6.2
8.1
Hospital
admissions per
1000 residents
42.0
44.7
38.6
44.7
41.0
40.4
36.2
32.3
43.0
Find a straight line which ts the general trend of the data, and interpret the intercept and slope.
Solution
Admissions
45.0
40.0
35.0
30.0
0
6.0
7.0
9.0
8.0
Alcohol consumption
10.0
One possible line passes through the points (7, 36) and (9, 42).
y2 y1
y y1
=
x x1
x2 x1
42 36
y 36
=
x 7
97
6
=
2
=3
y 36 = 3(x 7)
y = 3x + 15
or admission rate = 15 + 3 alcohol consumption
Thus
The intercept for this equation is 15, implying that we predict a hospital admission
rate would be 15 per 1000 residents for a region with 0 alcohol consumption. While
this is interpretable, it would be a brave prediction as it is well out of the range of the
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573
data. A slope of 3 means that on average the admission rate rises by 3 per 1000
residents for each additional litre of alcohol consumed per capita.
Exercise 23D
Example
0
1
1
3
2
6
3
7
4
7
5
11
6
13
7
18
8
17
Draw a straight line which ts the data by eye, and nd an equation for this line.
2 Plot the following set of points on graph paper.
x
y
3
5
2
2
1
0
0
6
1
7
2
11
3
13
4
20
Draw a straight line which ts the data by eye, and nd an equation for this line.
Example
3 The numbers of burglaries during two successive years for various districts in one state are
given in the following table.
a Make a scatterplot of the data.
District Year 1 (x) Year 2 (y)
b Find the equation of a straight line which
A
3233
2709
relates the two variables.
B
2363
2208
c Describe the trend in burglaries in this state.
C
4591
3685
D
E
F
G
H
I
J
K
4317
2474
3679
5016
6234
6350
4072
2137
4038
2792
3292
4402
5147
5555
4004
1980
4 The following data give a girls height (in cm) between the ages of 36 months and
60 months.
Age (x)
Height (y)
36
84
40
87
44
90
52
92
56
94
60
96
a
b
c
d
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5 The following table gives the adult heights (in cm) of ten pairs of mothers and daughters.
Mother (x)
Daughter (y)
170
178
163
175
157
165
165
173
175
168
160
152
164
163
168
168
152
160
173
178
7 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience pain relief are shown.
Patient
Drug dose (mg)
Response time (min)
1
0.5
65
2
1.2
35
3
4.0
15
4
5.3
10
5
2.6
22
6
3.7
16
7
5.1
10
8
1.7
18
9
0.3
70
10
4.0
20
a Find the equation of a straight line which relates the two variables.
b Interpret the intercept and slope if appropriate.
c Use your equation to predict the time taken for the patient to experience pain relief if 6
mg of the drug is given. Is this answer realistic?
8 The proprietor of a hairdressing salon recorded
the amount spent on advertising in the local
paper and the business income for each
month for a year, with the results shown.
a Find the equation of a straight line
which relates the two variables.
b Interpret the intercept and slope if
appropriate.
c Use your equation to predict the business
income which would be attracted if the
proprietor of the salon spent the following
amounts on advertising:
i $1000
ii $0
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23.5
575
y = a + bx
25
20
(xi, yi)
15
10
5
0
10
i=1
i=1
n
(yi a bxi )2
i=1
n
From 1 ,
(yi a bxi ) = 0
n
i=1
i=1
yi na b
n
xi = 0
i=1
y a b x = 0
a = y b x
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576
n
&
bxi ]2
[yi ( y b x)
i=1
n
&
2
[(yi y ) b(xi x)]
i=1
n
&
i y ) + b2 (xi x)
2]
[(yi y )2 2b(xi x)(y
i=1
Simplifying gives
b=
i=1
n
&
2
(xi x)
i=1
Equations 3 and 4 can then be used to calculate the least squares estimates of the y axis
intercept and the slope.
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577
Use b>Analyze>Regression>Show
Linear (mx + b) to place the regression
line on the scatterplot as shown.
177
74
182
75
167
62
178
63
173
64
184
74
162
57
169
55
164
56
170
68
180
72
Note:
After the equation of the least squares line has been determined, we can interpret the
intercept and slope in terms of the problem at hand, and use the equation to make predictions.
The method of least squares is also sensitive to any outliers in the data.
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Example 8
Consider again the gold medal winning distance, in metres, for the mens long jump for
the Olympic games for the years 1896 to 2004.
Find the equation of the least squares regression line for these data, and use it to predict
the winning distance for the year 2008.
Year
Distance (m)
Year
Distance (m)
1896
6.35
1960
8.13
1900
7.19
1964
8.08
1904
7.34
1968
8.92
1908
7.49
1972
8.26
1912
7.59
1976
8.36
1920
7.16
1980
8.53
1924
7.44
1984
8.53
1928
7.75
1988
8.72
1932
7.65
1992
8.67
1936
8.05
1996
8.50
1948
7.82
2000
8.55
1952 1956
7.57 7.82
2004
8.59
Solution
Using a calculator or computer the equation is found to be
distance = 23.87 + 0.0163 year
which is quite similar to the equation to the line tted by eye.
The predicted distance for the year 2008 is
distance = 23.87 + 0.0163 2008 = 8.86 m
Example 9
Consider again the data from Example 7 which related alcohol consumption per head (in litres)
and the hospital admission rate to each of the regions of Victoria in 199495.
Region
LoddonMallee
Grampians
Barwon
Gippsland
Hume
Western Metropolitan
Northern Metropolitan
Eastern Metropolitan
Southern Metropolitan
Hospital admissions
per 1000 residents
42.0
44.7
38.6
44.7
41.0
40.4
36.2
32.3
43.0
Find the equation of the least squares regression line which ts these data.
Solution
Using a calculator or computer the equation is found to be
admissions = 19.9 + 2.45 alcohol
which is slightly different from the line tted by eye.
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579
Exercise 23E
Example
1 The following data give a girls height (in cm) between the ages of 36 months and
60 months.
Age (x)
Height (y)
36
84
40
87
44
90
52
92
56
94
60
96
a Using the method of least squares nd the equation of a straight line which relates the
two variables.
b Interpret the intercept and slope, if appropriate.
c Use your equation to estimate the girls height at age
i 42 months
ii 18 years
d How reliable are your answers to part c?
2 The number of burglaries during two
successive years for various districts in
one state are given in the following table.
Using the method of least squares nd
the equation of a straight line which
relates the two variables.
District
A
B
C
D
E
F
G
H
I
J
K
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Year 1 (x)
3 233
2 363
4 591
4 317
2 474
3 679
5 016
6 234
6 350
4 072
2 137
Year 2 (y)
2 709
2 208
3 685
4 038
2 792
3 292
4 402
5 147
5 555
4 004
1 980
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Example
0:7
3 The following table gives the adult heights (in cm) of ten pairs of mothers and daughters.
Mother (x)
Daughter (y)
170 163 157 165 175 160 164 168 152 173
178 175 165 173 168 152 163 168 160 178
a Using the method of least squares nd the equation of a straight line which relates the
two variables.
b Interpret the slope in this context.
c Estimate the adult height of a girl whose mother is 170 cm tall.
4 The manager of a company which manufactures MP3 players keeps a weekly record of the
cost of running the business and the number of units produced. The gures for a period of
eight weeks are:
Number of MP3
players produced (x)
Cost in 000s $ (y)
a Using the method of least squares nd the equation of a straight line which relates the
two variables.
b What is the manufactures xed cost for operating the business each week?
c What is the cost of production of each unit, over and above this xed operating cost?
5 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience pain relief are shown.
Patient
Drug dose (mg)
Response time (min)
1
2
3
4
5
6
7
8
9 10
0.5 1.2 4.0 5.3 2.6 3.7 5.1 1.7 0.3 4.0
65 35 15 10 22 16 10 18 70 20
a Using the method of least squares nd the equation of a straight line which relates the
two variables.
b Interpret the intercept and slope if appropriate.
c Use your equation to predict the time taken for the patient to experience pain relief
if 6 mg of the drug is given. Is this answer realistic?
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Month
1
2
3
4
5
6
7
8
9
10
11
12
Advertising ($)
350
450
400
500
250
150
350
300
550
600
550
450
581
Business ($)
9 450
10 070
9 380
9 110
5 220
3 100
8 060
7 030
11 500
12 870
10 560
9 850
c Use your equation to predict the volume which would be attracted if the proprietor of
the salon spent the following amounts on advertising.
i $1000
ii $0
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Review
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CUAU033-EVANS
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Chapter summary
Bivariate data arises when measurements on two variables are collected for each subject.
A scatterplot is an appropriate visual display of bivariate data if both of the variables are
numerical.
A scatterplot of the data should always be constructed to assist in the identication of
outliers and illustrate the association (positive, negative or none).
Two variables are positively associated when larger values of y are associated with larger
values of x. Two variables are negatively associated when larger values of y are associated
with smaller values of x. There is no association between two variables when the values of
y are not related to the values of x.
When constructing the scatterplot, the independent or explanatory variable is plotted on the
horizontal (x) axis, and the dependent or response variable is plotted on the vertical (y) axis.
If a linear relationship is indicated by the scatterplot a measure of its strength can be found
by calculating the q-correlation coefcient, or Pearsons product-moment correlation
coefcient, r.
If the values on a scatterplot are divided by lines representing the median of x and the
median of y into four quadrants A, B, C and D, with a, b, c, d representing the number of
points in each quadrant respectively, then the q-correlation coefcient is given by
(a + c) (b + d)
q=
a+b+c+d
Pearsons product-moment correlation, r, is a measure of strength of linear relationship
between two variables, x and y. If we have n observations then for this set of observations
n
xi x
yi y
1
r=
n 1 i=1
sx
sy
where x and sx are the mean and standard deviation of the x scores and y and s y are the
mean and standard deviation of the y scores.
For these correlation coefcients
1 q 1
1 r 1
with values close to 1 indicating strong correlation, and those close to 0 indicating little
correlation.
If a linear relationship is indicated from the scatterplot a straight line may be tted to the
data, either by eye or using the least squares regression method.
The least squares regression line is the line for which the sum of squares of the vertical
deviations from the data to the line is a minimum.
The value of the slope (b) gives the extent of the change in the dependent variable
associated with a unit change in the independent variable.
Once found, the equation to the straight line may be used to predict values of the response
variable (y) from the explanatory variable (x). The accuracy of the prediction depends on
how closely the straight line ts the data, and an indication of this can be obtained from the
correlation coefcient.
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1 For which one of the following pairs of variables would it be appropriate to construct a
scatterplot?
A eye colour (blue, green, brown, other) and hair colour (black, brown, blonde, red, other)
B score out of 100 on a test for a group of Year 9 students and a group of Year 11 students
C political party preference (Labor, Liberal, Other) and age in years
D age in years and blood pressure in mm Hg
E height in cm and gender (male, female)
Review
Multiple-choice questions
2 For which one of the following plots would it be appropriate to calculate the value of the
q-correlation coefcient?
A
20
No. of drinks
15
10
0
10
20
30
40
Age
50
60
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584
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5 The following scatterplot shows the relationship between height and weight for a group of
people.
The value of the Pearsons product-moment correlation coefcient r is closest to
E 0
D 0.3
C 0.5
B 0.8
A 1
220
200
Weight
180
160
140
120
100
80
140
150
160
170 180
Height (cm)
190
200
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Review
250
200
150
100
50
10
12
14
16
18
20
22
Short-answer questions
Technology is required to answer some of the following questions.
1 The following table gives the number of times
Inside 50
the ball was inside the 50 metre line in an AFL
64
football game, and the teams score in that game
57
a Plot the score against the number of Inside 50s.
34
b From the scatterplot, describe any association
61
between the two variables.
51
2 Use the scatterplot constructed in 1 to determine
q-correlation between the score and the number of
Inside 50s.
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52
53
51
64
55
58
71
Score (points)
90
134
76
92
93
45
120
66
105
108
88
133
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3 The distance traveled to work and the time taken for a group of company employees are
given in the following table. Determine the value of the Pearson product-moment
correlation r for these data.
Distance (kms)
Time (mins)
12
15
50
75
40
50
25
50
45
80
20
50
10
10
3
5
10
10
30
35
4 The following scatterplot shows the relationship between height and weight for a group of
people. Draw a straight line which ts the data by eye, and nd an equation for this line.
220
200
weight
180
160
140
120
100
80
140
150
160
170
180
height (cm)
190
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200
Time (seconds)
22.6
21.7
21.7
21.3
19.3
17.6
17.0
14.6
14.0
8.8
Errors
2
3
3
4
5
5
7
7
9
9
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587
1 A marketing company wishes to predict the likely number of new clients each of its
graduates will attract to the business in their rst year of employment, by using their scores
on a marketing exam in the nal year of their course.
a Which is the independent variable
Number of new
and which is the dependent variable?
Exam score
clients
b Construct a scatterplot of these data.
65
7
c Describe the association between the
72
9
Number of new clients and Exam
68
8
score.
85
10
d Determine the value of the q-correlation
74
10
coefcient for these data, and classify
61
8
the strength of the relationship.
60
6
e Determine the value of the Pearson
78
10
product-moment correlation coefcient
70
5
for these data and classify the strength
82
11
of the relationship.
f Determine the equation for the least squares regression line and write it down in terms of
the variables Number of new clients and Exam score.
g Interpret the intercept and slope of the least squares regression line in terms of the
variables in the study.
h Use your regression equation to predict to the nearest whole number the Number of new
clients for a person who scored 100 on the exam.
i How reliable is the prediction made in h?
Review
Extended-response questions
2 To investigate the relationship between marks on an assignment and the nal examination
mark a sample of 10 students was taken. The table indicates the marks for the assignment
and the nal exam mark for each individual student.
a Which is the independent variable
Assignment mark Final exam mark
and which is the dependent variable?
(max = 80)
(max = 90)
b Construct a scatterplot of these data.
80
83
c Describe the association between the
77
83
assignment mark and exam mark.
71
79
d Determine the value of the q-correlation
78
75
coefcient for these data, and classify the
65
68
strength of the relationship.
80
84
e Determine the value of the Pearson
68
71
product-moment correlation coefcient
64
69
for these data and classify the strength of
50
66
the relationship.
66
58
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f Use your answer to d to comment on the statement: Good nal exam marks are the
result of good assignment marks.
g Determine the equation for the least squares regression line and write it down in terms
of the variables Final exam mark and Assignment mark.
h Interpret the intercept and slope of the least squares regression line in terms of the
variables in the study.
i Use your regression equation to predict the Final exam mark for a student who scored 50
on the assignment.
j How reliable is the prediction made in i?
3 A marketing rm wanted to investigate the relationship between airplay and CD sales (in the
following week) of newly released songs. Data was collected on a random sample of 10 songs.
a Which is the independent variable and which
No. of times the Weekly sales
is the dependent variable?
song was played
of the CD
b Construct a scatterplot of these data.
47
3950
c Describe the association between the number
34
2500
of times the song was played and weekly sales.
40
3700
d Determine the value of the q-correlation
34
2800
coefcient for these data, and classify the strength
33
2900
of the relationship.
50
3750
e Determine the value of the Pearson
28
2300
product-moment correlation coefcient for these
53
4400
data and classify the strength of the relationship.
25
2200
f Determine the equation for the least squares
46
3400
regression line and write it down in terms of the
variables Number of times the song was played and Weekly sales.
g Interpret the intercept and slope of the least squares regression line in terms of the
variables in the study.
h Use your regression equation to predict the weekly sales for a song which was played 60
times.
i How reliable is the prediction made in h?
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C H A P T E R
24
Revision
Revision of chapters
22 and 23
24.1
Multiple-choice questions
1 For which of the following variables is a bar chart an appropriate display?
A weight (kg)
B maximum daily temperature (C)
C exam results (A, B, C, D, E)
D distance travelled to school each day (km)
E time taken to travel to school (mins)
2 For which of the following variables is a histogram an appropriate display?
A weight (kg)
B religious afliation
D weight (light, medium, heavy)
3 The shape of the distribution shown in this
histogram is best described as
A
C
D
E
negatively skewed
B symmetric
positively skewed
negatively skewed with an outlier
positively skewed with an outlier
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Count
10
9
8
7
6
5
4
3
2
1
15 20 25 30 35 40 45 50
Distance (km)
589
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2
3
4
5
6
7
8
9
9
3
0
0
0
2
3
0
8
1
3
3
3
4
3
4
5
3
4
5
9
9
5
4
6
7
4
7
7
B 26
C 30
D 38
E 40
6 If the pass mark for the test is a score of 50, the number of students who failed is
A 6
B 7
C 8
D 10
E 11
7 The teacher decides to award the top 10% of students on this test an A. The lowest mark
to score an A is thus
A 74
B 77
C 85
D 86
E 90
8 From the stem-and-leaf plot we can say that the shape of the distribution of test scores is
A positively skewed
D symmetrically skewed
B symmetric
C negatively skewed
E unable to determine from the information available.
9 The following data are the driving-test scores for a group of people before and after they
completed an advanced driving course.
before
7 2
9 9 8 6 6 6 5 4 3 2 2 1 0
4 1 0 0
6
1
2
3
4
5
after
5 9
1 4 5 5 6 8 9
0 0 2 3 4 4 5 6
3
0 4
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591
Group 1
4 4 4 2
8 8 8 8 8 8 8
4 4 3 3 3 3 2
9 9 9
4 4
2
8
2
8
4
8
1
6
2
8
3
7
8
0
6
2
8
3
7
4
8
0
6
2
7
2
7
4
4
7
0
6
0
7
2
6
2
6
Group 2
8
4
5
0
5
0
6
1
6
2
6
1
4
5
5
6
6
7
7
8
8
9
9
10
4
8
0
6
0
6
0
6
0
8
0
6
0
6
0
8
2
0
6
0
6
0
0
6
0
6
2
1
6
0
6
4
2
8
0
8
4
2
8
2
8
2
8
2
8
2
8
2
8
2 2 4 4 4 4
8 8 8 8 8 8 8
2 4 4 4 4 4
8
Revision
10 The following stem-and-leaf plot shows the resting pulse rates for two groups of people:
Group 1, who exercise occasionally, and Group 2, who exercise regularly.
B 50
C 51
D 71
E 100
C 51
D 71
E 100
C 51
D 70
E 100
B 50
B 50
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B 11.9
C 12.0
D 13.1
E 13.0
15 The boxplots shown summarise the test scores for two classes of students, Class X and
Class Y.
Class X*
Class Y
*
25
50
75
100
16 The median age of a group of subjects is 33 and the mean is 36. From this we can say that
the shape of the age distribution
A may be symmetric
D has no outliers
A
B
C
D
E
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Revision
19 Select which of the histograms A to E best corresponds to the boxplot given below.
20 Suppose a woman is on the 3rd quartile for height. This means that
A
B
C
D
E
21 For which one of the following pairs of variables would it be appropriate to construct a
scatterplot?
A
B
C
D
E
22 For which one of the following scatterplots would it not be informative to calculate the
q-correlation coefcient?
B
A
200
100
150
80
100
60
50
50 60 70 80 90 100
10
10
D
35
0.8
30
0.6
25
0.4
20
0.2
80
100
120
140
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0.2
0.4
0.6
0.8
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B 0.8
E 1
20
C 0
10
y
y
y
y
y
=x
= 2x
= 2x + 10
= x + 10
= x + 8
10 x
y
28
24
20
16
12
8
4
1
10
25 The Pearson correlation coefcient r relating the number of cigarettes smoked per capita
and the rate of heart disease in the population for several countries is 0.7. We may
interpret this as meaning:
A
B
C
D
E
y
100
50
16
20 x
27 If the correlation between x and y is negative then which of the following statements must
be true?
A
B
C
D
E
y = x
The values of y are in general more than the corresponding values of x.
As the values of x decrease the values of y tend to increase.
As the values of x increase the values of y tend to increase.
The values of y are in general less than the corresponding values of x.
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595
70
74
78
82
86
90
94
98 x
29 The production costs ($C) of a company which manufactures a particular computer game
is related to the number of games produced (N) as follows.
Revision
y
28 For the scatterplot shown,
98
the line of best t would
94
have equation closest to
90
A y=x
86
82
B y = x
78
C y = x + 70
74
D y = x 70
70
E y = x + 70
C = 12 000 + 35 N
From this equation we can say, on average,
A
B
C
D
E
30 In calculating the least squares regression line, we choose the line which minimises
A the sum of the shortest distances from each point on the scatterplot to the line
B the sum of the horizontal distances from each point on the scatterplot to the line
C the sum of the squared horizontal distances from each point on the scatterplot to
the line
D the sum of the squared vertical distances from each point on the scatterplot to the line
E the sum of the squared perpendicular distances from each point on the scatterplot to
the line.
24.2
Extended-response questions
1 A researcher believes that the manner in which
an individual is approached by another (i.e. in
an aggressive or passive attitude) inuences
the emotional reaction of the person approached.
A researcher approached each of 15 subjects
on two separate occasions; once in an aggressive
manner and once in a passive manner. He
observed the distance he was permitted to
approach the subject before he or she stepped
back. This distance of approach was recorded in
centimetres for the 15 subjects.
a Make ordered back to back stem-and-leaf
plots for the each of the approaches.
b Give the ve-gure summaries for
each of the approaches.
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Subject
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Manner of approach
Aggressive
Passive
33
13
43
30
25
25
39
15
55
30
30
27
45
18
37
33
30
25
43
15
58
18
45
22
45
22
43
17
60
13
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a
b
c
d
e
35
44
43
30
46
25
42
39
64
31
40
29
48
44
36
50
34
32
41
32
56
41
44
40
38
50
Make ordered back to back stem-and-leaf plots for the each of the sets of scores.
Give the ve-gure summaries for each of the sets of scores.
Draw boxplots for each of the sets of scores on the same scale.
Calculate the mean and standard deviation for each of the sets of scores.
Compare the distributions of the before and after scores.
3 The prices of several cars when new and when two years old are shown in the following
tables.
a
b
c
d
e
New price
10 817
16 664
17 200
11 490
18 050
17 999
12 477
15 070
10 700
15 450
16 660
14 955
13 239
12 049
11 595
11 585
15 424
16 391
13 410
Secondhand price
9 950
15 850
16 600
11 550
17 250
14 650
11 900
13 650
10 450
14 600
15 700
15 900
12 550
10 900
11 850
10 650
14 950
15 750
11 750
Make ordered back to back stem-and-leaf for the each of the sets of car prices.
Give the ve-gure summaries for each of the sets of car prices.
Draw boxplots for each of the sets of car prices on the same scale.
Calculate the mean and standard deviation of each of the sets of car prices.
Compare the distributions of new prices and two year old prices.
No choice
44
36
38
35
26
42
21
17
44
24
49
48
28
42
35
Choice
36
36
26
30
40
35
35
25
48
36
50
25
44
30
50
(contd)
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Make ordered back to back stem-and-leaf for the each of the sets of marks.
Give the ve-gure summaries for each of the sets of marks.
Draw boxplots for each of the sets of marks on the same scale.
Calculate the mean and standard deviation for each of the sets of marks.
Discuss the effect of students choice on the distribution of marks.
5 Consider the scores on a manual dexterity test for two groups of students. One group was
randomly selected from the population of normal children. The other group was randomly
selected from the population of children with a particular learning disability. The results
are shown in the following table.
Normal
children (x1 )
Learning disabled
children (x2 )
32
30
23
25
26
28
21
19
28
29
11
20
28
27
21
30
28
28
29
27
31
30
29
26
24
26
30
Revision
a
b
c
d
e
597
24
1
1.0
10
2
1.5
20
3
2.0
15
4
2.5
30
5
3.0
20
6
3.5
20
7
4.0
25
8
4.5
35
a Construct a scatterplot of these data, and use it to describe the relationship between
hours of sleep deprivation and number of times REM occurred.
b Determine the value of the q-correlation coefcient.
c Calculate the value of Pearsons r for these data.
d Determine the equation for the least squares regression line which relate hours of sleep
deprivation and number of times REM occurred.
e Interpret the slope, b, of this equation.
f Use the equation to predict the number of times REM occurred if the subject
experiences ve hours of sleep deprivation.
7 To test the effect of driving instruction on driving skill, ten randomly selected learner
drivers were given a driving skills test. The number of hours instruction for each learner
was also recorded. The results are displayed in the table shown.
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Learner
Hours
Test score
A
19
32
B
2
12
C
5
17
D
9
19
E
16
23
F
4
16
G
19
28
H
26
36
I
14
30
J
8
23
a Construct a scatterplot of these data, and use it to describe the relationship between the
number of hours instruction and the score.
b Determine the value of the q-correlation coefcient.
c Calculate the value of Pearsons r for these data.
d Determine the equation for the least squares regression line which relates number of
hours instruction and score.
e Interpret the slope, b, of this equation.
f Use the equation to predict the score after 10 hours of instruction.
8 Consider the data in the table, which shows the number of government schools in Victoria
over the period 19811992.
Year Number of schools
a Construct a scatterplot of these data, and use it to
describe the relationship between the number of
government schools and year.
b Determine the value of the q-correlation coefcient.
c Calculate the value of Pearsons r for these data.
d Determine the equation for the least squares
regression line which relates number of government
schools and year.
e Interpret the slope, b, of this equation.
f Use the equation to predict the number of
government schools in the year 2000.
g Comment on the reliability of the prediction in f.
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
2149
2140
2124
2118
2118
2114
2091
2064
2059
2038
2029
2013
9 The table shows the weights (kg) and blood glucose levels (mg/100 mL) of 16 apparently
healthy adult males.
Weight
Glucose
64.0
108
75.2
109
73.1
104
82.1
102
76.3
105
95.7
120
59.4
78
93.4
110
Weight
Glucose
82.1
101
78.9
85
76.6
98
82.1
100
83.9
108
73.2
104
64.4
102
77.5
89
a Construct a scatterplot of these data, and use in a describe the relationship between
weight and blood glucose level.
b Calculate the value of Pearsons r for these data.
c Determine the equation for the least squares regression line which relates weight and
blood glucose level.
d Interpret the slope, b, of this equation.
e Use the equation to predict the blood glucose levels for a male who weighs 70 kg.
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Per capita
income ($)
14 198
14 008
16 197
15 343
15 928
13 764
13 244
14 612
14 918
12 194
Expenditure per
student ($)
1871
1850
2210
2188
2547
1834
1623
2052
2256
1476
Revision
599
11 The owner of a fruit store records the number of boxes of mangoes she sells each month,
together with the average price of the mangoes in that month, giving the following data.
Month
Jan
Feb
Mar
April
May
June
Sold
25
30
20
18
11
8
Price ($)
0.95
0.90
1.20
1.40
2.00
2.40
Month
July
Aug
Sep
Oct
Nov
Dec
Sold
6
5
5
7
15
15
Price ($)
2.50
3.00
3.20
2.40
1.90
1.75
a Construct a scatterplot of these data, and use it to describe the relationship between the
price of mangoes and the number of boxes sold.
b Determine the value of the q-correlation coefcient.
c Calculate the value of Pearsons r for these data.
d Determine the equation for the least squares regression line which relates number of
boxes sold and price.
e Interpret the slope, b, of this equation.
f Use the equation to predict the number of boxes of mangoes sold if the price of
mangoes is $ 1.40 each.
g Comment on the reliability of the predicted number of boxes of mangoes sold if their
price is $0.05 (5 cents) each.
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12 To study the effect of water hardness on taste, the data in this table were obtained from
specimens of drinking water from eight country towns (a higher taste rating means better
tasting water).
a Construct a scatterplot of these data, and use
Amount of
it to describe the relationship between taste
magnesium (mg) Taste rating
rating and the amount of magnesium in the
8.7
25
water.
