CAPE Pure Mathematics

CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination®
CAPE®
PURE MATHEMATICS
Effective for examinations from May–June 2013
CXC A6/U2/12
Published by the Caribbean Examinations Council
© 2012, Caribbean Examinations Council
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form, or by any means electronic, photocopying, recording or otherwise without
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Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
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Telephone Number:+1(876) 630-5200

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E-mail Address: [email protected]
Website: www.cxc.org
Copyright © 2012 by Caribbean Examinations Council

The Garrison, St Michael BB14038, Barbados
CXC A6/U2/12
This document CXC A6/U2/12 replaces CXC A6/U2/07 issued in 2007.
Please note that the syllabus has been amended and amendments are indicated by italics.
First issued 1999

Revised 2004
Revised 2007
Amended 2012
Please check the website www.cxc.org for updates on CXC’s syllabuses.
CXC A6/U2/12
Contents
ContentsIntroduction
INTRODUCTION .................................................................................................................... i
RATIONALE ........................................................................................................................... 1
AIMS ...................................................................................................................................... 2
SKILLS AND ABILITIES TO BE ASSESSED ................................................................................. 3
PRE-REQUISITES OF THE SYLLABUS....................................................................................... 3
STRUCTURE OF THE SYLLABUS .............................................................................................. 3
RECOMMENDED 2-UNIT OPTIONS........................................................................................ 4
MATHEMATICAL MODELLING ............................................................................................... 4
UNIT 1: ALGEBRA, GEOMETRY AND CALCULUS
MODULE 1 : BASIC ALGEBRA AND FUNCTIONS ............................................................ 7

MODULE 2 : TRIGONOMETRY, GEOMETRY AND VECTORS........................................... 16
MODULE 3 : CALCULUS I ............................................................................................... 21
UNIT 2: COMPLEX NUMBERS, ANALYSIS AND MATRICES
MODULE 1 : COMPLEX NUMBERS AND CALCULUS II.................................................... 27

MODULE 2 : SEQUENCES, SERIES AND APPROXIMATIONS ........................................... 33
MODULE 3 : COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS ......................... 40
OUTLINE OF ASSESSMENT .................................................................................................... 46
REGULATIONS FOR PRIVATE CANDIDATES ........................................................................... 54
REGULATIONS FOR RE-SIT CANDIDATES ............................................................................... 54
ASSESSMENT GRID ................................................................................................................ 55
MATHEMATICAL NOTATION ................................................................................................. 56
CXC A6/U2/12
Introduction
T
he Caribbean Advanced Proficiency Examination (CAPE) is designed to provide certification of the
academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification. The first is the award of a
certificate showing each CAPE Unit completed. The second is the CAPE Diploma, awarded to
candidates who have satisfactorily completed at least six Units including Caribbean Studies. The third
is the CXC Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven
CAPE Units including Caribbean Studies and Communication Studies. For the CAPE Diploma and the
CXC Associate Degree, candidates must complete the cluster of required Units within a maximum
period of five years.
Recognised educational institutions presenting candidates for CXC Associate Degree in one of the
nine categories must, on registering these candidates at the start of the qualifying year, have them
confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be
awarded any possible alternatives for which they did not apply.
CXC A6/U2/12 i
Pure Mathematics Syllabus
 RATIONALE
Mathematics is one of the oldest and most universal means of creating, communicating, connecting
and applying structural and quantitative ideas. The discipline of Mathematics allows the formulation
and solution of real-world problems as well as the creation of new mathematical ideas, both as an
intellectual end in itself, as well as a means to increase the success and generality of mathematical
applications. This success can be measured by the quantum leap that occurs in the progress made in
other traditional disciplines once mathematics is introduced to describe and analyse the problems
studied. It is therefore essential that as many persons as possible be taught not only to be able to
use mathematics, but also to understand it.
Students doing this syllabus will have already been exposed to Mathematics in some form mainly
through courses that emphasise skills in using mathematics as a tool, rather than giving insight into
the underlying concepts. To enable students to gain access to mathematics training at the tertiary
level, to equip them with the ability to expand their mathematical knowledge and to make proper
use of it, it is necessary that a mathematics course at this level should not only provide them with
more advanced mathematical ideas, skills and techniques, but encourage them to understand the
concepts involved, why and how they "work" and how they are interconnected. It is also to be
hoped that, in this way, students will lose the fear associated with having to learn a multiplicity of
seemingly unconnected facts, procedures and formulae. In addition, the course should show them
that mathematical concepts lend themselves to generalisations, and that there is enormous scope
for applications to solving real problems.
Mathematics covers extremely wide areas. However, students can gain more from a study of
carefully selected, representative areas of Mathematics, for a "mathematical" understanding of
these areas, rather than a superficial overview of a much wider field. While proper exposure to a
mathematical topic does not immediately make students into experts in it, proper exposure will
certainly give the students the kind of attitude which will allow them to become experts in other
mathematical areas to which they have not been previously exposed. The course is therefore
intended to provide quality in selected areas rather than in a large number of topics.
This syllabus will contribute to the development of the Ideal Caribbean Person as articulated by the
CARICOM Heads of Government in the following areas: “demonstate multiple literacies, independent
and critical thinking and innovative application of science and technology to problem solving. Such a
person should also demonstrate a positive work attitude and value and display creative imagination
and entrepreneurship”.
CXC A6/U2/12 1
 AIMS
The syllabus aims to:
1. provide understanding of mathematical concepts and structures, their development and the
relationships between them;
2. enable the development of skills in the use of mathematical and information,

communication and technology (ICT) tools;
3. develop an appreciation of the idea of mathematical proof, the internal logical coherence of
Mathematics, and its consequent universal applicability;
4. develop the ability to make connections between distinct concepts in Mathematics, and
between mathematical ideas and those pertaining to other disciplines;
5. develop a spirit of mathematical curiosity and creativity, as well as a sense of enjoyment;
6. enable the analysis, abstraction and generalisation of mathematical ideas;
7. develop in students the skills of recognising essential aspects of concrete, real-world

problems, formulating these problems into relevant and solvable mathematical problems
and mathematical modelling;
8. develop the ability of students to carry out independent or group work on tasks involving
mathematical modelling;
9. integrate ICT tools and skills;
10. provide students with access to more advanced courses in Mathematics and its applications
at tertiary institutions.
CXC A6/U2/12 2
 SKILLS AND ABILITIES TO BE ASSESSED
The assessment will test candidates’ skills and abilities in relation to three cognitive levels.
1. Conceptual knowledge is the ability to recall, select and use appropriate facts, concepts and
principles in a variety of contexts.
2. Algorithmic knowledge is the ability to manipulate mathematical expressions and

procedures using appropriate symbols and language, logical deduction and inferences.
3. Reasoning is the ability to select appropriate strategy or select, use and evaluate
mathematical models and interpret the results of a mathematical solution in terms of a
given real-world problem and engage in problem-solving.
 PRE-REQUISITES OF THE SYLLABUS

Any person with a good grasp of the contents of the syllabus of the Caribbean Secondary Education
Certificate (CSEC) General Proficiency course in Mathematics, and/or the Caribbean Secondary
Education Certificate (CSEC) General Proficiency course in Additional Mathematics, or equivalent,
should be able to undertake the course. However, successful participation in the course will also
depend on the possession of good verbal and written communication skills.
 STRUCTURE OF THE SYLLABUS

The syllabus is arranged into two (2) Units, Unit 1 which will lay the foundation, and Unit 2 which
expands on, and applies, the concepts formulated in Unit 1.
It is therefore recommended that Unit 2 be taken after satisfactory completion of Unit 1 or a similar
course. Completion of each Unit will be separately certified.
Each Unit consists of three Modules.
Unit 1: Algebra, Geometry and Calculus, contains three Modules each requiring approximately
50 hours. The total teaching time is therefore approximately 150 hours.
Module 1 - Basic Algebra and Functions

Module 2 - Trigonometry, Geometry and Vectors
Module 3 - Calculus I
Unit 2: Complex Numbers, Analysis and Matrices, contains three Modules, each requiring
approximately 50 hours. The total teaching time is therefore approximately 150 hours.
Module 1 - Complex Numbers and Calculus II

Module 2 - Sequences, Series and Approximations
Module 3 - Counting, Matrices and Differential Equations
CXC A6/U2/12 3
 RECOMMENDED 2-UNIT OPTIONS
1. Pure Mathematics Unit 1 AND Pure Mathematics Unit 2.
2. Applied Mathematics Unit 1 AND Applied Mathematics Unit 2.
3. Pure Mathematics Unit 1 AND Applied Mathematics Unit 2.
 MATHEMATICAL MODELLING
Mathematical Modelling should be used in both Units 1 and 2 to solve real-world problems.
A. The topic Mathematical Modelling involves the following steps:
1. identification of a real-world situation to which modelling is applicable;
2. carry out the modelling process for a chosen situation to which modelling is
applicable;
3. discuss and evaluate the findings of a mathematical model in a written report.
B. The Modelling process requires:
1. a clear statement posed in a real-world situation, and identification of its essential

features;
2. translation or abstraction of the problem, giving a representation of the essential

features of the real-world;
3. solution of the mathematical problem (analytic, numerical, approximate);
4. testing the appropriateness and the accuracy of the solution against behaviour in
the real-world;
5. refinement of the model as necessary.
C. Consider the two situations given below.
1. A weather forecaster needs to be able to calculate the possible effects of

atmospheric pressure changes on temperature.
2. An economic adviser to the Central Bank Governor needs to be able to calculate the
likely effect on the employment rate of altering the Central Bank’s interest rate.
In each case, people are expected to predict something that is likely to happen in the future.
Furthermore, in each instance, these persons may save lives, time, and money or change
their actions in some way as a result of their predictions.
CXC A6/U2/12 4
One method of predicting is to set up a mathematical model of the situation. A mathematical model
is not usually a model in the sense of a scale model motor car. A mathematical model is a way of
describing an underlying situation mathematically, perhaps with equations, with rules or with
diagrams.
D. Some examples of mathematical models are:
1. Equations
(a) Business
A recording studio invests $25 000 to produce a master CD of a singing

group. It costs $50.00 to make each copy from the master and cover the
operating expenses. We can model this situation by the equation or
mathematical model,
C = 50.00 x + 25 000
where C is the cost of producing x CDs. With this model, one can predict the
cost of producing 60 CDs or 6 000 CDs.
Is the equation x + 2 = 5 a mathematical model? Justify your answer.
(b) Banking
Suppose you invest $100.00 with a commercial bank which pays interest at
12% per annum. You may leave the interest in the account to accumulate.
The equation A = 100(1.12)n can be used to model the amount of money in
your account after n years.
2. Table of Values
Traffic Management
The table below shows the safe stopping distances for cars recommended by the
Highway Code.
Overall
Speed Thinking Braking Stopping
m/h Distance m Distance Distance m
m
20 6 6 12
30 9 14 23
40 12 24 36
50 15 38 53
60 18 55 73
70 21 75 96
We can predict our stopping distance when travelling at 50 m/h from this model.
CXC A6/U2/12 5
3. Rules of Thumb
You might have used some mathematical models of your own without realising it;
perhaps you think of them as “rules of thumb”. For example, in the baking of hams,
most cooks use the rule of thumb that “bake ham fat side up in roasting pan in a
moderate oven (160ºC) ensuring 25 to 40 minutes per ½ kg”. The cook is able to
predict how long it takes to bake his ham without burning it.
4. Graphs
Not all models are symbolic in nature; they may be graphical. For example, the
graph below shows the population at different years for a certain country.
25 x
Population (millions)
x
20
15 x
10 x
5 x
1960 1970 1980 1990
Years
RESOURCE
Hartzler, J. S. and Swetz, F. Mathematical Modelling in the Secondary School

Curriculum, A Resource Guide of Classroom Exercises,
Vancouver, United States of America: National Council of
Teachers of Mathematics, Incorporated, Reston, 1991.
CXC A6/U2/12 6
 UNIT 1: ALGEBRA, GEOMETRY AND CALCULUS
MODULE 1: BASIC ALGEBRA AND FUNCTIONS
GENERAL OBJECTIVES
On completion of this Module, students should:
1. develop the ability to construct simple proofs of mathematical assertions;
2. understand the concept of a function;
3. be confident in the manipulation of algebraic expressions and the solutions of equations and
inequalities;
4. understand the properties and significance of the exponential and logarithm functions;
5. develop the ability to use concepts to model and solve real-world problems.
SPECIFIC OBJECTIVES
(A) Reasoning and Logic
Students should be able to:
1. identify simple and compound propositions;
2. establish the truth value of compound statements using truth tables;
3. state the converse, contrapositive and inverse of a conditional (implication)

statement;
4. determine whether two statements are logically equivalent.
CONTENT
(A) Reasoning and Logic
1. Simple statement (proposition), connectives (conjuction, disjunction, negation,

conditional, bi-conditional), compound statements.
2. Truth tables.
3. Converse and contrapositive of statements.
4. Logical equivalence.
5. Identities involving propositions.
CXC A6/U2/12 7
UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)
SPECIFIC OBJECTIVES
(B) The Real Number System – ℝ
1. perform binary operations;
2. use the concepts of identity, closure, inverse, commutativity, associativity,

distributivity addition, multiplication and other simple binary operations;
3. perform operations involving surds;
4. construct simple proofs, specifically direct proofs, or proof by the use of counter
examples;
5. use the summation notation ;
6. establish simple proofs by using the principle of mathematical induction.
CONTENT
(B) The Real Number System – ℝ
1. Definition of binary operation.
2. Applications of the concepts of commutativity, associativity, distributivity, identity,

inverse and closure.
3. Axioms of the system - including commutative, associative and distributive laws;

non-existence of the multiplicative inverse of zero.
4. Methods of proof - direct, counter-examples.
5. Simple applications of mathematical induction.
SPECIFIC OBJECTIVES
(C) Algebraic Operations
1. apply the Remainder Theorem;
2. use the Factor Theorem to find factors and to evaluate unknown coefficients;
3. extract all factors of an  bn for positive integers n ≤ 6;
4. use the concept of identity of polynomial expressions.
CXC A6/U2/12 8
UNIT 1
CONTENT
(C) Algebraic Operations
1. Factor Theorem.
2. Remainder Theorem.
SPECIFIC OBJECTIVES
(D) Exponential and Logarithmic Functions
1. define an exponential function y = ax for a  ℝ;
2. sketch the graph of y = ax ;
3. define a logarithmic function as the inverse of an exponential function;
4. define the exponential functions y = ex and its inverse y = ln x, where ln x ≡ loge x;
5. use the fact that y = ln x  x = ey ;
6. simplify expressions by using laws of logarithms;
7. use logarithms to solve equations of the form ax = b;
8. solve problems involving changing of the base of a logarithm.
CONTENT
(D) Exponential and Logarithmic Functions
1. Graphs of the functions ax and loga x.
2. Properties of the exponential and logarithmic functions.
3. Exponential and natural logarithmic functions and their graphs.
CXC A6/U2/12 9
UNIT 1
4. Laws of logarithms applied to problems:
(a) ln (PQ) = ln P + ln Q;
(b) ln (P/Q) = ln P – ln Q;
(c) ln Pa = a ln P.
SPECIFIC OBJECTIVES
(E) Functions
1. define mathematically the terms: function, domain, range, one-to-one function

(injective function), onto function (surjective function), many-to-one, one-to-one and
onto function (bijective function), composition and inverse of functions;
2. prove whether or not a given simple function is one-to-one or onto and if its inverse
exists;
3. use the fact that a function may be defined as a set of ordered pairs;
4. use the fact that if g is the inverse function of f, then f [g (x)]  x, for all x, in the
domain of g;
5. illustrate by means of graphs, the relationship between the function y = f (x) given
in graphical form and y  f (x) and the inverse of f (x), that is, y  f -1(x).
CONTENT
(E) Functions
1. Domain, range, many-to-one, composition.
2. Injective, surjective, bijective functions, inverse function.
3. Transformation of the graph y  f (x) to y  f (x) and, if appropriate, to y  f -1 (x).
CXC A6/U2/12 10
UNIT 1
SPECIFIC OBJECTIVES
(F) The Modulus Function
1. define the modulus function;
2. use the properties:
(a) x is the positive square root of x2,
(b) x < y if, and only if, x² < y²,
(c) x  y  iff  y  x  y ,
(d) x y  x  y ;
3. solve equations and inequalities involving the modulus function, using algebraic or
graphical methods.
CONTENT
(F) The Modulus Function
1. Definition of the modulus function.
 x if x  0
x =  ;
 x if x  0 
2. Equations and inequalities involving simple rational and modulus functions.
SPECIFIC OBJECTIVES
(G) Cubic Functions and Equations
Students should be able to use the relationship between the sum of the roots, the product of
the roots, the sum of the product of the roots pair-wise and the coefficients of
ax 3  bx2 + cx + d = 0 .
CXC A6/U2/12 11
UNIT 1
CONTENT
(G) Cubic Functions and Equations
Sums and products, with applications, of the roots of cubic equations.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.
1. The Real Number System
(a) The teacher should do a brief review of the number system before starting this
section.
(b) The teacher should encourage students to practice different methods of proof, for
example, to prove that the product of two consecutive integers is an even integer.
2. Proof by Mathematical Induction (MI)
Typical Question
Prove that some formula or statement P is true for all positive integers n  k, where k is
some positive integer; usually k = 1.
Procedure
Step 1: Verify that when k = 1: P is true for n = k = 1. This establishes that P is true for
n = 1.
Step 2: Assume P is true for n = k, where k is a positive integer > 1. At this point, the
statement k replaces n in the statement P and is taken as true.
Step 3: Show that P is true for n = k  1 using the true statement in step 2 with n replaced
by k.
Step 4: At the end of step 3, it is stated that statement P is true for all positive integers
n  k.
Summary
Proof by MI: For k > 1, verify Step 1 for k and proceed through to Step 4.
CXC A6/U2/12 12
UNIT 1
Observation
Most users of MI do not see how this proves that P is true. The reason for this is that there
is a massive gap between Steps 3 and 4 which can only be filled by becoming aware that
Step 4 only follows because Steps 1 to 3 are repeated an infinity of times to generate the set
of all positive integers. The focal point is the few words “for all positive integers n  k”
which points to the determination of the set S of all positive integers for which P is true.
Step 1 says that 1 S for k = 1.

Step 3 says that k + 1  S whenever k  S, so immediately 2  S since 1  S.
Iterating on Step 3 says that 3  S since 2  S and so on, so that S = {1, 2, 3 ...}, that is, S is
the set of all positive integers when k = 1 which brings us to Step 4.
When k > 1, the procedure starts at a different positive integer, but the execution of steps is
the same. Thus, it is necessary to explain what happens between Steps 3 and 4 to obtain a
full appreciation of the method.
Example 1: Use Mathematical Induction to prove that n3 – n is divisible by 3, whenever n

is a positive integer.
Solution: Let P (n) be the proposition that “n3 – n is divisible by 3”.
Basic Step: P (1) is true, since 13 - 1 = 0 which is divisible by 3.
Inductive Step: Assume P (n) is true: that is, n3 – n is divisible by 3.

