ee ey eed aie ett! Cree eed Cambridge International AS & A Level Further Mathematics UT ati tey am (edt la L (oe) STUDENT’S BOOK ¥ x ad Anthony Alonzi, Chris Chisholm Series Editor: Dr Adam BoddisonCambridge International AS & A Level Further Mathematics STUDENT’S BOOK Anthony Alonzi, Chris Chisholm Series Editor: Dr Adam BoddisonWiliam Colins’ dream of knowledge forall began with the publication of his first book in 1819. ‘A self-educated mill worker, he not only enriched millions of lives, but also {founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. ‘They place you at the centre of a world of possiblity and give you exactly ‘what you need to explore it Collins. Freedom to teach. Published by Collins ‘An imprint of HarperColinsPublishers ‘The News Buliding 41 London Bridge Street London SE1 9GF Browse the complete Coins cataiogue at ‘wwew.collins.couk © HarperCollinsPublishers Limited 2018 10987654321 ISBN 978-0-00-834039-1 All rights reserved. No part ofthis publication may be reproduced, ‘stored in a retrieval system, or transmitted in any form by any means, ‘electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Barnarc’s Inn, 86 Fetter Lane, London, GAA TEN. British Library Cataloguing-in-Publication Data ‘A catalogue record for this publication is available from the British Library. ‘Commissioning editor: Jennifer Hall In-house editor: Lara McMurray ‘Author: Anthony Alonzi/Chris Chisholm ‘Series editor: Dr Adam Boddison Development editor: Tim Major Project manager: Emily Hooton ‘Copyeditor: Penny Nicholson Reviewer: Adele Searle Proofreaders: Jule Bond/Joan Miller ‘Answer Checkers: David Hemsley/Just Content ‘Cover designer: Gordon MacGilp Cover illustrator: Maria Herbert-Liew ‘Typesetter: Jouve india Private Ltd Illustrators: Jouve india Private Ltd/Ken Vail Graphic Design Production controller: Sarah Burke Printed and bound by CPI Group (UK) Ltd, Croydon, CRO 4YY Acknowledgements ‘The publishers wish to thank Cambridge Assessment International Education for permission to reproduce {questions from past AS & A Level Mathematics and Further Mathematics papers. Cambridge Assessment International Education bears no responsiblity for the example answers to questions taken from its ppast papers, These have been written by the authors. Exam-style questions and sample answers have been written by the authors. ‘The publishers wish to thank the following for permission to reproduce photographs. Every effort has been made to trace copyright holders and to ‘obtain their permission for the use of copyright ‘material. The publishers will gladly receive any information enabling them to rectify any error or Comission at the first opportuni vi sportpoint/Shutterstock, p1 sportpoint/Shutter stock, 123 Oleg Totskyi/Shutterstock, p75 Annette Shatf/Shutterstock, p103 ALEXANDER V EVSTAF- ‘YEW/Shutterstock, p129 PhilipYb Studio/Shutter- stock, p147 gillat 86/Shutterstock, Full worked solutions for all exercises, examn-style questions and past paper questions in this book available to teachers by ‘emailing international. schools@harpercollins.co.uk and stating the book title.CONTENTS Introduction 1 - Motion of a projectile 44 Projectile motion 1.2. Projectiles launched from a given height 4.3, Modelling the path ofa projectile 2 - Equilibrium of a rigid body 2. The moment ofa force around a point 22. The centre of mass of a uniform body 23 The centre of mass of a uniform lamina 4 The centre of mass of a uniform solid 25 Horizontal rods 2.8 Equilibrium of rigid bodies 2.7 Determining whether an object will topple or slide 3 - Circular motion 3. Angularspeed 32. Acceleration and forces for a particle ‘moving inacircle Objects moving in horizontal circles Motion in a vertical circle ‘The conditions for complete circular motion 4-Hooke's law 4.1 Definition of Hooke's aw 4.2. Blastic potential energy 33 34 35 a= x 23 24 32 36 40 43, 52. ri] 76 81 86 1 103 105 12 5 — Linear motion under a variable force 1 5A 52 53 6 - Momentum 61 62 63 64 Summary review Glossary ‘Motion of a particle when forces acting ‘upon it depend on time or position Motion of a particle when forces acting upon it depend on velocity Vertical motion with air resistance 130 134 137 147 ‘Newton's experimental law and collisions with a stationary surface Collisions between two spheres moving ina straightline Oblique impact of a smooth sphere with a fixed surface Oblique impact of two smooth spheres 48 151 155 189 m 185 186 Full worked solutions for all exercises, exam-style questions and past paper questions in this book available to teachers by emailing international. schools@harpercollins.co.uk and stating the book ttle.INTRODUCTION ‘This book is part of a series of nine books designed to cover the content of the Cambridge International AS and A Level Mathematics and Further Mathematics syllabus. The chapters within