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A-Level Further Mathematics

  • 1 Further Pure Mathematics 1

    This handout covers Topic 1: Further Pure Mathematics 进阶纯数学 1. It adds new algebra, matrices, polar coordinates, more vectors, and proof by induction.

    1.1

    Roots of polynomial equations

    Syllabus
    Candidates should be able to: Notes and examples
    • recall and use the relations between the roots and coefficients of polynomial equations e.g. to evaluate symmetric functions of the roots or to solve problems involving unknown coefficients in equations; restricted to equations of degree 2, 3 or 4 only.
    • use a substitution to obtain an equation whose roots are related in a simple way to those of the original equation Substitutions will not be given for the easiest cases, e.g. where the new roots are reciprocals or squares or a simple linear function of the old roots.

    Source: Cambridge International syllabus

    For a polynomial equation, the roots are linked to the coefficients 系数. For $ax^2 + bx + c = 0$ with roots $\alpha, \beta$:

    $$\alpha + \beta = -\frac{b}{a}, \qquad \alpha\beta = \frac{c}{a}.$$
    For a cubic $ax^3 + bx^2 + cx + d = 0$ with roots $\alpha, \beta, \gamma$:
    $$\sum\alpha = -\frac{b}{a}, \qquad \sum\alpha\beta = \frac{c}{a}, \qquad \alpha\beta\gamma = -\frac{d}{a}.$$
    Sums like $\sum\alpha$ and $\sum\alpha\beta$ are symmetric functions 对称函数 of the roots (unchanged if the roots are swapped). To find an equation whose roots are changed in a simple way, use a substitution 代换 (for example, put $w = \alpha + 1$).

    Worked example. The equation $x^2 - 5x + 6 = 0$ has roots $\alpha, \beta$. Find the equation with roots $\alpha + 1, \beta + 1$.

    Here $\alpha + \beta = 5$ and $\alpha\beta = 6$. The new sum is $(\alpha + 1) + (\beta + 1) = 7$, and the new product is $(\alpha + 1)(\beta + 1) = \alpha\beta + \alpha + \beta + 1 = 6 + 5 + 1 = 12$. So the new equation is

    $$x^2 - 7x + 12 = 0.$$

    Explore

    Roots of a polynomial

    y = ax³ + bx² + cx + d

    The roots are where the curve meets the x-axis — their sum and product link to the coefficients.

    Vocabulary Train
    English Chinese Pinyin
    Further Pure Mathematics 进阶纯数学 jìn jiē chún shù xué
    roots gēn
    coefficients 系数 xì shù
    substitution 代换 dài huàn
    symmetric functions 对称函数 duì chèn hán shù
    1.2

    Rational functions and graphs

    Syllabus
    Candidates should be able to: Notes and examples
    • sketch graphs of simple rational functions, including the determination of oblique asymptotes, in cases where the degree of the numerator and the denominator are at most 2 Including determination of the set of values taken by the function, e.g. by the use of a discriminant. Detailed plotting of curves will not be required, but sketches will generally be expected to show significant features, such as turning points, asymptotes and intersections with the axes.
    • understand and use relationships between the graphs of $y = f(x)$, $y^2 = f(x)$, $y = \frac{1}{f(x)}$, $y = |f(x)|$ and $y = f(|x|)$ Including use of such sketch graphs in the course of solving equations or inequalities.

    Source: Cambridge International syllabus

    A rational function 有理函数 is a fraction of two polynomials. When the top has degree exactly one higher than the bottom, the graph has an oblique asymptote 斜渐近线 (a slanted line the curve approaches); find it by dividing out. You should also be able to relate the graph of $y = f(x)$ to those of $y^2 = f(x)$, $y = \dfrac{1}{f(x)}$, $y = |f(x)|$ and $y = f(|x|)$. Find the set of values the function can take using the discriminant 判别式, and locate its turning points 驻点.

    A rational curve in two branches running alongside a slanting dashed line
    Far from the origin the curve hugs the slant line $y=x$; near $x=0$ it runs off along the vertical asymptote.

    Worked example. Find the oblique asymptote of $y = \dfrac{x^2 + x + 1}{x + 1}$.

    Divide out the fraction: $\dfrac{x^2 + x + 1}{x + 1} = x + \dfrac{1}{x + 1}$. As $x \to \pm\infty$ the remainder $\dfrac{1}{x+1} \to 0$, so the curve approaches the line $y = x$ — the oblique asymptote.

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    Rational functions

    y = a/(x − b) + c

    A rational function has asymptotes the curve approaches but never touches.

    Vocabulary Train
    English Chinese Pinyin
    rational function 有理函数 yǒu lǐ hán shù
    oblique asymptote 斜渐近线 xié jiàn jìn xiàn
    discriminant 判别式 pàn bié shì
    turning points 驻点 zhù diǎn
    1.3

    Summation of series

    Syllabus
    Candidates should be able to: Notes and examples
    • use the standard results for $\sum r$, $\sum r^2$, $\sum r^3$ to find related sums
    • use the method of differences to obtain the sum of a finite series Use of partial fractions to express a general term in a suitable form may be required.
    • recognise, by direct consideration of a sum to $n$ terms, when a series is convergent, and find the sum to infinity in such cases

    Source: Cambridge International syllabus

    Learn the standard results:

    $$\sum_{r=1}^{n} r = \tfrac12 n(n+1), \qquad \sum_{r=1}^{n} r^2 = \tfrac16 n(n+1)(2n+1), \qquad \sum_{r=1}^{n} r^3 = \tfrac14 n^2(n+1)^2.$$
    The method of differences 差分法 sums a series by cancelling middle terms: if partial fractions 部分分式 write each term as $f(r) - f(r+1)$, almost everything cancels. From the sum to $n$ terms you can see whether a series is convergent 收敛 and, if so, find its sum to infinity 无穷和.

    Worked example. Find $\displaystyle\sum_{r=1}^{n} (2r + 1)$.

    $$\sum_{r=1}^{n}(2r + 1) = 2\sum_{r=1}^{n} r + \sum_{r=1}^{n} 1 = 2\cdot\tfrac12 n(n+1) + n = n(n+1) + n = n(n+2).$$

    Explore

    Sequences and their sums

    Step through the terms and the running total — the idea behind a series and its sum to n terms.

    Vocabulary Train
    English Chinese Pinyin
    method of differences 差分法 chā fēn fǎ
    convergent 收敛 shōu liǎn
    sum to infinity 无穷和 wú qióng hé
    partial fractions 部分分式 bù fèn fēn shì
    1.4

    Matrices

    Syllabus
    Candidates should be able to: Notes and examples
    carry out operations of matrix addition, subtraction and multiplication, and recognise the terms zero matrix and identity (or unit) matrix Including non-square matrices. Matrices will have at most 3 rows and columns.
    recall the meaning of the terms singular and non-singular as applied to square matrices and, for $2 \times 2$ and $3 \times 3$ matrices, evaluate determinants and find inverses of non-singular matrices The notations $\det \mathbf{M}$ for the determinant of a matrix $\mathbf{M}$, and $\mathbf{I}$ for the identity matrix, will be used.
    understand and use the result, for non-singular matrices, $(\mathbf{AB})^{-1} = \mathbf{B}^{-1}\mathbf{A}^{-1}$ Extension to the product of more than two matrices may be required.
    understand the use of $2 \times 2$ matrices to represent certain geometric transformations in the $x$-$y$ plane, in particular: – understand the relationship between the transformations represented by $\mathbf{A}$ and $\mathbf{A}^{-1}$ – recognise that the matrix product $\mathbf{AB}$ represents the transformation that results from the transformation represented by $\mathbf{B}$ followed by the transformation represented by $\mathbf{A}$ – recall how the area scale factor of a transformation is related to the determinant of the corresponding matrix – find the matrix that represents a given transformation or sequence of transformations Understanding of the terms rotation, reflection, enlargement, stretch and shear for 2D transformations will be required. Other 2D transformations may be included, but no particular knowledge of them is expected.
    understand the meaning of invariant as applied to points and lines in the context of transformations represented by matrices, and solve simple problems involving invariant points and invariant lines. e.g. to locate the invariant points of the transformation represented by $\begin{pmatrix} 6 & 5 \\ 2 & 3 \end{pmatrix}$, or to find the invariant lines through the origin for $\begin{pmatrix} 4 & -1 \\ 2 & 1 \end{pmatrix}$, or to show that any line with gradient 1 is invariant for $\begin{pmatrix} 2 & 0 \\ 1 & 1 \end{pmatrix}$.

    Source: Cambridge International syllabus

    A matrix moves the plane

    A matrix 矩阵 is a rectangular block of numbers. Matrix addition adds entries in matching positions; you can also subtract and multiply matrices (multiplication is row $\times$ column). The zero matrix 零矩阵 has every entry $0$, and the identity matrix 单位矩阵 (or unit matrix) $I$ leaves any matrix unchanged under multiplication.

