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Endorsmant of arovoure dees mean that he resource i rogue to schave ths Pearson quailtin, pox dows rea that Is tre ery eutabe matora avaible to support the qualcaton and ary rsource 1s produced by te awarding body shal icudo tha and ther approprateCOL COURSE STRUCTURE ABOUT THIS BOOK vi QUALIFICATION AND ASSESSMENT OVERVIEW viii EXTRA ONLINE CONTENT x 1 COMPLEX NUMBERS 1 2 ROOTS OF QUADRATIC EQUATIONS 28 3 NUMERICAL SOLUTIONS OF EQUATIONS 36 4 COORDINATE SYSTEMS 49 REVIEW EXERCISE 1 71 5 MATRICES 76 6 TRANSFORMATIONS USING MATRICES 92 7 SERIES 116 8 PROOF 127 REVIEW EXERCISE 2 141 EXAM PRACTICE 145 GLOSSARY 147 ANSWERS 150 INDEX 173CHAPTER 1 COMPLEX NUMBERS 1.1 IMAGINARY AND COMPLEX NUMBERS 1.2 MULTIPLYING COMPLEX NUMBERS 1.3 COMPLEX CONJUGATION 1.4 ARGAND DIAGRAMS 1.5 MODULUS AND ARGUMENT 1.6 MODULUS-ARGUMENT FORM OF COMPLEX NUMBERS: 1.7 ROOTS OF QUADRATIC EQUATIONS 1.8 SOLVING CUBIC AND QUARTIC EQUATIONS CHAPTER REVIEW 1 CHAPTER 2 ROOTS OF QUADRATIC EQUATIONS 2.1 ROOTS OF A QUADRATIC EQUATION 2.2 FORMING QUADRATIC EQUATIONS WITH NEW ROOTS CHAPTER REVIEW 2 CHAPTER 3 NUMERICAL SOLUTIONS OF EQUATIONS 3.1 LOCATING ROOTS 3.2 INTERVAL BISECTION 3.3 LINEAR INTERPOLATION 3.4 THE NEWTON-RAPHSON METHOD CHAPTER REVIEW 3 = 15 16 18 22 28 29 3 34 36 37 39 4 44 47 aca CHAPTER 4 COORDINATE SYSTEMS 49 4.1 PARAMETRIC EQUATIONS 50 4.2 THE GENERAL EQUATION OF A PARABOLA 53 4.3 THE EQUATION FOR A RECTANGULAR HYPERBOLA. THE EQUATION OF THE ‘TANGENT AND THE EQUATION OF THE NORMAL 60 CHAPTER REVIEW 4 68 REVIEW EXERCISE 1 ” CHAPTER 5 MATRICES 76 5.1 INTRODUCTION TO MATRICES 77 5.2 MATRIX MULTIPLICATION 80 5.3 DETERMINANTS 85 5.4 INVERTING A 2 x 2 MATRIX 87 CHAPTER REVIEW 5 89 CHAPTER 6 TRANSFORMATIONS USING MATRICES 92 6.1 LINEAR TRANSFORMATIONS IN TWO DIMENSIONS 93 6.2 REFLECTIONS AND ROTATIONS 97 6.3 ENLARGEMENTS AND STRETCHES 102 6.4 SUCCESSIVE TRANSFORMATIONS 106 6.5 THE INVERSE OF A LINEAR ‘TRANSFORMATION CHAPTER REVIEW 6 110 113CUTS at CHAPTER 7 SERIES 116 7.1 SUMS OF NATURAL NUMBERS == 117 7.2 SUMS OF SQUARES AND CUBES 120 CHAPTER REVIEW 7 124 CHAPTER 8 PROOF 127 8.1 PROOF BY MATHEMATICAL INDUCTION 128 8.2 PROVING DIVISIBILITY RESULTS == 132 8.3 USING MATHEMATICAL INDUCTION: ‘TO PRODUCE A PROOF FOR A GENERAL TERM OF A RECURRENCE RELATION 134 8.4 PROVING STATEMENTS INVOLVING MATRICES 137 CHAPTER REVIEW 8 139 REVIEW EXERCISE 2 141 EXAM PRACTICE 145 GLOSSARY 147 ANSWERS 150 INDEX 173ABOUT THIS BOOK The following three themes have been fully integrated throughout the Pearson Edexcel International Advanced Level in Mathematics series, so they can be applied alongside your learning, 1. Mathematical argument, language and proof + Rigorous and consistent approach throughout, + Notation boxes explain key mathematical language and symbols 2. Mathematical problem-solving ‘The Mathematical Problem-Solving Cycle + Hundreds of problem-solving questions, fully integrated r spect he problem 1 into the main exercises + Problem-solving boxes provide tips and strategies interprets et eos = Challenge questions provide extra stretch t j 3. Transferable skills repent iatrmation S= + Transferable skills are embedded throughout this book, in the exercises and in some examples + These skills are signposted to show students which skills they are using and developing Finding your way around the book 5 MATRICES Each chante ie mapped othe specticaton content or easy reterence Each chapter stats with a Istof Learning abjectives “Thora world apotcaions ofthe “The Prior knowledge = mathematics you are about to check helps make sure = Teamn are highlighted at the stat You are raat start the ‘ofthe chapter chapter Glossary terms wil be dont by bold lus text on thai first appearanceCUCL aor section begins — | with explanation and key eaming poms ince sae ae signposted where they naturally occur Inthe exeresee and amples Sop by-stop worked ‘examples