9.0
25
b Determine the value of the q-correlation
11.0
26
coefcient.
8.5
48
c Calculate the value of the correlation coefcient
9.2
65
r for these data.
12.0
87
d Determine the equation for the least squares
12.0
90
regression line which relates taste rating and the
18.0
100
amount of magnesium.
e Interpret the slope, b, of this equation.
f Use the equation to predict the taste rating if the amount of magnesium is 80 mg.
13 The following table gives details of Australian Test Cricket Captains, based on all tests up
to and including the Third Test, January 1998.
Captain
D W Gregory
W L Murdoch
T P Horan
H H Massie
J M Blackham
H J H Scott
P S McDonnell
G Griffen
G H S Trott
J Darling
H Trumble
M A Noble
C Hill
S E Gregory
W W Armstrong
H L Collins
W Bardsley
Tenure
187679
188090
188485
188485
188495
1886
188688
189495
189698
189905
190102
190309
191012
1912
192021
192126
1926
Tests
3
16
2
1
8
3
6
4
8
21
2
15
10
6
10
11
2
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W
2
5
0
1
3
0
1
2
5
7
2
8
5
2
8
5
0
L
1
7
2
0
3
3
5
2
3
4
0
5
5
1
0
2
0
D
0
4
0
0
2
0
0
0
0
10
0
2
0
3
2
4
2
T
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
(contd)
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i
ii
iii
b i
ii
iii
c i
ii
iii
iv
v
vi
Tenure
192829
193034
193536
193648
194546
194953
195155
195457
195657
195758
195864
1961
196378
196566
196771
1968
197075
197583
197879
197885
198494
19941999
19992004
2004
Tests
5
25
5
24
1
24
2
17
1
5
28
1
39
2
25
1
30
48
7
28
93
50
57
8
W
1
14
4
15
1
14
0
7
0
3
12
1
12
0
9
0
15
21
1
4
32
26
41
6
L
4
7
0
3
0
4
2
5
0
0
4
0
12
1
8
0
5
13
6
13
22
13
9
1
D
0
4
1
6
0
6
0
5
1
2
11
0
15
1
8
1
10
14
0
11
38
11
7
1
T
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
0
Revision
Captain
J Ryder
W M Woodfull
V Y Richardson
D G Bradman
W A Brown
A L Hassett
A R Morris
I W Johnson
R R Lindwall
I D Craig
R Benaud
R N Harvey
R B Simpson
B C Booth
W M Lawry
B N Jarman
I M Chappell
G S Chappell
G N Yallop
K J Hughes
A R Border
M A Taylor
S R Waugh
R Ponting
601
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C H A P T E R
25
Proof and number
Objectives
To understand implication
To understand converse and equivalence
To understand the purpose of counter examples
To construct proofs
To understand the principle of mathematical induction
To solve linear Diophantine equations
To apply the Euclidean algorithm to find the highest common factor of two
numbers
To apply the Euclidean algorithm in the solution of linear Diophantine equations
602
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Counter example
Consider numbers of the form n 2 + n + 11 where n is a natural number.
n
n 2 + n + 11
1
13
2
17
3
23
4
31
5
41
6
53
7
67
8
83
This nal conjecture can be xed up by making the conjecture the cube of a natural number
greater than 1 is greater than the natural number.
Fix up the rst two conjectures.
Proof
In Year 10 you may have come across proofs in geometry or used them in your problem
solving. Proofs are a very important part of Mathematics. If we have a conjecture which we
suspect to be true and for which a counter example cannot be found, then we try to construct a
chain of reasoning which will enable us to deduce the result from assumptions which are as
simple as possible.
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Example 1
Consider this pattern.
42 32 + 22 12 = 10
52 42 + 32 22 = 14
62 52 + 42 32 = 18
From this it could be conjectured that
If a, b, c, d are consecutive natural numbers with a < b < c < d then
d 2 c2 + b2 a 2 = d + c + b + a.
Prove this conjecture is true.
Solution
The result is not immediately obvious.
Let the numbers a, b, c, d be n 1, n, n + 1, n + 2 respectively.
Then
and
d +c+b+a =n+2+n+1+n+n1
= 4n + 2
2
2
2
2
d c + b a = (n + 2)2 (n + 1)2 + n 2 (n 1)2
= n 2 + 4n + 4 n 2 2n 1 + n 2 n 2 + 2n 1
= 4n + 2
The result has been proved. In fact, it has been proved for any four consecutive
integers.
It can be seen from the proof that a more general result is true.
If a, b, c, d are consecutive integers then
d 2 c2 + b2 a 2 = a + b + c + d
The proof has actually added to the understanding of the problem by leading to a
generalisation of the original conjecture.
Example 2
Consider the following.
321
941
123 149
198
792
+ 891 + 297
1089
1089
987
789
198
+ 891
1089
980
089
891
+ 198
1089
Conjecture
Take any three digit number whose digits decrease as you read them from left to right. Make
another number by reversing the order of the digits and subtract the smaller from the larger.
Reverse the order of the digits of the difference and add the number so formed to the
difference. The result will always be 1089.
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Solution
Let the number be a 102 + b 10 + c.
Reverse the digits to get the number c 102 + b 10 + a.
It will be assumed a > c without loss of generality.
a 102 + b 10 + c c 102 b 10 a = (a c) 102 + (c a)
Now c a is negative, but (10 + c a) is positive.
Write (a c) 102 + (c a) = (a c 1) 102 + 90 + (10 + c a)
The digits are now correctly displayed.
Reverse the order to obtain (10 + c a) 102 + 90 + (a c 1) and add.
(10 + c a + a c 1) 102 + (90 + 90) + (10 + c a + a c 1)
= 9 102 + 180 + 9
= 900 + 180 + 9
= 1089
We can attempt to generalise in this case. The question arises What happens when a
four digit number is considered? The proof also indicates that the base chosen is
important. What is the result for different bases?
Exercise 25A
1 Insert or to make the following into true statements about integers.
a p is even . . . pq is even
c x = 0 . . . xy = 0
b p + q is odd . . . pq is even
d ab = ac . . . b = c
2 State with reasons whether the following statements are true or false.
a n (A) = 5 and n (B) = 3 n (A B) = 8
c A B = A = or B =
b A B AB = A
d A
= A =
3 Write down the converses of the statements given in 2 and state whether each new
statement is true or false.
4 State the converse of each of the following statements and also state whether the converse
is true or false.
a If n is odd then n 2 is odd.
c x 2 > 4 x < 2
b N is divisible by 3 N 2 is divisible by 9
5 The sum of two consecutive odd numbers is divisible by 4. Can you make similar
statements about:
a the sum of three consecutive odd numbers
b the sum of four consecutive odd numbers?
Prove your assertions.
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a + b = a + b for all a, b R
c
b+c
1 a+b
1
a+
=
+ c for all a, b, c R
d
2
2
2
2
e The sum of two prime numbers is a prime number.
1 1
1
= + for all s, t R\ {0}
f
s+t
s
t
8 Write the converse of each of the following and state whether it is true or false.
a If a b is positive then a > b
b If x = 0 and y = 0 then x = y
c If x + y = 0 then x = y
d If x is even and y is odd then xy is even.
e The square of an even number is even.
9 For each of the following conjectures for the set of natural numbers either prove or
provide a counter example.
a
b
c
d
u+v
uv
b Hence, or otherwise, prove that if u 0, v 0, then
2
1 1
+
4
11 Prove that for all positive integers a and b, (a + b)
a
b
12 Prove each of the following for a, b Z .
a
c
e
f
13 The oor of a rectangular room is covered with square tiles. The room is m tiles wide and
n tiles long with m n.If exactly half of the tiles are on the perimeter, nd all possible
values of m and n.
14 Prove that no positive integer (except 1) all of whose digits are 1s is a perfect square.
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15 Find all right-angled triangles which have integer length sides and for which the area has
the same numerical value as the perimeter.
16 If a, b and c are positive integers such that no integer greater than 1 divides them all and
1
1 1
+ = , prove that a + b is a perfect square.
a
b
c
Note: This is a difcult question.
25.2
n (n + 1)
.
2
Solution
Let P(n) be the statement that the sum of the rst n integers is
12
2
k (k + 1)
i.e. that P(k) is true
1 + 2 + + k =
2
k (k + 1)
1 + 2 + + k + k + 1 =
+ (k + 1)
2
(k + 1)(k + 2)
=
2
n (n + 1)
2
1=
P(k + 1) is true
and the principle of induction gives that P(n) is true for all n.
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P(k + 1) is true
and the principle of induction gives that P(n) is true for all n 5.
Example 5
Prove that 32n 1 is divisible by 8 for all n N .
Solution
Let P(n) be the statement that 32n 1 is divisible by 8.
If n = 1, 32 1 = 8 is divisible by 8
i.e. P(l) is true.
Assume true for k.
i.e. P(k) is true and 32k 1 is divisible by 8
Consider
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Example 6
Prove that 2n > n 3 for n 10.
Solution
P(10) is true as 210 > 103 (1024 > 1000)
Assume P(k) is true i.e. 2k > k 3 for k > 9
then
2k+1 = 2 2k > 2 k 3
2k+1 > (k + 1)3 + k 3 3k 2 3k 1
2k+1 > (k + 1)3 + k 3 3k 2 3k 459
2k+1 > (k + 1)3 + (k 2 + 6k + 51)(k 9)
2k+1 > (k + 1)3 for k > 9 (Note: k 2 + 6k + 51 > 0 for all k)
P (k + 1) is true and P(n) is true for all n 10
Exercise 25B
Sums
1 Prove each of the following by induction, for all natural numbers n.
1
a 1 + 2 + + n = n (n + 1)
2
1
b 12 + 22 + + n 2 = n (n + 1) (2n + 1)
6
1
1
1
n
c
+
+ +
=
(2n 1) (2n + 1)
13 35
2n + 1
1
d 1 2 + 2 3 + 3 4 + + n(n + 1) = n(n + 1)(n + 2)
3
e 1 4 + 2 7 + 3 10 + + n(3n + 1) = n(n + 1)2
f 1 + 2 21 + 3 22 + + n 2n1 = 1 + (n 1) 2n
1
1
1
1
1
1 1
+
+
+
g
=
(2n + 1) (2n + 3)
35 57 79
2 3 2n + 3
h 13 + 33 + 53 + + (2n 1)3 = n 2 (2n 2 1)
1
i 2 1 + 3 2 + + n(n 1) = n(n 2 1)
3
Divisibility
2 Prove by induction that, for all natural numbers,
a
c
e
g
b 4n 3 4n is divisible by 3
d n(n 2 + 2) is divisible by 3
f 8n 5n is divisible by 3
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Inequalities
4 a Prove that 3n > n 3 for all positive integers greater than 3.
n4
b Prove that 13 + 23 + + n 3 >
for all positive odd integers.
4
n
2
c Prove that 2 > n for all positive integers greater than 4.
d Prove that 2n > 3n for all positive integers greater than 3.
e Prove that 2n n! for all n 4.
5 Prove that
1
1
1
1
n
a
+
+
+ +
=
,n N
12 23 34
n (n + 1)
n+1
1
b 13 + 23 + + n 3 = n 2 (n + 1)2 , n N
4
c 33n+1 + 9 2n+3 is divisible by 25, n N
6 Prove by induction that if S is a set of n elements, then S has 2n subsets.
y
(5, 4)
4
3
2
(1, 1) 1
5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1
(3, 2)
2
3
4
5
(7, 5)
6
7
8
(11, 8)
9
10
11
(15, 11)
Notice that as the integer solutions for x increase by 4, the y integer solutions decrease by 3.
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611
The solutions may be built up in the following way using (1, 1) as the starting point.
x
1 + 4
1 + 2 4
1 + 3 4
y
13
123
133
i.e.
x
3
7
11
y
2
5
8
Proof
Suppose x1 , y1 are solutions to the equation.
Then
ax1 + by1 = c
and
ax0 + by0 = c
Subtracting 2 from 1
a(x1 x0 ) = b(y0 y1 )
Divide both sides by d
a
b
(x1 x0 ) = (y0 y1 )
d
d
a
b
and have no common factors.
d
d
b
Hence x1 x0 must be divisible by
d
and
Similarly
b
t
d
a
y1 = y0 t
d
x1 = x0 +
b
a
t, y = y0 t, is a solution of the equation for any t Z .
d
d
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Example 7
A man has $200 in his wallet. This is made up of $50 and $20 notes. What are the possible
numbers of each of these types of notes?
Solution
Let x, y be the number of $50 and $20 notes respectively.
The linear Diophantine equation is
50x + 20y = 200
5x + 2y = 20
By inspection a solution is
x = 4, y = 0
The general solution will be
x = 4 + 2t, y = 0 5t, t Z
We are only interested in the case where x, y 0
Thus 4 + 2t 0 and 0 5t 0
Hence
2 t 0
For t = 2, x = 0, y = 10
t = 1, x = 2, y = 5
t = 0, x = 4, y = 0
Hence the man can have ten $20 notes
or two $50 notes and ve $20 notes
or four $50 notes.
Exercise 25C
1 Find all solutions of the following Diophantine equations
a 11x + 3y = 1
d 22x + 6y = 2
b 2x + 7y = 2
e 2x + 7y = 22
c 24x + 63y = 99
f 10x + 35y = 110
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613
5 Helena has a number of coins in her wallet. They are all either 20c or 50c coins. The total
value of the coins is $5.00. What are the possible numbers of each type of coin?
6 One of the solutions of the equation 19x + 83y = 1983 in positive integers x and y is
obviously x = 100, y = 1. Show that there is only one other pair of positive integers
which satisfy this equation and nd it. Consider the equation 19x + 98y = 1998.
7 A man has $500 in his wallet made up of $50 and $10 notes. Find the possible
combinations of notes that he could have.
8 There are seven coconuts and 63 heaps of pineapples. Each heap has exactly the same
number of pineapples. The fruit is to be divided equally between 23 people.
Let x be the number of pineapples in each heap and y the number of pieces of fruit that
each person receives.
Form a Diophantine equation and nd the possible values for x and y.
9 A dealer spent $10 000 buying cattle, some at $410 each and the rest at $530 each. How
many of each sort did she buy?
10 Find the smallest positive number which, when divided by 7, leaves a remainder of 6, and
when divided by 11 leaves a remainder of 9. Also nd the general form of such numbers.
11 Given a 3 litre jug and a 5 litre jug can I measure exactly 7 litres of water? If it is possible,
explain how this may be done as efciently as possible.
12 The Guadeloupe Post Ofce has only 3c and 5c stamps. What amounts of postage can the
post ofce sell?
13 A man spent $29.60 buying party hats. There were two types of party hat. Type A cost
$1.70 while type B cost $1.00. How many of each type did he buy?
25.4
Theorem 1
If a, b are integers with a > 0, then there are unique integers q, r such that b = aq + r with
0 r < a.
Proof
Suppose there exists another pair of integers, q1 and r1 with
b = aq1 + r1 and 0 r1 < a.
Suppose that r > r1 . Then by subtraction
0 = aq1 + r1 (aq + r )
0 = a(q1 q) + (r1 r )
r r1 = a(q1 q)
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Now since the right hand side is an integer and is a multiple of a, then a divides the left hand
side. But the left hand side is an integer which is greater than zero and less than a.
Therefore the assumption, that r > r1 , must be false.
But if it is assumed r < r1 , then consider
0 = (aq + r ) (aq1 + r1 )
and a similar contradiction will arise
Thus
so
r = r1 . In that case
r r1 = 0 = a(q1 q)
q1 = q and r1 = r
Theorem 2
If a and b are two integers, a = 0 and b = aq + r where q, r are integers, then (a, b) = (a, r ).
(This theorem may be used to determine the highest common factor of any two given integers.)
Proof
If d is a common divisor of a and r, then d divides the right-hand side of equation b = aq + r
and so d divides b.
This proves that all common divisors of a and r will be common divisors of a and b. But
(a, r ) is a common divisor of a and r, and so (a, r ) must divide a and b. It follows that (a, r )
must divide (a, b).
That is
(a, b) = (a, r )x where x is an integer
Now rewrite equation
b = aq + r as r = b aq
All common divisors of a and b divide the right hand side of this relation and so divide r.
Thus (a, b) must divide r as well as a. Hence (a, b) must divide (a, r ).
It has now been proved
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615
Hence
i.e.
22 = 3 6 + 4
6=14+2
4=22
(22, 6) = 2
1
2
3
or
2=614
from 2
2 = 6 1(22 3 6) from 1
2 = 6 22 + 3 6
2 = 4 6 1 22
1 22 + 4 6 = 2
A solution is (1, 4)
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Example 11
Find a, b Z such that 125a + 90b = 5
Solution
Divide by 5.
25a + 18b = 1
Apply the division algorithm.
25 = 1 18 + 7
18 = 2 7 + 4
7=14+3
4=13+1
3=31
1
2
3
4
5
1 = 4 1(7 1 4)
1=2417
1 = 2 (18 2 7) 1 7
1 = 2 18 5 7
1 = 2 18 5(25 18)
1 = 7 18 5 25
from 4
from 3
from 2
from 1
Exercise 25D
1 For the following, express b in the form b = aq + r with 0 r < a and show in each case
(a, b) = (a, r ).
a a = 5, b = 43
b a = 13, b = 39
c a = 17, b = 37
d a = 16, b = 128
b (999, 2160)
c (372, 762)
b 18x + 24y = 6
d 3x 5y = 38
f 1816x + 2688y = 8
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617
Review
Chapter summary
Consider the equation 3x + 4y = 1. This equation denes a straight line. The coefcients
of the left hand side of the equation and the right hand side are integers. If the values of x
and y are integers, a family of solutions may be described. This equation is called a linear
Diophantine equation.
If a linear Diophantine equation has one solution then it has innitely many.
If ax + by = c is a linear Diophantine equation in two unknowns and (x0 , y0 ) is found to
b
a
be one solution, the general solution is given by x = x0 + t, y = y0 t , where t Z
d
d
If a, b are integers with a > 0, then there are unique integers q, r such that b = aq + r with
0 r < a.
The Euclidean algorithm
In the following, (a, b) denotes the highest common factor of the integers a and b.
If a and b are two integers, a = 0 and b = aq + r where q, r are integers, then
(a, b) = (a, r ).
(This result may be used to determine the highest common factor of any two given integers,
and to solve any linear Diophantine equation.)
Multiple-choice questions
1 If m is a positive even integer and n is a positive odd integer the statement which is false is
A m + 2n is even
B m + n is odd
C 3m + 2n is even
2
D m n is even
E m + n is even
2 The statement below which is true is
A x 3 > 0 (x 3)(2 x) > 0
C (x 3)(2 x) > 0 x 3 > 0
E x 3 > 0 (x 3)(x 2) > 0
3 If p and q are positive real numbers, and p > q with p + q = 1, the largest quantity from
the following is
1
1
1
C
D
E pq
B
A p
pq
p
q
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1
1
<
p
q
A always
B never
C only when p and q are positive
D for all p and q except when both are negative
E whenever pq > 0
5 The number of factors that the integer 2 p 3q 5r has is
( p + q + r )!
A
B pqr
C p+q +r
q!q!r !
D ( p + 1)(q + 1)(r + 1)
E p+q +r +1
6 If an integer of two digits is k times the sum of its digits, the number formed by
interchanging the digits is the sum of the digits multiplied by
A 9k
B 10 k
C 11 k
D k5
E k+8
7 The number of pairs of integers (m, n) which satisfy the equation m + n = mn is
A 1
B 2
C 3
D 4
E more than 4
8 If a, b, c are any real numbers, and a > b, the statement which must be true is
1
1
1
1
E
<
>
B ac > bc
C a 2 > b2
D a+c >b+c
A
a
b
a
b
9 The number of solutions of the Diophantine equation 3x + 5y = 1008, where x and y are
positive integers, is
A 1
B 134
C 68
D 67
E innite
10 If y = (n 1)(n 2)(n 3), where n is a positive integer, then y is not always divisible by
A 6
B 5
C 3
D 2
E 1
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1 The strips shown below are formed by joining an odd number of triangles together. The
triangles are formed on 1 cm isometric paper as shown.
Review
Extended-response questions
619
A strip of length 3
A strip of length 5
A strip of length 7
a
b
c
d
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a How many cubes are needed to build a tower of this type which is eighty cubes high?
Work out an expression for the number of cubes needed to build a tower of this type
which is n cubes high.
b The number of cubes needed to build a tower n cubes high, Tn , is related to the number
of cubes needed to build a tower (n 1) cubes high, Tn1 , by the formula
Tn = Tn1 + kn, where k is a constant.
What is the value of k?
c How many dots on the isometric dot paper are needed to draw a tower of this type n
cubes high?
d Investigate other types of towers.
4 You have an inexhaustible supply of 5 and 8 stamps.
a List all possible ways of obtaining a total value of 38 with these stamps.
b List all possible ways of obtaining a total of $1.20 with these stamps.
5 The digits of a three-digit number are interchanged so that none of the digits has retained its
original place. Then the new number is subtracted from the original. If the difference is a
two-digit number which is also a perfect square, nd all such two-digit numbers.
6 Find the positive integer n such that n and n + 100 have an odd number of divisors.
1
7 Prove that if a > 0, then a + 2.
a
1 2
Hint: Use the result that a
0 for all a R.
a
8 Show that the sum of three consecutive positive integers divides the sum of the cubes of
these three integers.
Hint: Consider the numbers n 1, n, n + 1.
9 Add 1 to the product of four consecutive positive integers. Prove that the result is a perfect
square.
10 Choose any two positive integers which are not divisible by 3. Prove the difference between
their squares is divisible by 3.
11 Prove that for every positive integer n, the expression n 2 (n 4 1) is divisible by 60.
12 Choose any six consecutive positive integers greater than 3. Prove that there are at most two
prime numbers among them.
13 Find all six-digit numbers with the property:
If the rst and last digits are interchanged, then the new six-digit number is six times the
original number.
14 Prove by mathematical induction
1
a 12 + 42 + 72 + + (3n 2)2 = n(6n 2 3n 1)
2
b 6n + 4 is divisible by 10 for any natural number n.
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Glossary
A
absolute value function: [p. 208]
Let f : R R be dened as f (x) =
and is denoted by |x|
Also known as modulus function
x if x 0
x if x < 0
line
of s
ight
eye level
ght
of si
line
angle of elevation
O
B
621
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A
r
D
1
area of a triangle: [p. 337] Area = bh
2
1
Area of triangle = bc sin A, i.e.,
2
B
the area is given by half the
product of the length of two
h
sides and the sine of the
angle included between
A
them.
b
B
C
Re(z)
C
C: [p. 417] The set of complex numbers,
i.e., C = {a + bi : a, b R}.
cartesian equation: [p. 444] An equation
connecting two variables, often called x and y.
cartesian form of a complex number: [p. 417]
Im(z)
P z = a + bi
A complex number
expressed in the form a + bi,
represented by the ordered
b
pair (x, y), where x is the
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Glossary
categorical data: [p. 501] Data collected about a
variable which takes values that are categories (not
quantities). For example, data from the variable
gender which can takes the values male and female.
causation: [p. 579] A relationship between two
variables where it is known that a change in the
independent variable causes a change in the
dependent variable. This cannot be determined from
the value of the correlation coefcient.
centre: [p. 521] A measure of the location of the data
values.
chord: [p. 341] An interval with end points on a
circle.
623
complementary
angles: [p. 298]
= cos
cos = sin
sin
2
2
+ = cos
cos + = sin
sin
2
2
complementary
relationships:
[p.
298]
sin
= cos cos
= sin
2
2
sin
+ = cos cos
+ = sin
2
2
complex conjugate, z : [p. 421]
If z = a + bi, then z = Re(z) Im(z)i.
If z = r cis , then z = r cis ().
complex conjugate, properties of: [p. 421]
Let z = a + bi, then z = a bi.
z + z = 2 Re(z)
z z = |z|2
z1 + z2 = z1 + z2
z1 z2 = z1 z2
complex number: [p. 417] An expression of the
form a + bi, where a and b are real numbers.
composite: [p. 74] A natural number, m, is called a
composite if it can be written as a product m = a b
where a and b are natural numbers greater than 1 and
less than m.
compound angle formulas: [pp. 31011]
cos (x y) = cos x cos y + sin x sin y
cos (x + y) = cos x cos y sin x sin y
sin (x y) = sin x cos y cos x sin y
sin (x + y) = sin x cos y + cos x sin y
tan x tan y
tan (x y) =
1 + tan x tan y
tan x + tan y
tan (x + y) =
1 tan x tan y
conjugate factor theorem: [p. 428] If the
coefcients of
P(z) = an z n + an1 z n1 + + a1 z + a0 , an = 0,
where n is a natural number and an , an1 , . . . , a1 , a0
are real numbers, then the complex roots occur in
conjugate pairs, i.e., if (z 1 ) is a factor, so is
(z 1 )
constant acceleration (or kinematics) formulas:
v = u + at
[p. 471]
1
s = ut + at 2
2
v 2 = u 2 + 2as
1
s = (u + v)t
2
continuous data: [p. 501] Data which can take any
value (sometimes within a specied interval), such as
height, often arises from measuring.
convergent series: [p. 138] A geometric series is an
example of a convergent series with a common ratio
1 < r < 1 which will approach a limiting value as
successive terms are added to it, i.e., as n ,
a
tn
, where a = t1 and r =
Sn
1r
tn1
converse: [p. 602] q p is the converse of p q
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x
x axis.
1
1
0
cos
3 2
2
1
amplitude = 1
period = 2
D
data: [p. 501] Information collected about group,
such as height, or hair colour or age.
degree of a polynomial: [p. 151] Given by the value
of n, the highest power of x with non-zero coefcient.
dependent variable: [p. 554] The variable in a
bivariate situation which cannot be manipulated by a
researcher, or which could be considered changed as
a result of a change in the independent variable.
determinant
ofa matrix: [p. 16] For a 2 2 matrix
a b
for A =
, det (A) = ad bc
c d
diameter: [p. 376] A chord which includes the
centre of a circle.
difference equation (or iterative rule): [p. 116]
A rule which enables each subsequent term of a
sequence to be found using the previous term, e.g.,
t1 = 1, tn = tn1 + 2
dilation from the x axis: [p. 196] In general a
dilation of a units from the x axis is described by the
rule
(x, y) (x, ay)
In general the curve with equation y = f (x) is
mapped to the curve with equation y = a f (x) by the
transformation with rule (x, y) (x, ay).
dilation from the y axis: [p. 196] In general a
dilation of a units from the y axis is described by the
rule
(x, y) (ax, y)
In general the curve with equation y = f (x)
xis
by the
mapped to the curve with equation y = f
a
transformation with rule (x, y) (ax, y).
dimension of a matrix: [p. 1] The size, or
dimension, of the matrix is described by specifying
the number of rows (horizontal lines) and columns
(vertical lines) that occur in the matrix. A matrix with
m rows and n columns is said to be an m n matrix
direct variation: [p. 89] a bn , i.e. a varies directly
as bn (n R + )
This implies a = kbn , where k is the constant of
variation (k R + ).
discrete data: [p. 501] Data that can only take
particular values (often whole numbers), such as
number of children in a family, often arises from
counting.
