MEI Core 3 Specification

MEI/OCR 2003 Section C: General Information 55
Oxford, Cambridge and RSA Examinations MEI Structured Mathematics

6.3 METHODS FOR ADVANCED MATHEMATICS, C3 (4753) A2
Objectives
To build on and develop the techniques students have learnt at AS Level, with particular emphasis on
the calculus.
Assessment
Examination (72 marks)
1 hour 30 minutes
The examination paper has two sections.
Section A: 5-7 questions, each worth at most 8 marks.
Section Total: 36 marks
Section B: two questions, each worth about 18 marks.
Section Total: 36 marks
Coursework (18 marks)
Candidates are required to undertake a piece oI coursework on the numerical solution oI equations
(see pages 68 to 70).
Assumed Knowledge
Candidates are expected to know the content Ior Units C1 and C2.
Subject Criteria
The Units C1 and C2 are required Ior Advanced Subsidiary GCE Mathematics in order to ensure
coverage oI the subject criteria.
The Units C1, C2, C3 and C4 are required Ior Advanced GCE Mathematics in order to ensure
coverage oI the subject criteria.
Calculators
In the MEI Structured Mathematics speciIication, no calculator is allowed in the examination Ior C1.
For all other units, including this one, a graphical calculator is allowed.
56 Section C: General Information MEI/OCR 2003
MEI Structured Mathematics Oxford, Cambridge and RSA Examinations
METHODS FOR ADVANCED MATHEMATICS, C3
Specification Ref. Competence Statements
PROOF
Methods oI prooI. C3p1 Understand, and be able to use, prooI by direct argument, exhaustion and
contradiction.
2 Be able to disprove a conjecture by the use oI a counter example.
EXPONENTIALS AND NATURAL LOGARITHMS
The exponential
and natural
logarithm.
C3a1 Understand and be able to use the simple properties oI exponential and
logarithmic Iunctions including the Iunctions e
x
and ln x .
Functions. 2
Know the relationship between ln x and e
x
.
3
Know the graphs oI ln y x = and e
x
y = .
4 Be able to solve problems involving exponential growth and decay.
FUNCTIONS
The language oI
Iunctions.
C3I1 Understand the deIinition oI a Iunction, and the associated language.
2 Know the eIIect oI combined transIormations on a graph and be able to Iorm the
equation oI the new graph.
3 Be able, given the graph oI I ( ) y x = , to sketch related graphs.
4 Be able to apply transIormations to the basic trigonometrical Iunctions.
5 Know how to Iind a composite Iunction, gI ( ) x .
6 Know the conditions necessary Ior the inverse oI a Iunction to exist and how to
Iind it (algebraically and graphically).
7 Understand the Iunctions arcsin, arcos and arctan, their graphs and appropriate
restricted domains.
8 Understand what is meant by the terms odd, even and periodic Iunctions and the
symmetries associated with them.
The modulus
Iunction.
9 Understand the modulus Iunction.
10 Be able to solve simple inequalities containing a modulus sign.
Ref. Notes Notation Exclusions
PROOF
C3p1
2
EXPONENTIALS AND NATURAL LOGARITHMS
C3a1
e
log ln x x =
2 SimpliIying expressions involving exponentials and
logarithms.
3
4
FUNCTIONS
C3I1 Many-to-one, one-to-many, one-to-one, mapping, object,
image, domain, codomain, range, odd, even, periodic.
2 Translation parallel to the x-axis.
Translation parallel to the y-axis.
Stretch parallel to the x-axis.
Stretch parallel to the y-axis.
ReIlection in the x-axis.
ReIlection in the y-axis.
Combinations oI these transIormations.
Translation
vector
a
b

3 I ( ) y x a = I ( ) y x a =
I ( ) y ax = I ( ) y a x = Ior 0 a >
I ( ) y x = I ( ) y x = .
4 Translations parallel to the x- and y-axes.
Stretches parallel to the x- and y-axes.
ReIlections in the x- and y-axes.
5
6 The use oI reIlection in the line y x = .
e.g. ln x ( 0 x > ) is the inverse oI e
x
.
7 Their graphs and periodicity.
8 e.g. x
n
Ior integer values oI n.
9 Graphs oI linear Iunctions involving a single modulus sign.
10
Including the use oI inequalities oI the Iorm x a b to
express upper and lower bounds, a b , Ior the value oI x.
Inequalities involving
more than one
modulus sign.
CALCULUS
C3c1 Be able to diIIerentiate the product oI two Iunctions.
2 Be able to diIIerentiate the quotient oI two Iunctions.
The product,
quotient and chain
rules.
3 Be able to diIIerentiate composite Iunctions using the chain rule.
4 Be able to Iind rates oI change using the chain rule.
Inverse Iunctions. 5 Be able to diIIerentiate an inverse Iunction.
Implicit
diIIerentiation.
6 Be able to diIIerentiate a Iunction deIined implicitly.
7
Be able to diIIerentiate e
ax
and ln x .
DiIIerentiation oI
Iurther Iunctions.
8 Be able to diIIerentiate the trigonometrical Iunctions: sin x ; cos x ; tan x .
Integration by
substitution.
9 Be able to use integration by substitution in cases where the process is the reverse
oI the chain rule.
10 Be able to use integration by substitution in other cases.
Integration oI
Iurther Iunctions.
11
Be able to integrate
1
x
.
12
Be able to integrate e
ax
.
13 Be able to integrate sin x and cos x .
Integration by
parts.
14 Be able to use the method oI integration by parts in cases where the process is the
reverse oI the product rule.
15 Be able to apply integration by parts to ln x .
CALCULUS
C3c1
2
3
4
5
d 1
d d
d
y
x x
y
=

