CSEC Additional Mathematics

CXC 37/G/SYLL 10
2010, Carlbbean LxamlnaLlons Councll

All rlghLs reserved. no parL of Lhls publlcaLlon may be reproduced, sLored ln a reLrleval sysLem, or
LransmlLLed ln any form, or by any means elecLronlc, phoLocopylng, recordlng or oLherwlse wlLhouL prlor
permlsslon of Lhe auLhor or publlsher.
Correspondence relaLed Lo Lhe syllabus should be addressed Lo:
1he ro-8eglsLrar
Carlbbean LxamlnaLlons Councll
Caenwood CenLre
37 Arnold 8oad, klngsLon 3, !amalca, W.l.
1elephone: (876) 630-3200
lacslmlle number: (876) 967-4972
L-mall address: cxcwzo[cxc.org
WebslLe: www.cxc.org
CopyrlghL 2010, by Carlbbean LxamlnaLlons Councll
1he Carrlson, SL Mlchael 8814038, 8arbados
Published by the Caribbean Examinations Council
CXC37/G/SYLL 10
8A1lCnALL.................................................................................................................................1
AlMS...........................................................................................................................................1
8L-8LCulSl1LS Cl 1PL S?LLA8uS............................................................................................2
C8CAnlZA1lCn Cl 1PL S?LLA8uS ............................................................................................2
SuCCLS1lCnS lC8 1LACPlnC 1PL S?LLA8uS...........................................................................2
CL81lllCA1lCn Anu uLllnl1lCn Cl 8CllLLS .........................................................................3
lC8MA1 Cl 1PL LxAMlnA1lCnS ..............................................................................................3
8LCuLA1lCnS lC8 8LSl1 CAnuluA1LS .....................................................................................3
8LCuLA1lCnS lC8 8lvA1L CAnuluA1LS ................................................................................6
MlSCLLLAnLCuS S?M8CLS .......................................................................................................6
LlS1 Cl lC8MuLAL ....................................................................................................................8
uSL Cl LLLC18CnlC CALCuLA1C8S ..........................................................................................9
SLC1lCn 1: ALCL88A Anu lunC1lCnS ....................................................................................10
SLC1lCn 2: CCC8ulnA1L CLCML18?, vLC1C8S Anu 18lCCnCML18?...................................16
SLC1lCn 3: ln18CuuC1C8? CALCuLuS.....................................................................................20
SLC1lCn 4: 8ASlC MA1PLMA1lCAL ALlCA1lCnS ...................................................................24
CuluLLlnLS lC8 1PL SCPCCL 8ASLu ASSLSSMLn1 .................................................................29
ASSLSSMLn1 C8l1L8lA ..............................................................................................................31
8LSCu8CLS ................................................................................................................................47
CLCSSA8? ..................................................................................................................................48
Contents
CXC 37/G/SYLL 10
1 CXC 37/G/SYLL 10
" kA1ICNALL
1he Carlbbean, wlLh few llmlLed resources, has prlded lLself ln belng a knowledge-based socleLy uLlllzlng
Lhe skllls and asseLs of people, our greaLesL resource, Lo progress ln a dynamlc world where self-rellance
ls now more Lhan ever a needed goal. AlLhough dlfferenL languages are spoken ln Lhe Carlbbean, Lhe
language of MaLhemaLlcs ls one of Lhe forms ln whlch people of Lhe Carlbbean effecLlvely communlcaLe
wlLh each oLher.
1hls AddlLlonal MaLhemaLlcs course provldes a varleLy of Loplcs wlLh relaLed aLLrlbuLes whlch would
enable Carlbbean sLudenLs Lo reason loglcally uslng Lhe prlor knowledge galned from Lhe CSLC Ceneral
roflclency MaLhemaLlcs. CandldaLes are expecLed Lo enLer Lhls course of sLudy wlLh a solld foundaLlon
of algebralc knowledge and maLhemaLlcal reasonlng.
On completing this course students will be able to make a smooth transition to higher levels of study in
Mathematics, or move on to career choices where a deeper knowledge of the general concepts of
Mathematics is required. This course of study, which includes fundamentals of Pure and Applied
Mathematics, caters to diverse interests enabling students to develop critical-thinking skills applicable to
other subject areas.
Some of Lhe underlylng concepLs of MaLhemaLlcs wlll be explored Lo a level whlch fosLers a deeper
undersLandlng and greaLer appreclaLlon of MaLhemaLlcs. 1hls wlll glve sLudenLs Lhe confldence and
ablllLy Lo approach problem-solvlng ln enllghLened ways and lead Lo creaLlve meLhods of solvlng
complex real-world problems.
1hls course Lhus provldes lnslghL lnLo Lhe exclLlng world of advanced maLhemaLlcs, Lhereby equlpplng
sLudenLs wlLh Lhe Lools necessary Lo approach any maLhemaLlcal slLuaLlon wlLh confldence.
" AIMS
1he syllabus alms Lo:
1. bulld upon Lhose foundaLlonal concepLs, Lechnlques and skllls acqulred aL Lhe CSLC Ceneral
roflclency Level and form llnkages Lo areas of sLudy aL Lhe Advanced roflclency Level,
2. enhance ways of learnlng MaLhemaLlcs,
Add|t|ona| Mathemat|cs Sy||abus
This syllabus will contribute to the development of the Ideal Caribbean Person as articulated by the
CARICOM Heads of Government in the following areas: demonstrate multiple literacies, independent and
critical thinking and innovative application of science and technology to problem solving. Such a person
should also demonstrate a positive work attitude and value and display creative imagination and
entrepreneurship. In keeping with the UNESCO Pillars of Learning, on completion of this course the study,
students will learn to do, learn to be and learn to transform themselves and society.
2 CXC 37/G/SYLL 10
3. sLlmulaLe furLher curloslLy and analyLlcal Lhlnklng ln derlvlng soluLlons Lo problems whlch may
noL necessarlly be solved by a slngle/unlque approach,
4. promoLe effecLlve maLhemaLlcal communlcaLlon,
3. develop ablllLles Lo reason loglcally,
6. develop skllls ln formulaLlng real-world problems lnLo maLhemaLlcal form,
7. develop poslLlve lnLrlnslc maLhemaLlcal values, such as, accuracy and rlgour,
8. connecL MaLhemaLlcs wlLh oLher dlsclpllnes such as Sclence, 8uslness and Lhe ArLs.
" kL-kLUISI1LS CI 1nL SLLA8US
Any person wlLh a good grasp of Lhe conLenLs of Lhe syllabus of Lhe Carlbbean Secondary LducaLlon
CerLlflcaLe (CSLC) Ceneral roflclency course ln MaLhemaLlcs, or equlvalenL, should be able Lo underLake
Lhls course. Powever, successful parLlclpaLlon ln Lhls course wlll also depend crlLlcally on Lhe possesslon of
good verbal and wrlLLen communlcaLlon skllls.
" CkGANI2A1ICN CI 1nL SLLA8US
1he syllabus ls arranged as a seL of Loplcs, and each Loplc ls deflned by lLs speclflc ob[ecLlves and conLenL.
lL ls expecLed LhaL sLudenLs would be able Lo masLer Lhe speclflc ob[ecLlves and relaLed conLenL afLer
successfully pursulng a course ln MaLhemaLlcs durlng flve years of secondary educaLlon.
1he Loplcs are arranged ln four secLlons as follows:
SecLlon 1 - Algebra and luncLlons
SecLlon 2 - CoordlnaLe CeomeLry and 1rlgonomeLry
SecLlon 3 - lnLroducLory Calculus
SecLlon 4 - 8aslc MaLhemaLlcal AppllcaLlons
" SUGGLS1ICNS ICk 1LACnING 1nL SLLA8US
lor sLudenLs who compleLe CSLC MaLhemaLlcs ln Lhe fourLh form year, AddlLlonal MaLhemaLlcs can be
done ln Lhe flfLh form year. AlLernaLlvely sLudenLs may begln AddlLlonal MaLhemaLlcs ln Lhe fourLh form
and slL boLh CSLC MaLhemaLlcs and AddlLlonal MaLhemaLlcs examlnaLlons aL Lhe end of form flve.
SLudenLs may even do Lhe CSLC AddlLlonal MaLhemaLlcs as an exLra sub[ecL slmulLaneously wlLh CAL
unlL 1 ln Lhe SlxLh lorm.
3 CXC 37/G/SYLL 10
" CLk1IIICA1ICN AND DLIINI1ICN CI kCIILLS
1he syllabus wlll be examlned for cerLlflcaLlon aL Lhe Ceneral roflclency Level.
ln addlLlon Lo Lhe overall grade, Lhere wlll be a proflle reporL on Lhe candldaLe's performance under Lhe
followlng headlngs:
(l) ConcepLual knowledge (Ck),
(ll) AlgorlLhmlc knowledge (Ak),
(lll) 8easonlng (8).
1he assessmenL wlll LesL candldaLes' skllls and ablllLles ln relaLlon Lo Lhree cognlLlve levels.
ConcepLual knowledge - Lhe ablllLy Lo reca||, se|ect and use approprlaLe facLs, concepLs and
prlnclples ln a varleLy of conLexLs.
AlgorlLhmlc knowledge - Lhe ablllLy Lo man|pu|ate maLhemaLlcal expresslons and procedures
uslng approprlaLe symbols and language, loglcal deducLlon and
lnferences.
8easonlng - Lhe ablllLy Lo se|ect, use and eva|uate maLhemaLlcal models and
|nterpret Lhe resulLs of a maLhemaLlcal soluLlon ln Lerms of a glven
real-world problem, and Lo engage problem-solvlng.
" ICkMA1 CI 1nL LkAMINA1ICNS
1he examlnaLlon wlll conslsL of Lhree papers: aper 01, an ob[ecLlve Lype paper, aper 02, an essay or
problem-solvlng Lype paper and aper 03, Lhe School 8ased AssessmenL whlch wlll focus on lnvesLlgaLlon
or problem solvlng relaLed Lo any area of Lhe syllabus.
aper 01
(1 hour 30 mlnuLes)
1hls aper wlll conslsL of 43 mulLlple-cholce lLems, sampllng Lhe Core as
follows:
Sect|on 1op|cs No. of |tems 1ota|
Algebralc CperaLlons 2
CuadraLlcs 3
lnequallLles 2
luncLlons 4
Surds, lndlces and LogarlLhms 3
1
Serles 4
20
Co-ordlnaLe CeomeLry 3
vecLors 3
2
1rlgonomeLry 8 14
ulfferenLlaLlon 3
lnLegraLlon 6 11
3
1ota| 4S
4 CXC 37/G/SYLL 10
1he 43 marks wlll be welghLed Lo 60 marks
aper 02
(2 hours 40 mlnuLes)
1hls aper wlll conslsL of Lwo secLlons, SecLlon l and SecLlon ll.
SecLlon l:
80 marks
1hls secLlon wlll conslsL of 6 compulsory sLrucLured and
problem-solvlng Lype quesLlons based on SecLlons 1, 2
and 3 of Lhe syllabus: Algebra and luncLlons, CoordlnaLe
CeomeLry, vecLors and 1rlgonomeLry, and lnLroducLory
Calculus.
SecLlon ll:
20 marks
1hls secLlon wlll conslsL of 2 sLrucLured or problem-
solvlng quesLlons based on SecLlon 4 of Lhe syllabus,
8aslc MaLhemaLlcal AppllcaLlons. Cne quesLlon wlll be
seL on uaLa 8epresenLaLlon and robablllLy and Lhe
oLher quesLlon wlll be seL on klnemaLlcs.
CandldaLes wlll be requlred Lo answer only CNL
quesLlon from Lhls secLlon Lach quesLlon wlll be
allocaLed 20 marks.
1he marks allocaLed Lo Lhe secLlons are shown below.
Marks
Sect|ons No. of quest|ons
Ck Ak k
1ota|
1 Algebra and luncLlons 2 6 12 10 28
2 CoordlnaLe CeomeLry,
vecLors and 1rlgonomeLry
2 6 10 8 24
3 lnLroducLory Calculus 2 6 12 10 28
4 8aslc MaLhemaLlcal
AppllcaLlons
1 of 2 6 8 6 20
1ota| Marks 24 42 34 100
SCnCCL 8ASLD ASSLSSMLN1
aper 03]1
1hls paper comprlses a pro[ecL requlrlng candldaLes Lo demonsLraLe Lhe pracLlcal appllcaLlon of
MaLhemaLlcs ln everyday llfe. ln essence lL should allow candldaLes Lo probe, descrlbe and explaln a
maLhemaLlcal area of lnLeresL and communlcaLe Lhe flndlngs uslng maLhemaLlcal symbols, language and
Lools. 1he Loplc(s) chosen may be from any secLlon or comblnaLlon of dlfferenL secLlons of Lhe syllabus.
5 CXC 37/G/SYLL 10
1he pro[ecL may requlre candldaLes Lo collecL daLa, or may be Lheory based, requlrlng soluLlon or proof
of a chosen problem.
1he LoLal marks for aper 03/1 ls 20 and wlll conLrlbuLe 20 Loward Lhe flnal assessmenL. See
Culdellnes for School 8ased AssessmenL on pages 29 - 46.
aper 03]2 (A|ternat|ve to aper 03]1), exam|ned externa||y.
1hls paper ls an alLernaLlve Lo aper 03/1 and ls lnLended for prlvaLe candldaLes. 1hls paper comprlses
one quesLlon. 1he glven Loplc(s) may be from any secLlon or comblnaLlon of dlfferenL secLlons of Lhe
syllabus. 1he duraLlon of Lhe paper ls 1 x hours.
WLIGn1ING CI ALk AND kCIILLS
1he percenLage welghLlng of Lhe examlnaLlon componenLs and proflles ls as follows:
1ab|e 1 - ercentage We|ght|ng of apers and rof||es
kCIILLS ALk 01 ALk 02 ALk 03 1C1AL