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Glossary
discriminant, : [p. 154] = b2 4ac
i If b2 4ac > 0, the quadratic equation
ax 2 + bx + c = 0 has two real solutions
ii If b2 4ac = 0, the quadratic equation
ax 2 + bx + c = 0 has one real solution
(30 )
6
(45 )
4
(60 )
3
(90 )
2
2 tan x
1 tan2 x
E
ellipse, general cartesian equation of: [p. 446]
(y k)2
(x h)2
+
=1
2
a
b2
The centre of the ellipse is the point (h, k), the axis of
the ellipse parallel to the x axis is of length 2a units,
and the axis of the ellipse parallel to the y axis is of
length 2b units.
equal complex numbers: [p. 418] If z 1 = a + bi
and z 2 = c + di, then z 1 = z 2 if and only if a = c
and b = d
equilibrium: [p. 485] A particle is said to be in
equilibrium if the resultant force acting on it is zero,
i.e., if F = 0. In this case the particle has zero
acceleration. If the particle is at rest it remains at rest
and if it is moving it will continue to move with
constant velocity.
equivalence of vectors: [p. 398]
Let a = a1 i + a2 j + a3 k, and b = b1 i + b2 j + b3 k
If a = b then a1 = b1 , a2 = b2 and a3 = b3
Euclidean algorithm: [p. 613] A method for nding
the highest common factor of two numbers and for
solving linear Diophantine equations.
even function: [p. 263] A function f for which
f (x) = f (x).
625
sin
0
1
2
1
3
2
cos
1
3
2
1
2
1
2
tan
0
1
undened
F
factor: [p. 74] A natural number, a, is a factor of a
natural number, b, if there exists a natural number, k,
such that b = ak.
factorise: [p. 74] Express as a product of factors
ve-gure summary: [p. 533] The minimum, rst
quartile, median, third quartile, and maximum of a
data set.
xed point iteration: [p. 141] Fixed point iteration
can be used to solve equations of the form f (x) = 0
by nding the sequence of numbers generated by the
equation x n = g(xn1 ), as long as this sequence is
convergent.
formula: [p. 42] An equation containing symbols
that states a relationship between two or more
quantities is called a formula.
A = lw (Area = length width) is an example of a
formula. The value of A, called the subject of the
formula, can be found by substituting in given values
of l and w.
frequency distribution: [p. 502] A table showing
each value that a variable can take, and how many
times each of the different values of the variable was
observed in the data set.
frequency histogram: see histogram
frequency polygon: [p. 504] An alternative to a
histogram formed by plotting the values in the
frequency histogram with points, which are then
joined by straight lines.
G
g: [p. 473] The acceleration of a particle owing to
gravity. Close to the Earths surface, the value of g is
approximately 9.8 m/s2 .
c
a
geometric mean: [p. 133] If = , then a is said
b
a
to be the geometric mean of c and b (or sometimes
the mean proportional of b and c).
geometric sequence: [p. 130] A sequence in which
each successive term is found by multiplying the
previous term by a xed value, e.g. 2, 6, 18, 54, . . .
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H
highest common factor: [p. 76] The highest
common factor of two natural numbers is the largest
natural number which is a factor of both numbers.
histogram: [p. 503] A visual display of a frequency
distribution when the data are numerical, an
alternative to a stem-and-leaf plot or boxplot.
Frequencies (vertical axis) are represented by vertical
bars corresponding to each number or class interval
(horizontal axis). Sometimes called a frequency
histogram.
hyperbola, general cartesian equation of:
[p. 447]
(y k 2 )
(x h)2
=1
2
a
b2
The centre of the hyperbola is the point (h, k), and
the equations of the asymptotes are:
b
y k = (x h)
a
I
identities derived from the Pythagorean identity:
[p. 307]
1 + tan2 x = sec2 x
1 + cot2 x = cosec2 x
cos 2x = 2 cos2 x 1
= 1 2 sin2 x
= cos2 x sin2 x
imaginary number: [p. 417] The imaginary number
i has the property i 2 = 1.
imaginary part of a complex number: [p. 417]
Im(z) is a function which denes the value of the
imaginary component of z = a + bi, i.e., Im(z) = b
a m a n = a mn
1
n
a = an
a0 = 1
J
joint variation: [p. 103] One quantity varies with
more than one other variable. This may be a
combination of direct and/or inverse variation.
e.g., V r 2 h implies V = kr 2 h
K
kilogram weight, kg wt: [p. 485] A unit of force.
If a body has mass of one kilogram then the
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Glossary
gravitational force acting on this body is one
kilogram weight.
kinematics (or constant acceleration) formulas:
[p. 471]
v = u + at
1
s = ut + at 2
2
v 2 = u 2 + 2as
1
s = (u + v)t
2
L
P
Lamis theorem: [p. 487]
Lamis theorem is a
trigonometrically based identity
r
q
which simplies problems
p
involving three forces acting
R
on a particle in equilibrium
when the angles between the forces are known.
Q
R
P
=
=
sin p
sin q
sin r
627
M
magnitude of a vector: [p. 383] The length of a
directed line segment corresponding to thevector.
x
2
2
the magnitude, |AB|, is equal to x + y + z 2 .
mass: [p. 485] The mass of an object is the amount
of matter it contains. Mass is not the same as weight.
matrices addition and subtraction: [p. 6] Addition
will be dened for two matrices only when they have
the same number of rows and the same number of
columns. In this case the sum of two matrices is found
by adding corresponding elements. For example,
1 0
0 3
1 3
+
=
0 2
4
1
4
3
matrices, equal: [p. 3] Two matrices A, B, are
equal, and can be written as A = B when
each has the same number of rows and the same
number of columns
they have the same number or element at
corresponding positions.
matrix multiplication: [p. 11] If A is an m n
matrix and B is an n r matrix, then the product AB
is the m r matrix whose entries are determined as
follows.
To nd the entry in row i and column j of AB single
out row i in matrix A and column j in matrix B.
Multiply the corresponding entries from the row and
column and then add up the resulting products.
Note: The product AB is dened only if the number of
columns of A is the same as the number of rows of B.
matrix multiplication by a scalar: [p. 6] If A is an
m n matrix, and k is a real number, then kA is an
m n matrix whose elements are k times the
corresponding elements of A. For example,
2 2
6 6
3
=
0
1
0
3
matrix, inverse of a square matrix: [p. 15] B is
said to be the inverse of A if AB = BA = I. The
inverse of a square matrix A, is denoted by A1 . The
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modulus of z and
a
0
Re(z)
is an argument of z.
k>0
kr cis
kz = kr cis ( + ) k < 0 and < < 0
N
natural numbers: [p. 63] The elements of
{1, 2, 3, 4, . . .} are called the natural numbers.
negative association: [pp. 561, 565] When smaller
values of y are associated with larger values of x,
identied by a downward trend in a scatterplot.
negatively skewed distribution: [p. 514] A
distribution which has a long tail to the left and a
short tail pointing to the right.
no association: [p. 564] When the values of y are not
related to the values of x, identied by no trend in a
scatterplot.
normal reaction force: [p. 485] If a particle lies on a
smooth surface and exerts a force on the surface, then
the surface exerts a force R N on the particle, which
acts at right angles to the surface and is called the
normal reaction force.
numerical data: [p. 501] Data collected about a
variable which takes values that are quantities (not
categories). For example, data from the variable
height (cm).
O
odd function: [p. 263] A function f for which
f (x) = f (x).
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629
Glossary
ordered pair: [p. 64] An ordered pair, denoted (x, y),
is a pair of elements x and y in which x is considered
to be the rst element and y the second.
outlier: [p. 536] A value which sits away from the
main body of the data in a plot. Formally dened as
a value more than 1.5 IQR below Q 1 , or more than
1.5 IQR above Q 3 .
P
part variation: [p. 106] The value of one variable is
the sum of two or more quantities each of which is
determined by a variation. In some cases, one of
those quantities may be constant. e.g. A = k1 r + k2 r 2
where k1 , k2 are constants of variation.
partial fractions: [p. 162] Some rational algebraic
functions may be expressed as a sum of partial
fractions, e.g.
B
C
Dx + E
A
+
+
+
2
2
ax + b
(cx + d) (cx + d)
(ex + f x + g)
particle model: [p. 486] This means that an object is
considered as a point. This can be done when the size
(dimension) of the object can be neglected in
comparison with other lengths in the problem being
considered, or when rotational motion effects can be
ignored.
Pearsons product-moment correlation coefcient:
[p. 564] Also called the correlation coefcient,
denoted r, where 0 r 1 and dened as:
n
xi x
yi y
1
r=
n 1 i=1
sx
sy
where x and sx are the mean and standard deviation
of the x scores, y and s y are the mean and standard
deviation of the y scores, and n is the number of data
values.
percentage frequency: [p. 509] The frequency
expressed as a percentage of the total number of data
values, obtained by multiplying the relative frequency
by 100.
period of a function: [p. 262] The period of a
function f with domain R is the smallest positive
number a such that f (x + a) = f (x) for a in R.
For example, the period of the sine function is 2 as
sin (x + 2) = sin x.
For functions of the form y = a cos(nx + ) + c or
2
.
y = a sin (nx + ) + c the period is given by
n
For functions of the form y = a tan(nx + ) + c the
period is given by .
n
periodic function: [p. 262] A function which repeats
itself regularly.
P[r, ]
O
pole
polar axis
r cis , represented by
a
0
Re(z)
the ordered pair [r, ],
where r is the modulus of z and is an argument of z.
pole: [p. 411] A point from which the polar axis
emanates.
polynomial function: [p. 151] A rule of the type
y = an x n + an1 x n1 + a1 x + a0 , n N
where a0 , a1 , . . . an are numbers called coefcients.
position: [p. 463] The position of a particle moving
in a straight line is determined by its distance from a
xed point O on the line, called the origin, and
whether it is to the right or left of O. Conventionally
the direction to the right of the origin is considered to
be positive.
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Q
Q1 or rst quartile: [p. 524] The value such that
25% of the data values are less than this value, and
75% are above, found by locating the median of the
lower half of the data set. Also called the lower
quartile.
Q2 : [p. 524] The median.
Q3 or third quartile: [p. 524] The value such that
75% of the data values are less than this value, and
25% are above, found by locating the median of the
upper half of the data set. Also called the upper
quartile.
q-correlation coefcient: [p. 557] A measure of
strength of a relationship between two numerical
variables, with 0 q 1 and dened as
(a + c) (b + d)
q=
a+b+c+d
where a is the number of data points in quadrant A,
b is the number of data points in quadrant B, d is the
number of data points in quadrant C, d is the number
of data points in quadrant D.
quadrant: [p. 558] A section of the scatterplot found
by nding the median of all the x values in the data
set, and drawing a vertical line through this value, and
nding the median of all the y values in the data set,
and drawing a horizontal line through this value. The
resulting four areas are labelled quadrant A, quadrant
B, quadrant C, and quadrant D as shown.
y
D
x
b b2 4ac
z=
2a
quadratic function: [p. 154] A polynomial function
of degree two with general rule:
y = ax 2 + bx + c, x R
quadratic
surd: [p. 69] A number of the form
R
R + : [p. 64] R + = {x : x > 0}
R : [p. 64] R = {x : x < 0}
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631
Glossary
resultant force: [p. 485] The vector sum of the
forces acting at a point.
S
scatterplot: [p. 552] A visual display of bivariate
numerical data, with the independent variable on the
horizontal (x) axis and the dependent variable (y) on
the vertical axis. Individual data values are
represented by a point.
scientic notation: see standard form
1
provided
secant function: [p. 304] sec =
cos
cos = 0
sector: [p. 341] Two radii and
A
an arc dene a region called
a sector. In this diagram
with circle centre O, the D
O
C
shaded region is a
minor sector and the
B
unshaded region is a
major sector.
1
Area of sector = r 2 where c = mag AOB
2
segment: [p. 342] Every
chord divides the interior of
A
a circle into two regions called
r
segments. The smaller is called
the minor segment, the larger
O
is the major segment. In this
diagram the minor segment
B
has been shaded.
1 2
Area of segment = r ( sin )
2
where c = mag AOB
sequence: [p. 115] A set of numbers for which order
is important.
series: [p. 125] The sum of the terms in a sequence.
set notation: [p. 64]
means is an element of
1st quadrant
2nd quadrant
3rd quadrant
4th quadrant
OP forms an angle of
x
1
0
1
radians with the
cos
positive ray of the x axis.
1
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y
1
y = sin
1
amplitude = 1
period = 2
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B
a
c
A
a
b
c
=
=
sin A
sin B
sin C
T
tangent function: [p. 257] If a tangent to the unit
circle is drawn at A then the y coordinate of C, the
B
point of intersection of the
extension of OP and the
C(1, y)
y
tangent is called
tangent , or tan .
P()
tan
sin
D
cos
A
1
adjacent
adjacent side
U
union of sets: [p. 64] The set of elements that are in
either set A or set B (or both) is the union of sets A
and B. The union of A and B is written A B.
unit vector: [p. 399] A vector of magnitude 1. For a
given vector a the unit vector with the same direction
a
.
as a is denoted by a and a =
|a|
i, j and k are unit vectors in the positive directions of
the x, y and z axes respectively.
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Glossary
V
variance: [p. 526] A measure of the spread or
variability of the distribution of numerical data about
the mean, denoted s 2 and dened as
n
1
(xi x)
2
s2 =
n 1 i=1
vector: [p. 390] A set of equivalent directed line
segments.
vector quantity: [p. 390] A quantity determined by
its magnitude and direction, e.g., displacement,
velocity, acceleration, force.
vectors, properties of: [pp. 39095]
a+b =b+a
commutative law
for vector addition
(a + b) + c = a + (b + c) associative law for
vector addition
a+0=a
zero vector
a + a = 0
a is the opposite
or inverse vector
m(a + b) = ma + mb
distributive law
where m R
a is parallel to b if there exists k R\{0} such
that a = kb
velocity: [p. 465] The velocity of a particle is dened
as the rate of change of its position with respect to
time.
633
W
weight [p. 485] A mass of m kg, on the Earths
surface, has a force of m kg wt or mg Newtons acting
on it. This force is known as the weight.
Z
zero vector, 0 [p. 392] A line segment of zero length
with no direction.
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A P P E N D I X
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635
System Settings
To change the system settings go to the Home screen (c) and select Settings. Select
Settings>General. Use the tab key (e) to move between the different categories and use
the selection tool (x) to open a category. Use the up arrow () or down arrow () on the
touchpad to move between the different options within a category. When nished, move to
Make Default and press enter () to conrm. The settings shown below are the
recommended settings for General Mathematics.
Scratchpad
All instructions given in the text, and in the Appendices, are based on the Documents
platform. However, all instructions relating to a Calculator application (page) or a Graphs
application (page) can be transferred to the Scratchpad:Calculate or Scratchpad:Graph
platform respectively.
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637
Select New Document (c>New Document) from the home screen to create a new
document. You will be prompted to select a Calculator application, a Graphs application, a
Geometry application, a Lists & Spreadsheet application, a Data & Statistics application or a
Notes application for the rst page of this document.
The numbering 1.1 in the top left hand corner indicates that you are in problem 1, on page 1. In
general, the numbering m n indicates problem m, on page n.
There are several ways of adding another page (application) to the document. Either go to
the home screen (c) and select the appropriate application, / and I and select the
(Touchpad only & CAS).
application, or / and
To insert an additional ve pages, each one with one of the remaining ve applications,
c
c
c
c
. The ve pages will look as shown below.
press c
Note: the DataQuest application has not been included here. It is used for datalogging.
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638
Notice how the new pages have numbers 1.2, 1.3, 1.4, 1.5 and 1.6 as explained above.
In General Mathematics we will mainly be using the Calculator application, the Graphs
application and the Lists & Spreadsheet application.
Navigation within a document can be done in two ways.
to move to the page on the
One way is to press /
to move to the page on the right.
left; and press /
Alternatively use the cursor (Touchpad & CX only)
to point to the page tabs and click to open. Another way
is to get an overview of the document by pressing / and
navigate using the arrows ( ) on the Touchpad.
Press enter () to select a highlighted page. For the
six pages above, the overview will look as shown at right.
From this view it is easy to insert (/ I) a new page (after a highlighted page) and delete
(. or . on the Clickpad) a highlighted page.
To get back to the individual page view either press enter () on a highlighted page or
press / .
>Insert>Problem
There is also the opportunity to add another problem
(/+c>Insert>Problem on the Clickpad) to a document. Within this problem new pages
can be inserted as explained above.
However, despite all the opportunities for sophisticated organisation of documents, most
students of General Mathematics can, to begin with, create one document, with one
Calculator application and one Graphs application, and use that for all their calculations and
graphing (or use the Scratchpad as mentioned earlier)
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A.2
639
100(1.15 1)
.
0.1
Rather than copy and paste an entire expression as explained above, it is also possible to
copy and paste a part of an expression. To do this, move to the expression as explained above,
move into it using the arrows ( ) on the touchpad and select the part you want to copy
by pressing and holding down the g (or g on Clickpad) key while using the arrows
( ) on the touchpad to select the part you want to copy. Press enter () to paste this
selection in the new line.
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The calculator can also perform more complicated mathematical calculations, all of which
can be found in the menu (b). The most frequently used in Mathematical Methods are
explained below, in order of appearance.
Clear a-z
This command is used to clear the one-character variables a-z.
It is highly recommended to use mainly one-character variables and use this command
frequently to clear these variables.
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Factor
This command is used for factorisation.
Factorisation over the rational numbers is obtained by not specifying the variable, whereas
factorisation over the real numbers is obtained by specifying the variable.
The following screens illustrate its use.
Expand
This command is used for expansion of expressions.
By specifying the variable, the expanded expression will be ordered in decreasing powers of
that variable. Symbolic expressions can only be expanded for an appropriate domain.
The following screens illustrate its use.
The differentiation template can also be accessed from the templates menu (t or /+r on
Clickpad).
In the templates menu there is also a template for the nth derivative.
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Integral
This operation is used to integrate expressions. The following screens illustrate its use.
Limit
This operation is used to nd limits of expressions. The following screens illustrate its use.
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643
Distributions
This menu contains a list of distributions. For us, especially the Binomial Distribution and the
Normal Distribution are of interest.
For calculations using the Binomial Distribution we use either Binomial Pdf (binomial
probability distribution function) or Binomial Cdf (binomial cumulative distribution
function). Use the tab key (e) to move between the number elds. The following screens
illustrate their use.
Unfortunately, these functions can only return an approximate (decimal) answer, so to obtain
an exact answer consider dening the functions bipdf and bicdf as shown below.
For calculations using the Normal Distribution we use either Normal Cdf (normal cumulative
distribution function) or Inverse Normal.
When using these functions you can solve for any of the variables using nSolve()
(Numerical Solve) and an appropriate domain.
The following screens illustrate their use.
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644
Note that the commands to nd the mean, median, variance and standard deviation of a list of
numbers are available from b>Statistics>List Maths
The following screens illustrate the use of the Exponential Regression command. The last
screen shows that the exponential function going through the points (1,6), (2,12) and (3,24)
has equation f (x) = 3 2x .
A.3
Plotting functions
To graph a function simply type the expression (in terms of x) in the Entry Line for one of the
predened functions f 1(x) f 99(x) followed by enter as shown in the screens below.
If necessary, you can hide/show the entry line by pressing /+ G.
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646
Finding integrals
Use b>Analyze Graph>Integral to display the
approximate (decimal) integral. Select the graph, if
prompted, then type an open parenthesis and type
the lower limit, followed by enter, move cursor to the
right, type an open parenthesis again and type
the upper limit followed by enter. On the screen to
the right, Integral has been used to nd the integral
of f2 between 8 and 0.
To graph a (continuous) Normal Distribution curve we use the normal probability distribution
function command normPdf(x,,) from the catalog (k1N).
The following screens illustrate how to graph the standard normal distribution in the
window 5 x 5 and 0.1 y 0.5.
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A.4
647
The resulting numbers are the value of 100 dollars invested at 10% p.a. simple interest
(column B) and 10% p.a. compounded interest (column C) over the next four years.
Note the important difference in the formulas in cells B5 (= B4 + 0.1 B$1) and C5
(=C4 + 0.1 C4). In the B-column, the use of the $ symbol in front of 1 in cell B2 xed this
value such that when lled down it did not change, still adding 10% of the value in cell B1.
This is an example of an absolute reference. In the C-column, the cell references are slightly
different, always adding 10% of the value in the previous cell. This is an example of a relative
reference.
A.5
Dynamic Geometry
The calculator can dynamically change objects and corresponding calculations and thus
provide ample opportunities for teachers and students to dynamically illustrate mathematical
concepts and ideas. The Geometry tools are not available in the Scratchpad:Graph platform.
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649
11. Change the attribute (b>Actions>Attributes) of the ray and the reected ray to
dashed line style
12. Move the open hand ({) to the point. If necessary, press e until point on is displayed.
Press and hold down x when the point is ashing in the hand. The hand is now closed ({).
13. Move the point using the touchpad to dynamically illustrate the unchanging focal point.
The following screens show the ray, tangent and reected ray at a point on the curve and the
point moved along the curve.
A.6
Learning More
There is much to be learned from reading the manual that comes with the calculator, but there
are also some highly recommended free online tutorials on the internet, including:
Atomic Learning TI-Nspire tutorials
http://www.atomiclearning.com/k12/en/ti nspire/
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A P P E N D I X
Computer Algebra
System (ClassPad 330)
B.1
Introduction
For reference material on basic operations of the calculator, refer to the free downloadable
documentation provided by Casio on the website:
http://www.casioed.net.au/downloads/classpad download.php.
The Classpad calculator operates in many ways like your computer, with various drop down
menus which are accessed using the stylus and tapping items on the Menu bar. Shortcuts in
particular applications are found in the pictorial toolbar. You will nd that Cut, Copy and Paste
in the Edit menu very useful.
Application
selector
Icons that
access working
zones
The
screen provides access to
various in-built programs of the
machine, selected by tapping the
icons on the touch-sensitive screen
using the stylus.
To stop a process that is in
.
action, tap
Icon panel
(Master
toolbar)
650
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The screen
The various areas of the screen
referred to in these notes are shown
in this diagram.
In some programs, such as
the screen is split into two halves.
If you wish one of these to ll the
whole screen, tap to ensure it is
selected (bold border) and tap
on the Master toolbar. Tapping it
again will re-split the screen.
Menu bar
Toolbar
Work areainput
displayed on left,
output displayed on
the right.
Status bardisplays
current mode settings
Settings
The basic settings for the calculator are managed by tapping
from any of the program
screens. Quick changes can be made by tapping the appropriate item on the Status Bar.
In
Executing in commands in
Operator entries are shown on the left of the screen. Once entered, press
and the answer
will be displayed right-justied on the screen. Scroll arrows will appear if your entry, or the
answer, is too wide for a single screen. Additional input options, such as square roots,
alternative variables and trigonometric or calculus operations, are accessed by pressing the
button on the calculators keypad. If an answer is given in exact mode and you wish
. To convert from decimal to
a decimal answer, highlight the answer with the stylus and tap
exact, follow the same steps.
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characters. If you have already executed a command, you can still use the stylus to go back and
make a correction and then execute again. To clear the screen (in any program section of the
calculator, select EditClear all. To clear values or functions which have been saved in
memory locations, select EditClear all variables. To clear individual variables, without
Variable manager. You can double-click on various subfolders to
clearing them all, use
expand them and then select items to delete using the Edit submenu items.
Note also that, like using a Windows computer program, you can highlight, copy, paste and
drag-and-drop expressions, or parts of expressions, to create new expressions in the entry line.
B.2
Solve
This is used to solve equation and inequalities. The
variables x, y and z are found on the hard keyboard.
Other variables may be entered using the
and selecting VAR. Variables are shown in bold
italics. The abc keyboard allows you to type
sentences, etc.; however, the letters are not
always recognised as variables. If you choose to
use the abc keyboard, you must type a x,
for example, as ax will be treated as text.
For example:
Enter ax + b = 0, highlight it with the stylus, tap
InteractiveEquation/inequalitysolve and
ensure the variable selected is x. Solution returned
b
is x = .
a
Enter x 2 + x 1 = 0, and follow the same
instructions as above. The answer is as shown.
Note: x 2 + x 1 = 0 is entered, but the calculator
converts this to standard algebraic notation when
EXE is pressed. Also note in this example
that = 0 has been omitted. If the right-hand
side of an equation is zero, it is unnecessary to enter it.
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Enter abt w + t = wt for w; follow the instructions above and select w as the variable.
Solve x 3 x 2 x + 1 = 0 for x.
Solve 2x + 2 < 3 for x. See the screen above for solutions returned.
is found in
when
is activated and < is in
. If the
answer is not in the form required, it is often possible to cut and paste it in the next entry line
and use InteractiveTransformationsimplify as shown here.
Solve simultaneous equations uses a dedicated
entry style. Note carefully the screen at right.
in the
window and enter
To enter, tap
the equations and variables as shown. For
until the
more than two equations, tap
number of equations required is given.
Note:
Factor
To factorise is to transform the expression to a different form. This command is found in
InteractiveTransformationfactor.
Examples:
To factorise x 3 2x over the rational numbers,
use factor.
To factorise over the real numbers, select rFactor.
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654
Expand
To expand expressions, use Interactive
Transformationexpand.
For example:
expand (a + b)3
2
expand a + 2b .
The expand command can also be used to
form partial fractions. In this case, enter and
highlight the expression, select Interactive
Transformationexpand, select the Partial
Fraction option and set the variable as x.
For example:
1
expand 2
x 1
x 3 + 2x + 1
.
expand
x2 1
Note: The top screen shows all the examples;
the bottom screen shows how to enter for
partial fractions.
Zeros
To nd the zeros of an expression in the
menu,
use InteractiveEquation/inequalitysolve and
ensure you set the variable. The calculator assumes
you are solving an equation for which one side is zero.
For example:
Zeros of x 2 1 for x.
Zeros of x 2 y 2 for y.
Zeros of x 2 y 2 for x.
Zeros of x 2 y for y.
Zeros of x 2 4x + 8 for x. No solutions.
Zeros of x 2 4x + 1 for x. Two solutions.
Zeros of x 2 4x + 4 for x. One solution.
Approximate
Switch mode in the status bar to Decimal. If an answer is given in Standard (Exact) mode, it
in the toolbar.
can be converted by highlighting the answer and tapping
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655
Combining fractions
This command gives an expression with a common
denominator. The denominator is returned in
factored form.
For example:
Enter and highlight 1/(x 1) + 1/(x + 1). Then select
InteractiveTransformationcombine.
Enter and highlight y/(x y) + y/(x + y). Then select
InteractiveTransformationcombine.
Solve numerically
There are several ways to nd numerical solutions
to equations. In each of these ways, only one
solution is given. You can vary the guess (Value)
or the bounds of the search (Lower and Upper)
to nd particular solutions. If an expression
such as x 2 x 2.1 is entered without an equals
sign, the calculator will assume the expression is
equal to zero and solve the equation.
For example:
Enter and highlight x 2 x 2.1 = 0, select
InteractiveEquation/inequalitysolve and
tap the solve numerically option. Note that the
lower and upper bounds are set to and a
guess of 1 has been entered to return the
rst solution: 1.03297.
For the second solution shown, the rst line has been copied and pasted (or dragged) to the
next entry line and the guess x = 2 has been entered to return the solution x = 2.03297.
Alternatively, use
from the Main menu and
enter Lower and Upper bounds. A guess may also be
entered, but is not necessary.
Note: The bounds selected arise from a quick
sketch which indicated that the quadratic equation
has one positive and one negative solution.
A third method involves using the Graph program and nding the solution using the
GSolve application.
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B.3
Graphing
Graphing using the Casio Classpad is usually done in
menu. The screen is split with the equation
the
entry screen and the graph screen both shown.
The normal conguration is the y = form; however,
in the menu bar, alternative
by tapping the arrow
forms of equation and inequality may be selected.
After entering the equation, tap the select box
to produce
to the left of the equation and then tap
the graph in the lower screen. More than one
equation can be entered and you will note tabs allowing
more than one set of equations to be entered and
stored for other uses.
Note: In the example, the upper box is selectedshown
by a bold boundary. Tapping the lower half of the screen will select the graph section and the
menu bar will change to the operations available on the graph.
