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Use of elimination or substitution, especially when solving for 2 complex variables

Use of quadratic formula and (-1) = i when needed

Use of conjugate roots for polynomial with real coefficients (where the third root is a real root)

Factorise half of angle to simplify complex numbers

Illustrate accurately complex number(s) using an Argand diagram

accurately complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember
accurately complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember
accurately complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember
accurately complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember
accurately complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember

2.2 Important Tips

complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember 1.
complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember 1.
complex number(s) using an Argand diagram 2.2 Important Tips Five Things to Do / Remember 1.

Five Things to Do / Remember

diagram 2.2 Important Tips Five Things to Do / Remember 1. Write down all the formulas
diagram 2.2 Important Tips Five Things to Do / Remember 1. Write down all the formulas

1. Write down all the formulas you may forget once the exam begins.

down all the formulas you may forget once the exam begins. 2. Look through the paper
down all the formulas you may forget once the exam begins. 2. Look through the paper

2. Look through the paper to attempt the questions you are more confident first. You do not need to attempt the paper chronologically.

first. You do not need to attempt the paper chronologically. 3. For questions that requires a

3. For questions that requires a non-calculator approach, ALWAYS validate using a G.C. where possible. For questions that allows the use of G.C. but you’re not confident in, write down the intermediate steps.

not confident in, write down the intermediate steps. 4. When you cannot attempt a question part,

4. When you cannot attempt a question part, write a placeholder answer (e.g. answer for (a) is 10, or position vector is (1, 2, 5) and carry on with the placeholder answer for the subsequent parts). You get full E.C.F marks!

answer for the subsequent parts). You get full E.C.F marks! 5. When you cannot attempt questions

5. When you cannot attempt questions that require you to show or proof, work from the reverse way and combine both workings together for a seemingly coherent proof. You may get full marks for that question part!

proof. You may get full marks for that question part! Three Things to Remember 1. If
proof. You may get full marks for that question part! Three Things to Remember 1. If
proof. You may get full marks for that question part! Three Things to Remember 1. If
proof. You may get full marks for that question part! Three Things to Remember 1. If

Three Things to Remember

full marks for that question part! Three Things to Remember 1. If you find the paper
full marks for that question part! Three Things to Remember 1. If you find the paper
full marks for that question part! Three Things to Remember 1. If you find the paper

1. If you find the paper tough, many other candidates also feel so, make sure you’re not as discouraged as many of them.

so, make sure you’re not as discouraged as many of them. 2. If you find the

2. If you find the paper manageable, make sure your workings are free of careless mistakes.

make sure your workings are free of careless mistakes. 3. If you attempt a question correctly,
make sure your workings are free of careless mistakes. 3. If you attempt a question correctly,

3. If you attempt a question correctly, it pays off (i.e. your effort – which may cumulatively be a month or more worth of time). If you attempt a question wrongly, pragmatically speaking, you wasted your effort studying for that chapter.

speaking, you wasted your effort studying for that chapter. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
speaking, you wasted your effort studying for that chapter. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

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wasted your effort studying for that chapter. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 4

FINAL WORDS BEFORE GCE ‘A’ LEVELS 2017

H2 MATHEMATICS (9758) PAPER 2

2.1

Probable Topics for Paper 2 Section A (Pure Mathematics)

Probable Topics for Paper 2 Section A (Pure Mathematics) Review these topics / questions. Questions that
Probable Topics for Paper 2 Section A (Pure Mathematics) Review these topics / questions. Questions that

Review these topics / questions.