focus onthe ey types of questions yeu need to tackle Execise questions ae careuly graded so they uth examesive Exam-style questions renae nate and Jurors ger you Jradualy ing you up [areready forthe xa are flagged with © gradual bing yo Problem-solving ‘questions are flagged Each chapter end with a Chaoterreviow with © anda Summay of key points, Altar every few chapters, a Reviow exercise Felps you consolte your teaming with a ots of exam-sive questions Exam practice Mathematics Interational Advanced Sub ny! Batvanced Level Further Pure Mathematics 1 TAful practice paper atthe back oF the book helos you prepare forthe real thingvili QUALIFICATION AND ASSESSMENT OVERVIEW QUALIFICATION AND ASSESSMENT OVERVIEW Qualification and content overview Further Pure Mathematics 1 (FP2) is a compulsory uni International Advanced Subsidiary in Further Mathematics International Advanced Level in Further Mathematics ‘the following qualifications: Assessment overview The following table gives an overview of the assessment for this unit. We recommend that you study this information closely to help ensure that you are fully prepared for this course and know exactly what to expect in the assessment, SSS ES [Availity FPL Further Pure Mathematis1 |332960fIAS [75 | Lhour30mins_| January and June Paper cade WEHOI/O1 16596 of AL First assessment June 2019 AS: International Advanced Subsidiary, IAL: International Advanced A Level. Assessment objectives and weightings Mirmum ae cei Recall, select and use their knowledge of mathematical facts, concepts and techniques ina AO | variety of contexts. 3% Construct rigorous mathematical arguments and proofs through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions, including the construction of extended arguments for handling substantial problems presented in unstructured form, Recall, select and use their knowledge of standard mathematical models to represent ‘x03. | situations in the real world; recognise and understand given representations involving standard models; present and interpret results from such models in terms of the orginal situation, including discussion of the assumptions made and refinement of such models. Comprehend translations of common realistic contexts into mathematics; use the results of ‘804 | calculations to make predictions, or comment on the context; and, where appropriate, read 5% _ritically and comprehend longer mathematical arguments or examples of applications. Use contemporary calculator technology and other permitted resources (such as formulae 1805 | booklets or statistical tables) accurately and efficiently; understand when not to use such 5% ‘technology, and its limitation, Give answers to appropriate accuracy. 30% 10%Relationship of assessment objectives to units CEU Uu cassie My a Ld rey Marks out of 75 25-30 25-30 os 5-10 5-10 % Bea 335-40 0-6 ony ca Calculators Students may use a calculator in assessments for these qualifications. Centres are responsible for making sure that calculators used by their students meet the requirements given in the table below. Students are expected to have available a calculator with at least the following keys: +,~ x v¥, 4, Im.x,€5 xf, sine, cosine and tangent and their inverses in degrees and decimals of a degree, and in radians; memory. Prohibitions Calculators with any of the following facilities are prohibited in all examinations: + databanks + retrieval of text or formulae + built-in symbolic algebra manipulations + symbolic differentiation and/or integration + language translators + communication with other machines or the internet mx, ixun ey @ Extra online content Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides worked solutions for questions in the book. Download solutions as a PDF or quickly find the solution you need online. Use of technology problems and consolidate your understanding, graphically using technology. Use pre-made GeoGebra