    For a $2\times 2$ matrix $A = \begin{pmatrix} a & b \\ c & d \end{pmatrix}$, the determinant 行列式 is $\det A = ad - bc$. If $\det A \neq 0$ the matrix is non-singular (otherwise it is a singular matrix 奇异矩阵), and the inverse matrix 逆矩阵 is

    $$A^{-1} = \frac{1}{ad - bc}\begin{pmatrix} d & -b \\ -c & a \end{pmatrix}.$$
    For a product, $(AB)^{-1} = B^{-1}A^{-1}$. A $2\times 2$ matrix can represent a geometric transformation 几何变换 of the plane — a rotation 旋转, reflection 反射, enlargement 放大, stretch 拉伸 or shear 切变: the determinant gives the area scale factor, and a product $AB$ means "do $B$, then $A$". Points or lines that do not move are called invariant points 不变点 and invariant lines 不变直线.

    A unit square and the larger parallelogram it maps to under a matrix
    The matrix sends the unit square to a parallelogram whose area is the determinant.

    Worked example. Find the inverse of $A = \begin{pmatrix} 3 & 1 \\ 2 & 4 \end{pmatrix}$.

    $\det A = 3\times 4 - 1\times 2 = 10$, so

    $$A^{-1} = \frac{1}{10}\begin{pmatrix} 4 & -1 \\ -2 & 3 \end{pmatrix}.$$

    Explore

    Matrices as transformations

    Change the four entries and watch the unit square map to a new shape. The determinant is the area scale factor.

    Vocabulary Train
    English Chinese Pinyin
    matrix 矩阵 jǔ zhèn
    zero matrix 零矩阵 líng jǔ zhèn
    identity matrix 单位矩阵 dān wèi jǔ zhèn
    determinant 行列式 háng liè shì
    singular matrix 奇异矩阵 qí yì jǔ zhèn
    inverse matrix 逆矩阵 nì jǔ zhèn
    geometric transformation 几何变换 jǐ hé biàn huàn
    invariant points 不变点 bù biàn diǎn
    invariant lines 不变直线 bù biàn zhí xiàn
    rotation 旋转 xuán zhuǎn
    reflection 反射 fǎn shè
    enlargement 放大 fàng dà
    stretch 拉伸 lā shēn
    shear 切变 qiē biàn
    1.5

    Polar coordinates

    Syllabus
    Candidates should be able to: Notes and examples
    understand the relations between Cartesian and polar coordinates, and convert equations of curves from Cartesian to polar form and vice versa The convention $r \geqslant 0$ will be used.
    sketch simple polar curves, for $0 \leqslant \theta < 2\pi$ or $-\pi < \theta \leqslant \pi$ or a subset of either of these intervals Detailed plotting of curves will not be required, but sketches will generally be expected to show significant features, such as symmetry, coordinates of intersections with the initial line, the form of the curve at the pole and least/greatest values of $r$.
    recall the formula $\frac{1}{2} \int r^2 \mathrm{d}\theta$ for the area of a sector, and use this formula in simple cases.

    Source: Cambridge International syllabus

    Tracing a polar curve: the cardioid
    Looking down a grand spiral staircase
    A spiral staircase: spirals are described naturally using polar coordinates.

    Polar coordinates 极坐标 give a point by its distance $r$ from the origin and its angle $\theta$. They link to Cartesian coordinates 直角坐标 by

    $$x = r\cos\theta, \qquad y = r\sin\theta, \qquad r^2 = x^2 + y^2.$$

    A point reached by a distance r at angle theta, with its x and y components
    Polar coordinates $(r,\theta)$ convert to Cartesian by $x=r\cos\theta$ and $y=r\sin\theta$.

    You should sketch simple polar curves 极坐标曲线, and find the area of a sector with

    $$\text{area} = \tfrac12\int r^2\,d\theta.$$

    A heart-shaped cardioid drawn on a polar grid
    The cardioid $r=1+\cos\theta$, plotted straight from $r$ as a function of $\theta$.

    Worked example. Convert the polar equation $r = 4\cos\theta$ to Cartesian form.

    Multiply both sides by $r$: $r^2 = 4r\cos\theta$, so $x^2 + y^2 = 4x$. Completing the square gives $(x - 2)^2 + y^2 = 4$, a circle of radius $2$ centred at $(2, 0)$.

    Explore

    Polar curves

    Pick a curve and change a. In polar form a point is set by its distance r and angle θ — that draws roses, cardioids and spirals.

    Vocabulary Train
    English Chinese Pinyin
    polar coordinates 极坐标 jí zuò biāo
    Cartesian coordinates 直角坐标 zhí jiǎo zuò biāo
    polar curves 极坐标曲线 jí zuò biāo qū xiàn
    1.6

    Vectors

    Syllabus
    Candidates should be able to: Notes and examples
    use the equation of a plane in any of the forms $ax + by + cz = d$ or $\mathbf{r.n} = p$ or $\mathbf{r} = \mathbf{a} + \lambda\mathbf{b} + \mu\mathbf{c}$ and convert equations of planes from one form to another as necessary in solving problems
    recall that the vector product $\mathbf{a} \times \mathbf{b}$ of two vectors can be expressed either as $|\mathbf{a}||\mathbf{b}|\sin\theta\hat{\mathbf{n}}$, where $\hat{\mathbf{n}}$ is a unit vector, or in component form as $(a_2b_3 - a_3b_2)\mathbf{i} + (a_3b_1 - a_1b_3)\mathbf{j} + (a_1b_2 - a_2b_1)\mathbf{k}$
    use equations of lines and planes, together with scalar and vector products where appropriate, to solve problems concerning distances, angles and intersections, including: – determining whether a line lies in a plane, is parallel to a plane or intersects a plane, and finding the point of intersection of a line and a plane when it exists – finding the foot of the perpendicular from a point to a plane – finding the angle between a line and a plane, and the angle between two planes – finding an equation for the line of intersection of two planes – calculating the shortest distance between two skew lines – finding an equation for the common perpendicular to two skew lines.

    Source: Cambridge International syllabus

    A sailing boat with a full spinnaker sail
    Forces like wind and water are vectors — they have both size and direction.

    In three dimensions a plane 平面 can be written as $ax + by + cz = d$, or $\mathbf{r}\cdot\mathbf{n} = p$, or $\mathbf{r} = \mathbf{a} + \lambda\mathbf{b} + \mu\mathbf{c}$. Besides the scalar product, there is the vector product 向量积 of two vectors 向量:

    $$\mathbf{a}\times\mathbf{b} = |\mathbf{a}|\,|\mathbf{b}|\sin\theta\;\hat{\mathbf{n}},$$
    which gives a vector at right angles to both. With scalar and vector products you can find distances, angles, and where lines and planes meet — including the shortest distance between skew lines 异面直线.

    Two vectors spanning a parallelogram with their vector product standing straight up
    $\mathbf{a}\times\mathbf{b}$ is perpendicular to both vectors; its length equals the area of the parallelogram they span.

    Worked example. Find $\mathbf{a}\times\mathbf{b}$ for $\mathbf{a} = \mathbf{i} + \mathbf{j}$ and $\mathbf{b} = \mathbf{j} + \mathbf{k}$.

    $$\mathbf{a}\times\mathbf{b} = \begin{vmatrix} \mathbf{i} & \mathbf{j} & \mathbf{k} \\ 1 & 1 & 0 \\ 0 & 1 & 1 \end{vmatrix} = \mathbf{i}(1) - \mathbf{j}(1) + \mathbf{k}(1) = \mathbf{i} - \mathbf{j} + \mathbf{k}.$$

    Explore

    Vectors

    a · b = |a||b|cos θ

    The dot product is zero exactly when two vectors are perpendicular.

    Vocabulary Train
    English Chinese Pinyin
    plane 平面 píng miàn
    vector product 向量积 xiàng liàng jī
    vectors 向量 xiàng liàng
    skew lines 异面直线 yì miàn zhí xiàn
    1.7

    Proof by induction

    Syllabus
    Candidates should be able to: Notes and examples
    use the method of mathematical induction to establish a given result e.g. $\sum_{r=1}^{n} r^4 = \frac{1}{4}n^2(n+1)^2$, $u_n = \frac{1}{2}(1 + 3^{n-1})$ for the sequence given by $u_{n+1} = 3u_n - 1$ and $u_1 = 1$, $\begin{pmatrix} 4 & -1 \\ 6 & -1 \end{pmatrix}^n = \begin{pmatrix} 3 \times 2^n - 2 & 1 - 2^n \\ 3 \times 2^{n+1} - 6 & 3 - 2^{n+1} \end{pmatrix}$, $3^{2n} + 2 \times 5^n - 3$ is divisible by 8.
    recognise situations where conjecture based on a limited trial followed by inductive proof is a useful strategy, and carry this out in simple cases. e.g. find the $n$th derivative of $x e^x$, find $\sum_{r=1}^{n} r \times r!$.