each book have been written to mirror the syllabus, with a focus on exploring how the mathematics is relevant to a range of different careers or to further study. This theme of Mathematics in life and work runs throughout the series, with regular opportunities to deepen your knowledge through group discussion and exploring real-world contexts. Within each chapter, examples are used to introduce important concepts and practice questions are provided to help you to achieve mastery. Developing skills in modelling, problem solving and mathematical communication can significantly strengthen overall mathematical ability. The practice questions in every chapter have been written with this in mind and include symbols to indicate which of these underlying skills are being developed. Exam-style questions are included at the end of each chapter and a bank of practice questions including real Cambridge past exam questions is included at the end of the book. Arrange of other features throughout the series will help to optimise your learning. These include: » key information boxes — highlighting important learning points or key formulae » commentary boxes - tackling potential misconceptions and strengthening understanding through probing questions » stop and think - encouraging independent thinking and developing reflective practice. Key mathematical terminology is listed at the beginning of each chapter and a glossary is provided at the end of each book. Similarly, a summary of key points and key formulae is provided at the end of each chapter. Where appropriate, alternative solutions are included within the worked solutions to encourage you to consider different approaches to solving problems. This book will build on the modelling concepts introduced in the earlier mechanics syllabus component, so that you can solve a wider range of real-life physical situations. Much of the book is centred on modelling dynamic motion, such as throwing balls through the air, bouncing balls off walls and floors and spinning balls around in vertical or horizontal circles. Hooke's law will be introduced to help model situations that involve elastic strings or springs. Mechanics is an area of mathematics that is directly applicable to a broad range of careers including architecture and the design of theme park rides. This book provides direct applications for a range of pure mathematics topics, including first order differential equations. In particular, the use of Cartesian equations to model projectile motion demonstrates how your knowledge of quadratic equations and calculus can help solve real-world physical problems. ivModelling in mechanics When modelling mechanics problems it is common to use diagrams as a visual aid, and these may include a range of measures such as force, acceleration, velocity, speed and distance. The convention is to use different types of arrow to represent different measures, as shown below. Force ‘Acceleration Velocity / speed Distance — > —> <_ Particular ‘modelling words’ have specific meanings in the context of mechanics problems. The table below includes some of the modelling words you can expect to encounter. Modelling word Assumption Light ‘The object has no mass Smooth There is no friction Rough ‘There is friction Inextensible / inelastic ‘The object cannot be stretched or squashed Uniform ‘The same throughout (for example, uniform velocity) Particle Asingle point representing an object Rigid ‘The object cannot bend String Aline with no thickness Rod A rigid straight line with no thicknessFEATURES TO HELP YOU LEARN Mathematics in life and work Each chapter starts with real-life applications of MOTION OF A PROJECTILE the mathematics you are learning in the chapter to a range of careers. This, themeispicked upin Mathamatics in te and wor Be group discussion activities ‘nia har youl dy th movin prot 1. nara ht youcan cals throughout the chapter. ye dane i wat soe a ies eco Learning objectives >on ingas sinh yon tnd ving te Asummary of the 2 tynuwee wring a evn couch you wouldnt ‘concepts, ideas and ‘pena eof poe tn oman techniques that you will 2 tyne dala iden gue ht le eng ‘meet in the chapter. emblem oy amano Language of mathematics LEARNING OBJECTIVES i ‘i wear Discover the k key "oat hemi pce preg nth cen ain aun terminology you will + cetera etc equ of maton tl poems ivling the ton ‘of pects nctuding nding the magnitedeand decton ofthe vey aa gien tie ‘erpositon, thevange ona arizona plane and the reatsthelgnt ached » deciand use the aren equation ofthe tajecory of project Including problems [hich the nial spend anor nga projection may bmn, meet in this chapter. ‘Throughout the chapter, key words are written in bold. These words are defined in the glossary at the back of the book. LANGUAGE OF MATHEMATICS ‘ey word and phrases youwil meet inthe chapter Prerequisite ———! knowledge ‘See what mathematics you should know before you start the chapter, with some practice questions to check your understanding. | example 4 Explanations and examples Each section begins with an explanation and one or more worked examples, with commentary where appropriate to help you follow. Some show alternative solutions in the example or ‘accompanying commentary to get you thinking about different approaches to a problem, vi viscid. Sheena Salfiomataig fm tavenciyafiome lanearan Spel dw era nian tna sande Soliton "Tofn wien teal warin thea yee Eodtbe inet iid bls dinsbore te pound,Features to help you learn Colour-coded questions Questions are colour-coded Apt oem pl nnn ond than nin pena (green, blue and red) to show you aa aaa encnmeautasaonesipiean how difficult they are, Exercises Seal crease cnt toes Sf eee start with more accessible (green) © puicePayjet tomas oon os wih pn ada ‘questions and then progress through Vatvnuuegrorer umrethelaastal PasiGmoeiniesmetetalpincend intermediate (blue) questions to ‘hon tanen Pd Oeste GaP deo more challenging (red) questions. Question-type indicators ‘The key concepts of problem solving, communication and mathematical modelling underpin your A level Mathematics course. You will meet them in your learning throughout this book and they underpin the exercises and exam-style questions. All Mathematics questions will include one or more of the key concepts in different combinations. We have labelled selected questions that are especially suited to developing one or more of these key skills with these icons: © Problem solving - mathematics is fundamentally about problem solving and representing systems and models in different ways, These include: algebra, geometrical techniques, calculus, mechanical ‘models and statistical methods. This icon indicates questions designed to develop your problem- solving skills. You will need to think carefully about what knowledge, skills and techniques you need to apply to the problem to solve it efficiently. ‘These questions may require you to: » use a multi-step strategy » choose the most efficient method, or bring in mathematics from elsewhere in the curriculum » look for anomalies in solutions » generalise solutions to problems. © Communication - communication of steps in mathematical proof and problem solving needs to be clear and structured and use algebra and mathematical notation so that others can follow your line of reasoning. This icon indicates questions designed to develop your mathematical communication skills. You will need to structure your solution clearly, to show your reasoning and you may be asked to justify your conclusions. These questions may require you to: » use mathematics to demonstrate a line of argument » use mathematical notation in your solution » follow mathematical conventions to present your solution clearly » justily why you have reached a conclusion. @ athematical modelling ~ a variety of mathematical content areas and techniques may be needed to tum a real-world situation into something that can be interpreted through mathematics, This icon indicates questions designed to develop your mathematical modelling skils. You will need to think carefully about what assumptions you need to make to model the problem and how you can interpret the results to give predictions and information about the real world. ‘These questions may require you to: » construct a mathematical model of a real-life situation, using a variety of techniques and mathematical concepts viiFEATURES TO HELP YOU LEARN » use your model to make predictions about the behaviour of mathematical systems » make assumptions to simplify and solve a complex problem. Key information ‘These boxes highlight information that you need to pay attention to and learn, such as key formulae and Jearning points (TET vcr a tise maxim gt Stop and think ‘These boxes present you with probing questions and problems to help you to reflect on what you have been learning, They challenge you to think more widely and deeply about the mathematical ‘concepts, to tackle misconceptions and, in some cases, to generalise beyond the syllabus. They can bea starting point for class discussions or independent research. You will need to think carefully about the question and come up with your own solution. ‘Mathematics in life and work: Group discussions give you the chance to apply the skills Hes you have learned to a model of a real-life mathematical problem involving a career that uses mathematics. Your focus is on applying and practising the concepts, and coming up with your ‘own solutions, as you would in the workplace. These tasks can be used for class discussions, group work or as an independent challenge. ‘Summary of key points At the end of each chapter, there is a summary of key formulae and learning points. Exam-style questions