activities or Casio resources for a graphic calculator. GeeGebra CASIO. GeoGebra-powered interactives Graphic calculator interactives [EXE):Show coordinates Interact with the mathematics you are learning Explore the mathematics you are learning and using GeoGebra’s easy-to-use tools, gain confidence in using a graphic calculator Calculator tutorials Our helpful video tutorials will guide you through how to use to access the function press: your calculator in the exams. They cover both Casio's scientific Guenw) G) Gurr) @ \ and colour graphic calculators. Finding the value of the first derivative CED Wea cuteness sep git autoinsrctons ™ ‘on exactly which buttons to press and what he Gs a ae ucts on YOU Cake should appear on your calculator’s screenER a NUMBERS eee After completing this chapter you should be able to: Understand and use the definitions of imaginary and complex numbers > page 2 Add and subi Find solutions to any quadratic equation with real coe +t complex numbers > pages2-3 cients > pages 4-5 Multiply complex numbers » pages5-6 Understand the definition of a complex conjugate ~ pages 7-8 Divide complex numbers ~ pages 7-8 Show complex numbers on an Argand diagram > pages 9-10 Find the modulus and argument of a complex number > pages 11-16 Write a complex number in modulus-argument form > pages 15-16 Solve quadratic equations that have complex roots + pages 16-18 Solve cubic or quartic equations that have complex roots > pages 18-22 eee ceeecece Simplify each of the following, b/c In each case, determine the number of distinct teal roots of the equation f(x) =0. a fx) =3x?+ 8x4 10 b fx) =2x?- 9x47 € flx) 4x84 129 Pure 1section23 ff 3. Forthe triangle shown, find the values of: bo a 50 v180 + Pure 1 Section 1.5 Complex numbers contain a real part and an imaginary part. Engineers and physicists often describe quantities with two components using a single complex number. This allows them to model complicated situations such as air flow over acyclist. + International GCSE Mathematics 4 Find the solutions of x? = Bx + 6 =0, giving your answers in the form a = vB where a and b are integers « Pure Section 241 Write a 5 in the form p + qv/3 where p and g are rational numbers. «Pure 1 Section 1.6Pea) eS Oy KD Imaginary and complex numbers The quadratic equation ax? +x += 0 has eal solutions given by the discriminant is b? ~ 4ac. bs P= hac + IFB®— dae 0, there ae two distinct real roots. ne a + If b?—4ae =, there are two equal real roots. IF the expression under the square root is negative, _* fb? =Aae-<0, there are no real rots. Pure 1 Section 25, there are no real solutions. You can find solutions to the equation in all cases by extending the number system to include v= Since there is no real number that squares to produce -1, the number V1 is called an imaginary number, and is represented using the letter i. Complex numbers have a real part and an imaginary part, for example 3 + 2i, tint CED tre set oF a complex = An imaginary number is a number ‘numbers is written as C. - of the form bi, where b ER. ary ore ie eect = Acomplex number is written in casemate + Imi) = bis the imaginary part the form a + bi, where a, bE R. a SSS GD) ED wor Write each of the following in terms of i. Ea Ina complex number, the real part and the imaginary part cannot be combined to form a single term. ™ Complex numbers can be added or subtracted by adding or subtra their real parts and adding or subtracting their imaginary parts. ® You can muttiply a real number by a complex number by multiplying out the brackets in the usual way. ex Simplify each of the following, giving your answers in the form a + bi, where a, b € R. 10+ 61 a (2+ 5i)+(7 +31) © 5 -8i) a +504 (7 +3) b (2-si)-(6-11 2-5) + 1-5 “INH -3+6iCosas Crate EIED werner Do not use your calculator 1. Write each of the following in the form hi, where bis a real number. a b 9 vs ger this exercise. 