6
e.g.
2
ln 1 y x = .
7
8 Including their sums and diIIerences.
9
e.g.
8
(1 2 ) x + ,
2 8
(1 ) x x + ,
2
e
x
x ,
1
2 3 x +
Where appropriate, recognition may replace substitution.
10
Simple cases only, e.g.
2 1
x
x +
.
11
12
13 Integrals involving
arcsin, arcos and arctan
Iorms.
14
e.g. e
x
x .
Integrals requiring more
than one application oI
the method.
Products oI e
x
and
trigonometric Iunctions.
15
NUMERICAL METHODS
This topic will not be assessea in the examination for C3, since it is the subfect of the coursework.
Change oI sign. C3e1 Be able to locate the roots oI I ( ) 0 x = by considering changes oI sign oI I ( ) x in
an interval oI x in which I ( ) x is continuous.
2 Be aware oI circumstances under which change oI sign methods may Iail to give
an expected root or may give a Ialse root.
Fixed point
iteration.
3 Be able to carry out a Iixed point iteration aIter rearranging an equation into the
Iorm g( ) x x = .
4 Understand that not all iterations converge to a particular root oI an equation.
The Newton-
Raphson method.
5 Be able to use the Newton-Raphson method to solve an equation.
Error Bounds. 6 Appreciate the need to establish error bounds when applying a numerical method.
Geometrical
interpretation.
7 Be able to give a geometrical interpretation both oI the processes involved and oI
their algebraic representation.
NUMERICAL METHODS
This topic will not be assessea in the examination for C3, since it is the subfect of the coursework.
C3e1 e.g. decimal search.
2 e.g. when the curve oI I ( ) y x = touches the x-axis.
e.g. when the curve oI I ( ) y x = has a vertical asymptote.
3
e.g.
3
4 0 x x = written as
3
4 x x = + and so give rise
to the iteration
3
1
4
n n
x x
+
= + .
Staircase and cobweb diagrams.
4
The iteration
1
g( )
n n
x x
+
= converges to a root at x a = iI
g ( ) 1 a
providing the iteration starts suIIiciently close to a.

ProoI.
5
6 Error bounds should be established within the numerical
method and not by reIerence to an already known solution.
7
Methods for Advanced Mathematics (C3) Coursework: Solution of Equations
by Numerical Methods
Rationale
The assessment oI this unit includes a coursework task (Component 2) involving the solution oI
equations by three diIIerent numerical methods.
The aims oI this coursework are that students should appreciate the principles oI numerical methods
and at the same time be provided with useIul equation solving techniques.
The objectives are:
that students should be able to solve equations eIIiciently, to any required level oI accuracy,
using numerical methods;
that in doing so they will appreciate how to use appropriate technology, such as calculators and
computers, as a mathematical tool and have an awareness oI its limitations;
that they show geometrical awareness oI the processes involved.
This task represents 20 oI the assessment and the work involved should be consistent with that
Iigure, both in quality and level oI sophistication.
Numerical methods should be seen as complementing analytical ones and not as providing alternative
(and less accurate) ways oI doing the same job. Thus, equations which have simple analytical
solutions should not be selected. Accuracy should be established Irom within the numerical working
and not by reIerence to an exact solution obtained analytically.
The intention oI this piece oI coursework is not merely to solve equations; students should be
encouraged to treat it as an investigation and to choose their own equations.
Requirements
Students must solve equations by the Iollowing three methods:
Systematic search Ior a change oI sign using one oI the methods: bisection; decimal
search; linear interpolation. One root is to be Iound.
Fixed point iteration using the Newton-Raphson method. The equation selected must
have at least two roots and all roots are to be Iound.
Fixed point iteration aIter rearranging the equation I ( ) 0 x = into the Iorm g( ) x x = .
One root is to be Iound.
A diIIerent equation must be used Ior each method.
In addition, a student`s write-up must meet the Iollowing requirements.
2 One root oI one oI the equations must be Iound by all three methods. The methods used should
then be compared in terms oI their eIIiciency and ease oI use.
3 The write-up must include graphical illustrations oI how the methods work on the student`s
equations.
4 A student is expected to be able to give error bounds Ior the value oI any root. This must be
demonstrated in the case oI the change oI sign method (maximum possible error
3
0.5 10
), and
Ior one oI the roots Iound by the Newton-Raphson method (required accuracy Iive signiIicant
Iigures).
5 For each method an example should be given oI an equation where the method Iails: that is, an
expected root is not obtained, a root is not Iound or a Ialse root is obtained. There must be an
explanation, illustrated graphically, oI why this happens. In this situation it is acceptable to use
equations with known analytical solutions provided they are not trivial.
Notation and Language
Students are expected to use correct notation and terminology. This includes distinguishing between
the words Iunction and equation, and between root and solution.
For a function denoted by I(x), the corresponding equation is I(x) 0. Thus the expression
3 2
3 4 11 x x x + is a Iunction,
3 2
3 4 11 0 x x x + = is an equation.
The equation
3
0 x x = has three roots, namely x -1, x 0 and x 1. The solution oI the
equation is x -1, 0 or 1. Solving an equation involves Iinding all its roots.
Trivial Equations
Students should avoid trivial equations both when solving them, and where demonstrating Iailure.
For an equation to be non-trivial it must pass two tests.
(i) It should be an equation they would expect to work on rather than just write down the solution
(iI it exists); Ior instance
1
0
( ) x a
=
is deIinitely not acceptable; nor is any polynomial