To alter the viewing window for the graph, various Zoom
.
menus are available or the window can be manually set using
Tap
on the icon panel to allow
the selected window (graph
or equation) to be re-sized to ll
the screen. Tapping again returns
both windows to the screen.
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
B.4
657
Defining functions
Expressions can be stored in memory location.
is used from
and the
For this the
.
variable A is entered using
2
For example x 3x A. The operations
discussed previously can now be applied to A.
B.5
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
658
To nd the value of a term in a binomial distribution, go to the Stat screen and enter
Calc, Distribution and scroll to Binomial PD. Enter the values for n, p and x and tap
. To nd more values, use
and enter the required values.
Alternatively, dene a
function
bi(n, p, x) = nCr(n, x)
p x (1 p) (n x)
This can be used for any
binomial distribution problem.
B.6
Trigonometric functions
The choice of radian or degree measure is made
by tapping the appropriate section of the Status
bar at the bottom of the screen.
Trigonometric equations are solved using the
. Initially, we shall
Interactive functions in
consider the solution of the equation sin x = 0.5.
5
or
The exact solution is given as x = 2k +
6
B.7
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
659
Differentiate
This operation is use to differentiate expressions. Several examples are shown in the screen
here.
For example:
In
tap
, enter x in the darkened entry
box and the expression x 2 + 2x in the empty box.
Change the variable in the darkened box when
differentiating with respect to a variable other than x.
If a second derivative is required, tap
set the
order to 2 in the small raised entry box beside d.
Integrate
For indenite integrals,
tap
and
in
2
enter ax + bx + c in the space
provided for the expression,
then enter x as the variable
and tap EXE.
For denite integrals, the same
process is followed except
that the upper and lower
bounds are entered.
Limit
The limits considered in this section will be
those that are considered in the senior years
of school mathematics. Right and left limits
are shown in the sample screen.
, tap
and enter
To enter limits use
the required information in the entry boxes
provided. Remember to use the VAR screen
to enter variables. x 3 3x 2.
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
660
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Answers
Chapter 1
Exercise 1B
"
"
!
2
4
,
, 2X =
4
2
"
! "
!
2
13
,
,X Y =
4Y + X =
2
2
"
"
!
!
1
3
3
3
, 3A + B =
3A =
7 7
6 9
"
"
!
!
5 1 0
6 12 4
b
2a
18 7 13
8 4 2
5 1
0
3 3
c
7 13
6
3 3
"
"
!
!
3
3
2 2
,
, 3A =
3 2A =
0 6
0
4
"
!
6
6
6A =
0 12
!
Exercise 1A
1a22
1 0
0 1
2a
0 0
0 1
1 0
1
0
3
0
0
0
!
4
0
1
0
0
0
1X+Y=
b23
0 0 1
0 1 0
1 0 0
0 1 0
0 0 1
0
0
1
0
0
0
0
0
1
0
c14
1 1
1 1
b
1 1
1 1
1 1
d41
1 1 1
1 1 1
1 1 1
1 1 1
1 1 1
0
0
0
Only the seats for top-left
0 to bottom-right diagonal
1 are occupied.
"
5 a [0 x] = [0 4] if x = 4
"
" !
!
x
7
4
7
if x = 4
=
b
1 2
1 2
!
" !
"
2 x 4
y 0 4
c
=
1 10 3
1 10 3
"
!
2 0 4
if x = 0, y = 2
=
1 10 3
6 a x = 2, y = 3
c x = 4, y = 3
0
3
7
1
0
3
0
2
1
1
2
0
1
0
1
1
0
4 a Yes
b Yes
"
"
!
!
0 9
6
4
b
5a
12
3
4 4
"
"
!
!
6 13
6 5
d
c
16
7
8 1
!
b x = 3, y = 2
d x = 3, y = 2
21 5 5
8 2 3
8
4 1 1
14 8 60
0 1 2
6a
0 1
2 3
"
!
b
"
2 3
6 3
9
!
c
3 3
1 7
"
23
2
4
2
7X=
,Y = 2
0 3
1
11
2
"
!
310 180 220 90
, representing
8X+Y=
200
0 125 0
the total production at two factories in two
successive weeks.
!
"
661
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Answers
662
6.00
8.00
10
2.00 represents how much each student
11.00 spends in a week on magazines.
6.50
!
"
s c + s12 c2 + s13 c3
11 a SC = 11 1
s21 c1 + s22 c2 + s23 c3
Exercise 1C
"
!
"
! "
5
4
4
,
,
AY
=
, BX =
1 AX =
8
1
5
"
"
!
!
0 1
2
,
, AC =
IX =
1
2
1
"
! "
!
1
1 1
,
, (AC)X =
CA =
0
0
1
"
!
! "
1 2
9
,
, AI =
C(BX) =
1
3
5
"
"
!
!
1 0
3 2
,
, AB =
IB =
0 1
1 1
"
!
"
!
1 0
3 8
, A2 =
BA =
,
0 1
4 11
"
"
!
!
1 3
11 8
,
B2 =
, A(CA) =
1
4
4 3
"
!
2 5
A2 C =
3
7
!
Exercise 1D
"
2 2
3
2
"
!
1
2
2
c2
d
2 3 2
2 1
"
!
1 1
2a
b 7 14
4 3
1
3
7 14
"
!
1 0
cos sin
1
c
d
0
sin cos
k
"
!
1
1
1 0
,
3 A1 = 2
2 , B1 =
3 1
0 1
1
1
"
!
5
1
2 ,
, (AB)1 = 2
AB =
3 5
3 1
2
2
1
1
A1 B1 =
2 ,
3 1
1
1
2
2
1
1 1
B1 A1 =
3 5 , (AB) = B A
2
2
3
1
0
7
2
b
4a 2
1 8
1 2
5
7
2
2
c
11 21
2
2
3 11
11 17
8
5a 8
b 16 16
1
7
1
3
16 16
4
4
1a1
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
663
Answers
1
0
a22
"
" !
" !
" !
!
1 0
1
0
1
0
1 0
;
,
;
,
8
k 1
k 1
0 1
0 1
"
" !
!
1 k
1
k
,k R
,
0 1
0 1
a
b
1 a2
, b = 0
a
b
Exercise 1E
"
! "
5
3
b
1a
17
10
1
4
2 a 14
b7
3
2
14
7
1
10
3ax = ,y =
b x = 4, y = 1.5
7
7
30
2
cx = ,y =
7
7
d x = 2.35, y = 0.69
4 (2, 1)
5 books $12, CDs $18
"! " ! "
!
3
x
2 3
=
6a
6
y
4 6
"
!
2 3
is a singular matrix, not a
b
4 6
regular matrix.
c There is no unique solution for this system, but
a solution can be found.
d The solution set contains an innite number of
pairs.
7 p = 2, q = 4, r = 1, s = 2
!
Multiple-choice questions
1B
6A
2E
7E
3C
8A
4E
9E
Short-answer questions
(technology-free)
"
"
!
!
1a
0 0
12 8
a
0 0
8 8
3 ,a R
2 a
4
3 a AB does not exist, AC, CD, BE exist.
"
!
1 1
2
b DA = 14 0 , A1 =
7 3 1
5C
10 D
"
2
2
0
, C1 = 3
4 AB =
2 2
2
"
!
1 2
5
3 5
1
4 0 0
2
0
6A =
0 4 0,A =
0 0 4
0
78
"
!
!
1
3 5
8a i
ii
18
5
8
"
!
1
3 1
iii
7 1 2
b x = 2, y = 1
!
1
1
1
0
2
"
18
19
Answers
6 a11
Extended-response
questions
"
"
!
!
1
2
4 6
"
!
7
2
12 1
iii
iv 2
17 6
1
7
"
"
!
!
1 4
1
11 1
b i
ii
18 9
13 1 3
"
"
!
!
1
1
13 2
7
5
iii
iv
13 13 7
13 22 1
2
6 6
8
2 11
b 3 3 3
2 a 5 3 1
15 12 3
14 18
7
3
3 3
4
c 12 6
14
9
2
50 2 2
33 11 11
0 33 0
1
7 5 5
d
18 70 10
e
33 11 11
33
6
5 29
1
4
7
33 11 11
f A1 CBC1
g C1 B
"! " ! "
!
3
x
2 3
3a i
=
5
y
4
1
"
"
!
!
1
1
1 3
9
ii 14,
iii
4 2
7 1
14
9
1
iv
,
is the point of intersection
7
7
of the two lines
"! " ! "
!
3
x
2 1
b i
=
8
y
4 2
ii 0; A is a singular matrix
c lines represented by the equations are parallel
1a i
5
0
6 2
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
ii
Answers
664
0.2
b 0.3
0.5
"
79 78 80
4a
80 78 82
Exercise 2B
1 a 4.78 10
b 6.728 103
c 7.923 10
d 4.358 104
3
e 2.3 10
f 5.6 107
g 1.200 034 10
h 5.0 107
i 2.3 1010
j 1.3 109
5
k 1.65 10
l 1.4567 105
8
2 a 1.0 10
b 1.66 1023
5
c 5 10
d 1.85318 103
12
e 9.463 10
f 2.998 1010
3 a 75 684 000 000 000
b 270 000 000
c 0.000 000 000 000 19
262
4 a 0.000 0567
b
2625
5 a 11.8
b 4.76 107
10 2
! "
8 4
70
5a
b
60
8 8
6 10
c Term 1: $820, Term 2: $800,
Term 3: $1040, Term 4: $1020
2 2 1
60
2 2 1
e 55
d
3 4 2
40
3 4 2
Exercise 2C
8
3
d x = 63
1ax =
Chapter 2
Exercise 2A
1 a x7
fp
b a2
k a 12
px
1
a 6
l x2
1
q 6
2n
b4
2a5
f3
k1
c x3
d y 4
e x 12
h a 8
i y 14
j x 15
m n2
n 8x
7
2
g 12
l8
3 a 18.92
d 125 000
g 0.14
b 79.63
e 0.9
h 1.84
c 5.89
f 1.23
i 0.4
4 a a 4 b7
b 64a 4 b7
cb
a 2 b5
f
128
6 9
4 7
da b
e 2a b
5 22n4
1
1 6
7a
2
11
b a 20
c 26
19
e 25
8a
b
1
e a 2 b 2 c4
5 1
a2b2
c
1
f a5b5
1
ab 5
e x = 0.7
20
3
f x = 2.4
15
ix=
92
cx=
g x = 0.3
h x = 6
21
jx =
17
160
68
b x = 19.2
cx =
2ax =
9
7
80
85
dx=
e x = 6.75
fx =
51
38
487
191
gx=
hx=
13
91
14
18
,y =
3ax =
13
13
16
18
bx=
,y =
11
11
c x = 12, y = 17
d x = 8, y = 2
e x = 0, y = 2
f x = 1, y = 6
Exercise 2D
6 63x
d26
1
a3b
oa
2 5
r 8x s a b t 1
6
1
4
e
d
c
7
4
3
3
j
h 16
i 27
2
2
b x = 48
1
b 2
d
a
7
g a 4 b 2 c5
1 a 4(x 2) = 60; x = 17
2x + 7 2
b
= 49; x = 10.5
4
29
c x 5 = 2(12 x) ; x =
3
d y = 6x 4
e Q = np
60n
f R = 1.1 pS
g
= 2400
5
h a = (x + 3)
3
2 $2500
3 Eight dresses and three handbags
4 8.375 m by 25.125 m
5 $56.50
6 Nine
7 20, 34 and 17
8 Annie, Belinda and Cassie scored 165, 150 and
189 respectively
9 15 km/h
10 2.04 1023 g
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
665
Answers
xy
c
8
a
1
f
g
3
2x
a
x 1
j
k
4b
x
1
x +1
n x(x + 3)
3
2x
x 2
3x(3x 2)(x + 5)
2 a 2x y 2
1 140.625 km
2 50
3 10 000 adults and 5000 children
4 Men $220, boys $160
5 127 and 85
6 252 litres of 40% solution and 448 litres of 15%
solution
7 120 and 100, 60
8 370 588
9 500 adults, 1100 students
e
i
m
o
3a
Exercise 2F
c
1 a 25
b 330
c 340.47 d 1653.48
e 612.01 f 77.95 g 2.42
h 2.1
i 9.43
j 9.54
2S
v u
bl =
a
2aa=
n
t
2A
P
cb=
dI =
h
R
2(s ut)
2E
ea=
fv =
t2
m
2
z
Q
hx=
gh=
y
2g
b(c + 1)
b(c + y)
jx=
ix=
mc
ac
5(F 32)
; 57.22 C
3 a 82.4 F b C =
9
S
4 a 1080
bn=
+2:9
180
3
5 a 115.45 cm
b 12.53 cm
c 5.00 cm
6 a 66.5
b4
c 11
e
g
i
k
3
x 3
5x 1
2
x + x 12
2x 9
x 2 10x + 25
1
3x
5x 2 3x
x2 9
12
(x 6)3
3x
4a
1x
5
c
x +4
12x 2
e
x +4
6x 4
5a
(6x
2
3) 3
b
d
f
h
j
l
b
d
f
2
x
x 1
x +4
2x
x +2
x
y2
hx +2
l
x 1
4x
4x 14
x 2 7x + 12
2x 2 + 10x 6
x 2 + x 12
5x 8
(x 4)2
23 3x
x 2 + x 12
11 2x
x 2 10x + 25
9x 25
2
x 7x + 12
2 x 4+6
3 x 4
x +7
x +4
9x 2 (x + 2)
2 x +3
3
(2x +
2
3) 3
Answers
Exercise 2E
3 3x
2
(x 3) 3
Exercise 2H
Exercise 2G
13x
6
5x 2y
d
12
1a
5a
4
3y + 2x
e
xy
5x 1
(x 2)(x + 1)
4x + 7
i
(x + 1)2
4(x 2 + 1)
k
5x
m
3x + 14
(x 1)(x + 4)
h
8
7x 2
f
x(x 1)
7x 2 36x + 27
2(x + 3)(x 3)
5a 2 + 8a 16
j
8a
2x + 5
l
(x + 4)2
n
x + 14
(x 2)(x + 2)
7x 2 + 22x + 28
(x 2)(x + 2)(x + 3)
4x + 3
(x y)2 1
q
p
x 1
xy
cx
ex
gx
ix
kx
mx
4ax
bx
3 2x
x 2
mn
b
bx=
a
ba
bc
5
=
dx=
a
pq
m+n
ab
=
fx=
nm
1b
= 3a
h x = mn
pq
a 2 b2
jx=
=
p+q
2ab
1
3ab
lx =
=
3a b
ba
p2 + p2 t + t 2
5a
=
nx =
q( p + t)
3
d bc
c ad
=
,y =
1 ab
1 ab
ab
a 2 + ab + b2
,y =
=
a+b
a+b
t +s
t s
=
,y =
2a
2b
= a + b, y = a b
1ax =
cx
dx
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Answers
666
5 a s = a(2a + 1)
cs =
a2 + a + 1
a(a + 1)
e s = 3a 3 (3a + 1)
g s = 2a 2 1 +
1
a2
Exercise 2I
1ax =ab
bx =7
a a 2 + 4ab 4b2
cx =
2
a+c
dx=
2
2 a (x 1)(x + 1)(y 1)(y + 1)
b (x 1)(x + 1)(x + 2)
c (a 2 12b)(a 2 + 4b)
d (a c)(a 2b + c)
a+b+c
a+b
3ax =
y=
a+b
c
(a b c)
ab+c
bx=
y=
a+bc
a+bc
Multiple-choice questions
1A
6E
2A
7B
3C
8B
4A
9B
5B
10 B
Short-answer questions
(technology-free) 11
1 a x 12
b y 9
8
2 3.84 10
2x + y
3a
10
7x 1
c
(x + 2)(x 1)
13x 2 + 2x + 40
e
2(x + 4)(x 2)
c 15x
d x 1
4y 7x
xy
7x + 20
d
(x + 2)(x + 4)
3(x 4)
f
(x 2)2
b
x 4
x2 4
c
d 4x 2
4x
3
31
days
5 106 seconds or 11
54
6 50
7 12
8 88 classical, 80 blues and 252 heavy metal
9 a 300 cm3
V 117
bh=
;
cm
2 5
r
8 2
V
128
cr =
;
cm = cm
h
a+b
b
bx=
10 a x =
c
a+y
4a
2
x
ab + b2 d d 2
d(a + b)
x+y
b
x(y x)
2
d
c (x 2)(2x 1)
a
12 A, B and C are 36, 12 and 2 years old
respectively.
13 a a = 8, b = 18 b x = p + q, y = 2q
14 x = 3.5
40cx 2
b
15 a 4n 2 k 2
ab2
16 x = 1
2ab
ba
p2 + q 2
11 a 2
p q2
cx=
dx=
Extended-response questions
5x
4x
19x
hours b
hours
hours
c
4
7
28
14
d i x=
0.737
19
140
km 7 km
ii distance from Jack =
19
560
km 29 km
distance from Benny =
19
3
2 a 18 000 cm per minute b V = 18 000t
45t
d after
ch=
4
3a
cards; Sally,
3 a Thomas, a cards; George,
2
a
5a
a 18 cards; Zeb, cards; Henry,
cards
3
6
3a
a
5a
b
+ a 18 + = a +
+6
2
3
6
c a = 24; Thomas 24 cards, Henry 20 cards,
George 36 cards, Sally 6 cards, Zeb 8 cards
Fr 2 1011
b m1 =
4 a 1.9 108 N
6.67m 2
c 9.8 1024 kg
5 a V = 1.8 107 d
b 5.4 108 m3
c k = 9.81 103
d 1.325 1015 J
e 1202 days (to the nearest day)
240
10 3
7 40
km/h
8
6
11
3
9 a 20 r
r3
b i V = 20r 2
3
ii r = 5.94 and h = 14.06
2
1
10 a litre from A, litre from B
3
3
b 600 mL from A; 400 mL from B
( p q)(n + m)
c
litres from A and
2(np qm)
(n m)( p + q)
n
q
litres from B and
= .
2(np qm)
m
p
n
q
Also
or 1 and the other 1.
m
p
11 a h = 2(10 r )
b V = 2r 2 (10 r )
c r = 3.4985 and h = 13 or r = 9.022
and h = 1.955
1a
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Answers
7
Exercise 3A
1
a {4}
d
b {1, 3, 5}
e
c {1, 2, 3, 4, 5} or
Answers
Chapter 3
667
2
b
B'
1
B
2 6
4
8
A
10
12
A' B'
3 5
7 9
11
A' B'
AB
a {10, 11, 13, 14, 15, 17, 18, 19, 21, 22, 23, 25}
b {11, 12, 13, 14, 16, 17, 18, 19, 21, 22, 23, 24}
c {10, 12, 15, 16, 20, 24, 25}
d {11, 13, 14, 17, 18, 19, 21, 22, 23}
e {11, 13, 14, 17, 18, 19, 21, 22, 23}
5
a {R}
b {G, R}
c {L, E, A, N}
d {A, N, G, E, L}
e {R}
f {G, R}
(A B)'
a {E, H, M, S}
c {A, T}
e {C, E, H, I, M, S}
b {C, H, I, M}
d {H, M}
f {H, M}
Exercise 3B
a { p, q, u, v}
c { p}
e {q, r, s, t, u, v, w}
b { p, r, w}
d { p, q, r, u, v, w}
f { p}
1 a Yes
b Yes
c Yes
2 a No
b No
c No
9
2
4
2
3
3
f
e
d
c
b
3a
20
9
11
7
25
11
4 a 0.28571
4
b 0.4 5
c 0.35
d 0.307692
e 0.058823529411764
7
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Answers
668
Exercise 3C
1a2 2
b2 3
c3 3
d5 2
e3 5
f 11 10 g 7 2
h6 3
i5
j5 3
k 16 2
b6
3
c4 7
2 a 32
d5
10
e 28 2
f0
3 a 11 3 + 14
b5 7
c0
d 2+ 3
e 5 2 + 15 3
f 2+ 5
5
7
2
2 3
b
4a
c
d
2
3
5
7
6
2
g 21
h2+ 3
e
f
2
4
5+ 3
4 + 10
j 62
k
i
2
6
m3+2 2
l 3( 6 + 5)
b 9
+4 5
c 1 + 2
5a6+4 2
2 3
8+5 3
d42 3
e
f
9
11
3+ 5
6+5 2
g
h
2
14
1
6 a 4a 4 a +
b 3 + 2x + 2 (x + 1)(x + 2)
b72 6
7a53 2
Exercise 3D
1 a 25 3 5 11 13
b 25 3 7 11 13
c 25 7 11 13
d 25 7 11 13 17
2a1
b 27
c5
d 31
Exercise 3E
1a
e6
7ax =5
8a X
b 16
22
35
23
34
26
29
31
c0
21 3
28
32
25
36
1
12
24 27
33 30
4
49
Y
6
15
18 39
9
16
b i X Y Z = {36}
ii n(X Y ) = 5
9 31 students; 15 black, 12 green, 20 red
10 n(M F) = 11
11 1
12 x = 6, 16 procient in Italian 13 102
Multiple-choice questions
1A
6D
2D
7B
3D
8B
4D
9C
5C
10 A
Short-answer questions
(technology-free)
1
5
7
c
b
200
11
90
6
4
81
f
e
d
35
15
200
2
7
2 23
3
2 6 2
b4 5+9 c2 6+5
3a
2
4 23 12 3
a a 2 b2
b
5a2 6+6
b
6 a 15
b 15
7a1
b 22
c 22
85
9 2 cm2
10 15 7
51 3
11 2
12 5 6 13
5
14 a
57
b3
c 32
15 2 2 + 3
1a
Extended-response
questions
b i 19
2a
ii 9
iii 23
14
3
5
6
2
4
7
b i 23
3 x = 20
5a5
6 45
ii 37
iii 9
4x =7
b 10
1 c i 11 + 3
ii 2 2 7 or 7 2 2
iii 3 3 2 6 or 2 6 3 3
2 a a = 6 and b = 5
b p = 26, q = 16
2
c a = 1, b =
3
12 3 19
d i
ii 3 3
71
1 3
iii
2
e Q = {a + 0 3; a Q}
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
669
Answers
ck =3
x
y
dk =
4
6
9
9
49
21
900
90
2
5
1
32
1
5
x
y
32
1024
2
5
4
5
8
5
Answers
3 d 2
5 a b = 4, c = 1
b2+ 3
6 a (20, 21, 29)
7 a i 4 factors
ii 8 factors
b n + 1 factors
c i 32 factors
ii (n + 1)(m + 1)
d (1 + 1)(2 + 1) . . . (n + 1)
e 24
8 a 1080 = 23 33 5,
25 200 = 24 32 52 7
b 75 600
d i 3476, 3474, 3472, 3470
ii 1738, 1737, 1736, 1735
9 a i region 8
ii male, red hair, blue eyes
iii male, not red hair, blue eyes
bi 5
ii 182
10 a i students shorter than or equal to 180 cm
ii students who are female or taller than
180 cm
iii students who are male and shorter than or
equal to 180 cm
b
A
B
2 a V = 262.144
b r 2.924
3 a a 1.058
b b 5.196
4 a 72 cm2
b 20 cm
648
5a
cm
b 1412.5 g
113
6 10.125 kg
7 62.035 cm
8 1.898 s
9 a 8.616 km
b 14.221 km
10 a i 300% increase
ii 41% increase
iii 700% increase
b i 75% decrease
ii 29% decrease
iii 87.5% decrease
c i 36% decrease
ii 11% decrease
iii 48.8% decrease
d i 96% increase
ii 18% increase
iii 174.4% increase
11 a
Exercise 4B
B
35
65
1ak =2
205
x
35
c 65
bk =
d0
Exercise 4A
2
8
4
32
6
72
8
128
dk =
1
bk =
3
6
1
3
32
1
16
1
4
1
2
1
4
1
6
2
3
4
3
1
3
6
1
12
27
125
1
3
1
9
1
15
ck =3
1ak =2
4
1
2
1
2
Chapter 4
x
y
n(A C ) = 0
b 160
1
2
1
6
1
1
3
3
2
1
2
1
3
x
2
2
3
ISBN 978-1-107-65235-4
Michael Evans, Sue Avery, Doug Wallace, Kay Lipson 2012
Photocopying is restricted under law and this material must not be transferred to another party.
1
8
2
3
P1: FXS/ABE
P2: FXS
9780521740494ans-1-10.xml
Answers
670
CUAU033-EVANS
5:0
3 a a = 0.3125
bb= 2
2
4 2.85 kg/cm
5 a 2.4 amperes
b 25%
6 64 candela
7 5.15 cm
8 a i 75% decrease
ii 29% decrease
iii 87.5% decrease
b i 300% increase
ii 41% increase
iii 700% increase
c i 56.25% increase ii 12% increase
iii 95% increase
d i 49% decrease
ii 15% decrease
iii 64% decrease
2aa=
2k =
x
z
y
6
4
2
4 8 12 16
y=
2.4x2
1 2 3 4 5
y = 1.5x
5 10 15 20 25
y=
10
50
10
400
3
15
2
4
3
b $5000
2A
7E
3B
8D
4C
9D
5B
10 B
Short-answer questions
(technology-free)
1
x2
1 a When b = 4, a = 6;
2
x2
1
8ay=
x
4
c y = 3.5x 0.4
b y = 2x
5
4
2
d y = 10x 3
5
2x 2
ey=
f y = 3.2x 0.4
9 a a = 100, b = 0.2
b 158.49
10 a a = 1500, b = 0.5 b 474.34
Exercise 4D
1k =5
x
z
y
1 $33.40
2 a overhead charge = $250,
cost per guest = $47.50
3 p = 20.5
4 $55.11
5 a 330 m
b 67.5 m
6 45 minutes
1C
6D
50
40
30
20
10
10
3
15
Multiple-choice questions
1
50
25
Exercise 4E
x2
4
8
16
4 a 1.449
5 z 0.397
6 $174
7 360 joules
8 a 500% increase
b 78% decrease
9 a 41% increase
b 33% increase
10 a 183% increase
b 466% increase
11 a The tensions are the same.
b The work done by the second spring is 90%
that of the rst.
1 a direct
b direct square
c inverse
d direct square root e inverse square
2 b, e
3 a, b, e
3
10 2
by=
cy=
x
4 a y = 3x
x
3
1
ey=
f y = 6x 3
dy=2 x
3 x
5 y
6 y
2
10
10
3k =3
Exercise 4C
40
30
20
10
1
2
2
10
1
4
2
10
6
60
0.5
10
12.5
4
8
when a = 8, b =
3
30
b When x = 27, y = 1 ;
23
1
1
when y = , x =
8
256 000
1
16
4
c When x = , y =
; when y =
,
2
3
27
x = 3
1
d
6
2 a d = 4.91t 2
b 491 m
c 2 s, correct to one decimal place.