2. Simplify, giving your answers in the form a + bi, where a, b a (5+ 21)+ (8+) b (4+ 10) #1 -8)) © (7+ 6i) + (-3- Si) @ (+48) + (G+) © (20+ 121) (1 ¥3i) f Q-i)-C5+39 g (-4-6i) -(-8 - 8) h Gy2 +i)- (2-1) i (-2-T+U43)-C124i) fj (1845) - 5-2) -G +7) 3 Simplify, giving your answers in the form a + hi, where a, b ER. a 27 +21) b H8-4i) € 23+i)+32+i) 544 3i) - 4-1 +21) 154251 5 941i py 843i 7-21 cm) 4 2 ©® 4 Write in the form a + bi, where « and 6 are simplified surds, afi p 228i 2 Las 5 Given that z = 7- 6i and w = 7 + 6i, find, CEEED complex cumbersare often in the form ail, were, 662 Ri represented by the letter zor the letter az-w bw4e © 6 Given that -3 + biand z)—2)=7+2i, find aand b where a,b€R. (2 marks) ® 7 Given that =A ba, © 22 +52) 4+ i and 2) = 7 ~3i, find, in the form a + bi, where a, b € R: + biand w= abi, where a, b € B, show that: is always imaginary ® 8 Given that a 2+ wisalways real bata) Oe ay You can use complex numbers to find solutions to any quadratic equation with real coefficients. ® IF 2 — 4ac <0 then the quadratic equation neither of which are real. GEES) ED veoeime Solve the equation = +9 =0. Example @) Solve the equation =? + 6: +25 = 0. Method 1 (Completing the square) +3°-9 + 3F-94+25 +3" +16 Method 2 (Quadratic formula) Ax1x 25 ‘Do not use your calculator in this exercise, ax? + bx + ¢=0 has two distinct complex roots, 1 Solve each of the following equations, Write your answers in the form +hi a 2?4121=0 be 3274 150= 38-2? +40=0 e2 +120=0 f 622412227Cosas Crate 2. Solve each of the following equations. Write your answers in the form a + bi GLED Te tere hand side of each equation a © - 32-92-16 isin completed square form alteady. Use ren inverse operations tofind the values of = ¢ 16iz+ 1) +11=2 3 Solve each of the following equations, Write your answers in the form a + bi. a 2+2045=0 b 2-224 10=0 © P442429=0 d 2+102+26=0 e 2452425=0 f243245=0 4 Solve cach of the following equations. Write your answers in the form a + bi. a 24524420 b 72-3243=0 e52-243=0 5 The solutions to the quadratic equation 2? ~ 82 + 21 = O are 2, and z Find z, and =,, giving each in the form a + iyB. EP) 6 The equation 2 + bz + 11 = 0, where b € R, has distinct non-real complex roots. Find the range of possible values of 5. (3 marks) ©@&) Muttiptying complex numbers You can multiply complex numbers using the same technique that you use for multiplying brackets in algebra. You can use the fact that i= \=T to simplify powers of i Express each of the following in the form a + 6i, where @ and 6 are real numbers a (2+ 3:4 + Si) b (7-4iP 2 (2+ 3i)f4 + Si) = 2(4 + Si) + 3114 + Si = B+ 1014 121 + 1512 = 841014 121-15 = (6-15) + (101+ 1 =-742 (7 - 4x7 - 4) 77 ~ 4i) ~ 447 - 49 49 ~ 28\~ 261 + 16) 49 - 281 ~ 261 ~ 1 = (49 - 16) + (-26i - 261) 33 - 56iGro ess Example @) anwsis Simplify: a® bi © QDS b Fimixixisiexi®@ =) x1) X 21x 21x 21x 2) | = 320 x1 xi xix) = 326% x F xi) = 32 x (1) x CN) xi = 321 BED scemercnn Do not use your calculator in this exercise, 1 Simplify each of the following, giving your answers in the form a + bi. a (5+i)3 +4i) ‘b (6 + 3i)(7 + 2i) © (5 = 2i(1 + Si) d (13 - 312 - 81) e (-3-iN4+ Ti) £ (8+ 5iP g (2-9iF b(1+2+i)G+) — ED rorparth, begin by multiplying i (= 215 + ix4 - 21) i +3" the first pair of brackets. © 2 4 Simplify (4 + 5i(4— 5i), giving your answer in the form a + bi. b Simplify (7 - 2i)(7 + 2i), giving your answer in the form a + bi. ¢ Comment on your answers to parts a and b. 4 Show that (a+ bi)(a ~ bi) is a teal number for any real numbers a and b. © 3 Given that (a + 3i)(1 + bi) = 25 — 39i, find two possible pairs of values for a and b. 4 Write each of the following in its simplest form. aié b Gist eBsi a (ip 42 ©® 5 Express (1 + i)* in the form a — bi, where a and b are integers to be found. © 6 Find the value of the real part of (3 ~ 2iy* @ 7 fe=27-248 Ces Find: a {(2i) b (3 - 6i) ‘You can use the binomial theorem to @ 8 (22-240 expand(a+#)', « Pure2 Section 43 Show that 9 a Given that i! = i and i? = —1, write i? and i in their simplest forms, b Write iS, i®, 17 and i* in their simplest forms, © Write down the value of: Pi RS CED ie pacts ‘a Expand la + bil®, of a complex number v=, has a positive b Hence, or otherwise, find v0 — &2i, giving your answer in real part. the form a — bi, where a and d are positive integers. 