ConcepLual (Ck) 12 (16) 24 04 (08) 47 (24)
AlgorlLhmlc knowledge (Ak) 24 (32) 42 06 (12) 87 (44)
8easonlng (8) 09 (12) 34 10 (20) 66 (32)
1C1AL
[]
43 (60)
30
100
30
20 (40)
20
200
100
" kLGULA1ICNS ICk kLSI1 CANDIDA1LS
1. 8eslL candldaLes musL compleLe apers 01 and 02 of Lhe examlnaLlon for Lhe year for whlch Lhey
re-reglsLer. 8eslL candldaLes who have earned aL leasL 30 of Lhe MCDLkA1LD score for Lhe
S8A componenL may elecL noL Lo repeaL Lhls componenL, provlded Lhey re-wrlLe Lhe
examlnaLlon no laLer Lhan Lhe year followlng Lhelr flrsL aLLempL. 1he scores for Lhe S8A can be
Lransferred once only, LhaL ls, Lo Lhe examlnaLlon lmmedlaLely followlng LhaL for whlch Lhey
were obLalned.
2. 8eslL candldaLes who have obLalned less Lhan 30 of Lhe MCDLkA1LD scores for Lhe S8A
componenL musL repeaL Lhe componenL aL any subsequenL slLLlng.
3. 8eslL candldaLes musL be enLered Lhrough a school or oLher approved educaLlonal lnsLlLuLlon.
6 CXC 37/G/SYLL 10
" kLGULA1ICNS ICk kIVA1L CANDIDA1LS
CandldaLes who are reglsLered prlvaLely wlll be requlred Lo slL aper 01, aper 02 and aper 03/2.
rlvaLe candldaLes musL be enLered Lhrough lnsLlLuLlons recognlzed by Lhe Councll.
" MISCLLLANLCUS SM8CLS
= ls equal Lo
# ls noL equal Lo
< ls less Lhan
$ ls less Lhan or equal Lo (ls noL greaLer Lhan)
> ls greaLer Lhan
% ls greaLer Lhan or equal Lo (ls noL less Lhan)
& ls ldenLlcal Lo
' ls approxlmaLely equal Lo
( ls proporLlonal Lo
) lnflnlLy
Cperat|ons
Iunct|ons
* Lhe seL of 8eal numbers
f (x) Lhe value of Lhe funcLlon f aL x
Lhe lnverse funcLlon of Lhe funcLlon f
Lhe composlLe funcLlon f and g whlch ls deflned by
Lhe flrsL derlvaLlve of y wlLh respecL Lo x
Lhe o
Lh
derlvaLlve of y wlLh respecL Lo x
Lhe flrsL, second, , o
Lh
derlvaLlves of f(x) wlLh respecL Lo x
Lhe flrsL and second derlvaLlves of x wlLh respecL Lo Llme
lg x Lhe logarlLhm of x Lo base 10
Lhe lndeflnlLe lnLegral of y wlLh respecL Lo x
Lhe deflnlLe lnLegral of y wlLh respecL Lo x beLween Lhe llmlLs x = o and
x = b
7 CXC 37/G/SYLL 10
robab|||ty and Stat|st|cs
A + 8 unlon of Lhe evenLs A and 8
A , 8 lnLersecLlon of Lhe evenLs A and 8
5 Lhe posslblllLy sample space
l (A) Lhe probablllLy of Lhe evenL A occurrlng
(A
-
) Lhe probablllLy of Lhe evenL A noL occurrlng
(A.8) Lhe condlLlonal probablllLy of Lhe evenL A occurrlng glven Lhe evenL 8 has
occurred.
Vectors
a, a Lhe vecLor a
Lhe vecLor represenLed ln magnlLude and dlrecLlon by Lhe dlrecLed llne segmenL
A8
Lhe magnlLude of
a unlL vecLor ln Lhe dlrecLlon of a
.a. Lhe magnlLude of a
a.b Lhe scalar (doL) producL of a and b
|, [ unlL vecLors ln Lhe dlrecLlon of Lhe CarLeslan coordlnaLe axes, x and y
respecLlvely
x| + y[
Mechan|cs
x dlsplacemenL
v, veloclLy
o, , acceleraLlon
q acceleraLlon due Lo gravlLy
8 CXC 37/G/SYLL 10
" LIS1 OF FORMULAE
ArlLhmeLlc Serles
CeomeLrlc Serles
, or
Clrcle:
vecLors
where v = x| + y[
1rlgonomeLry
ulfferenLlaLlon
9 CXC 37/G/SYLL 10
robablllLy
klnemaLlcs
" USL CI LLLC1kCNIC CALCULA1CkS
Cand|dates are expected to have an e|ectron|c non-programmab|e ca|cu|ator and are encouraged to
use such a ca|cu|ator |n aper 02. Cand|dates w||| a|so be a||owed to use a ca|cu|ator |n apers 01 and
03.
Culdellnes for Lhe use of elecLronlc calculaLors are llsLed below.
1. SllenL, elecLronlc hand-held calculaLors may be used.
2. CalculaLors should be baLLery or solar powered.
3. CandldaLes are responslble for ensurlng LhaL calculaLors are ln worklng condlLlon.
4. CandldaLes are permlLLed Lo brlng a seL of spare baLLerles ln Lhe examlnaLlon room.
5. No compensaLlon wlll be glven Lo candldaLes because of faulLy calculaLors.
6. No help or advlce ls permlLLed on Lhe use or repalr of calculaLors durlng Lhe examlnaLlon.
7. Sharlng calculaLors ls not permlLLed ln Lhe examlnaLlon room.
8. lnsLrucLlon manuals, and exLernal sLorage medla (for example, card, Lape, dlsk, smarLcard or
plug-ln modules) are not permlLLed ln Lhe examlnaLlon room.
9. CalculaLors wlLh graphlcal dlsplay, daLa bank, dlcLlonary or language LranslaLlon are not allowed.
10. CalculaLors LhaL have Lhe capablllLy of communlcaLlon wlLh any agency ln or ouLslde of Lhe
examlnaLlon room are proh|b|ted.
SLaLlsLlcs
10 CXC 37/G/SYLL 10
" SLC1ICN 1 : ALGL8kA AND IUNC1ICNS
GLNLkAL C8ILC1IVLS
Cn compleLlon of Lhls SecLlon, sLudenLs should:
1. be confldenL ln Lhe manlpulaLlon of algebralc expresslons and Lhe soluLlons of equaLlons and
lnequallLles,
2. undersLand Lhe dlfference beLween a sequence and a serles,
3. dlsLlngulsh beLween convergence and dlvergence of arlLhmeLlc and geomeLrlc serles,
4. undersLand Lhe concepL of a funcLlon,
3. develop Lhe ablllLy Lo use concepLs Lo model and solve real-world problems.
SLCIIIC C8ILC1IVLS CCN1LN1
A. A|gebra
SLudenLs should be able Lo:
1. perform operaLlons of addlLlon,
subLracLlon, mulLlpllcaLlon and
dlvlslon of polynomlal and raLlonal
expresslons,
AddlLlon, subLracLlon, mulLlpllcaLlon, dlvlslon
and facLorlzaLlon of algebralc expresslons.
2. facLorlze polynomlal expresslons, of
degree less Lhan or equal Lo 4, leadlng
Lo real llnear facLors,
ulvlslon of a polynomlal of degree less Lhan or
equal Lo 4 by a llnear or quadraLlc polynomlal.
3. apply Lhe 8emalnder 1heorem, 8emalnder 1heorem.
4. use Lhe lacLor 1heorem Lo flnd
facLors and Lo evaluaLe unknown
coefflclenLs.
lacLor 1heorem.
8. uadrat|cs
1. express Lhe quadraLlc funcLlon
ln Lhe form
CuadraLlc equaLlons ln one unknown.
11 CXC 37/G/SYLL 10
ALGL8kA AND IUNC1ICNS (cont'd)
, where b and k are
consLanLs Lo be deLermlned.
2. deLermlne maxlmum or mlnlmum
values and range of quadraLlc
funcLlons by compleLlon of Lhe
square,
CompleLlng Lhe square.
3. skeLch Lhe graph of Lhe quadraLlc
funcLlon, lncludlng maxlmum or
mlnlmum polnLs,
Craphs of quadraLlc funcLlons.
4. deLermlne Lhe naLure of Lhe rooLs of a
quadraLlc equaLlon,
3. solve equaLlons ln x reduclble Lo a
quadraLlc equaLlon, for example,
and
,
6. use Lhe relaLlonshlp beLween Lhe
sums and producLs of Lhe rooLs and
Lhe coefflclenLs of ox
2
- bx - c = 0,
AppllcaLlons of sums and producLs of Lhe rooLs
of quadraLlc equaLlons.
7. solve Lwo slmulLaneous equaLlons ln 2
unknowns ln whlch one equaLlon ls
llnear and Lhe oLher equaLlon ls
quadraLlc.
SoluLlon of equaLlons (one llnear and one
quadraLlc).
C. Inequa||t|es
1. flnd Lhe soluLlon seLs of quadraLlc
lnequallLles uslng algebralc and
graphlcal meLhods,
CuadraLlc lnequallLles ln one unknown.
2. flnd Lhe soluLlon seLs of lnequallLles 8aLlonal lnequallLles wlLh llnear facLors.
12 CXC 37/G/SYLL 10
of Lhe form uslng
algebralc and graphlcal meLhods.
D. Iunct|ons
1. use Lerms relaLed Lo funcLlons, Arrow dlagrams. luncLlon, domaln, co-domaln,
range, open lnLerval, half open lnLerval, closed
lnLerval, one-Lo-one funcLlon, onLo funcLlon,
one-Lo-one correspondence, lnverse and
composlLlon of funcLlons,
2. deLermlne Lhe range of a funcLlon
glven lLs domaln,
8aLlonal and polynomlal funcLlons up Lo
degree less Lhan or equal Lo 3.
3. deLermlne wheLher a glven funcLlon ls
many-Lo-one or one-Lo-one,
Craphlcal meLhods and horlzonLal llne LesL.
lormal proof noL requlred.
4. deLermlne Lhe lnverse of a glven
funcLlon, (lf lL exlsLs),
3. ploL and skeLch funcLlons and Lhelr
lnverses, (lf Lhey exlsL),
Lxclude raLlonal funcLlons.
6. sLaLe Lhe geomeLrlcal relaLlonshlp
beLween Lhe funcLlon y = f(x) and lLs
lnverse ,
f
-1
(x) as Lhe reflecLlon of f (x) ln Lhe llne
y = x.
7. flnd Lhe composlLlon of Lwo
funcLlons,
8. recognlze LhaL, lf g ls Lhe lnverse
of f, Lhen f [g(x)] = x, for all x, ln
Lhe domaln of g.
L. Surds, Ind|ces, and Logar|thms
1. perform operaLlons lnvolvlng
surds,
AddlLlon, subLracLlon, mulLlpllcaLlon and
raLlonallzaLlon of denomlnaLors of surds.
13 CXC 37/G/SYLL 10
2. use Lhe laws of lndlces Lo solve
exponenLlal equaLlons wlLh one
unknown,
LquaLlons reduclble Lo llnear and quadraLlc forms.
J. use Lhe facL LhaL log
o
b = c o
c
=
b where o ls any poslLlve whole
number,
1he relaLlonshlp beLween lndlces and logarlLhms.
4. slmpllfy expresslons by uslng tbe
lows:
(l) (lO) = l - O,
(ll) = l - O,
(lll) = b l,
(lv) ,
(v) ,
Laws of logarlLhms.
3. solve logarlLhmlc equaLlons, Lxample,
.
6. use logarlLhms Lo solve equaLlons
of Lhe form o
x
= b,
7. apply logarlLhms Lo problems
lnvolvlng Lhe LransformaLlon of a
glven relaLlonshlp Lo llnear form.
Llnear 8educLlon.
I. Sequences and Ser|es
1. deflne a sequence of Lerms [o
o
}
where o ls a poslLlve lnLeger,
2. wrlLe a speclflc Lerm from Lhe
formula for Lhe o
tb
Lerm of a
sequence,
14 CXC 37/G/SYLL 10
3. use Lhe summaLlon noLaLlon,
4. deflne a serles, as Lhe sum of Lhe
Lerms of a sequence,
Serles as Lhe sum of Lhe Lerms of a sequence.
3. ldenLlfy arlLhmeLlc and geomeLrlc
serles,
6. obLaln expresslons for Lhe general
Lerms and sums of flnlLe
arlLhmeLlc and flnlLe and lnflnlLe
geomeLrlc serles,
1he sums of flnlLe arlLhmeLlc, and flnlLe and lnflnlLe
geomeLrlc serles.
7. show LhaL all arlLhmeLlc serles
(excepL for zero common
dlfference) are dlvergenL, and LhaL
geomeLrlc serles are convergenL
only lf
-1 < t < 1, where t ls Lhe common
raLlo,
8. calculaLe Lhe sum of arlLhmeLlc
serles Lo a glven number of Lerms,
9. calculaLe Lhe sum of geomeLrlc
serles Lo a glven number of Lerms,
10. flnd Lhe sum of a convergenL
geomeLrlc serles.
Suggested 1each|ng and Learn|ng Act|v|t|es
1o faclllLaLe sLudenLs' aLLalnmenL of Lhe ob[ecLlves of Lhls SecLlon, Leachers are advlsed Lo engage
sLudenLs ln Lhe Leachlng and learnlng acLlvlLles llsLed below.
Number Systems
1eachers should do a brlef revlew of Lhe number SysLems before sLarLlng Algebra and luncLlons.
15 CXC 37/G/SYLL 10
Iunct|ons (one-to-one, onto, one-to-one correspondence) - Inverse Iunct|on
SLudenLs should explore Lhe mapplng properLles of quadraLlc funcLlons whlch:
(i) wlll, or wlll noL, be one-Lo-one, dependlng on whlch subseL of Lhe real llne ls chosen as Lhe
domaln,
(ii) wlll be onLo, lf Lhe range ls Laken as Lhe co-domaln (compleLlon of Lhe square ls useful here),
(iii) lf boLh one-Lo-one and onLo, wlll have an lnverse funcLlon whlch can be obLalned by solvlng a
quadraLlc equaLlon.
Lxample: use Lhe funcLlon f : A / 8 glven by , where Lhe domaln A ls
alLernaLlvely Lhe whole of Lhe real llne, or Lhe seL
[x0k .x % 1 1}, and Lhe co-domaln 8 ls k or Lhe seL [y0k .y % 2}.
Ser|es
1eachers should apply Lhe concepLs of Lhe arlLhmeLlc and geomeLrlc serles Lo solve real-world problems
such as lnvesLmenLs.
16 CXC 37/G/SYLL 10
" SLC1ICN 2: CCCkDINA1L GLCML1k, VLC1CkS AND
1kIGCNCML1k
GLNLkAL C8ILC1IVLS
1. develop Lhe ablllLy Lo represenL and deal wlLh polnLs ln Lhe coordlnaLe plane Lhrough Lhe use of
geomeLry and vecLors,
2. develop Lhe ablllLy Lo manlpulaLe and descrlbe Lhe behavlour of LrlgonomeLrlc funcLlons,
3. develop skllls Lo solve LrlgonomeLrlc equaLlons,
4. develop skllls Lo prove slmple LrlgonomeLrlc ldenLlLles,
A. Coord|nate Geometry
1. flnd Lhe equaLlon of a sLralghL llne, 1he gradlenL of a llne segmenL.
2. deLermlne wheLher llnes are parallel
or muLually perpendlcular uslng Lhe
gradlenLs,
8elaLlonshlps beLween Lhe gradlenLs of parallel
and muLually perpendlcular llnes.
3. flnd Lhe polnL of lnLersecLlon of Lwo
llnes,
4. wrlLe Lhe equaLlon of a clrcle, 1he equaLlon of Lhe clrcle ln Lhe forms
where o, b, f, q, c, t 0 *.
5. flnd Lhe cenLre and radlus of a glven
clrcle,
6. flnd equaLlons of LangenLs and
normals aL glven polnLs on clrcles,
1angenLs and normals Lo Lhe clrcle.
7. flnd Lhe polnLs of lnLersecLlon of a
curve wlLh a sLralghL llne.
17 CXC 37/G/SYLL 10
SLC1ICN 2: CCCkDINA1L GLCML1k, VLC1CkS AND 1kIGCNCML1k (cont'd)
8. Vectors
1. express a vecLor ln Lhe form or
x| - y[, x, y 0 *,
1wo-dlmenslonal vecLors and Lhelr geomeLrlc
represenLaLlons.
2. deflne equal vecLors, LquallLy of vecLors.
3. add and subLracL vecLors,
4. mulLlply a vecLor by a scalar quanLlLy,
5. derlve and use unlL vecLors, unlL vecLors.
6. flnd dlsplacemenL vecLors, oslLlon and dlsplacemenL vecLors.
7. flnd Lhe magnlLude and dlrecLlon of a
vecLor,
Modulus and dlrecLlon of a vecLor.
8. deflne Lhe scalar producL of Lwo
vecLors:
(l) ln Lerms of Lhelr componenLs,
(ll) ln Lerms of Lhelr magnlLudes
and Lhe angle beLween Lhem,
Scalar (doL) producL of 2 vecLors.
9. flnd Lhe angle beLween Lwo glven
vecLors,
10. apply properLles of parallel and
perpendlcular vecLors.
roblems lnvolvlng parallel and perpendlcular
vecLors.
C. 1r|gonometry