    Source: Cambridge International syllabus

    Induction: the domino proof

    Mathematical induction 数学归纳法 proves a result for every positive integer $n$ in two steps:

    1. Base case: show the result is true for $n = 1$.
    2. Inductive step: assume it is true for $n = k$, then prove it for $n = k + 1$.

    If both steps work, the result is true for all $n$. Often you first make a conjecture 猜想 (a sensible guess) from a few cases, then confirm it by inductive proof 归纳证明.

    A row of dominoes: the first is falling (the base case), and arrows show each one knocking over the next (the inductive step), so all of them fall
    Induction is like dominoes: the base case topples the first, and the inductive step makes each one knock over the next — so the result holds for every n

    Worked example. Prove that $\displaystyle\sum_{r=1}^{n} r = \tfrac12 n(n+1)$.

    Base case $n = 1$: the left side is $1$ and the right side is $\tfrac12(1)(2) = 1$. True. Inductive step: assume $\displaystyle\sum_{r=1}^{k} r = \tfrac12 k(k+1)$. Then

    $$\sum_{r=1}^{k+1} r = \tfrac12 k(k+1) + (k+1) = (k+1)\left(\tfrac{k}{2} + 1\right) = \tfrac12 (k+1)(k+2).$$
    This is the formula with $n = k + 1$, so by induction it holds for all $n$.

    Explore

    Proof by induction route

    See induction as a first domino plus a rule that pushes every next case.

    Vocabulary Train
    English Chinese Pinyin
    mathematical induction 数学归纳法 shù xué guī nà fǎ
    conjecture 猜想 cāi xiǎng
    inductive proof 归纳证明 guī nà zhèng míng
    1.7

    Exam tips

    • Use the relationships between roots and coefficients (sum, sum of pairs, product) instead of solving the polynomial.
    • For proof by induction, set out the base case, assume the result for $n = k$, prove it for $n = k+1$, and write a clear closing statement.
    • Sketch rational-function graphs with their asymptotes and turning points; use the method of differences for a summation.
    • For matrices, know the determinant, inverse and invariant lines, and interpret each transformation geometrically.
  • 2 Further Pure Mathematics 2

    This handout covers Topic 2: Further Pure Mathematics 进阶纯数学 2. It adds hyperbolic functions, eigenvalues, new differentiation and integration, de Moivre's theorem, and methods for differential equations.

    2.1

    Hyperbolic functions

    Syllabus
    Candidates should be able to: Notes and examples
    understand the definitions of the hyperbolic functions $\sinh x$, $\cosh x$, $\tanh x$, $\text{sech } x$, $\text{cosech } x$, $\text{coth } x$ in terms of the exponential function
    sketch the graphs of hyperbolic functions
    prove and use identities involving hyperbolic functions e.g. $\cosh^2 x - \sinh^2 x \equiv 1$, $\sinh 2x \equiv 2 \sinh x \cosh x$, and similar results corresponding to the standard trigonometric identities.
    understand and use the definitions of the inverse hyperbolic functions and derive and use the logarithmic forms

    Source: Cambridge International syllabus

    cosh and sinh built from exponentials
    Overhead cables hanging in a curve between supports
    A hanging cable forms a catenary — the curve of the hyperbolic cosine.

    The hyperbolic functions 双曲函数 are built from the exponential function:

    $$\cosh x = \frac{e^x + e^{-x}}{2}, \qquad \sinh x = \frac{e^x - e^{-x}}{2}, \qquad \tanh x = \frac{\sinh x}{\cosh x}.$$

    The cosh and sinh curves with the two exponentials they are built from
    $\cosh$ is the average of $e^x$ and $e^{-x}$; $\sinh$ is half their difference.

    They obey identities much like the trigonometric ones, the main one being $\cosh^2 x - \sinh^2 x = 1$. The three reciprocals complete the set: $\operatorname{sech} x = \dfrac{1}{\cosh x}$, $\operatorname{cosech} x = \dfrac{1}{\sinh x}$, and $\coth x = \dfrac{1}{\tanh x} = \dfrac{\cosh x}{\sinh x}$ – all built from $e^x$ too, and worth recognising in integrals and mark schemes. The inverse hyperbolic functions 反双曲函数 have a logarithmic form 对数形式, for example $\sinh^{-1} x = \ln\!\left(x + \sqrt{x^2 + 1}\right)$.

    Worked example. Show that $\cosh^2 x - \sinh^2 x = 1$.

    $$\cosh^2 x - \sinh^2 x = \frac{(e^x + e^{-x})^2 - (e^x - e^{-x})^2}{4} = \frac{(e^{2x} + 2 + e^{-2x}) - (e^{2x} - 2 + e^{-2x})}{4} = \frac{4}{4} = 1.$$

    Explore

    Hyperbolic functions

    y = a cosh(x)

    cosh is the catenary (a hanging chain) — even, with its minimum at (0, a).

    Vocabulary Train
    English Chinese Pinyin
    Further Pure Mathematics 进阶纯数学 jìn jiē chún shù xué
    hyperbolic functions 双曲函数 shuāng qū hán shù
    inverse hyperbolic functions 反双曲函数 fǎn shuāng qū hán shù
    logarithmic form 对数形式 duì shù xíng shì
    2.2

    Matrices

    Syllabus
    Candidates should be able to: Notes and examples
    formulate a problem involving the solution of 3 linear simultaneous equations in 3 unknowns as a problem involving the solution of a matrix equation, or vice versa
    understand the cases that may arise concerning the consistency or inconsistency of 3 linear simultaneous equations, relate them to the singularity or otherwise of the corresponding matrix, solve consistent systems, and interpret geometrically in terms of lines and planes e.g. three planes meeting in a common point, or in a common line, or having no common points.
    understand the terms 'characteristic equation', 'eigenvalue' and 'eigenvector', as applied to square matrices Including use of the definition $\mathbf{Ae} = \lambda \mathbf{e}$ to prove simple properties, e.g. that $\lambda^n$ is an eigenvalue of $\mathbf{A}^n$.
    find eigenvalues and eigenvectors of $2 \times 2$ and $3 \times 3$ matrices Restricted to cases where the eigenvalues are real and distinct.
    express a square matrix in the form $\mathbf{QDQ}^{-1}$, where $\mathbf{D}$ is a diagonal matrix of eigenvalues and $\mathbf{Q}$ is a matrix whose columns are eigenvectors, and use this expression e.g. in calculating powers of $2 \times 2$ or $3 \times 3$ matrices.
    use the fact that a square matrix satisfies its own characteristic equation. e.g. in finding successive powers of a matrix or finding an inverse matrix; restricted to $2 \times 2$ or $3 \times 3$ matrices only.

    Source: Cambridge International syllabus

    A matrix moves the plane

    You can write three linear equations in three unknowns as a single matrix equation 矩阵方程 $A\mathbf{x} = \mathbf{b}$. If $A$ is non-singular there is one solution; if $A$ is singular the equations are either inconsistent (no solution) or have infinitely many.

    For a square matrix $A$, the characteristic equation 特征方程 is $\det(A - \lambda I) = 0$. Its solutions are the eigenvalues 特征值 $\lambda$, and for each one the vector $\mathbf{v}$ with $A\mathbf{v} = \lambda\mathbf{v}$ is an eigenvector 特征向量. You can then write $A = QDQ^{-1}$, where $D$ is a diagonal matrix 对角矩阵 of eigenvalues and the columns of $Q$ are the eigenvectors.

    An eigenvector stretched along its own line, beside a general vector turned aside
    Multiplying an eigenvector by $A$ only stretches it; a general vector is turned to a new direction.

    Worked example. Find the eigenvalues of $A = \begin{pmatrix} 2 & 1 \\ 1 & 2 \end{pmatrix}$.

    The characteristic equation is

    $$\det\begin{pmatrix} 2 - \lambda & 1 \\ 1 & 2 - \lambda \end{pmatrix} = (2 - \lambda)^2 - 1 = 0 \;\Rightarrow\; 2 - \lambda = \pm 1.$$
    So $\lambda = 1$ or $\lambda = 3$. (The eigenvector for $\lambda = 3$ is $\begin{pmatrix} 1 \\ 1 \end{pmatrix}$ and for $\lambda = 1$ is $\begin{pmatrix} 1 \\ -1 \end{pmatrix}$.)

    Explore

    Transformations and the determinant

    Change the matrix to rotate, stretch or shear the unit square; the determinant shows how area changes.