1 —4i is a solution to f¢ (2marks)Cosas Crate ©) complex conjugation "= For any complex number z= a + bi, CED Togethes - and :* are the complex conjugate of the number Sainte aeeen defined as z* =a - bi. [exampte @) EES wren Given that z = 2 = Ti, a write down =* b find the value of z + = ¢ find the value of =2*. 2+7i 2-7) +(2+ B (242) 4-74 Die CEEED Notice nat 2+ 2°is reat (2-712 +7) (247) - 712+ 7) + 14-1414 . 24449253 CEE otic thats rel For any complex number z, the product of z and :* areal number You canusethis property QB “rig method wad tide complex (ie, characteristic) to divide two complex numbers is similar tothe method used to | ‘numbers. To do this, you multiply both the rationalise a denominator when simplifying surds, ‘numerator and the denominator by the complex emer conjugate of the denominator and then simplify the result. emo ite 5 Waite "55 im the form a + bi Bi 2-31 243i : + = -2 +23 13Cae ee a its ETE) revs Do not use your calculator in this exercise. 1. Write down the complex conjugat 842% 0b = 5i 0+ Si 3 Write each of the following in the form a + bi. 345i ba Ti aa G-4iP isi in the form x + iy, where x,y € R. 5 Given that z= 1 +i, 2) =2+iand 2, = 3 +i, write each of the following in the form a + bi, © 6 Given thar 5471 =~ 3, find z in the form a + bi (2 marks) 7 Simply $*8 , 8) giving your answer in the form a + bi 4 8-102 in the form a + biv’2, where a and b are rational numbers, Express + in the form a + bi, where a and b are rational numbers. ~v2 Ue age w expen 24 in teen p-.wharep an yareaonal mmibes ‘The complex number = satisfies the equation (4 + 2i)(= ~ 2i) = 6 — 4i Find 2, giving your answer in the form a + bi where a and 6 are rational numbers, (4 marks) ‘The complex numbers =; and 2, are given by 2; = p- Tiand =, =2 + Si, where p is an integer. Find $1 in the form a + 6i, where a and b are rational, and are given in terms of p. (4 marks) S44i. Show that * is the complex conjugate of =. a+ biv3, where a and b are rational numbers to be found. (marks) p+ 5i ‘The complex number = is defined by ro t aR ER, p>0. Given that the real part of = is 4, a find the value of p (4 marks) b writ in the form a + bi, where a and b are real (1 mark)Cosas Crate @® Argand diagrams ™ You can represent complex numbers on an Argand diagram. The x-axis ‘on an Argand diagram is called the real axis and the y-axis is called the imaginary axis. The complex number z =x + iy’is represented on the diagram by the point P(x, y), where x and y are Cartesian coordinates. I 9) ELE wreerecrmon Show the complex numbers =) = —4 + i, =) = 2+ 3i and z; = 2 — 3i on an Argand diagram. a — eee Complex numbers can also be represented as vectors on an Argand diagram. = The complex number z = x + iy can be represented as the vector (G) ‘on an Argand diagram. You can add or subtract complex numbers on an Argand diagram by adding or subtracting their corresponding (ie. equivalent) vectors. 4+iand =, 343i, Show =), (443)4(14 = 744) and =) + =) onan Argand diagram,aD alae COMPLEX NUMBERS — =, onan Argand diagram. AL i EDD ive cing na sttactig CP? tat ‘complex numbers on an Argand diagram using GeoGebra, (exercise @) ETE wreneneranion 1 Show these numbers on an Argand diagram, a 742i bs- © 6-5 a -2+ © 3i f 242i g -t4+5i h-4 114 2iand 2, =2+4i, Show =), =yand sand 2; + 20n an Argand diagram. and 2; ~ =) onan Argand diagram. ‘on an Argand diagram. +=;0n an Argand diagram, 3+ 2i, where a, b € Z. Given that 25 ==) +23, a find the values of @ and b b show 2), z) and , on an Argand diagram, = Siand z5=-8 + Si, where