3 a 14 m/s
b 40 m
c v and s
4 2.4 hours
5 a y is halved
b x is halved
c y is doubled
d x is doubled
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Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
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CUAU033-EVANS
5:0
Answers
7 $35
10 34% increase
1 a 0.24 kg
b 11 cm
2 a h = 0.0003 375 n2
b 17.1 m
c 218 revs/min
3 13 knots
121.8
b 9.6 kg/cm2
4av =
P
3000
5aw =
b 600 kg
c 333 kg
d
144
6av =
p
bi v =2
ii p = 48
c y
12
9
8
7 44.8 min
1 1 1
18 16 12
8 $76
1
p
9 Sn =
ii tn = 2tn1 , t1 = 1
1
n2
(n 1)2
ii tn =
tn1 , t1 = 1
n2
n1
d i tn = 3(2)
ii tn = 2tn1 , t1 = 3
e i tn = 3n + 1
ii tn = tn1 + 3, t1 = 4
f i tn = 5n 1
ii tn = tn1 + 5, t1 = 4
4 tn+1 = 3n + 4, t2n = 6n + 1
5 a t1 = 15, tn = tn1 + 3
b tn = 12 + 3n
c t13 = 51
6 a t1 = 94.3, tn = 0.96tn1
b tn = 94.3(0.96)n1
c t9 = 68.03
7 a tn = 1.8tn1 + 20, t0 = 100
b t1 = 200, t2 = 380, t3 = 704,
t4 = 1287, t5 = 2336
8 a $2120 at end of 1st year, $2671.20 at end of
2nd year, $3255.47 at end of 3rd year
b tn = 1.06(tn1 + 400), t1 = 2120
c $8454.02
9 a 1, 4, 7, 10, 13, 16
b 3, 1, 1, 3, 5, 7
1
c , 1, 2, 4, 8, 16
2
d 32, 16, 8, 4, 2, 1
e 1.1, 1.21, 1.4641, 2.144, 4.595, 21.114
16 32
f 27, 18, 12, 8, ,
3 9
g 1, 3, 11, 27, 59, 123
h 3, 7, 3, 7, 3, 7
10 a t1 = 1, t2 = 2, t3 = 4
b u 1 = 1, u 2 = 2, u 3 = 4
c t1 = u 1 , t2 = u 2 , t3 = u 3
d t4 = 8, u 4 = 7
11 S1 = a + b, S2 = 4a + 2b,
S3 = 9a + 3b, Sn+1 Sn = 2an + a + b
3
17
577
12 t2 = , t3 =
, t4 =
. The number is 2.
2
12
408
13 t3 = 2, t4 = 3, t5 = 5
c i tn =
Extended-response questions
b i tn = 2n1
8 18 amps
1
n(n + 1)
2
10 a P = 3498.544 N 0.5
b 25 956
c 51 023
3600
b T = 0.14d 2
11 a t =
d2
c 23.9 mL d 6.3 min e 9 min; 56 min
12 a i T = 0.000 539 R 1.501
ii Mars 1.87; Jupiter 11.86;
Saturn 29.45; Uranus 84.09
Neptune 165.05; Pluto 248.16
b 2.540 109 km
13 a a = 11.7, b = 0.41
b 77
c k = 163, p = 1.167
d7
Chapter 5
Exercise 5A
1 a 3, 7, 11, 15, 19
b 5, 19, 61, 187, 565
c 1, 5, 25, 125, 625 d 1, 1, 3, 5, 7
e 1, 3, 7, 17, 41
1
1
1
2 a t1 = 1, t2 = , t3 = , t4 =
2
3
4
b t1 = 2, t2 = 5, t3 = 10, t4 = 17
c t1 = 2, t2 = 4, t3 = 6, t4 = 8
d t1 = 2, t2 = 4, t3 = 8, t4 = 16
e t1 = 5, t2 = 8, t3 = 11, t4 = 14
f t1 = 1, t2 = 8, t3 = 27, t4 = 64
g t1 = 3, t2 = 5, t3 = 7, t4 = 9
h t1 = 2, t2 = 6, t3 = 18, t4 = 54
3 a i tn = 3n
ii tn = tn1 + 3, t1 = 3
Answers
6 4.05 cents
1
9 I2 = I1
4
671
Exercise 5B
1 a t1 = 0, t2 = 2, t3 = 4, t4 = 6
b t1 = 3,
t2 = 2, t3 =
7, t4 = 12
c t1 =
5, t2 = 2 5, t3 = 3 5,
t4 = 4 5
d t1 = 11, t2 = 9, t3 = 7, t4 = 5
2 a a = 3, d = 4, tn = 4n 1
b a = 3, d = 4, tn = 7 4n
1
5
c a = , d = 2, tn = 2n
2
2
d a = 5 5, d = 5,
tn = 5n + 5 2 5
3 a 31
b 24
c5
d6 3
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
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Answers
672
CUAU033-EVANS
5:0
15 27 3 60
2 2
b
16 a 11.5
7
17 16
18 5
20 3
Exercise 5C
1 a 426
b 55
c 60 2 d 108
2 112
3 11
4 680
5 2450
6 a 16.5 km
b 45 km
c 189 km
7 a 10 days
b 25 per day
8 {n : n = 9}
9 20
10 a 86
b 2600
c 224
d 2376
e 5 extra rows
11 $176 400
12 a = 15, d = 3, t6 = 0, S6 = 45
13 2160 14 0
15 266
46 5
11
5
2 5n
b tn =
16 a tn = n +
5
4
4
n
17 a b
b (b + bn)
2
18 t5 = 10, S25 = 1250
19 1575d
20 a Sn1 = 23n 3n 2 20
b tn = 20 6n
c a = 14, d = 6
21 7, 12, 17
Exercise 5D
1 a 3, 6, 12, 24
b 3, 6, 12, 24
c 10 000, 1000, 100, 10
d 3, 9, 27, 81
1
5
c 32
d a x+5
b
2a
256
567
2 n1
3 a tn = 3
b tn = 2(2)n1
3
c tn = 2( 5)n1
2
5 t9
4
5
6a6
b9
c9
d6
e8
7 a $5397.31
b 48th year
8 a 21 870 m2
b 10th day
9 47.46 cm
10 a 57.4 km
b 14th day
11 $5 369 000
12 a 24
b 12 288
2
13 5
14 16 2
3
16 t6 = 729
15 t10 = 2048
17 a $7092.60
b 12 years
18 $3005.61
19 11.6% p.a.
20 5 weeks
21 a 60
b 2.5
c1
d x 4 y7
22 3
Exercise 5E
57
64
2 a 1094
b 684 c 7812
3 a 1062.9 mL
b 5692.27 mL
4 a $18 232.59
b $82 884.47
5 a 49 minutes (to nearest minute)
b 164 minutes
c Friday
481 835
2882
6
= 73
6561
6561
7 Biancas is worth $3247.32, Andrews is worth
$3000
15 2
8 a 155
b
+ 15
2
9a8
b {n : n > 19}
x 2m+2 + 1
10
x2 + 1
1 a 5115
b 182
Exercise 5F
1a
5
4
3
5
n1
2 Perimeter of nth triangle = 1
p,
2
p2 3
Area of nth triangle =
,
4n
Sum to innity of perimeters =
2 p,
p2 3
Sum to innity of areas =
3
1
3 3333
4 Yes
3
5 yes, as the number of hours approaches innity,
but problem becomes unrealistic after 4 to 5
hours
1
8 12 m
9 75 m
7
6 S = 8
2
4
1
31
b
c
10 a
9
30
3
37
7
f
e1
d
9
198
1
11 r = , t1 = 16, t2 = 8 or
2
1
r = , t1 = 48, t2 = 24
2
5
2
12
13
8
3
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
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CUAU033-EVANS
5:0
Answers
iii n = 22
T 4000
+1
iv m =
250
v p = 51
b i Sn = 37 500(1.08n 1)
ii Q B Q A = 37500(1.08n 1)
3875n 125n 2 ; n = 18
14 2.828 43
Answers
Exercise 5G
673
Chapter 6
Exercise 6A
Multiple-choice questions
1D
6D
2B
7E
3A
8C
4A
9E
5B
10 D
Short-answer questions
(technology-free)
1 a 3, 1, 5, 9, 13, 17
b 5, 12, 26, 54, 110, 222
2 a 2, 4, 6, 8, 10, 12
b 1, 4, 7, 10, 13, 16
3 a $5250, $6037.50
b t1 = 5250, tn = 1.05(tn1 + 500)
4 147
5 0.1
6 258.75
7 {n : n = 12}
81
9 1000 1.035n
8
8
10 t2 = 6, t4 = or t2 = 6, t4 =
3
3
3
11 96
12 9840
13
4
14 x = 8 or x = 2
Extended-response questions
1 a 0.8, 1.5, 2.2, . . .
b Yes
c 8.5 m
2 a Yes
b tn = 25n + 25
c 650
1
3 The fth pole is 22 km from town A and
7
6
9 km from town B.
7
4 a 20, 36, 52, 68, 84, 100, 116, 132, . . .
b Tn = 16n + 4
c Yes, size 12
5 a Dn = 7n 5
b 27
6 472 mm 7 520
8 a 99.9999 mg
b 100 mg
1
m
9a
729
b 1.499 m. No, the maximum height the water
will reach is 1.5 m.
10 a 27.49
b 1680.8
1
b 405 m
11 a 7 m
9
64
12 2 1 = 1.845 1019
13 a i tn = 3750 + 250n
ii Sn = 3875n + 125n 2
1 a = 10, b = 0, c = 7
2 a = 1, b = 2
3 a = 2, b = 1, c = 7
4 a = 2, b = 1, c = 3
5 (x + 2)2 4(x + 2) + 4
6 (x + 1)3 3(x + 1)2 + 3(x + 1) 1
7 a = 1, b = 2, c = 1
8 a It is impossible to nd a, b and c to satisfy
a = 3, 3ab = 9, 3ab2 = 8 and
ab3 + c = 2
b a = 3, b = 1, c = 5
9 a = 1, b = 6, c = 7, d = 1
5
10 a a = b and a = 3b are not possible
3
unless a and b are both zero, but a + b = 1 so
no constants can be found.
b (n + 1)(n + 2) 3(n + 1) + 1
11 a ax 2 + 2abx + ab2 + c
b 2
b2
ba x+
+c
2a
4a
1
1
13 a = 3, b =
, c = 3 or a =
,
3
3
b = 3, c = 3
14 a = 3, b = 3, c = 1
15 If c = 5, a = 1, b = 5; if c = 27,
a = 3, b = 3
Exercise 6B
1ax =1
cx
ex
2ax
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
bx
cx
dx
bx =3
30
2
=1
dx =1
5
2
3 2
13 145
= 1
fx=
2
12
1
1 32t + 1
,t
=
4
32
1 t + 3
, t 3
=
2
46
2 5t 46
,t
=
5
5
5t(t 2)
, t < 0 or t 2
= 2
t
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Answers
674
CUAU033-EVANS
5:0
3(1 5)
2
p p 2 + 64
bi x =
2
ii When p = 0, x = 4 and when p = 6, x = 2
4x =2
18
5a
b x = 6, 3
x(x + 3)
6 17 and 19
600
km/h,
7 a Average speed of car =
x
average
speed
of
plane
600
=
+ 220 km/h
x
b Average speed of car = 80 km/h,
average speed of plane = 300 km/h
8 x = 20
9 6 km/h
10 a x = 50
b 72 minutes
11 Average speed of slow train = 30 km/h,
average speed of express train = 50 km/h
12 60 km/h
13 Smaller pipe will take 25 minutes and the larger
pipe, 20 minutes
14 Each pipe running alone will ll the tank in 14
minutes
15 Average speed by rail = 43 km/h, average
speed by sea = 18 km/h
16 22 km
17 10 litres
3ax =
Exercise 6C
2
3
2
1
+
b
x 1
x +2
x + 1 2x + 1
2
1
3
1
c
+
+
d
x +2
x 2
x +3
x 2
3
8
e
5(x 4) 5(x + 1)
2
9
+
2a
x 3 (x 3)2
2
3
4
+
+
b
1 + 2x
1x
(1 x)2
4
2
4
+
+
c
9(x + 1) 9(x 2) 3(x 2)2
2
2x + 3
+ 2
3a
x +1
x +x +1
x +1
2
1
x 2
b 2
+
c 2
x +2
x +1
x + 1 2(x + 3)
3
2
43+
+
x 1
x 2
5 It is impossible to nd A and C to satisfy
A = 0, C 2A = 0 and A + C = 10.
1
1
6a
2(x 1) 2(x + 1)
2
3
b
+
5(x 2) 5(x + 3)
1a
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
2
1
+
x 2
x +5
1
2
d
5(2x 1) 5(x + 2)
1
3
e
3x 2 2x + 1
2
2
3x
1
f
g + 2
x 1
x
x
x +1
x
2
1
1
h + 2
i
x
x +4
4(x 4) 4x
3
7
1
1
j
kx+
4(x 4) 4x
x
x 1
1
3
l x 1
x
2x
x 4
2
+
m
3(x + 1) 3(x 2 + 2)
2
1
1
n
+
p
x
x +4
2x + 3
x +2
26
1
1
q
+
+
r
9(2x + 1) 9(x 1) 3(x 1)2
3
1
+
sx 2+
4(x + 2) 4(x 2)
1
2
tx
+
x +1
x 1
7
3
u
x + 1 3x + 2
c
Exercise 6D
1 a (1, 1) (0, 0)
c
3+
13
2
3
1 1
,
2 2
, 4 + 13
b (0, 0)
13
, 4 13
5+ 5 5+ 5
5 5 5 5
5
,
,
2
2
2
2
15 5
6
,
(3, 1)
2 2
130 + 80 2 60 + 64 2
7
,
41
41
130 80 2 60 64 2
and
,
41
41
P1: FXS/ABE
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9780521740494ans-1-10.xml
CUAU033-EVANS
5:0
Answers
1+
2
3
x 1 (x 1)2
6
g
x2 + 2
x +3
h
x2 + x + 1
3
i
x +4
16
j
7(x + 4)
x 10
8a
x2 + x + 2
x 2
b
4(x 2 x + 2)
1
64
c 3x + 15 +
x 4
x 1
9 a (0, 0), (1, 1)
b (0, 4), (4, 0)
c (1, 4), (4, 1)
10 (4, 1), (2, 1)
f
Multiple-choice questions
1C
6E
2D
7C
3D
8D
4C
9B
5E
10 B
Short-answer questions
(technology-free)
1 a = 3, b = 2, c = 1
2 (x 1)3 + 3(x 1)2 + 3(x 1) + 1
5 a x = 4 or 3
b x = 1 or 2
2 2
c x = 2 or 5
dx=
2
1 3t 14
t t 2 16t
ex=
f
3
2t
3 73
6x=
2
1
2
4
3
+
b
7a
x 3
x +2
x +2
x 2
1
3
c
2(x 3) 2(x + 5)
1
2
d
+
x 5
x +1
13
13
10
e
x +2
x + 3 (x + 2)2
a
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
b
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
x
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
a
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
b
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
x
a
43 84
44 85
45 86
46 87
47 88
48 89
49 90
50 91
51 92
52 93
53 94
54 95
55 96
56 97
57 98
58 99
59 100
b
x
83 84
84 85
85 86
86 87
87 88
88 89
89 90
90 91
91 92
92 93
93 94
94 95
95 96
96 97
97 98
98 99
99 100
4
+
x +4
1
x +1
1
x 1
1
3x
2
7(x 3)
1
x 3
1
4(x + 1)
Answers
21 1 21
,
8
2
2
1 21 1 + 21
and
,
2
2
6 5 3 5
4
10
,
9
,2
5
5
9
1
11 2,
12 (0, 1), (3, 2)
2
675
Extended-response questions
a(a + 480)
, a > 0. When
2
a = 60, speed = 120 km/h, a very fast
constant speed for a train. If we choose this as
an uppermost value for the speed,
0 < a < 60 and 0 < speed < 120
1 a 24 km/h
b Speed =
a+
a
1 8 14 22 34 43 56 77 118
speed 16 20 24 30 40 48 60 80 120
b + b2 + 4a
m
2a
2
c
a
52
54
56
58
60
62
64
66
68
70
72
74
76
78
80
82
84
b
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
x
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
a
57
60
63
66
69
72
75
78
81
84
87
90
93
96
99
b
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
20
x
a
19 45
20 50
21 55
22 60
23 65
24 70
25 75
26 80
27 85
28 90
29 95
30 100
31
32 42
33 48
54
5 60
b
4
5
6
7
8
9
10
11
12
13
14
15
x
9
10
11
12
13
14
15
16
17
18
19
20
1
2
3
4
7
8
9
10
P1: FXS/ABE
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5:0
Answers
676
CUAU033-EVANS
3a
a+
b
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
x
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
a
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
b
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
x
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
a 2 + 4abc
2ac
3
4
8
9
15
16
b
41
42
43
44
45
46
47
48
x
43
44
45
46
47
48
49
50
12
15
18
21
24
27
30
33
36
39
42
45
48
51
54
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
24
25
35
36
3E
8B
13 D
18 D
23 C
28 B
33 B
38 A
b
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
x
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
30
35
40
1
2
3
6
7
8
4A
9D
14 B
19 C
24 A
29 B
34 D
39 C
42 E
47 D
a b
66 5
72 6
78 7
84 8
90 9
96 10
x
11
12
13
14
15
16
56
63
70
77
84
91
98
1
2
3
4
5
6
7
8
9
10
11
12
13
14
72
80
88
96
1
2
3
4
9
10
11
12
90
99
1
2
10
11
43 A
48 C
44 C
49 A
45 C
7.2 Extended-response
questions
Chapter 7
1A
6C
11 B
16 C
21 A
26 D
31 D
36 B
a
24
28
32
36
40
44
48
52
56
60
64
68
72
76
80
84
88
92
96
100
41 A
46 E
4
b a = 3, b = 1, c = etc.
3
a
86
88
90
92
94
96
98
100
5B
10 E
15 A
20 D
25 B
30 A
35 A
40 C
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
1 a 8 cm
b 7.7 cm
c 6 cm
d 15 cm
2 a i 178
ii 179
iii 179.5
iv 179.95
b i 180
ii circle
360
dn=
e square
c 20
180 A
2 3
3 a Volume of hemisphere = t ,
3
Volume of cylinder = t 2 s
1
Volume of cone = t 2 w
3
b i 6:2:3
ii 54 cubic units
4 a a = 0.4, b = 148
b C ($)
148
c $68
d 248
5 a i OC1 = R r1
(300, 28)
n
ii r1 =
R
3
P1: FXS/ABE
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9780521740494ans-1-10.xml
CUAU033-EVANS
5:0
677
Answers
R
9
1
R
ii rn = n
c i r=
3
3
R
R2
iii S =
iv S =
2
8
6 a a = 6000, b = 15 000
b $57 000
c 2006
7 a i 80n + 920
ii A: 2840 tonnes, B: 2465 tonnes
iii 40n(n + 24)
iv A: 46 080 tonnes, B: 39 083 tonnes
b April 2006
8a4
b6
c8
d2
e i 10
ii Pn = Pn1 + 2
iii Pn = 2n + 2
1
iv
1
2
ii r2 =
1
2
1
2
1
2
1
2
1
1
4
4
1
4
1
4
1
4
1
4
1
4
b 28 8x cm
9 a 8x cm
e A
1
4 11111111
88888888 1
1 1 111111 1 8
4 8 888888 8
c 7 2x cm
(5, 84)
49
(2, 21)
x
f A = 21 when x = 2
10 a C = 3500 + 0.5x
b I = 1.5x
I
c I/C ($)
C
c i A2 =
iii
11
3
h (m)
b i P = 9.8 mh
ii 100% increase
iii 50% decrease
c i 14
ii 42
d4
17 a i a = 50 000, d = 5000
ii The 11th month
iii 4 950 000 litres
b i qn = 12 000 (1.1)n1
ii 256 611 litres
c The 31st month
18 a i 15.4 million tonnes
ii 21.7 million tonnes
b tn = 0.9n + 9.1
c 371 million tonnes
d 12.1 years
e Pn = 12.5 (1.05)n1
f 15 years
19 a 1 hr 35 mins
b 2.5 km
20 a n(B C T ) = n(C T ),
n(B C T ) = 3n(B C T ),
n(B C T ) = 4
b
n() = 76
T
13
B 21 4 5 8 7 C
18
e 5500
3500
5
6
(1, 49)
3500
d 3500
f P ($)
ii
iv 99.99
v 999.999
15 a 14 m
b tn = 1.5n 1
c 53
d 330 m
16 a i P = 49h
P (joules)
ii
iii 1136.8
(3500, 5250)
0
1
1
a
b
Answers
R
r2
3
b i OC2 =
3500
P represents prot
11 c 11, 24 and 39
25
1
ii x =
12 b i x =
24
24
x
; x = 1
13 a r =
x +1
4
9
ii S = 18 iii S =
b i S =
3
20
1
cx>
and x = 0
2
a3
ii 4.5
iii 30
14 a i A =
6
a3
ii 486
iii 36
b i A1 =
12
ci 5
ii 0
2
a + bc ab + bd
21 a i
ac + cd bc + d 2
3a 3b
ii
3c 3d
Chapter 8
Exercise 8A
1 a (7, 3)
b (6, 9)
d (1, 5)
e (1, 7)
4
1
4
c
b
2a
2
1
1
3 a (5,
6)
0
4a
5
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
b (2, 2)
5
6
c
b
6
1
c (2, 7)
d
7
6
4
3
c (2,
3)
0
d
0
P1: FXS/ABE
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9780521740494ans-1-10.xml
Answers
678
CUAU033-EVANS
5:0
5
Z
6
5
4
3
2
1
1
4
6
A
R
x
D'
D
c
4
3
b (3, 15)
0
0
c Use
B
x
0 1
5 a, b, c
2
9
A'
1
4
6 a (4, 12)
B'
2 3 4 5 6 7
2 P
3
4
5
6
C'
6 5 4 3 2 11 0 1
y
7
A2
6
5
B3
7 a (4, 6)
b (11, 4)
8 a (1, 0), (2, 1), (3, 4), (4, 9)
y
b
(3, 9)
(4, 9)
4
B2
3
2
A3
C3
C2
1
x
6 5 4 3 2 1 0
C 1
2
A
2
C1
A1
(2, 4)
(3, 4)
(2, 1)
(0, 0)
y
C
4
3
A'
1
x
5 4 3 2 1 0
1 2 3 4 5
1 a (1, 9)
b (2, 3)
c (4, 3)
2 (x, y) (x, 4y)
3 (x, y) (3x, y)
4 a A(0, 0), B (0, 3), C (1, 3), D(1, 0)
b A(0, 0), B(0, 1), C (3, 1), D (3, 0)
2)
5 a i A (0, 0) , B (3,
0) ,C (3,
3
3
ii A(0, 0), B
,0 ,C
,4
2
2
b y
2
1
C"
3
P'
0
1
c (6, 2)
Exercise 8C
b (6, 2)
b (0, 1)
d (1, 0)
6 a (2, 6)
7 a (1, 0)
c (0, 1)
Exercise 8B
C'
y = x
c y = (x 1)2
B'
B1
(1, 0)
4
5
(1, 1)
Q'
RR'
4
5
C'
0
A
B
1 B" 2
2
y
3
5
Z
Y
3 2
W
0
1
2
X'
W'
Y'
Z'
Exercise 8D
(x, y) (x + 5, y + 6)
no invariant points
(x, y) (x, 4y)
{(x, 0) : x R}
1
c i (x, y)
x, y
3
ii {(0, y) : y R}
1a i
ii
b i
ii
4
5
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
P1: FXS/ABE
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CUAU033-EVANS
5:0
679
Answers
cy=
1
+4
x 1
Answers
d i (x, y) (x 2, y + 3)
ii no invariant points
e i (x, y) (y, x)
ii {(x, x) : x R}
f i (x, y) (x, y) ii {(0, y) : y R}
3
11
, 1
c
b 9,
2 a (1, 7)
2
2
3 An invariant point does not exist.
11
1
b 2,
4 a (5, 3)
c 1,
2
3
5 a (1, 6)
b (0, 0)
c (0, 0)
y
1
+4
x1
y=
4
3
1
y= x
dy=
Exercise 8E
2
1
x 1
+4
y
(x, y) (x 1, y + 1)
(x, y) (x 1, y + 1)
(x, y) (2x, 2y)
(x, y) (2x, 2y)
(x, y) (x + 4, 3 (y + 5))
(x, y) (x + 4, 3y + 5)
(x, y) ((x 1), y + 2)
(x, y) (x 1, y + 2)
(x, y) (x, y)
(x, y) (x, y)
(x, y) (4 x, y)
(x, y) (4 x, y)
1
g i (x, y)
x 1, y + 2
2
1
(x 1) , y + 2
ii (x, y)
2
h i (x, y) (2x + 2, y 3)
1a i
ii
b i
ii
c i
ii
d i
ii
e i
ii
f i
ii
y=
1
+4
x1
5
4
y=
1
x2
0
e (x 1)2 + (y 4)2 = 1
y
5
4
3
(x 1)2 + ( y 4)2 = 1
1
x2 + y2 = 1
x
1
Exercise 8F
b y = 2x 2
2 a y = 2x
1a y = x +3
y = 2x2
y = 2x
y=x+3
y=x
y=x
y = x2
3
x
1 0
cy=
b y = (x 1)2 + 4
y = (x 1)2 + 4
dy=
y
2
y= x
2
11 0
x
1 1
1
y= x
2
y = x2
4
2
x
x
1
2
x2 y
2
2
y= 2
x
1
10 1 y = 1
x2
x
1
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
P1: FXS/ABE
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Answers
680
CUAU033-EVANS
5:0
y2
=1
4
e x2 +
y
y=x+2
y
y2
2 x2 +
=1
4
y=x2
2
1
x2 + y2 = 1
x
1
e {(x, y) : y = x + 2}
3a y =5x
1
cy=
+2
3x
e (x 3) + (y 2) = 1
1
1
5
b y = (x + 3)2 + 1
4ay= x+
4
2
2
2
4
cy=
+1
+1
dy=
x +3
(x + 3)2
1
e (x + 3)2 + (y 1)2 = 1
4
1
5 y = (x + 13)
2
6 a {(x, y) : y = x + 4}
2
b y = (x 3) + 2
1
+2
dy=
(x 3)2
2
y=x+2
y = x + 2
2
y=x+2
x
2
4
2
y
y=x+4
x
1
x 2 + y2 = 4
2
4
b {(x, y) : y = (x + 2)}
y
8 a {(x, y) : y = 2x 2 }
b
{(x, y) : y = (2x 5)2 + 2}
1
c (x, y) : y = (x 5)2 + 2
2
d {(x, y) : y = (x +2)2 + 1}
e {(x, y) : y = 2 x}
y
9a
b y
y=x+2
0
y = 2x2
y = (x + 2)
0
c {(x, y) : y = 4 (x + 2)}
y
y = (2x 5)2 + 2
x
2.5
y
y = (x + 2)2 + 1
1
y = (x 5)2 + 2
2
y = 4x + 8
8
2
y=x+2
y=2+
x
x
2
0
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
x
4
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CUAU033-EVANS
5:0
Answers
y = 2x1
y = 2x + 1
1
2
2
x
1
x
0
y
y=
1
3
y=
x
(2 2 )
1
3
1
3
x
e y=
1
2x + 2
y
x
0
2
1
4
4
0
+4
1 (2 2)
3
Answers
681
Exercise 8H
y = (22x + 2)
1 a {(x, y) : y = |x + 1| + 3}
y
Exercise 8G
1
1 a A dilation of factor from the y axis or a
2
dilation of factor 2 from the x axis
b A translation
determined by the
2
vector
0
(2, 4)
4
(1, 3)
x
b {(x, y) : x = |y|}
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Photocopying is restricted under law and this material must not be transferred to another party.
y
(5, 5)
(5, 5)
x
c (x, y) : y =
4
y
(4, 1)
(4, 1)
0
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Answers
682
CUAU033-EVANS
5:0
d {(x, y) : y = |x|}
y
y
4
2
0
(3, 3)
(3, 3)
e {(x, y) : x = |y + 1| + 3}
c {(x, y) : y = [x] + 2}
y
4
0
(3, 1)
(4, 2)
4 2
f {(x, y) : x = |y 3| 1}
y
d {(x, y) : x = [y]}
(1, 3)
2
2
4
g {(x, y) : y = 2|x|}
2
2
0
(1, 2)
0
2
y
x
e {(x, y) : x = [y]}
(1, 2)
2 a A translation
determined by the
0
vector
3
b A translation
determined by the
3
vector
3
1
c A dilation of factor from the y axis
2
d A reection in the x axis followed by a dilation
of
x axis
factor 2 from
xthe
3 a (x, y) : y =
2
y
2
0
x
2
2
4
f {(x, y) : y = [x 4]}
y
4
2
2
4 2
0
2
x
2
4
0
2
x
6
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Answers
4
2
2
4
2 0
2
Multiple-choice questions
h {(x, y) : y = [x] + 2}
1C
6E
2B
7A
3D
8B
4C
9B
Answers
x
g (x, y) : y =
2
5D
10 B
4
2
4
4
0
2
Exercise 8I
1 a y = f (x 2) + 3
c y = f (2x)
b x = f (y)
d y = 2 f (x)
x
b 4x
c 22
d 2x1
2 a 2x+3
x
= x 2 , a dilation of factor 2 from the y
34f
2
axis and a dilation of factor
x4from the x axis
take y = f (x) to y = 4 f
, a sequence of
2
transformations that results in the original
function.
