Cambridge International AS and A Level Mathematics (9709)

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For examination in June and November 2020, 2021 and 2022.

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Why choose Cambridge?

Cambridge Assessment International Education prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of the University of Cambridge.

Our international qualiications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-proit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.

Our programmes and qualiications set the global standard for international education. They are created by subject experts, rooted in academic rigour and relect the latest educational research. They provide a strong platform for students to progress from one stage to the next, and are well supported by teaching and learning resources.

We review all our syllabuses regularly, so they relect the latest research evidence and professional teaching practice – and take account of the different national contexts in which they are taught.

We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the subject and develop the skills necessary for success in higher education.

Our mission is to provide educational beneit through provision of international programmes and qualiications for school education and to be the world leader in this ield. Together with schools, we develop Cambridge learners who are conident, responsible, relective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with an international education from Cambridge International.

‘We think the Cambridge curriculum is superb preparation for university.’

Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management

Our systems for managing the provision of international qualiications and education programmes for students aged 5 to 19 are certiied as meeting the internationally recognised standard for quality management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001

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2 Syllabus overview

...

6

Aims 6

Content overview 7

Structure 8

Assessment overview 9

Assessment objectives 11

3 Subject content

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12

Prior knowledge 12

1 Pure Mathematics 1 (for Paper 1) 12

4 Mechanics (for Paper 4) 24

5 Probability & Statistics 1 (for Paper 5) 27

6 Probability & Statistics 2 (for Paper 6) 30

4 Details of the assessment

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33

Relationship between components 33

Examination information 33

Command words 35

5 List of formulae and statistical tables (MF19)

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36 6 What else you need to know

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49

Before you start 49

Making entries 50

After the exam 51

How students, teachers and higher education can use the grades 52

Grade descriptions 52

Changes to this syllabus for 2020, 2021 and 2022 53

Changes to this syllabus

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022.

1 Why choose this syllabus?

Key benefits

The best motivation for a student is a real passion for the subject they’re learning. By offering students a variety of Cambridge International AS & A Levels, you can give them the greatest chance of inding the path of education they most want to follow. With over 50 subjects to choose from, students can select the ones they love and that they’re best at, which helps motivate them throughout their studies.

Following a Cambridge International AS & A Level programme helps students develop abilities which universities value highly, including:

• a deep understanding of their subjects

• higher order thinking skills – analysis, critical thinking, problem solving

• presenting ordered and coherent arguments • independent learning and research.

Cambridge International AS & A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and relect on indings. Learners can apply these skills across a wide range of subjects and the skills equip them well for progression to higher education or directly into employment.

Our approach in Cambridge International AS & A Level Mathematics encourages learners to be:

confident, using and sharing information and ideas, and using mathematical techniques to solve problems. These skills build conidence and support work in other subject areas as well as in mathematics.

responsible, through learning and applying skills which prepare them for future academic studies, helping them to become numerate members of society.

reflective, through making connections between different branches of mathematics and considering the outcomes of mathematical problems and modelling.

innovative, through solving both familiar and unfamiliar problems in different ways, selecting from a range of mathematical and problem-solving techniques.

engaged, by the beauty and structure of mathematics, its patterns and its many applications to real life situations.

‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’

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Key concepts are essential ideas that help students develop a deep understanding of their subject and make links between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting the important things to be learned.

Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain: • a greater depth as well as breadth of subject knowledge

• conidence, especially in applying knowledge and skills in new situations

• the vocabulary to discuss their subject conceptually and show how different aspects link together • a level of mastery of their subject to help them enter higher education.

The key concepts identiied below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Mathematics are:

• Problem solving

Mathematics is fundamentally problem solving and representing systems and models in different ways. These include:

– Algebra: this is an essential tool which supports and expresses mathematical reasoning and provides a means to generalise across a number of contexts.

– Geometrical techniques: algebraic representations also describe a spatial relationship, which gives us a new way to understand a situation.

– Calculus: this is a fundamental element which describes change in dynamic situations and underlines the links between functions and graphs.

– Mechanical models: these explain and predict how particles and objects move or remain stable under the inluence of forces.

– Statistical methods: these are used to quantify and model aspects of the world around us. Probability theory predicts how chance events might proceed, and whether assumptions about chance are justiied by evidence.

• Communication

Mathematical proof and reasoning is expressed using algebra and notation so that others can follow each line of reasoning and conirm its completeness and accuracy. Mathematical notation is universal. Each solution is structured, but proof and problem solving also invite creative and original thinking.

• Mathematical modelling

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022. Why choose this syllabus?

Recognition and progression

Every year thousands of students with Cambridge International AS & A Levels gain places at leading universities worldwide. Cambridge International AS & A Levels are accepted across 195 countries. They are valued by top universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand.

UK NARIC, the national agency in the UK for the recognition and comparison of international qualiications and skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to be comparable to the standard of AS & A Level in the UK. This means students can be conident that their Cambridge International AS & A Level qualiications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading universities worldwide.

Cambridge International AS Level Mathematics makes up the irst half of the Cambridge International A Level course in mathematics and provides a foundation for the study of mathematics at Cambridge International A Level. Depending on local university entrance requirements, students may be able to use it to progress directly to university courses in mathematics or some other subjects. It is also suitable as part of a course of general education.

Cambridge International A Level Mathematics provides a foundation for the study of mathematics or related courses in higher education. Equally it is suitable as part of a course of general education.

For more information about the relationship between the Cambridge International AS Level and Cambridge International A Level see the ‘Assessment overview’ section of the Syllabus overview.

We recommend learners check the Cambridge recognitions database and the university websites to ind the most up-to-date entry requirements for courses they wish to study.

Learn more at www.cambridgeinternational.org/recognition

‘The depth of knowledge displayed by the best A Level students makes them prime targets for

America’s Ivy League universities’

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We provide a wide range of practical resources, detailed guidance, and innovative training and professional development so that you can give your learners the best possible preparation for Cambridge International AS & A Level.