p, q € Z. Given that 25 = 21 +21, a find the values of p and g b show © 8 The solutions to the quadratic equation =? ~ 6: + 10 = 0 ai a Find =, and =, giving your answers in the form p + gi, where p and q are integers. (3 marks) b Show, on an Argand diagram, the points representing the complex numbers =, and =». (2 marks) @® 9 & and 2; on an Argand diagram, and zp, a Show that f(3) = 0. (L mark) b Use algebra to solve f{=) = 0 completely. (4marks) ¢ Show all three solutions on an Argand diagram. (2 marks) GED There wilde sixastnct roots in total a Find all the solutions to the equatior : Write 26= 1 as (z*— 1)(2* + 1) = 0, then find three ienepen heel onerian eel ia distinct roots of =~ 1 =O and three distinct ‘¢ Show that each solution lies on a circle with foots of 23 +1=0. centre (0,0) and radius 1Cosas Crate @® Modulus and argument. The modulus or absolute value of a complex number is the magnitude (Le. size) of its corresponding vector. 4 The modulus of a complex number, [zis the distance from the origin to that number on CED the modulus of the complex an Argand diagram, For a complex number umber zis wetten a el ox +h =x +iy, the modulus is given by |z| = yx?-+y%, The argument of a complex number is the angle corresponding vector makes with the positive real axis. = The argument of a complex number, arg z, CED the argument oF the is the angle between the positive real axis complex number is writen as arg =. and the line joining that number to the leis usually given in radians, where ‘origin on an Argand diagram, measured in + 2r radians = 360° an anticlockwise direction (ie. moving in the sm radians = 180° ‘opposite direction to the hands of a clock). ieee For a complex number z= x + iy, the argument, 6, satisfies tan 0 I 22) ETE rren.er-soune Given the complex number 2 = 2 + 7i, find: a themodulus of = b the argument of =, giving your answer in radians to 2 d.p. 247 = 58 b Argument: tana=% a= 1.2924... radians 29 radians (2 dp)Tea) eS Oy If: does not lie in the first quadrant, you can use an Argand diagram to help you find its argument. ™ Let «x be the positive acute angle made with the real axis by the line joining the origin and z. + If lies in the first quadrant, then arg z= a. + If zlies in the second quadrant, then arg. + If zlies in the third quadrant, then arg + If clies in the fourth quadrant, then arg z= -a., Given the complex mumber = 4 =i, find: a themodulusof = —b the argument of =, giving your answer in radians to 2 d.p. “7 ee een eae _ pages 29-30 ~ pages 29-30 > pages 31-33 atic equations, ind the roots of Planets orbit the sun in shapes alled ellipses whilst s oth al ob in hyperbolic orbit equations are uBT aU ula ul} Cr aieied Pe) EB) Roots of a quadratic equation A quadratic equation of the form ax? + bx + ¢= x €C, where a, hand c are real constants, can have two real roots, one repeated (real) root or two complex roots. Ifthe roots of a quadratic equation With real coefcients are complex, then they occur as a conjugate pair. Further Pure 1 Section 2.7 If the roots of this equation are «: and i, you can determine the relationship between the coefficients of the terms in the quadratic equation and the values of « and ax? + bx + 0= aly = a)Qx =) = als? - ax = dx +a) Sart = alert Bx + ay Sob=-afa+ and ¢= aa. REED the sum ofthe roots is ~P and the Ife and f are roots of the equation product of the roots is & Note that these values axt+ bx +c=0, then: are real even ifthe roots are complex, because ‘the sum or product of a conjugate pair is real. erga ° TEE 2 apse EXE} ronssame The roots of the quadratic equation 2x? — 5x ~ 4 = 0 are a and jf. Without solving the equation, find the values of aatg bad © date d a2 +$? = (a +8)? - 208 Geta Write each expression in terms of a + Band a: (at dt=o2+ PF +203 > 02+ F=(a+9?