    Vocabulary Train
    English Chinese Pinyin
    matrix equation 矩阵方程 jǔ zhèn fāng chéng
    characteristic equation 特征方程 tè zhēng fāng chéng
    eigenvalues 特征值 tè zhēng zhí
    eigenvector 特征向量 tè zhēng xiàng liàng
    diagonal matrix 对角矩阵 duì jiǎo jǔ zhèn
    2.3

    Differentiation

    Syllabus
    Candidates should be able to: Notes and examples
    • differentiate hyperbolic functions and differentiate $\sin^{-1}x$, $\cos^{-1}x$, $\sinh^{-1}x$, $\cosh^{-1}x$ and $\tanh^{-1}x$
    • obtain an expression for $\frac{\text{d}^2y}{\text{d}x^2}$ in cases where the relation between $x$ and $y$ is defined implicitly or parametrically
    • derive and use the first few terms of a Maclaurin's series for a function. Derivation of a general term is not included, but successive 'implicit' differentiation steps may be required, e.g. for $y = \tan x$ following an initial differentiation rearranged as $y' = 1 + y^2$.

    Source: Cambridge International syllabus

    You can now differentiate the hyperbolic functions and the inverse functions $\sin^{-1}x$, $\tan^{-1}x$, $\sinh^{-1}x$ and so on. You can also find $\dfrac{d^2y}{dx^2}$ for curves given implicitly or parametrically.

    A Maclaurin's series 麦克劳林级数 writes a function as a power series:

    $$f(x) = f(0) + f'(0)\,x + \frac{f''(0)}{2!}\,x^2 + \frac{f'''(0)}{3!}\,x^3 + \cdots$$
    For example $e^x = 1 + x + \dfrac{x^2}{2!} + \dfrac{x^3}{3!} + \cdots$

    The curve of e^x with three polynomial approximations of rising degree
    Adding more terms makes the polynomial match $e^x$ over a wider stretch around $x=0$.

    Worked example. Find the Maclaurin series of $f(x) = \ln(1+x)$ up to the term in $x^3$.

    $f(0) = 0$; $f'(x) = \dfrac{1}{1+x}$ so $f'(0) = 1$; $f''(x) = \dfrac{-1}{(1+x)^2}$ so $f''(0) = -1$; $f'''(x) = \dfrac{2}{(1+x)^3}$ so $f'''(0) = 2$. Substituting into the series:

    $$\ln(1+x) = x - \frac{x^2}{2} + \frac{x^3}{3} - \cdots$$
    Explore

    The gradient at a point

    gradient = dy/dx

    The derivative is the slope of the tangent, however exotic the function.

    Vocabulary Train
    English Chinese Pinyin
    Maclaurin's series 麦克劳林级数 mài kè láo lín jí shù
    2.4

    Integration

    Syllabus
    Candidates should be able to: Notes and examples
    • integrate hyperbolic functions and recognise integrals of functions of the form $\frac{1}{\sqrt{a^2 - x^2}}$, $\frac{1}{\sqrt{x^2 + a^2}}$ and $\frac{1}{\sqrt{x^2 - a^2}}$, and integrate associated functions using trigonometric substitutions or hyperbolic substitutions as appropriate Including use of completing the square where necessary, e.g. to integrate $\frac{1}{\sqrt{x^2 + x}}$.
    • derive and use reduction formulae for the evaluation of definite integrals e.g. $\int_0^{\frac{1}{2}\pi} \sin^n x \text{ d}x$, $\int_0^1 \text{e}^{-x}(1-x)^n \text{ d}x$. In harder cases hints may be given, e.g. $\int_0^{\frac{1}{4}\pi} \sec^n x \text{ d}x$ by considering $\frac{\text{d}}{\text{d}x}(\tan x \sec^n x)$.
    • understand how the area under a curve may be approximated by areas of rectangles, and use rectangles to estimate or set bounds for the area under a curve or to derive inequalities or limits concerning sums Questions may involve either rectangles of unit width or rectangles whose width can tend to zero, e.g. $1 + \ln n > \sum_{r=1}^n \frac{1}{r} > \ln(n+1)$, $\sum_{r=1}^n \frac{1}{n}\left(1 + \frac{r}{n}\right)^{-1} \approx \int_0^1 (1+x)^{-1} \text{ d}x$. continued
    • use integration to find – arc lengths for curves with equations in Cartesian coordinates, including the use of a parameter, or in polar coordinates – surface areas of revolution about one of the axes for curves with equations in Cartesian coordinates, including the use of a parameter. Any questions involving integration may require techniques from Cambridge International A Level Mathematics (9709) applied to more difficult cases, e.g. integration by parts for $\int e^x \sin x \mathrm{d}x$, or use of the substitution $t = \tan \frac{1}{2}x$. Surface areas of revolution for curves with equations in polar coordinates will not be required.

    Source: Cambridge International syllabus

    Learn these standard integrals:

    $$\int \frac{1}{a^2 + x^2}\,dx = \frac{1}{a}\tan^{-1}\frac{x}{a} + C, \qquad \int \frac{1}{\sqrt{a^2 - x^2}}\,dx = \sin^{-1}\frac{x}{a} + C.$$
    A trigonometric substitution, a hyperbolic substitution, or completing the square 配方法 in the denominator handles related forms. A reduction formula 递推公式 links an integral $I_n$ to $I_{n-1}$, so you can work down step by step. Integration also gives the arc length 弧长 of a curve and the surface area of revolution 旋转曲面面积 when a curve is turned about an axis.

    Worked example. Find $\displaystyle\int \frac{1}{\sqrt{4 - x^2}}\,dx$.

    Here $a^2 = 4$, so $a = 2$ and

    $$\int \frac{1}{\sqrt{4 - x^2}}\,dx = \sin^{-1}\frac{x}{2} + C.$$

    Bounding a sum by an integral. Draw rectangles of unit width under, or over, a decreasing curve such as $y=\frac1x$. Each rectangle of height $\frac1r$ is trapped between two integral strips, so summing gives

    $$\ln(n+1) < \sum_{r=1}^{n}\frac1r < 1 + \ln n.$$
    Shrinking the rectangle width to $\frac1n\to 0$ turns such a sum into a Riemann sum 黎曼和 that equals the integral in the limit, e.g. $\displaystyle\lim_{n\to\infty}\frac1n\sum_{r=1}^{n}f\!\left(\frac{r}{n}\right)=\int_0^1 f(x)\,dx$.

    Explore

    The area under the curve

    area = ∫ f(x) dx

    Every integral measures the area under the curve — drag the limits.

    Vocabulary Train
    English Chinese Pinyin
    completing the square 配方法 pèi fāng fǎ
    reduction formula 递推公式 dì tuī gōng shì
    arc length 弧长 hú zhǎng
    surface area of revolution 旋转曲面面积 xuán zhuǎn qū miàn miàn jī
    Riemann sum 黎曼和 lí màn hé
    2.5

    Complex numbers

    Syllabus
    Candidates should be able to: Notes and examples
    • understand de Moivre’s theorem, for a positive or negative integer exponent, in terms of the geometrical effect of multiplication and division of complex numbers
    • prove de Moivre’s theorem for a positive integer exponent e.g. by induction.
    • use de Moivre’s theorem for a positive or negative rational exponent e.g. expressing $\cos 5\theta$ in terms of $\cos \theta$ or $\tan 5\theta$ in terms of $\tan \theta$.
    – to express trigonometrical ratios of multiple angles in terms of powers of trigonometrical ratios of the fundamental angle e.g. expressing $\sin^6 \theta$ in terms of $\cos 2\theta$, $\cos 4\theta$ and $\cos 6\theta$.
    – to express powers of $\sin \theta$ and $\cos \theta$ in terms of multiple angles
    – in the summation of series e.g. using the '$C + \mathrm{i}S$' method to sum series such as $\sum_{r=1}^{n} \binom{n}{r} \sin r\theta$.
    – in finding and using the $n$th roots of unity.

    Source: Cambridge International syllabus

    The nth roots of unity form a polygon
    Multiplying complex numbers: lengths multiply, angles add
    Multiplying by i is a rotation
    A head of Romanesco broccoli showing self-similar spirals
    Self-similar patterns like Romanesco broccoli arise from iterating functions in the complex plane.

    A complex number 复数 in polar form is $z = r(\cos\theta + i\sin\theta)$. De Moivre's theorem 棣莫弗定理 says that for any integer $n$,

    $$(\cos\theta + i\sin\theta)^n = \cos n\theta + i\sin n\theta.$$
    It is used to expand $\cos n\theta$ and $\sin n\theta$ in powers, to sum series, and to find the $n$ roots of unity 单位根 (the solutions of $z^n = 1$, equally spaced around the unit circle).