We must show that P (n + 1) is true, if P(n) is true. That is,
is, (n + 1)3 – (n + 1) is divisible by 3.
Now, (n +1)3 - (n + 1) = (n3 +3n2 + 3n + 1) – (n + 1)

= (n3 - n) + 3(n2 + n)
Both terms are divisible by 3 since (n3 - n) is divisible by 3 by the assumption

and 3(n2 + n) is a multiple of 3. Hence, P (n + 1) is true whenever P (n) is
true.
Thus, n3 – n is divisible by 3 whenever n is a positive integer.
CXC A6/U2/12 13
UNIT 1
Example 2: Prove by Mathematical Induction that the sum Sn of the first n odd positive
integers is n2.
Solution: Let P (n) be the proposition that the sum Sn of the first n odd positive
integers is n2.
Basic Step: For n = 1 the first odd positive integer is 1, so S1 = 1, that is:
S1 = 1 = 12, hence P(1) is true.
Inductive Step: Assume P(n) is true. That is, Sn = 1 + 3 + 5 + …. +

(2n – 1) = n2.
Now, Sn + 1 = 1 + 3 + 5 +…+ (2n –1) + (2n + 1)
= 1 + 3 + 5 +…+ (2n –1)] + (2n + 1)
= n2 + (2n + 1), by the assumption,
= (n + 1)2
Thus, P (n+1) is true whenever P (n) is true.
Since P (1) is true and P (n)  P (n + 1), the proposition P

(n) is true for all positive integers n.
3. Functions (Injective, surjective, bijective) – Inverse Function
Mathematical proof that a function is one-to-one (injective), onto (surjective) or (one-to-one

and onto function) bijective should be introduced at this stage.
Teacher and students should explore the mapping properties of quadratic functions which:
(a) will, or will not, be injective, depending on which subset of the real line is chosen as
the domain;
(b) will be surjective if its range is taken as the co-domain (completion of the square is
useful here);
(c) if both injective and surjective, will have an inverse function which can be
constructed by solving a quadratic equation.
Example: Use the function f : A  B given by f ( x)  3 x 2  6 x  5 , where the domain

A is alternatively the whole of the real line, or the set
{x ℝ x   1}, and the co-domain B is ℝ or the set { y ℝ y  2}.
CXC A6/U2/12 14
UNIT 1
4. Cubic Equations
Teachers should first review the theory of the quadratic equation and the nature of its roots.
RESOURCES
Bostock, L. and Chandler, S. Core Mathematics for A-Levels, United Kingdom: Stanley
Thornes Publishing Limited, 1997.
Campbell, E. Pure Mathematics for CAPE, Vol. 1, Jamaica: LMH

Publishing Limited, 2007.
Caribbean Examinations Council Injective and Surjective Functions, Barbados: 1998.
Caribbean Examinations Council Proof by Mathematical Induction (MI), Barbados: 2004.
Caribbean Examinations Council The Real Number System, Barbados: 1997.
Greaves, Y. Solution of Simultaneous Linear Equations by Row

Reduction, Barbados: Caribbean Examinations Council,
1998.
Hartzler, J. and Swetz, F. Mathematical Modelling in the Secondary School

Curriculum, A Resource Guide of Classroom Exercises,
Vancouver, United States of America: National Council
of Teachers of Mathematics, Incorporated Reston, 1991.
Martin, A., Brown, K., Rigby, P. and Advanced Level Mathematics Tutorials Pure
Ridley, S. Mathematics CD-ROM sample (Trade Edition),
Cheltenham, United Kingdom: Stanley Thornes
(Publishers) Limited, Multi-user version and Single-user
version, 2000.
CXC A6/U2/12 15
UNIT 1
MODULE 2: TRIGONOMETRY, GEOMETRY AND VECTORS
GENERAL OBJECTIVES
1. develop the ability to represent and deal with objects in two and three dimensions through
the use of coordinate geometry and vectors;
2. develop the ability to manipulate and describe the behaviour of trigonometric functions;
3. develop the ability to establish trigonometric identities;
4. acquire the skills to solve trigonometric equations;
5. acquire the skills to conceptualise and to manipulate objects in two and three dimensions;
SPECIFIC OBJECTIVES
(A) Trigonometric Functions, Identities and Equations (all angles will be assumed to be in
radians unless otherwise stated)
1. use compound-angle formulae;
2. use the reciprocal functions of sec x, cosec x and cot x;
3. derive identities for the following:
(a) sin kA, cos kA, tan kA, for k  ℚ,
(b) tan2x, cot2x, sec2x and cosec2x,
(c) sin A ± sin B, cos A ± cos B;
4. prove further identities using Specific Objective 3;
5. express a cos θ  b sin θ in the form r cos (θ  α) and r sin (θ  α ) , where r is


positive, 0 < α  ;
2
CXC A6/U2/12 16
UNIT 1
MODULE 2: TRIGONOMETRY, GEOMETRY AND VECTORS (cont’d)
6. find the general solution of equations of the form:
(a) sin k  s,
(b) cos k  c,
(c) tan k = t,
(d) a cos  + b sin  = c,

for a, b, c, k, s, t,  ℝ;
7. find the solutions of the equations in Specific Objectives 6 above for a given range;
8. obtain maximum or minimum values of f (a cos  + b sin ) for 0    2  .
CONTENT
(A) Trigonometric Functions, Identities and Equations (all angles will be assumed to be
radians)
1. The functions cot x, sec x, cosec x.
2. Compound-angle formulae for sin (A ± B), cos (A ± B), tan (A ± B).
3. Multiple-angle formulae.
4. Formulae for sin A ± sin B, cos A ± cos B.
5. Expression of a cos  + b sin  in the forms r sin ( ± ) and r cos ( ± ), where r

is positive, 0 < α < .
2
6. General solutions of simple trigonometric equations.
7. Trigonometric identities cos2  + sin2   1, 1  cot2   cosec2, 1 tan2   sec2 .
8. Maximum and minimum values of functions of sin  and cos .
CXC A6/U2/12 17
UNIT 1
SPECIFIC OBJECTIVES
(B) Co-ordinate Geometry
1. find equations of tangents and normals to circles;
2. find the points of intersection of a curve with a straight line;
3. find the points of intersection of two curves;
4. obtain the Cartesian equation of a curve given its parametric representation;
5. obtain the parametric representation of a curve given its Cartesian equation;
6. determine the loci of points satisfying given properties.
CONTENT
(B) Co-ordinate Geometry
1. Properties of the circle.
2. Tangents and normals.
3. Intersections between lines and curves.
4. Cartesian equations and parametric representations of curves including the parabola

and ellipse.
5. Loci.
SPECIFIC OBJECTIVES
(C) Vectors

 x
1. express a vector in the form  y  or xi+yj +zk
 
z 
where i, j and k are unit vectors in directions of x-,y- and z-axis respectively;
2. define equality of two vectors;
3. add and subtract vectors;
4. multiply a vector by a scalar quantity;
CXC A6/U2/12 18
UNIT 1
5. derive and use unit vectors, position vectors and displacement vectors;
6. find the magnitude and direction of a vector;
7. find the angle between two given vectors using scalar product;
8. find the equation of a line in vector form, parametric form, Cartesian form, given a
point on the line and a vector parallel to the line;
9. determine whether two lines are parallel, intersecting, or skewed;
10. find the equation of the plane, in the form xi + yj + zk = d, r.n = d, given a point in
the plane and the normal to the plane.
CONTENT
(C) Vectors
 x
1. Expression of a given vector in the form  y  or xi + yj + zk.
 
z 
2. Equality, addition and subtraction of vectors; multiplication by a scalar.
3. Position vectors, unit vectors, displacement vectors.
4. Length (magnitude/modulus) and direction of a vector.
5. Scalar (Dot) Product.
6. Vector equation of a line.
7. Equation of a plane.
1. Trigonometric Identities
Much practice is required to master proofs of Trigonometric Identities using identities such
as the formulae for:
sin (A ± B), cos (A ± B), tan (A ± B), sin 2A, cos 2A, tan 2A
CXC A6/U2/12 19
UNIT 1
1  cos 4
Example: The identity  tan 2 can be established by realising that
sin 4
cos 4  1 – 2 sin2 2 and sin 4  2 sin 2 cos 2.
Derive the trigonometric functions sin x and cos x for angles x of any value (including
negative values), using the coordinates of points on the unit circle.
2. Vectors
Teachers should introduce students to the three dimensional axis and understand how to plot
vectors in three dimensions.
RESOURCE
Bostock, L. and Chandler, S. Mathematics - The Core Course for A-Level, United Kingdom:
Stanley Thornes (Publishers) Limited, 1997.
Campbell, E. Pure Mathematics for CAPE, Vol. 1, Jamaica: LMH Publishing

Limited, 2007.
CXC A6/U2/12 20
UNIT 1
MODULE 3: CALCULUS I
GENERAL OBJECTIVES
1. understand the concept of continuity of a function from its graph;
2. develop the ability to find the limits (when they exist) of functions in simple cases;
3. know the relationships between the derivative of a function at a point and the behaviour of
the function and its tangent at that point;
4. know the relationship between integration and differentiation;
5. know the relationship between integration and the area under the graph of the function;
SPECIFIC OBJECTIVES
(A) Limits
1. use graphs to determine the continuity and discontinuity of functions;
2. describe the behaviour of a function f (x) as x gets arbitrarily close to some given
fixed number, using a descriptive approach;
3. use the limit notation lim f ( x)  L, f( x) → L as x → a;

x →a
4. use the simple limit theorems:

If lim f ( x)  F , lim g ( x)  G and k is a constant,
xa xa
then lim kf ( x)  kF, lim f ( x) g ( x)  FG, lim f ( x)  g ( x)  F  G,

xa xa x a
f ( x) F
and, provided G  0, lim  ;
x a g ( x) G
5. use limit theorems in simple problems;
sin x
6. use the fact that lim  1 , demonstrated by a geometric approach;
x 0 x
7. identify the point(s) for which a function is (un)defined;
8. identify the points for which a function is continuous;
CXC A6/U2/12 21
UNIT 1
MODULE 3: CALCULUS I (cont’d)
9. identify the point(s) where a function is discontinuous;
10. use the concept of left-handed or right-handed limit, and continuity.
CONTENT
(A) Limits
1. Concept of limit of a function.
2. Limit Theorems.
3. Continuity and Discontinuity.
SPECIFIC OBJECTIVES
(B) Differentiation I
1. define the derivative of a function at a point as a limit;
2. differentiate, from first principles, functions such as:
(a) f ( x)  k where k  ℝ,
(b) f ( x ) = xn, where n  {-3, -2, -1, - ½, ½, 1, 2, 3},
(c) f (x) = sin x ,
(d) f (x) = cos x;
3. use the sum, product and quotient rules for differentiation;
4. differentiate sums, products and quotients of:
(a) polynomials,
(b) trigonometric functions;
5. apply the chain rule in the differentiation of
(a) composite functions (substitution),
(b) functions given by parametric equations;
CXC A6/U2/12 22
UNIT 1
6. solve problems involving rates of change;
7. use the sign of the derivative to investigate where a function is increasing or

decreasing;
8. apply the concept of stationary (critical) points;
9. calculate second derivatives;
10. interpret the significance of the sign of the second derivative;
11. use the sign of the second derivative to determine the nature of stationary points;
12. sketch graphs of polynomials, rational functions and trigonometric functions using
the features of the function and its first and second derivatives (including horizontal
and vertical asymptotes);
13. describe the behaviour of such graphs for large values of the independent variable;
14. obtain equations of tangents and normals to curves.
CONTENT
(B) Differentiation I
1. The Gradient.
2. The Derivative as a limit.
3. Rates of change.
4. Differentiation from first principles.
5. Differentiation of simple functions, product, quotients.
6. Stationary points, the chain rule and parametric equations.
7. Second derivatives of functions.
8. Curve sketching.
9. Tangents and Normals to curves.
CXC A6/U2/12 23
UNIT 1
SPECIFIC OBJECTIVES
(C) Integration I
1. recognise integration as the reverse process of differentiation;
2. demonstrate an understanding of the indefinite integral and the use of the

integration notation  f (x) dx ;
3. show that the indefinite integral represents a family of functions which differ by
constants;
4. demonstrate use of the following integration theorems:
(a)  cf (x) dx  c  f (x) dx , where c is a constant,

(b)  f (x)  g (x) dx   f (x) dx   g (x) dx ;
5. find:
(a) indefinite integrals using integration theorems,
(b) integrals of polynomial functions,
(c) integrals of simple trigonometric functions;
6. integrate using substitution;
7. use the results:
b b
(a)  f xdx   f (t ) dt ,
a a
a a
(b)  f ( x) dx   f ( x  a) dx for a  ,
0 0
b
(c)  f ( x) dx  F(b)  F(a), where F'(x)  f (x);
a
CXC A6/U2/12 24
UNIT 1
8. apply integration to:
(a) finding areas under the curve,
(b) finding areas between two curves,
(c) finding volumes of revolution by rotating regions about both the x- and
y-axes;
9. given a rate of change with or without initial boundary conditions:
(a) formulate a differential equation of the form y’  f(x) or y’’  f(x) where f is a
polynomial or a trigonometric function,
(b) solve the resulting differential equation in (a) above and interpret the
solution where applicable.
CONTENT
(c) Integration I
1. Integration as the reverse of differentiation.
2. Linearity of integration.
3. Indefinite integrals (concept and use).
4. Definite integrals.
5. Applications of integration – areas, volumes and solutions to elementary differential

equations.
6. Integration of polynomials.
7. Integration of simple trigonometric functions.

b
8. Use of  f( x) dx  F(b)  F(a), where F'(x)  f (x).
a
9. Simple first or second order differential equations of the type y = f(x) or y’’ f(x).
CXC A6/U2/12 25
UNIT 1
The Area under the Graph of a Continuous Function
Class discussion should play a major role in dealing with this topic. Activities such as that which
follows may be performed to motivate the discussion.
Example of classroom activity:
1
Consider a triangle of area equal to units, bounded by the graphs of y = x, y = 0 and x = 1.
2
(a) Sketch the graphs and identify the triangular region enclosed.
(b) Subdivide the interval [0, 1] into n equal subintervals.
(c) Evaluate the sum, s(n), of the areas of the inscribed rectangles and S(n), of the
circumscribed rectangles, erected on each subinterval.
(d) By using different values of n, for example, for n = 5, 10, 25, 50, 100, show that both s(n)
and S(n) get closer to the required area of the given region.
RESOURCES
Bostock, L., and Chandler, S. Mathematics - The Core Course for A-Level, United Kingdom:
Stanley Thornes Publishing Limited, (Chapters 5, 8 and 9), 1991.
Campbell, E. Pure Mathematics for CAPE, Vol. 1, Jamaica: LMH Publishing

Limited, 2007.
Caribbean Examinations Council Area under the Graph of a Continuous Function, Barbados:
1998.
Caribbean Examinations Council Differentiation from First Principles: The Power Function,
Barbados: 1998.
CXC A6/U2/12 26
 UNIT 2: COMPLEX NUMBERS, ANALYSIS AND MATRICES
MODULE 1: COMPLEX NUMBERS AND CALCULUS II
GENERAL OBJECTIVES
1. develop the ability to represent and deal with objects in the plane through the use of complex
numbers;
2. be confident in using the techniques of differentiation and integration;
SPECIFIC OBJECTIVES
(A) Complex Numbers
1. recognise the need to use complex numbers to find the roots of the general
quadratic equation ax2 + bx + c = 0, when b2 - 4ac < 0;
2. use the concept that complex roots of equations with constant coefficients occur in
conjugate pairs;
3. write the roots of the equation in that case and relate the sums and products to a, b
and c;
4. calculate the square root of a complex number;
5. express complex numbers in the form a  bi where a, b are real numbers, and
identify the real and imaginary parts;
6. add, subtract, multiply and divide complex numbers in the form a  bi, where a and
b are real numbers;
7. find the principal value of the argument  of a non-zero complex number, where
    ;
8. find the modulus and conjugate of a given complex number;
9. interpret modulus and argument of complex numbers on the Argand diagram;
10. represent complex numbers, their sums, differences and products on an Argand
diagram;
11. find the set of all points z (locus of z) on the Argand Diagram such that z satisfies
given properties;
CXC A6/U2/12 27
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)
12. apply De Moivre’s theorem for integral values of n;
13. use eix = cos x + i sin x, for real x.
CONTENT
(A) Complex Numbers
1. Nature of roots of a quadratic equation, sums and products of roots.
2. Conjugate pairs of complex roots.
3. Addition, subtraction, multiplication and division of complex numbers in the form

a  bi where a, b are the real and imaginary parts, respectively, of the complex
number.
4. The modulus, argument and conjugate of a complex number.
5. Representation of complex numbers on an Argand diagram.
6. Locus of a point.
7. De Moivre’s theorem for integral n.
8. Polar-argument and exponential forms of complex numbers.
SPECIFIC OBJECTIVES
(B) Differentiation II
1. find the derivative of ef (x), where f x is a differentiable function of x;
2. find the derivative of ln f (x) (to include functions of x – polynomials or

trigonometric);
3. apply the chain rule to obtain gradients and equations of tangents and normals to
curves given by their parametric equations;
4. use the concept of implicit differentiation, with the assumption that one of the
variables is a function of the other;
5. differentiate any combinations of polynomials, trigonometric, exponential and

logarithmic functions;
CXC A6/U2/12 28
UNIT 2
6. differentiate inverse trigonometric functions;
7. obtain second derivatives, f (x), of the functions in 3, 4, 5 above;
8. find the first and second partial derivatives of u = f (x, y).
CONTENT
(B) Differentiation II
1. Application of the chain rule to differentiation.
2. Chain rule and differentiation of composite functions.
3. Gradients of tangents and normals.
4. Implicit differentiation.
5. First derivative of a function which is defined parametrically.
6. Differentiation of inverse trigonometric functions.
7. Differentiation of combinations of functions.
8. Second derivative, that is, f (x).
9. First partial derivative.
10. Second partial derivative.
SPECIFIC OBJECTIVES
(C) Integration II
1. express a rational function (proper and improper) in partial fractions in the cases
where the denominators are:
(a) distinct linear factors,
(b) repeated linear factors,
CXC A6/U2/12 29
UNIT 2
(c) quadratic factors,
(d) repeated quadratic factors,
(e) combinations of (a) to (d) above (repeated factors will not exceed power 2);
2. express an improper rational function as a sum of a polynomial and partial fractions;
3. integrate rational functions in Specific Objectives 1 and 2 above;
4. integrate trigonometric functions using appropriate trigonometric identities;
5. integrate exponential functions and logarithmic functions;
f ' (x)
6. find integrals of the form  f (x) dx;
7. use substitutions to integrate functions (the substitution will be given in all but the
most simple cases);
8. use integration by parts for combinations of functions;
9. integrate inverse trigonometric functions;
10. derive and use reduction formulae to obtain integrals;
11. use the trapezium rule as an approximation method for evaluating the area under
the graph of the function.
CONTENT
(C) Integration II
1. Partial fractions.
2. Integration of rational functions, using partial fractions.
3. Integration by substitution.
4. Integration by parts.
5. Integration of inverse trigonometric functions.
6. Integration by reduction formula.
7. Area under the graph of a continuous function (Trapezium Rule).
CXC A6/U2/12 30
UNIT 2
Principal Argument of a Complex Number
The representation of the complex number z = 1 + i on the Argand diagram may be used to
introduce this topic. Encourage students to indicate and evaluate the argument of z. The students’
answers should be displayed on the chalkboard.
Indicate that the location of z on the Argand diagram is unique, and therefore only one value of the
argument is needed to position z. That argument is called the principal argument, arg z, where:
   principal argument  .
Students should be encouraged to calculate the principal argument by either solving:
(a) the simultaneous equations
Re(z) Im(z)
cos θ  and sin θ  , with  π  θ  π ;
z z
or,
(b) the equation
Im(z)
tan θ  for Re(z)  0 and  π  θ  π,
Re(z)
together with the representation of z on the Argand diagram.
(c) Students should be encouraged to find the loci of z-satisfying equations such as:
(i) |z – a | = k;
(ii) |z – c| = |z – b|;
(iii) arg(z - a) = .
RESOURCES
Bostock, L. and Chandler, S. Core Mathematics for A-Levels, United Kingdom:

Stanley Thornes Publishing Limited, 1997.
Bradie, B. Rate of Change of Exponential Functions: A

Precalculus Perspective, Mathematics Teacher Vol.
91(3), p. 224 – 237.
CXC A6/U2/12 31
UNIT 2

Caribbean Examinations Council The Exponential and Logarithmic Functions – An

Investigation, Barbados: 1998.
Martin, A., Brown, K., Rigby, P. and Pure Mathematics, Cheltenham, United Kingdom:
Ridley, S. Stanley Thornes (Publishers) Limited, 2000.
CXC A6/U2/12 32
UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS
GENERAL OBJECTIVES
1. understand the concept of a sequence as a function from the natural numbers to the real
numbers;
2. understand the difference between sequences and series;
3. distinguish between convergence and/or divergence of some standard series or sequences;
4. apply successive approximations to roots of equations;
5. develop the ability to use concept to model and solve real-world problems.
SPECIFIC OBJECTIVES
(A) Sequences
1. define the concept of a sequence {an} of terms an as a function from the positive
integers to the real numbers;
2. write a specific term from the formula for the nth term, or from a recurrence
relation;
3. describe the behaviour of convergent and divergent sequences, through simple

examples;
4. apply mathematical induction to establish properties of sequences.
CONTENT
(A) Sequences
1. Definition, convergence, divergence and limit of a sequence.
2. Sequences defined by recurrence relations.
3. Application of mathematical induction to sequences.
CXC A6/U2/12 33
UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)
SPECIFIC OBJECTIVES
(B) Series
1. use the summation  notation;
2. define a series, as the sum of the terms of a sequence;
3. identify the nth term of a series, in the summation notation;
4. define the mth partial sum Sm as the sum of the first m terms of the sequence, that is,
m
Sm =
a ;
r 1
r
5. apply mathematical induction to establish properties of series;
6. find the sum to infinity of a convergent series;
7. apply the method of differences to appropriate series, and find their sums;
8. use the Maclaurin theorem for the expansion of series;
9. use the Taylor theorem for the expansion of series.
CONTENT
(B) Series
1. Summation notation (  ).
2. Series as the sum of terms of a sequence.
3. Convergence and/or divergence of series to which the method of differences can be

applied.
4. The Maclaurin series.
5. The Taylor series.
6. Applications of mathematical induction to series.
CXC A6/U2/12 34
UNIT 2
SPECIFIC OBJECTIVES
(C) The Binomial Theorem

n
1. explain the meaning and use simple properties of n! and   , that is, n
C r , where
r  
n, r  ℤ;
n
2. recognise that n
C r that is,   , is the number of ways in which r objects may be
r
chosen from n distinct objects;
3. expand (a + b)n for n  ℚ;
4. apply the Binomial Theorem to real-world problems, for example, in mathematics of

finance, science.
CONTENT
(C) The Binomial Theorem
1. Factorials and Binomial coefficients; their interpretation and properties.
2. The Binomial Theorem.
3. Applications of the Binomial Theorem.
SPECIFIC OBJECTIVES
(D) Roots of Equations
1. test for the existence of a root of f (x) = 0 where f is continuous using the
Intermediate Value Theorem;
2. use interval bisection to find an approximation for a root in a given interval;
3. use linear interpolation to find an approximation for a root in a given interval;
4. explain, in geometrical terms, the working of the Newton-Raphson method;
CXC A6/U2/12 35
UNIT 2
5. use the Newton-Raphson method to find successive approximations to the roots of

f(x) = 0, where f is differentiable;
6. use a given iteration to determine a root of an equation to a specified degree of

accuracy.
CONTENT
(D) Roots of Equations
Finding successive approximations to roots of equations using:
1. Intermediate Value Theorem;
2. Interval Bisection;
3. Linear Interpolation;
4. Newton - Raphson Method;
5. Iteration.
students in the learning activities listed below.
1. The Binomial Theorem
Students may be motivated to do this topic by having successive expansions of (a + x)n and
then investigating the coefficients obtained when expansions are carried out.
(a + b)1 = a+b
(a + b)2 = a2 + 2ab + b2
(a + b)3 = a3 + 3a2b+ 3ab2 + b3
(a + b)4 = a4 + 4a3b+ 6a2b2 + 4ab3 + a4
and so on.
CXC A6/U2/12 36
UNIT 2
By extracting the coefficients of each term made up of powers of a, x or a and x.
1
1 1
1 2 1
1 3 3 1
1 4 6 4 1
Students should be encouraged to use the emerging pattern to generate further expansions
of (a + x)n. This can be done by generating the coefficients from Pascal’s Triangle and then
investigating other patterns. For example, by looking at the powers of a and x (powers of x
increase from 0 to n, while powers of a decrease from n to 0; powers of a and x add up to
n).
In discussing the need to find a more efficient method of doing the expansions, the Binomial
Theorem may be introduced. However, this can only be done after the students are
exposed to principles of counting, with particular reference to the process of selecting. In so
doing, teachers will need to guide students through appropriate examples involving the
selection of r objects, say, from a group of n unlike objects. This activity can lead to defining
n
C r as the number of ways of selecting r objects from a group of n unlike objects.
n!
In teaching this principle, enough examples should be presented before n Cr 
n  r ! r !
formula is developed.
The binomial theorem may then be established by using the expansion of (1 + x)n as a
starting point. A suggested approach is given below:
Consider (1 + x)n.
To expand, the student is expected to multiply (1 + x) by itself n times, that is,

(1 +x )n = (1 + x)(1 + x)(1+ x) ... (1 + x).
The result of the expansion is found as given below:
The constant term is obtained by multiplying all the 1’s. The result is therefore 1.
The term in x is obtained by multiplying (n – 1) 1’s and one x. This x, however, may be
chosen from any of the n brackets. That is, we need to choose one x out of n different
brackets. This can be done in n C 1 ways. Hence, the coefficient of x is n C 1 .
CXC A6/U2/12 37
UNIT 2
Similarly, the term in x2 may be obtained by choosing two x’s and (n – 2) 1’s. The x’s may be
chosen from any two of the n brackets. This can be done in n C 2 ways. The coefficient of x2
n
is therefore C 2.
This process continues and the expansion is obtained:
(1 + x)n = 1  n
C 1 x  n C 2 x 2  n C 3 x 3  ...  x n .
This is known as the binomial theorem. The theorem may be written as
n
1  x n  
r0
n
C r xr .
The generalisation of this could be done as a class activity where students are asked to show
that:
a  bn  a n  n C 1 a n 1 b  nC 2 a n  2 b2  nC 3 a n  3 b3  ...  bn .
This is the binomial expansion of (a + b)n for positive integral values of n. The expansion
terminates after (n + 1) terms.
2. The Intermediate Value Theorem
(a) Motivate with an example.
Example: A taxi is travelling at 5 km/h at 8:00 a.m. Fifteen minutes later the
speed is 100 km/h. Since the speed varies continuously, clearly at
some time between 8:00 a.m. and 8:15 a.m. the taxi was travelling
at 75 km/h.
Note that the taxi could have traveled at 75 km/h at more than one
time between 8:00 a.m. and 8:15 a.m.
(b) Use examples of continuous functions to illustrate the Intermediate Value Theorem.
Example: f (x) = x2 – x – 6 examined on the intervals (3.5, 5) and (0, 4).
3. Existence of Roots
Introduce the existence of the root of a continuous function f (x) between given values a
and b as an application of the Intermediate Value Theorem.
CXC A6/U2/12 38
UNIT 2
Emphasis should be placed on the fact that:
(a) f must be continuous between a and b;
(b) The product of f (a) and f (b) is less than zero, that is, f (a) and f (b) must have
opposite signs.
4. Interval Bisection
Initially students should be able to determine an interval in which a real root lies. If f (a) and f
(b) are of opposite signs, and f is continuous, then a < x < b, for the equation f (x) = 0.

Students may be asked to investigate x  and note the resulting sign to determine
2

which side of the root lies. This method can be repeated until same answer to the
2
desired degree of accuracy is obtained.
5. Linear Interpolation
Given the points x0 , y0  and x1 , y1  on a continuous curve y = f (x), students can
establish that for f  x0  and f  x1  with opposite signs and that f is continuous, then
x 0 < x < x1 , for the equation f (x) = 0. If f ( x0 )  f ( x1 ) say, students can be introduced
to the concept of similar triangles to find successive approximations, holding f  x1  constant.
This intuitive approach is formalised in linear interpolation, where the two points
x0 , y0  and x1 , y1  can be joined by a straight line and the x-value of the point on this
line is calculated. A first approximation for x can be found using
x x
 1 .
f  x0  f  x1 
Successive approximations can be found with this approach until the same answer to the
desired degree of accuracy is obtained.
RESOURCE
Bostock, L. and Chandler, S. Core Mathematics for A-Levels, United Kingdom:

Stanley Thornes Publishing Limited, 1997.

CXC A6/U2/12 39
UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS
GENERAL OBJECTIVES
1. develop the ability to analyse and solve simple problems dealing with choices and
arrangements;
2. develop an understanding of the algebra of matrices;
3. develop the ability to analyse and solve systems of linear equations;
4. develop skills to model some real-world phenomena by means of differential equations, and
solve these;
SPECIFIC OBJECTIVES
(A) Counting
1. state the principles of counting;
2. find the number of ways of arranging n distinct objects;
3. find the number of ways of arranging n objects some of which are identical;
4. find the number of ways of choosing r distinct objects from a set of n distinct
objects;
5. identify a sample space;
6. identify the numbers of possible outcomes in a given sample space;
7. use Venn diagrams to illustrate the principles of counting;
8. use possibility space diagram to identify a sample space;
9. define and calculate P(A), the probability of an event A occurring as the number of
possible ways in which A can occur divided by the total number of possible ways in
which all equally likely outcomes, including A, occur;
10. use the fact that 0  P (A)  1;
CXC A6/U2/12 40
UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)
11. demonstrate and use the property that the total probability for all possible
outcomes in the sample space is 1;
12. use the property that P( A' ) = 1 – P(A) is the probability that event A does not
occur;
13. use the property P(A  B) = P (A) + P (B) – P(A  B) for event A and B;
14. use the property P(A  B) = 0 or P (A  B) = P (A) + P (B), where A and B are
mutually exclusive events;
15. use the property P(A  B) = P(A) × P(B), where A and B are independent events;
P( A  B )
16. use the property P(A|B) = where P(B)  0.
P( B )
17. use a tree diagram to list all possible outcomes for conditional probability.
CONTENT
(A) Counting
1. Principles of counting.
2. Arrangements with and without repetitions.
3. Selections.
4. Venn diagram.
5. Possibility space diagram.
6. Concept of probability and elementary applications.
7. Tree diagram.
SPECIFIC OBJECTIVES
(B) Matrices and Systems of Linear Equations
1. operate with conformable matrices, carry out simple operations and manipulate
matrices using their properties;
2. evaluate the determinants of n  n matrices, 1  n  3;
CXC A6/U2/12 41
UNIT 2
3. reduce a system of linear equations to echelon form;
4. row-reduce the augmented matrix of an n  n system of linear equations, n = 2, 3;
5. determine whether the system is consistent, and if so, how many solutions it has;
6. find all solutions of a consistent system;
7. invert a non-singular 3  3 matrix;
8. solve a 3  3 system of linear equations, having a non-singular coefficient matrix, by

using its inverse.
CONTENT
(B) Matrices and Systems of Linear Equations
1. m  n matrices, for 1  m  3, and 1  n  3, and equality of matrices.
2. Addition of conformable matrices, zero matrix and additive inverse, associativity,

commutativity, distributivity, transposes.
3. Multiplication of a matrix by a scalar.
4. Multiplication of conformable matrices.
5. Square matrices, singular and non-singular matrices, unit matrix and multiplicative
inverse.
6. n  n determinants, 1  n  3.
7. n  n systems of linear equations, consistency of the systems, equivalence of the

systems, solution by reduction to row echelon form, n = 2, 3.
8. n  n systems of linear equations by row reduction of an augmented matrix,

n = 2, 3.
SPECIFIC OBJECTIVES
(C) Differential Equations and Modeling
1. solve first order linear differential equations y'  ky  f (x) using an integrating
factor, given that k is a real constant or a function of x, and f is a function;
CXC A6/U2/12 42
UNIT 2
2. solve first order linear differential equations given boundary conditions;
3. solve second order ordinary differential equations with constant coefficients of the
form
ay  by  cy  0 = f (x), where a, b, c  ℝ and f (x) is:
(a) a polynomial,
(b) an exponential function,
(c) a trigonometric function;
and the complementary function may consist of
(a) 2 real and distinct root,

(b) 2 equal roots,
(c) 2 complex roots;
4. solve second order ordinary differential equation given boundary conditions;
5. use substitution to reduce a second order ordinary differential equation to a suitable

form.
CONTENT
(C) Differential Equations and Modeling
1. Formulation and solution of differential equations of the form y'  ky  f (x), where k
is a real constant or a function of x, and f is a function.
2. Second order ordinary differential equations.
1. Counting
Consider the three scenarios given below.
(a) Throw two dice. Find the probability that the sum of the dots on the uppermost
faces of the dice is 6.
(b) An insurance salesman visits a household. What is the probability that he will be
successful in selling a policy?
CXC A6/U2/12 43
UNIT 2
(c) A hurricane is situated 500km east of Barbados. What is the probability that it will
hit the island?
These three scenarios are very different for the calculation of probability. In ‘a’, the
probability is calculated as the number of successful outcomes divided by the total possible
number of outcomes. In this classical approach, the probability assignments are based on
equally likely outcomes and the entire sample space is known from the start.
The situation in ‘b’ is no longer as well determined as in ‘a’. It is necessary to obtain

historical data for the salesman in question and estimate the required probability by dividing
the number of successful sales by the total number of households visited. This frequency
approach still relies on the existence of data and its applications are more realistic than
those of the classical methodology.
For ‘c’ it is very unclear that a probability can be assigned. Historical data is most likely
unavailable or insufficient for the frequency approach. The statistician might have to revert
to informed educated guesses. This is quite permissible and reflects the analyst’s prior
opinion. This approach lends itself to a Bayesian methodology.
One should note that the rules and results of probability theory remain exactly the same
regardless of the method used to estimate the probability of events.
2. Systems of Linear Equations in Two Unknowns
(a) In order to give a geometric interpretation, students should be asked to plot on

graph paper the pair of straight lines represented by a given pair of linear equations
in two unknowns, and to examine the relationship between the pair of straight lines
in the cases where the system of equations has been shown to have:
(i) one solution;
(ii) many solutions;
(iii) no solutions.
(b) Given a system of equations with a unique solution, there exist equivalent systems,
obtained by row-reduction, having the same solution. To demonstrate this, students
should be asked to plot on the same piece of graph paper all the straight lines
represented by the successive pairs of linear equations which result from each of the
row operations used to obtain the solution.
CXC A6/U2/12 44
UNIT 2
RESOURCES
Bolt, B. and Hobbs, D. 101 Mathematical Projects: A Resource Book, United

Kingdom: Cambridge University Press, 1994.
Bostock, L. and Chandler, S. Core Mathematics for A-Levels, United Kingdom: Stanley
Thornes Publishing Limited, 1997.

