B GAmprias DRIaT sue Pemberton Julianne Hughes Series Editormmulian Gilbey: Sc iunledilelel=) nicigatedenntci AS &A'LeVel Mathefratics: mOlgem VW Eelels\aetslilexjeaccn) GoursebookSue Pemberton Julianne Hughes Series Editor: Julian Gilbey Cambridge International AS & A Level Mathematics: Pure Mathematics 2 & 3 CoursebookCAMBRIDGE ‘UNIVERSITY Px University Printing House, Cambridge CB2 HBS, United Kinedomn ‘One Liberty Plaza 20th Floor, New York, NY 10006, USA l477 Wilharoxtown Road, Port Melbourne, VIC 3207, Australia 314-321, Jed Floor, Pot 3 Splendor Forum. 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Subject to statutory exception aa eee proviions of elevant collective licensing agreements SB reproduction of uny part may take pace without the writen Permnpanon of Cambri University Press Fist published 2018 2019 1817 61S IDI OK THSAD Printed in the United Kingom by Latims: Trend vente recon fr this publication eave from he Brisk Libreny {SBN 978.1-108:40719-9 Paperback Hee Te 1 SEI91 1 Paperback + Cunbridge line Mahenato, 2 years Tea de 1us.a6222-8 Cambridge Online Mathematics, 2 yewts ‘Cambridge Univesity Poss tts ao responsibilty forthe persnizes ¥ weenie age road oe third-party ateret webites referred fo this pblieation, se oc gomrantee that any coatent on such websites, ¢ will rem and docs no Spr. Inormation regarding press, ase tmetalcs and omer Tecacaforbotion given this work correct tte ine of Bist priming et daca ne Uatvcraty Press does ant guaran the accuracy of wich information thereaier @IGCSE ina registered tratemark Post exam paper questions throughout ae rprodaced by permission rae ifee avasemen Tnternational Education, Cambridge Assesment aoearntfaucaion ears no responsibility Gor the exarple ansners 0 qvEsONS Intecaatione past question papers which are contained inthis publication sThegusrions, xen ners, marks warded conoents that apa tr hak Wore Foe canary Inesaninron th ay math woud be awarded fansvers keer tas be diferent NOTICE TO TEACHERS IN THE UK to noaa io reproduce an part ofthis workin materia (orm (inci Wbisctayhng a eleciome storage excep under the flowing trustees ae abiding by # cence ranted 0 our seo0! ar station By the Copyright Licensing Agency: Fare cence usec or were you wish to cee the erm of HESHEE wee ae pnned the writen permission of Cambridge Uses Pes iy tae your allowed to reproduce without persion under the promos Pehteec Sol he Copyright, Designs and Patents Act [988 which covery eases tne reproduction of shor passages within certain types of edueaionsl aan repredueton forthe purposes of setng examination questionsContents Series introduction vi How to use this book viii Acknowledgements x 1 Algebra 1 LL The modulus Function 2 12. Graphs of y =|f(x)] where f(x) is linear 7 1.3. Solving modulus inequalities 8 4. Division of polynomials u LS The factor theorem 4 16 The remainder theorem 8 End-of-chapter review exere! 2 2 Logarithmic and exponential f 25 Logarithms to base 10 2% Logarithms to base a 30 23. The laws of logarithms 2 2.4 Solving logarithmic equations 35 2.5. Solving exponential equations 38 26 Solving exponential inequalit 40 Natural logarithms 2 2.8 Transforming a relationship to linear form “4 End-of-chapter review exercise 2 30 3 Trigonometry 32 3 The cosecant, sccant and cotangent ratios 3 3.2. Compound angle formulae 38 3.3. Double angle formulae a 34. Further trigonometie identities 66 3.5. Expressing asind + beos@ in the form Rsin(@ a) or Reos( + a) 6a End-of-chapter review exercise 3 4 Crass review exercise 1 “6Ce Pe cae en ue) 4 Differentiation 80 41. The product rule al 4.2 The quotient rule 4 4.3. Derivatives of exponential functions 37 44 Derivatives of natural logarithmic functions a 4.5. Derivatives of trigonometric functions 95 46 Implicit differentiation 99 47 Paramettic differentiation 103 End-of-chapter roview exercise 4 08 5 Integration itt 511 Integration of exponential functions 112 5.2 Integration of "> IS 5.3. Integration of sin(ax +4), cos(ax +h) ani sec*{ux +6 us 54 Purther integration of trigonometric functions va 5.5. The trapezium rule 126 End-of-chapter review exercise 5 Bi 6 Numerical solutions of equations: 133 6.1 Finding a starting point Bs 62. Improving your solution 140 6.3. Using iterative processes to solve problems involving other areas of miathematios ag End-of-chaptet review exercise 