Exam preparation resources

• Question papers • Mark schemes

• Example candidate responses to understand what examiners are looking for at key grades • Examiner reports to improve future teaching

Community

You can ind useful information, as well as share your ideas and experiences with other teachers, on our social media channels and community forums.

Find out more at

www.cambridgeinternational.org/social-media Training

• Face-to-face workshops around the world • Online self-study training

• Online tutor-led training

• Cambridge Professional Development Qualiications

Teaching resources

• The School Support Hub

www.cambridgeinternational.org/support

• Syllabus • Scheme of work • Learner guide • Discussion forum • Resource list

• Endorsed textbooks and digital resources Support

for Cambridge International AS & A Level

‘Cambridge International AS & A Levels prepare students well for university because they’ve

learnt to go into a subject in considerable depth. There’s that ability to really understand the

depth and richness and the detail of a subject. It’s a wonderful preparation for what they are

going to face at university.’

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2 Syllabus overview

Aims

The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop their mathematical knowledge and skills in a way which encourages conidence and provides satisfaction and enjoyment

• develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject

• acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying

• develop the ability to analyse problems logically

• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and select an appropriate mathematical method to solve the problem

• use mathematics as a means of communication with emphasis on the use of clear expression

• acquire the mathematical background necessary for further study in mathematics or related subjects.

Support for Cambridge International AS & A Level Mathematics

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Content section Assessment component

Topics included

1 Pure Mathematics 1 Paper 1 1.1 Quadratics 1.2 Functions

1.3 Coordinate geometry 1.4 Circular measure 1.5 Trigonometry 1.6 Series

1.7 Differentiation 1.8 Integration 2 Pure Mathematics 2 Paper 2 2.1 Algebra

2.2 Logarithmic and exponential functions 2.3 Trigonometry

2.4 Differentiation 2.5 Integration

2.6 Numerical solution of equations 3 Pure Mathematics 3 Paper 3 3.1 Algebra

3.2 Logarithmic and exponential functios 3.3 Trigonometry

3.4 Differentiation 3.5 Integration

3.6 Numerical solution of equations 3.7 Vectors

3.8 Differential equations 3.9 Complex numbers 4 Mechanics Paper 4 4.1 Forces and equilibrium

4.2 Kinematics of motion in a straight line 4.3 Momentum

4.4 Newton’s laws of motion 4.5 Energy, work and power 5 Probability & Statistics 1 Paper 5 5.1 Representation of data

5.2 Permutations and combinations 5.3 Probability

5.4 Discrete random variables 5.5 The normal distribution 6 Probability & Statistics 2 Paper 6 6.1 The Poisson distribution

6.2 Linear combinations of random variables 6.3 Continuous random variables

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022. Syllabus overview

Structure

There are six components that can be combined in speciic ways (please see below for details): Paper 1: Pure Mathematics 1 Paper 4: Mechanics

Paper 2: Pure Mathematics 2 Paper 5: Probability & Statistics 1 Paper 3: Pure Mathematics 3 Paper 6: Probability & Statistics 2

All AS Level candidates take two written papers. All A Level candidates take four written papers.

AS Level Mathematics

The Cambridge International AS Level Mathematics qualiication offers three different options: • Pure Mathematics only (Paper 1 and Paper 2) or

• Pure Mathematics and Mechanics (Paper 1 and Paper 4) or

• Pure Mathematics and Probability & Statistics (Paper 1 and Paper 5).

Please note, the Pure-Mathematics-only option (Paper 1 and Paper 2) leads to an AS Level only and cannot be used as a staged route to a full A Level. Candidates who have taken Paper 1 and Paper 2 at AS Level and then wish to complete a full A Level would need to retake Paper 1 alongside three other components. These should be chosen from the speciic combinations below.

A Level Mathematics

The Cambridge International A Level Mathematics qualiication offers two different options: • Pure Mathematics, Mechanics and Probability & Statistics (Papers 1, 3, 4 and 5) or • Pure Mathematics and Probability & Statistics (Papers 1, 3, 5 and 6).

Please note, it is not possible to combine Paper 4 and Paper 6. This is because Paper 6 depends on prior knowledge of the subject content for Paper 5.

See page 10 for a table showing all possible assessment routes.

Structure of AS Level and A Level Mathematics

AS Level Mathematics A Level Mathematics

Paper 1 and Paper 2 Pure Mathematics only

Paper 1 and Paper 4 Pure Mathematics and

Mechanics

Paper 1 and Paper 5 Pure Mathematics and Probability & Statistics

Paper 1, 3, 4 and 5 Pure Mathematics,

Mechanics and Probability & Statistics

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Paper 1 Paper 4

Pure Mathematics 1 1 hour 50 minutes

75 marks

10 to 12 structured questions based on the Pure Mathematics 1 subject content Written examination

Externally assessed 60% of the AS Level 30% of the A Level

Compulsory for AS Level and A Level

Mechanics 1 hour 15 minutes

50 marks

6 to 8 structured questions based on the Mechanics subject content

Written examination Externally assessed 40% of the AS Level 20% of the A Level

Offered as part of AS Level or A Level

Paper 2 Paper 5

50 marks

Externally assessed 40% of the AS Level

Offered only as part of AS Level

Probability & Statistics 1 1 hour 15 minutes

50 marks

6 to 8 structured questions based on the Probability & Statistics 1 subject content Written examination

75 marks

Externally assessed 30% of the A Level only Compulsory for A Level

Probability & Statistics 2 1 hour 15 minutes

50 marks

6 to 8 structured questions based on the Probability & Statistics 2 subject content Written examination

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022. Syllabus overview

Three routes for Cambridge International AS & A Level Mathematics

Candidates may combine components as shown below to suit their particular interests.