Crawshaw, J. and Chambers, J. A Concise Course in A-Level Statistics, Cheltenham, United

Kingdom: Stanley Thornes (Publishers) Limited, 1999.
CXC A6/U2/12 45
 OUTLINE OF ASSESSMENT
Each Unit of the syllabus is assessed separately. The scheme of assessment for each Unit is the
same. A candidate’s performance on each Unit is reported as an overall grade and a grade on each
Module of the Unit. The assessment comprises two components, one external and one internal.
EXTERNAL ASSESSMENT (80 per cent)
The candidate is required to sit two written papers for a total of 4 hrs.
Paper 01 This paper comprises forty-five, 30 per cent

(1 hour 30 minutes) compulsory multiple-choice items.
Paper 02 This paper comprises six, compulsory 50 per cent

(2 hours 30 minutes) extended-response questions.
SCHOOL-BASED ASSESSMENT (20 per cent)
School-Based Assessment in respect of each Unit will contribute 20 per cent to the total assessment
of a candidate’s performance on that Unit.
Paper 03/1
This paper is intended for candidates registered through a school or other approved educational
institution.
The School-Based Assessment comprises three class tests designed and assessed internally by the
teacher and externally by CXC. The duration of each test is 1 to 1½ hours. The tests must span,
individually or collectively, the three Modules, and must include mathematical modelling.
Paper 03/2 (Alternative to Paper 03/1)
This paper is an alternative to Paper 031 and is intended for private candidates.
The paper comprises three questions. The duration of the paper is 1½ hours.
MODERATION OF SCHOOL-BASED ASSESSMENT (PAPER 03/1)
School-Based Assessment Record Sheets are available online via the CXC’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of assignments will be requested by CXC
for moderation purposes. These assignments will be re-assessed by CXC Examiners who moderate
the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The
Examiners’ comments will be sent to schools. All samples must be delivered to the specified
marking venues by the stipulated deadlines.
CXC A6/U2/12 46
Copies of the students' assignment that are not submitted must be retained by the school until three
months after publication by CXC of the examination results.
ASSESSMENT DETAILS FOR EACH UNIT
External Assessment by Written Papers (80 per cent of Total Assessment)
Paper 01 (1 hour 30 minutes – 30 per cent of Total Assessment)
1. Composition of the Paper
(a) This paper consists of forty-five multiple-choice items, with fifteen items based on
each Module.
(b) All items are compulsory.
2. Syllabus Coverage
(a) Knowledge of the entire syllabus is required.
(b) The paper is designed to test a candidate’s knowledge across the breadth of the
syllabus.
3. Question Type
Questions may be presented using words, symbols, tables, diagrams or a combination of

these.
4. Mark Allocation
(a) Each item is allocated 1 mark.
(b) Each Module is allocated 15 marks.
(c) The total marks available for this paper is 45.
(d) This paper contributes 30 per cent towards the final assessment.
5. Award of Marks
Marks will be awarded for reasoning, algorithmic knowledge and conceptual knowledge.
Reasoning: Selection of appropriate strategy, evidence of clear thinking,

explanation and/or logical argument.
Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts and skills,

and to analyse a problem in a logical manner.
Conceptual Knowledge: Recall or selection of facts or principles; computational skill,

numerical accuracy, and acceptable tolerance limits in
drawing diagrams.
CXC A6/U2/12 47
6. Use of Calculators
(a) Each candidate is required to have a silent, non-programmable calculator for the
duration of the examination, and is entirely responsible for its functioning.
(b) The use of calculators with graphical displays will not be permitted.
(c) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.
(d) Calculators must not be shared during the examination.
7. Use of Mathematical Tables
A booklet of mathematical formulae will be provided.
Paper 02 (2 hours 30 minutes – 50 per cent of Total Assessment)
1. Composition of Paper
(a) The paper consists of six questions. Two questions are based on each Module
(Module 1, Module 2 and Module 3).
(b) All questions are compulsory.
2. Syllabus Coverage
(a) Each question may be based on one or more than one topic in the Module from
which the question is taken.
(b) Each question may develop a single theme or unconnected themes.
3. Question Type
(a) Questions may require an extended response.
(b) Questions may be presented using words, symbols, tables, diagrams or a

combination of these.
4. Mark Allocation
(a) Each question is worth 25 marks.
(b) The number of marks allocated to each sub-question will appear in brackets on the
examination paper.
(c) Each Module is allocated 50 marks.
(d) The total marks available for this paper is 150.
(e) This paper contributes 50 per cent towards the final assessment.
CXC A6/U2/12 48
5. Award of Marks
(a) Marks will be awarded for reasoning, algorithmic knowledge and conceptual
knowledge.
Reasoning: Selection of appropriate strategy, evidence of clear

thinking, explanation and/or logical argument.
Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts

and skills, and to analyse a problem in a logical
manner.
Conceptual Knowledge: Recall or selection of facts or principles;

computational skill, numerical accuracy, and
acceptable tolerance limits in drawing diagrams.
(b) Full marks will be awarded for correct answers and presence of appropriate working.
(c) Where an incorrect answer is given, credit may be awarded for correct method
provided that the working is shown.
(d) If an incorrect answer in a previous question or part-question is used later in a

section or a question, then marks may be awarded in the latter part even though the
original answer is incorrect. In this way, a candidate is not penalised twice for the
same mistake.
(e) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates are, therefore, advised to show all
relevant working.
6. Use of Calculators
(a) Each candidate is required to have a silent, non-programmable calculator for the
duration of the examination, and is responsible for its functioning.
(b) The use of calculators with graphical displays will not be permitted.
(c) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.
(d) Calculators must not be shared during the examination.
7. Use of Mathematical Tables
A booklet of mathematical formulae will be provided.
CXC A6/U2/12 49
SCHOOL-BASED ASSESSMENT
School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills, and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the
syllabus and should form part of the learning activities to enable the student to achieve the
objectives of the syllabus.
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks
contribute to the final marks and grades that are awarded to students for their performance in the
examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist
teachers and students in selecting assignments that are valid for the purpose of School-Based
Assessment. In order to ensure that the scores awarded by teachers are in line with the CXC
standards, the Council undertakes the moderation of a sample of the School-Based Assessment
assignments marked by each teacher.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of students. It facilitates feedback to the students at various stages of their experience.
This helps to build the self-confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of the critical skills and abilities emphasised by this
CAPE subject and enhance the validity of the examination on which candidate performance is
reported. School-Based assessment, therefore, makes a significant and unique contribution to both
the development of relevant skills and the testing and rewarding of students for the development of
those skills.
The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are
intended to assist in doing so.
Paper 03/1 (20 per cent of Total Assessment)
This paper comprises three tests. The tests, designed and assessed by the teacher, are externally
moderated by CXC. The duration of each test is 1 to 1½ hours.
1. Composition of the Tests
The three tests of which the School-Based Assessment is comprised must span, individually
or collectively, the three Modules and include mathematical modelling. At least 30 per cent
of the marks must be allocated to mathematical modelling.
2. Question Type
Paper 03/2 may be used as a prototype but teachers are encouraged to be creative and
original.
3. Mark Allocation
(a) There is a maximum of 20 marks for each test.
(b) There is a maximum of 60 marks for the School-Based Assessment.
CXC A6/U2/12 50
(c) The candidate’s mark is the total mark for the three tests. One-third of the total
marks for the three tests is allocated to each of the three Modules. (See ‘General
Guidelines for Teachers’ below.)
(d) For each test, marks should be allocated for the skills outlined on page 3 of this
Syllabus.
4. Award of Marks
knowledge.
For each test, the 20 marks should be awarded as follows:
Reasoning: Selection of appropriate strategy, evidence of

clear thinking, explanation and/or logical
argument.
(3 – 5 marks)
Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts

and skills, and to analyse a problem in a logical
manner.
(10 – 14 marks)
Conceptual Knowledge: Recall or selection of facts or principles;

computational skill, numerical accuracy, and
acceptable tolerance limits in drawing diagrams.
(3 – 5 marks)
(b) If an incorrect answer in an earlier question or part-question is used later in a

section or a question, then marks may be awarded in the later part even though the
same mistake.
(c) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates should be advised to show all relevant
working.
Paper 03/2 (20 per cent of Total Assessment)
1. Composition of Paper
(a) This paper consists of three questions, each based on one of the three Modules.
(b) All questions are compulsory.
2. Question Type
(a) Each question may require an extended response.
(b) A part of or an entire question may focus on mathematical modeling.
(c) A question may be presented using words, symbols, tables, diagrams or a

combination of these.
CXC A6/U2/12 51
3. Mark Allocation
(a) Each question carries a maximum of 20 marks.
(b) The Paper carries a maximum of 60 marks.
(c) For each question, marks should be allocated for the skills outlined on page 3 of this
Syllabus.
4. Award of Marks
knowledge.
For each test, the 20 marks should be awarded as follows:
Reasoning: Selection of appropriate strategy, evidence of clear

reasoning, explanation and/or logical argument.
(3 – 5 marks)
Algorithmic Evidence of knowledge, ability to apply concepts and

Knowledge: skills, and to analyse a problem in a logical manner.
(10 – 14 marks)
Conceptual Recall or selection of facts or principles; computational

Knowledge: skill, numerical accuracy, and acceptable tolerance limits
in drawing diagrams.
(3 – 5 marks)
(b) If an incorrect answer in a previous question or part-question is used later in a

section or a question, then marks may be awarded in the later part even though the
same mistake.
(c) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates should be advised to show all relevant
working.
GENERAL GUIDELINES FOR TEACHERS
1. Teachers should note that the reliability of marks awarded is a significant factor in the
School-Based Assessment, and has far-reaching implications for the candidate’s final grade.
2. Candidates who do not fulfill the requirements of the School-Based Assessment will be
considered absent from the whole examination.
3. Teachers are asked to note the following:
(a) the relationship between the marks for the assignment and those submitted to CXC
on the school-based assessment form should be clearly shown;
CXC A6/U2/12 52
(b) the teacher is required to allocate one-third of the total score for the School-Based
Assessment to each Module. Fractional marks should not be awarded. In cases
where the mark is not divisible by three, then:
(i) when the remainder is 1 mark, the mark should be allocated to Module 3;
(ii) when the remainder is 2, then a mark should be allocated to Module 3 and
the other mark to Module 2;
for example, 35 marks would be allocated as follows:
35/3 = 11 remainder 2 so 11 marks to Module 1 and 12 marks to each of

Modules 2 and 3.
(c) the standard of marking should be consistent.
4. Teachers are required to submit a copy of EACH test, the solutions and the mark schemes
with the sample.
CXC A6/U2/12 53
 REGULATIONS FOR PRIVATE CANDIDATES
Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 03/2.
Paper 03/2 will be 1½ hours’ duration and will consist of three questions, each worth 20 marks. Each
question will be based on the objectives and content of one of the three Modules of the Unit. Paper
03/2 will contribute 20 per cent of the total assessment of a candidate’s performance on that Unit.
Paper 03/2 (1 hour 30 minutes)
The paper consists of three questions. Each question is based on the topics contained in one
Module and tests candidates’ skills and abilities to:
1. recall, select and use appropriate facts, concepts and principles in a variety of
contexts;
2. manipulate mathematical expressions and procedures using appropriate symbols

and language, logical deduction and inferences;
3. select and use a simple mathematical model to describe a real-world situation;
4. simplify and solve mathematical models;
5. interpret mathematical results and their application in a real-world problem.
 REGULATIONS FOR RE-SIT CANDIDATES

Candidates who have earned a moderated score of at least 50 per cent of the total marks for the
Internal Assessment component, may elect not to repeat this component, provided they re-write the
examination no later than TWO years following their first attempt. These resit candidates must
complete Papers 01 and 02 of the examination for the year in which they register.
Resit candidates must be entered through a school or other approved educational institution.
Candidates who have obtained less than 50 per cent of the marks for the School-Based Assessment
component must repeat the component at any subsequent sitting or write Paper 03/2.
CXC A6/U2/12 54
 ASSESSMENT GRID
The Assessment Grid for each Unit contains marks assigned to papers and to Modules and
percentage contributions of each paper to total scores.
Units 1 and 2
Papers Module 1 Module 2 Module 3 Total (%)

External Assessment
Paper 01 15 15 15 45 (30)
(1 hour 30 minutes) (30 weighted) (30 weighted) (30 weighted) (90 weighted)
Paper 02 50 50 50 150 (50)

(2 hours 30 minutes)
School-Based
Assessment
Paper 03/1 or 20 20 20 60 (20)
Paper 03/2
(1 hour 30 minutes)
Total 100 100 100 300 (100)
CXC A6/U2/12 55
 MATHEMATICAL NOTATION
The following list summarises the notation used in the Mathematics papers of the Caribbean
Advanced Proficiency Examination.
Set Notation
 is an element of
 is not an element of
{x: } the set of all x such that 
n(A) the number of elements in set A
 the empty set
U the universal set
A' the complement of the set A
𝕎 the set of whole numbers {0, 1, 2, 3, }
ℕ the set of natural numbers {1, 2, 3, }
ℤ the set of integers
ℚ the set of rational numbers
ℚ the set of irrational numbers
ℝ the set of real numbers
ℂ the set of complex numbers
 is a proper subset of
 is not a proper subset of
 is a subset of
 is not a subset of
 union
 intersection
[a, b] the closed interval {x  ℝ: a  x  b}
(a, b) the open interval {x  ℝ: a < x < b}
[a, b) the interval {x  ℝ: a  x < b}
(a, b] the interval {x  ℝ: a < x  b}
Logic
 conjunction
 (inclusive) injunction
 exclusive disjunction
 negation
 conditionality
 bi-conditionality
 implication
 equivalence
Miscellaneous Symbols
 is identical to
 is approximately equal to
 is proportional to
 infinity
CXC A6/U2/12 56
Operations
n x1 + x2 +  + xn
 xi
i 1
x the positive square root of the real number x

x the modulus of the real number x
n! n factorial, 1  2   n for n   (0! = 1)
n n!
, for n, r  ℕ, 0  r  n
n
C r   the binomial coefficient,
r   (n  r )! r !
n
Pr n!
(n  r )!
Functions
f the function f
f(x) the value of the function f at x
f: A  B the function f under which each element of the set A has an image in
the set B
f: x  y the function f maps the element x to the element y
f –1 the inverse of the function f
fg the composite function f(g(x))
lim f(x ) the limit of f(x) as x tends to a
x a
 x,  x an increment of x
dy the first derivative of y with respect to x
, y
dx
d ny the nth derivative of y with respect to x
n
, y (n)
dx
f(x ), f'' (x ), , f (n) (x ) the first, second, , nth derivatives of f(x) with respect to x
x , x the first and second derivatives of x with respect to time t
e the exponential constant
ln x the natural logarithm of x (to base e)
lg x the logarithm of x to base 10
Complex Numbers
i 1
z a complex number, z = x + yi where x, y  
Re z the real part of z
Im z the imaginary part of z
z the modulus of z
arg z the argument of z, where – < arg z  
z , z* the complex conjugate of z
CXC A6/U2/12 57
Vectors
 vectors
a, a, AB
â a unit vector in the direction of the vector a
 a the magnitude of the vector a
a. b the scalar product of the vectors a and b
i, j, k unit vectors in the directions of the positive Cartesian coordinate
axes
x  xi + yj + zk
 
y 
z 
 
Probability
S the sample space

A, B,  the events A, B, 
P  A the probability that the event A does not occur
Matrices
M a matrix M
M 1
inverse of the non-singular square matrix M
MT , M T transpose of the matrix M
det M, M determinant of the square matrix M
Western Zone Office
CXC A6/U2/12 58
Caribbean Advanced Proficiency Examination®
PURE MATHEMATICS
Specimen Papers and
Mark Schemes/Keys
Specimen Papers: - Unit 1, Paper 01

Unit 1, Paper 02
Unit 1, Paper 032
Unit 2, Paper 01
Unit 2, Paper 02
Unit 2, Paper 032
Mark Schemes and Keys: - Unit 1, Paper 01

Unit 1, Paper 02
Unit 1, Paper 032
Unit 2, Paper 01
Unit 2, Paper 02
Unit 2, Paper 032
TEST CODE 02134010/SPEC
FORM TP 02134010/SPEC
C A R I B B E A E X A M I A T I O S C O U C I L
ADVACED PROFICIECY EXAMIATIO
SPECIME PAPER
MULTIPLE CHOICE QUESTIOS
FOR
PURE MATHEMATICS
UIT 1 – Paper 01
ALGEBRA, GEOMETRY AD CALCULUS
90 minutes
READ THE FOLLOWIG ISTRUCTIOS CAREFULLY.
1. This test consists of 45 items. You will have 90 minutes to answer them.
2. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you are about
to answer and decide which choice is best.
3. Look at the sample item below.
Sample Item
The lines 2y – 3x – 13 = 0 and y + x + 1 = 0

intersect at the point Sample Answer
(A) (–3, –2) A B C D

(B) (–3, 2)
(C) (3, –2)
(D) (3, 2)
The best answer to this item is “(–3, 2)”, so answer space (B) has been shaded.
4. You may do any rough work in this booklet.
5. The use of silent, non-programmable scientific calculators is allowed.
Examination Materials Permitted
A list of mathematical formulae and tables (provided) – Revised 2010
DO OT TUR THIS PAGE UTIL YOU ARE TOLD TO DO SO

Copyright © 2011 Caribbean Examinations Council
All rights reserved
02134010/CAPE/SPEC
3
1. Let p, q and r be the propositions 3. The contrapositive for the conditional

p: Students have a driving licence, proposition p → q is
q: Students have a passport,
r: Students have an identification card. (A) q→p
(B) ~p→q
The compound proposition, Students have a (C) ~q→~p
driving licence or identification card (but not (D) p→~q
both) together with a passport is expressed as
(A) ((p ∧ r) ∨ ~ (p ∧ r)) ∧ q

(B) ((p ∨ r) ∨ ~ (p ∧ r)) ∨ q 4. The proposition q → p is logically
(C) ((p ∨ r) ∨ ~ (p ∨ r)) ∧ q equivalent to
(D) ((p ∨ r) ∧ ~ (p ∧ r)) ∧ q
(A) ~p∧~q
(B) p∨~q
2. The compound proposition p ∧ q is true can be (C) ~q∧ p
illustrated by the truth table (D) q∧~p
(A) p q p∧q
5 45 − 80
0 0 0 5. The expression is equal to
0 1 0 5 − 125
1 0 0
1 1 1 5 35
(A)
120
(B) p q p∧q
0 0 1 11 5
(B)
0 1 0 5
1 0 0
1 1 1 11
(C)
(C) p q p∧q 4 5
0 0 0 11
(D) −
0 1 0 4
1 0 1
1 1 1
6. If 2x3 + ax2 – 5x – 1 leaves a remainder of
(D) p q p∧q 3 when divided by (2x + 1), then a is
0 0 1 (A) –7
0 1 0
1 0 1 (B) 7
1 1 0
1
(C) –2
(D) –5
(E)
GO ON TO THE NEXT PAGE

02134010/CAPE/SPEC
3
Given that x = 3 , y > 0 then

y 11. The values of x for which |2 − 3| = +
1 are
7. logx 3 is equal
to

(A) y (A) = − , x = −4

(B) 3y (B) = − , x = 4

= ,

(C) (C) x=4

(D) = , x = −4

(D)
Given that x2 + 4x + 3 is a factor of

Given that f (x) = 2 − e , the inverse function,

12.
8. f (x) = 2x3 + 7x2 + 2x −3, the values of x
f -1(x), for x < 2 is for which f (x) = 0 are
(A) ln
2 − –3, 1, −

ln
2 − 2
(A)

–3, –1, −
(B)
(C) 2 ln
2 − (B)

(D)
ln
2 −

(C) 3, 1,

(D) –3, –1,
9. The function f (x) = 2 − 4 + 5, for ℝ,
is one-to-one for x > k, where k ℝ. The value
of k is 13. The cubic equation 2x3 + x2 − 22x + 24 = 0
has roots α , β and γ. The value of

−2 + + is
(A)
(B) −1
– 12
(C) 1 1
(A)
(D) 3
1
(B) – 11

10. Given that fg (x) = x, where g (x) = , f (x) =
−2
1
(C)

(A)
(D)
11

(B) 12

(C)

14. The range(s) of values of x for which

(D)

> 0 are

>− , x>1

(A)

(B) − < < 1

(C) x < , x > 1

(D) x < − , x > 1

02134010/CAPE/SPEC
4
15. The values of x for which | + 5| > 3 are 3

19. If cos A = and A is acute, then sin 2 A
5
(A) x < −8, x < −2 is equal to
(B) x > 0, x < 1
(C) x > −2, x < −8 6
(D) x > −2, x > −8 (A)
25
8
1 + cot 2 θ (B)
16. ≡ 25
sec θ cosecθ
12
tan
(C)
(A)
cos
25
(B)
(C) cot θ
cosec
24
(D) (D)
25
17. The general solution of the equation

20. The minimum value of 5 is
cos 2 = 1 is 123)4 *
6
π (A) −1
(A) nπ +
4
(B) 0
(B) n
1
(C) 2
π
(C) nπ +
2 (D) 2

!"
#
(D)
21. A curve C1 is given by the equation
7 = + 1, and a curve C2 is given by
8
cos + 3 sin = 2 can be expressed as the equation 9 + 1, x ∈ ℝ, x > 0. The
18.
value of x for which C1 = C2 is

(A) 4 cos $ − tan-1 )*+ = 2
(A) −4
(B) 2 cos $ + tan-1
3+ = 2 (B) 2
(C) −2
(C) √10 cos $ − tan-1
3+ = 2 (D) 4