A (Pure Mathematics) Review these topics / questions. Questions that have yet to appear in Paper
A (Pure Mathematics) Review these topics / questions. Questions that have yet to appear in Paper

Questions that have yet to appear in Paper 1

/ questions. Questions that have yet to appear in Paper 1  Parametric Equations  Rate
/ questions. Questions that have yet to appear in Paper 1  Parametric Equations  Rate

Parametric Equations

that have yet to appear in Paper 1  Parametric Equations  Rate of Change 

Rate of Change

in Paper 1  Parametric Equations  Rate of Change  Arithmetic and Geometric Progression 

Arithmetic and Geometric Progression

Rate of Change  Arithmetic and Geometric Progression  Functions  Graphing Techniques: Special curve y

Functions

 Arithmetic and Geometric Progression  Functions  Graphing Techniques: Special curve y = 1/f( x

Graphing Techniques: Special curve y = 1/f(x)

 Graphing Techniques: Special curve y = 1/f( x )  Applications of Integration: Area /

Applications of Integration: Area / Volume of Revolution

Applications of Integration: Area / Volume of Revolution 2.2 Checklist (Have you revised and remembered these?)
Applications of Integration: Area / Volume of Revolution 2.2 Checklist (Have you revised and remembered these?)
Applications of Integration: Area / Volume of Revolution 2.2 Checklist (Have you revised and remembered these?)
Applications of Integration: Area / Volume of Revolution 2.2 Checklist (Have you revised and remembered these?)

2.2 Checklist (Have you revised and remembered these?)

2.2 Checklist (Have you revised and remembered these?) Review these before you turn in and make
2.2 Checklist (Have you revised and remembered these?) Review these before you turn in and make
2.2 Checklist (Have you revised and remembered these?) Review these before you turn in and make

Review these before you turn in and make sure you can execute/recall these, at least for the duration when you’re in the examination hall.

for the duration when you’re in the examination hall. 2.2.1 Permutations and Combinations  Remember general
for the duration when you’re in the examination hall. 2.2.1 Permutations and Combinations  Remember general
for the duration when you’re in the examination hall. 2.2.1 Permutations and Combinations  Remember general

2.2.1 Permutations and Combinations

in the examination hall. 2.2.1 Permutations and Combinations  Remember general steps o Consider overarching issues
in the examination hall. 2.2.1 Permutations and Combinations  Remember general steps o Consider overarching issues

Remember general steps

Permutations and Combinations  Remember general steps o Consider overarching issues ( e.g. circular
Permutations and Combinations  Remember general steps o Consider overarching issues ( e.g. circular

o

Consider overarching issues (e.g. circular permutations, grouping of objects, slotting, multiple cases, use of complement)

o

Consider between choosing and permuting

complement) o Consider between choosing and permuting  Is ordering important? Arrangement versus Selection
complement) o Consider between choosing and permuting  Is ordering important? Arrangement versus Selection

Is ordering important? Arrangement versus Selection

 Is ordering important? Arrangement versus Selection  If ordering is important, can the objects be

If ordering is important, can the objects be repeated?

 If ordering is important, can the objects be repeated?  If the objects cannot be

If the objects cannot be repeated, are the objects distinct?

If the objects cannot be repeated, are the objects distinct?  Explain each case, workings, intermediate
If the objects cannot be repeated, are the objects distinct?  Explain each case, workings, intermediate

Explain each case, workings, intermediate steps.

 Explain each case, workings, intermediate steps. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 Explain each case, workings, intermediate steps. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 Explain each case, workings, intermediate steps. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 Explain each case, workings, intermediate steps. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 Explain each case, workings, intermediate steps. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

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each case, workings, intermediate steps. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 5

2.2.2 Probability

Consider P&C approach or probability approach in solving

Remember the concept of conditional probability when question includes a phrase “given that …”

Conditions for Independency and Mutual Exclusivity, relation between Union and Intersection (which can be applied generically)

Union and Intersection (which can be applied generically)  For Venn diagram questions, consider special scenarios

For Venn diagram questions, consider special scenarios such as mutual exclusivity and subset.

special scenarios such as mutual exclusivity and subset. 2.2.3 Distributions  Properties of Binomial and Normal
special scenarios such as mutual exclusivity and subset. 2.2.3 Distributions  Properties of Binomial and Normal
special scenarios such as mutual exclusivity and subset. 2.2.3 Distributions  Properties of Binomial and Normal

2.2.3 Distributions

such as mutual exclusivity and subset. 2.2.3 Distributions  Properties of Binomial and Normal distribution 
such as mutual exclusivity and subset. 2.2.3 Distributions  Properties of Binomial and Normal distribution 