Practise what you have learned throughout the chapter ‘with questions, written in examination style by our authors, that progress in order of difficulty. ‘The last Mathematics in life and work question draws together the skills that you have gained in this chapter and applies them to a simplified real-life scenario. At the end of the book, test your mastery of what you have learned in the Summary Review section. Practise the basic skills and then go on some to try some carefully selected questions from Cambridge International A Level Mathematics questions and Further Mathematics past exam papers and exam- style questions. Extension questions, written by our authors, give you the opportunity to challenge yourself and prepare you for more advanced study. vill1 MOTION OF A PROJECTILE Mathematics in life and work By In this chapter, you will study the motion of a projectile. Itis important that you can calculate the path that the projectile takes, including its maximum height and its range. This skill is required in many different careers and itis also important in the worlds of sport and leisure — for example: » Ifyou were working as a javelin coach, you would need to understand what angle of release maximises the horizontal distance travelled. » Ifyou were working as a swimming coach, you would need to understand the principles of projectile motion to maximise the distance travelled during a dive. » Ifyou were designing a children’s game that involved firing plastic rockets, you would need to understand the maximum. possible height and range so as to display this information on the box. LEARNING OBJECTIVES You will learn how to: » model the motion of a projectile as a particle moving with constant acceleration and understand any limitations of the model » use horizontal and vertical equations of motion to solve problems involving the motion of projectiles, including finding the magnitude and direction of the velocity at a given time or position, the range on a horizontal plane and the greatest height reached » derive and use the Cartesian equation of the trajectory of a projectile, including problems in which the initial speed and/or angle of projection may be unknown. LANGUAGE OF MATHEMATICS Key words and phrases you will meet in this chapter: » parabola, projectile, range, trajectory PREREQUISITE KNOWLEDGE You should already know how to: » use appropriate formulae for motion with constant acceleration in straight lines (horizontal and vertical) » resolve a vector into its horizontal and vertical components.1. MOTION OF A PROJECTILE ‘You should be able to complete the following questions correctly: 1 Find the horizontal and vertical components of these vectors. a -F=10N b F=126N, iE 45° c V=29ms* da V=0.2ms" As 65° 2 Use the appropriate equation of constant acceleration to answer these questions. a Find vwhen u=2ms",a=3ms?and b Find ywhen w= 1ms",a=2ms#and. ¢ Find uwhen v=25ms", a= 10msands=16m. Find swhen u=5ms", a=4ms~and t=5s. e Find y when u = 10ms"!, ¢=5s anda=-2ms m. 8 Aballis dropped from rest out of a window that is 10m above the ground. ‘a. What is its velocity when it reaches the ground? 'b How long does it take to reach the ground? 4. Aballis thrown vertically upward from the ground, wit @ After how long does it reach its maximum height? 'b Whatis its maximum height? speed 2ms"!, 1.1 Projectile motion Previously, you learnt how to model motion in a straight line horizontally and vertically. You found that vertical motion was affected by gravity but horizontal motion was not. In this section, you will look at motion that has both horizontal and vertical components. In order to simplify the model and the calculations, you need to make the following assumptions: » motion occurs only in two dimensions » air resistance is negligible » acceleration due to gravity remains constant » there is no spin applied to the projectile. TS) Can you think of a real-life situation when acceleration due to gravity may not remain constant?Projectile motion ‘A particle that is launched into the air so p that its subsequent motion is neither horizontal nor vertical is known as a projectile. Usually this means that the particle is launched at an angle, as shown in the diagram. This graph of the path is known as the trajectory and it is a parabola (a quadratic graph). This is because horizontal motion is dependent only upon t while vertical ‘ mmovon/sdependent upon Ee The motion is neither horizontal nor vertical, but can be considered asa combination of horizontal and vertical components. KEY INFORMATION 7 ‘To solve problems involving projectiles, consider the ums" horizontal and vertical Usnd Ums' components of the motion separately. /o\ 1 LA Ucosd If the initial velocity is Ums* at an angle of @ above the horizontal, then the initial horizontal velocity is given by Ucos #ms~ and the initial