(D) √10 cos $ + tan-1 )*+ = 2
22. The tangent to the circle, C, with equation
x2 + y2 + 4x −107 −5 = 0 at the point P(3,
2) has equation
(A) 3x + 5y – 19 = 0
(B) 5x + 3y + 19 = 0
(C) 3x − 5y + 19 = 0
(D) 5x − 3y −9 = 0

02134010/CAPE/SPEC
5
8
23. The x-coordinates of the points where the 27. Relative to a fixed origin, O, the line, l1,
line, l, with equation y = 2x + 1 cuts the 2
8 has position vector D 13F + B D 1 F, and
-2
curve C with equation are
−2
8
, the line, l2, has position vector D 13F +
3
(A) –2
−2
2
1
– 2 , –2 G D−4F, where B and G are scalars.
3
(B)
8
3
(C) , 2
2
The cosine of the acute angle between l1
(D) – , 2
3 and l2 is given by

2
(A) cos θ = −
2
24. The Cartesian equation of the curve C (B) cos θ =
given by the parametric equations 3
H
x = 3 sin θ −2, y = 4 cos θ + 3 is cos θ =
I
(C)

x2 + y2 = 30 9
(D) cos θ = I
(A)
(B) 9x2 + 16 y2 = 13
(C)
− 3 + 4
7 − 4 = 36
(D) 16
+ 2 + 9
7 − 3 = 144 28. Relative to a fixed origin, O, the point A
has position vector (10i + 14j – 4k), and
the point B has position vector (5i + 9j +
6k). Given that a vector v is of magnitude
>>>>>?A, then v
AB
3√6 units in the direction of AAB
25. Relative to a fixed origin, O, the position
vector of A is >>>>>?
OA = 3i – j + 2k and the
position vector of B is >>>>>?
OB = 9i – 3j + 5k. =
>>>>>?
ABA is
AAB (A) 3ii + 3jj − 6k
k
(B) −3ii – 3jj + 6kk
−3ii + 3jj + 6kk
(A) 1 unit
(C)
3ii – 3jj + 6k
k
(B) 7 units
3√21 units
(D)
(C)
(D) 49 units
29. The point P (3, 0, 1) lies in the plane
with equation r . (i + 4j + 2k) = d. The
26. Relative to a fixed origin, O, the point A
has position vector (2i + 3j – 4k), and
constant d is
point B has position vector (−5i + 9j – (A) √21
5k).The line, l, passes through the points A
and B. A vector equation for the line l is (B) 5
given by
√41
r = 2i + 3j – 4k + B(−7i + 6j – k)
(C)
(A)
(B) r = 2i + 3j – 4k + B(−5i + 9j – 5k)
r = 2i + 3j – 4k + B(−3i + 12j – 9k)
(D) 10
(C)
(D) r = 2i + 3j – 4k + B(−10i + 27j + 20k)

02134010/CAPE/SPEC
6
30. The line, l1, has equation r = 6i – 3j – 2k + 35. The derivative by first principles of the

λ (−i + 2j + 4k) and the line, l2, has function f (x) = 9 is given by
equation −5i + 15j + 3k + µ (2i – 3j + ak).
R R
9
Given that l1 is perpendicular to l2 the
limO →Q

STU9 S
value of a is
O
(A)
R R

(A) 2
VS9 T UW S9
(B) −2 limO →Q
O
(B)
(C) −4
R R
9
(D) 6
S9
limO →Q
VS T UW
O
(C)

limO →Q
O9 − 9
2x2 − 5x − 3
31. lim is (D)
x →3 x − 2x − 3
2
(A) 0 36. Given f (x) = 3 cos 2x, then f ′(x) =

(B) 1
I
#
(C) (A) 6 sin 2x
(D) ∞ (B) −3 sin 2x
(C) −6 sin 2x

(D) − sin 2x
sin x
32. lim is
θ →0 x
2 37. The curve, C, with equation
y = x 3 − 6 x 2 + 9 x has stationary
points at P (3, 0) and Q
1, 4. The nature
(A) 0
1 of these stationary points is
(B)
2
(C) 1 (A) (3, 0)max (1, 4)min
(D) 2
(B) (3, 0 )min (1, 4 )max
(C) (3, 0)infl (1, 4 )max
33. Given that lim {3f ( x ) + 2} = 11, where (D) (3, 0)infl (1, 4 )min
x → −1
f (x) is real and continuous, the
lim {2f ( x ) + 5x} is
x → −1 38. Given that the gradient function to a curve,
C, at the point P (2, 3) is 6 x 2 − 14 x , the
(A) −11 equation of the normal to C at P is given
(B) 1 by the equation
(C) 4
(D) 13 (A) 7 − 3 = −2
− 2
(B) 7 − 3 = −4
− 2
7 − 3 = 4
− 2
Given that f (x) =
6 + 4 sin , then
(C)

7 − 3 =
− 2
34.
#
(D)
f ′(x) is
(A) 6 cos x
(B) 2
3 + 2 cos + 6 sin
(C) 6x cos x + 6 sin x
(D) 3 + 2 sin x + (3x + 2) cos x

02134010/CAPE/SPEC
7
(2 x + 1)2 42. The region, R, enclosed by the curve with

39. ∫ x
dx = equation y = 4 − x 2 in the first quadrant
is rotated completely about the y-axis. The
volume of the solid generated is given by
 23 1
− 
1
(A) ∫  4 x + 4 x + x 2  dx
 2
4
  (A) π ∫ (4 − y ) dy
0
 23 − 
1
(B) ∫
 4 x + x 2 
 dx 4
  (B) π ∫ (4 − y )2 dy
0
∫ (4 x + 4 + x ) dx
−1
(C)
2
(C) π ∫ (4 − y ) dy
∫ (4 x )
5 3 1
(D) 2
+ 4 x 2 + x 2 dx 0
3
(D) π ∫ (4 − y )2 dy
∫ f ( x) dx = 8, then
0
40. Given that
1
3
∫ [2f ( x) − 5]dx = d 2x − 1 7
1 43. Given that = then
dx 3 x + 2 ( 3x + 2 ) 2
(A) 6 2
21
(B)
(C)
11
13
∫ (3x + 2)
1
2
dx =
(D) 21
2
3 ( 7)
41. The area of the finite region, R, enclosed (A)
1
(3x + 2 )2
1
by the curve y = x − ,
x
the lines x = 1 and x = 4 is 2
2 x −1
(B)
(A)
5
(3 x + 2 )
2 1
11
(B) 2 2
3 ( 2 x −1)
27 (C)
(C) 4 (3x + 2)
1
19
(D)
2
2
− 21
(D)
(3x + 2 )
1

02134010/CAPE/SPEC
8
0
16
44. Given that ∫ f ( x) dx =
−2
3
and water is 45. Water is pumped into a large tank at a rate
that is proportional to its volume, V, at
pumped into a large tank at a rate that is time, t, seconds. There is a small hole at
proportional to its volume, V, the bottom of the tank and water leaks out
2
32 at a constant rate of 5 m3/s. Given that k is
∫ f ( x) dx =
−2
3
where f (x) is a real
a positive constant, a differential equation
that satisfies this situation is
continuous function in the closed interval
[−2, 2], then

2
dV
∫ f ( x ) dx =
0
(A)
dt
= kV − 5
8 dV

(A) (B) = − kV − 5
(B) 16 dt
8#

(C)
dV
(D) 32 (C) = kV + 5
dt
dV
(D) = kV
dt
ED OF TEST
IF YOU FIISH BEFORE TIME IS CALLED, CHECK YOUR WORK O THIS TEST.
02134010/CAPE/SPEC

02134010/CAPE/SPEC
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION
PURE MATHEMATICS
UNIT 1, PAPER 01
MARK SCHEME
Key
Unit 1 Paper 01
Module Item Key Module Item Key

1 1 D 3 31 C
2 A 32 D
3 C 33 B
4 B 34 B
5 D 35 A
6 D 36 C
7 C 37 B
8 D 38 D
9 C 39 A
10 A 40 A
11 A 41 B
12 B 42 A
13 D 43 C
14 D 44 A
15 C 45 A
2 16 C
17 B
18 D
19 C
20 C
21 C
22 D
23 A
24 D
25 B
26 A
27 B
28 B
29 B
30 C
PURE MATHEMATICS
UIT 1 – Paper 02
SPECIME PAPER
2 hours 30 minutes
The examination paper consists of THREE sections: Module 1, Module 2 and Module 3.
Each section consists of 2 questions.

The maximum mark for each Module is 50.
The maximum mark for this examination is 150.
This examination consists of 8 printed pages.
1. DO OT open this examination paper until instructed to do so.
2. Answer ALL questions from the THREE sections.
3. Write your solutions, with full working, in the answer booklet provided.
4. Unless otherwise stated in the question, any numerical answer that is not exact
MUST be written correct to THREE significant figures.
Examination Materials
Graph paper (provided)

Mathematical formulae and tables (provided) – Revised 2010
Mathematical instruments
Silent, non- programmable, electronic calculator

All rights reserved
02134020/CAPE/SPEC
-2-
SECTIO A (MODULE 1)
Answer BOTH questions.
1. (a) Let p and q be given propositions.
(i) Copy and complete the table below to show the truth tables of p → q and ~ p ∨ q.
[3 marks]
p q ~p p→q ~p ∨ q
(ii) Hence, state whether the compound propositions p → q and ~p ∨ q are logically
equivalent, giving reasons for your answer. [2 marks]
(iii) Use the algebra of propositions to show that p ∧ p → q = p ∧ q. [3 marks]
(b) The binary operation * is defined on the set of real numbers, ℝ, as follows:
∗ = + − 1 for all x, y in ℝ.
Prove that *
(i) is closed in ℝ, [3 marks]
(ii) is commutative in ℝ, [2 marks]
(iii) is associative in ℝ. [4 marks]

(c) Let y = .
1 1
(i) Show that for all real values of x, − 2 ≤ y ≤ 2. [5 marks]
(ii) Hence, sketch the graph of y for all x such that –2 < x < 2. [3 marks]
Total 25 marks

02134020/CAPE/SPEC
-3-
1
2. (a) Two of the roots of the cubic equation 2x3 + px2 + qx + 2 = 0 are −1 and .
2
Find
(i) the values of the constants p and q [4 marks]
(ii) the third root of the equation. [3 marks]
n
(b) Prove by Mathematical Induction that ∑ ( 6 r + 5 ) = n ( 3 n + 8 ).
r =1
[10 marks]
(c) Solve for x the following equation e2x + 2e−2x = 3. [8 marks]
Total 25 marks

02134020/CAPE/SPEC
-4-
SECTIO B (MODULE 2)
3. (a) (i) Prove the identity
sin 3θ + sin θ
≡ tan 2θ . [4 marks]
cos3θ + cos θ
(ii) Solve the equation
sin 3 θ + sin θ + sin 2 θ = 0, 0 ≤ θ ≤ 2π. [7 marks]
(b) (i) Express f (θ ) = 8 cos θ + 6 sin θ in the form r cos (θ − α )
where r > 0, 00 < α < 90 0. [3 marks]
(ii) Determine the minimum value of
10
g (θ ) =
10 + 8 cos θ + 6 sin θ
stating the value of θ for which g ( θ ) is a minimum. [4 marks]
(c) Let A = (2, 0, 0), B = (0, 0, 2) and C = (0, 2, 0).
(i) Express the vectors in the form xi + yj + zk

BC and BA [2 marks]
(ii) Show that the vector r = i + j + k is perpendicular to the plane through A, B, and C.
[2 marks]
(iii) Hence, find the Cartesian equation of the plane through A, B and C. [3 marks]
Total 25 marks

02134020/CAPE/SPEC
-5-
4. The equation of the line L is x + 2y = 7 and the equation of the circle C is x2 + y2 – 4x – 1 = 0.
(a) Show that the line, L, is a tangent to the circle C. [8 marks]
(b) Find,
(i) the equation of the tangent, M, diametrically opposite to the tangent, L, of circle C.
(ii) the equation of the diameter of C which is parallel to L [4 marks]
(iii) the coordinates of its points of intersection with C. [2 marks]
(c) The parametric equations of a curve, C, are given by

2
t t
x= and y = .
1+ t 1+ t
Determine the Cartesian equation of C in the form y = f(x). [6 marks]
Total 25 marks
SECTIO C (MODULE 3)
lim h
5. (a) Show that = 2 x. [6 marks]
h→0 x+h − x
(b) The function f(x) is such that f(x) = 18x + 4. Given that f(2) = 14 and f(3) = 74, find the
value of f(4). [8 marks]
x
(c) If y = , show that
1+ x2
dy 1
(i) = − y2
dx (1 + x 2 ) 2 [5 marks]
d 2 y 2 y ( x − 3)
2
(ii) = 2
dx 2 (1 + x2 ) [6 marks]
Total 25 marks

02134020/CAPE/SPEC
-6-
6. (a) The diagram below, not drawn to scale is a sketch of the curve y = x3. The tangent, PQ,
meets the curve at P(3, 27).
(i) Find
a) the equation of the tangent PQ [4 marks]
b) the coordinates of Q. [1 mark ]
(ii) Calculate
a) the area of the shaded region, [5 marks]
b) the volume of the solid generated when the shaded region is rotated
completely about the x-axis, giving your answer in terms of π .
[5 marks]
1 2
[The volume, V, of a cone of radius r and height h is given by V = π r h. ]
3
(b) The gradient of a curve which passes through the point (0, 3) is given by
dy
= 3 x 2 − 8 x + 5.
dx
(i) Determine the equation of the curve. [3 marks]
(ii) Find the coordinates of the TWO stationary points of the curve in (b) (i) above and
distinguish the nature of EACH point. [7 marks]
Total 25 marks
ED OF TEST

02134020/CAPE/SPEC 02134020/CAPE/SPEC
02134020/CAPE/MS/SPEC
ADVANCED PROFICIENCY EXAMINATION
PURE MATHEMATICS
UNIT 1
ALGEBRA, GEOMETRY AND CALCULUS
SPECIMEN PAPER
PAPER 02
SOLUTIONS AND MARK SCHEMES

2
SECTIO A
(MODULE 1)
Question 1
(a)
1 mark 1 mark 1 mark
p q ~p p→q p ∨ q
~p
T T F T T
T F F F F
F T T T T
F F T T T
T = true F = false
[1 may be used for T and 0 for F]
[3 marks]
(ii) → and ~p ∨ q are logically equivalent since columns 4 and 5 are identical.
[2 marks]
(iii) p ∧ p → q
q
= p ∧ ~
~p ∨
p q
(1 mark)
= (p ∧ ~) ∨ (p ∧ )… distribute ∧ over ∨
= f ∨ p ∧ ~
(1 mark)
= (p ∧ ) (1 mark)
[3 marks]
(b) (i) x * y = x + y −1, ∀ x, y in ℝ

x,y ∈ ℝ ⇒ + ∈ ℝ (sum of 2 real numbers) (1 mark)
⇒ + − 1 ∈ ℝ (difference of 2 real numbers)
⇒ ∗ ∈ ℝ (1 mark)
⇒ ∗ is closed in real numbers (1 mark)
[3 marks]
(ii) x * y = x + y −1= y + x −1 (addition is commutative) (1 mark)

⇒ y *x (1 mark)
⇒ * is commutative in ℝ
[2 marks]
3
(b) (iii) ∗
∗ = + − 1
∗ for x, y, ∈ ℝ
= + − 1
+ − 1
= x + y + z −1 −1
= + + − 2 [2 marks]
∗ ∗
= ∗ + − 1
= + + − 1
−1
++−2 [1 mark]
⇒ ∗
∗ = ∗ ∗
for all , , ∈ℝ
⇒ ∗ is associative in ℝ [1 mark]
%&
(c) (i) y = ⇒ % + 4
= 2 1 mark
& ' ()
%
⇒ − 2 + 4 = 0

For x real, −2
% − 4 4
≥ 0 1 mark
⇒ 4y2 − 1 ≤ 0 1 mark
⇒ (2y − 1)(2y + 1) ≤ 0 1 mark
0 0
⇒ − % ≤ ≤ % 1 mark
[5 marks]
(ii) || < 2 ⇒ −2 ≤ ≤ 2
[3 marks]
Total 25 marks
4
Question 2
(a) Let f ( x) = 2 x 3 + px2 + qx + 2

(i) f ( −1) = 0 ⇒ − 2 + p − q + 2 = 0 ⇒ p = q (1 mark)
1 1 p q
f   = 0 ⇒ + + + 2 = 0 ⇒ p + 2q = − 9 (2 mark)
2 4 4 2
⇒ p=q = − 3 (1 mark)
(ii) f ( x ) = (2 x − 1) ( x + 1) ( x − k ) (1 mark)
≡ 2 x 3 + px 2 qx + 2 (1 mark)
⇒k =2
⇒ the remaining root is 2 (1 mark)
Alternatively
(a) Let d be the third root of f (x) = 0
0 % 4
(i) Then −1 × % × 3 = − % ⇒ %
=1⇒3=2 [3 marks]
1 5
3 = 2 ⇒ −1 + + 2 = − ⇒ 5 = −3
2 2
0 7
And − % − 2 + 1 = % ⇒ 8 = −3 [4 marks]
n
(b) Let Pn be the statement ∑ (6r + 5) = n (3n + 8)
r =1
For n = 1, L.H.S. of P1, is 6 + 5 = 11 and R.H.S. of P1

= 1(3 + 8)
= 11 (1 mark)
So Pn is true for n = 1 (1 mark)
Assume that Pn is true for n = k, i.e

11 + 17 + … . . + 6= + 5
= = 3= + 8
(1 mark)
Then, we need to prove Pn is true for n = k + 1
k +1
Now ∑ (6r + 5) = 11 + 17 + … + 6= + 5
+ [6 = + 1
+ 5] (1 mark)
r =1
= = 3= + 8
+ [6 = + 1
+ 5] (1 mark)
= 3= % + 8= + 6= + 6 + 5
= 3k2 + 14k + 11 (1 mark)
= (3k + 11) (k + 1) (1 mark)
= (k + 1) [3 (k + 1) + 8] (1 mark)
Thus, if Pn is true when n = k, it is also true with n = (k + 1); (1 mark)

n
i.e. ∑ (6r + 5) = n (3n + 8) ∀ n ∈ ℕ. (1 mark)
r =1
[10 marks]
5
%
(c) e%& + 2eC%& = 3 ⇒ e%& + = 3 (1 mark)
D'E
%& % %&
⇒ e
− 3e + 2 = 0 (1 mark)
⇒ e%& − 2
e%& − 1
= 0 (2 mark)
⇒ e%& = 2 or e%& = 1 (2 mark)
⇒ 2 = ln2 or 2 = 0
0
⇒ = ln2 or =0 (2 mark)
%
[8 marks]
%& %
Alternatively Let = e , giving − 3 + 2 = 0 etc.
Total 25 marks
6
SECTIO B
(MODULE 2)
Question 3
sin 3θ + sin θ
(a) (i) LHS ≡ ( 1 mark)
cos 3θ + cosθ
 3θ + θ   (3θ − θ ) 
2 sin   cos  
≡  2   2  (1 mark)
 3θ + θ )   3θ − θ 
2 cos  cos  
 2   2 
sin 2θ
≡ (1 mark)
cos 2θ
≡ tan 2θ (1 mark)
≡ RHS
[4 marks]
 3θ + θ   3θ − θ 
(ii) 2 sin   cos   + sin 2θ = 0 (1 mark)
 2   2 
⇒ 2 sin 2θ cos θ + sin 2θ = 0 (1 mark)
⇒ sin 2θ (2 cos θ + 1) = 0 (1 mark)
π 3π
⇒ sin 2θ = 0, that is θ = 0, ,π , , or (3 marks)
2 2
−1 2π 4π
cos θ = , that is θ = , (1 mark)
2 3 3
[7 marks]
(b) (i) r= (6 2
)  3
+ 8 2 = 10, x = tan -1   = 36.9o (2 marks)
4
∴ f ( θ ) = 10 cos( θ − 36.9 )
o
(1 mark)
[3 marks]
10
(ii) g(θ ) = (1 mark)
10 + 10 cos(θ − 36 .9 o )
Minimum value of g ( θ ) occurs when denominator has maximum value i.e.
cos ( θ − 36.9 ) = 1. (1 mark)
10 1
Min g( θ ) = = occurs
10 + 10 2
(when θ − 36.9 = 0 ), when θ = 36.9. (2 marks)
[4 marks]
7
(c) (i) HHHHHI