    Five points evenly spaced around the unit circle on the Argand diagram
    The five solutions of $z^5=1$ are equally spaced $72^\circ$ apart on the unit circle.

    Worked example. Use de Moivre's theorem to express $\cos 3\theta$ in terms of $\cos\theta$.

    Take the real part of $(\cos\theta + i\sin\theta)^3 = \cos 3\theta + i\sin 3\theta$:

    $$\cos 3\theta = \cos^3\theta - 3\cos\theta\sin^2\theta = \cos^3\theta - 3\cos\theta(1 - \cos^2\theta) = 4\cos^3\theta - 3\cos\theta.$$

    Explore

    The Argand diagram

    Drag the point to explore modulus and argument — the language of complex numbers in polar (modulus–argument) form.

    Vocabulary Train
    English Chinese Pinyin
    complex number 复数 fù shù
    De Moivre's theorem 棣莫弗定理 dì mò fú dìng lǐ
    roots of unity 单位根 dān wèi gēn
    2.6

    Differential equations

    Syllabus
    Candidates should be able to: Notes and examples
    • find an integrating factor for a first order linear differential equation, and use an integrating factor to find the general solution e.g. $\frac{\mathrm{d}y}{\mathrm{d}x} - 2y = x^2$, $x\frac{\mathrm{d}y}{\mathrm{d}x} - y = x^4$, $\frac{\mathrm{d}y}{\mathrm{d}x} + y\coth x = \cosh x$.
    • recall the meaning of the terms 'complementary function' and 'particular integral' in the context of linear differential equations, and recall that the general solution is the sum of the complementary function and a particular integral
    find the complementary function for a first or second order linear differential equation with constant coefficients For second order equations, including the cases where the auxiliary equation has distinct real roots, a repeated real root or conjugate complex roots.
    recall the form of, and find, a particular integral for a first or second order linear differential equation in the cases where a polynomial or $ae^{bx}$ or $a\cos px + b\sin px$ is a suitable form, and in other simple cases find the appropriate coefficient(s) given a suitable form of particular integral e.g. evaluate $k$ given that $kx \cos 2x$ is a particular integral of
    $$\frac{\text{d}^2y}{\text{d}x^2} + 4y = \sin 2x$$
    .
    use a given substitution to reduce a differential equation to a first or second order linear equation with constant coefficients or to a first order equation with separable variables e.g. the substitution $x = e^t$ to reduce to linear form a differential equation with terms of the form
    $$ax^2\frac{\text{d}^2y}{\text{d}x^2} + bx\frac{\text{d}y}{\text{d}x} + cy$$
    , or the substitution $y = ux$ to reduce
    $$\frac{\text{d}y}{\text{d}x} = \frac{x+y}{x-y}$$
    to separable form.
    use initial conditions to find a particular solution to a differential equation, and interpret a solution in terms of a problem modelled by a differential equation.

    Source: Cambridge International syllabus

    For a first order linear equation $\dfrac{dy}{dx} + P(x)\,y = Q(x)$, multiply by the integrating factor 积分因子 $\mu = e^{\int P\,dx}$. The left side then becomes $\dfrac{d}{dx}(\mu y)$, so you can integrate directly.

    For a linear equation with constant coefficients, the general solution 通解 is the sum of two parts: the complementary function 余函数 (the solution of the equation with the right side set to $0$, found from the auxiliary equation) and a particular integral 特积分 (any one solution of the full equation). Initial conditions then fix the constants to give the particular solution 特解; simpler equations with separable variables 可分离变量 are integrated directly.

    A grid of short slope segments with two solution curves running along them
    A solution curve follows the slope field, staying tangent to the little segments everywhere.

    Worked example. Solve $\dfrac{dy}{dx} + 2y = e^x$.

    The integrating factor is $\mu = e^{\int 2\,dx} = e^{2x}$. Multiplying through gives $\dfrac{d}{dx}\!\left(y\,e^{2x}\right) = e^{3x}$, so

    $$y\,e^{2x} = \tfrac13 e^{3x} + C \;\Rightarrow\; y = \tfrac13 e^x + C e^{-2x}.$$

    Second order, constant coefficients. For $\dfrac{d^2y}{dx^2}+b\dfrac{dy}{dx}+cy=f(x)$, solve the auxiliary equation 辅助方程 $m^2+bm+c=0$. The complementary function depends on its roots:

    • two distinct real roots $m_1,m_2$: $y=Ae^{m_1x}+Be^{m_2x}$;
    • a repeated root $m$: $y=(A+Bx)e^{mx}$;
    • complex roots $p\pm qi$: $y=e^{px}(A\cos qx+B\sin qx)$.

    Then add a particular integral by trying a form matching $f(x)$ (a polynomial, $ae^{bx}$, or $a\cos px+b\sin px$); if that trial already appears in the complementary function, multiply it by $x$.

    Worked example. Solve $\dfrac{d^2y}{dx^2}-4\dfrac{dy}{dx}+4y=0$. The auxiliary equation $m^2-4m+4=(m-2)^2=0$ has a repeated root $m=2$, so $y=(A+Bx)e^{2x}$.

    Explore

    Differential equations

    dy/dx = a y

    The equation sets the slope everywhere; the solution follows those slopes.

    Vocabulary Train
    English Chinese Pinyin
    integrating factor 积分因子 jī fēn yīn zi
    general solution 通解 tōng jiě
    complementary function 余函数 yú hán shù
    particular integral 特积分 tè jī fēn
    particular solution 特解 tè jiě
    separable variables 可分离变量 kě fēn lí biàn liàng
    auxiliary equation 辅助方程 fǔ zhù fāng chéng
    2.6

    Exam tips

    • Learn the hyperbolic identities and derivatives, and use the inverse hyperbolic functions in integration.
    • Solve a linear differential equation as complementary function $+$ particular integral, then apply the boundary conditions.
    • Use de Moivre's theorem for powers and roots of complex numbers and to derive trigonometric identities.
    • Reduce an integral to a standard form by a stated substitution.
  • 3 Further Mechanics

    This handout covers Topic 3: Further Mechanics 进阶力学. It extends mechanics to projectiles, rigid bodies, circular motion, elastic strings, variable forces and collisions. Take $g = 10\ \text{m s}^{-2}$.

    3.1

    Motion of a projectile

    Syllabus
    Candidates should be able to: Notes and examples
    • model the motion of a projectile as a particle moving with constant acceleration and understand any limitations of the model Vector methods are not required
    • use horizontal and vertical equations of motion to solve problems on the motion of projectiles, including finding the magnitude and direction of the velocity at a given time or position, the range on a horizontal plane and the greatest height reached
    • derive and use the Cartesian equation of the trajectory of a projectile, including problems in which the initial speed and/or angle of projection may be unknown. Knowledge of the 'bounding parabola' for accessible points is not included.

    Source: Cambridge International syllabus

    Dropped vs thrown: falling together
    Arcing jets of water in a large fountain
    Water jets follow parabolic paths — the classic projectile motion under gravity.

    A projectile 抛射体 moves freely under gravity, so it has constant acceleration 匀加速 $g$ downwards and no horizontal acceleration. Treat the horizontal and vertical motions separately. If it is launched at speed $u$ and angle $\alpha$:

    $$\text{horizontal: } x = u\cos\alpha\,\cdot t, \qquad \text{vertical: } y = u\sin\alpha\,\cdot t - \tfrac12 g t^2.$$
    Eliminating $t$ gives the Cartesian equation 直角坐标方程 of the trajectory 轨迹 (the path), which is a parabola. For a fixed launch speed, all the trajectories lie under a bounding parabola 包络抛物线 (the envelope of reachable points). The range on level ground is $\dfrac{u^2\sin 2\alpha}{g}$ and the greatest height is $\dfrac{u^2\sin^2\alpha}{2g}$.

    A parabolic path with the launch velocity split into horizontal and vertical parts
    The path is a parabola; the launch speed $u$ splits into a steady horizontal part and a vertical part slowed by gravity.

    Worked example. A ball is thrown at $u = 20\ \text{m s}^{-1}$ at $30^\circ$ to the horizontal. Find the range and greatest height.

    $$\text{range} = \frac{20^2\sin 60^\circ}{10} = 40\times 0.866 = 34.6\ \text{m}, \qquad \text{height} = \frac{20^2\sin^2 30^\circ}{2\times 10} = \frac{400\times 0.25}{20} = 5\ \text{m}.$$

    Explore

    Launch a projectile

    Fire the ball, then change the angle and speed. The horizontal motion is steady while gravity pulls it down — together they trace a parabola. Find the angle for the longest range, and try the Moon.