Properties of Binomial and Normal distribution

 Properties of Binomial and Normal distribution  Combinations of distinct RV and continuous RV (the
 Properties of Binomial and Normal distribution  Combinations of distinct RV and continuous RV (the

Combinations of distinct RV and continuous RV (the latter which applies beyond normal distribution)

RV (the latter which applies beyond normal distribution) o Concept of mean and variance involving addition

o Concept of mean and variance involving addition and subtraction

of mean and variance involving addition and subtraction  Assumptions of Binomial and Normal distributions, with
of mean and variance involving addition and subtraction  Assumptions of Binomial and Normal distributions, with

Assumptions of Binomial and Normal distributions, with an emphasis of contextual explanation

distributions, with an emphasis of contextual explanation  Operations of modulus signs ( e.g. P(| x

Operations of modulus signs (e.g. P(|x|<a) = P(–a < x <a)

( e.g. P(| x |< a ) = P(– a < x < a ) For
( e.g. P(| x |< a ) = P(– a < x < a ) For

For normal distribution

a ) = P(– a < x < a ) For normal distribution  Remember to
a ) = P(– a < x < a ) For normal distribution  Remember to

Remember to input standard deviation (square root of variance) in G.C.

input standard deviation (square root of variance) in G.C.  Use of Standard Normal distribution, especially

Use of Standard Normal distribution, especially when solving for unknowns

Normal distribution, especially when solving for unknowns  Concept of symmetry about the mean ( i.e.

Concept of symmetry about the mean (i.e. If P(x <a) = P(x > b), μ = 0.5(a + b))

P( x < a ) = P( x > b ), μ = 0.5( a +
P( x < a ) = P( x > b ), μ = 0.5( a +
P( x < a ) = P( x > b ), μ = 0.5( a +
P( x < a ) = P( x > b ), μ = 0.5( a +

2.2.4 Sampling and Estimation

b ), μ = 0.5( a + b )) 2.2.4 Sampling and Estimation Random and Non-random
b ), μ = 0.5( a + b )) 2.2.4 Sampling and Estimation Random and Non-random

Random and Non-random Sampling

2.2.4 Sampling and Estimation Random and Non-random Sampling  Concept of random and non-random sampling, with
2.2.4 Sampling and Estimation Random and Non-random Sampling  Concept of random and non-random sampling, with

Concept of random and non-random sampling, with an emphasis of contextual explanation

sampling, with an emphasis of contextual explanation  Concept of population parameters and sample statistics
sampling, with an emphasis of contextual explanation  Concept of population parameters and sample statistics

Concept of population parameters and sample statistics

 Concept of population parameters and sample statistics  Manipulate unbiased estimates of mean and population

Manipulate unbiased estimates of mean and population variance

unbiased estimates of mean and population variance o Concept of mean and variance involving addition and

o Concept of mean and variance involving addition and subtraction

of mean and variance involving addition and subtraction Central Limit Theorem  Use of Central Limit
of mean and variance involving addition and subtraction Central Limit Theorem  Use of Central Limit

Central Limit Theorem

involving addition and subtraction Central Limit Theorem  Use of Central Limit Theorem (CLT) based on
involving addition and subtraction Central Limit Theorem  Use of Central Limit Theorem (CLT) based on

Use of Central Limit Theorem (CLT) based on question phrasing of sample mean, sample sum

(CLT) based on question phrasing of sample mean, sample sum  Differentiate between sample size n
(CLT) based on question phrasing of sample mean, sample sum  Differentiate between sample size n

Differentiate between sample size n and fixed number of trials N for a binomial distribution

and fixed number of trials N for a binomial distribution  Use of CLT even when

Use of CLT even when n < 50

binomial distribution  Use of CLT even when n < 50 KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
binomial distribution  Use of CLT even when n < 50 KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
binomial distribution  Use of CLT even when n < 50 KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com

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 Use of CLT even when n < 50 KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080

2.2.5 Hypothesis Testing

Check the sample statistics and null hypothesis to validate alternative hypothesis under a single- tail test.

Definition for level of significance, p-value and critical value.