BC = 2J − 2K and MN HHHHHI = 2O − 2K [2 marks]
(ii) P. HHHHHI
BC = O + J + K
. 2J − 2K
= 0 + 2 − 2 = 0 (1 mark)
HHHHHI = O + J + K
. 2O − 2K
= 2 + 0 − 2 = 0
P. MN (1 mark)
So n is perpendicular to the plane through A, B and C.
[2 marks]
(iii) Let Q = O + O + K with r.n = d (1 mark)
represent the plane through A, B and C.
At the point A, Q = 2O so Q. P = 3 (1 mark)
⇒ 2O
. O + J + K
= 3 ⇒ 3 = 2
Hence the Cartesian equation of the plane is O + O + K

. O + J + K
= 2 (1 mark)
⇒++ =2
[3 marks]
[Total 25 marks]
8
Question 4
(a) L: x + 2y = 7 is a tangent to % + % − 4 = 0 if + 2 = 7 if L touches the circle
at 2 coincident points (1 mark)

Now, = 7 − 2 (1 mark)
⇒ 7 − 2
% − 4 7 − 2
+ % − 1 = 0 (1 mark)
⇒ % − 4 + 4 = 0 (1 mark)
⇒ − 2
% = 0 (1 mark)
⇒ = 2 twice
(1 mark)
⇒ when = 2, = 3 (1 mark)
So L touches the circle at (3,2) (1 mark)
[8 marks]
(b) (i) Let Q ≡ point diametrically opposite to (3, 2).

The centre of C is (2,0)
3+ x
so = 2, x = 1 (1 mark)
2
2+ y
and, = 0, y = −2 (1 mark)
2
∴ Q = (1,−2)
−1
Tangent M at Q: y + 2 = ( x − 1)
2 (2 marks)
2y + x + 3 = 0 (1 mark)
[5 marks]
(ii) The equation of the diameter is + 2 = 2 + 0 = 2 (1 mark)
This meets C where
2 − 2
% + % − 4 2 − 2
− 1 = 0 (1 mark)
⇒ 4 − + 4 % + % − 8 + − 1 = 0 (1 mark)
⇒ 5 % − 5 = 0 (1 mark)
⇒ = ±1 [4 marks]
(iii) Coordinates of points of intersection are (1, 0), (−1, 4) [2 marks]

9
(c) x(1+t) = t y(1+t) = t2

y(1 + t ) t 2
⇒ = (1 mark)
x(1 + t ) t
y
⇒ =t (1 mark)
x
y
∴ x= x (1 mark)
1+ y
x
y
⇒ x= (1 mark)
x+ y
x2
⇒ y= (2 marks)
1− x
[6 marks]
Total 25 marks
10
SECTIO C
(MODULE 3)
Question 5
lim h lim h( x+h + x)
=
(a)
h →0 x + h − x h→ ( x+h − x )( x+h + x ) (1 mark)
h ( x + h + x)
= lim (1 mark)
h →0 (x + h ) − x
=
lim h x + h + x ( ) (1 mark)
h→0 h
= lim
h →0
(
x+h + x ) (1 mark)
= x + x (1 mark)
= 2 x (1 mark)
[6 marks]
(b) f UU (x) =18x + 4

⇒ f ( x) = 9 x 2 + 4 x + c
'
(1 mark)
⇒ f ( x ) = 3x + 2 x + cx + d
3 2
(2 marks)
Now f (2) = 14 ⇒ 32 + 2c + d = 14
⇒ 2c + d = −18…. (i) (1 mark)
f (3) = 74 ⇒ 99 + 3c + d = 74
⇒ 3c + d = −25 …..(ii) (1 mark)

From (i) + (ii), c = −7 (1 mark)
d = −4 (1 mark)
So f (4) = 3(43 ) + 2(42 ) − 7(4) − 4
= 192 + 32 − 32
= 192 (1 mark)
[8 marks]
11
&
(c) (i) =
0( & '
dy (1 + x 2 )1 − x( 2 x )
= (2 marks)
dx (1 + x 2 ) 2
2
1− x
= (1 mark)
2 2
(1 + x )
1 x2
= −
(1 + x 2 ) 2 (1 + x 2 ) 2
2
1  x 
= −  (1 mark)
(1 + x )  1 + x 2 
2 2
1
= − y2 (1 mark)
(1 + x 2 ) 2
[5 marks]
d 2 y (1 + x 2 ) 2 ( −2 x ) − (1 − x 2 )2(1 + x 2 )(2 x )
(ii) = (3 marks)
dx 2 (1 + x 2 ) 4
(1 + x 2 )(2 x ) [ −(1 + x 2 ) − 2 + 2 x 2 ]
= (2 marks)
(1 + x 2 ) 4
2 y ( x 2 − 3)
= (1 mark)
(1 + x 2 ) 2
[6 marks]
Total 25 marks
12
Question 6
(a) (i) Finding the equation of the tangent PQ.

dy
a) = 3x 2 (1 mark)
dx
 dy 
  = 3(3) = 27
2
(1 mark)
 dx  x = 3
Equation of tangent:
y − 27 = 27( x − 3) (1 mark)
y = 27 x − 54 (1 mark)
b) Q has coordinates (2, 0) (1 mark)

[5 marks]
3 1
(ii) a) Area = ∫
y dx − (3 − 2)(27)
0 2
(2 marks)
3 27
1
= x4 − (2 marks)
4 2
0
81 27
= −
4 2
27
= units2 (1 mark)
4
[5 marks]
(b) Required Volume
3
= ∫ π y d x − Volume of the cone with radius 27 units and height 1 unit.
2
(1 mark)
0
3 1
= π ∫ x 6 dx − π ( 27 ) 2 (1 mark)
0 3
x7 3 1
=π − π (36 )
7 3
0
(1 mark)
3 7
 1
= π   − π (36 )
7  3
π
=
7
(3 7
− 7(35 ) ) (1 mark)
π
=
7
(2 × 3 ) units3
5
(1 mark)
[5 marks]
13
dy
(b) (i) = 3x2 – 8x + 5
dx
y = x3 – 4x2 + 5x + C (1 mark)
substituting; y = 3 at x = 0
C=3 (1 mark)
3 2
y = x – 4x + 5x + 3 (1 mark)
[3 marks]
dy
(ii) = 0 ⇒ 3x3 – 8x + 5 = 0 (1 mark)
dx
(3x – 5) (x – 1) = 0 (1 mark)
5
x= ;1 (1 mark)
3
131
y= ,5 (1 mark)
27
 5 131 
co-ordinates are  , , (1, 5)
 3 27 
d2 y
= 6x – 8 (1 mark)
dx 2
 d2 y   5 131 
 2  > 0 ⇒  ,  (1 mark)
 dx  x = 5 3  3 27  max
 d2 y 
 2  < 0 ⇒ (1, 5) min (1 mark)
 dx  x =1
[7 marks]
Total 25 marks
C A R I B B E A E X A M I AT I O S C O U C I L
PURE MATHEMATICS
UIT 1 – Paper 032
SPECIME PAPER
1 hour 30 minutes
Each section consists of 1 question.


Silent, non-programmable electronic calculator

All rights reserved
02134032/CAPE/SPEC
-2-
SECTIO A (MODULE 1)
Answer this question.
1. (a) p and q are two given propositions.
(i) State the converse of p → q. [1 mark ]
(ii) Show that the contrapositive of the inverse of p → q is the converse of p → q.

[2 marks]
(b) f (n) = 2n + 6n
(i) Show that f (k + 1) = 6f (k) − 4(2k) [3 marks]
(ii) Hence, or otherwise, prove by mathematical induction that, for n ∈ ℕ, f(n) is

divisible by 8. [4 marks]
On the same diagram, sketch the graphs of y = x + 2 and y = , showing clearly on your
1
x − 2
(c) (i)
sketch the coordinates of any points at which the graphs cross the axes. [4 marks]

(ii) Find the range of values of x for which x + 2 < − . [6 marks]
Total 20 marks

02134032/CAPE/SPEC
-3-
SECTIO B (MODULE 2)
2. (a) (i) Using sin2 θ + cos2 θ ≡ 1 show that cosec2 θ − cot2 θ ≡ 1. [2 marks]
(ii) Hence, or otherwise, prove that cosec4 θ − cot4 θ ≡ cosec2 θ + cot2 θ .

[2 marks]
(b) A curve, C, has parametric equations
x = sin2 θ, y = 2 tan θ, 0 ≤θ < 900.
Find the Cartesian equation of C. [4 marks]
2 1
(c) The line, l1, has equation r = 3 + 2, where is a scalar parameter.
−4 1
0 5
The line, l2, has equation r = 9 + 0, where is a scalar parameter.
−3 2
Given that l1 and l2 meet at the point C, find
(i) the coordinates of C [3 marks]
(ii) the angle between l1 and l2, correct to 2 decimal places. [4 marks]
(iii) Show that the vector n = 4i + 3j − 10k is perpendicular to l1 and l2. [2 marks]
2
(iv) Hence find the vector equation of the plane, r . n = d, through the point 3 .
−4
[3 marks]
Total 20 marks

02134032/CAPE/SPEC
-4-
SECTIO C (MODULE 3)
3. (a) Sn = 1 × 1! + 2 × 2! + 3 × 3! + … + n × n! = (n + 1)! – 1.
lim n = 0.
S
Show that [4 marks]
n → ∞ Sn + 1

(b) Using lim
= 1, differentiate from first principles f (x) = cos x. [5 marks]
x→0
(c) A circular patch of oil has radius, r, metres at time, t, hours after it was spilled. At time
2:00 p. m., one hour after the spillage, the radius of the patch of oil is 5 metres. In a model,

the rate of increase of r is taken to be proportional to .
(i) Form a differential equation for r in terms of t, involving a constant of

proportionality, k. [1 mark ]
(ii) Solve the differential equation in (c) (i) above and hence show that the radius of the
patch of oil is proportional to the square root of the time elapsed since the spillage.
[7 marks]
(iii) Determine the time, to the nearest minute, at which the model predicts that the
radius of the patch of oil will be 12 metres. [3 marks]
Total 20 marks
ED OF TEST

02134032/CAPE/SPEC
02134032/CAPE/SPEC
CARI B B E A E XAMI AT I O S CO UCI L
PURE MATHEMATICS
UIT 1
SPECIME PAPER
PAPER 032
SOLUTIOS AD MARK SCHEMES

2
Question Details Marks

1 (a) (i) The converse of p → q is q → p 1
(ii) The inverse of p → q is ~ p → ~ q 1
The contrapositive of ~ p → ~ q is ~ ~ q → ~ ~ p = q → p 1
(b) (i) f (k + 1) = 2 + 6 1

= 2 2
+ 6 6
1
= 62 + 6 − 4 2
= 6f
− 4 2
1
(ii) Assume f (k) is divisible by 8 f (1) = 2 + 6 = 8 (true) 1

f (k + 1) = 6f (k) − 2 × 2(2k) = 6f (k) – 2(2k + 1) 1

= 6f (k) – 8 2 which is divisible by 8

1
Since f(k) is true for k = 1 and true for f (k + 1) then true for all n ∈ ℕ
1
(c) (i) 6
5
4
x 2
3
1 2
x 2 1
3 2 11 0 1 2 3 4 5
2
1
line , positive gradient, intercepts (-2, 0), (0, 2)
1
curve…..branch > 2
1
curve…...branch < 2
1
intercept (0, ½)
1
+ 2 = = 5 = √5 −√5 not applicable
(ii) −2 2
1
+ 2 = = 3 = √3 −√3 not applicable
2− 2
√3 < < √5 1
(1) (1) 1
[20]
3
S. O. (A) 3, (B) 5, (C) 5, (F) 3

sin( ) cos ( )
+ =
2 (a) (i) 1
Dividing throughout by sin2 θ gives
sin( ) sin( ) sin( )
1 + cot2 θ = cosec2 θ cosec2 θ − cot2 θ = 1 1
(ii) cosec4 θ − cot4 θ = (cosec2 θ − cot2 θ ) (cosec2 θ + cot2 θ ) 1

= cosec2 θ + cot2 θ 1
(b) 1 2
= cosec * = cot *
+ 1
(1) (1) 1

−
1
From (a) (i) =1
, -(
+ − 4 = + 1
(c) (i) Comparing components of j: 3 + 2λ = 9 λ = 3 1

Comparing components of i: 2 + 3 = 5µ µ = 1 1
C (5, 9, −1) 1
(ii) . / 0
. 2. 0
1
cos θ = (1 mark each for numerator and denominator)
√3 × √5 1
7
θ = cos 6 1
√7
1
= 57.950
(iii) (4i + 3j − 10k) . (5i + 2k) = 0 1

(4i + 3j − 10k) . (i + 2j + k) = 0 1
(iv) r.( 4i + 3j − 10k) = (2i + 3j − 4k) . (4i + 3j − 10k) 1

(1) (1) 1
r.( 4i + 3j − 10k) = 57 1
20
4
S. O. (A) 5 (ii), 6 (B) 5, (C) 7, 9, 10

;< 9
!6
3 (a) lim9 → : ; = lim9 → : 9
!6 1
<=>
@AB 9
!6 @AB 9
!6
= < → C = < → C
(1 mark each for limit) 1
@AB 9
!6 @AB 9
9
!6 1
< → C < → C

= lim9 → :
9 1
=0
cos , E,
−cos
cos = limE, →F
(b) d 1
d, E,
I= JI=I I= JIKI
6 sin sin 1
= limG →0 ( (
E,
JI JI 1
6 sin , sin
= limG →0 ( (
E,
JI
sin , sin 1
Given limE, → F = 1 limE, → F JI
(
=
,
(
JI
6 sin ,
limG →0 (
= − sin x 1

dL
(c) (i) = 1
dM L
(ii) N L dL = N dM 1
1
L = M + O 1
2 1
(1) (1)
1
r = 0 t = 0 gives A = 0
2 1
r = 5 t = 1 gives k = 1

L = 25M L = 5√M 1
5

12 = 5√M M = 2 = 5.76h = 5 hrs 46 mins
3 (c) (iii) 1
1
(1) (1)
1
Time when radius is 12 metres is 6:46 p. m
20
S. O. (A) 3, 4, 5, (B) 2 (iv), (C) 9 (i) (ii)
SPECIME PAPER
MULTIPLE CHOICE QUESTIOS
FOR
PURE MATHEMATICS
UIT 2 – Paper 01
COMPLEX UMBERS, AALYSIS AD MATRICES
90 minutes
1. This test consists of 45 items. You will have 90 minutes to answer them.
2. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you are
about to answer and decide which choice is best.
3. Look at the sample item below.
Sample Item
If the function f (x) is defined by f(x) cos x then f(x) is
1
(A) − sin x Sample Answer
2 x
1
(B) − sin x A B C D
2
1
(C) sin x
x
1
(D) sin x
2 x
1
The best answer to this item is “ sin x ”, so answer space (D) has been shaded.
2 x
4. You may do any rough work in this booklet.
5. The use of silent, non-programmable scientific calculators is allowed.
A list of mathematical formulae and tables (provided) – Revised 2010

All rights reserved
02234010/CAPE/SPEC
3
1. If z and z* are two conjugate complex 6. The gradient of the normal to the curve with
numbers, where z = x + iy, x, y ∈ ℝ, then the equation xy 3 + y 2 + 1 = 0 at the point
z z* =
(2, –1) is
(A) x2 + y2
(A) −4
(B) x2 − y2 – 2xyi
(C) x2 − y2
1
(D) x2 + y2 – 2xyi (B) −
4
2. If | z + i | = | z + 1|, where z is a complex 1

(C
number, then the locus of z is 4
(A) y=0 (D) 4

(B) y=1
(C) y=x
x dy 5x d2 y
(D) y= 7. If = , then =
2 dx y dx 2
2
5 25x
3. Given that z + 3z* = 12 + 8i, then z = (A) −
y3 y2
(A) −3 – 4i 2
(B) 3 − 4i 5 25x
(B) − 3
(C) 3 + 4i y y
(D) −3 + 4i
1 25
(C) −
y xy
4. One root of a quadratic equation with real
coefficients is 2 – 3i. The quadratic
5 25
equation is (D) −
xy x3 y 3
2
(A) x + 4x + 13 = 0
(B) x2 – 4x − 13 = 0
(C) x2 + 4x − 13 = 0 8. The curve C is given by the parametric
(D) x2 – 4x + 13 = 0 equations x = t + e-t, y = 1 – e-t. The gradient
function for C at the point (x, y) is given as
1
5. If z = cos θ + i sin θ, then z 4 + = 1
z4 (A)
1 − et
(A) 2 cos 4θ (B)
1
(B) 2i sin 4θ e −1t
(C) cos 4θ + i sin 4θ −1

(D) 4 cos θ - i (4 sin θ) (C)
1+ e
t
1
(D)
e +1t

02234010/CAPE/SPEC
4
9. Given y = a arcos(ax), where a is a 1

12. ∫ dx =
constant,
dy
=
(a 2
− x2 )
dx
a2
(A) a (a 2
− x2 )+C
(A)
(1 − a x ) 2 2
(B) ( )
arcsin x 2 + C
1
(B) − x
arcsin   + C
(1 − a x ) 2 2 (C)
a
a2 (D) a arcsin ( ax ) + C
(C) −
(1 − a x ) 2 2
π 2
1 Given that y = − x, then ∫ sin x dx =

2
(D) 13.
(1− a x 2 2
) π
2 0
∫ cos
2
(A) y dy
0
10. Given that , , =
+
−
π
2

then = ∫ sin
2
(B) y dy
0
π

+ 2
2
(A)
(B)
+ 2
(C) ∫ ( sin x + cos x ) dx
0
(C)
+
π
2
(D)
+
+
(D) ∫ ( sin y + cos y ) dy
0
3
x
11. ∫ (x 2
− 3x + 2 )
dx may be expressed as 14. Given In = d, for n > 2, In =

(A) ta +

 Px + Q 
(A) ∫  x 2 − 3x + 2  dx
(B)
ta sec
−
 P Q  (C) ta −
(B) ∫  x − 1 +  dx
x − 2

(D)
ta −
 Px 
(C) ∫  x + 3 + x 2 − 3x + 2  dx
 P Q 
(D) ∫  x + 3 + x −1
+  dx
x − 2

02234010/CAPE/SPEC
5

The value of
cos d m −1 r
15. 1
is 19. ∑ 3  2  =
r =1
(A) 1
(A) 3 – 3 × 2–m
(B) 3 – 3 × 2(1–m)
(B)
(C) 6 – 3 × 2(m–1)

(D) 6 – 3 × 2(1–m)
(C)
−1

(D) +1 n

20. Given that ∑ u = 5n + 2n 2 , then ' =
n
r =1
16. Given that a sequence of positive integers
(A) 4n + 3
! " is defined by ! = 2 and !# =
(B) 5n + 2
3! + 2, then ! =
(C) 2n2 + n - 3
(D) 4n2 + 4n + 7
(A) 3n – 1
(B) 3 + 1
(C) 3 − 1
21. The sum to infinity, S(x), of the series
(D) 3n + 2

+
1 + ( * + (#)* + ( * + is
#) #)
3n2 – n + 4
17. The sequence = (A) 1
2n2 + 1
)#
(A) converges (B) )#

(B) diverges
(C) is periodic )#
(C) )
(D) is alternating

(D) 1+( *
)#
18. The nth term of a sequence is given by
n −1
1
un = 9 − 4  The 5th term of the 22.
 .
The Maclaurin’s series expansion for
2
sequence is x3 x5 x7 x9
sin x = x − + − + − ... has a
3! 5! 7! 9!
9 general term BEST defined as
(A) 4
xn + 1
(B)
35
(A) ( −1)n
4 ( n + 1)!
37
(C)
4 xn + 1
(B) ( −1)n + 1
71 ( n + 1)!
(D)
8
x2n + 1
(C) ( −1)n
( n + 1)!
x2n − 1
(D) ( −1)n + 1
( 2n − 1)!

