Professional Documents
Culture Documents
9231
For examination in June and November 2014
University of Cambridge International Examinations retains the copyright on all its publications. Registered
Centres are permitted to copy material from this booklet for their own internal use. However, we cannot
give permission to Centres to photocopy any material that is acknowledged to a third party even for internal
use within a Centre.
1. Introduction ..................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge International AS and A Level?
1.3 Why choose Cambridge International A Level Further Mathematics?
1.4 Cambridge AICE (Advanced International Certificate of Education) Diploma
1.5 How can I find out more?
4. Curriculum content.......................................................................................................... 8
4.1 Paper 1
4.2 Paper 2
1. Introduction
Recognition
A Cambridge International AS or A Level is recognised around the world by schools, universities and
employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide,
though some courses do require specific subjects.
Cambridge International A Levels typically take two years to complete and offer a flexible course of
study that gives students the freedom to select subjects that are right for them. Cambridge International
AS Levels often represent the first half of an A Level course but may also be taken as a freestanding
qualification. They are accepted in all UK universities and carry half the weighting of an A Level. University
course credit and advanced standing is often available for Cambridge International A/AS Levels in countries
such as the USA and Canada.
Excellence in education
We understand education. We work with over 9000 schools in over 160 countries who offer our
programmes and qualifications. Understanding learners needs around the world means listening carefully
to our community of schools, and we are pleased that 98 % of Cambridge schools say they would
recommend us to other schools.
Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative and engaged.
We invest constantly in research and development to improve our programmes and qualifications.
You can offer almost any combination of 55 subjects. Students can specialise or study a range of subjects,
ensuring breadth. Giving students the power to choose helps motivate them throughout their studies.
Cambridge International AS and A Level gives you building blocks to build an individualised curriculum that
develops your learners knowledge, understanding and skills in:
in-depth subject content
independent thinking
applying knowledge and understanding to new as well as familiar situations
handling and evaluating different types of information sources
thinking logically and presenting ordered and coherent arguments
making judgements, recommendations and decisions
presenting reasoned explanations, understanding implications and communicating them clearly and
logically
working and communicating in English.
The syllabuses are international in outlook, but retain a local relevance. They have been created specifically
for an international student body with content to suit a wide variety of schools and avoid cultural bias.
Cambridge AICE Diploma involves the selection of subjects from three curriculum groups Mathematics
and Science; Languages; Arts and Humanities.
To be considered for an AICE Diploma, a candidate must earn the equivalent of six credits by passing a
combination of examinations at either double credit or single credit, with at least one course coming from
each of the three curriculum areas.
The AICE Diploma is comprised of examinations administered in May/June and October/November series
each year.
2. Assessment at a glance
Paper 1 3 hours
There are about 11 questions of different marks and lengths on Pure Mathematics. Candidates
should answer all questions except for the final question (worth 1214 marks) which will offer two
alternatives, only one of which must be answered.
Paper 2 3 hours
There are 4 or 5 questions of different marks and lengths on Mechanics (worth a total of 43 or
44 marks) followed by 4 or 5 questions of different marks and lengths on Statistics (worth a total
of 43 or 44 marks) and one final question worth 12 or 14 marks. The final question consists of two
alternatives, one on Mechanics and one on Statistics.
Candidates should answer all questions except for the last question where only one of the
alternatives must be answered.
Electronic Calculators
Candidates should have a calculator with standard scientific functions for use in the examination. Graphic
calculators will be permitted but candidates obtaining results solely from graphic calculators without
supporting working or reasoning will not receive credit. Computers, and calculators capable of algebraic
manipulation, are not permitted. All the regulations in the Cambridge Handbook apply with the exception
that, for examinations on this syllabus only, graphic calculators are permitted.
Mathematical Instruments
Apart from the usual mathematical instruments, candidates may use flexicurves in this examination.
Mathematical Notation
Attention is drawn to the list of mathematical notation at the end of this booklet.
Availability
This syllabus is examined in the May/June examination series and the October/November examination
series.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
3.1 Aims
The aims for Advanced Level Mathematics 9709 apply, with appropriate emphasis.
The abilities assessed in the examinations cover a single area: technique with application. The
examination will test the ability of candidates to:
understand relevant mathematical concepts, terminology and notation;
recall accurately and use successfully appropriate manipulative techniques;
recognise the appropriate mathematical procedure for a given situation;
apply combinations of mathematical skills and techniques in solving problems;
present mathematical work, and communicate conclusions, in a clear and logical way.
4. Curriculum content
4.1 Paper 1
Knowledge of the syllabus for Pure Mathematics (units P1 and P3) in Mathematics 9709 is assumed, and
candidates may need to apply such knowledge in answering questions.
3. Summation of series
use the standard results for r, r , r
2 3
to find
related sums;
use the method of differences to obtain the sum of
a finite series, e.g. by expressing the general term in
partial fractions;
recognise, by direct consideration of a sum to n terms,
when a series is convergent, and find the sum to infinity
in such cases.