Steps in hypothesis testing

p-value and critical value.  Steps in hypothesis testing o State hypothesis o State assumptions (

o

State hypothesis

o

State assumptions (i.e. X is normally distributed) if needed

o

Express test-statistic

o

Level of significance

o

Finding the p-value to compare against level of significance (for standard questions), or compare the z cal expression with critical region (for questions involving unknowns).

with critical region (for questions involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of
with critical region (for questions involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of
with critical region (for questions involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of
with critical region (for questions involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of
with critical region (for questions involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of
with critical region (for questions involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of

2.2.6 Correlation and Linear Regression

involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of Product Moment Correlation Coefficient ( r
involving unknowns). 2.2.6 Correlation and Linear Regression  Concept of Product Moment Correlation Coefficient ( r

Concept of Product Moment Correlation Coefficient (r-value)

of Product Moment Correlation Coefficient ( r -value)  Concept of least square regression line o

Concept of least square regression line

( r -value)  Concept of least square regression line o Passes through the mean of

o

Passes through the mean of X and Y values

o

Minimises the sum of squared residuals

o

Interpret contextually the meaning of the intercept and gradient (regression coefficient)

of the intercept and gradient (regression coefficient)  Infer r -value and shape of graph (gradient,

Infer r-value and shape of graph (gradient, concavity) to choose most appropriate model or determine if a model is appropriate.

appropriate model or determine if a model is appropriate.  Infer outliers based on sketch of

Infer outliers based on sketch of graph

is appropriate.  Infer outliers based on sketch of graph  Choice of regression line of

Choice of regression line of y on x or x on y should first be based on question, and next be based on context.

first be based on question, and next be based on context.  Determine interpolation or extrapolation

Determine interpolation or extrapolation and r-value to account for reliability of prediction.

and r -value to account for reliability of prediction. 2.2.7 For the entire Section B 
and r -value to account for reliability of prediction. 2.2.7 For the entire Section B 
and r -value to account for reliability of prediction. 2.2.7 For the entire Section B 
and r -value to account for reliability of prediction. 2.2.7 For the entire Section B 
and r -value to account for reliability of prediction. 2.2.7 For the entire Section B 

2.2.7 For the entire Section B

reliability of prediction. 2.2.7 For the entire Section B  Are intermediate steps in 5 significant
reliability of prediction. 2.2.7 For the entire Section B  Are intermediate steps in 5 significant

Are intermediate steps in 5 significant figures?

B  Are intermediate steps in 5 significant figures?  Are final answers in 3 significant
B  Are intermediate steps in 5 significant figures?  Are final answers in 3 significant

Are final answers in 3 significant figures?

figures?  Are final answers in 3 significant figures?  Are you familiar with all the

Are you familiar with all the steps to use G.C.?

 Are you familiar with all the steps to use G.C.?  Are there any concepts

Are there any concepts of probability, such as conditional probability, beyond the question on probability?

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beyond the question on probability? KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 7

2.3

Suggested Solutions and Comments for Paper 1 (For your interest)

The following suggested solutions are provided by the tutor, who shall not be held liable for any loss or damage whatsoever caused by errors, omissions, misprints or misinterpretations of the contents hereof.

Question 1:

e

2 x

ln 1

ax

the contents hereof. Question 1: e 2 x  ln 1  ax   

ax

1

2

2

3

3

2

x

2

x

2

a x

2

a x

2

   2 x  2 x 2  a x 2 a x 2
   2 x  2 x 2  a x 2 a x 2

ax

a

a

x

2

a

2

a

a

2

x

3

2

3

   ax  a  a x 2  a  2 a 
   ax  a  a x 2  a  2 a 

a

2

  ax  a  a x 2  a  2 a  a

2

Since 2

a

0,

a 2

a



2

0

2    Since 2 a   0, a 2 a   2

 

a

0

a

0

or

a

4

2 a   2 0   a 0  a 0  or 

2

2

 

3

 

        3       Comments:

Comments:

Standard Maclaurin’s expansion using MF26. Candidates who were observant were able to relate this question to that of Question 9(c).