02234010/CAPE/SPEC
6
27. The coefficient of x3 in the expansion of

23. The first 2 non-zero terms of the expansion (1 + x + x 2 ) is
5
of sin (x + π/6) are
1 √3
(A) 5
(A) + x (B) 20
2 x
(C) 30
√3 (D) 40
–
1
(B) x
2 2
1 1
(C) + 2x 28. The equation sin x2 + 0.5x – 1 = 0 has a real
2
root in the interval
√3 1
(D) 2
+ 2 x (A) (0.8, 0.9)
(B) (0.7, 0.8)
(C) (0.85, 0.9)
(D) (0.9, 0.10)
n −1
24. If n C r = C r − 1, then
7
(A) n=r 29. f(x) = x3 – + 2, x > 0. Given that f(x) has a
x
(B) n–r=1 real root α in the interval (1.4, 1.5), using the
(C) r–n=1 interval bisection onceα lies in the interval
(D) n–1=r+1
(A) (1.45, 1.5)
(B) (1.4, 1.45)
6
 2 2 (C) (1.425, 1.45)
25. If  2 x −  = ... + k + ..., where k is (D) (1.4, 1.425)
 x
independent of x, then k =
(A) –960 30. f(x) = + −

− 6. Given that f (x) = 0 has
(B) –480 a real root α in the interval [2.2, 2.3],
(C) 480 applying linear interpolation once on this
(D) 960 interval an approximation to α , correct to 3
decimal places, is
26. An investment prospectus offers that for an (A) 2.216

initial deposit of $5 000 at January 1st an (B) 2.217
interest rate of 3% will be applied at (C) 2.218
December 31st on the opening balance for (D) 2.219
the year. Assuming that no withdrawals are
made for any year, the value of the
investment n years after the initial deposit 31. Taking 1.6 as a first approximation to α,
is given by where the equation 4 cos x + e-x = 0 has a real
root α in the interval (1.6, 1.7), using the
(A) (5 000) (1.03)n Newton-Raphson method a second
(B) (5 000) (0.03)n approximation to α (correct to 3 decimal
(C) (5 000) (1.03)n–1 places) ≈
(D) (5 000) (0.03)n–1
(A) 1.602
(B) 1.620
(C) 1.622
(D) 1.635

02234010/CAPE/SPEC
7
36. A and B are two events such that P (A) = p

32. f(x) = 3x3 – 2x – 6. Given that f (x) = 0 has 1
a real root, α, between x = 1.4 and x = 1.45, and P (B) = . The probability that neither
3
starting with x 0 = 1.43 and using the 1
occurs is . If A and B are mutually
 2 2 2
iteration xn + 1 =  +  , the value of x1 exclusive events then p =
 x 3
n
correct to 4 decimal places is 5

(A)
6
(A) 1.4369
(B) 1.4370
(C) 1.4371 2
(B)
(D) 1.4372 3
1
(C)
33. Ten cards, each of a different colour, and 5
consisting of a red card and a blue card, are
to be arranged in a line. The number of 1
different arrangements in which the red (D)
6
card is not next to the blue card is
(A) 9! − 2 × 2! 37. On a randomly chosen day the probability

(B) 10! – 9! × 2! that Bill travels to school by car, by bicycle
(C) 10! – 2! × 2! 1 1 1
(D) 8! – 2! × 2! or on foot is , and respectively. The
2 6 3
probability of being late when using these
1 2 1
34. The number of ways in which all 10 letters methods of travel is , and
of the word STAISLAUS can be 5 5 10
arranged if the Ss must all be together is respectively. The probability that on a
randomly chosen day Bill travels by foot and
8! × 3! is late is
(A) 2!
1
(A)
(B) 8! × 3! 30
1
(C)
8! (B) 10
3!
3
(D)
8! (C)
10
2!
13
(D)
30
35. A committee of 4 is to be chosen from 4

teachers and 4 students. The number of
different committees that can be chosen if
there must be at least 2 teachers is
(A) 36
(B) 45
(C) 53
(D) 192

02234010/CAPE/SPEC
8
6 0 1 1 2 3
41. Given 
A= 2 3 4
 and
38. Given 7 7 0 = 0, the value of x is  
3 4 6
0 −12 x  
 −4 0 2
 0 
6 −4 , by considering AB, then
(A) −2 B =
 
(B) 2  2 −4 
 2
(C) 7 A-1 =
(D) 12
(A) 2B
Items 39 – 40 refer to the matrix below. (B) B
2 −7 8 1
  (C) B
A= 3 −6 −5 2
 
4 
 0 −1 
1
(D) AB
39. The transpose of matrix, A, results in |0| 2
being
(A) 0 42. The general solution of the differential

(B) squared dy
equation sin x – y cos x = sin 2x sin x is
(C) negative dx
(D) unchanged found by evaluating
d
40. The matrix resulting from adding Row 1 to (A) ∫ dx y sin x dx = ∫ 2 cos x dx
Row 2 is
 − 1 −1 13 
 3 −6  d y
(A)

4
−5


(B) ∫ dx sin x dx = ∫ 2 cos x dx
 0 −1 
d y
 2
 −1
−7

8 (C) ∫ dx sin x dx = ∫ sin 2 x dx
(B) −1 − 13
 
 4 
 0 −1
d y
(D) ∫ dx sin x dx = ∫ cos x dx
 −5 7 8
(C)  −3 −6 −5

 
 4 
 0 −1 
43. The general solution of the differential

 −5 5 −8  12 1
 3  equation −3 + 2y = 3ex is of the form
(D) −3 5 1) 2 1)
 
 4 
 −0 1 (A) y = 0e) + 3e
) + 4e)
(B) y = 0e) + 3e
) − 3e)
(C) y = 0e) + 3e
) + 4xe)
(D) y = 0e) + 3e
) + 4 e)

02234010/CAPE/SPEC
9
44. A particular integral of the differential 45. The general solution of the differential
d2 y d2 y dy
equation + 25y = 3 cos 5x is of the equation -4 + 4y = 2x2 + x – 1 is
2 dx2 dx
dx
form y = 5x sin 5x. The general solution of
(A) y = e
) 0 + 3 +
+ 6 + 7
the differential equation is
(B) y = e
) 0 + 3 +
+ 6 + 7
(C) y = e
) 0 + 3 + 2
+ − 1
(A) y = A cos 5x − B sin 5x − 5x sin 5x
(D) y = e
) 0 − 3 +
+ 6 + 7
(B) y = A cos 5x + B sin 5x + 5x sin 5x
(C) y = A cos 5x + B sin 5x − 5x sin 5x
(D) y = A cos 5x − B sin 5x + 5x sin 5x
ED OF TEST
IF YOU FIISH BEFORE TIME IS CALLED, CHECK YOUR WORK O THIS TEST
02234010/CAPE/SPEC
02234010/CAPE/SPEC
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION
PURE MATHEMATICS
UNIT 2, PAPER 01
MARK SCHEME
Key
Unit 2 Paper 01
Module Item Key S.O. Module Item Key S.O.

1 1 A A2 3 31 B D5
2 C A11 32 C D6
3 B A5 33 D A2
4 D A3 34 D A3
5 A A12 35 C A4
6 A B4 36 D A14
7 B B9 37 A A16
8 B B3 38 B B2
9 C B8 39 D B1
10 B B6 40 A B3
11 D C3 41 C B7
12 C C9 42 B C1
13 A C7 43 D C3(ii)(i)
14 D C10 44 B C3(iii)(iii)
15 C C8 45 A C3(i)(ii)
2 16 C A1
17 A A3
18 B A2
19 D B4
20 A B3
21 C B6
22 D B8
23 A B9
24 A C1
25 D C3
26 C C4
27 C C3
28 A D1
29 B D2
30 C D3
PURE MATHEMATICS
UIT 2 – Paper 02
SPECIME PAPER
2 hours 30 minutes
Each section consists of 2 questions.

Examination Materials

Silent, non- programmable, electronic calculator

All rights reserved
02234020 /CAPE/SPEC
-2-
SECTIO A (MODULE 1)
4 - 2ii
1. (a) (i) Express the complex number in the form of a + ib where a and b are real
1- 3ii
numbers. [4 marks]

(ii) Show that the argument of the complex number in (a) (i) above is . [1 mark]

(b) (i) Find the complex number u = x + iy, x, y ∈ I, such that u2 = –5 + 12i. [8 marks]
(ii) Hence, solve the equation that z2 + iz + (1 – 3i) = 0. [6 marks]
(c) Find the complex number that z = a + ib such that
(1 + 3i)z + (4 – 2i) z* = 10 + 4i [6 marks]
Total 25 marks
2. (a) Find e sin 2 d. [7 marks]

(b) (i) a) Find when y = tan–1 (3x). [4 marks]
( )
b) Hence, find dx. [4 marks]

( ) –
(ii) Show that if y =
then =
[5 marks]
(c) Let f (x, y) = x2 + y2 – 2xy.
∂f ∂f
(i) Find ∂x
and ∂y
[2 marks]
(ii) Show that
∂f ∂f
x
∂x
+ y ∂y = 2f (x, y) [3 marks]
Total 25 marks

02234020/CAPE/SPEC
-3-
SECTIO B (MODULE 2)
3. (a) (i) Find constants A and B such that
1 A B
≡ + . [5 marks]
(2r − 1)(2r + 1) 2r − 1 2r + 1
(ii) Hence, find the value of S where
n
1
S= ∑
r =1 (2r − 1)(2r + 1)
. [5 marks]
(iii) Deduce the sum to infinity of S. [3 marks]
(b) (i) Find the rth term of the series
1(2) + 2(5) + 3(8) +… [2 marks]
(ii) Prove, by Mathematical Induction, that the sum to n terms of the series in (b) (i)
above is n2(n + 1). [10 marks]
Total 25 marks
4. (a) Given the series
1 1 1 1
+ + + + ....
2 2 4 27 210
(i) show that the series is geometric [3 marks]
(ii) find the sum of the series to n terms. [4 marks]
(b) Use Maclaurin’s Theorem to find the FIRST three non-zero terms in the power series
expansion of cos 2x. [7 marks]
1+ x  3
(c) (i) Expand   up to and including the term in x stating the values of x for which
1− x 
the expansion is valid. [7 marks]
(ii) By taking x = 0.02 find an approximation for 51 , correct to 5 decimal places.

[4 marks]
Total 25 marks

02234020/CAPE/SPEC
-4-
SECTIO C (MODULE 3)
5. (a) Two cards are drawn without replacement from ten cards which are numbered 1 to 10.
Find the probability that
(i) the numbers on BOTH cards are even [4 marks]
(ii) the number on one card is odd and the number on the other card is even.
[4marks]
(b) A journalist reporting on criminal cases classified 150 criminal cases by the age (in years)
of the criminal and by the type of crime committed, violent or non-violent. The information
is presented in the table below.
Age (in years)

Type of Crime
Less than 20 20 to 39 40 or older
Violent 27 41 14
Non-violent 12 34 22
What is the probability that a case randomly selected by the journalist
(i) is a violent crime? [2 marks]
(ii) was committed by someone LESS than 40 years old? [4 marks]
(iii) is a violent crime OR was committed by a person LESS than 20 years old?
[3 marks]
(c) On a particular weekend, 100 customers made purchases at Green Thumb Garden supply
store. Of these 100 customers;
30 purchased tools
45 purchased fertilizer
50 purchased seeds
15 purchased seeds and fertilizer
20 purchased seeds and tools
15 purchased tools and fertilizer
10 purchased tools, seeds and fertilizer.
(i) Represent the above information on a Venn diagram. [4 marks]
(ii) Determine how many customers purchased:
a) only tools
b) seeds and tools but not fertilizer,
c) tools and fertilizer but not seeds,
d) neither seeds, tools, nor fertilizer. [4 marks]
Total 25 marks

02234020/CAPE/SPEC
-5-
6. (a) Solve for x the following equation
5 x 3
x+2 2 1 =0
–3 2 x [8 marks]
(b) Solve the first order differential equation

y tan x = (4 + y2) sec2 x [4 marks]
(c) Given that y = u cos 3x + v sin 3x is a particular integral of the differential equation

+ 4 + 3y = 30 sin 3x,
find
(i) the values of the constants u and v,

[8 marks]
(ii) the general solution of the differential equation. [5 marks]
Total 25 marks
ED OF TEST

02234020/CAPE/SPEC 02234020 /CAPE/SPEC
ADVANCED PROFICIENCY EXAMINATION
PURE MATHEMATICS
SPECIMEN PAPER
UNIT 2
COMPLEX NUMBERS, ANALYSIS AND MATRICES
PAPER 02
SOLUTIONS AND MARK SCHEMES

2
SECTIO A
(MODULE 1)
Question 1
4 − 2i ( 4 − 2i )(1 + 3i)
(a) (i) =
1 − 3i 1 − 3i)(1 + 3i)
4 + 12i - 2i - 6i 2
= (1 mark)
1+ 9
4 + 10i + 6
= (1 mark)
10
10 + 10i
= (1 mark)
10
= 1+ i (1 mark)
[4 marks]

arg is tan (1) ) =

(ii) (1 mark)
[1 mark]
(b) (i) Let u = x + i y, where x, y are real nos.
= −5 + 12i ⇒ ( + i) = −5 + 12i
⇒ − + 2i = −5 + 12i (1 mark)
⇒ − = −5, 2 = 12 (1 mark)

⇒ − = −5, =

⇒ − = −5 (1 mark)
⇒ ( ) + 5 − 36 = 0 (1 mark)
⇒ ( + 9)( − 4) = 0 (1 mark)
⇒ = −9(inadmissable), = 4 (1 mark)
⇒ = ±2, = ∓3 (1 mark)
⇒= 2 − 3i or − 2 + 3i (1 mark)
[8 marks]
3
.±/.
(.)
(b) (ii) - + i - + (1 − 3i) = 0 ⇒ - =
(1 mark)
.±√
1.
⇒-

(1 mark)
.±√21.
⇒-

(1 mark)
.±.
⇒-
(1 mark)

. 1.
⇒- or

(1 mark)

⇒ - = 1 − 2i or − 1 + i (1 mark)

[6 marks]
(c) (1 + 3i)- + (4 − 2i)z = 10 + 4i, and - = 4 + i5
⇒ (1 + 3i)(4 + i5) + (4 − 2i)(4 − i5) = 10 + 4i (1 mark)
⇒ (4 − 35) + i(34 + 5) + (44 − 25) + i(−45 − 24) = 10 + 4i (1 mark)
⇒ 4 − 35 + 44 − 25 = 10 and 34 + 5 − 45 − 24 = 4 (1 mark)
⇒ 54 − 55 = 10 and 4 − 35 = 4 (1 mark)
⇒ 4 = 1, 5 = −1 (1 mark)
⇒- =1−i (1 mark)
[6 marks]
Total 25 marks
4
Question 2
(a) Let I = 6 e sin 2 d
789
= e sin2 − 6
( 2cos2) d (2 marks)

= e sin2 − 6 e (2cos2) d
789
= e sin2 − ; e cos2 + 6
(2sin2) d< (2 marks)
= e sin2 − = e cos2 − = 6 e sin2d
= e sin2 − = e cos2 − = > (1 mark)

⇒> + = > = = (3 sin 2 − 2cos2 ) (1 mark)

⇒> = (3 sin 2 − 2cos2) + constant (1 mark)
[7 marks]
Alternatively
6 e e. d = 6 e(1.) d (2 marks)
7(8HI)9
⇒ Im G 1.
J + constant (2 marks)
(.)
⇒ 6 e sin2d = Im
e (cos2 + isin2) (2 marks)
789

(3 sin 2 − 2cos2) + const. (1 mark)
[7 marks]
(b) (i) a) = tan (3) ⇒ tan = 3 (1 mark)

LM
⇒ sec L = 3
d
⇒ = L N7O M
(1 mark)
LM
⇒ L = 1PQR M (1 mark)
LM
⇒ =
L 1 =
(1 mark)
[4 marks]
1
b) 6 1 = d = 6 1 = d + 2 6 1 = d (1 mark)

= S 1n (1 + 9 ) + tan (3 ) + constant (3 marks)
[4 marks]
5
TR (2)
(b) (ii) =
, Using the product rule: = ln(5) (1 mark)
LM
⇒ =− ln(5) + × (2 marks)
L 8
TR(2)
= (1 mark)
8
TR(2 )
=
8
(1 mark)
[5 marks]
c) f(, ) = + − 2
WX WX
(i) W
= 2 − 2 WM = 2 − 2 [2 marks]
WX Wf
(ii) W + WM = (2 − 2) + (2 − 2 )
= 2 + 2 − 4 (1 mark)
= 2( + − 2) (1 mark)
= 2Y(, ) (1 mark)
[3 marks]
Total 25 marks
6
SECTIO B
(MODULE 2)
Question 3
1 A B
(a) (i) ≡ +
(2 r −1) (2r + 1) 2r − 1 2 r + 1
⇒ 1 = A(2r + 1) + B(2r – 1) (1 mark)