- 2a ‘The roots of the quadratic equation ax? + bx + ¢=Oare a Find integer values for a, 6 and cEM aiid ROO" tau) xed ° 8x? + 2x — 15, a=8b=2¢ EXD wenn ame @s ®» @®w @u ‘and J are the roots of the quadratic equation 312 + 7x — Without solving the equation, find the values of: aos bag 1d aon ehet date «and are the roots of the quadratic equation 71° = 3+ 1 = 0. Without solving the equation, find the values of: aat3 b a3 etet dates ‘and are the roots of the quadratic equation 6x2 — 9x +2 = 0. Without solving the equation, find the values of aotrs bax ® ct+t dates GBD ty expanding ta + 4». ‘The roots of the quadratic equation ax? + bx +.¢= 0 are a = 2 and j Find integer values for a, b and ‘The roots of the quadratic equation ax? + bx +¢=0 are 0 Find integer values for a, 6 and ¢. ‘The roots of the quadratic equation ax? + bx + ¢=0 are, Find integer values for a, 6 and c One of the roots of the quadratic equation ax? + bx +¢=0is a a Write down the other root, b Given that «= 1, find the values of & and ¢ Given that kx? + (Je ~ 3)x—2.= 0, find the value of Kc if the sum of the roots is 4, ‘The equation nx? — (16 + n)x + 256 = 0 has real roots « and —a. Find the value of n. ‘The roots of the equation 6x? + 36x + k= 0 are reciprocals of each other. Find the value of k ‘The equation mx? + 4x + 4nt = 0 has roots of the form k and 2k. Find the values of m and k.CTA LU Lure M UU} raid @® Forming quadratic equations with new roots You can use the sum of roots and product of roots of a quadratic equation to form a new quadratic equation with roots that are related to the roots of the original equation. You can rewrite the quadratic equation ax? + bx + ¢= product of the roots. in the form 2+ 9 e+ where = — sum of the roots and a OM >) ELLE vronier soune The roots of the quadratic equation 3x2 +x 6 = Oare a and 3. Sees Form a quadratic equation with integer coefficients which has roots: Find a + and af fist. a ofand ® 1 and 5 (a+ BF =a? + 2af + 3 a? +B? = (a+ 3 - 2ag-—_____] 37 o foots we need a? x = 2-2) = >a =~ For the sum of roots we need a? + Product a® wedi. eee can be written as: _37, 2 > 9x - 37x+36=0 x x+4Pa ated EU ta stu sy You need to know an identity for a? +. (a+ PP sad + 3078 + a+ So, a? + B= (a +B) - 3a3(a + 3). Notice that you are able to substitute (a+ #) and af directly into this identity for a3 + 6 GED BD wnscame ‘The roots of the quadratic equation 2x? + Sx - 4 = 0 area and 9. Groans Form a quadratic equation with integer coeflicients which has roots: ing « Band a forthe at8 gatd equation first a cand B b a e ‘Sum of roots a + B= (a+ OP (5) oF +P =(- (-3) - 3a Product of roots ox B= (ad? tayation 2-(-245)e-820 > 8x2 + 245x-64=0BT aU ula ul} Cr aieied apg sata a+ 9? - 3adla + 5} + ofa + 4} Product of roots ae LO eB e ("32 > 32x° + 205x oo (28) EID rotenone @® 1 The roots of the equation x? + 5x+2=0areaand f. Find an equation with integer coefficients which has roots: a 2o+ Land 2941 b agand af. ® 2 The roots of the equation 3x? - 2v+3=Oare a and 3. Find an equation with integer coefficients which has roots: ® 3° The roots of the equation 3x? + 7x + 6 =O are a and 3. Find an equation with integer coefficients which has roots: a ott fanda+e b ot and © 4 The roots of the equation 6x? ~ 3x + 4 = O are wand J Find an equation with integer coefficients which has roots: Lng t a cyand J b a%Band afSal sie EU ta stu sy EID ocomennern 1 The equation 3x? a Without solving the equation, write down: 4y +6 =O has roots «and 9. i the value of a+ ii the value of a/3. (2 marks) b Without solving the equation, show that the value of a3 + (3 marks) (4 marks) @® 2 The wo1sa and fof a quadratic equation are such that a + a Forma quadratic equation with integer coefficients that has roots « and 3. (4 marks) Find the value of: bate ath (3 marks) c¢ Hence form a quadratic equation with integer coefficients that has roots 1 ag_t (a- 5) and (8 7 #) (4 marks) ‘The roots of a quadratic equation are a and J where «+ 3 and af = ~2. a Find a quadratic equation, with integer coefficients, which has roots a and 9. (4 marks) Given that a > 3, and without solving the equation: b show that a= (4 marks) ¢ form a quadratic equation, with integer coefficients, which has roots ars an (4 marks)BT aU ula ul} Cr aieied camicaL ‘THINKING Challenge 1 The equation 2x? + px +g = Ohas roots a and 2. The equation 6x7 + Stx-+ 16 = Ohas roots Sand = ‘a Given that p + q=~3 and pis a positive integer, find the value of: tp ig also that a > J, find the exact value of a — 0. 