6 155 Crogs-tapie review exerene 2 158 7 Further algebra 165 71 Improper algebraic fractions 16 72. Partial fractions 168 13. Binomial expansion of (1+ "for values of n that are not positive integers m4 14. Binomial expansion of (a + x)" for values of a that are not positive integers m7 75. Partial fractions and binomial expansions 19 End-of-chapter review exervise 7 182 8 Further calculus 184 8.1 Derivative of tan! x 186, 82 Integration of 187 8.3 Integration of 1898.4. Integration by substitution 8.5 The use of partial fractions in integration 86 Integration by parts 8.7. Further integration End-of-chapier review exercise 8 Crass-topic review exercise 3 9 Vectors 9.1 Displacement or translation vectors 9.2. Position vectors 93. The scalar product 9.4 The vector equation of a line 9.5. Intersection of two lines End-of-chapter review exercise 9 10 Differential equations 10.1 The technique of separating the variables 10.2 Forming a differential eq) jon from a problem End-of-chapter review exercise 10 11 Complex numbers 111 Imaginary numbers 11.2 Complex numbers. 11.3 The comptex plane 114 Solving equations 1S Loci End-of-chapter review exercise 11 Cross-topic reise 4 Pure Mathematics 2 Practice exam-style paper Pure Mathematies 3 Practice exam. tyle paper Answers Glo: ry Index v1 194 197 201 203 205 307 308 310Cee MCU SE eect tee ey Series introduction Cambridge International AS & A Level Mathematies can be life-changing course, On the one hand, it isa facilitating subject: there are many university courses that either require an A Level or equivalent qualification in mathematics or prefer applicants who have i. On the other hand, it will help you to learn to think more precisely aand logically, while also encouraging creativity, Doing mathematics can be like doing art: just as an artist needs to muster her tools {use of the paintbrush, for example) and understand theoretical ideas (perspective, colour wheels and so ou), so does a mathematician (using tools such as algebra and calculus, which you will learn about in this course). But this is only the technical side: the joy in art comes through creativity, when the artist uses her tools to express ideas in novel ways. Mathematics is very similar: the tools are needed, but the deep joy in the subject, comes through solving problems. You might wonder what a mathematical ‘problent is. This is very good question, and many people have offered different answers. You might like to write down your own thoughts on this question, and reflect on how they change as you progress through this course. One possible idea is that a mathematical problem is a mathematical question that you do not immediately know how to answer. (If you do know how to answer it immediately, then we might call it an “exercise” instead.) Such a problem will ake time to answer: you may approaches, using different tools or ideas, on your own or with others, until you finally discover a way into it. This may take minutes, hours, days or weeks to achieve, and your sense of achievement may well grow with the effort it has taken, fave to try differ In addition to the mathematical tools that you will learn in this course, the problem-solving skills that you will develop will also help you throughout life, whatever you end up doing. Tt is very common to be faced with problems, be it in science, engineering, mathematics, accountancy, law or beyond, und having the confidence to systematically work your way through them will be very useful ‘This series of Cambridge International AS & A Level Mathematics coursehooks, weitten for the Cambridge Assessment International Education syllibus for examination from 2020, will support you both to learn the mathematics required for these examinations and to develop your mathematical problem-solving skills. The new examinations may well include more unfamiliar questions than in the past, and having these skills will allow you. to approach such questions with curiosity and confidence. In addition to problem solving, there are two other key concepts that Cambridge Assessment International Education have introduced in this syllabus: namely communication and mathematical modelling, These appear in various forms throughout the coursebooks, Communication in speech, writing and drawing lies atthe heart of what itis to be human, and this is no tue in