    Vocabulary Train
    English Chinese Pinyin
    Further Mechanics 进阶力学 jìn jiē lì xué
    projectile 抛射体 pāo shè tǐ
    constant acceleration 匀加速 yún jiā sù
    Cartesian equation 直角坐标方程 zhí jiǎo zuò biāo fāng chéng
    trajectory 轨迹 guǐ jì
    bounding parabola 包络抛物线 bāo luò pāo wù xiàn
    Exercise sheet
    3.2

    Equilibrium of a rigid body

    Syllabus
    Candidates should be able to: Notes and examples
    • calculate the moment of a force about a point For questions involving coplanar forces only; understanding of the vector nature of moments is not required.
    • use the result that the effect of gravity on a rigid body is equivalent to a single force acting at the centre of mass of the body, and identify the position of the centre of mass of a uniform body using considerations of symmetry
    • use given information about the position of the centre of mass of a triangular lamina and other simple shapes Proofs of results given in the MF19 List of formulae are not required.
    • determine the position of the centre of mass of a composite body by considering an equivalent system of particles Simple cases only, e.g. a uniform L-shaped lamina, or a uniform cone joined at its base to a uniform hemisphere of the same radius.
    • use the principle that if a rigid body is in equilibrium under the action of coplanar forces then the vector sum of the forces is zero and the sum of the moments of the forces about any point is zero, and the converse of this
    • solve problems involving the equilibrium of a single rigid body under the action of coplanar forces, including those involving toppling or sliding.

    Source: Cambridge International syllabus

    The moment 力矩 of a force about a point is force $\times$ perpendicular distance; it measures turning effect. The weight of a body acts at its centre of mass 质心, which you can find using symmetry 对称 for a uniform flat shape (a lamina 薄片), or by treating a composite body as a set of particles.

    A rigid body under coplanar forces 共面力 is in equilibrium 平衡 when two conditions both hold: the vector sum of the forces is zero, and the sum of the moments about any point is zero. A body may also be on the edge of toppling 翻倒 (turning over) or sliding 滑动 (slipping).

    A beam on a pivot with a weight at its centre balanced by a force at the far end
    Taking moments about the pivot $A$ balances the turning effects: $F\times4 = 100\times2$.

    Worked example. A uniform beam $AB$ of length $4\ \text{m}$ and weight $100\ \text{N}$ rests on a pivot at $A$. A vertical force $F$ at $B$ keeps it horizontal. Find $F$.

    Take moments about $A$ (the weight acts at the centre, $2\ \text{m}$ from $A$):

    $$F\times 4 = 100\times 2 \;\Rightarrow\; F = 50\ \text{N}.$$

    Explore

    Equilibrium of forces

    resultant = 0

    A body is in equilibrium when the forces add tip-to-tail back to zero.

    Vocabulary Train
    English Chinese Pinyin
    moment 力矩 lì jǔ
    centre of mass 质心 zhì xīn
    symmetry 对称 duì chèn
    equilibrium 平衡 píng héng
    toppling 翻倒 fān dǎo
    sliding 滑动 huá dòng
    lamina 薄片 báo piàn
    coplanar forces 共面力 gòng miàn lì
    3.3

    Circular motion

    Syllabus
    Candidates should be able to: Notes and examples
    understand the concept of angular speed for a particle moving in a circle, and use the relation $v = r\omega$
    understand that the acceleration of a particle moving in a circle with constant speed is directed towards the centre of the circle, and use the formulae $r\omega^2$ and $\frac{v^2}{r}$. Proof of the acceleration formulae is not required.
    solve problems which can be modelled by the motion of a particle moving in a horizontal circle with constant speed
    solve problems which can be modelled by the motion of a particle in a vertical circle without loss of energy. Including finding a normal contact force or the tension in a string, locating points at which these are zero, and conditions for complete circular motion.

    Source: Cambridge International syllabus

    For a particle moving in a circle of radius $r$, the angular speed 角速度 $\omega$ links to the speed by $v = r\omega$. The acceleration points towards the centre — the centripetal acceleration 向心加速度 — with size

    $$a = r\omega^2 = \frac{v^2}{r}.$$

    A particle on a circle with velocity along the tangent and acceleration toward the centre
    The velocity points along the tangent; the acceleration points inward to the centre.
    An athlete spinning, swinging a hammer on a taut wire out to one side, the ball blurred by its speed
    The hammer thrower is a moving diagram of this page. The taut wire pulls the ball toward the centre — that inward pull is the centripetal force — while the ball's velocity points along the tangent. Let go, and with no inward force left the ball flies straight off that tangent

    In a horizontal circle 水平圆 the speed is constant — as in a conical pendulum 圆锥摆 (a mass swung on a string). In a vertical circle 竖直圆 use energy conservation, because the speed changes with height; the normal contact force 法向接触力 or string tension provides the centripetal force.

    Worked example. A particle moves in a horizontal circle of radius $2\ \text{m}$ with angular speed $3\ \text{rad s}^{-1}$. Find its speed and acceleration.

    $$v = r\omega = 2\times 3 = 6\ \text{m s}^{-1}, \qquad a = r\omega^2 = 2\times 3^2 = 18\ \text{m s}^{-2}.$$

    Explore

    Angle in radians

    Circular motion is measured in radians: drag the angle θ and radius r to see the arc swept — angular speed ω turns this into v = rω.

    Vocabulary Train
    English Chinese Pinyin
    angular speed 角速度 jiǎo sù dù
    centripetal acceleration 向心加速度 xiàng xīn jiā sù dù
    horizontal circle 水平圆 shuǐ píng yuán
    vertical circle 竖直圆 shù zhí yuán
    conical pendulum 圆锥摆 yuán zhuī bǎi
    normal contact force 法向接触力 fǎ xiàng jiē chù lì
    3.4

    Hooke's law

    Syllabus
    Candidates should be able to: Notes and examples
    use Hooke’s law as a model relating the force in an elastic string or spring to the extension or compression, and understand the term modulus of elasticity
    use the formula for the elastic potential energy stored in a string or spring Proof of the formula is not required.
    solve problems involving forces due to elastic strings or springs, including those where considerations of work and energy are needed. e.g. a particle moving horizontally or vertically or on an inclined plane while attached to one or more strings or springs, or a particle attached to an elastic string acting as a 'conical pendulum'.

    Source: Cambridge International syllabus

    Hooke's law 胡克定律 says the tension in an elastic string or spring is proportional to its extension $x$:

    $$T = \frac{\lambda x}{L},$$
    where $L$ is the natural length and $\lambda$ is the modulus of elasticity 弹性模量. Stretching stores elastic potential energy 弹性势能:
    $$E = \frac{\lambda x^2}{2L}.$$

    A straight tension-extension line with the triangle beneath it shaded as energy
    Tension rises in proportion to extension; the shaded triangle is the stored elastic energy.

    Worked example. An elastic string of natural length $2\ \text{m}$ and modulus $50\ \text{N}$ is stretched by $0.5\ \text{m}$. Find the tension and the stored energy.

    $$T = \frac{50\times 0.5}{2} = 12.5\ \text{N}, \qquad E = \frac{50\times 0.5^2}{2\times 2} = 3.125\ \text{J}.$$

    Explore

    Hooke's law

    F = k·x

    Force is proportional to extension — the gradient is the stiffness k.

    Vocabulary Train
    English Chinese Pinyin
    Hooke's law 胡克定律 hú kè dìng lǜ
    modulus of elasticity 弹性模量 tán xìng mó liàng
    elastic potential energy 弹性势能 tán xìng shì néng
    Exercise sheet
    3.5

    Linear motion under a variable force

    Syllabus
    Candidates should be able to: Notes and examples
    solve problems which can be modelled as the linear motion of a particle under the action of a variable force, by setting up and solving an appropriate differential equation. Including use of $v \frac{\mathrm{d}v}{\mathrm{d}x}$ for acceleration, where appropriate. Calculus required is restricted to content from Pure Mathematics 3 in Cambridge International A Level Mathematics (9709). Only differential equations in which the variables are separable are included.

    Source: Cambridge International syllabus

    When the force depends on position $x$, use acceleration in the form $a = v\dfrac{dv}{dx}$, which turns Newton's law into a differential equation 微分方程 relating $v$ and $x$.

    Choosing the acceleration form: use dv over dt when the force depends on time, and v times dv over dx when it depends on position
    Use dv/dt when the force depends on time, v dv/dx when it depends on position

    Worked example. A particle of mass $8\ \text{kg}$ moves along a line under a variable force 变力 of size $(x^3 + 4x)\ \text{N}$ acting in the direction of motion. When $x = 0$, $v = 1$. Find $v$ in terms of $x$.