expressed as a product oI linear Iactors.
(ii) Constructing a table oI values Ior integer values oI x should not, in eIIect, solve the equation.
Thus
3 2
6 11 6 0 x x x + = (roots at x 1, 2 and 3) is not acceptable.
Oral Communication
Each student must talk about the task; this may take the Iorm oI a class presentation, an interview
with the assessor or ongoing discussion with the assessor while the work is in progress. Topics Ior
discussion may include strategies used to Iind suitable equations and explanations, with reIerence to
graphical illustrations, oI how the numerical methods work.
Use of Software
The use oI existing computer or calculator soItware is encouraged, but students must:
edit any print-outs and displays to include only what is relevant to the task in hand;
demonstrate understanding oI what the soItware has done, and how they could have perIormed
the calculations themselves;
appreciate that the use oI such soItware allows them more time to spend on investigational
work.
Selection of Equations
Centres may provide students with a list oI at least ten equations Irom which they can, iI they wish,
select those they are going to solve or use to demonstrate Iailure oI a method. Such a list oI
equations should be Iorwarded to the Moderator with the sample oI coursework requested. A new set
oI equations must be supplied with each examination season. Centres may, however, exercise the
right not to issue a list, on the grounds that candidates stand to beneIit Irom the mathematics they
learn while Iinding their own equations.
Methods for Advanced Mathematics (C3) Coursework: Assessment Sheet
Task: Candidates will investigate the solution oI equations using the Iollowing three methods:
Systematic search Ior change oI sign using one oI the three methods: decimal search, bisection or linear
interpolation.
Fixed point iteration using the Newton-Raphson method.
Fixed point iteration aIter rearranging the equation I ( ) 0 x = into the Iorm g( ) x x = .
Coursework Title
Candidate Name Candidate Number
Centre Number Date
Domain Mark Description Comment Mark
Change oI sign
method (3)
1
1
1
The method is applied successIully to Iind one root oI an equation.
Error bounds are stated and the method is illustrated graphically.
An example is given oI an equation where one oI the roots cannot be Iound
by the chosen method. There is an illustrated explanation oI why this is the
case.
Newton-
Raphson
method (5)
1
1
1
1
1
The method is applied successIully to Iind one root oI a second equation.
All the roots oI the equation are Iound.
The method is illustrated graphically Ior one root.
Error bounds are established Ior one oI the roots.
An example is given oI an equation where this method Iails to Iind a
particular root despite a starting value close to it.
There is an illustrated explanation oI why this has happened.
Rearranging
I(x)0
in the Iorm
xg(x) (4)
1
1
1
1
A rearrangement is applied successIully to Iind a root oI a third equation.
Convergence oI this rearrangement to a root is demonstrated graphically
and the magnitude oI g(x) is discussed.
A rearrangement oI the same equation is applied in a situation where the
iteration Iails to converge to the required root.
This Iailure is demonstrated graphically and the magnitude oI g(x) is
discussed.
Comparison
oI methods (3)
1
1
1
One oI the equations used above is selected and the other two methods are
applied successIully to Iind the same root.
There is a sensible comparison oI the relative merits oI the three methods
in terms oI speed oI convergence.
There is a sensible comparison oI the relative merits oI the three methods
in terms oI ease oI use with available hardware and soItware.
Written
communication
(1)
1 Correct notation and terminology are used.
Presentation
Interview
Oral
communication
(2)
2
Discussion
Please tick at least one box and give a brieI report.
HalI marks may be awarded but the overall total must be an integer.
Please report overleaI on any help that the candidate has received beyond the guidelines
TOTAL 8
Coursework must be available for moderation by OCR

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MEI/OCR 2003 Section C: General Information 55

Oxford, Cambridge and RSA Examinations MEI Structured Mathematics

providing the iteration starts suIIiciently close to a.

is deIinitely not acceptable; nor is any polynomial

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