(All ooqles wlll be ossomeJ to be meosoteJ lo toJloos ooless otbetwlse stoteJ)
1. deflne Lhe radlan,
2. converL degrees Lo radlans and
radlans Lo degrees,
3. use Lhe formulae for arc lengLh l = tp
and secLor area A = x t
2
p,
AppllcaLlons of arc lengLh and secLor area.
18 CXC 37/G/SYLL 10
SLC1ICN 2: CCCkDINA1L GLCML1k, VLC1CkS AND 1kIGCNCML1k (cont'd)
4. evaluaLe slne, coslne and LangenL for
angles of any slze glven elLher ln
degrees or radlans,
5. evaluaLe Lhe exacL values of slne,
coslne and LangenL for
p = 0, , , , , , , 22,
lnclude relaLed angles such as
6. graph Lhe funcLlons sln kx, cos kx,
Lan kx, where k ls 1 or 2 and
,
7. derlve Lhe ldenLlLy
,
8. use Lhe formulae for sln (A 8),
cos (A 8) and Lan (A 8),
Compound-angle formulae.
9. derlve Lhe mulLlple angle ldenLlLles
for sln 2x, cos 2x, Lan 2x,
uouble-angle formulae.
10. use Speclflc Cb[ecLlves 7, 8 and 9
above Lo prove slmple ldenLlLles,
11. flnd soluLlons of slmple
LrlgonomeLrlc equaLlons for a glven
range, lncludlng Lhose lnvolvlng Lhe
use of cos
2
p + sln
2
p & 1.
SoluLlon of slmple LrlgonomeLrlc equaLlons
lncludlng graphlcal lnLerpreLaLlon buL
excludlng general soluLlon.
19 CXC 37/G/SYLL 10
1r|gonometr|c Ident|t|es
1eachers should derlve Lhe LrlgonomeLrlc ldenLlLles and formulae where approprlaLe. Powever,
sLudenLs are noL expecLed Lo know Lhe proofs of Lhe followlng LrlgonomeLrlc formulae:
sln (A 8), cos (A 8), Lan (A 8).
SLudenLs should recognlse LhaL .
SLudenLs should use Lhe equllaLeral and Lhe lsosceles rlghL angled Lrlangle Lo derlve Lhe exacL values of
SLudenLs should also derlve Lhe LrlgonomeLrlc funcLlons sln x and cos x for angles x of any value
(lncludlng negaLlve values), uslng Lhe coordlnaLes of polnLs on Lhe unlL clrcle.
SLudenLs should be made aware of Lhe relaLlonshlps beLween Lhe unlL clrcle and lLs quadranLs and Lhe
relaLed angles (prlnclpal and secondary soluLlons).
20 CXC 37/G/SYLL 10
" SLC1ICN 3: IN1kCDUC1Ck CALCULUS
GLNLkAL C8ILC1IVLS
1. undersLand Lhe relaLlonshlps beLween Lhe derlvaLlve of a funcLlon aL a polnL and Lhe behavlour
of Lhe funcLlon and lLs LangenL aL LhaL polnL,
2. be confldenL ln dlfferenLlaLlng and lnLegraLlng glven funcLlons,
3. undersLand Lhe relaLlonshlp beLween lnLegraLlon and dlfferenLlaLlon,
4. know how Lo calculaLe areas and volumes uslng lnLegraLlon,
A. D|fferent|at|on
1. use Lhe concepL of Lhe derlvaLlve aL a
polnL x = c as Lhe gradlenL of Lhe
LangenL Lo Lhe graph aL x = c,
1he gradlenL of a curve.
2. deflne Lhe derlvaLlve aL a polnL as a
llmlL,
1he derlvaLlve as a llmlL (lnLulLlve approach).
3. use Lhe and noLaLlon for Lhe
flrsL derlvaLlve of f (x),
4. use x
o
= where o ls any
real number,
1he derlvaLlve of x
o
.
5. use sln x = cos x
and cos x = - sln x,
1he derlvaLlves of sln x and cos x.
21 CXC 37/G/SYLL 10
SLC1ICN 3: IN1kCDUC1Ck CALCULUS (cont'd)
6. use slmple rules of derlvaLlves Lo flnd
derlvaLlves of sums and mulLlples of
funcLlons,
Slmple rules of derlvaLlves:
(l) where c ls
a consLanL
(ll) f (x) g (x) = f (x) g(x)
7. use Speclflc Cb[ecLlves 4, 3 and 6 above
Lo calculaLe derlvaLlves of
polynomlals and LrlgonomeLrlc
funcLlons,
ulfferenLlaLlon of slmple polynomlals and
LrlgonomeLrlc funcLlons lnvolvlng slne and coslne
only.
8. apply Lhe chaln rule ln Lhe
dlfferenLlaLlon of composlLe funcLlons,
luncLlon of a funcLlon, Lhe chaln rule.
9. dlfferenLlaLe producLs and quoLlenLs of
slmple polynomlals and LrlgonomeLrlc
funcLlons,
roducL and quoLlenL rules.
10. use Lhe concepL of Lhe derlvaLlve as a
raLe of change,
11. use Lhe concepL of sLaLlonary polnLs, SLaLlonary polnLs.
12. deLermlne Lhe naLure of sLaLlonary
polnLs,
13. locaLe sLaLlonary polnLs, maxlma and
mlnlma, by conslderlng slgn changes of
Lhe derlvaLlve,
olnL(s) of lnflexlon noL lncluded.
14. calculaLe Lhe second derlvaLlve, f ''(x), Second derlvaLlves of funcLlons.
15. lnLerpreL Lhe slgnlflcance of Lhe slgn of
Lhe second derlvaLlve,
16. use Lhe slgn of Lhe second derlvaLlve Lo
deLermlne Lhe naLure of sLaLlonary
polnLs,
17. obLaln equaLlons of LangenLs and
normals Lo curves.
22 CXC 37/G/SYLL 10
B. Integrat|on
1. recognlze lnLegraLlon as Lhe reverse process
of dlfferenLlaLlon,
AnLl-derlvaLlves.
2. use Lhe noLaLlon ,
lndeflnlLe lnLegrals (concepL and use).
3. show LhaL Lhe lndeflnlLe lnLegral represenLs a
famlly of funcLlons whlch dlffer by consLanLs,
4. use slmple rules of lnLegraLlon, 8ules of lnLegraLlon.
(l) ,
where c ls a consLanL,
(ll) .
3. lnLegraLe funcLlons of Lhe form
where o, b, o are real and o -1,
lnLegraLlon of polynomlals.
6. flnd lndeflnlLe lnLegrals uslng formulae and
lnLegraLlon Lheorems,
7. lnLegraLe slmple LrlgonomeLrlc funcLlons, lnLegraLlon of o sln x b cos x, where o and
b are consLanLs.
8. compuLe deflnlLe lnLegrals, 1he deflnlLe lnLegral:
= l (b) - l (o), where l (x) ls an
lndeflnlLe lnLegral of f (x).
9. formulaLe Lhe equaLlon of a curve glven lLs
gradlenL funcLlon and a polnL on Lhe curve,
10. apply lnLegraLlon Lo:
(l) flnd Lhe area of Lhe reglon ln Lhe
flrsL quadranL bounded by a curve
and Lhe llnes parallel Lo Lhe y-axls,
23 CXC 37/G/SYLL 10
(ll) flnd volumes of revoluLlon
abouL Lhe x-axls, for
polynomlals up Lo and lncludlng
degree 2.
1he reglon of Lhe curve Lo be roLaLed musL be ln
Lhe flrsL quadranL only.
D|fferent|at|on
1eachers should lnLroduce Lhe derlvaLlve as a llmlL buL Lake only an lnLulLlve approach aL Lhls sLage uslng
dlagrams and noL flrsL prlnclples.
A graphlcal explanaLlon of would sufflce.
1eachers should explaln Lhe concepL of lncreaslng and decreaslng funcLlons, buL lL wlll noL be LesLed.
Curve skeLchlng uslng Lhe dlfferenLlal calculus ls noL requlred.
1he Area under the Graph of a Cont|nuous Iunct|on
Class dlscusslon should play a ma[or role ln deallng wlLh Lhls Loplc. AcLlvlLles such as LhaL whlch follows
may be performed Lo moLlvaLe Lhe dlscusslon.
Lxample of classroom acLlvlLy:
Conslder a Lrlangle of area equal Lo unlL
2
, bounded by Lhe graphs of y = x, y = 0 and x = 1.
(i) SkeLch Lhe graphs and ldenLlfy Lhe Lrlangular reglon enclosed.
(ii) Subdlvlde Lhe lnLerval [0, 1] lnLo o equal sublnLervals.
(iii) LvaluaLe Lhe sum, s(o), of Lhe areas of Lhe lnscrlbed recLangles and 5(o), of Lhe clrcumscrlbed
recLangles, erecLed on each sublnLerval.
(iv) 8y uslng dlfferenL values of o, for example o = 3, 10, 13, 20, show LhaL boLh s(o) and 5(o) geL
closer Lo Lhe area of Lhe glven reglon.
24 CXC 37/G/SYLL 10
" SLC1ICN 4: 8ASIC MA1nLMA1ICAL ALICA1ICNS
GLNLkAL C8ILC1IVLS
1. appreclaLe LhaL daLa can be represenLed boLh graphlcally and numerlcally Lo lnlLlaLe analysls,
2. undersLand Lhe concepL of probablllLy,
3. appreclaLe LhaL probablllLy models can be used Lo descrlbe real world slLuaLlons,
4. apply maLhemaLlcal models Lo Lhe moLlon of a parLlcle.
A. Data kepresentat|on and Ana|ys|s
1. dlsLlngulsh beLween Lypes of daLa, CuallLaLlve and quanLlLaLlve daLa, dlscreLe and
conLlnuous daLa.
2. represenL numerlcal daLa
dlagrammaLlcally,
SLem-and-leaf dlagrams and box-and-whlsker
ploLs.
3. ouLllne Lhe relaLlve advanLages and
dlsadvanLages of sLem-and-leaf dlagrams
and box-and-whlsker ploLs ln daLa
analyses,
4. lnLerpreL sLem-and-leaf dlagrams and
box-and-whlskers ploLs,
5. deLermlne quarLlles and percenLlles from
raw daLa, grouped daLa, sLem-and-leaf
dlagrams, box-and-whlsker ploLs,
ercenLlles.
6. calculaLe measures of cenLral Lendency
and dlsperslon,
Mode, mean, medlan, range, lnLerquarLlle range,
seml-lnLer-quarLlle range, varlance and sLandard
devlaLlon of ungrouped and grouped daLa,
7. explaln how Lhe sLandard devlaLlon
measures Lhe spread of a seL of daLa.
25 CXC 37/G/SYLL 10
SLC1ICN 4: 8ASIC MA1nLMA1ICAL ALICA1ICNS (cont'd)
B. robab|||ty 1heory
1. dlsLlngulsh among Lhe Lerms experlmenL,
ouLcome, sample space and evenL,
ConcepL of probablllLy.
2. calculaLe Lhe probablllLy of evenL A, (A),
as Lhe number of ouLcomes of A dlvlded
by Lhe LoLal number of posslble ouLcomes,
when all ouLcomes are equally llkely and
Lhe sample space ls flnlLe,
Classlcal probablllLy.
8elaLlve frequency as an esLlmaLe of
probablllLy.
3. use Lhe baslc laws of probablllLy:
(i) Lhe sum of Lhe probablllLles of all
Lhe ouLcomes ln a sample space ls
equal Lo one,
(ii) 0 (A) 1 for any evenL A,
(iii) (A') = 1 - (A), where (A') ls
Lhe probablllLy LhaL evenL A does
noL occur,
4. use (A L 8) = (A) - (8) - (A 8) Lo
calculaLe probablllLles,
1he addlLlon rule.
3. ldenLlfy muLually excluslve evenLs A and 8
such LhaL (A 8) = 0,
MuLually excluslve evenLs.
6. calculaLe Lhe condlLlonal probablllLy
(A|8) where (A|8) = ,
CondlLlonal probablllLy.
7. ldenLlfy lndependenL evenLs, lndependenL evenLs.
8. use Lhe properLy (A 8)= (A) (8) or
(A{8) = (A) where A and 8 are
lndependenL evenLs,
9. consLrucL and use posslblllLy space
dlagrams, Lree dlagrams and venn
dlagrams Lo solve problems lnvolvlng
probablllLy.
osslblllLy space dlagrams, Lree dlagrams and
venn dlagrams.
26 CXC 37/G/SYLL 10
SLC1ICN 4: 8ASIC MA1nLMA1ICAL ALICA1ICNS (cont'd)
C. k|nemat|cs of Mot|on a|ong a stra|ght ||ne
1. dlsLlngulsh beLween dlsLance and
dlsplacemenL, and speed and veloclLy,
Scalar and vecLor quanLlLles.
2. draw and use dlsplacemenL-Llme and
veloclLy-Llme graphs,
ulsplacemenL-Llme graphs and veloclLy-Llme
graphs.
3. calculaLe and use dlsplacemenL,
veloclLy, acceleraLlon and Llme ln
slmple equaLlons represenLlng Lhe
moLlon of a parLlcle ln a sLralghL llne,
ulsplacemenL, veloclLy and acceleraLlon.
4. apply where approprlaLe Lhe followlng
raLes of change:
,
where represenL dlsplacemenL,
veloclLy and acceleraLlon respecLlvely
(resLrlcLed Lo calculus from SecLlon 3).
varlable moLlon of a parLlcle.
sLudenLs ln Lhe Leachlng and learnlng acLlvlLles llsLed below. Whenever posslble, class dlscusslons and
presenLaLlons should be encouraged.
robab|||ty
Conslder Lhe Lhree scenarlos glven below.
1. 1hrow Lwo dlce. llnd Lhe probablllLy LhaL Lhe sum of Lhe doLs on Lhe uppermosL faces of Lhe
dlce ls 6.
27 CXC 37/G/SYLL 10
2. An lnsurance salesman vlslLs a household. WhaL ls Lhe probablllLy LhaL he wlll be successful ln
selllng a pollcy?
3. A hurrlcane ls slLuaLed 300 km easL of 8arbados. WhaL ls Lhe probablllLy LhaL lL wlll hlL Lhe
lsland?
1hese Lhree scenarlos are very dlfferenL for Lhe calculaLlon of probablllLy. ln '1', Lhe probablllLy ls
calculaLed as Lhe number of successful ouLcomes dlvlded by Lhe LoLal posslble number of ouLcomes. ln
Lhls classlcal approach, Lhe probablllLy asslgnmenLs are based on equally llkely ouLcomes and Lhe enLlre
sample space ls known from Lhe sLarL.
1he slLuaLlon ln '2' ls no longer as well deLermlned as ln '1'. lL ls necessary Lo obLaln hlsLorlcal daLa for
Lhe salesman ln quesLlon and esLlmaLe Lhe requlred probablllLy by dlvldlng Lhe number of successful
sales by Lhe LoLal number of households vlslLed. 1hls frequency approach sLlll relles on Lhe exlsLence of
daLa and lLs appllcaLlons are more reallsLlc Lhan Lhose of Lhe classlcal meLhodology.
lor '3' lL ls very unclear LhaL a probablllLy can be asslgned. PlsLorlcal daLa ls mosL llkely unavallable or
lnsufflclenL for Lhe frequency approach. 1he sLaLlsLlclan mlghL have Lo reverL Lo lnformed educaLed
guesses. 1hls ls qulLe permlsslble and reflecLs Lhe analysL's prlor oplnlon. 1hls approach lends lLself Lo a
8ayeslan meLhodology.
Cne should noLe LhaL Lhe rules of probablllLy Lheory remaln Lhe same regardless of Lhe meLhod used Lo
esLlmaLe Lhe probablllLy of evenLs.
kINLMA1ICS
Def|n|t|ons
D|sp|acement ls Lhe poslLlon of a polnL relaLlve Lo a flxed orlgln C. lL ls a vecLor. 1he Sl unlL ls Lhe meLre
(m). CLher meLrlc unlLs are cenLlmeLer (cm), kllomeLer (km).
Ve|oc|ty ls Lhe raLe of change of dlsplacemenL wlLh respecL Lo Llme. lL ls a vector. 1he Sl unlL ls metre
per second (ms
-1
). CLher meLrlc unlLs are cms
-1
, kmh
-1
.
Speed ls Lhe magnlLude of Lhe veloclLy and ls a scalar quanLlLy.
Un|form ve|oc|ty ls Lhe consLanL speed ln a flxed dlrecLlon.
Average ve|oc|ty = change ln dlsplacemenL
Llme Laken
Average speed = LoLal dlsLance Lravelled
Llme Laken
28 CXC 37/G/SYLL 10
Acce|erat|on ls Lhe raLe of change of veloclLy wlLh respecL Lo Llme. lL ls a vector. 1he Sl unlL ls metre per
second square (ms
-2
). CLher meLrlc unlLs are cms
-2
, kmh
-2
.
Negat|ve acce|erat|on ls also referred Lo as reLardaLlon.
Un|form acce|erat|on ls Lhe consLanL acceleraLlon ln a flxed dlrecLlon.