    Newton's law gives $8v\dfrac{dv}{dx} = x^3 + 4x$. Separating and integrating:

    $$\int 8v\,dv = \int (x^3 + 4x)\,dx \;\Rightarrow\; 4v^2 = \tfrac14 x^4 + 2x^2 + C.$$
    At $x = 0$, $v = 1$ gives $C = 4$, so $4v^2 = \tfrac14 x^4 + 2x^2 + 4 = 4\left(\tfrac{x^2}{4} + 1\right)^2$. Hence $v = \tfrac14 x^2 + 1$.

    The worked example as a flow: Newton's law becomes a differential equation, separate and integrate, then apply the initial condition to find v as a function of x
    A position-dependent force becomes a differential equation in v and x
    Explore

    Work from a variable force

    W = ∫ F dx

    When the force changes, the work done is the area under the force–distance graph.

    Vocabulary Train
    English Chinese Pinyin
    differential equation 微分方程 wēi fēn fāng chéng
    variable force 变力 biàn lì
    3.6

    Momentum

    Syllabus
    Candidates should be able to: Notes and examples
    recall Newton’s experimental law and the definition of the coefficient of restitution, the property $0 \leqslant e \leqslant 1$, and the meaning of the terms ‘perfectly elastic’ ($e = 1$) and ‘inelastic’ ($e = 0$)
    use conservation of linear momentum and/or Newton’s experimental law to solve problems that may be modelled as the direct or oblique impact of two smooth spheres, or the direct or oblique impact of a smooth sphere with a fixed surface.

    Source: Cambridge International syllabus

    A Newton's cradle with five steel balls
    A Newton's cradle demonstrates conservation of momentum in collisions.

    In a collision, total linear momentum is conserved — the conservation of linear momentum 动量守恒. The bounciness is measured by Newton's experimental law 牛顿实验定律, which defines the coefficient of restitution 恢复系数 $e$:

    $$e = \frac{\text{speed of separation}}{\text{speed of approach}}, \qquad 0 \leqslant e \leqslant 1.$$
    Here $e = 1$ is perfectly elastic (no energy lost) and $e = 0$ is inelastic (the bodies stay together). In an oblique impact 斜碰撞, resolve the velocities along and perpendicular to the line of impact, applying restitution along it.

    Two spheres before and after a collision, moving apart at different speeds
    The coefficient of restitution $e$ compares how fast the bodies separate with how fast they approached.

    Worked example. A sphere $A$ of mass $2\ \text{kg}$ moving at $5\ \text{m s}^{-1}$ hits a stationary sphere $B$ of mass $3\ \text{kg}$, with $e = 0.5$. Find the speeds afterwards.

    Momentum: $2(5) = 2v_A + 3v_B$, so $2v_A + 3v_B = 10$. Restitution: $v_B - v_A = 0.5(5) = 2.5$. Solving together gives $v_A = 0.5\ \text{m s}^{-1}$ and $v_B = 3.0\ \text{m s}^{-1}$.

    Explore

    A collision

    Set each mass and speed, then collide them. Total momentum is conserved — see how the velocities come out.

    Vocabulary Train
    English Chinese Pinyin
    conservation of momentum 动量守恒 dòng liàng shǒu héng
    Newton's experimental law 牛顿实验定律 niú dùn shí yàn dìng lǜ
    coefficient of restitution 恢复系数 huī fù xì shù
    oblique impact 斜碰撞 xié pèng zhuàng
    Exercise sheet
    3.6

    Exam tips

    • For projectiles, resolve into horizontal (constant velocity) and vertical ($a = g$) motion, linked by the same time.
    • For a rigid body in equilibrium, take moments about a point that removes an unknown force.
    • For circular motion, use $F = mv^2/r = m\omega^2 r$ towards the centre; in a vertical circle check the minimum speed at the top.
    • With a variable force, use $a = v\,\frac{dv}{dx}$ and integrate; elastic PE $= \frac{\lambda x^2}{2L}$.
  • 4 Further Probability & Statistics

    This handout covers Topic 4: Further Probability & Statistics 进阶概率统计. It adds continuous distributions, small-sample inference, the chi-squared and non-parametric tests, and probability generating functions.

    4.1

    Continuous random variables

    Syllabus
    Candidates should be able to: Notes and examples
    use a probability density function which may be defined piecewise
    use the general result $\text{E}(g(X)) = \int f(x)g(x) \, \mathrm{d}x$ where $f(x)$ is the probability density function of the continuous random variable $X$ and $g(X)$ is a function of $X$
    understand and use the relationship between the probability density function (PDF) and the cumulative distribution function (CDF), and use either to evaluate probabilities or percentiles
    use cumulative distribution functions (CDFs) of related variables in simple cases. e.g. given the CDF of a variable $X$, find the CDF of a related variable $Y$, and hence its PDF, e.g. where $Y = X^3$.

    Source: Cambridge International syllabus

    A continuous variable $X$ is described by a probability density function 概率密度函数 $f(x)$, which may be defined piecewise. The probability over a range is the area under $f$, and the mean of any function of $X$ is

    $$E(g(X)) = \int g(x)\,f(x)\,dx.$$

    A density with the area to the left of the median shaded as one half
    The median sits where the area under $f(x)$ to its left is exactly $0.5$.

    The cumulative distribution function 累积分布函数 $F(x) = P(X \leqslant x)$ is the running total: $F(x) = \displaystyle\int_{-\infty}^{x} f(t)\,dt$, and $f(x) = F'(x)$. Use $F$ to find probabilities and percentiles 百分位数 (for example, the median 中位数 solves $F(x) = 0.5$).

    A rising cumulative curve from 0 to 1 with the median read off at height 0.5
    The cumulative graph $F(x)$ rises from $0$ to $1$; the height $0.5$ is reached at the median.

    Worked example. A variable has $f(x) = \tfrac12 x$ for $0 \leqslant x \leqslant 2$. Find the median.

    The cumulative distribution function is $F(x) = \displaystyle\int_0^x \tfrac12 t\,dt = \tfrac14 x^2$. Set $F(m) = 0.5$:

    $$\tfrac14 m^2 = 0.5 \;\Rightarrow\; m^2 = 2 \;\Rightarrow\; m = \sqrt{2} = 1.41.$$

    The distribution of a related variable. If $Y=g(X)$, find $Y$'s distribution through its cumulative function. For $Y=X^2$: $F_Y(y)=P(X^2\leqslant y)=P(-\sqrt y\leqslant X\leqslant\sqrt y)=F_X(\sqrt y)-F_X(-\sqrt y)$, then differentiate for $f_Y=F_Y'$. When $g$ is monotonic increasing there is a shortcut, $F_Y(y)=F_X\big(g^{-1}(y)\big)$.

    Worked example. With $f_X(x)=\tfrac12 x$ on $[0,2]$ (so $F_X(x)=\tfrac14 x^2$), let $Y=X^2$. For $0\leqslant y\leqslant 4$, $F_Y(y)=F_X(\sqrt y)=\tfrac14 y$, so $f_Y(y)=F_Y'(y)=\tfrac14$ – that is, $Y$ is uniform on $[0,4]$.

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    Continuous random variables

    P(a < X < b) = ∫ f(x) dx

    For a continuous variable, probability is the area under the density curve.

    Vocabulary Train
    English Chinese Pinyin
    probability density function 概率密度函数 gài lǜ mì dù hán shù
    cumulative distribution function 累积分布函数 lěi jī fēn bù hán shù
    percentiles 百分位数 bǎi fēn wèi shù
    median 中位数 zhōng wèi shù
    4.2

    Inference using normal and t-distributions

    Syllabus
    Candidates should be able to: Notes and examples
    formulate hypotheses and apply a hypothesis test concerning the population mean using a small sample drawn from a normal population of unknown variance, using a t-test
    calculate a pooled estimate of a population variance from two samples Calculations based on either raw or summarised data may be required.
    formulate hypotheses concerning the difference of population means, and apply, as appropriate: - a 2-sample t-test - a paired sample t-test - a test using a normal distribution The ability to select the test appropriate to the circumstances of a problem is expected.
    determine a confidence interval for a population mean, based on a small sample from a normal population with unknown variance, using a t-distribution
    determine a confidence interval for a difference of population means, using a t-distribution or a normal distribution, as appropriate.

    Source: Cambridge International syllabus

    A Galton board with balls piled into a bell shape
    A Galton board: balls falling through pins pile up into the bell-shaped normal distribution.

    When a sample is small and the population variance is unknown, base your hypothesis test 假设检验 on the $t$-distribution instead of the normal. The same idea gives a confidence interval 置信区间 for the mean:

    $$\bar{x} \pm t\,\frac{s}{\sqrt{n}},$$
    where $t$ comes from the $t$-tables with $n - 1$ degrees of freedom. To compare two populations, use a two-sample (2-sample) or paired-sample $t$-test, after finding a pooled estimate 合并估计 of the shared variance when appropriate.