⇒ 0 = 2A + 2B and A – B = 1 (2 marks)
1 1
⇒ A= and B = − (2 marks)
2 2
[5 marks]
n
1 n
1 1 1 
(ii) S = ∑ (2r −1)(2r +1) = ∑ 2  2r −1 − 2r +1  (1 mark)
r =1 r =1  
1  1 1 1 1 1 1 1 1 1  1 1 
=  −  +  −  +  −  + K +  − 
2 1 3 2  3 5  2  5 7  2  2n −1 2n +1 
(3 marks)
1  1 
= 1 −  (1 mark)
2  2n + 1 
[5 marks]
1
(iii) As n → ∞ , →0 (2 marks)
2n + 1
1
Hence S ∞ = (1 mark)
2
[3 marks]
(b) (i) S = 1(2) + 2(5) + 3(8) + ...
In each term, 1st factor is in the natural sequence and the second factor
differs by 3 (1 mark)
⇒ the r term is r (3 r − 1 )
th
(1 mark)
[2 marks]
n
(ii) S n = ∑ r (3r −1)
r =1
1
for n =1 S1 = ∑ r (3r −1) = 1 × 2 = 2
r =1
1 (1 + 1) = 1 × 2 = 2
2
and (1 mark)
hence, S n = n 2 (n + 1) is true for n = 1 (1 mark)

Assume Sn = n 2
(n + 1) for n = k ∈ ℕ (1 mark)
that is, S k = k ( k + 1)
2
(1 mark)
7
k +1
Then, Sk +1 = ∑ r (3r − 1) =
r =1
Sk + (k + 1)(3k + 2 ) (1 mark)
= k 2 (k + 1) + (k + 1)(3k + 2 ) (1 mark)
[
= (k + 1) k 2 + 3 k + 2 ] (1 mark)
⇒ S k +1 = (k + 1) [(k + 1) (k + 2 )]
= (k + 1)2 [(k + 1) + 1] (1 mark)
⇒ true for n = k + 1 whenever it is assumed true for n = k, (1 mark)

⇒ true for all n ∈ N
⇒ Sn = n 2 (n + 1) [ ∈ ℕ. (1 mark)
[10 marks]
Total 25 marks
8
Question 4
1 1 1 1
(a) (i) Let S ≡ + 4 + 7 + 10 + …
2 2 2 2
1 1
2 = 27
4
(1 mark)
1 1
2 24
1
= (1 mark)
23
1
∴ S is geometric with common ratio r = (1 mark)
23
[3 marks]
1  1 
3n
1 −   
2   2  
(ii) Sn = 3
(1 mark)
1
1−  
2
1 1 
1 − 3n 
2 2 
= (1 mark)
1
1−
8
1 8 1 
= × 1 − 3 n  (1 mark)
2 7 2 
4 1 
= 1 − 3n  (1 mark)
7 2 
[4 marks]
9
(b) (i) f ( x ) = cos 2 x ⇒ f 1 ( x ) = − 2 sin 2 x (1 mark)

⇒ f ( x ) = − 4 cos 2 x
11
(1 mark)
⇒ f 111 ( x ) = 8 sin 2 x (1 mark)
⇒ f iv ( x ) = 16 cos 2 x (1 mark)
so, f ( 0) = 1, f 1 (0 ) = 0, f 11( x ) = − 4, f 111 (0) = 0, f iv (0) = 16 (1 mark)
Hence, by Maclaurin’s Theorem,
4 x 2 16 x 4
cos 2x = 1 − + − ..... (1 mark)
2! 4!
2
= 1 − 2 x 2 + x 4 ...... (1 mark)
3
[7 marks]
1+ x 
(c) (i)  
1− x 
= (1 + x)½ (1 – x)−½ (1 mark)
= 1 + x − x 2 + x 3 K1 + x + x 2 + x 3 K

1 1 1 1 3 5
(3 marks)
 2 8 16  2 8 16 
1 2 1 3
= 1+x+ x + x (2 marks)
2 2
for –1< x < 1 (1 mark)

[7 marks]
1.02 102 1
(ii) = = 51 (1 mark)
0.98 98 7
1+ x
51 = 7 where x = 0.02 (1 mark)
1− x
 1 1 
⇒ 51 = 7 1 + 0.02 + (0.02) 2 + (0.02) 3  (1 mark)
 2 2 
= 7.14141 (5 d.p.) (1 mark)

[4 marks]
Total 25 marks
10
SECTIO C
(MODULE 3)
Question 5
5
(a) (i) P (First card drawn has even number) = =1 (1 mark)
10 2
4
P (Second card drawn has even number) = (2 marks)
9
1 4
∴ P (Both cards have even numbers) =   
 2 9
2
= (1 mark)
9
[4 marks]
2
(ii) P (Both cards have odd numbers) = (1 mark)
9
 2
P One card has odd and the other has even = 1− 2  (2 marks)
9
i.e. both cards do not have odd
5
or do not have even numbers = (1 mark)
9
[4 marks]
82
(b) (i) = 0.547 [2 marks]
150
39 75
(ii) + = 0.76 [4 marks]
150 150
82 39 27
(iii) + − = 0.267 [3 marks]
150 150 150
11
(c) Let T, S and F represent respectively the customers purchasing tools, seeds and
fertilizer.
(i) One mark for any two correct numbers [4 marks]
T F
25 15
5 5
10
10 5
25
S
Venn diagram
(ii) a) 5 (1 mark)
b) 10 (1 mark)
c) 5 (1 mark)
d) 15 (1 mark)
[4 marks]
Total 25 marks
12
Question 6
5 x 3
(a) x+2 2 1 = 0
−3 2 x
5 (2 x − 2 ) − x (x 2 + 2 x + 3) + 3 (2 x + 4 + 6 ) = 0 (3 marks)
x 3 + 2 x 2 − 13 x − 20 = 0 (1 mark)
Subs x = −4, (− 4 )3 + 2 (− 4 ) − 13 (− 4 ) − 20 = 0
2
(x + 4) (x 2 − 2 x − 5) = 0 (2 marks)
x = −4
2 ± 24
x=
2
x = 1± 6 (2 marks)
[8 marks]
Alternatively
5 x 3 4+ +4 +4

x+2 2 1 = 0 ⇒ ] + 2 2 1 ] =0 (Add rows 2 and 3 to row 1)
−3 2 x −3 2
1 1 1 0 1 0
⇒(x + 4)] + 2 2 1] = 0 ⇒ ( + 4) ] 2 −1 ] = 0
−3 2 −5 2 − 2
(subtract columns 2 from Columns 1 and 3).
⇒ ( + 4) − ( − 2 − 5) = 0 ⇒ = −4 or 1 ± √6 [8 marks]
LM
(b) tan L = (4 + )sec (1 mark)
M LM N7O

1M L PQR
=
M LM N7O L

1 M PQR
=
M LM N7O L
6
1 M = 6 PQR
(1 mark)

ln(4 + ) = ln|tan | + _ (2 marks)
[4 marks]
13
(c) (i) = cos3 + ` sin 3
LM
⇒ L = −3 sin 3 + 3` cos 3 (2 marks)
L M
⇒ L = −9 cos3 − 9`sin3 (2 marks)
L M LM
so, L + 4 L + 3 = −30 sin3
⇒ −(6` − 12)sin3 + (−6 + 12`)cos3 = −30sin3 (1 mark)
⇒ 2 + ` = 5 and = 2` (1 mark)
⇒ = 2 and ` = 1 (2 marks)
[8 marks]
(ii) the auxiliary equation of the different equation is
k2 + 4k + 3 = 0 (1 mark)
⇒ (a + 3)(a + 1) = 0
⇒ a = −3 or − 1 (2 marks)
⇒ the complementary function is
= be + ce ; where b, c are constants (1 mark)

General solution is = be
+ ce + sin 3 + 2 cos3 (1 mark)
[5 marks]
Total 25 marks
PURE MATHEMATICS
UIT 2 – Paper 032
SPECIME PAPER
1 hour 30 minutes
Each section consists of 1 question.


Silent, non-programmable electronic calculator

All rights reserved
02234032/CAPE/SPEC
-2-
SECTIO A (MODULE 1)
1. (a) (i) Given that z = 8 + (8√3)i , find the modulus and argument of z. [3 marks]
(ii) Using de Moivre’s theorem, show that z3 is real, stating the value of z3. [2 marks]
(b) A complex number is represented by the point, P, in the Argand diagram.
(i) Given that | − 6| = || show that the locus of P is x = 3. [2 marks]
(ii) Determine the TWO complex numbers which satisfy both
| − 6| = || and | − 3 − 4| =5. [5 marks]
∫
1
(c) Given I n = x n (8 − x ) x dx , n ≥ 0, show that
0
24 n
In = I n −1 , n ≥1. [8 marks]
3n + 4
Total 20 marks

02234032/CAPE/SPEC
-3-
SECTIO B (MODULE 2)
2. (a) (i) Show that (r + 1)3 − (r − 1)3 = 6r2 + 2. [2 marks]
n
n
(ii) Hence, show that ∑r
r =1
2
= (n + 1) (2n + 1).
6
[5 marks]
2n
n
(iii) Show that ∑r
r =n
2
= (n +1) (an + b), where a and b are unknown constants.
6
[4 marks]
(b) The displacement, x metres, of a particle at time, t, seconds is given by the differential
equation
d
+ + cos = 0.
d
d
dt
When t = 0, x = 0 and = 0.5.
Find a Taylor series solution for x in ascending powers of t, up to and including the term in
t3. [5 marks]
(c) Given that is the only real root of the equation
− − 6 = 0,
(i) Show that 2.2 < < 2.3. [2 marks]
(ii) Use linear interpolation once on the interval [2.2, 2.3] to find another approximation
to , giving your answer to 3 decimal places. [2 marks]
Total 20 marks

02234032/CAPE/SPEC
-4-
SECTIO C (MODULE 3)
3. (a) Three identical cans of cola, two identical cans of tea and two identical cans of orange juice
are arranged in a row.
Calculate the number of arrangements if the first and last cans in the row are of the same
type of drink. [3 marks]
(b) Kris takes her dog for a walk every day. The probability that they go to the park on any day
is 0.6. If they go to the park, there is a probability of 0.35 that the dog will bark. If they do
not go to the park, there is probability of 0.75 that the dog will bark.
Find the probability that the dog barks on any particular day. [2 marks]
(c) A committee of six people, which must consist of at least 4 men and at least one woman, is
to be chosen from 10 men and 9 women, including Albert and Tracey.
Find the number of possible committees that include either Albert or Tracey but not both.
[3 marks]
(d) A and B are two matrices such that
1 −1 3 −3 4 −7
A = 2 1 4 and B = −2 1 2
0 1 1 2 −1 3
(i) Find AB. [2 marks]
(ii) Deduce . [2 marks]
1 1 −1 3
(iii) Given that
= 2 1 4, prove that ! ) = .

[2 marks]
5
0 1 1
(e) Find the general solution of the differential equation
"#
"
+ $ cot = sin . [6 marks]
Total 20 marks
ED OF TEST

02234032/CAPE/SPEC
02234032/CAPE/SPEC
CARI B B E A E XAMI AT I O S CO UCI L
PURE MATHEMATICS
UIT 2
SPECIME PAPER
PAPER 032
SOLUTIOS AD MARK SCHEMES

2

|| = 8 + 8√3 = 16
1 (a) (i) 1

arg (z) = − tan-1 √3 =
1
1
(1) (1)
3 3 3
(ii) z = 16 (cos 2/3 + i sin 2/3) 1
=
163 (cos 2 + i sin 2) = 4096 1
2 2 2 2
(b) (i) (x – 6) + y = x + y 1
x=3 1
(ii) | − 3 − 4i| = 5 is a circle with centre (3, 4) and radius 5 1

Subs x = 3 gives (3 – 3)2 + (y – 4)2 = 52 1
y2 – 8y – 9 = 0 (y – 9) (y + 1) = 0 y = 9, −1 1
z = 3 + 9i, 3 – i 1
(1) (1) 1
3 3
(c) = 8 − /
! + " # $% 8 − /
d 1
4 4 1
(1) (1)

= 0 + ' # $% 8 − 8 − %/ d 1
(1) (1) 1

= ' # $% 8 8 − %/ d − ' # $% 8 − %/ d
1
1
(1) (1)
3#
= 6# $% − 1
4 #
24#
=
3# + 4 $%
1
[20]
S. O. (A) 7, 8, 11, 12, (C) 10
3

2 (a)(i) 3 2 3 2
r + 3r + 3r + 1 − (r − 3r + 3r − 1) 1
= 6r2 + 2 1
r = 1: 23 – 03 = 6(1)2 + 2
(ii) r = 2: 33 – 13 = 6(2)2 + 2 1
…………………………..
…………………………..
r = n: (n + 1)3 – (n – 1)3 = 6n2 + 2 1
summing gives (n + 1)3 + n3 – 1 = 6 ∑% * + 2# 1

(1) (1) 1

#
+ * = # + 12# + 1
6
1
,-%%
$%
1
(iii) + * = + * − + *

,- ,-% ,-%

2# + 14# + 1 −
#−1
#2# − 1 1
.
= 6
(1) (1) 1

= # + 114# + 1 1
.
1
(b) f11 (t) = −x – cos x f11 (0) = −1 1
(1) (1)
d/ 1
f111 (t) = (−1 + sin x) f111 (0) = −0.5
d0
1
(1) (1)
1 1 1
f2 = 2 − 2 − 2 + …
1
2 2 12
1
(c) (i) f(2.2) = −0.192 f(2.3) = 0.877 By IVT and continuity root exists 1
(1) (1)
4 − 2.2 2.3 − 4
=
0.192 0.877
(ii) 1
4 = 2.218 1
[20]
4
S. O. (B) 1, 2, 4, 9, (D) 1, 3
9!
3 (a) 1
!!
Ends cola: = 30 ways
9!
!!
Ends green tea: = 10 ways 1
9! 1
!!
Ends orange juice: = 10 ways Total = 30 + 10 + 10 = 50 ways
(b) P(bark) = P(park & bark) + P(no park & bark) 1
= (0.6)(0.35) + (0.4)(0.75) = 0.51 1
(c) Albert not Tracey = (9 C 3) × (8 C 2) + (9 C 4) × (8 C 1) = 3360 1

Tracey not Albert = (9 C 4) × (8 C 1) + (9 C 5) = 1134 1
# of selections = 3360 + 1134 = 4494 1
1 −1 3 −3 4 −7 5 0 0
(d) (i) AB = ;2 1 4< × ;−2 1 2 < = ;0 5 0< = 5I 1
0 1 1 2 −1 3 0 0 5 1
(1) (1)
(ii) ??$% @ = 5?$% 1
1 −3 4 −7
?$% = ;−2 1 2 <
1
5
2 −1 3
(iii) (AB) = 5I (AB) (AB)−1 = 5(AB)−1
% 1 0 0
;0 1 0<
1
9
(AB)−1 =
0 0 1
% 1 −1 3
1
−3 4 −7
;2 1 4< × 5 ;−2 1 2 <
9
B−1 A−1 =
0 1 1 2 −1 3
% 1 0 0 1
;0 1 0<
9
=
0 0 1
5

3 (e) = e ' BCD / d/ 1
1
= sin x
dF
sin + F cos = sin2
1
d
d 1
" F sin d = "1 − cos 2 d 1
d 2 1
(1) (1)
% %
y sin x = I − sin 2J + K
1
[20]
S. O. (A) 3, 4, 16, (B) 1, 2, 7, (C) 1

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CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Advanced Proficiency Examination®

© 2012, Caribbean Examinations Council

Correspondence related to the syllabus should be addressed to:

Telephone Number:+1(876) 630-5200

Copyright © 2012 by Caribbean Examinations Council

First issued 1999

Please check the website www.cxc.org for updates on CXC’s syllabuses.

SKILLS AND ABILITIES TO BE ASSESSED ................................................................................. 3

PRE-REQUISITES OF THE SYLLABUS....................................................................................... 3

STRUCTURE OF THE SYLLABUS .............................................................................................. 3

RECOMMENDED 2-UNIT OPTIONS........................................................................................ 4

MATHEMATICAL MODELLING ............................................................................................... 4

UNIT 1: ALGEBRA, GEOMETRY AND CALCULUS

MODULE 1 : BASIC ALGEBRA AND FUNCTIONS ............................................................ 7

UNIT 2: COMPLEX NUMBERS, ANALYSIS AND MATRICES

MODULE 1 : COMPLEX NUMBERS AND CALCULUS II.................................................... 27

OUTLINE OF ASSESSMENT .................................................................................................... 46

REGULATIONS FOR PRIVATE CANDIDATES ........................................................................... 54

REGULATIONS FOR RE-SIT CANDIDATES ............................................................................... 54

ASSESSMENT GRID ................................................................................................................ 55

MATHEMATICAL NOTATION ................................................................................................. 56

2. enable the development of skills in the use of mathematical and information,

5. develop a spirit of mathematical curiosity and creativity, as well as a sense of enjoyment;

6. enable the analysis, abstraction and generalisation of mathematical ideas;

7. develop in students the skills of recognising essential aspects of concrete, real-world

9. integrate ICT tools and skills;

2. Algorithmic knowledge is the ability to manipulate mathematical expressions and

 PRE-REQUISITES OF THE SYLLABUS

 STRUCTURE OF THE SYLLABUS

Each Unit consists of three Modules.

Module 1 - Basic Algebra and Functions

Module 1 - Complex Numbers and Calculus II

1. Pure Mathematics Unit 1 AND Pure Mathematics Unit 2.

2. Applied Mathematics Unit 1 AND Applied Mathematics Unit 2.

3. Pure Mathematics Unit 1 AND Applied Mathematics Unit 2.

A. The topic Mathematical Modelling involves the following steps:

1. identification of a real-world situation to which modelling is applicable;

3. discuss and evaluate the findings of a mathematical model in a written report.

B. The Modelling process requires:

1. a clear statement posed in a real-world situation, and identification of its essential

2. translation or abstraction of the problem, giving a representation of the essential

3. solution of the mathematical problem (analytic, numerical, approximate);

5. refinement of the model as necessary.

C. Consider the two situations given below.

1. A weather forecaster needs to be able to calculate the possible effects of

D. Some examples of mathematical models are:

A recording studio invests $25 000 to produce a master CD of a singing

Is the equation x + 2 = 5 a mathematical model? Justify your answer.

1960 1970 1980 1990

Hartzler, J. S. and Swetz, F. Mathematical Modelling in the Secondary School

On completion of this Module, students should:

1. develop the ability to construct simple proofs of mathematical assertions;

2. understand the concept of a function;

(A) Reasoning and Logic

Students should be able to:

1. identify simple and compound propositions;

2. establish the truth value of compound statements using truth tables;

3. state the converse, contrapositive and inverse of a conditional (implication)

4. determine whether two statements are logically equivalent.