were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com
were able to relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com

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relate this question to that of Question 9(c). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 8

Question 2(i):

y

y  b x  a 1 y  x  a y  0
y
 b
x
 a
1
y 
x
a
y  0
x  a

x

y  b x  a 1 y  x  a y  0 x
y  b x  a 1 y  x  a y  0 x
y  b x  a 1 y  x  a y  0 x

Question 2(ii):

a 1 y  x  a y  0 x  a x Question 2(ii):
a 1 y  x  a y  0 x  a x Question 2(ii):

b

x

x

x

a



x

 

xQuestion 2(ii): b   x x x   a  x   

a

2(ii): b   x x x   a  x   x 
2(ii): b   x x x   a  x   x 
2(ii): b   x x x   a  x   x 
2(ii): b   x x x   a  x   x 

Comments:

Standard question on graphing techniques and operations of modulus sign.

on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
on graphing techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

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techniques and operations of modulus sign. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 9

Question 3(i):

y 2  2 xy  5 x 2  10  0  
y
2
2
xy
5
x
2
10
0

1
Differentiate 1 w.r.t. x

d
y
d
y
2
y
2
 
y
x
 
10
x 
0

2
d
x  
d
x
 
d y
Since
 0,
d x
2
y
10
x
0
 y
 5
x
5 x
 2
2 5
x
5
x
2
10
0
30
x
2
10
x
10
0
3 x
2
x
 
1
0
1
x 
2
Question 3(ii):
1
Since
x
0,
x
2
1
5
y
5 x
5 
 
2
2
Differentiate

2
w.r.t. x
2
d
y
d
2
y
d
y
d
y
d
2
y
2 y  
 2
y
2
x
d
x
x
2
d
d
x
d
x
d
x
2
5
Let
y 
,
2
1
x 
,
2
d y
 0

 



10

x

0

d x

, 2 d y  0       10 x  0

d

2

y

d x

2



10

    10 x  0 d x d 2 y d x 2

0

maximum point

 0 d x d 2 y d x 2  10  0  maximum
 0 d x d 2 y d x 2  10  0  maximum
 0 d x d 2 y d x 2  10  0  maximum
 0 d x d 2 y d x 2  10  0  maximum

Comments:

The key to solving this question is to obtain the relationship between y and x.

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10

obtain the relationship between y and x . KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 10

Question 4(i):

4

x

9

x



2

1

y

d

y

d

x

4

 

x

2

1

x 2

2

0 for all

x

,

x



2

y

4

and

x



2

Question 4(ii):

a

4,

b

1

Asymptotes are

2 Question 4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation
2 Question 4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation
2 Question 4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation
2 Question 4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation
2 Question 4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation

Question 4(iii):

4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation of graph
4(ii): a   4, b  1 Asymptotes are Question 4(iii): 1. Translation of graph

1. Translation of graph 4 units in the negative y-direction.

Translation of graph 4 units in the negative y -direction. 2. Translation of graph 2 units

2. Translation of graph 2 units in the positive x-direction.

Translation of graph 2 units in the positive x -direction. Comments: Standard question on graphing techniques.
Translation of graph 2 units in the positive x -direction. Comments: Standard question on graphing techniques.
Translation of graph 2 units in the positive x -direction. Comments: Standard question on graphing techniques.
Translation of graph 2 units in the positive x -direction. Comments: Standard question on graphing techniques.

Comments:

Standard question on graphing techniques.

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Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
Comments: Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

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Standard question on graphing techniques. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 11

Question 5(i):

Let f x

f 1

f

f

2







3



8

3

25

3

x

bx

a

4

9

a

ax

b

 

a b

2

3

b

c

2

7

c

 

c

c

4

  

2



1



2



3

c 4     2  1   2   3 Solving

Solving via Simultaneous Equation Solver the system of equations,

via Simultaneous Equation Solver the system of equations, 1.5, b 1.5, c a   
via Simultaneous Equation Solver the system of equations, 1.5, b 1.5, c a   