Mot|on |n one d|mens|on - When a parLlcle moves ln one d|mens|on, LhaL ls, along a sLralghL llne, lL has
only Lwo posslble dlrecLlons ln whlch Lo move. oslLlve and negaLlve slgns are used Lo ldenLlfy Lhe Lwo
dlrecLlons.
Vert|ca| mot|on under grav|ty - Lhls ls a speclal case of unlform acceleraLlon ln a sLralghL llne. 1he body
ls Lhrown vert|ca||y upward, or falllng free|y downward. 1hls unlform acceleraLlon ls due Lo grav|ty and
acLs verLlcally downwards Lowards Lhe cenLre of Lhe earLh. lL ls denoLed by g and may be approxlmaLed
by 9.8 ms
-2
.
GkAnS IN kINLMA1ICS
A d|sp|acement-t|me graph for a body movlng ln a sLralghL llne shows lLs dlsplacemenL x from a flxed
polnL on Lhe llne ploLLed agalnsL Llme, t. 1he ve|oc|ty v of Lhe body aL Llme, t ls glven by Lhe grad|ent of
Lhe graph slnce .
1he d|sp|acement-t|me graph for a body movlng wlLh constant ve|oc|ty ls a stra|ght ||ne. 1he veloclLy, v
of Lhe body ls glven by Lhe gradlenL of Lhe llne.
1he d|sp|acement-t|me graph for a body movlng wlLh var|ab|e ve|oc|ty ls a curve.
1he veloclLy aL any Llme, t may be esLlmaLed from Lhe gradlenL of Lhe LangenL Lo Lhe curve aL LhaL Llme.
1he average veloclLy beLween Lwo Llmes may be esLlmaLed from Lhe gradlenL of Lhe chord [olnlng Lhem.
Ve|oc|ty-t|me graph for a body movlng ln a sLralghL llne shows lLs veloclLy v ploLLed agalnsL Llme, t.
1he acce|erat|on, o of a body aL Llme, t ls glven by Lhe grad|ent of Lhe graph aL t, slnce .
1he d|sp|acement ln a Llme lnLerval ls glven by Lhe area under Lhe ve|oc|ty-t|me graph for LhaL Llme
lnLerval.
1he ve|oc|ty-t|me graph for a body movlng wlLh un|form acce|erat|on ls a stra|ght ||ne. 1he acceleraLlon
of Lhe body ls glven by Lhe gradlenL of Lhe llne.
29 CXC 37/G/SYLL 10
" GUIDLLINLS ICk 1nL SCnCCL 8ASLD ASSLSSMLN1
kA1ICNALL
School 8ased AssessmenL ls an lnLegral parL of sLudenL assessmenL ln Lhe course covered by Lhls
syllabus. lL ls lnLended Lo asslsL sLudenLs ln acqulrlng cerLaln knowledge, skllls and aLLlLudes LhaL are
assoclaLed wlLh Lhe sub[ecL. 1he acLlvlLles for Lhe School 8ased AssessmenL are llnked Lo Lhe syllabus
and should form parL of Lhe learnlng acLlvlLles Lo enable Lhe sLudenL Lo achleve Lhe ob[ecLlves of Lhe
syllabus.
uurlng Lhe course of sLudy for Lhe sub[ecL, sLudenLs obLaln marks for Lhe compeLence Lhey develop and
demonsLraLe ln underLaklng Lhelr School 8ased AssessmenL asslgnmenLs. 1hese marks conLrlbuLe Lo Lhe
flnal marks and grades LhaL are awarded Lo sLudenLs for Lhelr performance ln Lhe examlnaLlon.
1he guldellnes provlded ln Lhls syllabus for selecLlng approprlaLe Lasks are lnLended Lo asslsL Leachers and
sLudenLs ln selecLlng asslgnmenLs LhaL are valld for Lhe purpose of School 8ased AssessmenL. 1he guldellnes
provlded for Lhe assessmenL of Lhese asslgnmenLs are lnLended Lo asslsL Leachers ln awardlng marks LhaL
are rellable esLlmaLes of Lhe achlevemenL of sLudenLs ln Lhe School 8ased AssessmenL componenL of Lhe
course. ln order Lo ensure LhaL Lhe scores awarded by Leachers are ln llne wlLh Lhe CxC sLandards, Lhe
Councll underLakes Lhe moderaLlon of a sample of Lhe School 8ased AssessmenL asslgnmenLs marked by
each Leacher.
School 8ased AssessmenL provldes an opporLunlLy Lo lndlvlduallse a parL of Lhe currlculum Lo meeL Lhe
needs of sLudenLs. lL faclllLaLes feedback Lo Lhe sLudenL aL varlous sLages of Lhe experlence. 1hls helps Lo
bulld Lhe self-confldence of sLudenLs as Lhey proceed wlLh Lhelr sLudles. School 8ased AssessmenL also
faclllLaLes Lhe developmenL of Lhe crlLlcal skllls and ablllLles LhaL are emphaslsed by Lhls CSLC sub[ecL and
enhances Lhe valldlLy of Lhe examlnaLlon on whlch candldaLe performance ls reporLed. School 8ased
AssessmenL, Lherefore, makes a slgnlflcanL and unlque conLrlbuLlon Lo Lhe developmenL of relevanL skllls
and Lhe LesLlng and rewardlng of sLudenLs for Lhe developmenL of Lhose skllls.
1he Carlbbean LxamlnaLlons Councll seeks Lo ensure LhaL Lhe School 8ased AssessmenL scores are valld
and rellable esLlmaLes of accompllshmenL. 1he guldellnes provlded ln Lhls syllabus are lnLended Lo asslsL
ln dolng so.
Ass|gnment
1he School 8ased AssessmenL conslsLs of one pro[ecL Lo be marked by Lhe Leacher ln accordance wlLh
CxC guldellnes.
1here are Lwo Lypes of pro[ecL.
ro[ect A ls based on applylng maLhemaLlcal concepLs, skllls and procedures from any Loplc (s) ln order
Lo undersLand, descrlbe or explaln a real world phenomenon. 1he pro[ecL ls Lheory based and no daLa
collecLlon ls requlred.
30 CXC 37/G/SYLL 10
ro[ect 8 ls based on applylng maLhemaLlcal concepLs, skllls and procedures from any Loplc (s) ln order
Lo undersLand, descrlbe or explaln a real world phenomenon. 1he pro[ecL ls experlmenL based and
lnvolves Lhe collecLlon of daLa.
Cand|dates shou|d comp|ete one pro[ect, e|ther ro[ect A or ro[ect 8.
ko|e of the 1eacher
1he role of Leacher ls Lo:
(l) SuggesL Lhe pro[ecL for Lhe School 8ased AssessmenL.
(ll) provlde guldance LhroughouL Lhe llfe of Lhe pro[ecLs. 1he Leacher should work wlLh candldaLes
Lo develop a pro[ecL managemenL charL wlLh deflnlLe Llme llnes for achlevlng clearly ldenLlfled
ob[ecLlves, from pro[ecL lncepLlon Lo pro[ecL compleLlon.
(lll) gulde Lhe candldaLe Lhrough Lhe S8A by helplng Lo clarlfy Lhe problem or by dlscusslng posslble
approaches Lo solvlng Lhe problem. 1eachers, whlle glvlng guldance, should guard agalnsL
provldlng a compleLe soluLlon Lo Lhe problem for Lhe candldaLe or prescrlblng a speclflc formaL
LhaL should be followed.
(lv) ensure LhaL Lhe pro[ecL ls developed as a conLlnuous exerclse LhaL occurs durlng scheduled class
hours as well as ouLslde class Llmes.
(v) aL a Llme Lo be deLermlned by Lhe Leacher Lhe relevanL componenL wlll be assessed and Lhe
marks recorded. Pardcoples of Lhe compleLed documenLs should be kepL by boLh Lhe Leacher
and sLudenL. 1he Leacher should use Lhe mark scheme provlded by CxC and lnclude any
commenLs perLlnenL Lo Lhe conducL of Lhe assessmenL.
31 CXC 37/G/SYLL 10
" ASSLSSMLN1 CkI1kLkIA
Cand|dates shou|d comp|ete one pro[ect, e|ther ro[ect A or ro[ect 8.
ro[ect A
1he followlng are Lhe guldellnes for assesslng Lhls pro[ecL.
1. Lach candldaLe pursulng AddlLlonal MaLhemaLlcs can compleLe a pro[ecL whlch wlll be based on
applylng Lhe maLhemaLlcal concepLs, skllls and procedures from any Loplc (s) conLalned ln any of
Lhe secLlons or Lhelr comblnaLlons ln order Lo undersLand, descrlbe or explaln a real world
phenomenon.
1he pro[ecL wlll be presenLed ln Lhe form of a reporL and wlll have Lhe followlng parLs.
(i) A sLaLemenL of Lhe problem
A real world problem ln MaLhemaLlcs chosen from any sub[ecL or dlsclpllne such as
Sclence, 8uslness or Lhe ArLs. 1he sLudenL musL solve Lhe problem uslng Speclflc
Cb[ecLlves compleLed ln Lhe course. 1hls soluLlon wlll lnvolve elLher a proof or dlrecL
appllcaLlon of Lhe concepLs. (uaLa collecLlon ls noL usually requlred for Lhls pro[ecL. Any
necessary daLa should be glven ln Lhe problem sLaLemenL.)
(ii) ldenLlflcaLlon of lmporLanL elemenLs of Lhe problem.
(iii) MaLhemaLlcal lormulaLlon of Lhe problem.
(iv) SelecLlon of a meLhod Lo solve Lhe problem. 1hls should lnvolve use of Speclflc
Cb[ecLlves.
(v) SoluLlon of Lhe resulLlng maLhemaLlcal problem.
(vi) lnLerpreLaLlon of Lhe soluLlon ln relaLed real world conLexL.
(vii) Concluslons reached.
2. 1he pro[ecL wlll be graded ouL of a LoLal of 20 marks.
(i) ClarlLy of Lhe LlLle of Lhe real world problem belng sLudled.
(ii) Scope/purpose of Lhe problem.
(iii) MaLhemaLlcal formulaLlon of Lhe problem.
(iv) 1he problem soluLlon lncludlng explanaLlon aL each sLep.
(v) AppllcaLlons of Lhe soluLlon or proof Lo Lhe glven real world problem.
32 CXC 37/G/SYLL 10
(vi) ulscusslon of flndlngs and concluslon sLaLemenL (Lhls should lnclude suggesLlons for
furLher analysls of Lhe Loplc).
(vii) resenLaLlon (lncludlng an opLlonal oral quesLlon and answer Llme wlLh Lhe Leacher).
Assess|ng ro[ect A
1he pro[ecL wlll be graded ouL a LoLal of 20 marks and marks wlll be allocaLed Lo each Lask as ouLllned
below.
ro[ecL uescrlpLors
1. ro[ect 1|t|e
1lLle ls clear and conclse, and relaLes Lo real world problem (1) [1 ]
2. urpose of ro[ect]rob|em Statement
urpose ls clearly sLaLed and ls approprlaLe ln level of dlfflculLy (1) [1 ]
3. Mathemat|ca| Iormu|at|on
ldenLlfles all Lhe lmporLanL elemenLs of Lhe problem and shows compleLe
undersLandlng of Lhe relaLlonshlps among elemenLs
Shows compleLe undersLandlng of Lhe problem's maLhemaLlcal concepLs and
prlnclples
uses approprlaLe maLhemaLlcal Lermlnology and noLaLlons Lo model Lhe problem
maLhemaLlcally
uses approprlaLe MaLhemaLlcal model/meLhods chosen
(1)
(1)
(1)
(1)
[4]
4. 1he rob|em So|ut|on
AssumpLlons are clearly sLaLed
roofs are well esLabllshed
ulagrams are approprlaLe and clearly labelled
LxplanaLlons are sufflclenL and clearly expressed
1heorems are approprlaLe and lormulae are relevanL Lo Lhe soluLlon
CalculaLlons are preclse wlLhouL errors
SoluLlon ls clearly sLaLed
(1)
(1)
(1)
(1)
(1)
(1)
(1)
[7]
3. App||cat|on of So|ut|on
Applles Lhe soluLlon or proof Lo Lhe glven real world problem
Shows LhaL soluLlon of proof Lo glven problem ls valld
(1)
(1)
[2]
33 CXC 37/G/SYLL 10
6. D|scuss|on of I|nd|ngs]Conc|us|on
ulscusslon ls worLhwhlle
Concluslon ls valld and useful
SuggesLlons for fuLure analysls ln relaLed areas are lncorporaLed.
(1)
(1)
(1)
[3]
7. Cvera|| resentat|on
resenLaLlon ls clear and communlcaLes lnformaLlon ln a loglcal way uslng correcL
grammar, maLhemaLlcal [argon and symbols.
CommunlcaLes lnformaLlon ln a loglcal way uslng correcL grammar, maLhemaLlcal
[argon and symbols some of Lhe Llme.
(2)
(1)
[2]
1oLal 20 marks
kCILC1 A - LkLMLAk
1|t|e: Use of a arabo||c kef|ector |n Mak|ng a 1orch L|ght.
rob|em: A physlclsL wanLs Lo make an lnsLrumenL LhaL wlll reflecL rays of llghL from a mlnuLe llghL
source ln a vert|ca| beam para||e| Lo Lhe axls of symmeLry as shown ln llgure 1.
I|gure 1: hys|c|st's Instrument
1wo cruclal declslons he musL make concern:
(l) 1he shape of Lhe reflecLor Lo be used.
(ll) 1he poslLlon of Lhe llghL source.
A. Lxplaln why Lhe physlclsL should use a parabollc reflecLor wlLh equaLlon and poslLlon
hls llghL source aL Lhe locus (0, p).
34 CXC 37/G/SYLL 10
8. lf Lhe physlclsL uses Lhe parabollc reflecLor, as shown ln llgure 2, how far from Lhe verLex should
Lhe llghL source be placed on Lhe y axls Lo produce a beam of parallel rays?
I|gure 2: arabo||c kef|ector
(Assume LhaL when llghL ls reflecLed from a polnL l, Lhe angle 3 beLween an lncomlng ray and Lhe
LangenL llne aL l equals Lhe angle beLween Lhe ouLgolng ray and Lhe LangenL llne aL l.)
Mathemat|ca| Iormu|at|on:
A 1. Show LhaL lf we have Lhe dlsLance ll ls equal Lo lu Lhen Lhe equaLlon of Lhe curve
ls (see llgure 3).
I|gure 3
2. Show LhaL Lhe LangenL llne aL l
0
lnLersecLs Lhe y axls aL O (0, -y
0
)
35 CXC 37/G/SYLL 10
I|gure 4
3. rove LhaL Lhe Lrlangle whose verLlces are O, l, l
0
ls lsosceles.
4. Show LhaL ! = " ln llgure 4.
3. ueduce LhaL Lhe physlclsL should use a parabollc reflecLor wlLh equaLlon and
poslLlon hls llghL source aL Lhe locus (0, p). for hls lnsLrumenL Lo work.
6. Apply Lo Lhe speclflc example glven ln llgure 2.
So|ut|on of rob|em
A. 1o show LhaL Lhe physlclsL should use a parabollc reflecLor wlLh equaLlon and poslLlon
hls llghL source aL Lhe focus, l (0, p).
1. Show LhaL lf for any polnL l(x, y) on Lhe curve, Lhe dlsLance ll ls equal Lo lu, Lhen Lhe
equaLlon of Lhe curve ls where l ls Lhe polnL (0, p).
36 CXC 37/G/SYLL 10
Show LhaL lf l = u
kCCI
I=
u =
=
x
2
+ (y - p)
2
= (y + p)
2
(squarlng boLh sldes)
x
2
+ y
2
+ p
2
-2yp = y
2
+ p
2
+ 2yp
x
2
= 4yp, y =
1he LangenL llne Lo Lhe curve, y = , aL Lhe polnL l
0
ls shown ln llgure 4. Show LhaL
Lhe LangenL llne aL l
0
lnLersecLs Lhe y-axls aL C (0, -y
0
) .
37 CXC 37/G/SYLL 10
I|gure 4
1he LangenL llne aL l
0
lnLersecLs Lhe y-axls aL C(0, -y
0
)
kCCI
We flnd Lhe equaLlon of Lhe LangenL aL l
0
:
= slope of LangenL.
Slnce (x
0
, y
0
) ls a polnL on Lhe parabola
1he equaLlon of Lhe LangenL llne Lhrough (x
0
, ) ls Lherefore:
y - = (l)
1o flnd where Lhls llne lnLersecLs Lhe y-axls we subsLlLuLe x = 0 lnLo (l)
1he co-ordlnaLes of C ls (0, -y
o
)
2. Show LhaL Lhe Lrlangle whose verLlces are O, l, l
0
ls lsosceles.
1o show LhaL A O, l, l
0
ls an lsosceles Lrlangle, we show LhaL lO = ll
0