Route 1 AS Level only (Candidates take the AS components in the same series)

Either  Not available

for A Level

  

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The assessment objectives (AOs) are:

AO1 Knowledge and understanding

• Show understanding of relevant mathematical concepts, terminology and notation • Recall accurately and use appropriate mathematical manipulative techniques

AO2 Application and communication

• Recognise the appropriate mathematical procedure for a given situation

• Apply appropriate combinations of mathematical skills and techniques in solving problems

• Present relevant mathematical work, and communicate corresponding conclusions, in a clear and logical way

Weighting for assessment objectives

The approximate weightings (± 5%) allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as an approximate percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 Paper 6

AO1Knowledge and understanding 55 55 45 55 55 55

AO2Application and communication 45 45 55 45 45 45

Assessment objectives as an approximate percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

AO1Knowledge and understanding 55 52

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3 Subject content

The mathematical content for each component is detailed below. You can teach the topics in any order you ind appropriate.

Information about calculator use and information about the relationships between syllabus components can be found in 4 Details of the assessment.

Notes and examples are included to clarify the subject content. Please note that these are examples only and examination questions may differ from the examples given.

Prior knowledge

Knowledge of the content of the Cambridge IGCSE® Mathematics 0580 (Extended curriculum), or Cambridge International O Level (4024/4029), is assumed. Candidates should be familiar with scientiic notation for compound units, e.g. 5 m s–1 for 5 metres per second.

In addition, candidates should:

• be able to carry out simple manipulation of surds (e.g. expressing 12 as 2 3_and 2 6

as 3 2_),

• know the shapes of graphs of the form y=kxn_{, where}_k_{is a constant and}_n_{is an integer (positive or negative)}

or !1₂.

1 Pure Mathematics 1 (for Paper 1)

1.1 Quadratics

Candidates should be able to:

• carry out the process of completing the square for a quadratic polynomial ax2 + bx + c and use a completed square form

Notes and examples

e.g. to locate the vertex of the graph of y = ax2 + bx + c or to sketch the graph

• ind the discriminant of a quadratic polynomial ax2 + bx + c and use the discriminant

e.g. to determine the number of real roots of the equation ax2 + bx + c = 0. Knowledge of the term ‘repeated root’ is included.

• solve quadratic equations, and quadratic inequalities, in one unknown

By factorising, completing the square and using the formula.

• solve by substitution a pair of simultaneous equations of which one is linear and one is quadratic

e.g. x + y + 1 = 0 and x2 + y2 = 25, 2x + 3y = 7 and 3x2 = 4 + 4xy.

• recognise and solve equations in x which are quadratic in some function of x.

e.g. x4 – 5x2 + 4 = 0, 6x+ x−1=0,

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1.2 Functions

• understand the terms function, domain, range, one-one function, inverse function and composition of functions

Notes and examples

• identify the range of a given function in simple cases, and ind the composition of two given functions

condition that a composite function gf can only be formed when the range of f is within the domain of g.

• determine whether or not a given function is one-one, and ind the inverse of a one-one function in simple cases

e.g. inding the inverse of :_x 2_x 3 4 _x .

2 3 h ₇^ + h2− for ₁− • illustrate in graphical terms the relation between

a one-one function and its inverse

Sketches should include an indication of the mirror line y = x.

• understand and use the transformations of the graph of y = f(x) given by

y = f(x) + a, y = f(x + a),

y = af(x), y = f(ax) and simple combinations of these.

Including use of the terms ‘translation’, ‘relection’ and ‘stretch’ in describing transformations. Questions may involve algebraic or trigonometric functions, or other graphs with given features.

1.3 Coordinate geometry

• ind the equation of a straight line given suficient information

Notes and examples

e.g. given two points, or one point and the gradient.

• interpret and use any of the forms y = mx+c, y –y₁= m(x – x₁), ax + by + c = 0 in solving problems

Including calculations of distances, gradients, midpoints, points of intersection and use of the relationship between the gradients of parallel and perpendicular lines.

• understand that the equation

(x – a)2 + (y – b)2 = r2 represents the circle with centre (a, b) and radius r

Including use of the expanded form x2 + y2 + 2gx + 2fy + c = 0.

• use algebraic methods to solve problems involving lines and circles

Including use of elementary geometrical properties of circles, e.g. tangent perpendicular to radius, angle in a semicircle, symmetry.

Implicit differentiation is not included. • understand the relationship between a graph and

its associated algebraic equation, and use the relationship between points of intersection of graphs and solutions of equations.

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022. Subject content

1 Pure Mathematics 1

1.4 Circular measure

• understand the deinition of a radian, and use the relationship between radians and degrees

Notes and examples

in solving problems concerning the arc length and sector area of a circle.

Including calculation of lengths and angles in triangles and areas of triangles.

1.5 Trigonometry

• sketch and use graphs of the sine, cosine and tangent functions (for angles of any size, and using either degrees or radians)

Notes and examples

• use the exact values of the sine, cosine and tangent of 30°, 45°, 60°, and related angles the principal values of the inverse trigonometric relations

No specialised knowledge of these functions is required, but understanding of them as examples of inverse functions is expected.

e.g. in proving identities, simplifying expressions and solving equations.

• ind all the solutions of simple trigonometrical equations lying in a speciied interval (general forms of solution are not included).

e.g. solve 3sin2_x+1=0 for−r_{1 1}_x r_,

sin cos

3 2_i−5 _i−1=0_for0_cG_iG360_c_.

1.6 Series

• use the expansion of (a + b)n, where n is a positive integer

Notes and examples

Including the notations

f p

n_r and n!

Knowledge of the greatest term and properties of the coeficients are not required.

• recognise arithmetic and geometric progressions • use the formulae for the nth term and for the

sum of the irst n terms to solve problems involving arithmetic or geometric progressions

Including knowledge that numbers a, b, c are ‘in arithmetic progression’ if 2b = a + c (or equivalent) and are ‘in geometric progression’ if b2 = ac (or equivalent).