    The t-distribution curve sitting lower and wider than the standard normal
    For a small sample the $t$-distribution is flatter with heavier tails, so its critical values are larger.

    Worked example. A sample of $n = 10$ has mean $\bar{x} = 50$ and standard deviation $s = 4$. Find a $95\%$ confidence interval for the mean (use $t = 2.262$ for $9$ degrees of freedom).

    $$50 \pm 2.262\times\frac{4}{\sqrt{10}} = 50 \pm 2.86 \;\Rightarrow\; (47.1,\ 52.9).$$

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    Why small samples need t instead of z

    With $\sigma$ unknown you use $t$, and $t$ has heavier tails than the normal (drawn dashed behind it) — so its critical values are larger and the interval is wider. At the worked example's $9$ degrees of freedom the widget reads $t^* = 2.262$, exactly the table value used above. Sweep df up and $t$ collapses onto the normal.

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    The normal distribution

    Shade a tail to find a probability — the basis of confidence intervals and hypothesis tests.

    Vocabulary Train
    English Chinese Pinyin
    hypothesis test 假设检验 jiǎ shè jiǎn yàn
    confidence interval 置信区间 zhì xìn qū jiān
    pooled estimate 合并估计 hé bìng gū jì
    4.3

    Chi-squared tests

    Syllabus
    Candidates should be able to: Notes and examples
    fit a theoretical distribution, as prescribed by a given hypothesis, to given data Questions will not involve lengthy calculations.
    use a $\chi^2$-test, with the appropriate number of degrees of freedom, to carry out the corresponding goodness of fit analysis Classes should be combined so that each expected frequency is at least 5.
    use a $\chi^2$-test, with the appropriate number of degrees of freedom, for independence in a contingency table. Yates’ correction is not required. Where appropriate, either rows or columns should be combined so that the expected frequency in each cell is at least 5.

    Source: Cambridge International syllabus

    A $\chi^2$-test (chi-squared test 卡方检验) compares observed counts $O$ with expected counts $E$ from a theoretical distribution 理论分布:

    $$\chi^2 = \sum \frac{(O - E)^2}{E}.$$
    Compare this with a table value for the right number of degrees of freedom 自由度. Two uses: a goodness of fit 拟合优度 test (does the data follow the proposed model?), and a test for independence 独立性 of two variables in a contingency table 列联表.

    A right-skewed chi-squared curve with its upper 5% tail shaded beyond the critical value
    The test rejects the model when $\chi^2$ exceeds the critical value, landing in the shaded $5\%$ tail.

    Worked example. Four equally likely categories give observed counts $20, 30, 25, 25$ (so each expected count is $25$). Test the fit at the $5\%$ level.

    $$\chi^2 = \frac{(20-25)^2 + (30-25)^2 + 0 + 0}{25} = \frac{25 + 25}{25} = 2.$$
    With $4 - 1 = 3$ degrees of freedom the table value is $7.815$. Since $2 < 7.815$, do not reject the model.

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    The chi-squared distribution and its 5% tail

    The worked example on this page gives $\chi^2 = 2$ with $3$ degrees of freedom against a table value of $7.815$ — the widget reproduces both. Drag df to see why the critical value changes with the number of categories.

    Explore

    Chi-squared test route

    Follow observed and expected counts to a test decision.

    Vocabulary Train
    English Chinese Pinyin
    chi-squared test 卡方检验 kǎ fāng jiǎn yàn
    theoretical distribution 理论分布 lǐ lùn fēn bù
    degrees of freedom 自由度 zì yóu dù
    goodness of fit 拟合优度 nǐ hé yōu dù
    independence 独立性 dú lì xìng
    contingency table 列联表 liè lián biǎo
    4.4

    Non-parametric tests

    Syllabus
    Candidates should be able to: Notes and examples
    understand the idea of a non-parametric test and appreciate situations in which such a test might be useful e.g. when sampling from a population which cannot be assumed to be normally distributed.
    understand the basis of the sign test, the Wilcoxon signed-rank test and the Wilcoxon rank-sum test Including knowledge that Wilcoxon tests are valid only for symmetrical distributions.
    use a single-sample sign test and a single-sample Wilcoxon signed-rank test to test a hypothesis concerning a population median Including the use of normal approximations where appropriate. Questions will not involve tied ranks or observations equal to the population median value being tested.
    use a paired-sample sign test, a Wilcoxon matched-pairs signed-rank test and a Wilcoxon rank-sum test, as appropriate, to test for identity of populations. Including the use of normal approximations where appropriate. Questions will not involve tied ranks or zero‑difference pairs.

    Source: Cambridge International syllabus

    A non-parametric test 非参数检验 makes no assumption that the data is normal, so it is useful when that assumption fails. The basic ones are:

    • the sign test 符号检验: count how many values fall above and below a proposed median, and test those counts with a binomial model;
    • the Wilcoxon signed-rank test 威尔科克森符号秩检验 (the matched-pairs test for paired data), which also uses the sizes of the differences, not just their signs;
    • the Wilcoxon rank-sum test 威尔科克森秩和检验, for comparing two separate samples.
    A number line with a dashed median: three points below it are marked minus and four above it are marked plus
    The sign test counts how many values fall above and below the proposed median, then tests those counts with a binomial model

    Worked example. Test whether a median is $5$. In a sample of $10$ values (none equal to $5$), $9$ lie above $5$ and $1$ lies below. Test at the $5\%$ level (two-tailed).

    Under $H_0$ (median $= 5$) the number above follows $B(10, 0.5)$. The observed result ($9$ above) is extreme, so find $P(X \geq 9) = \binom{10}{9}(0.5)^{10} + (0.5)^{10} = \dfrac{11}{1024} = 0.0107$. For a two-tailed test compare with $\tfrac{1}{2}(5\%) = 0.025$. Since $0.0107 < 0.025$, reject $H_0$: there is evidence the median is not $5$.

    Explore

    Non-parametric test chooser

    Choose the rank-based test that matches the data situation.

    Vocabulary Train
    English Chinese Pinyin
    non-parametric test 非参数检验 fēi cān shù jiǎn yàn
    sign test 符号检验 fú hào jiǎn yàn
    Wilcoxon signed-rank test 威尔科克森符号秩检验 wēi ěr kē kè sēn fú hào zhì jiǎn yàn
    Wilcoxon rank-sum test 威尔科克森秩和检验 wēi ěr kē kè sēn zhì hé jiǎn yàn
    4.5

    Probability generating functions

    Syllabus
    Candidates should be able to: Notes and examples
    understand the concept of a probability generating function (PGF) and construct and use the PGF for given distributions Including the discrete uniform, binomial, geometric and Poisson distributions.
    use formulae for the mean and variance of a discrete random variable in terms of its PGF, and use these formulae to calculate the mean and variance of a given probability distribution
    use the result that the PGF of the sum of independent random variables is the product of the PGFs of those random variables.

    Source: Cambridge International syllabus

    An assortment of polyhedral dice
    Dice: a starting point for probability and discrete random variables.

    The probability generating function 概率母函数 of a discrete variable $X$ is

    $$G(t) = E(t^X) = \sum_x P(X = x)\,t^x.$$
    It packs the whole distribution into one function. The mean and variance come from its derivatives at $t = 1$: $E(X) = G'(1)$ and $\mathrm{Var}(X) = G''(1) + G'(1) - \big(G'(1)\big)^2$. Also, the PGF of a sum of independent variables is the product of their PGFs.

    Worked example. $X$ has $P(X=0) = 0.5$, $P(X=1) = 0.3$, $P(X=2) = 0.2$. Find $E(X)$ using the PGF.

    Here $G(t) = 0.5 + 0.3t + 0.2t^2$, so $G'(t) = 0.3 + 0.4t$ and

    $$E(X) = G'(1) = 0.3 + 0.4 = 0.7.$$

    PGF of a fair die packs equal masses at 1 through 6 into G(t)
    PGF of a fair die packs equal masses at 1 through 6 into G(t)
    Explore

    Probability generating function lab

    G(x) = p0 + p1 x + p2 x^2 + ...

    Change x and see how a PGF stores probabilities in powers of x.

    Vocabulary Train
    English Chinese Pinyin
    probability generating function 概率母函数 gài lǜ mǔ hán shù
    Further Probability & Statistics 进阶概率统计 jìn jiē gài lǜ tǒng jì
    4.5

    Exam tips

    • For a continuous random variable, the pdf integrates to $1$ over its range, and $E(X) = \int x f(x)\,dx$.
    • Use the $t$-distribution when the sample is small and the population variance is unknown; state the degrees of freedom.
    • For a chi-squared test compute $\sum (O-E)^2/E$, compare with the critical value at the right degrees of freedom, and combine classes with $E < 5$.
    • State $H_0$ and $H_1$ and give the conclusion in context for every test.

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