mathematics. While there 1s a temptation to think of mathematics as only existing in a dry, written form in textbooks, nothing could be further from the truth: mathematical communication comes in many forms, and iscussing mathematical ideas with colleagues is a major part of every mathematiciaa’s working life, As you study this course, you will work on many problems, Exploring them or struggling with them together with a chissmate will help you both to develop your understanding and thinking, as well as improving your (mathematical) communication skills. And being able to convince someone thit your reasoning is correct, initially verbally and then in writing, forms the heart of the mathematical skill of ‘proof’Seer ca Mathematical modelling is where mathematics meets the ‘real world’. There are many situations where people need to make predictions or to understand what is happening in the world, and mathematies frequently provides tools to assist with this. Mathematicians will look at the real world situation and attempt to capture the key aspects of i in the form of equations, thereby building a model of reality, They will use this model to make predictions, and where possible test these against reality. Ifnecessary, they will then attempt to improve the model in order to make better predictions. Fxamples include weather prediction and climate change modelling, forensic science (to understand what happened at an accident or crime scene), modelling population change in the human, animal and plant kingdoms, modelling wireraft and ship behaviour, modelling financial markets and many others. In this course, we will be developing tools which are vital for modelling many of these situations. ‘To support you in your learning, these coursebooks have a variely of new features, for example: ploce activities: These activities are designed to offer problems for classroom use. They require thought and deliberation: some introduce 2 new idea, others will extend Your thinking. while others ean support consoldation, ‘The activities are often best approached by working in small groups and then sharing your ideas with cach other and the class, as they are not generally eoutine in nature, This is one ofthe ways in which you can develop probleme solving skill and confidence in handling unfamiliar questions % Questions labeled as @, {2} or GB. These are questions with a particular emphasis on ‘Proot, Modeling’ or “Problem solving’. They are designed to support you in preparing forthe new sile of examination They may or may not be harder than other questions inthe exercise. 18 The language of the explanatory setions makes much more use ofthe words ‘we’, ‘us and “our than in previous coursebooks This language invites and encourages you tobe an active participant rather than an observer simply following instructions Cyou do thi, en you do tat) I isso the way that professional mathematicians usually vite bout mathematics The new examinations may well present you with unfamiliar quextions, and if you ave used to being active in your mathematics, you wil stand a better chance of being able to sucessilly handle such challenges. At various points in the books, there are also web links to relevant Underground Mathematics resources, which can be found on the free undergroundmathematies.org website. Underground Mathematics has the air of producing engaging, rich materials for all students of Cambridge International AS & A Level Mathematics and similar qualifications, These high-quality resources have the potential to simultaneously develop your mathematical thinking skills and your fluency in techniques, so we do encourage you to make good use of them. We wish you every success as you embark on this course. Julian Gilbey London, 2018 Past exam paper questions throughout are reproduced by permission of Cambridge Assessment International Education, Cambridge Assessment fi ‘ast question papers which are contained in this public national Edueation beats ao responsibility forthe example answers to questions taken from its The questions, example answers, marks awarded andior canynents that appear inthis ook were writen by the author(s). In ‘examination, the way marks wont be avcarded ta answers like these niay be differen,How to use this book Throughout this book you will notice particular features that are designed to help your