1
4 f (2x 3) + 4 =
+ 4, a dilation of
2x 3
1
factor from the y axis followed by a
2
3
translation 2
4
5 3 f (2 x) = 3(x 2)2 , a reection in the x
axis, a dilation
of factor 3 from the x axis and the
2
translation
0
Short-answer questions
(technology-free)
1 a (9, 1)
b (3, 2)
c (0, 1)
d (3, 1)
e (3, 1)
f (1, 3)
2 a y = (x
+ 2)2 + 3
by= x
c y = x 2
3 a (x, y) (y 2, x + 3)
b (x, y) (x, 5y)
c (x, y) (4x 2, y + 3)
d (x, y) (x 2, 4 (y + 3))
2
4a y = x 1
b y = 4x 2
3
c y = 2x + 7
d 2x + y + 1 = 0
1
e 2x + y = 1
f y = (x + 1)
2
5 a y = 3 x
b y = 5(x 2 2)
1
c y = 5 (x + 2)2
16
d y = 20 4(x + 2)2
6 a y = |x|
b y = |2x| + 3
y
1
5
3
1 0
c y = 4 |2x|
y
Exercise 8J
8
3
1a
3a b
a + 3b
7 a (x, y) (x + 3, 2y + 4)
b (x, y) (x
x+ 4, 2y+ 3)
c (x, y)
,y4
3
(x,
(x
d
y) + 1, 2y + 1)
e (x, y) (x + 2, 3 y)
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Answers
684
CUAU033-EVANS
5:0
8 a x2 = y 1
2
1 0
1 1
c (x 2)2 = 3(y 2)
1 0 1 2
1
2
(1, 2)
(1, 1)
2
1
0 1
2
(2, 2)
0
1
2
3
4
y 2 3|x 2|
fy=
e y = 3|2x 1|
y
2
1
2
x
2
33
d y = [4x]
ii
Extended-response questions
1 a (4, 6)
b (x, y) (x 3, y)
(3 x, y) (6 x, y)
c (x, y) (x + 6, y)
m
d i translation
, reection in the y axis,
0
m
translation
0
ii (x, y) (x
2m, y)
+
0
e i translation
, reection in the x axis,
n
0
translation
n
ii (x, y) (x, y + 2n)
f i y = x + 3
ii y = x + 6
iii y = (6 x)2
iv y = (3 x)2
2 a A (1, 3)
1
bi
ii 3
3
q
ci
ii A (q, p)
p
d (x, y) (y, x)
e i y = x
ii x = y 2
1
iv y =
iii x 2 + y 2 = 1
x
3 a (1, 3)
b (a, b)
c y = f (x)
d i (x, y) (6 x, y)
ii y = 3x 19
e (x, y) (2m x, 2n y)
f (x, y) (y n + m, n + m x)
g (x, y) (n + m y, x m + n)
h i x = (1 y)2 1
3
125
ii (x, y) (x, y)
iii (x, y) (x
+ 25, y + 15)
3
y + 15
iv (x, y) x + 25,
125
3
b i y=
(x 25)2 + 15
125
ii (x, y) (x + 50, y)
3
(x 75)2 + 15
iii y =
125
m 4ny
c i (x, y) x + ,
+
n
2 m2
4n
m 2
ii y =
+n
x
m2
2
4n
3m 2
iii y =
x
+n
2
m
2
x +1
5a i y=
+3
2
y
ii
4
3
2
1
7
01
x
3
1
0
x
1
2
ii x = 1 or x =
1
3
Chapter 9
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
Exercise 9A
1 2 parts = 2000, 7 parts = 7000
2 1 part = 3000, 2 parts = 6000
3 3.6
4 264
5 22.5
6 60 , 50 and 70
7 $14
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Answers
10 5.625 km
11 $1200
13 : 1
16 8.75 km
14 1 : 1
3
5
15 6 : 7
12
Exercise 9B
1 a AAA, 11.25 cm
c AAA, 3 cm
2 a AAA, 6 cm
2
cm
3
d AAA, 7.5 cm
1
b AAA, 1 cm
3
16 a 1 : 100
b 1 : 1000
c 1 : 10
d1:1
27
17
and 4 litres.
16
18 125 and 216 mL
19 a 1 : 50
b 1 : 125 000
c 3 cm
d 7500 cm2
20 a 12 : 13
b 1728 : 2197
21 a 4
b 3.75
22 3 : 4
23 4.5 cm
Answers
8 30 g zinc, 40 g tin
9 16 white and 8 green beads
685
b AAA, 11
2
d AAA, 7.5 cm
cm
3
3 AC = 17.5, AE = 16, AB = 20
4 4.42 m
5 7.5 m
6 15 m
10
2
8 10
m
7 22.5 m
9x =6
31
3
39
1
10 83.6 cm
11 x =
12 40 m
46
7
14
14 1
m
13 7.2 m
15
15 b x = 10
c y = 2 5, z = 5 5
36
17 7.11 m
18 1.6 m
16 a =
7
1
19 2 m
20 a = 3 5, x = 5, y = 2 5
7
c AAA, 2
Exercise 9C
1a1:2:3:4
b 1 : 4 : 9 : 16
c Yes, the second ratio is the square of the rst.
2a1:2:3:4
b 1 : 4 : 9 : 16
c Yes, the second ratio is the square of the rst.
4
3 19 cm2
4 4.54 cm2
4
4 3
c
b
cm
5 a 3 cm
3
3
64:5
7 22.5
8a1:2:3
b1:2:3
c 1 : 8 : 27
d Yes, the third ratio is the cube of the rst.
9ai 2:3
ii 2 : 3
iii 2 : 3
b 8 : 27
c Yes, the ratios in a are cubed to form the
ratios in b.
10 a 3 : 2 : 5
32
500
b Volumes are 36,
and
cm3 .
3
3
Ratio of volumes is 27 : 8 : 125
c Yes, the ratios in a are cubed to form the
ratios in b.
11 8 : 1
12 27 : 64
13 2 : 3
14 a 4 : 3
b4:3
15 a 4 : 1
b8:1
Exercise 9E
ii 10
ii 72
1+ 5
3+ 5
2
0
1
5 = 1, =
, =
,
2
2
5
7
+
3
3 = 2 + 5, 4 =
,
2
3 5
51
1 =
, 2 =
,
2
2
5
7
3
3 = 5 2, 4 =
2
2b i 4
4 a i 36
c 0.62
Multiple-choice questions
1D
6D
2B
7C
3D
8E
4C
9E
5B
10 E
Short-answer questions
(technology-free)
1 b i 20 cm
ii 10 cm
c XP : PY = 2 : 1, PQ : YZ = 2 : 3
2 a 3 cm
b5:3
c3:5
15
210
5 12.25 6 12
3
m 4
8
23
7 a 96 g
b2:1
c 1000 cm3
d 100 mm
8 b 25 : 36
c 48 cm
8 3
m
c
9 a 20 : 3
b 1.6 m2
27
10 a 2%
b 3%
4
1
2
2
1
1
f
e
d
c
b
11 a
9
9
3
3
3
3
Extended-response questions
x
h
20
=
e
q
x+y
9
2 a Rhombus, CF = 1
c ACF
1+ 5
e
2
3 x = 8 or x = 11
4 a BDR and CDS, BDT and
BCS, RSB and DST
1 a EBC
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Answers
686
CUAU033-EVANS
5:0
z
q
=
x
p+q
ii 12 cm
9
iv
16
ii 3a cm2
2 a a = 0.7660, b = 0.6428
b c = 0.7660, d = 0.6428
c i cos 140 = 0.7660,
sin 140 = 0.6428
ii cos 140 = cos 40
Exercise 10E
Chapter 10
Exercise 10A
3
11
d
6
2 a 120
e 100
3 a 34.38
d 246.94
g 271.01
4 a 0.66
e 1.47
5 a 60
d 180
g 690
6 a 2
1a
d 4
4
5
7
e
3
b 150
c 210
f 324
g 220
b 108.29
e 213.14
h 343.77
b 1.27
c 1.87
f 3.98
g 2.39
b 720
e 300
h 690
b 3
b
11
6
4
3
8
f
3
d 162
h 324
c 166.16
f 296.79
c
d 2.81
h 5.74
c 540
f 330
4
3
7
f
6
b 1, 0
e 0, 1
h 0, 1
b 0.75
e 0.50
h 0.61
b 1, 0
e 1, 0
h 0, 1
c 1, 0
f 1, 0
c 0.82
f 0.03
c 1, 0
f 0, 1
Exercise 10C
1 a 34.23
b 2.57 c 0.97
e 0.95
f 0.75 g 1.66
2a0
b0
c undened
e undened
f undened
3a0 b0
c0 d0
e0
d 1.38
d0
f0
Exercise 10D
1 a 67 59
d 6.4279
g 2.3315
b 4.5315
e 50 12
h 6.5778
c 0.42
g 0.7
c 0.4
g 0.4
1
3
bb=
3aa=
2
2
1
3
cc=
dd =
2
2
e tan( ) = 3
f tan() = 3
1
3
b
4a
2
2
1
3
e
d
2
2
c 2.5357
f 3.4202
i 6.5270
b 0.7
f 0.38
b 0.6
f 0.7
d 0.38
h 0.7
d 0.6
h 0.6
c 3
Exercise 10F
3
2
1
d
2
1a
1
b
2
1
e
2
1
h
2
1
c
3
f 3
1
3
i
2
3
1
3
, cos = , tan = 3
2 a sin =
2
2
1
1
b sin = , cos = , tan = 1
2
2
1
3
1
, tan =
c sin = , cos =
2
2
3
1
3
d sin =
, cos = , tan = 3
2
2
1
1
e sin = , cos = , tan = 1
2
2
3
1
1
, tan =
f sin = , cos =
2
2
3
3
1
g sin =
, cos = , tan = 3
2
2
1
1
h sin = , cos = , tan = 1
2
2
3
1
, cos = , tan = 3
i sin =
2
2
1
3
, cos = , tan = 3
j sin =
2
2
g
Exercise 10B
1 a 0, 1
d 1, 0
g 1, 0
2 a 0.95
d 0.96
g 0.86
3 a 0, 1
d 1, 0
g 0, 1
1 a 0.42
e 0.42
2 a 0.7
e 0.7
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687
Answers
3
2
d not dened
e0
1
g
2
h 1
1
c
3
1
f
2
1
b
2
4
3
2
3
Exercise 10G
4
b and 3
1 a 2 and 2
1
2
and
c
3
2
2
and 4
e
3
g 4 and 2
2a y
d 4 and 3
f
2
3
Amplitude = 4, Period =
f
1
and
2
2
Answers
3a
3
2
5
4
3
4
7
4
3
5
0
Amplitude = 5, Period =
Amplitude = 3, Period =
b
y
0
x
2
4
3
2
3
Amplitude = 3, Period = 4
Amplitude = 2, Period =
c
2
3
Amplitude = 4, Period = 4
5
8
7
8
1
2
x
3
2
2
3
4
3
9
2
1
2
Amplitude =
3
8
3
4
Amplitude = 2, Period =
i
2
1
, Period =
2
3
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Michael Evans et al. 2011
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Amplitude = 2, Period = 6
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Answers
688
CUAU033-EVANS
5:0
3a
Exercise 10H
1
1a
3
2
3
2
y = 4 cos(2x)
x
2
3
4
4
2
Period = , Amplitude = 4, y = 4
6
0
y
3
4
2
3
4
3
5
2 6
5
3
7
6 3
2
Period = , Amplitude =
2
11
6
2, y = 2
f (x) = 2 sin(3x)
0
y
2
3
2
3 3
4
3
Period =
5 2
3
2a
2
, Amplitude = 2, y = 2
3
4
5
2
0
x
3
2
2,
5
4
3
2
5
2
Period = 2, Amplitude = 3, y = 3
5
2
5a
b
y
y = sin x
1
y = cos x
0
0
5
,
4 4
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Period = , Amplitude = 1, y = 1
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CUAU033-EVANS
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689
Answers
y
Answers
2
0
5
12
13
12
Period =
Period = , Amplitude = 3, y = 3
2
, Amplitude = 2, y = 2
3
3
3
0
3
2
Period = , Amplitude =
3, y = 3
Period = , Amplitude = 3, y = 3
1
1
3 a f (0) = , f (2) =
2
2
b
1
0
,1
2,
1
2
0,
Period = , Amplitude = 3, y = 3
4 , 1
3
3
, f (2) =
4 a f (0) =
2
2
y
b
11
6
5
6
1
2
12
5
12
Period =
y
2
, Amplitude = 2, y = 2
3
2
1
5
6
4 11
3 6
3
2,
2
1
1
5 a f () = , f () =
2
2
y
b
1
5
6
4
3
1
2
Period = , Amplitude =
0,
2, y = 2
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, 1
2
1
, _
2
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Answers
690
CUAU033-EVANS
5:0
Exercise 10I
Exercise 10J
7
5
7
b and
and
4
4
4
4
2
3
3
b ,
,
2a
3 3
3
4
2
2
c
,
3
3
3 a 150 and 210
b 30 and 150
c 120 and 240
d 120 and 240
e 60 and 120
f 45 and 135
4 a 0.93 and 2.21
b 4.30 and 1.98
c 3.50 and 5.93
d 0.41 and 2.73
e 2.35 and 3.94
f 1.77 and 4.51
5 a 0.64, 2.498, 6.93, 8.781
5 7 13 15
b
,
,
,
4 4
4
4
2 7 8
c ,
,
,
3 3 3 3
7 11 19 23
,
,
,
6a
12 12 12 12
11 13 23
b
,
,
,
12 12 12 12
5 13 17
c
,
,
,
12 12 12 12
5 7 13 15 21 23
d
,
,
,
,
,
12 12 12 12 12 12
5 7 17 19
e
,
,
,
12 12 12 12
5 7 13 15
f
,
,
,
8 8
8
8
7 a 2.034, 2.678, 5.176, 5.820
b 1.892, 2.820, 5.034, 5.961
c 0.580, 2.562, 3.721, 5.704
d 0.309, 1.785, 2.403, 3.880, 4.498, 5.974
y
8
1a
1a
1
0
4 , 1
2
3
1
,
3 2
, 1
3 2
0
1
1
2 ,
2
3
2 3 6 3
0
7 4
6 3
x
3
2 3
y
c
1 + 2
0
1 2
3
4
5
4
5
4
2
4
y
e
1 + 2
5 1
,
3 2
4 , 1
2
3
11
6
7
6
1
5 , 1
3 2
x
(2, 0)
0
1 2
2 , 1
2
3
3
2
2a
11
2 6
7
6
5
6
3
2
(2, 2)
(2, 2)
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Answers
23 19 15 11
12
12
12
12
7
12
3
12
9
12
5
12
13
12
17
12
21
12
12
Answers
2
(2, 1.414)
(2, 1.414)
691
(2, 3)
(2, 3)
3
(2, 3)
(2, 3)
1
2
2
5
3
4
3
2
3
0
3 1
2
3
4
3
5
3
3
2
11
6
5
6
7
6
3
2
2
x
(2, 2)
2
(2, 2)
3
f
19
12
5
4
7
12
5
12
17
12
3
4
7 (2, 1+ 3)
4
1 + 3
(2, 1 + 3)
4 3
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Answers
692
CUAU033-EVANS
5:0
3a
3
4
(, 1 + 3)
5
12
2 a rotation of
7
12
(, 1 + 3)
1 + 3
0
1
y
3
4
12 3
11
12
(, 3 + 1)
3 + 1
(, 3 + 1)
2 + 3
(, 3)
3
5 2
6
3
3 2
direction
4
b rotation of
about O in an anticlockwise
3
direction
4
1
c rotation of = cos
, where
5
0,
about O in an anticlockwise
2
direction
1
1
2
3
1
2
3a
,
b
1
2
2
2
2
1 1
2 2
0 1
c i
ii
1
1
1
0
2
2
3 1
1
1
2
2
iv
2
2
iii
1
1
1
3
2
2
2
2
3
5
4
5
(, 3 )
about O in an anticlockwise
6
d sin =
6 3
3 5
,
5 3
5
Exercise 10L
Exercise 10K
3
1
3 1
2
2
1a
,
3
1
2 2
2
2
1
1
2
2
, 1 , 1
b
1
1
2
2
2
2
0 1
, (0, 1)
c
1 0
1
3
3 1
2
2
d
,
,
3
1
2 2
2
2
1
1
2
2
e 1
, (0, 1)
1
2
2
3
1
3
1
2
2
, ,
f
1
3
2
2
2
2
12
24
18
b {t : D (t) 8.5} = {t : 0 t 7}
{t : 11 t 19} {t : 23 t 24}
c 12.9 m
3 a p = 5, q = 2
b D
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5
3
12
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Answers
1
0
1
18
12
24
2
3
7 3
iii d (t) = cos t
iv 1.5 m
2 2
6
b Between 9 pm and 3 am, and 9 am and
3 pm, each day.
8a D
Short-answer questions
(technology-free)
3
23
9
e
c 6 d
4
4
2
4
7
13
i
h
g
9
3
6
b 315
c 495
e 1350
f 135
h 495
i 1035
1
3
1
c
d
b
2
2
2
1
1
1
h
g
f
2
2
2
1 2
4 a 2, 4
c ,
b 3,
2 3
2
2
f , 3
d 3,
e 4, 6
3
5 a y = 2 sin 2(2x)
11
6
9
f
4
2 a 150
d 45
g 45
1
3a
2
3
e
2
y
2
5
4
3
2
1
0
1a
Answers
4a5m
b1m
c t = 0.524 s, 2.618 s, 4.712 s
d t = 0 s, 1.047 s, 2.094 s
e Particle oscillates about the point x = 3 from
x = 1 to x = 5
t
b D = 1 + 2 cos
5 a 19.5 C
12
c D
693
3
8
12
16
20
24
b y = 3 cos
x
3
0
3
2
9
2
2
3
c y = 2 sin 3x
7000
y
2
(0, 1194.95)
1000
(100, 1021.87)
23
52
75
100
t (weeks)
c i t = 23, 75
ii
49
1
2
1
2
d 14 , 31
66 , 83
3
3
3
3
e d = 25 000, a = 15 000, b = 10, c = 5
d y = 2 sin
y
x
3
Multiple-choice questions
1B
6D
2A
7E
3D
8E
4D
9B
5C
10 B
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3
2
9
2
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694
CUAU033-EVANS
5:0
b f (x) = 1 2 cos x
y
1
3
2
3
4 2 4
5
4
7 2
4
0
3 1
x
2
c f (x) = 3 cos x +
3
2
f y = sin x +
3
5 0
6
6 3
3
4
3
7 10 2
6
6
d f (x) = 2 cos x +
3
g y = 2 cos x
5
6
1.5
5
6
2
11
6
4
3
3 1
2
3
x
5 2
3
e f (x) = 1 2 sin 3x
y
3
h y = 3 cos x +
y
17
18
1
6
0
1
0
33
2
3
x
2
5
18 18
4
3
Extended-response questions
2 5
2
b
,
,
,
,
3
6
3 6
3
3
7
7
3
e ,
d
c ,
2 6
6
6 2
7 a f (x) = 2 sin 2x + 1
6a
1 a i 13.4
ii 2
iii 12
b 3 am, 9 am, 3 pm, 9 pm
c 2 < t < 10, 14 < t < 22
2 a 7.3 b min = 7 , max = 23
c Between 9.40 am and 4.30 pm
y
d
(13.08, 23)
y
3
1
2
0
1
(0, 7.32)
(24, 7.32)
(1.08, 7)
0
3a
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CUAU033-EVANS
5:0
695
Answers
5
s
6
1
f s
e1s
4
g i 24 m
ii 30 m
4 a p = 6, q = 4.2
b 3 am, 3 pm c 6 m
d 7 am, 11 am, 7 pm, 11 pm
e 8 hours
5 a i 1 < k < 1, 1 < k < 3
ii k = 1 or k = 3
iii k < 1 or k > 3
b A translation of 1 unit in the negative
direction of the y axis, followed by a dilation
1
of factor from the x axis, and a
2
dilation of factor 3 from the y axis.
ii h =
ci h=
6
2
f
,
,
,
e
s
6 2
6
6
6
5 11 17 23
,
,
,
g
6
6
6
6
h
, 12
x = 4 sin(2t) + 4
0
31.5
16.5
(0, 5.89)
1.5
13
b 5.89 m
e 20 times
5
,8
(, 4)
6
5
s
6
c 27.51 s
f 4.21 m
t (minutes)
d 6 times
g 13.9 m
11 a i R R
x = 4sin(3t) + 4
0
3
4
(, 9)
,
6 8
(1, 4)
y = 2sin 2t + 10
6
(1, 11)
1, 8
4
3 , 14
4
11
11
, 3
6
5
, 3
6
c3m
y = 3 sin(2t) + 11
.5
85
.
10 5
3.