1.5,

b

1.5,

c

Equation Solver the system of equations, 1.5, b 1.5, c a    7 Question

a



7

the system of equations, 1.5, b 1.5, c a    7 Question 5(ii): f
the system of equations, 1.5, b 1.5, c a    7 Question 5(ii): f
the system of equations, 1.5, b 1.5, c a    7 Question 5(ii): f
the system of equations, 1.5, b 1.5, c a    7 Question 5(ii): f

Question 5(ii):

equations, 1.5, b 1.5, c a    7 Question 5(ii): f '  x
equations, 1.5, b 1.5, c a    7 Question 5(ii): f '  x

f '



x

3

x

2

3

x

1.5

2

5(ii): f '  x  3 x 2  3 x  1.5  2
5(ii): f '  x  3 x 2  3 x  1.5  2

x

x

3

2

3

0.5

0

 3 x 2  3 x  1.5  2 x  x  3
 3 x 2  3 x  1.5  2 x  x  3

x



0.145 or

x

1.15

2 x  x  3 2 3  0.5 0 x  0.145 or x
2 x  x  3 2 3  0.5 0 x  0.145 or x
2 x  x  3 2 3  0.5 0 x  0.145 or x

Question 5(iii):

2 3  0.5 0 x  0.145 or x  1.15 Question 5(iii): f 
2 3  0.5 0 x  0.145 or x  1.15 Question 5(iii): f 

f



x

x

3

1.5

x

2

1.5

x

7

f '

x



 

Since f '

3

3

x



x

2

3

x

x

0.5

2

1.5

0.75

is a strictly increasing function with no stationary points.

0, f



x

function with no stationary points.  0, f  x  It has only one root,

It has only one root,

x



1.33.

 0, f  x  It has only one root, x  1.33. Comments: Standard
 0, f  x  It has only one root, x  1.33. Comments: Standard
 0, f  x  It has only one root, x  1.33. Comments: Standard
 0, f  x  It has only one root, x  1.33. Comments: Standard
 0, f  x  It has only one root, x  1.33. Comments: Standard
 0, f  x  It has only one root, x  1.33. Comments: Standard
 0, f  x  It has only one root, x  1.33. Comments: Standard

Comments:

Standard question on Equations, and involves concept of Remainder Theorem (that is an assumed knowledge of H2 Mathematics (9758)).

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(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
(that is an assumed knowledge of H2 Mathematics (9758)). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

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Question 6(i):

It represents the set of points that lies on the line which passes through a and is parallel to b.

Question 6(ii):

passes through a and is parallel to b . Question 6(ii): It represents the set of

It represents the set of points on the plane which has normal vector, n.

the set of points on the plane which has normal vector, n . d is the
the set of points on the plane which has normal vector, n . d is the

d is the displacement of the plane from origin, O. (OR d is the distance of the plane away from O.)

O . ( OR d is the distance of the plane away from O .) Question
O . ( OR d is the distance of the plane away from O .) Question
O . ( OR d is the distance of the plane away from O .) Question
O . ( OR d is the distance of the plane away from O .) Question
O . ( OR d is the distance of the plane away from O .) Question

Question 6(iii):

the distance of the plane away from O .) Question 6(iii): r  a + b
the distance of the plane away from O .) Question 6(iii): r  a + b
the distance of the plane away from O .) Question 6(iii): r  a + b

r

a

+

b

t

r

n = d

from O .) Question 6(iii): r  a + b t r  n = d

a

+

b

t

n

=

d

r  a + b t r  n = d  a + b t
r  a + b t r  n = d  a + b t

a

n

+

t

b n

=

d

d

a n

+ b t   n = d a  n + t  b n

t

b n

= d a  n + t  b n = d d   a
= d a  n + t  b n = d d   a

b

+ t  b n = d d   a n t  b n

b n

  a n t  b n    b  b n 

Since b n

0, line is not parallel to plane, the solution represents the

r

a

d

a n

r  a        d   a n 

point of intersection between the line and the plane.

n  point of intersection between the line and the plane. Comments: Question on Vectors involving
n  point of intersection between the line and the plane. Comments: Question on Vectors involving
n  point of intersection between the line and the plane. Comments: Question on Vectors involving
n  point of intersection between the line and the plane. Comments: Question on Vectors involving