Questions may involve more than one progression. • use the condition for the convergence of a

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1.7 Differentiation

• understand the gradient of a curve at a point as the limit of the gradients of a suitable sequence of chords, and use the notations

f ′(x), f ″(x),

Only an informal understanding of the idea of a limit is expected.

e.g. includes consideration of the gradient of the chord joining the points with x coordinates 2 and (2 + h) on the curve y = x3. Formal use of the general method of differentiation from irst principles is not required.

• use the derivative of xn (for any rational n), together with constant multiples, sums and differences of functions, and of composite functions using the chain rule

e.g. ind

• apply differentiation to gradients, tangents and normals, increasing and decreasing functions and rates of change

Including connected rates of change, e.g. given the rate of increase of the radius of a circle, ind the rate of increase of the area for a speciic value of one of the variables.

• locate stationary points and determine their nature, and use information about stationary points in sketching graphs.

Including use of the second derivative for identifying maxima and minima; alternatives may be used in questions where no method is speciied.

Knowledge of points of inlexion is not included.

1.8 Integration

• understand integration as the reverse process of differentiation, and integrate (ax + b)n (for any rational n except –1), together with constant multiples, sums and differences

• solve problems involving the evaluation of a constant of integration

e.g. to ind the equation of the curve through (1, –2)

for which .

• evaluate deinite integrals Including simple cases of ‘improper’ integrals, such as

x d andx x dx

• use deinite integration to ind

– the area of a region bounded by a curve and lines parallel to the axes, or between a curve and a line or between two curves

– a volume of revolution about one of the axes.

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2 Pure Mathematics 2 (for Paper 2)

Knowledge of the content for Paper 1: Pure Mathematics 1 is assumed, and candidates may be required to demonstrate such knowledge in answering questions.

2.1 Algebra

• understand the meaning of |x|, sketch the graph of y = |ax + b| and use relations such as |a| = |b| ⇔ a2 = b2 and

|x – a| <b⇔a – b<x<a + b when solving equations and inequalities

Notes and examples

Graphs of y= |f(x)| and y=f(|x|) for non-linear functions f are not included.

e.g. |3x – 2| = |2x + 7|, 2x + 5 <|x + 1|

• divide a polynomial, of degree not exceeding 4, by a linear or quadratic polynomial, and identify the quotient and remainder (which may be zero) • use the factor theorem and the remainder

theorem.

e.g. to ind factors and remainders, solve polynomial equations or evaluate unknown coeficients.

Including factors of the form (ax + b) in which the coeficient of x is not unity, and including calculation of remainders.

2.2 Logarithmic and exponential functions

• understand the relationship between logarithms and indices, and use the laws of logarithms (excluding change of base)

Notes and examples

• understand the deinition and properties of ex and ln x, including their relationship as inverse functions and their graphs

Including knowledge of the graph of y = ekx for both positive and negative values of k.

• use logarithms to solve equations and inequalities in which the unknown appears in indices

e.g. 2x₁5_,3#23x−115, 3x+1=42x−1_.

• use logarithms to transform a given relationship to linear form, and hence determine unknown constants by considering the gradient and/or intercept.

e.g.

y = kxn gives ln y = ln k + n ln x which is linear in ln x and ln y

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• understand the relationship of the secant, cosecant and cotangent functions to cosine, sine and tangent, and use properties and graphs of all six trigonometric functions for angles of any magnitude

Notes and examples

• use trigonometrical identities for the

simpliication and exact evaluation of expressions, and in the course of solving equations, and select an identity or identities appropriate to the context, showing familiarity in particular with the use of

• use the derivatives of ex, ln x, sin x, cos x, tan x, together with constant multiples, sums, differences and composites

Notes and examples

• differentiate products and quotients e.g. x • ind and use the irst derivative of a function

which is deined parametrically or implicitly.

e.g. x = t – e2t, y = t + e2t. e.g. x2 + y2 = xy + 7.

Including use in problems involving tangents and normals.

2.5 Integration

• extend the idea of ‘reverse differentiation’ to include the integration of eax + b, _ax1₊_b,

sin(ax + b), cos(ax + b) and sec2(ax + b)

Notes and examples

Knowledge of the general method of integration by substitution is not required.

• use trigonometrical relationships in carrying out integration

e.g. use of double-angle formulae to integrate sin2x or cos2(2x).

• understand and use the trapezium rule to estimate the value of a deinite integral.

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2.6 Numerical solution of equations

• locate approximately a root of an equation, by means of graphical considerations and/or searching for a sign change

Notes and examples

e.g. inding a pair of consecutive integers between which a root lies.

• understand the idea of, and use the notation for, a sequence of approximations which converges to a root of an equation

• understand how a given simple iterative formula of the form x_n_{+ 1}= F(x_n) relates to the equation being solved, and use a given iteration, or an iteration based on a given rearrangement of an equation, to determine a root to a prescribed degree of accuracy.

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3 Pure Mathematics 3 (for Paper 3)

Knowledge of the content of Paper 1: Pure Mathematics 1 is assumed, and candidates may be required to demonstrate such knowledge in answering questions.

3.1 Algebra

• understand the meaning of |x|, sketch the graph of y = |ax + b| and use relations such as |a| = |b| ⇔ a2 = b2 and

|x – a| <b⇔a – b<x<a + b when solving equations and inequalities

Notes and examples

Graphs of y= |f(x)| and y=f(|x|) for non-linear functions f are not included.

e.g. |3x – 2| = |2x + 7|, 2x + 5 <|x + 1|.

• divide a polynomial, of degree not exceeding 4, by a linear or quadratic polynomial, and identify the quotient and remainder (which may be zero) • use the factor theorem and the remainder

theorem

e.g. to ind factors and remainders, solve polynomial equations or evaluate unknown coeficients.

Including factors of the form (ax + b) in which the coeficient of x is not unity, and including calculation of remainders.

• recall an appropriate form for expressing rational functions in partial fractions, and carry out the decomposition, in cases where the denominator is no more complicated than

– (ax + b)(cx + d)(ex + f ) – (ax + b)(cx + d)2 – (ax + b)(cx2 + d)

Excluding cases where the degree of the numerator exceeds that of the denominator

• use the expansion of (1 + x)n, where n is a rational number and x 11.