5. Differentiation and d 2y
integration obtain an expression for in cases where the relation
dx 2
between y and x is defined implicitly or parametrically;
derive and use reduction formulae for the evaluation of
definite integrals in simple cases;
use integration to find:
mean values and centroids of two- and three-
dimensional figures (where equations are
expressed in cartesian coordinates, including the
use of a parameter), using strips, discs or shells as
appropriate,
arc lengths (for curves with equations in cartesian
coordinates, including the use of a parameter, or in
polar coordinates),
surface areas of revolution about one of the axes
(for curves with equations in cartesian coordinates,
including the use of a parameter, but not for curves
with equations in polar coordinates).
9. Matrices and linear spaces recall and use the axioms of a linear (vector) space
(restricted to spaces of finite dimension over the field of
real numbers only);
understand the idea of linear independence, and
determine whether a given set of vectors is dependent
or independent;
understand the idea of the subspace spanned by a given
set of vectors;
recall that a basis for a space is a linearly independent
set of vectors that spans the space, and determine a
basis in simple cases;
recall that the dimension of a space is the number of
vectors in a basis;
understand the use of matrices to represent linear
transformations from on om;
4.2 Paper 2
Knowledge of the syllabuses for Mechanics (units M1 and M2) and Probability and Statistics (units S1
and S2) in Mathematics 9709 is assumed. Candidates may need to apply such knowledge in answering
questions; harder questions on those units may also be set.
MECHANICS (Sections 1 to 5)
1. Momentum and impulse recall and use the definition of linear momentum, and
show understanding of its vector nature (in one dimension
only);
recall Newtons experimental law and the definition of
the coefficient of restitution, the property 0 e 1, and
the meaning of the terms perfectly elastic (e = 1) and
inelastic (e = 0);
use conservation of linear momentum and/or Newtons
experimental law to solve problems that may be modelled
as the direct impact of two smooth spheres or the direct
or oblique impact of a smooth sphere with a fixed surface;
recall and use the definition of the impulse of a constant
force, and relate the impulse acting on a particle to the
change of momentum of the particle (in one dimension
only).
2. Circular motion recall and use the radial and transverse components of
acceleration for a particle moving in a circle with variable
speed;
solve problems which can be modelled by the motion of a
particle in a vertical circle without loss of energy (including
finding the tension in a string or a normal contact force,
locating points at which these are zero, and conditions for
complete circular motion).
3. Equilibrium of a rigid understand and use the result that the effect of gravity
body under coplanar on a rigid body is equivalent to a single force acting at
forces the centre of mass of the body, and identify the centre of
mass by considerations of symmetry in suitable cases;
calculate the moment of a force about a point in 2
dimensional situations only (understanding of the vector
nature of moments is not required);
recall that if a rigid body is in equilibrium under the action
of coplanar forces then the vector sum of the forces is zero
and the sum of the moments of the forces about any point
is zero, and the converse of this;
use Newtons third law in situations involving the contact
of rigid bodies in equilibrium;
solve problems involving the equilibrium of rigid bodies
under the action of coplanar forces (problems set will not
involve complicated trigonometry).
4. Rotation of a rigid body understand and use the definition of the moment of inertia
of a system of particles about a fixed axis as
mr 2 and
the additive property of moment of inertia for a rigid body
composed of several parts (the use of integration to find
moments of inertia will not be required);
use the parallel and perpendicular axes theorems (proofs
of these theorems will not be required);
recall and use the equation of angular motion C = I for
the motion of a rigid body about a fixed axis (simple cases
only, where the moment C arises from constant forces
such as weights or the tension in a string wrapped around
the circumference of a flywheel; knowledge of couples is
not included and problems will not involve consideration or
calculation of forces acting at the axis of rotation);
1
recall and use the formula 2 I 2 for the kinetic energy of a
rigid body rotating about a fixed axis;
use conservation of energy in solving problems concerning
mechanical systems where rotation of a rigid body about a
fixed axis is involved.
5. Simple harmonic motion recall a definition of SHM and understand the concepts of
period and amplitude;
use standard SHM formulae in the course of solving
problems;
set up the differential equation of motion in problems
leading to SHM, recall and use appropriate forms of
solution, and identify the period and amplitude of the
motion;
recognise situations where an exact equation of motion
may be approximated by an SHM equation, carry out
necessary approximations (e.g. small angle approximations
or binomial approximations) and appreciate the conditions
necessary for such approximations to be useful.
STATISTICS (Sections 6 to 9)
5. Mathematical notation
The list which follows summarises the notation used in the Cambridges Mathematics examinations.
Although primarily directed towards Advanced/HSC (Principal) level, the list also applies, where relevant, to
examinations at Cambridge O Level/S.C.
1 Set notation
is an element of
is not an element of
{x1, x2, ...} the set with elements x1, x2, ...