2 The equation 4x2 + px +g =0, where p and q are real constants, has roots «and a”. jven that Re(a) = ~3, find the value of p. 'b Given that Ima) # 0, find the possible range of values of g. Summary of key points 1. Ifavand (are roots of the equ ax? + bx+ c= , then: 2 The identity fora®+ Fis: a? +6*=(a+d?-2a9 3 The identity fora? + Pis: a + 9?=(a+ dP —3apla+ fh 4 To form an equation with new roots, always rearrange the required roots into a form so you can substitute a + 6 and ad.= 3 NUMERICAL SUM Rg TCs Pouca After completing this chapter you should be able to’ ‘© Locate roots of f(x) = 0 by considering changes of sign > pages37-39 ff © Use interval bisection to find approximations to Ks the solutions of equations of the form f(x) = 0 > pages 39-61 == ‘© Use linear interpolation to find approximations to ADEE a the solutions of equations of the form f(x) =0 pages 41-44 ‘© Use the Newton-Raphson method to find approximations ~ to the solutions of equations of the form f(x) = 0 pages 4-46 Coe pp rre — = ee rer 1 fix) a f(.5) b f-0.2) «Pure 1 Section 2.3, — 6x + 10, Evaluate You can use numerical methods to find solutions to equations that are hard or impossible to solve exactly. ‘The Newton-Raphson method was developed 400 years ago to describe the positions of planets as they . & the sun 2. Find f"(x) given that: af@= b fw ro 2x2 4B WE + hx? = Pure 1 Section 8.4 5 3. Given that u.4=% +2 aeand that ue = find the values of uy, wp and ws «Pure 2 Seetion 5.7Sg SUT) Giak) Locating roots A root of a function is a value of x for Gee eae which f(x) = 0. The graph of y= f(x) will". the roots of the function fs) cross the x-axis at points corresponding * the roots of the equation f{x) =0 « Pure 1 Section2.3, to the roots of the function. You can sometimes show that a root exists within a given interval by showing that the function changes sign (from positive to negative, or vice versa) within the interval. = If the function f(x) is continuous on the Cone onens interval (a and fa) and FH) have Ce AE opposite signs, then f(x) has at least another. F the graph of the function has a one root, x, which satisfies @ 0 i5)=-05<0 (17) = 0.352 >0 There is a change of sign between 14 and 1.3, between 1.3 and 1.5, and between 1.5 and 17, 50 there are at least three roots in the interval 14 < x< 17. r Exercise €)) 1 Show that each of these functions has at least one root in the given interval. a fix)=8-x45,-2ewent b flx)=x2- 10,3004 ¢ fiy= 8-4-2, 05 0, has a root in the interval [1, 2] b Obiain the root, using interval bisection three times. Give your answer to two significant figures. Os w The equation f(x) = Ohas a root between x = 2 and x use interval bis a) 3. Starting with the interval [2, 3] jon three times to give an approximation to this root, ™ In linear interpolation, draw a sketch of the function f(x) for a given interval [a,b]. You can call the first approximation to the root of the function that lies in this interval x,.. Use similar triangles to find x,. Repeat the process using an interval involving the first approximation and one of the initial limits, where there is a change of sign to find a second approximation. Repeat until an approximation to the required degree of accuracy is found. ex) a Show that the equation x° + 4x — 9 = 0 has a root in the interval (1, 2} Use linear interpolation to find this root to one decimal place. a Let ita + 4x-9 fat 44x1-9=-4 uaa En OR_oB Then using similar trangles: Se = E>