Finding the general term in an expansion is not included.

Adapting the standard series to expand e.g. 2 x

2 1 1

− −

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3.2 Logarithmic and exponential functions

• understand the relationship between logarithms and indices, and use the laws of logarithms (excluding change of base)

Notes and examples

• understand the deinition and properties of ex and ln x, including their relationship as inverse functions and their graphs

Including knowledge of the graph of y = ekx for both positive and negative values of k.

• use logarithms to solve equations and inequalities in which the unknown appears in indices

e.g. 2x₁5_,3_#23x−1<5, 3x+1=42x−1_.

• use logarithms to transform a given relationship to linear form, and hence determine unknown constants by considering the gradient and/or intercept.

e.g.

y = kxn gives ln y = ln k + n ln x which is linear in ln x and ln y.

y = k (ax) gives ln y = ln k + x lna which is linear in x and ln y.

• understand the relationship of the secant, cosecant and cotangent functions to cosine, sine and tangent, and use properties and graphs of all six trigonometric functions for angles of any magnitude

Notes and examples

• use trigonometrical identities for the

simpliication and exact evaluation of expressions, and in the course of solving equations, and select an identity or identities appropriate to the context, showing familiarity in particular with the use of

– sec2_i/1+tan2_i_andcosec2_i/1+cot2_i – the expansions of sin(A ± B), cos(A ± B) and

tan(A ± B)

– the formulae for sin 2A, cos 2A and tan 2A – the expression of asin_i+bcos_i_{in the}

forms _Rsin^i_!_ah and _Rcos^i_!_ah.

e.g. simplifying cos(x – 30˚) – 3 sin(x – 60˚).

e.g. solving tan_i+cot_i=4_,2sec2_i−tan_i=5_,

cos sin

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3.4 Differentiation

• use the derivatives of ex, ln x, sin x, cos x, tan x, tan–1x, together with constant multiples, sums, differences and composites

Notes and examples

Derivatives of sin–1x and cos–1x are not required.

• differentiate products and quotients e.g. ₃2_xx₊−4₂, x2 ln x, xe1 – x2. • ind and use the irst derivative of a function

which is deined parametrically or implicitly.

e.g. x = t – e2t, y = t + e2t. e.g. x2 + y2 = xy + 7.

Including use in problems involving tangents and normals.

3.5 Integration

• extend the idea of ‘reverse differentiation’ to include the integration of eax + b, _ax1₊_b,

Including examples such as x

2 3

1

2

+ .

• use trigonometrical relationships in carrying out integration

e.g. use of double-angle formulae to integrate sin2x or cos2(2x).

• integrate rational functions by means of decomposition into partial fractions

Restricted to types of partial fractions as speciied in topic 3.1 above.

• recognise an integrand of the form x

• recognise when an integrand can usefully be regarded as a product, and use integration by parts

e.g. integration of x sin 2x, x2e–x, ln x, x tan–1x.

• use a given substitution to simplify and evaluate either a deinite or an indeinite integral.

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3.6 Numerical solution of equations

• locate approximately a root of an equation, by means of graphical considerations and/or searching for a sign change

Notes and examples

e.g. inding a pair of consecutive integers between which a root lies.

• understand the idea of, and use the notation for, a sequence of approximations which converges to a root of an equation

• understand how a given simple iterative formula of the form x_{n +}₁ = F(x_n) relates to the equation being solved, and use a given iteration, or an iteration based on a given rearrangement of an equation, to determine a root to a prescribed degree of accuracy.

Knowledge of the condition for convergence is not included, but an understanding that an iteration may fail to converge is expected.

3.7 Vectors

• use standard notations for vectors, i.e.

x

• carry out addition and subtraction of vectors and multiplication of a vector by a scalar, and interpret these operations in geometrical terms

e.g. ‘OABC is a parallelogram’ is equivalent to

OB=OA+OC_.

The general form of the ratio theorem is not included, but understanding that the midpoint of AB has position vector 2 OA OB

1 +

_ i is expected.

• calculate the magnitude of a vector, and use unit vectors, displacement vectors and position vectors

In 2 or 3 dimensions.

• understand the signiicance of all the symbols used when the equation of a straight line is expressed in the form r = a + tb, and ind the equation of a line, given suficient information

e.g. inding the equation of a line given the position vector of a point on the line and a direction vector, or the position vectors of two points on the line.

• determine whether two lines are parallel, intersect or are skew, and ind the point of intersection of two lines when it exists

Calculation of the shortest distance between two skew lines is not required. Finding the equation of the common perpendicular to two skew lines is also not required.

• use formulae to calculate the scalar product of two vectors, and use scalar products in problems involving lines and points.

e.g. inding the angle between two lines, and inding the foot of the perpendicular from a point to a line; questions may involve 3D objects such as cuboids, tetrahedra (pyramids), etc.

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3.8 Differential equations

• formulate a simple statement involving a rate of change as a differential equation

Notes and examples

The introduction and evaluation of a constant of proportionality, where necessary, is included. • ind by integration a general form of solution for

a irst order differential equation in which the variables are separable

Including any of the integration techniques from topic 3.5 above.

• use an initial condition to ind a particular solution

• interpret the solution of a differential equation in the context of a problem being modelled by the equation.

Where a differential equation is used to model a ‘real-life’ situation, no specialised knowledge of the context will be required.

3.9 Complex numbers

• understand the idea of a complex number, recall the meaning of the terms real part, imaginary part, modulus, argument, conjugate, and use the fact that two complex numbers are equal if and only if both real and imaginary parts are equal

Notes and examples

Notations Re z, Im z, |z|, arg z, z* should be known. The argument of a complex number will usually refer to an angle i such that −r1iGr, but in some cases the interval 0Gi₁2r may be more convenient. Answers may use either interval unless the question speciies otherwise.