38 CXC 37/G/SYLL 10

kCCI

lC= =

= p + y
o

l
0
= =
l
o
=
2
=
= =

= + p

lO = ll
0
and A Oll
o
ls lsosceles

3. Show LhaL LhaL ! = ".

I|gure S
Slnce Lhe base angles of an lsosceles A are equal l l
o
= ll
o
O = o.
8uL o and 6 are correspondlng angles slnce Lhe llne Lhrough l
o
ls parallel Lo Lhe
y-axls, Lherefore, o = 6.

4. Show LhaL Lhe physlclsL should use a parabollc reflecLor wlLh equaLlon

and
poslLlon hls llghL source aL Lhe focus, l (0, p).

39 CXC 37/G/SYLL 10

I|gure 6

1he physlclsL knows LhaL for any ray from l sLrlklng Lhe reflecLor aL l, o = 6
(assumpLlon: angle of lncldence equals angle of reflecLlon).

8uL from parL earller we know LhaL for Lhe parabola when o = 6, Lhe llne l wlll be parallel Lo Lhe axls of
symmeLry lf l ls (0, p).

1herefore all rays from Lhe mlnuLe llghL source aL l LhaL are lncldenL on Lhe parabola wlll be reflecLed ln
a dlrecLlon parallel Lo Lhe y axls.

SoluLlon Lo arL A
1hus Lhe physlclsL should use a parabollc reflecLor wlLh llghL source aL focus, l, Lo produce a
beam of parallel rays.

App||cat|on of the So|ut|on

8. Pow far from Lhe verLex should Lhe llghL source be placed on Lhe y-axls Lo produce a beam of
parallel rays?

lor Lhe glven parabola y = 1 when x = 1/2
Slnce y = ,
1 =

40 CXC 37/G/SYLL 10
4p =1/4,
p =
1he llghL source should be placed unlLs from Lhe verLex ln order Lo produce a beam of
parallel rays.

D|scuss|on of I|nd|ngs

1o make an lnsLrumenL LhaL would reflecL a mlnuLe llghL source ln a verLlcal beam parallel Lo Lhe axls of
Lhe symmeLry, we have shown LhaL lf Lhe physlclsL uses a parabollc reflecLor wlLh equaLlon and
poslLlons hls llghL source aL Lhe focus, l(0, p) Lhen hls lnsLrumenL wlll work and rays of llghL wlll be
reflecLed ln a verLlcal beam.

I|gure 1

lor example lf parabollc reflecLlon has Lhe dlmenslons glven ln llgure 2, he should poslLlon hls llghL
source aL unlLs from Lhe verLex of Lhe parabola. 1hls ls useful ln maklng Lorch llghLs.

Conc|us|on and Suggest|ons

8y undersLandlng Lhe opLlcal properLles of a parabola Lhe physlclsL wlll know where Lo poslLlon hls llghL
source.

lL would also be lnLeresLlng Lo lnvesLlgaLe Lhe opLlcal properLles of oLher curves such as Lhe elllpse, clrcle
and hyperbola Lo see how Lhelr properLles can be used Lo help consLrucL lnsLruLmenL such as reflecLlng
headllghLs, Lelescopes and mlcroscopes.

41 CXC 37/G/SYLL 10

ro[ect 8

1he followlng are guldellnes for assesslng Lhls pro[ecL.

1. Lach candldaLe pursulng AddlLlonal MaLhemaLlcs can compleLe a pro[ecL whlch wlll be based on
applylng Lhe maLhemaLlcal concepLs, skllls and procedures from any Loplc(s) ln order Lo
undersLand, descrlbe or explaln a real world phenomenon. 1hls pro[ecL ls experlmenL based and
lnvolves Lhe collecLlon of daLa.

1he pro[ecL wlll be presenLed ln Lhe form of a reporL and wlll have Lhe followlng parLs:

(l) A sLaLemenL of Lhe problem. A real world problem ln MaLhemaLlcs chosen from any
sub[ecL or dlsclpllne such as Sclence, 8uslness or Lhe ArLs. 1he sLudenL musL solve Lhe
problem uslng Speclflc Cb[ecLlves compleLed ln Lhe course. 1hls soluLlon wlll lnvolve
daLa collecLlon requlred for Lhls pro[ecL.

(ll) ldenLlflcaLlon of lmporLanL elemenLs of Lhe problem.

(lll) lormulaLlon of a sysLemaLlc sLraLegy for represenLlng Lhe problem

(lv) uaLa collecLlon approprlaLe for solvlng Lhe problem.

(v) An analysls of Lhe daLa, lnformaLlon and measuremenLs.

(vl) SoluLlon of Lhe resulLlng maLhemaLlcal problem.

(vll) Concluslons reached.

2. 1he pro[ecL wlll be graded ouL of a LoLal of 20 marks:

(l) ClarlLy of Lhe LlLle of Lhe real world problem belng sLudled.
(ll) Scope/purpose of Lhe problem.
(lll) MeLhod of daLa collecLlon.
(lv) resenLaLlon of daLa.
(v) MaLhemaLlcal knowledge/analysls of daLa.
(vl) ulscusslon of flndlngs/concluslons.
(vll) resenLaLlon.

42 CXC 37/G/SYLL 10
ASSLSSING kCILC1 8

1he pro[ecL wlll be graded ouL a LoLal of 20 marks and marks wlll be allocaLed Lo each Lask as ouLllned
below.

ro[ecL uescrlpLors

1. ro[ect 1|t|e

1lLled ls clear and conclse, and relaLes Lo real world problem

(1)
[1 ]

2. urpose of ro[ect

urpose ls clearly sLaLed and ls approprlaLe ln level of dlfflculLy
ApproprlaLe varlables ldenLlfled

(1)
(1)

[2 ]

3. Method of Data Co||ect|on

uaLa collecLlon meLhod clearly descrlbed
uaLa collecLlon meLhod ls approprlaLe and wlLhouL flaws

(1)
(1)
[2 ]

4. resentat|on of Data

AL leasL one Lable and one graph/charL used
uaLa clearly wrlLLen, labelled, unamblguous and sysLemaLlc
Craphs, flgures, Lables and sLaLlsLlcal/maLhemaLlcal symbols used
approprlaLely

(1)
(1)
(1)
[3]

3. Mathemat|ca| know|edge]Ana|ys|s of Data

ApproprlaLe use of maLhemaLlcal concepLs demonsLraLed
AccuraLe use of maLhemaLlcal concepLs demonsLraLed
Some analysls aLLempLed
Analysls ls coherenL
Analysls used a varleLy (Lwo or more) of approaches

(1)
(1)
(1)
(1)
(1)

[3]

6. D|scuss|on of I|nd|ngs]Conc|us|on

SLaLemenL of mosL flndlngs are clearly ldenLlfled
SLaLemenL follows from daLa gaLhered/soluLlon of problem
Concluslon based on flndlngs and relaLed Lo purposes of pro[ecL
Concluslon ls valld
SuggesLlons for fuLure analysls ln relaLed areas

(1)
(1)
(1)
(1)
(1)
[3]
7.

Cvera|| resentat|on

CommunlcaLes lnformaLlon ln a loglcal way uslng correcL grammar,

(2)
[2]

43 CXC 37/G/SYLL 10
maLhemaLlcal [argon and symbols mosL of Lhe Llme
CommunlcaLes lnformaLlon ln a loglcal way uslng correcL grammar,
maLhemaLlcal [argon and symbols some of Lhe Llme

(1)
1oLal 20 marks

kCILC1 8 - LkLMLAk

1|t|e

S|mp|e exper|ments to determ|ne the fa|rness of an ord|nary game d|e.

SLaLemenL of 1ask

Classlcal probablllLy sLaLes LhaL Lhe probablllLy of any of Lhe 6 faces of an ordlnary cublcal game dle
landlng wlLh a dlsLlncL face uppermosL afLer belng Lhrown ls lL ls noL unusual for one Lhrowlng an
ordlnary gamlng dle Lo observe LhaL one parLlcular face lands uppermosL wlLh more frequency Lhan any
of Lhe oLher faces.

ls Lhls sufflclenL reason for one Lo conclude LhaL Lhe dle may be blased? lL may be by chance LhaL Lhls
phenomenon occurs, or, perhaps Lhe manner ln whlch Lhe dle ls Lhrown has an effecL on lLs ouLcome. An
experlmenL of Lhls naLure may be affecLed by facLors LhaL vary because of Lhe non-unlform manner ln
whlch lL ls conducLed.

1hls pro[ecL alms Lo carry ouL some slmple experlmenLs Lo deLermlne wheLher or noL some varylng
facLors of Lhe manner ln Lhrowlng Lhe dle do ln facL lnfluence Lhe ouLcomes.
uaLa CollecLlon

An ordlnary 6-face gamlng dle was chosen for Lhls experlmenL. 120 Lhrows were made for each
experlmenL, uslng each of Lhe followlng meLhods:

(l) holdlng Lhe dle ln Lhe palm of Lhe hand and shaklng lL around a few Llmes before Lhrowlng lL
onLo a varnlshed Lable Lop,

(ll) placlng Lhe dle ln a SLyrofoam drlnklng cup, shaklng lL around a few Llmes before Lhrowlng lL

(lll) placlng Lhe dle ln a smooLh meLal drlnklng cup, shaklng lL around a few Llmes before Lhrowlng lL

(lv) holdlng Lhe dle ln Lhe palm of Lhe hand and shaklng lL around a few Llmes before Lhrowlng lL
onLo a llnen covered Lable Lop,

(v) placlng Lhe dle ln a SLyrofoam drlnklng cup, shaklng lL around a few Llmes before Lhrowlng lL

44 CXC 37/G/SYLL 10
(vl) placlng Lhe dle ln a smooLh meLal drlnklng cup, shaklng lL around a few Llmes before Lhrowlng lL

AfLer each experlmenL Lhe frequencles of Lhe numbers landlng uppermosL were recorded ln Labular
form.

ln each of Lhese experlmenLs Lhe number of Llmes Lhe dle was shaken before Lhrowlng was noL
predeLermlned, nor was any oLher dellberaLe conslderaLlon applled ln Lhe subsequenL Lhrows. Lvery
efforL was Laken Lo avold blas ln each of Lhe experlmenLs.

1he followlng Lable shows Lhe resulLs of Lhe experlmenLs carrled ouL.

on face 1 2 3 4 3 6
lrequencles - Lxp (l) 16 14 27 13 23 23
lrequencles - Lxp (ll) 17 20 19 23 16 23
lrequencles - Lxp (lll) 18 23 20 19 23 13
lrequencles - Lxp (lv) 16 21 20 29 13 21
lrequencles - Lxp (v) 13 20 27 18 19 23
lrequencles - Lxp (vl) 14 24 17 24 23 16
1oLal frequencles 94 124 130 128 123 121

resenLaLlon of uaLa

1he followlng comparaLlve bar charL lllusLraLes Lhe varlaLlons of frequencles for obLalnlng Lhe numbers 1
Lhrough 6 on Lhe uppermosL face for experlmenLs (l) and (ll).

Craphs Lo lllusLraLe experlmenLs (lll), (lv), (v) and (vl) may be shown as well.

45 CXC 37/G/SYLL 10
1he followlng llne graph lllusLraLes Lhe varlaLlons among Lhe frequencles for face 1.

Craphs for each of faces 2, 3, 4, 3, and 6 may be shown.

MaLhemaLlcal knowledge/Analysls of uaLa

Chooslng Lo use Lhe dlfferenL meLhods for carrylng ouL Lhese experlmenLs, as descrlbed ln uaLa
CollecLlon, Look lnLo accounL LhaL dlfferenL condlLlons of Lhe Lhrows of Lhe dle may have slgnlflcanL
lnfluences ln Lhe ouLcomes of Lhese Lhrows. 1he slze of Lhe cups chosen may have a parLlcular lnfluence
on Lhese ouLcomes. 1he lnslde surface of Lhe Lwo Lypes of cups chosen are also facLors LhaL may
lnfluence Lhese ouLcomes. 1he number of Llmes Lhe dle ls Lossed around ln Lhe palm of Lhe hand and/or
Lhe number of Llmes lL ls Lossed around ln Lhe cups may lnfluence Lhese ouLcomes. 1he dlfferenL
coverlngs of Lhe surface of Lhe Lable Lop may also lnfluence Lhese ouLcomes.

ln Lhe absence of more ln-depLh and elaboraLe sLaLlsLlcal Lechnlques, Lhese slmple experlmenLs were
lnLended Lo glve some ldea of Lhe Lheory of classlcal probablllLy. 1he llmlLlng relaLlve frequency of an
evenL over a long serles of Lrlals ls Lhe concepLual foundaLlon of Lhe frequency lnLerpreLaLlon of
probablllLy. ln Lhls framework, lL ls assumed LhaL as Lhe lengLh of Lhe serles lncreases wlLhouL bound, Lhe
fracLlon of Lhe experlmenLs ln whlch we observe Lhe evenL wlll sLablllze.

120 Lhrows under each of Lhe condlLlons selecLed should allow for slmple comparlson of Lhe observed
and LheoreLlcal frequencles.

uslng Lhe prlnclple of relaLlve probablllLy, Lhe followlng Lable shows Lhe probablllLy dlsLrlbuLlon for
LxperlmenL (l) and Lhe LheoreLlcal probablllLy of obLalnlng any of Lhe faces numbered 1, 2, 3, 4, 3, 6
landlng uppermosL.

46 CXC 37/G/SYLL 10
on face 1 2 3 4 3 6
8elaLlve
probablllLy
= 0.13 = 0.12 = 0.23 = 0.13 = 0.21 = 0.19
1heoreLlcal
probablllLy
= 0.17 = 0.17 = 0.17 = 0.17 = 0.17 = 0.17

Comparlsons of Lhe dlfferences of Lhe observed and LheoreLlcal frequencles for 120 Lhrows of Lhe dle
under Lhe condlLlons descrlbed should be consldered as sufflclenL for an explanaLlon of any slgnlflcanL
varlaLlon ln deLermlnlng wheLher Lhe dle was blased ln favour of any parLlcular face. 8arrlng any
slgnlflcanL varlaLlon among Lhe relaLlve frequencles, lL may be reasoned LhaL Lhe dle ls noL blased.