5
12
0
.5
3
2,
2
67
19
12
.5
13
12
49
7
12
.5
0
3
1
2 12
31
4
, 3
3
1
, 3
3
Answers
j 2 s
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Answers
696
CUAU033-EVANS
5:4
2 2x 2 8 2x
ii y =
2
cos + sin
iii y =
x
cos sin
e i (cos 2, sin 2) and (sin 2, cos 2)
ii a = cos 2, b = sin 2,
c =
sin 2, d = cos 2
fy= x
y=
1
1
2
0
1
2
1
1
sin2 cos
2
2
d
3
y = 3sin + cos2
2
1
0
2
3
y
y = 4sin 2cos
Chapter 11
Exercise 11A
1 a 0.6
e 0.3
h 0.6
c 0.7
b 0.6
10
f
7
i 0.6
d 0.3
g 0.3
j 0.3
Exercise 11C
1a
Exercise 11B
y
4
2
1a
y = 2 sin + cos
2
3
2
2
0
3
4
2
3
y = 3 cos 2 + 2 sin 2
2
1
1
3
4
y
4
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x
5
4
7 2
4
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Answers
4
3
2
1
0
1
2
x
3
2
y
4
2
0
2
x
3
2
f
2
3
4
Exercise 11F
Exercise 11D
1 ax=
bx=
2 ax=
bx=
cx=
(12n + 5)
(12n + 1)
or x =
6
6
(3n + 2)
(12n 1)
cx=
3
18
5
or x =
6
6
11
or x =
18
18
5
2
or x =
3
3
(4n 1)
3 x = n or x =
;
4
5
3
7
x = , , , 0,
, or
4
4
4
4
4x=
n
; x = ,
, ,0
3
3
3
3n + 2
6n 1
or x =
;
12
6
2
7
1
1 1 5 5 11
x = , , , , ,
, ,
3
12
6
12 3 12 6 12
5x=
Exercise 11E
1 a 1
b1
e 2
f2
2
2 3
c =
3
3
3
1
g =
3
3
Answers
2
2 3
b =
2 a 1
3
3
3
1
d =
c1
3
3
2 3
2
g 1
e 2
f =
3
3
2
2 3
3
1
h =
i =
3
3
3
3
5
7
3 a ,
b ,
6 6
6 6
3 5
5
c
,
d ,
4 4
4 4
8
15
4 a cos =
b sin =
17
17
15
c tan =
8
24
7
5 cos =
, sin =
25
25
8
29
7
6
31
5
15(6 5)
15
8
=
124
4(6 + 5)
697
d1
h2
1 a
2 a
3 a
b
c
2 6
1 3
2+ 6
=
b
4
4
2 2
3+1
6 2
b
=2+ 3
4
31
31
6 2
=
4
2 2
31
6 2
=
4
2 2
1 3
= 2 + 3
1+ 3
63
,
4 0 < u, v < , sin (u + v) =
2
65
63
< u, v < , sin (u + v) = ,
2
65
0 < u < , < v < ,
2 2
33
sin (u + v) = , < u < ,
65 2
33
0 < v < , sin (u + v) =
2
65
3
1
sin + cos
5 a
2
2
1
b (cos + sin )
2
1
tan + 3
d (sin cos )
c
2
1 3 tan
6 a sin u
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Answers
698
CUAU033-EVANS
5:4
7 a
8
9
10
11
Exercise 11G
1 a max = 5, min = 5
b max = 2,
min = 2
c max = 2, min = 2
d max =
2, min = 2
e max = 2 3, min = 2 3
f max = 2, min = 2
g max = 4, min
=0
b 0,
, 2 c ,
,
6 2
3
2
5
d 0,
, 2 e 53.13 f 95.26 , 155.26
3
3 2 cos 2x +
6
5
4 2 sin 3x
4
3
5 a f (x) = sin x cos x = 2 cos x
4
7
= 2 sin x +
4
= 2 sin x
4
2 cos x
4
= 2 sin x +
4
y
2
1
1
2
b f (x) =
5
4
7
4
3
4
4
3
2
1
0
5
6
4
3
11
6
2
3
2
Multiple-choice questions
1A
2A
3B
4A
5C
6E
7C
8E
9A
10 D
Short-answer questions
(technology-free)
x
2
11
6
3
4
3 sin x + cos x = 2 cos x
3
= 2 sin x +
6
5
6
7
4
d f (x) = sin x
3 cos x
5
= 2 cos x
6
5
= 2 sin x +
3
= 2 sin x
3
y
2
1
0
5
4
2 a
x
2
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b 4, 2
c 4, 4
1
e 1,
d 2, 0
3
5 7 11
,
,
3 a ,
6 6 6
6
5 13 17
,
,
,
b
12 12 12 12
11 13 23 25 35
,
,
,
,
,
c
18 18 18 18 18 18
3 5 7
,
,
d ,
4 4 4 4
5 7 11
,
,
e ,
6 6 6
6
3 7 11 15
,
,
,
f
8 8
8
8
7 11
7 9 15
,
g ,
h ,
,
,
2 6
6
8 8 8
8
2 a 5, 1
171
140
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CUAU033-EVANS
5:4
Answers
b0
b 9, 1
4 5
b
9
8 5
81
b sin (x + y) + sin (x y)
4
b
,0 ,
,0
13 a (0, 2 3)
3
3
11
5
c
,4
d
, 4
6
6
12 a 2
y
4
23
0
4 11 2
3 6
5
6
14 a x = 0, 2 , 2
7 11
c x = 0, , 2
bx=
,
6
6
7 4
3
ex= , ,
,
dx= ,
6 3 6 3
2 2
7 3 19 7
fx=
,
,
,
12 4 12 4
15 a y = 2 cos2 x
y
b y = 1 2 sin
3
2
x
2
85 cos ( ) where
2
= cos1
85
2
b i 85
ii
85
2
1
1
1
iii = cos
+ cos
85
85
17 a
Extended-response
questions
1 b P = 10 5cos ( ) where
2
= cos1 ; = 70.88
5
c k = 25
d = 45
2 a AD = cos
+ 2 sin
b AD = 5 cos ( 63)
1
= 5 cos ( ) where = cos1
5
1 + 3+ 6
2 2 31
=
31
= 6+ 2 32
4 a i h 1 = cos ii h 2 = cos sin
iii h 3 = sin2 cos
iv h n = sinn1 cos , n N
c 19.47
5 a ii 2 cos
5
2
b iii 4 cos
2 cos 1 = 0
5
5
1+ 5
iv
4
2
1
6 b or
3
2
Answers
7 a1
8 a 5, 1
1
10 a
9
699
Chapter 12
0
1
x
2
2
3
10
3
c f (x) = tan 2x
y
16
2
9
0
1
3
2
Exercise 12A
1 a 4.10
b 0.87
c 2.94
d 4.08
e 33.69
f 11.92
40 3
3 66.42 , 66.42 and 47.16
cm
2
3
4 23 m
5 a 9.59
b 35 m
6 a 60
b 17.32 m
7 a 6.84 m
b 6.15 m
8 12.51
9 182.7 m
10 1451 m
11 a 5 2 cm
b 90
12 3.07
13 37.8 cm
14 31.24 m
15 4.38 m
16 57.74 m
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700
CUAU033-EVANS
5:4
Exercise 12B
1 a 8.15 b 3.98 c 11.75 d 9.46
2 a 56.32 b 36.22 c 49.54 d 98.16 or 5.84
3 a A = 48 , b = 13.84 cm, c = 15.44 cm
b a = 7.26, C = 56.45 , c = 6.26
c B = 19.8 , b = 4.66, c = 8.27
d C = 117 , b = 24.68, c = 34.21
e C = 30 , a = 5.40, c = 15.56
4 a B = 59.12 , A = 72.63 , a = 19.57 or
B = 120.88 , A = 10.87 , a = 3.87
b C = 26.69 , A = 24.31 , a = 4.18
c B = 55.77 , C = 95.88 , c = 17.81 or
B = 124.23 , C = 27.42 , c = 8.24
5 554.26 m
6 35.64 m
7 1659.86 m
8 a 26.60 m
b 75.12 m
Exercise 12C
1 5.93 cm
2 ABC = 97.90 , ACB = 52.41
3 a 26
b 11.74 c 49.29 d 73
e 68.70
f 47.22 g 7.59
h 38.05
4 2.626 km
5 3.23 km
6 a 8.23 cm
b 3.77 cm
7 55.93 cm
8 a 7.326 cm
b 5.53 cm
9 a 83.62
b 64.46
10 a 87.61 m
b 67.7 m
Exercise 12D
1 a 11.28 cm2
b 15.10 cm2
2
c 10.99 cm
d 9.58 cm2
2
2 a 6.267 cm
c 19.015 cm2
e 24.105 cm2 or 29.401 cm2
b 15.754 cm2
d 13.274 cm2
f 2.069 cm2
Exercise 12E
1 45.81 cm
2 a 95 30
3 a 6.20 cm
4
b 112 53
b 2.73 cm2
y
4
B
y=2
2
4
A
4
6 61.42 cm2
7 a 125.66 m
8 a 10.47 m
9 6.64 cm2
b 41.96%
b 20.94 m2
c
18
10 r = 7 cm, =
or r = 9 cm,
7
c
14
=
9
11 247.33 cm
12 a 81.96 cm
b 4.03 cm2
Exercise 12F
1 400.10 m
2 34.77 m
3 575.18 m
4 109.90 m
5 16.51 m
6 056
7 a 034
b 214
8 a 3583.04 m
b 353
9 027
10 ASB = 113 11 22.01
12 a BAC = 49
b 264.24 km
13 10.63 km
Exercise 12G
1 a 13 cm
b 15.26 cm
c 31.61
d 38.17
2 a 4 cm
b 71.57
c 12.65 cm
d 13.27 cm
e 72.45
f 266.39 cm2
Exercise 12H
1 a 4a 2 , 3a 2 and 12a 2 square units
respectively
b 14.04
c 18.43
d 11.31
2 a 35.26
b 45
3 a 0.28
b 15.78
4 a 15.51 cm
b 20 cm
c 45.64
5 a i 107 m
ii 87 m
iii 138 m
b 43.00
6 a 5 11 cm b 64.76
c 71.57
d 95.74
7 26.57
8 a 54.74
b 70.53
9 1.67 km
10 34.14 cm
11 a 141.42 m b 20.70
12 16 cm
a
a 3
cm
b
13 a
2
2
14 a 26.57
b 39.81
c 38.66
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5:4
Answers
1D
2C
3C
4B
5A
6A
7D
8B
9C
10 A
13.2 Extended-response
questions
1 a (x, y) (x + 6, y + 3)
b, c
Short-answer questions
(technology-free)
C''
5
5
1 a 5 3 11 b sin1
or sin1
6
6
b 20 cm
2 a 20 3 cm
3 4 19 km
25 3
b
cm2
4 a 5 3 cm
4
105
5(21 + 5 3)
cm2
c
cm2
d
4
4
11c
3 93
17
8
7
6
5 143
6
31
28
9 a i 30
ii
15
b AT = 300(1+ 3)
m,
BT = 150( 6 + 2) m
10 181 km
12 3
km, BC = 2.4 km
11 a AC =
5
b 57.6 km/h
12
cm
12 a 26 tan1
5
12
b 169 tan1
cm2
5
13 180 cm2 14 21.4 cm 15 11 m
Extended-response questions
1 a ACB = 12 , CBO = 53 ,
CBA = 127
b 189.33 m
c 113.94 m
2 a 4.77 cm
b 180 cm2
c 9.55 cm
3 a TAB = 3 , ABT = 97 , ATB = 80
b 2069.87 m c 252.25 m
4 a 184.78 m b 199.71 m
c 14.93 m
5 a 370.17
m b 287.94 m
c 185.08 m
6 a 8 2 cm
b 10 cm
c 10 cm
d 68.90
A''
8
B'' A
4
A'
2
B'
C'
x
1
d y = 2(x + 3)2 + 2
e (x, y) (x + 3, 2y + 4)
f y
16
(1.18, 7.27)
(2.82, 0.73)
x
3
4
0.33
0
1 (x 2)2 1
16
0.75
2 10
Chapter 13
1A
7D
13 E
19 E
25 A
31 E
37 C
2B
8B
14 D
20 A
26 C
32 E
38 C
3B
9C
15 A
21 E
27 A
33 C
39 E
4C
10 E
16 D
22 D
28 B
34 C
40 D
5D
11 E
17 C
23 E
29 C
35 C
41 E
(2, 1)
4 a Rotation by cos1
6B
12 B
18 A
24 A
30 D
36 B
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x
6
e (x, y) x + 2,
13.1 Multiple-choice
questions
Answers
Multiple-choice questions
701
y+3
5
3
clockwise
5
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9780521740494ans-11-15.xml
Answers
702
CUAU033-EVANS
5:4
1
3 1
4
10 2
c a = 2, b = 3
d (5a, 5a)
e
5, a = b
= 2, b = 2a
or =
1
1
1
1
2
2
2
6 a 2
b
1
1
1
1
2
2
2
2
c a = 2, b = 0
5 a (3, 11)
k2
, the x axis intercept
k1
k2
of the image is 3
+3
k1
iii e = e + 3, f = f
k2
iv y = k1 (x 3)
(x 3)2
11 a i (3, 1)
ii A (3, 1), B (5, 1), C (3, 3)
b ii (1, 1), (2, 2)
y
iii
ii c =
3
1
d c = ,d =
2
2
1
1
e i x = (x + y ), y = (y x )
2
2
(3, 8)
y=x
C
C'
3 A
1
A'
B'
x
(15, 8)
5
5
2
0
1
ii y x = (x + y)2
2
7 ai 5m
ii 8 m
b x (m)
8
(9, 2)
(21, 2)
3 6 9 12 15 18 21 24 t (s)
c i 8m
ii 2 m
d i t = 0, 6, 12, 18, 24
ii t = 0.65, 5.35, 12.65, 17.35
5
c
8 a i
ii
cm
3
6
b 19.78 cm
ii 11.25 cm2
c i 14.62 cm2
2
iii 288.29 cm
a2
1
a2
1
e
d
c
9 b
32
4
8
2
1 2 1 n1
f i An = a
= a 2 (2)12n
2
4
2
ii a 2
3
10 a k1 = 2, k2 = 3
y
b i
3k1
60
50
47.5 40
30
20
10
0
(4, 47.5)
h(t) = 35 + 25 cos t + 1
3
2 , 10
3
1
8 , 10
3
3
t (s)
1 2
p + q 2 2pq cos
2
1 2
p + q 2 + 2 pq cos
by=
2
d 31 cm
17 b i 51.48 cm ii 4764.95 cm2
iii 94.8%
18 b AC 2 = 61 + 60 cos
c i 9.12 cm
ii 43.18 cm2
16 a x =
x=3
3
0
y = k1(x 3)
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
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CUAU033-EVANS
5:4
703
Answers
Chapter 15
Exercise 14A
Exercise 15A
1 ax
bx
cy
dx
ex
fx
= 100, y = 50
= 126, y = 252, z = 54
= 145, z = 290
= 180, y = 90
= 45, y = 90, z = 270
= 110, y = 100
2 a x = 68, y = 121
c x = 50, y = 110
1 a
b
5
Answers
Chapter 14
b x = 112, y = 87
Exercise 14B
1 a x = 73, y = 81
b x = 57, q = 57
c x = 53, y = 74, z = 53
d x = 60, y = 60, z = 20, w = 100
e w = 54, x = 54, y = 72, z = 54
2 a = 5, b = 1
1
4 a
2
2
d
3
3 a = 3, b = 15
1
2
c
b
3
2
1
e
3
5 a
2 a 40
b 40
c 80
b
2
3
3
Exercise 14C
c
1 a 10 cm
2 7 cm
b 6
cm
3 5 6 cm
d
1
y
0
Multiple-choice questions
1B
6A
2A
7C
3E
8B
4A
9A
5C
10 A
e
Short-answer questions
(technology-free)
1 ax
bx
cx
dx
y
0
= 110, y = 70
= 35, y = 35
= 47, y = 53, z = 100
= 40, y = 40, z = 70
5 a x = 66
b x = 116
c x = 66, y = 114
6 a y
7 3 cm
Extended-response questions
4 b 24 cm2
1
0
x
2
0
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
x
3
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Answers
704
CUAU033-EVANS
5:4
3 a5
b2
c5
d 13
b x = 2, y = 7
5
5 7i + j
2
2
2
6 a i i
ii
i+j
5
5
1
1
1
2
iv i + j
iii
i+j
3
6
6
5
v 2i + j
1
b i ON = OA
ii 1 : 5
6
7 4 2 units
3
b x = 6, y = 2
8 a k = ,l = 1
2
5
1
c x = 3, y = 3
d k = ,l =
3
3
9 a 3i 2 j
b 13
4 a 13
4
3
4
3
x
1
y
2
2
x
3
7 a and c
8 a, b
y
B
4
C
3
2
A 1 0 2
x
1
3 4
1
1
D
10 a 2i + 4 j
d parallelogram
4
5
2
9 ai
iii
ii
2
0
1
b a + b = c
10 m = 11, n = 7
1
11 a i b a
ii b
2
b MN = AD
1
12 a CB = a b, MN = (b a)
2
b CB = 2MN
13 a a
e a
bb
fba
c 2a
ga+b
d 2b
b b
ca+b
eba
1
1
c (a + 2b)
b (b a)
15 a a b
3
3
1
1
d (a + 2b) e (4a b)
9
9
16 a u + v
bv +w
cu+v +w
1
17 a OB = u + v, OM = u + v
2
2
1
1
c
u v
bu v
3
2
2
2
d OP = (u + v) = OB
3
3
e2:1
14 a a
d a b
Exercise 15B
1 2i 7 j
2 a 5i + 6 j
b 5i + 6 j
c 5i 6 j
b 6i + j
c5
11 a D =
(6, 3)
b F = (4, 3)
3
3
,
cG=
2
2
12 A = (1, 4), B = (2, 2), C = (0, 10)
13 a i 2i j
ii 5i + 4 j
iii i + 7 j
iv 6i + 3 j
v 6i + 3 j
b D = (8, 2)
14 a OP = 12i + 5 j, PQ = 6i + 8 j
b 13, 10
ii 116
iii 145
15 a i 29
b i 10
ii 2 5
ii 4i + 2 j
17 a i 3i + 2 j
ii 7 j
1
iv (3i 5 j)
2
iii
10
iii 3i 5 j
3 9
bM=
,
2 2
1
1
18 a (3i + 4 j)
b (3i j)
5
10
1
1
d (i j)
c (i + j)
2
2
1
1
6
1
f (3i 2 j)
i+ j
e
3
13
13 2
Exercise 15C
1 a
i + 2 j k
b 3i 5 j + 6k
c 14
d3 2
e 5i + 6 j k
1
1
3
2 a i i+ j k
11
11
11
6
2
2
ii i j + k
11
11
11
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
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CUAU033-EVANS
5:4
705
Answers
Exercise 15D
4
1
iii q p
p
ii p
5
5
1
1
v q
iv (q p)
5
5
b RS and OQ are parallel
c ORSQ is a trapezium
d 120 cm2
6
k
2
1
2 a i a+ b
ii a + b
7
7
3
3
7
b i 3
ii
2 15
9
i+ j
3 a i O D = 2i 0.5 j, O E =
4
4
170
ii
4
9
15
b i p
i+ j
4
4
ii (q + 2)i + (4q 0.5) j
2
1
c p = ,q =
3
2
1
5 ar +t
b (s + t)
2
1 a i
1
(a + b)
3
1
iv (2a b)
3
7 a i a+b
ii
iii b a
2
v (2a b)
3
9 109 units
10 a 11i 2 j + 3k
b 30
1
c (5i + 2 j + k) d 2i + 4 j
30
11 a (1, 10)
b h = 3, k = 2
12 m = 2, n = 1
13 a b = a + c
bb=
15
31
b
20
32
c |OR| = 25
a 34
b 10 20
c r = i 9j
1
a
b x = 2, y = 2
2
c p = 4, q = 2, r = 2
20
7
b
a (25, 7)
15
24
k 12
a (12, 4)
b
4
40
c 160, k, (k 12)2 + 16, k =
3
d 34.7
1 a
2
3
4
5
Chapter 16
1C
6B
Exercise 16A
3E
8C
4A
9D
5B
10 C
3
2
a+ c
5
5
Extended-response questions
Multiple-choice questions
2C
7A
Answers
15
5
5
b i+ j k
11
11
11
14
3 (i j + 5k)
3 3
1
3
4 a i 3 j b 10
c i + j k
2
2
5 a 2 j + 2k
b i + 2j
c i + 2k
d i + 2 j + 2k
e 2 j
f 2 j + 2k
g i + 2 j 2k
h i 2 j 2k
1
17
6 a i + 2 j + 2k
b
6
6
1a
Short-answer questions
(technology-free)
12
1 a
b 9
7
2 A(2, 1), B(5, 3), C(3, 8), D(0, 4)
11
1
3 p= ,q =
6
12
1
b (i 5 j + 8k)
4 a 3 10
3 10
56
1
16
b
(4i + 3 j)
6 a (4i + 3 j)
5
25
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
30
45
O
dO
2
4
O
2
60
30
D
120
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9780521740494ans-16-19.xml
Answers
706
CUAU033-EVANS
5:5
c r = 2 cos
fF
O
5
50
O
[2, 0]
130
O
50
d r = 2, 0 6
9,
9
2
[4, 2]
g
130
h
Z
2a
bO
[12, 6]
130
1 B
3
4
3
O
11
2
, 4
6
er =
dD
11,
1 O
2,
Z
1
, 4
4
= [4 2, 45 ]
3 a 4 2,
4
b 2,
= [2, 60 ]
3
c 4,
= [4, 30 ]
6
5
d 13, cos1
[13, 113 ]
13
5
e
61, sin1
[ 16, 40 ]
61
f 2,
= [2, 30 ]
6
5
g 13, + cos1
[13, 113 ]
13
4
h 5, cos1
[5, 37 ]
5
b (0, 4)
4 a ( 3, 1)
1 1
c ,
d (4, 0)
2
2
5 5 3
e ( 3, 1)
,
f
2
2
1 3
g (2, 0)
h ,
2
2
[1, ]
1,
2
2
2 3
,
3 2
f r = cos 2
1,
[1, ]
[1, 0]
1, 3
2
g r = 5(1 + cos )
5,
[10, 0]
5, 3
2
h r = 2(1 sin )
4
br =
sin
3
5ar =
cos
6,
6
[8, 4]
[10, 5]
c C
[2, 0]
[2, ]
4,
2
Z
O
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
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4, 3
2
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CUAU033-EVANS
5:5
Answers
2,
2
[1, ]
kr =
2, 3
2
j r = cos 2
[1, ]
[5, 2]
[1, 0]
, 0 6
2,
2,
Exercise 16C
[1, ]
, 2
2
, 3
, 6
l r = 2 sin 2
2,
4
2, 7
4
Z
O
2, 5
4
2 a a = 2, b = 2
b a = 3, b = 2 or a = 2, b = 3
1
2
c a = 5, b = 0
d a = ,b =
3
3
3 a 6 8i
b6i
c 6 2i
d 7 3 2i
e 2 3i
f 4 + 2i
g 6 4i
h 4 + 6i
i 1 + 11i
j 1
4 a 4i
b 6i
c 2i
d i
e 1
f1
g 2
h 12
i 4
5a1+
2i
b
3
+
4i
c 2 2i
d 6 3i
1 a 15 + 8i
b 8i
d 2i
e5
2a
2 + 5i
b 1 3i
c 5 + 2i d 5i
3 a2+i
b 3 2i
d 4 7i
e 4 7i
g 1 i
h 1 i
4 a 2 + 4i
b 20
d 8 16i
e 8i
1
g
(1 + 2i) h 4 2i
10
17
1
,b =
5a=
29
29
7
6
6a
i
bi
17 17
2, 3
4
6
cos + sin
sin
4
cr =
d r2 =
cos2
1
+
3
sin2
7 a x 2 + y2 = 4
b x 2 + y 2 ax = a x 2 + y 2
c x 2 + y 2 = ax
6ar =4
br =
e
7a
8a
d (x 2 + y 2 ) 2 = 2a(x 2 + y 2 + 2x y)
1 2
e y 2 = a(a 2x)
fy=
(a x 2 )
2a
Exercise 16B
1
a
b
c
d
e
f
Re(z)
2
4
1
2
4
0
2
Answers
i r = 3 cos + 2
707
Im(z)
3
5
3
2
0
3
2 2
c 2 + 16i
f 4 + 19i
c 4 + 7i
f 1 + i
c4
f8
1 1
7 1
d i
i
2 2
2 2
3
1
3
2
f
+ i
+ i
20 20
13 13
3
5
= ,b =
2
2
1
2
(3 + 4i) b (1 i)
2
5
1
1
(6 + 43i)
(4 + i) d
130
17
e 2 2i
Exercise 16D
1 A 3+i
D 2 2i
2
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
b
d
C 3 4i
F 1 i
B 2i
E 3
y
Im(z)
1
x
5 4 3 2 1 0 1 2 3 4 Re(z)
1
f
2 e
3
4
a
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Answers
708
CUAU033-EVANS
5:5
Exercise 16F
Im(z)
4
z2
3 2 1 0
1
x
6 Re(z)
3
z1 + z 2
z1
b z 1 z 2 = 9 9i
z2 Im(z)
4
z1 z2
4 c (8 + 6i)
Multiple-choice questions
Im(z)
6
e
0
1D
6D
a (1 + 3i)
d (1 3i)
3
c (2 + 5i)
x
Re(z)
z1
b 2 cis
4
3
3
5
d 4 2 cis
c 4 cis
4
6
1
3
f cis
e 24 cis
4
3
2
2
1
2 a 3i
(1 + 3i)
b (1 + 3i) or
2
2
5
5 2
c 3+i d
(1 i) or (1 i)
2
2
f 3(1 i)
e 6( 3 i)
5
5
g (1 + 3i) h (1 + 3i)
2
2
3 a 3 2(1 + i)
b 6(1 + 3i)
5
c (1 3i) d 18(1 + 3i)
2
e
18(1 + 3i) f 3(1 + i)
g 3+i
h 4
5
i 4(1 3i)
j
2
1 a 2 cis
1 3
i
10 10
x
Re(z)
2C
7E
3B
8C
Im(z)
5
1 a [3, ]
O
b (5 + 2i)
2
5
d (5 2i)
0
2
2,
x
5 Re(z)
O
5
5E
10 C
Short-answer questions
(technology free)
b (1 3i)
4D
9D
a, e (2 5i)
[2, 210]
210
Exercise 16E
1 a 2i
d 2 4i
1
g (3 3i)
2
1
i (1 23i)
6
1
k (3 11i)
2
c 5i
f 1 2i
b 3i
e 1 7i
1
h (5 7i)
4
j 1 2i
l3
d 3,
11
6
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
11
6
O
2 a (3, 0)
c ( 3, 1)
5i
b (1, 3)
3 3 3
d
,
2
2
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CUAU033-EVANS
5:5
Answers
b [r, ] : =
3
c {[r, ] : r = 4}
O
5
d [r, ] : =
4
5
4
4 a 3 2,
b 1,
4
6
4
c 5,
d 8,
3
4
5ar =4
br =3
8 cos
= 8 cot cosec
c r = 0 or r =
sin2
4 sin
d r = 0 or r =
= 4 tan sec
cos2
8
e r =
1 + 3 sin2
2
fr =
2 cos sin
3 2
9
2
6 a x 2 + y 2 = 25
=
bx + y
2
4
c x 2 y2 = 9
16 2
64
d3 x+
y2 =
3
3
7 2
196
2
e3 x
+ 4y =
3
3
1 2
f y = (x 1)
2
7 a (2m + 3 p) + i(2n + 3q)
b p iq
c (mp + nq) + i(np mq)
(mp + nq) + i(np mq)
d
p2 + q 2
e 2m
f (m 2 n 2 p 2 + q 2 ) + i(2mn 2pq)
m in
g 2
m + n2
(mp + nq) + i(mq np)
h
m 2 + n2
3[(mp + nq) + i(np mq)]
i
p2 + q 2
8
Im(z)
2
c
b 2 2 3i
1
c 8
d (1 + 3i)
4
1
e 1 + 3i
f (1 3i)
4
9 a 2 cis
b 2 cis
4
3
3
1
d 6 cis
c 13 cis tan
4
6
3
e 6 cis
f 2 cis
4
6
3 2 3 2
10 a 1 3i
+
i
b
2
2
3 2 3 2
3 2 3 2
c
+
i
+
i
d
2
2
2
2
3 3 3
f1i
e
i
2
2
Extended-response questions
1a
1
0
Re(z)
z = 3 i
iix 2 + y 2 = 4
4a6 2
b6
5a
iii a = 2
Im(z)
Z
8 6 4 2 0 f 2
a
2
b
4
3i
a1
Answers
3 a {[r, ] : r = 3}
709
Re(z)
z
4 Re(z)
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
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2+1
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Answers
710
CUAU033-EVANS
5:5
Chapter 17
Exercise 17B
Exercise 17A
9
1ax =
2
1a
3 O
8
b y = 10
9
2
10
y
10
5 O
10
c x 2 + y2 = 9
y
3
y
8
y
5
d y = 6 or y = 6
O
3
y
3 O
2 a Centre = (3, 4)
6
12
2 10y = 4x + 29
3x+y=4
4 x 2 + y2 = 9
(3x 2)2
3 (y 5)2
=1
5
4
4 2
16
964
6 x+
+ y2 =
7 y = x
3
9
2 2
80
4 2
+ y
=
8 x+
3
3
9
9
x = 1 or x =
2
1
2
1
1
1
10 x
+ y
=
2
2
2
16 2
64
12 x + y = 1
11 x
+ y2 =
3
9
13 y = 2x + 1
14 y = 1 or y = 5
1
2
15 y = 12 (x + 1)
16 y = x 2 1
12
17 The parabola with equation y 2 = 3x can be
described as the locus of points P(x, y) which
satisfy the
that the distance of P to the
property
3
point F
, 0 is equal to the distance PM, the
4
perpendicular distance to the line with equation
3
x =
4
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
33
2
3
4
O
4
33
2
3+
b Centre = (3, 4)
y
24
5
1
x
O
4
6
5
c Centre = (2, 3)
y
7
2 7
2
3
x
O
1
2+
7
2
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CUAU033-EVANS
5:5
Answers
2 a Centre = (3, 4)
y
y = 8 x + 12
3
O 2
x
3
35
2
3+
x
y2
4
+
=1
25
9
5
y= 3x9
x2
y2
+
=1
64 16
O
4
35
2
x
b Centre = (3, 4)
4
8
O
4
y
x
+
=1
3
25
9
y
5
8
x4
3
y=
5
2
Answers
d Centre = (5, 0)
(x 4)2
y2
+
=1
6
16
12
(3y 28)2
3x 2
+
=1
7
16
64
y=
711
5
x+1
3
x
4
341
3
5
341
3
5
9
c Centre = (2, 3)
Exercise 17C
1a
y
8
y= x
3
y = 2x 1
8
y= x
3
3 + 42
O
3
b y = 2x y
2 4
3 42
y = 2x + 7
y = 2x
d Centre = (5, 0)
O
5
25
3
20
3
5
25
y= x
3
3
O
3
O
3
y= x
8
2 5
3
y= x
8
x
20
3
x
5
25
y= x+
3
3
25
3
e Centre = (0, 0)
d
5
y= x
3
y
5
y= x
3
y = x
y=x
O
3
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Answers
712
CUAU033-EVANS
7 Centre (2, 0)
y
y
y = 2x
y = 2x
25
3
O
x
8x =
g Centre = (2, 1)
y
y=
O 2
2
1
y= x
2
h Centre = (5, 3)
y
3
y= x
5
6
5 52
5 + 52
3
O
10
3
y= x+6
5
(x + 6)2
y2
=1
16
48
x2
y2
(15y 56)2
15x 2
6
=1
5
=1
4
5
256
256
y2
x2
=1
9
7
Multiple-choice questions
1C
6A
2D
7B
3B
8D
4D
9A
k
, where k is the given constant.
16
Extended-response questions
1
x2
2
x
2 + 25
2 25
1
25
3
5D
10 C
Short-answer questions
(technology free)
1ay=x
b (x 6)2 + y 2 = 36
2
c (x + 2) + (y 8)2 = 32
d (x + 10)2 + y 2 = 64
e (x 10)2 + y 2 = 64
y2
x2
+
= 1 g y = 0, 6 x 6
f
100 64
2
2
4y
5
4x
= 1, x
h
25
119
2
4x 2
4y 2
5
i
= 1, x
25
119
2
(3y 14)2
3x 2
1
2 a y = x2 + 3 b
+
=1
4
16
4
c x 2 3y 2 + 8y = 0
3 a Let triangle OAB have vertices with
coordinates O (0, 0), A (a, 0) and B (x, y).
The locus of the point B is a circle with
equation (x + a)2 + y 2 = 4k 2 where k is a
constant.
b Let triangle OAB have vertices with
coordinates O (0, 0), A (a, 0) and B (x, y).
The locus of the point B is a circle with
2
ak 2
a2k2
equation x 2
+ y2 = 2
k 1
(k 1)2
where k is a constant. (k = 1, a straight line)
c There are three cases to consider:
Case 1: Let quadrilateral OBAC have vertices
with coordinates O (0, 0), A(a, 0),
B(b, c) and C(x, y). The locus of the
2k
point C is y =
where k is a
a
constant.