• carry out operations of addition, subtraction, multiplication and division of two complex numbers expressed in Cartesian form x + iy

For calculations involving multiplication or division, full details of the working should be shown.

• use the result that, for a polynomial equation with real coeficients, any non-real roots occur in conjugate pairs

e.g. in solving a cubic or quartic equation where one complex root is given.

• represent complex numbers geometrically by means of an Argand diagram

• carry out operations of multiplication and division of two complex numbers expressed in polar form _r^cosi+isinih/_reii

Including the results |z₁z₂| = |z₁||z₂| and

arg

_

z z1 2

i

=arg

_

z1

i

+arg

_

z2

i

, and corresponding

results for division.

• ind the two square roots of a complex number e.g. the square roots of 5 + 12i in exact Cartesian form. Full details of the working should be shown. • understand in simple terms the geometrical

effects of conjugating a complex number and of adding, subtracting, multiplying and dividing two complex numbers

• illustrate simple equations and inequalities involving complex numbers by means of loci in an Argand diagram

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4 Mechanics (for Paper 4)

Questions set will be mainly numerical, and will aim to test mechanical principles without involving dificult algebra or trigonometry. However, candidates should be familiar in particular with the following trigonometrical results:

Knowledge of algebraic methods from the content for Paper 1: Pure Mathematics 1 is assumed.

This content list refers to the equilibrium or motion of a ‘particle’. Examination questions may involve extended bodies in a ‘realistic’ context, but these extended bodies should be treated as particles, so any force acting on them is modelled as acting at a single point.

Vector notation will not be used in the question papers. 4.1 Forces and equilibrium

• identify the forces acting in a given situation

Notes and examples

e.g. by drawing a force diagram. • understand the vector nature of force, and ind

and use components and resultants

Calculations are always required, not approximate solutions by scale drawing.

• use the principle that, when a particle is in equilibrium, the vector sum of the forces acting is zero, or equivalently, that the sum of the components in any direction is zero

Solutions by resolving are usually expected, but equivalent methods (e.g. triangle of forces, Lami’s Theorem, where suitable) are also acceptable; these other methods are not required knowledge, and will not be referred to in questions.

• understand that a contact force between two surfaces can be represented by two components, the normal component and the frictional component

• use the model of a ‘smooth’ contact, and understand the limitations of this model • understand the concepts of limiting friction

and limiting equilibrium, recall the deinition of coeficient of friction, and use the relationship

F=nR_or_FGn_R, as appropriate

Terminology such as ‘about to slip’ may be used to mean ‘in limiting equilibrium’ in questions.

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4.2 Kinematics of motion in a straight line

• understand the concepts of distance and speed as scalar quantities, and of displacement, velocity and acceleration as vector quantities

Notes and examples

Restricted to motion in one dimension only. The term ‘deceleration’ may sometimes be used in the context of decreasing speed.

• sketch and interpret displacement–time graphs and velocity–time graphs, and in particular appreciate that

– the area under a velocity–time graph represents displacement,

– the gradient of a displacement–time graph represents velocity,

– the gradient of a velocity–time graph represents acceleration

• use differentiation and integration with respect to time to solve simple problems concerning displacement, velocity and acceleration

Calculus required is restricted to techniques from the content for Paper 1: Pure Mathematics 1.

• use appropriate formulae for motion with constant acceleration in a straight line.

Questions may involve setting up more than one equation, using information about the motion of different particles.

4.3 Momentum

• use the deinition of linear momentum and show understanding of its vector nature

Notes and examples

For motion in one dimension only.

• use conservation of linear momentum to solve problems that may be modelled as the direct impact of two bodies.

Including direct impact of two bodies where the bodies coalesce on impact.

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4 Mechanics

4.4 Newton’s laws of motion

• apply Newton’s laws of motion to the linear motion of a particle of constant mass moving under the action of constant forces, which may include friction, tension in an inextensible string and thrust in a connecting rod

Notes and examples

If any other forces resisting motion are to be

considered (e.g. air resistance) this will be indicated in the question.

• use the relationship between mass and weight W = mg. In this component, questions are mainly numerical, and use of the approximate numerical value 10 (m s–2) for g is expected.

• solve simple problems which may be modelled as the motion of a particle moving vertically or on an inclined plane with constant acceleration

Including, for example, motion of a particle on a rough plane where the acceleration while moving up the plane is different from the acceleration while moving down the plane.

• solve simple problems which may be modelled as the motion of connected particles.

e.g. particles connected by a light inextensible string passing over a smooth pulley, or a car towing a trailer by means of either a light rope or a light rigid tow-bar.

4.5 Energy, work and power

• understand the concept of the work done by a force, and calculate the work done by a constant force when its point of application undergoes a displacement not necessarily parallel to the force

Notes and examples

cos W=Fd _i_;

Use of the scalar product is not required.

• understand the concepts of gravitational potential energy and kinetic energy, and use appropriate formulae

• understand and use the relationship between the change in energy of a system and the work done by the external forces, and use in appropriate cases the principle of conservation of energy

Including cases where the motion may not be linear (e.g. a child on a smooth curved ‘slide’), where only overall energy changes need to be considered.

• use the deinition of power as the rate at which a force does work, and use the relationship between power, force and velocity for a force acting in the direction of motion

Including calculation of (average) power as

Time taken Work done

.

P = Fv. • solve problems involving, for example, the

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5 Probability & Statistics 1 (for Paper 5)

Questions set will be mainly numerical, and will test principles in probability and statistics without involving knowledge of algebraic methods beyond the content for Paper 1: Pure Mathematics 1.

Knowledge of the following probability notation is also assumed: P(A), P^A B, h, P A B^ + h, P(A|B) and the use of A′ to denote the complement of A.

5.1 Representation of data

• select a suitable way of presenting raw statistical data, and discuss advantages and/or disadvantages that particular representations may have

Notes and examples

• draw and interpret stem-and-leaf diagrams, box-and-whisker plots, histograms and cumulative frequency graphs

Including back-to-back stem-and-leaf diagrams.