learning. This section provides a brief overview of these features, This book coters both Pure Mathematics 2 and Pure Mathematics 3. One topic 5 The 5 “only covered in Pure Mathematics 2 and this section ismarked with the icon Chapters 7-11 are only coveres in Pure Mathematics 3 and these are racked with the ion ("The icons appear in the Content stand in the rejevant sections of the book t ici paca 1s sant 5 Learning objectives indicate the niporta * concepts within each chapter and help you to through the c Prerequisite knowledge exercises identify prior hat you need to have covered belore starting the chap Try the questions to ident'y any ateas that you need to Key point boxes contain a ox summary of the most important fee ‘methods, facts and formu Aowtte sagt Foranlae Key terms are imps are learning, They are highligh glossary contains clear delintvo nt terns in the topie that inorange bold. The peer eee eres Worked examples provide step-by-step a tions. The lef side: he answering qu 5 ally worked Solving rigonometic inequalities notin the . Cambridge syllabus You should, newex, hve the \ stils necessary 0 tackle the activites for extension a x ‘oup-workand peor and are intended to deepen you" Tip boxes contain hel more challenging Explore boxes co work, These acteities promote torpeer discuss understanding of a concept. (nsw questions are provided in the Teacher's Resource.) tothe Explore guidance about calculating,@ a i | You might neod to look | back at Chapter 3 | before attempting question 11 | ‘You nced to ha attempting questions 13 and 14 Rewind and Fast forward boxes direct you to elated learning, Rewind boxes refer to earlier learning, in case you eed to revise a tonic. Fast forward boxes refer to topics that you will cover at a later stage, in case you ‘ould lke to extend your study. Did you know? boxes contain intevesting facts showing how Mathematics relatas to the wider :world x At the end of each chapter there is a Checklist of learning and understanding, The checiiis: contains 2 he suman ncep's that ere covered in the chapter. You can use this to quickly check that you hase crwered Extension materia 08s beyond fe syllabus. Ibis highlighted & line to the le the text Web link boxes contain links t0 useful resources Thy the Patino ident? 11) resource on the a nd Mathematics website ied the skills in Chapt Cross-topic review exercises ap: several chapters, and co. the preceding chapters, Throughout each chapter there are multiple exercises containing practice questions, The questions are coded ®_ These questions focus on problem-soking, © Mese quest These questions focus on modeling focus on proofs A You should not use a calculator for these questions @ these questions ae taken rom past examination papers. The End-of-chapter review contains exare-style questions coveringall topics in the chapter. You can use this to check: your understanding ofthe topies you have covered. The ber of marks gives an indication af how long “ou should be spending on the question. You should sperd more time on questions vith higher mark allocations; questions ith onl one or x0 marks should not need you to spend time doing coninliceted celculations or iting long explanation: ater pics from acrossCambridge International AS & A Level Mathematics: Pure Mathematics 2 & 3 Acknowledgements The authors and publishers acknonsteage the following sourees of copyright material and are gratefi for the permissions granted. While every effort has been me, thas mot alway been possible to identify the sources ofall the material ight holders. any omissions are brought to our notice, we will be happy to inctule the appropriate acknowledgements on r Past examination questions throughout are reproduced by permission of Cambridge Assessment International Education Thanks to the following for permiss Cover image Mint Images ~ Frans Lant Setty Images Don JohnstoniGetty Images, Photo by marianna andrew! Inside (in orler of appearance) sakkmesterke/Getty Image armata/Getty Images, DEA PICTURE LIBR ARY/Getty Images, malcolm park/Getly Images, a Shutterstock, Stephan Snyder/Shutterstock, alengo/Getty Images, Moritz Haisch/EyeEm/Getty Im, CalvertiGetty Images, bluecrayola/Sbutterstock, PinkCat/Shutterstock, Maurice Rivera/EyeEm/Getty Images, PASIEKA/Getty Images, Alfred Pasicka/Science Photo Library/Getty Images es, Rosemary