1he relaLlve probablllLles can also be calculaLed for LxperlmenLs (ll) Lhrough (vl)

lurLhermore we can comblne Lhe resulLs of all slx experlmenLs Lo arrlve aL an overall probablllLy for each
face as shown ln Lhe Lable below:

on face 1 2 3 4 3 6
8elaLlve
frequency

= 0.13

= 0.17

= 0.18

= 0.18

= 0.17

= 0.17

1he above Lable clearly shows LhaL Lhe relaLlve frequency of each face ls close Lo Lhe Lrue probablllLy
(0.17) when Lhe number of Lrlals (720) ls large. 1hls ls sLrong evldence Lo clalm LhaL Lhe dle ls unblased
even Lhough Lhere were dlfferences among Lhe observed frequencles for Lhe slx experlmenLs.

lurLher analysls musL be Laken ln llghL of any llmlLaLlons LhaL Lhe pro[ecL may have. Conslderlng Lhe
mean and sLandard devlaLlon of each of Lhese experlmenLs, accounL may be Laken of Lhe slze of Lhe
varlaLlons of Lhe observed and LheoreLlcal values. 1hls aspecL may explaln any slgnlflcanL varlaLlon from
Lhe expecLed mean and varlance of Lhese ouLcomes

1he sLandard devlaLlons for Lhe frequencles of faces 1 Lhrough 6 for LxperlmenLs (l), (ll), (lll), (lv), (v) and
(vl) are 1.67, 1.71, 1.62, 1.63, 1.63 and 1.60 respecLlvely.

LxcepL for lace 2 and Lo a lesser exLenL (lace 1), Lhe varlances among Lhe ouLcomes do noL appear Lo
suggesL slgnlflcanL dlfferences ln Lhe resulLs.

Concluslons

1hese experlmenLs can be consldered slmpllsLlc buL reasonably effecLlve for Lhe purpose of deLermlnlng
blas ln an ordlnary gamlng dle. 1he number of Lhrows, 120, may be consldered sufflclenL for obLalnlng
relaLlve frequencles and relaLlve probablllLy for Lhe experlmenLs. lncreaslng Lhe number of Lhrows
should resulL ln observed frequencles very close Lo Lhe LheoreLlcal frequencles.

lurLher sLaLlsLlcal analyses can explaln varlaLlons beLween Lhe observed and LheoreLlcal resulLs. 1hese
experlmenLs may be reflned by uslng oLher meLhods of Lhrowlng Lhe dle. 8esulLs can be compared for
slmllarlLy among Lhese resulLs and for a reasonable concluslon abouL falrness of Lhe dle.

47 CXC 37/G/SYLL 10
rocedures for keport|ng and Subm|tt|ng Schoo| 8ased Assessment

(l) 1eachers are requlred Lo record Lhe mark awarded Lo each candldaLe under Lhe approprlaLe
proflle dlmenslon on Lhe mark sheeL provlded by CxC. 1he compleLed mark sheeLs should be
submlLLed Lo CxC no laLer Lhan Aprll 30 of Lhe year of Lhe examlnaLlon.

Note: 1he schoo| |s adv|sed to keep a copy of the pro[ect for each cand|date as we|| as cop|es
of the mark sheets.

(ll) 1eachers wlll be requlred Lo submlL Lo CxC coples of Lhe pro[ecLs of a sample of candldaLes as
lndlcaLed by CxC. 1hls sample wlll be re-marked by CxC for moderaLlon purposes.

Moderat|on of Schoo| 8ased Assessment

1he candldaLe's performance on Lhe pro[ecL wlll be moderaLed. 1he sLandard and range of marks
awarded by Lhe Leacher wlll be ad[usLed where approprlaLe. Powever, Lhe rank order asslgned by Lhe
Leacher wlll be ad[usLed only ln speclal clrcumsLances and Lhen only afLer conslderaLlon of Lhe daLa
provlded by Lhe sample of marked pro[ecLs submlLLed by Lhe Leacher and re-marked by CxC.

" kLSCUkCLS

1he followlng ls a llsL of books and oLher prlnLed maLerlal LhaL mlghL be used for AddlLlonal
MaLhemaLlcs. 1he llsL ls by no means exhausLlve. Lach sLudenL should have access Lo aL leasL one LexL.

1alberL, !. l. And Peng, P. P. AJJltloool Motbemotlcs - lote ooJ ApplleJ, Slngapore:
Longman ubllshers, 1991.

WebslLe:
hLLp://www.saskschools.ca/currconLenL/physlcs30klndy n/ for klnemaLlcs

48 CXC 37/G/SYLL 10
" GLCSSAk

kL 1C A88kLVIA1ICNS

k - knowledge
C - Comprehenslon
8 - 8easonlng

WCkD

DLIINI1ICN NC1LS
analyse examlne ln deLall

annoLaLe add a brlef noLe Lo a label Slmple phrase or a few words
only.

apply use knowledge/prlnclples Lo solve
problems
Make lnferences/concluslons.

assess presenL reasons for Lhe lmporLance of
parLlcular sLrucLures, relaLlonshlps or
processes
Compare Lhe advanLages and
dlsadvanLages or Lhe merlLs
and demerlLs of a parLlcular
sLrucLure, relaLlonshlp or
process.

calculaLe arrlve aL Lhe soluLlon Lo a numerlcal
problem
SLeps should be shown, unlLs
musL be lncluded.

classlfy dlvlde lnLo groups accordlng Lo
observable characLerlsLlcs

commenL sLaLe oplnlon or vlew wlLh supporLlng
reasons

compare sLaLe slmllarlLles and dlfferences An explanaLlon of Lhe
slgnlflcance of each slmllarlLy
and dlfference sLaLed may be
requlred for comparlsons
whlch are oLher Lhan
sLrucLural.

consLrucL use a speclflc formaL Lo make and/or
draw a graph, hlsLogram, ple charL or
oLher represenLaLlon uslng daLa or
maLerlal provlded or drawn from
pracLlcal lnvesLlgaLlons, bulld (for
example, a model), draw scale dlagram
Such represenLaLlons should
normally bear a LlLle,
approprlaLe headlngs and
legend.

49 CXC 37/G/SYLL 10
WCkD

DLIINI1ICN NC1LS

deduce make a loglcal connecLlon beLween Lwo
or more pleces of lnformaLlon, use daLa
Lo arrlve aL a concluslon

deflne sLaLe conclsely Lhe meanlng of a word or
Lerm
1hls should lnclude Lhe
deflnlng equaLlon/formula
where relevanL.

demonsLraLe show, dlrecL aLLenLlon Lo...

derlve Lo deduce, deLermlne or exLracL from
daLa by a seL of loglcal sLeps some
relaLlonshlp, formula or resulL
1hls relaLlonshlp may be
general or speclflc.

descrlbe provlde deLalled facLual lnformaLlon of
Lhe appearance or arrangemenL of a
speclflc sLrucLure or a sequence of a
speclflc process
uescrlpLlon may be ln words,
drawlngs or dlagrams or any
approprlaLe comblnaLlon.
urawlngs or dlagrams should
be annoLaLed Lo show
approprlaLe deLall where
necessary.

deLermlne flnd Lhe value of a physlcal quanLlLy

deslgn plan and presenL wlLh approprlaLe
pracLlcal deLall
Where hypoLheses are sLaLed
or when LesLs are Lo be
conducLed, posslble ouLcomes
should be clearly sLaLed and/or
Lhe way ln whlch daLa wlll be
analyzed and presenLed.

develop expand or elaboraLe an ldea or
argumenL wlLh supporLlng reasons

dlagram slmpllfled represenLaLlon showlng Lhe
relaLlonshlp beLween componenLs

dlfferenLlaLe/dlsLlngulsh
(beLween/among)
sLaLe or explaln brlefly Lhose dlfferences
beLween or among lLems whlch can be
used Lo deflne Lhe lLems or place Lhem
lnLo separaLe caLegorles

dlscuss presenL reasoned argumenL, conslder
polnLs boLh for and agalnsL, explaln Lhe

50 CXC 37/G/SYLL 10
WCkD

DLIINI1ICN NC1LS
relaLlve merlLs of a case

draw make a llne represenLaLlon from
speclmens or apparaLus whlch shows an
accuraLe relaLlon beLween Lhe parLs
ln Lhe case of drawlngs from
speclmens, Lhe magnlflcaLlon
musL always be sLaLed.

esLlmaLe make an approxlmaLe quanLlLaLlve
[udgemenL

evaluaLe welgh evldence and make [udgemenLs
based on glven crlLerla
1he use of loglcal supporLlng
reasons for a parLlcular polnL
of vlew ls more lmporLanL Lhan
Lhe vlew held, usually boLh
sldes of an argumenL should
be consldered.

explaln glve reasons based on recall, accounL for

flnd locaLe a feaLure or obLaln as from a
graph

formulaLe devlse a hypoLhesls

ldenLlfy name or polnL ouL speclflc componenLs
or feaLures

lllusLraLe show clearly by uslng approprlaLe
examples or dlagrams, skeLches

lnLerpreL explaln Lhe meanlng of

lnvesLlgaLe use slmple sysLemaLlc procedures Lo
observe, record daLa and draw loglcal
concluslons

[usLlfy explaln Lhe correcLness of

label add names Lo ldenLlfy sLrucLures or
parLs lndlcaLed by polnLers

llsL lLemlze wlLhouL deLall

measure Lake accuraLe quanLlLaLlve readlngs
uslng approprlaLe lnsLrumenLs

51 CXC 37/G/SYLL 10
WCkD

DLIINI1ICN NC1LS
name glve only Lhe name of no addlLlonal lnformaLlon ls
requlred.

noLe wrlLe down observaLlons

observe pay aLLenLlon Lo deLalls whlch
characLerlze a speclmen, reacLlon or
change Laklng place, Lo examlne and
noLe sclenLlflcally
CbservaLlons may lnvolve all
Lhe senses and/or exLenslons
of Lhem buL would normally
exclude Lhe sense of LasLe.

ouLllne glve baslc sLeps only

plan prepare Lo conducL an lnvesLlgaLlon

predlcL use lnformaLlon provlded Lo arrlve aL a
llkely concluslon or suggesL a posslble
ouLcome

record wrlLe an accuraLe descrlpLlon of Lhe full
range of observaLlons made durlng a
glven procedure
1hls lncludes Lhe values for any
varlable belng lnvesLlgaLed,
where approprlaLe, recorded
daLa may be deplcLed ln
graphs, hlsLograms or Lables.

relaLe show connecLlons beLween, explaln
how one seL of facLs or daLa depend on
oLhers or are deLermlned by Lhem

skeLch make a slmple freehand dlagram
showlng relevanL proporLlons and any
lmporLanL deLalls

sLaLe provlde facLual lnformaLlon ln conclse
Lerms ouLllnlng explanaLlons

suggesL offer an explanaLlon deduced from
lnformaLlon provlded or prevlous
knowledge. (... a hypoLhesls, provlde a
generallzaLlon whlch offers a llkely
explanaLlon for a seL of daLa or
observaLlons.)
no correcL or lncorrecL
soluLlon ls presumed buL
suggesLlons musL be
accepLable wlLhln Lhe llmlLs of
sclenLlflc knowledge.

use apply knowledge/prlnclples Lo solve
problems
Make lnferences/concluslons.
"#$%#&' ()'# *++,-#
. /01 2343

52 CXC 37/G/SYLL 10

"#$%&&'#( ')#*%(#+%,(- ",.("%/

"01233405 #6705846 91:;282458< '=0>250?2:5
"#9'
!

#@@%+%,(#/ *#+A'*#+%"-

-B482>45 90B41C 056
*01D -8E4>4CFG4<C

Specimen Papers: - Unit 1, Paper 01
(Mark Scheme included)
Unit 1, Paper 02
Unit 1, Paper 03/2

Mark Schemes and Keys: - Unit 1, Paper 02
Unit 1, Paper 03/2

-1-

01254010/SPEC

TEST CODE 01254010/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

SECONDARY EDUCATION CERTIFICATE
EXAMINATION

ADDITIONAL MATHEMATICS

SPECIMEN PAPER

Paper 01 - General Proficiency

9 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This paper consists oI 45 items. You will have 90 minutes to answer them.

2. In addition to this test booklet, you should have an answer sheet.

3. Each item in this test has Iour suggested answers, lettered (A), (B), (C) and (D). Read each
item you are about to answer and decide which choice is best.

4. On your answer sheet, Iind the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.

Sample Item

Evaluate (4
-2
)
2
(
6
)
2
Sample Answer
(A)
2
4

(B)
1
4

A B C D
(C)
0
4
(D)
2
4

The best answer to this item is '
0
4
, so answer space (C) has been shaded.

5. II you want to change your answer, erase it completely beIore you Iill in your new choice.

6. When you are told to begin, turn the page and work as quickly and as careIully as
you can. II you cannot answer an item, omit it and go on to the one. You can return
later to the item omitted. You score will be the number oI correct answers produced.

7. You may do any rough work in the booklet.

8. You may use a silent non-programmable calculator to answer questions.

-2-

1. Given that I (x) k x x x + + 5 2
2 3
,
and that x 2 is a Iactor oI I (x) then k is
equal to

(A) -6
(B) -2
(C) 2
(D) 6

2. a (b c) - b(a c) is equal to

(A) a (c - b)
(B) a (b - c)
(C) c (a - b)
(D) c (b - a)

3. The value oI ( )
=

20
1
1 3
r
r is

(A) 590
(B) 610
(C) 650
(D) 1220

4. A teacher illustrates AP`s by cutting a
length oI string into 10 pieces so that the
lengths oI the pieces are in arithmetic
progression and the entire length oI the
string is used up exactly. II the Iirst piece
measures 30 cm and the Iourth piece
measures 24 cm, the total length oI the
string is

(A) 60 cm
(B) 210 cm
(C) 240 cm
(D) 390 cm

5. The Iirst term oI a GP is 16 and the IiIth
term is 81. Given that the common ratio is
positive, the value oI the 4
th
term is

(A)
16
81

(B) 24

(C) 54

(D) 64

6. The Iirst Iour terms oI a convergent GP is
given by 81, 27, 9, 3. The sum to inIinity
oI this GP is

(A) 54
(B) 120.5
(C) 121.5
(D) 243

7. Given that
x x 2 1
16 4 2 =
+
, the value oI
x is

(A) -1

(B)
4
1

(C)
3
1

(D)
2
1

8.
n
m
4 2 is equal to

(A)
n m
8

(B)
m n 2
2
+

(C)
mn n +
2

(D)
n
m 1 2
2
+

9. Given that 1 ) 1 6 ( log log
2 2
= + + x x ,
the value oI x is

(A)
3
2

(B)
2
1

(C)
3
2

(D)
2
3

-3-

01254010/SPEC
10. The value oI
log
4
( ) 8 log
4 ( ) 2
log
4

|
.
|
\
|
16
1
is

(A) -1

(B)
2
1

(C) 3

(D) 4

11. The expression
1 3
3 1
+
when simpliIied
is equal to

(A) -1

(B) 1

(C)
2
2 3 +

(D) 2 3 +

12. I (x)
2
2 8 5 x x . By completing
the square I (x) can be expressed as

(A) ( ) 4 2 2
2
+ x

(B) ( )
2
2 2 4 x

(C) ( )
2
2 2 3 + x

(D) ( )
2
2 2 3 x

13. The roots oI the equation 2x
2
x 1 0
are

(A) real and equal
(B) real and distinct
(C) not real and equal
(D) not real and distinct

14. For 2 2 s s x , the maximum value oI
( )
2
1 4 + x , and the value oI x Ior
which ( )
2
1 4 + x is maximum are
respectively

(A) 5 and 1
(B) 2 and -1
(C) 4 and -1
(D) 4 and 1

15. 6 ) 5 ( ) ( I + + = x x x . Given that I (x) is
one-to-one Ior x > k, the value oI k is

(A)
2
5

(B)
5
2

(C)
5
2

(D)
2
5

16. II a Iunction I is deIined by
1 ,
1
3
: I =
+
x
x
x
x , then ( ) 4 I
1
is
equal to

(A) -1

(B)
5
1

(C) 1

(D) 5

17. A Iunction g is deIined by g : x 3x 1.
Expressed in terms oI a, g (3a - 1) is

(A) 9a - 1
(B) 3a - 4
(C) 9a - 2
(D) 9a - 4

-4-

01254010/SPEC
18. Functions I and g are deIined by
2 3 : I x x and
0 , 4
12
: = x
x
x g .