Comments:

Question on Vectors involving proof, which is similar to that of Specimen Paper 2017 (9758).

which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
which is similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

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13

similar to that of Specimen Paper 2017 (9758). KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 13

Question 7(i):





sin 2

1

2

2 2

1

sin 2

mx

2

mx

nx

d

x

nx

mx

cos 2

1

cos 2

2

mx

2

1

nx

d

x

2

nx

 

sin 2

nx

sin 2

m

2

n

2

m

2

n

mx

C

sin 2 nx   sin 2 m  2 n 2 m  2 n

4

m

1

4

n

sin 2

mx

 

2

nx

4

m

1

4

n

sin 2

mx

2

nx

Question 7(ii):

 

 

0

f

x



 

2

d

x

0

 

sin 2

mx

sin 2

nx

 

2

d

x

 
 

0

sin

2

2

mx

2 sin 2

mx

sin 2

nx

sin

2

2

nx

d

x

1

cos 4

2

mx

1

cos 4

2

nx

d

x

2 sin 2

mx

0

x

sin 4

mx

x

 

sin 4

nx

1

0

sin 2

2

2

2

0

 

4 m

2

0

2

2 4

n

si nce sin k

4

m

4

n

0 for k

mx

 

C

sin 2

nx

2

nx

d

x

2

nx

1

4

m

4

n

sin 2

mx

2 nx       1 4 m  4 n  sin
2 nx       1 4 m  4 n  sin
2 nx       1 4 m  4 n  sin
2 nx       1 4 m  4 n  sin

Comments:

Question on Techniques of Integration using Factor Theorem, or Integration by Parts. Candidates have to be acquainted with trigonometric identities to approach this question.

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with trigonometric identities to approach this question. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
with trigonometric identities to approach this question. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
with trigonometric identities to approach this question. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
with trigonometric identities to approach this question. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
with trigonometric identities to approach this question. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
with trigonometric identities to approach this question. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
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14

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Question 8(a):

1

i

 

2

z

5

5i

0

  

2



2

2

4 1

i



5

5i

 

2 1

i

 
2   36
2
 
36
 
 

2 1

i

2

6i

 

2 1

i

1

3i

1

3i

1

 

i

1

 

2i

 
   
 

1

i

1

i

1

 

i

1

3i

1

3i

1

i

2

 

i

 
   
 

1

i

 

1

i

1

i

 
 

1

2i

or

z

2

 

i

z

2

z

z

z

z

or

z

z  

i z 2 z   z z   z or  z  z
i z 2 z   z z   z or  z  z
i z 2 z   z z   z or  z  z
i z 2 z   z z   z or  z  z
i z 2 z   z z   z or  z  z

Question 8(b)(i):

z z   z or  z  z   Question 8(b)(i): 2 2
z z   z or  z  z   Question 8(b)(i): 2 2

2

2

3

4

4

1

i

w

2

2

w

2

w

w w

w pw

w

   

58

i

0

1

2i

2i

qw

2

1

1

4

2i

 

2i

2



 

2

2i



3

39

w

2

2i  2       2 2i  3  39 w

4

2i

39

2i

q

1

i

 

   

p

2

58

0

q  1 i        p 2  58 

Compairing real and imaginary parts,

 p 2  58  0 Compairing real and imaginary parts, Re  w :

Re



w

:

4

 

2

p

 

q

58

0

2

  

q

p

54



1

2 p   q 58  0 2    q p 54 

Im



w

:

2

p

78

 

q

0

2

  

q

p

78



2

2 p  78   q 0 2    q p 78 



Solving 1

and

2 , p  6, q  66

Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN
Solving 1 and   2 , p   6, q   66 KEIRAN

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15

  2 , p   6, q   66 KEIRAN TAN ACADEMICS |

Question 8(b)(ii):

w

Since all coefficients of P

4

3

6 39

w

w

2

66

w

58



w

0

are real and

1

w  

i is a root,

w      w

w

1

1

6

i is also a root.