• understand and use different measures of central tendency (mean, median, mode) and variation (range, interquartile range, standard deviation)

e.g. in comparing and contrasting sets of data.

• use a cumulative frequency graph e.g. to estimate medians, quartiles, percentiles, the proportion of a distribution above (or below) a given value, or between two values.

• calculate and use the mean and standard deviation of a set of data (including grouped data) either from the data itself or from given totals /x_and/_x2_{, or coded totals}/^x−ah and /^x−ah2, and use such totals in solving problems which may involve up to two data sets.

5.2 Permutations and combinations

• understand the terms permutation and combination, and solve simple problems involving selections

Notes and examples

• solve problems about arrangements of objects in a line, including those involving

– repetition (e.g. the number of ways of arranging the letters of the word ‘NEEDLESS’) – restriction (e.g. the number of ways several

people can stand in a line if two particular people must, or must not, stand next to each other).

Questions may include cases such as people sitting in two (or more) rows.

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5 Probability & Statistics 1

5.3 Probability

• evaluate probabilities in simple cases by means of enumeration of equiprobable elementary events, or by calculation using permutations or combinations

Notes and examples

e.g. the total score when two fair dice are thrown. e.g. drawing balls at random from a bag containing balls of different colours.

• use addition and multiplication of probabilities, as appropriate, in simple cases

Explicit use of the general formula

A B A B A B

P^ , h=P^ h+P^ h−P^ + h_{is not required.} • understand the meaning of exclusive and

independent events, including determination of whether events A and B are independent by comparing the values of P^A B+ h and

A B

P^ h#P^ h

• calculate and use conditional probabilities in simple cases.

e.g. situations that can be represented by a sample space of equiprobable elementary events, or a tree

diagram. The use of A B

5.4 Discrete random variables

• draw up a probability distribution table relating to a given situation involving a discrete random variable X, and calculate E(X) and Var(X)

Notes and examples

• use formulae for probabilities for the binomial and geometric distributions, and recognise practical situations where these distributions are suitable models

Including the notations B(n, p) and Geo(p). Geo(p) denotes the distribution in which p_r=p(1 – p)r – 1 for r = 1, 2, 3, … .

• use formulae for the expectation and variance of the binomial distribution and for the expectation of the geometric distribution.

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5.5 The normal distribution

• understand the use of a normal distribution to model a continuous random variable, and use normal distribution tables

Notes and examples

Sketches of normal curves to illustrate distributions or probabilities may be required.

• solve problems concerning a variable X, where ,

X+N

_

_{n v}2

i

_{, including}

– inding the value of P

_

X>x1

i

, or a related

probability, given the values of x₁, n, v. – inding a relationship between x₁, n and v

given the value of P

1

X>x

_

i

or a related probability

For calculations involving standardisation, full details of the working should be shown.

e.g. Z= X_vn

-_ i

• recall conditions under which the normal distribution can be used as an approximation to the binomial distribution, and use this approximation, with a continuity correction, in solving problems.

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6 Probability & Statistics 2 (for Paper 6)

Knowledge of the content of Paper 5: Probability & Statistics 1 is assumed, and candidates may be required to demonstrate such knowledge in answering questions. Knowledge of calculus within the content for Paper 3: Pure Mathematics 3 will also be assumed.

6.1 The Poisson distribution

• use formulae to calculate probabilities for the distribution Po^ h_m

Notes and examples

• use the fact that if X+Po^ hm then the mean and variance of X are each equal to m

Proofs are not required.

• understand the relevance of the Poisson

distribution to the distribution of random events, and use the Poisson distribution as a model • use the Poisson distribution as an approximation

to the binomial distribution where appropriate

The conditions that n is large and p is small should be known; n > 50 and np < 5, approximately.

• use the normal distribution, with continuity correction, as an approximation to the Poisson distribution where appropriate.

The condition that m is large should be known; 15

2

m , approximately.

6.2 Linear combinations of random variables

• use, when solving problems, the results that – E(aX + b) = aE(X) + band

Var(aX + b) = a2Var(X) – E(aX + bY) = aE(X) + bE(Y)

– Var(aX + bY) = a2Var(X) + b2Var(Y) for independent X and Y

– if X has a normal distribution then so does aX + b

– if X and Y have independent normal distributions then aX + bY has a normal distribution

– if X and Y have independent Poisson distributions then X + Y has a Poisson distribution.

Notes and examples

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6.3 Continuous random variables

• understand the concept of a continuous random variable, and recall and use properties of a probability density function

Notes and examples

For density functions deined over a single interval only; the domain may be ininite,

e.g. x

3

4 for xH1. • use a probability density function to solve

problems involving probabilities, and to calculate the mean and variance of a distribution.

Including location of the median or other percentiles of a distribution by direct consideration of an area using the density function.

Explicit knowledge of the cumulative distribution function is not included.

6.4 Sampling and estimation

• understand the distinction between a sample and a population, and appreciate the necessity for randomness in choosing samples

Notes and examples

• explain in simple terms why a given sampling method may be unsatisfactory

Including an elementary understanding of the use of random numbers in producing random samples. Knowledge of particular sampling methods, such as quota or stratiied sampling, is not required. • recognise that a sample mean can be regarded as

a random variable, and use the facts that

E_Xi=n and that Var X _n X has a normal distribution

• use the Central Limit Theorem where appropriate Only an informal understanding of the Central Limit Theorem (CLT) is required; for large sample sizes, the distribution of a sample mean is approximately normal.

• calculate unbiased estimates of the population mean and variance from a sample, using either raw or summarised data

Only a simple understanding of the term ‘unbiased’ is required, e.g. that although individual estimates will vary the process gives an accurate result ‘on average’. • determine and interpret a conidence interval for

a population mean in cases where the population is normally distributed with known variance or where a large sample is used

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6 Probability & Statistics 2

6.5 Hypothesis tests

• understand the nature of a hypothesis test, the difference between one-tailed and two-tailed tests, and the terms null hypothesis, alternative hypothesis, signiicance level, rejection region (or critical region), acceptance region and test statistic

Notes and examples

Outcomes of hypothesis tests are expected to be interpreted in terms of the contexts in which questions are set.