The composite Iunction Ig is deIined by

(A) 0 , 4
36
: Ig = x
x
x

(B) 0 , 12
12
: Ig = x
x
x

(C) 0 , 6
12
: I = x
x
x g

(D) 0 , 14
36
: Ig = x
x
x

19. The range oI values Ior which
3 5 2
2
+ < x x is

(A)
2
1
x 3

(B)
2
1
x 3

(C)
2
1
< x and x 3

(D)
2
1
> x and x ~ 3

20. The values oI x which satisIy the
inequality 0
1
3 2
>
+
x
x
are

(A) 1 > x and
2
3
> x
(B)
2
3
> x
(C) 1 < x or
2
3
> x
(D) 1 > x

21. The coordinates oI the points A and B are
(2, -3) and (-10, -5) respectively. The
perpendicular bisector to the line AB is
given by the equation

(A) x 6v 20 0

(B) 6x v 28 0

(C) x 6v 20 0

(D) 6x v 28 0

22. The lines 2v - 3x 13 0 and
v x 1 0 intersect at the point P,
where the coordinates oI P are

(A) (3, 2)
(B) (3, -2)
(C) (-3, -2)
(D) (-3, 2)

23. The radius, r, and the coordinates oI the
centre, C, oI the circle with equation
0 12 4 6
2 2
= + + v x v x are

(A) r 5, C (-2, 3),

(B) r 25, C (2, -3),

(C) r 12, C (-3, 2),

(D) r 5, C (3, -2),

24. II the length oI the vector p 2i - kj is
13 and k is real, then

I. k 3
II. k -3
III. k 17
IV. k 17

(A) I or II only
(B) I or III only
(C) I or IV only
(D) II or IV only

-5-

01254010/SPEC
25. The value oI the real number t Ior which
the two vectors a 4i tj and b 2i - 3j
are parallel is

(A) -6

(B)
4
3

(C)
3
4

(D) 6

26. The position vectors oI A and B relative
to an origin O are
|
|
.
|
\
|
3
2
and
|
|
.
|
\
|
4
7

respectively. The acute angle AOB is
given by

(A) |
.
|
\
|
65
2
cos
1

(B)
|
|
.
|
\
|
65 13
26
cos
1

(C)
|
|
.
|
\
|
65
2
cos
1

(D)
|
|
.
|
\
|
65 13
26
cos
1

27. The trigonometrical expression
x
x
x
x
sin 1
cos
cos
sin 1
+
+
+
is identical to

(A) 1

(B)
x cos
2

(C)
( ) x x
x x
sin 1 cos
cos sin 1
+
+ +

(D)
( ) x x sin 1 cos
2
+

28. cos (A - B) - cos (A B)

(A) 2 sin A sin B
(B) -2 sin A cos B
(C) 2 cos A sin B
(D) 2 cos A cos B

29. II sin u
17
15
and u is obtuse, then cos u
is equal to

(A)
15
8

(B)
17
8

B.
15
8

(D)
17
8

30. The smallest positive angle Ior which the
equation sin u cos u 0 is

(A)
4
t

(B)
4
3t

(C)
4
5t

(D)
4
7t

31. For t u 2 0 s s , solutions Ior the
equation 0 1 sin 4
2
= u exist in
quadrants

(A) 1, 2 and 3
(B) 1, 3 and 4
(C) 2, 3 and 4
(D) 1, 2, 3 and 4

-6-

01254010/SPEC
32.
|
.
|
\
|

2
sin 2
t
x is equal to

(A) 2 sin x - 2

(B) - 2 cos x

(C) 2
|
.
|
\
|
+
2
cos
t
x

(D) 2 sin x - t

33. For which oI the Iollowing ranges oI
values is I (x) 2 cos 3x valid?

(A) 3 ) ( I 1 s s x
(B) 1 ) ( I 1 s s x
(C) 2 ) ( I 2 s s x
(D) 2 ) ( I 0 s s x

34. For t 2 0 s s x , the values oI x which
satisIy the equation
0 sin 3 cos 2
2
= + x x are

(A)
6
5
,
6
t t
= = x x

(B)
6
5
,
6
t t
= = x x

(C)
6
11
,
6
7 t t
= = x x

(D)
6
7
,
6
5 t t
= = x x

35. Given that v ( )
x
v
x
d
d
then , 2 3
3

(A) 3(3x - 2)
2

(B) ( )
2
3 3 x

(C) 3(3x - 2)
3

(D) 9(3x - 2)
2
36. Given that =
+
=
x
v
x
x
v
d
d
then ,
11 2
5 3

(A)
( )
2
) 11 2 (
) 3 ( ) 11 2 ( ) 2 ( 5 3
+ +
x
x x

(B)
( )
2
) 11 2 (
) 2 ( ) 5 3 ( ) 3 ( 11 2
+ +
x
x x

(C)
( )
2
) 11 2 (
) 2 ( ) 5 3 ( ) 3 ( 11 2
+
x
x x

(D)
( )
2
) 11 2 (
) 3 ( ) 11 2 ( ) 2 ( 5 3
+
x
x x

37. The curve C is given by the equation v
3 sin x 2. The value oI
x
v
d
d
at the point
where
3
t
= x is

(A)
2
1

(B)
2
3

(C)
2
7

(C) 3

38. The point P (2, 2) lies on the curve with
equation
2
) 3 ( = x x v . The equation oI
the normal to the curve at the point P is
given by

(A) ) 2 ( 3 2 = x v

(B) ) 2 ( 3 2 = x v

(C) ) 2 (
3
1
2 = x v

(D) ) 2 (
3
1
2
= x v

-7-

01254010/SPEC
39. The curve C is given by the equation
x
x v
9
4 + = . The second derivative,
2
2
d
d
x
v
, is given by

(A)
3
9
4
x
+

(B)
3
18
x

C.
3
9
4
x

(D)
3
2
9
x

40. The positive value oI : Ior which
}
:
x x
0
2
d 9 is

(A) 3
(B) 4.5
(C) 9
(D) 27

41. The gradient oI the tangent to a curve C at
(x, v) is given by
( )
2
4 3
1
d
d
+
=
x
x
v
. The
curve passes through the point
P
|
.
|
\
|
3
2
, 1 . The equation oI the curve C
is given by

(A)
( )
1
4 3
2
+
+
=
x
v

(B)
( )
3
4 3
6
+
=
x
v

(C)
( )
4
4 3 3
2
+
+
=
x
v

(D)
( )
1
4 3 3
1
+
+
=
x
v
Item 42 reIers to the Iigure below.

42. The Iinite region R is bounded by the v-
axis, the x-axis, and the arc oI the curve
2
) 3 ( = x v as shown in the Iigure
above. The area oI R in square units is

(A) 1

(B) 3

(C) 9

(D) 27

v
x
0
(0, 3)
(3, 0)
R
-8-

01254010/SPEC
Item 43 reIers to the Iigure below.

43. The Iinite region enclosed by the
curve x v = , x > 0, the x-axis and the
line x 3, as shown in the Iigure above, is
rotated completely about the x-axis. The
volume oI the solid oI revolution Iormed
is given by

(A)
}
3
0
dx x

(B) x x d
3
0
}
t

(C)

x x d
3
0
}
t

(D) x x d
3
0
2
}
t

44. ( )
}
= + x x d 3 2
5

(A) ( ) C x +
(
+
6
3 2
6
1

(B) ( ) C x +
(
+
6
3 2
2
1

(C) ( ) C x +
(
+
6
3 2
12
1

(D) ( ) C x +
(
+
6
3 2
3
1

45. Given , cos 2 sin 3
d
d
x x
x
v
= the
indeIinite integral is given by

(A) v 3 cos x 2 sin x C

(B) v -3 cos x 2 sin x C

(C) v -3 cos x 2 sin x C

(D) v 3 cos x 2 sin x C

v
x
0 (3, 0)
END OF TEST
-9-

01254010/SPEC
CSEC ADDITIONAL MATHEMATICS SPECIMEN PAPER 01

Item Key Specific
Objective
1 A 1A4
2 C 1A1
3 B 1F4
4 B 1F9
5 C 1F7
6 C 1F11
7 D 1E3
8 D 1E2
9 B 1E6
10 A 1E5
11 D 1E1
12 C 1B1
13 D 1B4
14 C 1B2
15 A 1D3
16 B 1D4
17 D 1D7
18 D 1D7
19 A 1C1
20 C 1C2
21 B 2A2
22 D 2A3
23 D 2A5
24 A 2B7
25 A 2B10
26 D 2B9
27 B 2C10
28 A 2C10
29 B 2C4
30 B 2C11
31 D 2C11
32 B 2C8
33 A 2C6
34 C 2C11
35 D 3A8
36 C 3A8
37 B 3A5
38 C 3A17
39 B 3A14
40 A 3B8
41 D 3B9
42 C 3B10(i)
43 B 3B10(ii)
44 C 3B5
45 C 3B7

01254020/SPEC
1

FORM TP 2011037/SPEC


EXAMINATION


SPECIMEN PAPER

Paper 02 - General Proficiency

2 hours and 4 minutes

INSTRUCTIONS TO CANDIDATES

1. DO NOT open this examination paper until instructed to do so.

2. This paper consists oI FOUR sections. Answer ALL questions in
Section 1, Section 2 and Section 3.

3. Answer ONE question in Section 4.

4. Write your solutions with Iull working in the booklet provided.

Required Examination Materials

Electronic calculator (non programmable)
Geometry Set
Mathematical Tables (provided)
Graph paper (provided)
2
SECTION 1

Answer BOTH questions.

All working must be clearly shown.

1. (a) A Iunction f : R R is deIined on domain R and co-domain R, where R is the set oI
real numbers, by the rule
f(x) x
2

(i) State with reason, whether f is many-to-one or one-to-one.
1 mark]

(ii) II instead, the domain oI f is the set oI non-negative real numbers,

a) Determine a Iunction g such that | | ) (x f g x
Ior all values oI x in this domain. 1 mark]

b) On the same pair oI axes, sketch the graphs oI f and g. 2 mark]

(b) Use the remainder theorem, or otherwise, to Iind the reminder when
x
3
2x
2
4x 21 is divided by x 3.
2 marks]

(c) A student collects laboratory data Ior two quantities q and p
as shown in Table 1.

Table 1

q 1 2 3 4
p 0.50 0.63 0.72 0.80

The student reasons a relationship oI the Iorm p aq
n

(i) Use logarithms to reduce this relation to a linear Iorm.
2 marks]
(ii) Using the graph paper provided and a scale oI 1 cm to represent
0.1 units on the horizontal axis and a scale oI 2 cm to represent 0.1 units
on the vertical axis, plot a suitable straight line graph and hence
estimate the constants a and n.
6 marks]
Total 14 marks

01254020/SPEC
3

2. (a) Let I(x) 18 12 3
2
+ x x .

(i) Express I(x) in the Iorm a(x b)
2
c. 3 marks]

(ii) State the minimum value oI I(x). 1 mark]

(iii) Determine the value oI x Ior which I(x) is a minimum.

1 mark]

(b) Find the set oI values oI x Ior which 2x
2
2 ~ 5x . 4 marks]

(c) Given the series ...
2
1
2
1
2
1
2
1
10 7 4
+ + + +

(i) show that this series is geometric, 3 marks]

(ii) hence, Iind the sum to inIinity oI this series. 2 marks]

Total 14 marks

01254020/SPEC
4

SECTION 2

Answer BOTH Questions

3. (i) Write the equation oI the circle C, with centre (1, 2) and radius
13 units.
1 mark]

(ii) Find the equation oI the tangent to the circle C at the point P(2,4).
4 marks]

(b) The position vector oI two points, A and B, relative to a Iixed origin O, are
3ti 2tj and 4i 2tj respectively, where t ~ 0.

Find the value oI t such that OA and OB are perpendicular.
4 marks]

(c) The points L and M reIerred to a Iixed origin O are represented by the vectors l 7i 2j and
m 4ti 2j respectively, as shown in the diagram below.

Find the unit vector in the direction oI LM.
3 marks]

Total 12 marks

01254020/SPEC
5

4. (a) The diagram below shows a circle oI centre O and radius 6 cm. The sector COD
subtends the angle
6
5t
at the centre.

Working in radians, calculate, giving your answers in terms oI a,

(i) the length oI the minor arc CD
1 mark]
(ii) the area oI the minor sector OCD
2 marks]

(b) (i) Given that
2
2
4
sin =
t
, where x is acute, show that
( ) x x x cos sin
2
2
4
sin =
|
.
|
\
|

t
.
2 marks]

(ii) Using the Iact that sin
2
3
3
=
t
and cos
2
1
3
=
t
, Iind the exact value oI
sin
12
t
showing ALL steps in your working.
3 marks]

(c) Prove the identity .
1 sin
1 sin
cos
1
tan
2
+

|
|
.
|
\
|

u
u
u
u
4 marks]

Total 12 marks

5a
6
O
C
D

01254020/SPEC
6

SECTION 3

Answer BOTH Questions

5. (a) DiIIerentiate the Iollowing with respect to x, simpliIying your result as
Iar as possible

(5 2x) (1 x)
4

4 marks]

(b) The point P lies on the curve v x
2
. The value oI x at P is -2.

Find the equation oI the tangent to the curve at P.
4 marks]

(c) Find the stationary points on the curve I (x) x x x 12 9 2
2 3
+ and
distinguish their nature.
6 marks]

Total 14 marks

6. (a) Evaluate ( )
}

2
1
2
. d 1 3 x x 4 marks]
(b) Evaluate ( )
}

2
0
. d cos 3 sin 5
t
x x x 4 marks]

(c) A curve passes through the point P |
.
|
\
|
2
7
, 0 and is such that =
x
v
d
d
2 x.

(i) Find the equation oI the curve. 3 marks]

(ii) Find the area oI the Iinite region bounded by the curve, the x-axis,

the v-axis and the line x5.
3 marks]

Total 14 marks

01254020/SPEC
7

SECTION 4

Answer Only ONE Question

7. (a) In a Lower Sixth Form there are 43 students who are studying either Statistics or
Physics or both Statistics and Physics. 28 students study Statistics and 19 students
study Physics. II a student is selected at random, what is the probability that he/she is
studying

(i) both Statistics and Physics, 3 marks]

(ii) Physics only. 2 marks]

(b) A tetrahedral die has Iour Iaces. Two Iair tetrahedral dice, one red and one blue, have
Iaces numbered 0, 1, 2, and 3 respectively. The dice are rolled and the numbers Iace
down on the two dice are recorded. R is the score on the red die and B is the score on
the blue die.

(i) Find P(R 3 and B 0).
2 marks]
The random variable T is R multiplied by B.