{x :...} the set of all x such that
n(A) the number of elements in set A
the empty set
the universal set
A the complement of the set A
the set of natural numbers, {1, 2, 3, ...}
the set of integers, {0, 1, 2, 3, ...}
+ the set of positive integers, {1, 2, 3, ...}
n the set of integers modulo n, {0, 1, 2, ..., n 1}
2 Miscellaneous symbols
= is equal to
is not equal to
is identical to or is congruent to
is approximately equal to
is isomorphic to
is proportional to
< is less than
is less than or equal to, is not greater than
> is greater than
is greater than or equal to, is not less than
infinity
pq p and q
pq p or q (or both)
~p not p
pq p implies q (if p then q)
pq p is implied by q (if q then p)
pq p implies and is implied by q (p is equivalent to q)
there exists
for all
3 Operations
a+b a plus b
ab a minus b
a b, ab, a.b a multiplied by b
a
a b, _ , a / b a divided by b
b
n
ai a1 + a2 + ... + an
i =1
n
ai a1 a2 ... an
i =1
4 Functions
f(x) the value of the function f at x
f:AB f is a function under which each element of set A has an image in set B
f:xy the function f maps the element x to the element y
f1 the inverse function of the function f
gf the composite function of f and g which is defined by gf(x) = g(f(x))
lim
xa
f(x) the limit of f(x) as x tends to a
x, x an increment of x
dy
__ the derivative of y with respect to x
dx
dny
___ the nth derivative of y with respect to x
dxn
f (x), f (x), , f (n) (x) the first, second, ..., nth derivatives of f(x) with respect to x
V
__ the partial derivative of V with respect to x
x
xo , xp , ... the first, second, ... derivatives of x with respect to t
7 Complex numbers
i square root of 1
z a complex number, z = x + i y = r(cos + i sin )
Re z the real part of z, Re z = x
Im z the imaginary part of z, Im z = y
|z| the modulus of z, z = x 2 + y 2
arg z the argument of z, arg z = , <
z* the complex conjugate of z, x i y
8 Matrices
a matrix
1 the inverse of the matrix
T the transpose of the matrix
det or | | the determinant of the square matrix
9 Vectors
a the vector a
AB the vector represented in magnitude and direction by the directed line
segment AB
a unit vector in the direction of a
i, j, k unit vectors in the directions of the cartesian coordinate axes
|a|, a the magnitude of a
| AB |, AB the magnitude of AB
a.b the scalar product of a and b
ab the vector product of a and b
6. Resource list
These titles represent some of the texts available in the UK at the time of printing this booklet. Teachers
are encouraged to choose texts for class use which they feel will be of interest to their students and will
support their own teaching style. ISBN numbers are provided wherever possible.
Suggested Books
Pure Mathematics
Integrated Courses
Mechanics
Further Mechanics
Statistics
Further Statistics
Resources are also listed on Cambridges public website at www.cie.org.uk. Please visit this site on a
regular basis as the Resource lists are updated through the year.
Access to teachers email discussion groups and regularly updated resource lists may be found on the
Cambridge Teacher Support website at http://teachers.cie.org.uk. This website is available to teachers at
registered Cambridge Centres.
7. Additional information
However, these figures are for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates prior experience of the subject.
Knowledge of the syllabus for Mechanics units (M1 and M2) and Probability and Statistics units (S1 and S2)
in Mathematics 9709 is assumed for Paper 2. Candidates may need to apply such knowledge in answering
questions; harder questions on those units may also be set.
7.3 Progression
Cambridge International A Level Further Mathematics provides a suitable foundation for the study of
Mathematics or related courses in higher education.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
the components taken for the Cambridge International A Level by the candidate in that series included
all the components making up a Cambridge International AS Level
the candidates performance on these components was sufficient to merit the award of a Cambridge
International AS Level grade.
For languages other than English, Cambridge also reports separate speaking endorsement grades
(Distinction, Merit and Pass), for candidates who satisfy the conditions stated in the syllabus.
Percentage uniform marks are also provided on each candidates statement of results to supplement their
grade for a syllabus. They are determined in this way:
A candidate who obtains
the minimum mark necessary for a Grade A* obtains a percentage uniform mark of 90%.
the minimum mark necessary for a Grade A obtains a percentage uniform mark of 80%.
the minimum mark necessary for a Grade B obtains a percentage uniform mark of 70%.
the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60%.
the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50%.
the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40%.
no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in between those stated according
to the position of their mark in relation to the grade thresholds (i.e. the minimum mark for obtaining a
grade). For example, a candidate whose mark is halfway between the minimum for a Grade C and the
minimum for a Grade D (and whose grade is therefore D) receives a percentage uniform mark of 55%.
The percentage uniform mark is stated at syllabus level only. It is not the same as the raw mark obtained
by the candidate, since it depends on the position of the grade thresholds (which may vary from one series
to another and from one subject to another) and it has been turned into a percentage.
7.6 Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook which can be downloaded from the website www.cie.org.uk
Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.
7.7 Resources
Copies of syllabuses, the most recent question papers and Principal Examiners reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website go to www.cie.org.uk/alevel. Click the Subjects tab and choose your
subject. For resources, click Resource List.
You can use the Filter by list to show all resources or only resources categorised as Endorsed by
Cambridge. Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.
Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk which is available to teachers at registered Cambridge schools. It provides past
question papers and examiner reports on previous examinations, as well as any extra resources such as
schemes of work or examples of candidate responses. You can also find a range of subject communities on
the Teacher Support website, where Cambridge teachers can share their own materials and join discussion
groups.
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