• formulate hypotheses and carry out a hypothesis test in the context of a single observation from a population which has a binomial or Poisson distribution, using

– direct evaluation of probabilities

– a normal approximation to the binomial or the Poisson distribution, where appropriate • formulate hypotheses and carry out a hypothesis

test concerning the population mean in cases where the population is normally distributed with known variance or where a large sample is used • understand the terms Type I error and Type II

error in relation to hypothesis tests

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Relationship between components

Candidates build their knowledge of the mathematics content as they progress through the course. Paper 1: Pure Mathematics 1 is the foundation for all other components. Paper 2: Pure Mathematics 2 and Paper 3: Pure Mathematics 3 build on the subject content for Paper 1: Pure Mathematics 1.

Paper 4: Mechanics and Paper 5: Probability & Statistics 1 components assume prior knowledge of the Paper 1: Pure Mathematics 1 content. The probability and statistics content in the qualiication also builds sequentially through the components, so Paper 5: Probability & Statistics 1 is the foundation for studying Paper 6: Probability & Statistics 2.

The subject content assessed in the different examination components does not normally overlap. Only Paper 2 has a signiicant overlap with Paper 3, as the Pure Mathematics 2 subject content is largely a subset of the Pure Mathematics 3 subject content. Candidates may not take both Paper 2 and Paper 3 in the same examination series. Paper 2 and Paper 3 are taken in alternative routes through the qualiication – Paper 2 is for AS Level only, and Paper 3 is for A Level.

Examination information

All components are assessed by written examinations which are externally marked. Sample assessment materials are available on our website at www.cambridgeinternational.org showing the question style and level of the examination papers.

Application of mathematical techniques

As well as demonstrating the appropriate techniques, candidates need to apply their knowledge in solving problems. Individual examination questions may involve ideas and methods from more than one section of the subject content for that component.

The main focus of examination questions will be the AS & A Level Mathematics subject content. However, in examination questions, candidates may need to make use of prior knowledge and mathematical techniques from previous study, as listed in section 3 of this syllabus.

Structure of the question paper

All questions in the examination papers are compulsory. An approximate number of questions for each paper is given in the Assessment overview in section 2 of this syllabus. Questions are of varied lengths and often contain several parts, labelled (a), (b), (c), which may have sub-parts (i), (ii), (iii), as needed. Some questions might require candidates to sketch graphs or diagrams, or draw accurate graphs.

Answer space

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022. Details of the assessment

Degrees of accuracy

Candidates should give non-exact numerical answers correct to three signiicant igures (or one decimal place for angles in degrees) unless a different level of accuracy is speciied in the question. To earn accuracy marks, candidates should avoid rounding igures until they have their inal answer.

Additional materials for examinations

Candidates are expected to have the following equipment in examinations: • a ruler

• a scientiic calculator (see the following section).

Note: a protractor and a pair of compasses are not required.

A list of formulae and statistical tables (MF19) is supplied in examinations for the use of candidates. A copy of the list of formulae and tables is given for reference in section 5 of this syllabus. Note that MF19 is a combined formulae list for AS & A Level Mathematics (9709) and AS & A Level Further Mathematics (9231). Some formulae in the list are not needed for this syllabus, and are only for Further Mathematics (9231); these are listed in separate sections labelled Further Pure Mathematics, Further Mechanics, and Further Probability & Statistics.

Calculators

It is expected that candidates will have a calculator with standard ‘scientiic’ functions available for use in all the examinations. Computers, graphical calculators and calculators capable of symbolic algebraic manipulation or symbolic differentiation or integration are not permitted. The General Regulations concerning the use of calculators are contained in the Cambridge Handbook at www.cambridgeinternational.org/examsofficers

Candidates are expected to show all necessary working; no marks will be given for unsupported answers from a calculator.

Mathematical notation

The list of mathematical notation that may be used in examinations for this syllabus is available on our website at

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The table below includes command words used in the assessment for this syllabus. The use of the command word will relate to the subject context.

Command word What it means

Calculate work out from given facts, igures or information

Describe state the points of a topic / give characteristics and main features Determine establish with certainty

Evaluate judge or calculate the quality, importance, amount, or value of something

Explain set out purposes or reasons / make the relationships between things evident / provide why and/or how and support with relevant evidence

Identify name/select/recognise

Justify support a case with evidence/argument

Show (that) provide structured evidence that leads to a given result Sketch make a simple freehand drawing showing the key features State express in clear terms

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5 List of formulae and statistical tables (MF19)

PURE MATHEMATICS

For an arithmetic series:

u_n = + −a (n 1)d , 1 1

2 ( ) 2 {2 ( 1) }

n

S = n a+ =l n a+ −n d

For a geometric series:

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Cambridge International AS & A Level Mathematics 9709 syllabus for 2020, 2021 and 2022. List of formulae and statistical tables (MF19)

Integration

(Arbitrary constants are omitted; a denotes a positive constant.)

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(Arbitrary constants are omitted; a denotes a positive constant.)

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Uniformly accelerated motion

Motion of a projectile

Equation of trajectory is:

2

For uniform circular motion, the acceleration is directed towards the centre and has magnitude

ω

2r or

2

v r

Centres of mass of uniform bodies

Triangular lamina: 2

3 along median from vertex

Solid hemisphere of radius r: 3

8r from centre

Hemispherical shell of radius r: 1

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For the geometric distribution Geo(p):

p_r = p(1− p)r−1, 1

p

µ

=

For the Poisson distribution Po( )

λ

e

Approximate distribution of sample proportion:

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Sampling and testing

Two-sample estimate of a common variance:

2 2

2 1 1 2 2

1 2

( ) ( )

2

x x x x

s

n n

Σ − + Σ −

=

+ −

Probability generating functions