3

i



 

w

39

w

2

1

i

66

 

w

w

4

2

w

58

2

w

w

2

2

2

w

2



w

2

b

aw

2    2 2 w 2  w 2  b   

By inspection,

 2 2 w 2  w 2  b    aw By inspection,

2

b

58

b

 

29

 b    aw By inspection, 2 b  58 b   29

   

a

2

b

2

66

2 2 9

w

4

6

w

3

39

w

2

66

w

58

66

   

2

a

w

2

a

4

2

w

2



w

2

4

w

29

  w 2 a 4  2 w  2  w 2  4
  w 2 a 4  2 w  2  w 2  4
  w 2 a 4  2 w  2  w 2  4
  w 2 a 4  2 w  2  w 2  4
  w 2 a 4  2 w  2  w 2  4
  w 2 a 4  2 w  2  w 2  4

Comments:

Standard question on Complex Numbers.

 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
 29  Comments: Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |

KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080

16

Standard question on Complex Numbers. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080 16

Question 9(a)(i):

U

S

S

 

n

n

n 1

U

n

An

2

Bn

   

U

2

An

A

 

B

 

n

A n

1

2

B n

1

   

n  A n 1  2   B n  1   
n  A n 1  2   B n  1   
n  A n 1  2   B n  1   
n  A n 1  2   B n  1   
n  A n 1  2   B n  1   

Question 9(a)(ii):

  B n  1       Question 9(a)(ii): U 
  B n  1       Question 9(a)(ii): U 

U

48

19

A

48



1

B

9(a)(ii): U  48 19 A 48  1   B   10 U

10

U

17

90

33

A

90



2

B

B   10 U 17 90 33 A 90  2    B



Solving 1

and



2

,

A

3,

B



9

   Solving 1 and  2 , A  3, B  9 Question
   Solving 1 and  2 , A  3, B  9 Question
   Solving 1 and  2 , A  3, B  9 Question
   Solving 1 and  2 , A  3, B  9 Question

Question 9(b):

Solving 1 and  2 , A  3, B  9 Question 9(b): L.H.S. 2
Solving 1 and  2 , A  3, B  9 Question 9(b): L.H.S. 2

L.H.S.

1 and  2 , A  3, B  9 Question 9(b): L.H.S. 2 r

2

r

2

 

r

1

3

r

2

2

r

r

1

1

r

2

r

2

r

2

2

2

=

4 r

r

2

r

1

2

r 2 r  2 r 2 2 2 =   4 r r 2
 k  4  n 3 r r  1 1 2 2 
k  4
n 3
r
r  1
1
2
2
n
   r
2
r
1
r
1
r
2
r  1
4
 
1 
2
2
1
2
1
1
1
1
1
2
4
 
2
2
 2
2
 2
1
2
1
2
2
2
2
 3
2
 3
1
3
1
3
2
 
2
2
2
2
n
1
 
n
n
2

n
1
2
2
n
2
n
1
n
1
n
2
 

1

4

1

4

n

n

1

4

2

n

2

n

3

2

n

2

KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com | 81867080

17

n n  1 4   2 n 2 n 3 2  n 2

Question 9(c):

Let a

r

x

x

r

r !

n 1

a

n 1

n 1 !

x

a

n

lim

x

n

n !

n 1

1

x

n  1 ! x   a n lim x n n ! n 
n  1 ! x   a n lim x n n ! n 

The sequence converges.

lim x n n ! n  1 1 x  The sequence converges. n 

n 

n 1

0

 

x  The sequence converges. n  n  1 0    r !

r !

r 0

x

r

from M.F.26

e

x

  r !  r  0 x r  from M.F.26   e
  r !  r  0 x r  from M.F.26   e
  r !  r  0 x r  from M.F.26   e
  r !  r  0 x r  from M.F.26   e
  r !  r  0 x r  from M.F.26   e

Comments:

Question on Sequences and Series. The sum to infinity can be simply obtained from MF26.

The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |
The sum to infinity can be simply obtained from MF26. KEIRAN TAN ACADEMICS | yourmathematicsteacher@hotmail.com |