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Answers
1B
6C
11 B
16 B
21 D
26 A
31 E
36 E
2C
7B
12 A
17 C
22 E
27 C
32 C
3B
8D
13 B
18 B
23 A
28 E
33 C
4D
9B
14 D
19 B
24 C
29 C
34 B
5C
10 D
15 A
20 B
25 C
30 D
35 D
18.2 Extended-response
questions
1 a AE =
1
(2a + tb)
t +1
9
b AE = (7a + AF) d t =
8
7
2 b (n 1) a nb + c
3
1
3 a AB = b a, PQ =
a+ b
10 2
1
3
1
1
b i n
a+ b
ii k +
b a
10
2
2
2
5
1
c n = ,k =
3
3
4 b BCA = x , BOA = 2x
TAB
= x , TBA = x
5 a 4 2 blowing from SW b 200 m downstream
c true velocity = 43.1 km/h at bearing 80
d 222
1
1
6 b ii ZG = h ZH + k ZK
3
3
1
1
2
iii + = 3 iv h = (similarity)
h
k
3
4
2
v cm
9
1
vi h = ; H is the midpoint of Z X , K = Y
2
vii h
1
1 k 1;
2
1 h1
2
1
2
1
2
viii
A
2, 4
3 9
1
1
2
1
2
1 k
Chapter 19
b 2 cm to the right of O
c moving to the left at 7 cm/s
d when t = 3.5 s and the particle is 0.25 cm to
the left of O
e 2 cm/s
f 2.9 cm/s
2 a after 3.5 s
b 2 m/s2
c 14.5 m
d when t = 2.5 s and the particle is 1.25 m to the
left of O
3 a 3 cm to the left of O moving to the right at 24
cm/s
4
b v = 3t 2 22t + 24 c after s and 6 s
3
22
d 11
cm to the right of O and 39 cm to the left
27
of O
2
e4 s
f a = 6t 22
3
11
s and the particle is
g when t =
3
16
13
cm left of O moving to the left at
27
1
16 cm/s
3
2
4 a when t = s and a = 2 cm/s2 , and when
3
t = 1 and a = 2 cm/s2
5
b when t = s and the particle is moving to the
6
1
left at cm/s
6
5 when t = 2 s, v = 6 cm/s, a = 14 cm/s2 , when
t = 3, v = 5 cm/s, a = 8 cm/s2 , when
t = 8 s, v = 30 cm/s, a = 22 cm/s2
3
6 a t = 4 s and t = 1
bt = s
2
Answers
Chapter 18
18.1 Multiple-choice questions
713
Exercise 19B
1 a x = 2t 2 6t
b at the origin O
c 9 cm
d 0 cm/s
e 3 cm/s
2 a x = t 3 4t 2 + 5t + 4, a = 6t 8
5
23
b when t = 1, x = 6, when t = , x = 5
3
27
c when t = 1, a = 2 cm/s2 , when
5
t = , a = 2 cm/s2
3
1
3 20 m to the left of O
4 x = 215 , v = 73
3
5 a v = 10t + 25
b x = 5t 2 + 25t
1
c 2.5 s
d 31 m
e5s
4
6 the 29th oor
Exercise 19C
1 2 10 s
2
3 a 3 m/s
Exercise 19A
c 337.5 m
1 a 12 cm to the right of O
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2 37.5 m
2
s
3
500
d
s
27
b6
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Answers
714
CUAU033-EVANS
5:5
b 31.25 m
b 625 m
b 10 m/s
b 1.6 m
b 158.4 m
b after 3 s and 7 s
b 4.9t(1 t) + 3 m
10
d
s
c 4.225 m
7
11 a 2s
b 44.1 m
c4s d5s
12 10 10 m/s
Exercise 19D
1 65 m
2 a 562.5 m b 450 m
c 23.75 s
200
m/s
3
4 210 m
3
5 a 500 m
b 375 m
c 17.57 s
6 a 12.5 s
b 187.5 m
7 No, the rst train will stop after 6.25 km and the
second train will stop after 6 km.
2
b 1 min 6 s
8 a 57.6 km/h
c 0.24
3
1
1
1
bs =
3
2 2t
t
b 15 m/s2
9 a a = 3t 2 22t + 24
7
1
m to the left, 60
m
c2
12
12
10 40 m
100
11 a 2.5 m/s2
b 8 s c 500 m
s
d
9
2
2
12 a 41 s
b 347 m
3
9
2
6
13 a 7.143 s
b 2 s, 4 s
7
7
14 a 2 s
b 39.6 m
c4s
d 4.84 s
15 437.5 m
16 a 288 m
b 16 s
80
17 16 m/s
18
m/s
81
19 a 0 m/s
b 3 m/s2
c 4 m/s
11
2
e
m to the left
d4 m
12
3
t3
b t 2 + 8t
20 a 2t t 2 + 8
3
21 a 4t 2t 2 + 6
b i 8 m/s
ii 2 s
iii 18 m
22 a 27 m/s2
b 50 m/s
c 4.5 s
23 a 10 m/s b 0 m
24 a 4 s, 6 s
b 36 m
c0t <5
8aa=
Multiple-choice questions
1A
6C
2E
7D
3C
8E
4C
9A
5E
10 D
Short-answer questions
(technology-free)
1 a 5 cm to the left of O
b 8 cm to the left of O
c 4 cm/s
d t = 2 s, 9 cm to the left
e 1 cm/s
2
f 1 cm/s
3
2 a 8 cm to the right, 0 cm/s, 4 cm/s2
b at 0 s, 8 cm to the right,
22
4
4 cm/s2 and at s, 6
to the right,
3
27
4 cm/s2
3 a 3.5 s, 40.5 cm/s, 36 cm/s2
b2s
c 31 cm
1
4 a i cm to the left
8
ii 1 cm/s2
iii 1 cm/s
32
cm
ii
b i 0 s, 2 s
27
3
5 a 12 m/s
bs =t
c 17.57 s
2
6a4s
b 18 m to the right
3
1
2
d 1.5 s
c 5m/s
e 6 m/s
4
1
7a
m to the left b 1 m/s c 5 m/s2
12
Extended-response questions
1
cm to the left of O
3
b 4 cm/s
c 2 cm/s2
d at 2 s
1
e cm to the right of O
3
f at 1 s
3 a after 6 s at 36 m/s
b when t = 0 or 4, when t = 4 the maximum
height is 32 m
c after 2 s
4 x(1) x(0) = 15.1, x(2) x(1) = 5.3,
x(3) x(2) = 4.5, x(4) x(3) = 14.3,
x(5) x(4) = 24.1, x(6) x(5) = 33.9,
x(7) x(6) = 43.7, x(8) x(7) = 53.5,
x(9) x(8) = 63.3, x(10) x(9) = 73.1
The constant difference between successive
numbers is 9.8, the acceleration due to gravity.
6 33 m
7 a v = 5t + 25, 0 t 5
b 62.5 m
8 25 m to the left of O
2u
9 When T =
, the second particle is projected
g
upwards at the instant the rst particle lands.
2u
When T >
, the second particle is projected
g
upwards after the rst particle has landed. Hence
2u
there is no collision.
for T >
g
1a2
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5:6
Answers
21.2 Extended-response
questions
Exercise 20A
5 2
kg wt
2 90
2
3 T1 = 14.99 kg wt, T2 = 12.10 kg wt
4 28.34 kg wt, W48.5 S
5 T = 40 kg wt, N = 96 kg wt
6 F = 6.39 kg wt
7 a No
b Yes
1 T1 = T2 =
c 7.62 kg wt
c 1.043 s, 1.957 s
2 5.74 kg wt
4 4.13 kg wt
1 a categorical
b numerical
c categorical
d numerical
10 B
b categorical
3 a discrete
b discrete
c continuous
Short-answer questions
(technology-free)
1 T1
= 9 kg wt, T2 = 12 kg wt
40 3
15 2
kg wt
6
7
kg wt
3
2
8 28 kg, 14 3 kg wt
9 4 3 kg wt
e discrete
Exercise 22B
er
th
zz
Pi
ip
es
in
ch
&
Fi
sh
Ch
ke
n
ic
rg
e
bu
am
H
ISBN 978-1-107-65235-4
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di ron
sa gl
gr y
ee
ee
50
St
5C
10 B
15 D
20 C
100
D
kn ont
ow
D
isa
gr
ee
4B
9C
14 E
19 A
150
gr
3B
8D
13 C
18 B
23 B
Food type
b Hamburgers
2 a
2E
7A
12 D
17 D
22 E
25
20
15
10
5
rs
1 a
Chapter 21
21.1 Multiple-choice questions
1D
6C
11 D
16 A
21 C
d continuous
Ch
9C
f categorical
2 a numerical
ro
ag ng
re ly
e
8A
e categorical
5C
No. of students
7B
4C
ii 10 6t
Chapter 22
No. of responses
6B
3A
7V (a + r )
6ar
b i 4 m/s
ii 10 m/s2
1
c2 s
3
2
2
d Y : 9 m/s, X : 35 m/s, X and Y
3
3
travelling in the same direction, X moving
faster catches up to Y.
Multiple-choice questions
2E
ii
Exercise 22A
1E
d 3.81 s
2V (a + r )
3 b i
3ar
4
c V
7
16 000
4
m; 52.567 m/s
49
5 a i 4 10t 3t 2
Exercise 20B
1 13.05 kg wt
b4
2 a 14.7 m/s
St
8 146 53 , 51 19 , 161 48
9 a 7.5 kg wt
b 9.64 kg wt
5 6.93 kg wt
2
m/s
9
b 24.66 m/s
1 a p = 4, q = 3
Answers
Chapter 20
715
Attitude to
capital punishment
b 32
P2: FXS
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5:6
100
er
ic
th
O
or
ra
D
Co
us
ro
a
m
ed
m
50
3 a
No. of borrowers
Type of film
b Music
4 a
50
th
Cumulative frequency
er
s
rie
on
Ph
W
at
ch
ef
av
id
nd
ic
us
ad
Re
to
Li
ste
W
at
eo
25
ch
Percentage of students
Answers
716
CUAU033-EVANS
TV
P1: FXS/ABE
Leisure activity
b Watching TV
20
15
10
5
0
Exercise 22C
0
4
1
4
2
4
3
4
4
3
5
2
2 a4
b2
c5
d 28
3 a0
b 48
c 6069
d 33
6
1
4 a, b Temperatures
Relative
( C)
Frequency frequency
0
1
0.03
5
0
0
10
1
0.03
15
9
0.28
20
4
0.13
25
5
0.16
30
7
0.22
35
4
0.13
40
0
0
45
1
0.03
c
10
8
30 31 32
Measurement
33
34
28
29
30 31 32
Measurement
33
34
6
4
2
0
6
4
2
5 10 15 20 25 30 35 40 45
Price
Cumulative frequency
10 15 20 25 30 35 40 45
Temperature
d 47%
5 a
No. of books
29
2
5
28
28
No. of students
No. of cities
10
6 a
Frequency
Number
Frequency
Cumulative frequency
5 10 15 20 25 30 35 40 45
Price
10 20 30 40 50 60 70 80 90 100
Marks
30
25
20
15
10
5
0
10 20 30 40 50 60 70 80 90 100
Marks
b $5.00$5.99
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Answers
No. of holes
Cumulative frequency
14
12
10
8
6
4
2
0
240 260 280 300 320 340 360 380 400 420
Length of hole
50
40
30
20
10
0
240 260 280 300 320 340 360 380 400 420
Length of hole
4
25
ii no. of holes 360 m = 17,
17
proportion =
50
iii approximately 305 m
c i below 300 m =
5 a
Exercise 22D
1 a centre
b neither
2 a positively skewed
b negatively skewed
3 symmetric
4a 2 5 8
3 5 6 9
4 5 6 9
5 2
6 8
7 5 5 6 8 9
8 2 4
9 5
10
16 | 4 represents $164
11
(truncated)
12
13
14 9
15
16 4
17
18
19
20
21 0
b approximately symmetric
c both
c symmetric
4 symmetric
5 symmetric
Exercise 22E
1 a 4 899
5 | 0 represents 50 mm
5 02 7 7899
6 07
b two months
2 a 0 4
1
1 689
2 | 5 represents 25 hours
2 1 1 3
(truncated)
2 55567 799
3 1 1 2 33
3 69
4 1
4 6
b nine batteries
3a 0 0
1 0045569
2 001 37 89
3 37 9
4 6
4 | 6 represents 46 minutes
5
6 37
7 0
b three students
c positively skewed
Father's age
3
4
4
5
5
Answers
8 a
717
Mother's age
7 889
0001 2 3333344
567 8999
000
4443331 1 0
988887 7 6665
42 1 1 0
5
0 | 4 represents 40 years
4 | 0 represents 40 years
b Both distributions are approximately
symmetric. Fathers, with ages centred in the
late forties, tend to be older than mothers, with
ages centred in the early forties. The spread is
similar for both distributions.
6 a
Class B
Class A
32 1 9
2 2
3 9
4 57 8
5 58
9 6 58
643322100 7 1 67 99
8844321 100 8 01 2 2 559
81 9 1 9
9 | 6 represents 69 marks
7 | 1 represents 71 marks
b Six students in class A and two in class B
c Class B performed better as more students
scored in the higher values of 70s to 90s.
Exercise 22F
1 a mean = 18.36, median = 14
b mean = 9.19, median = 10
c mean = 7.41, median = 7.65
d mean = 1.62, median = 1.15
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718
CUAU033-EVANS
5:6
c
0
b 1.33
c 281.24
20
3 a
30
40
d 3.04
1.0
0.8
0.6
0.4
4 a
0.2
0
0
17
22
27
32
Age
37
42
10
15
20
47
100
200
300
400
Exercise 22H
After
Before
Exercise 22G
140
150
160
170
,
600 000
500
1 a
120
50
10
b 1.0 kg
8 a 12.39
10 a
180
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*
10
20
30
40
50
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5:6
Answers
8
Year 8
0
0
10
20
30
40
50
Extended-response questions
a Year 12
b Year 12
1 a numerical
3 a 1990
b 0 056689
1 4 4 5 8 9 3 | 2 represents 32%
2 567 8
3 2 2
4 4
5 3
c positively skewed
d 21.0%
1970
15
20
25
30
35
40
45
50
e x = 20.05, m = 18
f
Frequency
2B
3D
4C
5D
6C
7A
8D
9C
10 A
6
5
Multiple-choice questions
1D
Answers
2 Year 12
719
4
3
2
1
0
Short-answer questions
(technology-free)
1 a numerical
b categorical
2 a categorical
b 7.5%
12
Frequency
20 30 40
Divorce rate
8
6
4
2
50
60
ii 5
100.0
Cumulative frequency %
10
10
i positively skewed
80.0
60.0
40.0
20.0
0.0
10 20 30 40
0
No. of cigarettes smoked
4 a 2 2
3 9
4 | 7 represents 47 minutes
4 34579
5 01 1 22 456679
6 589
7 2
b m = 52, Q 1 = 47, Q 3 = 57
5 x = $283.57, m = $267.50
6 a x = 178.89, s = 13.990
b 92.9%
2 a
10 20 30 40 50 60
Divorce rate
ii 17%
i 58%
12
10
Frequency
8
6
4
2
0
10
15
20
25
60
i 21.4%
iii 38.1%
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70
80
Travel time
90
ii positively skewed
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Chapter 23
c i 69.60
iii 33, 14
v 9.26
Exercise 23A
ii 68
iv 76
vi 51.08, 88.12
1 a
Met
Hillside
50
60
70
80
90
100
Answers
720
CUAU033-EVANS
70
60
50
40
30
20
10
0
b negative association
2 a
Business ($000)
P1: FXS/ABE
3 a Method 1
15
10
5
0
Method 2
3 a
60
70
80
90
100
Second born
30
40
50
400
15
10
5
0
Third born
20
200 300
No. of seats
b positive association
c (122, 378) is an outlier
4 a
4 a First born
10
c no outliers
800
700
600
500
400
100
Price ($000)
50
Airspeed (km/h)
b positive association
Method 3
c no outliers
6 8 10 12
Age (years)
b negative association
c (10, 8700) is an outlier
Exercise 23B
1 a no correlation
b weak negative correlation
c strong negative correlation
d weak positive correlation
e strong positive correlation
f strong negative correlation
g strong positive correlation
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CUAU033-EVANS
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Answers
4 a 0.67
5 a1
6 a 0.43
Exercise 23D
Exercise 23C
Answers
h no correlation
i strong negative correlation
j weak positive correlation
k strong positive correlation
l moderate negative correlation
2 a 0.71
b 0.78
c 0.82
d 0.92
3 a 0.6
b moderate negative correlation
721
1 a no linear relationship
b weak negative linear relationship
c strong negative linear relationship
d weak positive linear relationship
e strong positive linear relationship
f strong negative linear relationship
g strong positive linear relationship
h no linear relationship
i moderate negative linear relationship
j weak positive linear relationship
k perfect positive linear relationship
l perfect negative linear relationship
2 a 0.8
b 0.8
c 0.7
e 0.7
15
5
0
1 2 3 4 5 6 7 8
4000
E
F C
K B A
2000
4000
Year 1
I
G H
6000
b y = 424 + 0.794x
c The positive slope indicates that districts with
high rates in Year 1 also had high rates in
Year 2.
4 a
330
310
290
270
250
230
210
0 200 220 240 260 280 300 320 340
Test 1
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Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
Height (cm)
Attempt 2
Test 2
6000
2000
3 a
40 45 50 55 60 65 70
Attempt 1
y = 4.5 3.75x
0 1
3 2 1
5
10
15
20
7
70
65
60
55
50
f 0.2
3 a 0.86
b strong negative linear relationship
4 a 0.95
b strong positive linear relationship
5 a 0.77
b strong positive linear relationship
6 a 0.77
b strong negative linear relationship
y = 1 + 2x
10
Year 2
d 0.8
1 y
95
90
85
36 40 44 48 52 56 60
Age (months)
b y = 72 + 0.4x
c The intercept (72 cm) is the predicted height
at age 0. The slope predicts an increase of
0.4 cm in height each month.
d i 89 cm
ii 158 cm
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Daughter
Answers
722
CUAU033-EVANS
170
160
150
150
170
160
Mother
b y = 18.3 + 0.91x
180
c 173 cm
Cost ($000)
6 a
4.0
3.5
3.0
2.5
100 120 140 160 180 200
Number of MP3 players
b y = 1300 + 13x
d $13
3 a y = 50.2 + 0.72x
b An increase of 1 cm in the mothers height is
associated with an increase of 0.72 cm in the
daughters height, on average.
c 172 cm (to the nearest cm)
4 a y = 1330 + 12x
b $1330
c $12
5 a response time = 57.0 10.2 drug dose
b The intercept of 57.0 minutes is the predicted
time for pain relief when no drug is given.
From the slope, we predict a 10.2 minute
decrease in response time for each 1 mg of
drug given.
c 4.2 minutes, which is not a realistic answer.
6 a business = 1123.8 + 18.9 advertising
b Intercept is the volume of business with no
advertising. From the slope we predict an
increase in business of $18.90 for every dollar
spent on advertising.
c i $20 044 (to the nearest dollar)
ii $1124 (to the nearest dollar)
c $1300
7 a y = 70 14x
b The intercept is the predicted time taken to
experience pain relief if no drug is given.
From the slope we predict a reduction of
14 minutes in time taken to experience pain
relief for each mg of drug administered.
c 14 mins, which is not a realistic answer
8 a y = 18.2x
b Intercept predicts zero sales if nothing is spent
on advertising. The slope means that on
average, each $1 spent on advertising is
associated with an increase of $18.20 in sales.
c i $18 200
ii $0
Multiple-choice questions
1D
2E
3A
4B
5B
6E
7C
8C
9A
10 D
Short-answer questions
1 a
140
120
Score (points)
P1: FXS/ABE
100
80
60
40
30
Exercise 23E
1 a y = 68.2 + 0.46x
b The y intercept is the predicted height at birth.
From the slope, we predict an increase in
height of 0.46 cm each month.
c i 88 cm
ii 168 cm
d The height at 42 months is reliable since this
in within the range of data given
(interpolation). The height at 18 years is less
reliable since this is outside the range of data
given (extrapolation).
2 y = 487.6 + 0.77x
40
50
60
Inside 50
70
b Positive
20
3 0.927
4 weight = 200 + 2 height, approximately
5 errors = 14.9 0.533 time
6 a Intercept: no sensible interpretation. Slope:
For each additional second taken to complete
the task on average the number of errors is
1
reduced by about an error.
2
b 9.6
Extended-response questions
1 a IV = Exam score,
DV = Number of new clients
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Answers
b
4500
11.00
Weekly sales
4000
10.00
9.00
8.00
2500
6.00
2000
25
c positive
d 1, strong positive
e 0.758, strong positive
30 35 40 45 50 55
Number of times played
c positive
d 1, strong positive
e 0.946, strong positive
f Weekly sales = 293.06 + 74.281
Number of times song played
g Intercept: On average songs which get no
airplay will have sales of around 293. Slope:
On average each extra 1 play of the CD is
associated with an increase of about 73 sales
per week.
h 4750
i Not reliable as it is outside the range of the
data.
c positive
d 1, strong positive
e 0.748, moderate positive
3000
7.00
5.00
3500
Answers
723
Chapter 24
Multiple-choice questions
1C
2A
3E
4D
5C
6B
7D
8C
9B
10 D
11 B
12 B
13 B
14 B
15 D
16 C
17 B
18 E
19 B
20 B
21 B
22 A
23 A
24 C
25 C
26 C
27 C
28 A
29 C
30 D
Extended-response questions
1 a
Aggressive
1
2
3
4
5
6
5
97300
555333
85
0
5 | 2 represents 25
Passive
3355788
2 2 557
003
1 | 5 represents 15
Passive
b Aggressive
min = 25
min = 13
Q 1 = 33
Q 1 = 15
median = 43 median = 22
Q 3 = 45
Q 3 = 27
max = 60
max = 33
c Passive
Aggressive
10
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20
30
40
50
60
P1: FXS/ABE
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Answers
724
CUAU033-EVANS
5:6
2
3
3
4
4
5
5
6
0% blood alcohol
59
01 4
555689
002 344
68
4
0 | 4 represents 40
4 | 0 represents 40
b 0.05%
0%
min = 32
min = 25
Q 1 = 35.5
Q 1 = 34.5
median = 40.5
median = 38.5
Q 3 = 45
Q 3 = 43.5
max = 56
max = 64
c 0%
*
New
Secondhand
9 10 11 12 13 14 15 16 17 18 19
Choice
655
6665500
840
00
5 | 2 represents 25
b No choice
min = 17
Q 1 = 26
median = 36
Q 3 = 44
max = 49
c
40
50
60
70
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Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
3 | 5 represents 35
Choice
min = 25
Q 1 = 30
median = 36
Q 3 = 44
max = 50
10
20
30
40
50
10
20
30
40
30
No choice
7
1 468
5568
2 2 4 4 89
Choice
No choice
0.05%
20
1
2
3
4
5
40
30
20
10
0
1
2
3
4
5
Sleep deprivation (hrs)
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CUAU033-EVANS
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Answers
10 a
Test score
7 a
35
30
25
20
15
10
4
8 12 16 20 24 28
Hours
12
2150
11 a
30
2050
2000
0 81
86
Year
Mangoes
No. of schools
8 a
2100
13 14 15 16
Income ($000)
91
20
10
2
Price
100
80
Taste
Glucose
20
15
9 a
25
Answers
b q = 0.6
c r = 0.748
d REM = 8.45 + 4.88 sleep
e From the slope, we predict an increase of
4.88 in REM for each additional hour of
sleep deprivation.
f REM = 33
725
60
40
20
60
70
80
Weight
90
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10 12 14 16 18
Magnesium (mg)
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Answers
726
CUAU033-EVANS
5:6
vi
50
Steve Waugh
40
Tests won
P1: FXS/ABE
30
20
*
10
20
40
60
80
100
0
0
20
40
60
Tests played
80
100
Chapter 25
b i
0
10 20 30 40 50 60 70 80 90 100
50
Tests won
40
30
20
10
0
0
20
40
60
Tests played
80
100
ISBN 978-1-107-65235-4
Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.
Exercise 25A
1 a
b
c
d
2 a False: Consider A = {2, 4, 6, 8, 10} and
B = {6, 8, 10} , n (A B) = 5
b True: x A x B
x AB x A
and x A x A B
c False: A = {2, 4, 6} and
B = {8, 10} , A B =
d True
3 a n (A B) = 8 n (A) = 5 and n (B) = 3:
False
b A B = A A B: True
c A = or B = A B = : True
d A = A = : True
4 a n 2 is odd implies n is odd: True if n is an
integer
b N 2 is divisible by 9 N is divisible by 3:
True if n is an integer
c x 2 > 4 x < 2: False
5 a The sum of three consecutive odd numbers is
divisible by 3.
(Hint: consider 2n 1, 2n + 1, 2n + 3)
b The sum of four consecutive odd numbers is
divisible by 8.
7 a 32 + 42 = 52 , (3 + 4)2= 72
b 14
c 1 + 4 = 1 + 4 = 3
1
2+4
d
1+
= 2 and
2
2
1 1+2
11
+4 =
2
2
4
e 7 + 3 = 10
1
1
1
1
11
f
=
;
+
=
100 + 10
110 100 10
100
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CUAU033-EVANS
5:6
Answers
d 128 = 16 8 + 0
(128, 16) = (16, 0) = 16
3 al
4 ax
bx
cx
dx
ex
fx
b 27
c6
d5
= 44 + 393t, y = 15 134t; t Z
= 1 + 4t, y = 1 3t; t Z
= 1434 + 4t, y = 956 3t; t Z
= 1 + 5t, y = 7 + 3t; t Z
= 107 + 224t, y = 32 67t; t Z
= 37 + 336t, y = 25 227t; t Z
Exercise 25C
1 a x = 2 + 3t, y = 7 11t, t Z
b x = 8 + 7t, y = 2 2t, t Z
c x = 264 + 21t, y = 99 8t, t Z
(Hint: Use your graphics calculator with
33
8
Y1 =
x+
and nd the rst solution
21
21
through Table.)
x = 9 + 21t, y = 5 8t, t Z is also a
solution.
d x = 2 + 3t, y = 7 11t, t Z
e x = 4 + 7t, y = 2 2t, t Z
f x = 4 + 7t, y = 2 2t, t Z
4 a 8s + 6b = 54
b s = 6, b = 1 or s = 3, b = 5
5
50c coins
20c coins
0
25
2
20
4
15
6
10
8
5
10
0
Exercise 25D
1 a 43 = 8 5 + 3
(43, 5) = (5, 3) = 1
b 39 = 3 13 + 0
(39, 13) = (13, 0) = 13
c 37 = 2 17 + 3
(37, 17) = (17, 3) = 1
Answers
727
Multiple-choice questions
1E
2D
3C
4E
5D
6C
7B
8D
9D
10 B
Short-answer questions
(technology-free)
15
2 a x = 39 + 43t, y = 8 9t; t Z
b no solutions
4 17
5 a x = 3 + 7t, y = 2 5t; t Z
b x = 300 + 7t, y = 200 5t; t Z
c x = 3 + 7t, y = 2 5t; t Z and t 0
6 Tom is 36 and Fred is 27
Extended-response questions
1 a
n2 1
4
d Proof is by induction or by observing an
arithmetic sequence is formed.
c
a
< where
2 It is constructive to show if
b
d
a c
a+c
c
a
, Q+; <
<
b d
b
b+d
d 2
3 a 6480 cubes b k = 2
c n + 6n + 3
b 30
5c
8
16
0
24
8c
10
5
15
0
5 36, 81
6 576
13 No such numbers exist.
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Michael Evans et al. 2011
Photocopying is restricted under law and this material must not be transferred to another party.