(ii) Complete the diagram below to represent the sample space that shows all the
possible values oI T

Sample space diagram of T
3 marks]

The table below gives the probability oI each possible value oI t.

t 0 1 2 3 4 6 9
P(T t) a
16
1

8
1
b c
8
1

16
1

(iii) Find the values oI a, b and c.
3 marks]

3
2 2
1 0
0

0 1 2 3
B

R

01254020/SPEC
8
7. (c) The number oI cars parked on a local beachIront on each night in August last year
is summarized in the Iollowing stem and leaI diagram.

1 0 5
2 1 2 4 8
3 0 3 3 3 4 7 8 8 Key: 1 0 means 10
4 1 1 3 5 8 8 8 9 9
5 2 3 6 6 7
6 2 3 4

(i) Find the median and quartiles Ior these data.
3 marks]

(ii) Construct a box-and-whisker plot to illustrate these data and comment on the
shape oI the distribution.
|4 marks]

Total 20 marks

8. (a) A car moves along a horizontal straight road, passing two points A and B. The speed
oI the car at A is 15m s
-1
. When the driver passes A, he sees a warning sign W ahead
oI him, 120 m away. He immediately applies the brakes and the car decelerates
uniIormly, reaching W at a speed oI 5 ms
-1
. At W, the driver sees that the road is
clear. He then immediately accelerates the car with uniIorm acceleration Ior 16 secs
to reach a speed oI J ms
-1
where J ~ 15. He then maintains a constant speed oI
J ms
-1
Ior 22 secs, passing B.

(i) Sketch, on the graph paper provided a velocity-time graph to illustrate the
motion oI the car as it moves Irom A to B.
3 marks]

(ii) Find the time taken Ior the car to move Irom A to B.
3 marks]

The distance Irom A to B is 1 km.

(iii) Find the value oI J.
5 marks]

01254020/SPEC
9

(b) A particle moves in a straight line so that t seconds aIter passing through a Iixed point
O, its velocity, v m/s is given by

v 3t
2
30t 72.

Calculate the:

(i) values oI t when the particle is at instantaneous rest,
3 marks]

(ii) distance moved by the particle during the interval between
the two values oI t Iound in b (i).
3 marks]

(iii) total distance moved by the particle between t 0 and t 7.
3 marks]

Total 20 marks

END OF TEST


FORM TP 2011038/SPEC

HEADQUARTERS

EXAMINATION


PAPER 03/2

ALTERNATIVE

90 minutes

Answer the given questions

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

Copyright 2009 Caribbean Examinations Council
All rights reserved

A Iarmer plans to construct an enclosure Ior his goats making use oI one side oI a barn that is 200 m in
length. He has 800 m oI Iencing material available and wants to maximize the enclosed area.

The Iarmer must decide whether to make a rectangular or semicircular enclosure as shown in the
diagrams below.

You are given that the radius oI the semi circular enclosure is r, the length oI the rectangular enclosure is
x and the width is v. .

(i) Formulate the given real world problem mathematically.
(7 marks)

(ii) Show that Ior Option I a square enclosure maximizes the area and determine the
MAXIMUM possible area.
(7 marks)

(iii) Determine the MAXIMUM area oI the enclosure in Option II.

(4 marks)

(iv) Make a recommendation to the Iarmer on the MOST appropriate enclosure, giving a reason.

(2 marks)

Total 20 marks
HEADQUARTERS

EXAMINATION


PAPER 02

SPECIMEN PAPER
KEY AND MARK SCHEME

PAPER 02
KEY AND MARK SCHEME
2

Question 1

CK AK R
(a) (i)
f cannot be 1-1 since Ior example f (-2) 4 and f (2) 4. Two
objects can have the same images. Thus f is many-to-one
(accept any reasonable explanation or horizontal line test)

1
(ii)

a)

b)

II | | ) (x f g x then g must be the inverse oI f. Let v x
2

where x is a non-negative real number.

Then x g(x)

or
| | ) (x f g
) (
2
x x, Ior all x

0.

1

1

1

(b)
Using I (3) R

I (3) 21 ) 3 ( 4 ) 3 ( 2 3
2 3
+

I (3) 0

1

1
1

(c)

(i) q n a p aq p
n
log log log + = =

1

PAPER 02
KEY AND MARK SCHEME
3

(ii)

Plot log p against log q: First Iind the table oI values

log q 0 0.3 0.48 0.6
log p -0.30 -0.20 -0.14 -0.10
CK

AK

1
R

On the graph paper provided plot the points and draw a straight line
through the points

1

The v intercept c -0.3 log a

a 10
-0.3
0.5
The slope oI the line is m
x x
v v
=
1 2
1 2
0.33 (by measurement)
n 0.33
(graphical measurements oI slope may vary slightly above or below this
value)

1

1
1

1
(SpeciIic Objectives-Sect 1: A3, D3-5, D7, E7-8) 3 6 5

PAPER 02
KEY AND MARK SCHEME
4

Question 2

CK AK R
(a) (i)

(ii)
(iii)

3x
2
12x 18

3 |x
2
4x| 18

3|(x 2)
2
- 4| 18

3(x 2)
2
- 12 18

3 (x 2)
2
30
Minimum value is v -30
Value oI x at minimum point is x -2

1

1

1

1
1

(b) 2x
2
2 ~ 5x

2x
2
-5x 2 ~ 0
(2x 1)(x 2) ~ 0
x
2
1

or x ~ 2

1
1

1
1
(c) (i)
Given the series ...
2
1
2
1
2
1
2
1
10 7 4
+ + + +
S is a geometric series iI r
i.e. S has a common ratio r.

1

2
1
2
1
2
1
2
1
4
4
7
= = r

1

8
1
2
1
3
= = r
1

PAPER 02
KEY AND MARK SCHEME
5
Question 2
(cont`d)

CK AK R
(c) (ii)
8
1
1
2
1
1

=
r
a
S
1

7
4
8
7
2
1
= =
S

1

(SpeciIic Objectives - Sect 1: B1, B2, C1, F6, F11)
3 6 5

PAPER 02
KEY AND MARK SCHEME
6

Question 3
CK AK R

(a)

(i)

( ) ( ) ( )
2
2 2
13 2 1 = + + v x

( ) ( ) 13 2 1
2 2
= + + v x

1

(ii)

The gradient, m, oI the radius through P (2, 4)
is m
1 2
2 4
+

3
2

The gradient oI the tangent to circle P is
2
3

The equation oI the tangent at P is given by
2
3
2
4
=
x
v

1

1

1

2v 8 -3x 6

2v 3x 14

1

1

1

(b)

(3ti 2tj) . (4i 2tj) 0

12t 4t
2
0

4t (3 t) 0

t 0 or t 3
t 3, since t ~ 0

1

1

PAPER 02
KEY AND MARK SCHEME
7

Question 3
(cont`d)

CK AK R

(c)

LM

|
|
.
|
\
|
+
|
|
.
|
\
|
2
4
2
7

|
|
.
|
\
|
4
3

-3i 4j

1

The unit vector in the direction oI LM is

( ) ( )
( ) j i 4 3
4 3
1
2 2
+
+

( ) j i 4 3
5
1
+

1

1

(SpeciIic Objectives-Sect 2: A4, A6, B5, B10) 4 5 3

PAPER 02
KEY AND MARK SCHEME
8
Question 4

CK AK R

(a)

(i)

u r l =
CD

cm 5
6
5
6 t
t
=

1

(ii)
u
2
COD sector
2
1
Area r =

( )
2 2
cm 15
6
5
6
2
1
t
t
=
|
.
|
\
|

1

1

(b)

(i)

(ii)

4
sin cos
4
cos sin
4
sin
t t t
x x x = |
.
|
\
|

x x cos
2
2
sin
2
2

( ) x x cos sin
2
2

sin
|
.
|
\
|
12
t
sin
|
.
|
\
|

4 3
t t

|
.
|
\
|

3
cos
3
sin
2
2 t t

|
|
.
|
\
|
2
1
2
3
2
2

( ) 1 3
4
2

1

1

1

1

1

PAPER 02
KEY AND MARK SCHEME
9

Question 4
(cont`d)

CK AK R

4

(c)

LHS
2
cos
1
cos
sin
|
|
.
|
\
|

u u
u

2
cos
1 sin
|
|
.
|
\
|
u
u

( )
u
u
2
2
sin 1
1 sin

( )
( ) ( ) u u
u
sin 1 sin 1
1 sin
2
+

1 sin
1 sin
+

u
u

1

1

1

1

(SpeciIic objectives-Sect 2: C3, C5, C8, C10) 2 5 5

PAPER 02
KEY AND MARK SCHEME
10

Question 5

CK AK R

(a)

( )( ) ( ) ( ) ( ) ( )
4 4 4
1
d
d
2 5 2 5
d
d
1 1 2 5
d
d
x
x
x x
x
x x x
x
+ + + = +

( ) ( ) ( ) ( ) ( ) | | 1 1 4 2 5 2 1
3 4
x x x + + +

( ) ( ) x x x 4 10 1 1 2
3
+ +

( ) ( ) x x 5 9 1 2
3
+

1

1

1

1

(b)

x
x
v
2
d
d
=

4
d
d
) 4 , 2 (
=
|
.
|
\
|
x
v

) 2 ( 4 4 : tangent
p
+ = x v

4x v 4 0

1

1

1

1

(c)

( ) 12 18 6 12 9 2
d
d
2 2 3
+ = + x x x x x
x

( )( ) 0 2 1 0 12 18 6
2
= = + x x x x

x 1, v 5 x 2, v 4

18 12
d
d
2
2
= x
x
v

0
d
d
1
2
2
<
|
|
.
|
\
|
x
v
(1, 5) is a maximum

0
d
d
2
2
2
>
|
|
.
|
\
|
x
v
(2, 4) is a minimum

1

1

1

1

1

1
(SpeciIic objectives: Sect 3: A4, A7-9, A11-17) 2 6 6

PAPER 02
KEY AND MARK SCHEME
11
Question 6
CK AK R

(a)

( ) ( )
} }
+ =
2
1
2
1
2 2
d 1 6 9 d 1 3 x x x x x

| | ( ) ( ) 1 3 3 2 12 24 3 3
2
1
2 3
+ + = + x x x

13

1

1

1

1

(b)

( ) | |
}
=
2
0
2
0
sin 3 cos 5 d cos 3 sin 5
t
t
x x x x x

( ) ( ) | | ( ) ( ) | | 0 3 1 5 1 3 0 5

2

1

1

1

1

1

1

1

1

(c)

(i)
( )
}
+ = = C
x
x x x v
2
2 d 2
2

At
2
7
C
2
7
, 0 =
|
.
|
\
|

2
7
2
2
2
+ =
x
x v

(ii) Area
}
(
+ =
|
|
.
|
\
|
+
5
0
5
0
3
2
2
2
7
6
d
2
7
2
2
x x
x x
x
x

Area
2
units
3
65
2
35
6
125
25 =
|
.
|
\
|
+

1

1
(SpeciIic Objectives- Sect 3: B4-5, B7--10) 4 6 4

PAPER 02
KEY AND MARK SCHEME
12

Question 7

CK AK R

(a)

(i) P (Statistics)
43
28
P (Physics)
43
19

P (Statistics and Physics)
43
4
43
43
43
19
43
28
= +

1

1

1

(ii) P (Physics only)
43
15
43
4
43
19
=

1

1

(b)

(i) P (Red 3 and Blue 0)
16
1

1

1

(ii)

(iii)
t 0 1 2 3 4 6 9
P (t)
16
7

16
1

8
1

8
1

16
1

8
1

16
1

a
16
7
, b
8
1
and c
16
1

3 0 3 6 9
2 0 2 4 6
1 0 1 2 3
0 0 0 0 0

0 1 2 3

1

1

1

1

1

1

B
R

PAPER 02
KEY AND MARK SCHEME
13

Question 7
cont`d

CK AK R

(c)

(i) 49 41 33
3 2 1
= = = Q Q Q
1 1 1

(ii)

The shape is symmetrical about the median

1

1

1

1
(SpeciIic Objectives- Sect 4: A 4-6, B2-4, B9). 6 8 6

10 64
Q1 33
Q2 41
Q3 49

PAPER 02
KEY AND MARK SCHEME
14

Question 8

CK AK R

(a)

(i)

1

1

1

(ii) Using area under the curve ( ) 120 ) ( 5 15
2
1
= + T

T 12

Total time 12 16 22 50 secs

1

1

1

(iii)

Using area under the curve

120 ( ) 1000 22 16 5
2
1
= + + J J

J 28

1

1

1

1

1

J m/s
t
15
J
A B
5
16 22
W
T

PAPER 02
KEY AND MARK SCHEME
15
Question 8
(cont`d)

CK AK R

(b)

(i) v 0 0 72 30 3
2
= + t t

(t 6) (t 4) 0

t 4 secs, 6 secs

(ii) Distance ( )
}
+
6
4
2
d 72 30 3 t t t (below the x-axis)

| |
6
4
2 3
72 15 t t t +

( ) ( ) 288 240 64 432 540 216 + +

4 metres

(iii) Distance in Iirst 4 secs ( )
}
+
4
0
2
d 72 30 3 t t t

112 metres

Distance between 6 secs and 7 secs

( )
}
+
7
6
2
d 72 30 3 t t t

4 metres

Total distance 112 4 4 120 metres

1

1

1

1

1

1

1

1

1

(SpeciIic Objectives- Sect 4: C2 4) 6 8 6

HEADQUARTERS

EXAMINATION


PAPER 03/2

SPECIMEN PAPER

KEY AND MARK SCHEME

MATHEMATICS
PAPER 03
KEY AND MARK SCHEME
2

Question 1

CK AK R
(i)
Mathematical Formulation of the problem
Option I

1

1

1
1

Let the rectangular enclosure have length x m and width v m. Since one side oI
the barn oI length 200 m is used in making the enclosure and an additional
800m oI Iencing is available then the perimeter oI the enclosure is 200 800
1000 m

The perimeter oI the rectangle is (2x 2v) m and
Area oI the rectangle enclosure is xv m
2

Thus the problem can be Iormulated mathematically as
Maximise A
1
xv
Subject to 2x 2v 1000

Option II

MATHEMATICS
PAPER 03
KEY AND MARK SCHEME
3

CK AK R
Let the semicircular enclosure have radius r
Since halI the circumIerence oI a circle is nr and diameter is 2r, the problem is
to Iind the Area A
2
oI the semicircle when nr 2r 1000m

The solution lies in comparing the two areas Maximum A
1
and A
2
to see which
is larger and recommend the larger option to the Iarmer.

(ii) To show that for Option I a square maximizes the area:

Maximise A
1
xv (area)
Subject to 2x 2v 1000 (perimeter)

Solution

2x2v 1000 y
!"""-#x
#
500 - x
Substituting in A
1
we obtain
A
1

xv x (500-x) 500x - x
2
To maximize A
1
with respect to x we Iirst Iind the stationary points:
JA
Jx
500 2x
500 - 2x 0 2x 500
x 250 at maximum

(iii)

(we need not Iind the 2
nd
derivative as there is only one solution but

J
#
A
Jx
#
, $ -# stationary point is a maximum)
v 500 x 250
Since x y the rectangle is a square
Maximum Area is A
1
250
2
62 500 m
2

Option II Area
Perimeter oI enclosure nr &#r $ !""" m
r
!"""
n&#
194.49 m (radius oI enclosure)
Area oI semicircle is A
2

n
#
[
!"""
n&#
#

This is the maximum area oI the semicircle since r is Iixed
Area oI semicircle is A
2
59 419 m
2

1

1

1

1
1

1

1

1
1

1

1

1

1

1

MATHEMATICS
PAPER 03
KEY AND MARK SCHEME
4

CK AK R

(iv)

Recommendation
Since 62500 ~ 59419, the square enclosure has greater area than the
semicircular. I would thereIore recommend Option I to the Iarmer,
i.e. build a square enclosure oI side 250 m

4

6

1
1

10

CSEC Additional Mathematics

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