vertical velocity is given by Usinéms*. Horizontally, there is no acceleration. As a result, the horizontal 2, velocity will be constant and you can say that a, Dorf F=0 This means that: dx , v, = GF = Jods = c where cis a constant. When f= 0, v,= U cos 6 80 c= U cos 8. This gives v,= Ucos 0. Integrating again, you get: x= |(Ucosé) dt = Utcos@ +d where dis a constant. In this case, when t= 0, x=0s0d=0. This gives x= Utcos Vertically, the magnitude of the acceleration is given by g. *— 2 This means that you can write a, = g ="1. MOTION OF A PROJECTILE - Jee dt =-gt +6, where cis a constant. When t=0, v,= Usin 9 so c=Usin& This gives v, = Usin gt. Integrating again, you get: y= J(Usino - gt)ar = Ursing - hgt®+d where dis a constant. In this case, whe This gives y= Utsin 9- 3°. ‘The equations of motion for horizontal and vertical components of motion at time, ¢, with an initial velocity of U at an angle of @ above the horizontal can be summarised as follows. y= 0sod=0. Horizontally | Vertically Acceleration | a,=0 Velocity at Uo0s 8 time t Displacement | __ 1 attime t x= Utcos® | y= Utsind — 5g SET | Working with a partner, show how these equations can be derived using the equations of uniformly accelerated motion. Jéyou know the initial velocity and the angle at which the projectile is released, you can use this information to find the maximum height and the range (the horizontal distance travelled) of the projectile. Example 1 ‘As part of ascience experiment, a ball is projected into the air at 20ms™ at an angle of 40° above the horizontal. a How long does it take for the ball to reach its maximum height? b_ Whatis the maximum height of the ball? What is the range of the ball?Solution i a The maximum height will occur when the vertical, velocity is Oms”, U=20ms", 0=40°, v= 0ms"!,g=10ms* Substitute into v, = Usin 6 gt: 0 = 20 sin40?— 10¢ t= 1298 ‘The time taken to reach the maximum height is 1.29 seconds. b The maximum height will occur when t= 1.286s. U=20ms", 0=40°, g= 10ms™, t= 1.2868 Ursin d- bgt’: Substitute into y=20 x 1.286 x sin40° — 3 x 10 x 1.29°=8.26m The maximum height of the ball is 8.26m. © To find the range you need to find the time when the vertical displacement is Om. U=20ms", 6= 40°, a,=10ms* 1 Substitute into y= Utsin @- 0= 20rsin40" - 5 x 10% simplify: 5f°-20tsin40°=0 -4tsin40°=0 Factorise: t(t-4 sin 40°) =: t=Oort-4sin40°=0 $0 =0s or t= 4 sin40°s —__ ‘This means the ball lands after 4 sin40° seconds. You can now find the range by using this value for t. U=20ms", @=40°, t= 4 sin40°s‘1. MOTION OF A PROJECTILE Substitute into x= Utcos 6: x= 20 cos0° x 4 sin40° x=394m The range of the ball is 39.4m. SE) whyis the vertical velocity 0ms~ at the maximum height? At any instant, the direction in which the particle is travelling can be found. Trigonometry can be applied to the horizontal and vertical components of the particle's velocity. Example 2 A batter hits a baseball at 53.9ms~, at an angle of 60° above the horizontal, Itis assumed that the baseball is hit from ground level and moves freely under gravity. Find: a. the horizontal distance travelled by the baseball after 6s b the vertical displacement of the baseball after 6s © the speed of the baseball after 6s the direction in which the baseball is travelling after 6s € the times at which the baseball is exactly 36.75 m above the ground. Solution a. To find the horizontal displacement after 6 seconds, substitute £= 6s into the formula for horizontal displacement. U=53.9ms", 0= 60°, f=68 Substitute into x = Utcos 0: =53.9 x 6x cos 60° = 162m ‘The horizontal distance travelled by the baseball after 6sis 162m.! b Tofind the vertical displacement after 6 seconds, substitute ¢= 6s into the formula for vertical displacement. U=53.9ms", 6=60°,g=10ms~*, t=6s Substitute into y= Ut sin 9- } ge: y= 53.9 x 6x sin60°- 4 x 10x 6?= 100m The vertical displacement of the baseball after 6 is 100m. ¢ Thespeed of the baseball at any time during its flight can be found by applying Pythagoras’ theorem to the horizontal and vertical components of the baseballs velocity. U=53.9ms", 6=60°,g= 10ms*, t=6s Substitute into v, = Ucos &: v,= 53.9 x cos60° = 26.95ms Hence the horizontal component of the velocity is 27.0ms". Substitute into v, =Usin 8 gt: v=53.9 x sin60°~ 10 x6 =-13.32ms* ¢——_______;, Hence the vertical component of the velocity is -13.32ms". ‘The speed is the magnitude of the velocity. Applying Pythagoras’ theorem: Speed = 26.957 + (-13.32)* = ‘The speed of the baseball after 6 s is 30.1 ms". }0.1 ms! Similarly to speed, the direction can be found using the horizontal and vertical components of the baseball's velocity, but this time by applying trigonometry. In the diagram below, 13.32ms" is the opposite side and 26.95ms" is the adjacent side, so you use the tangent ratio. 26.95ms" 1332ms" e -1{ 13.32 ° + ‘The angle will be tan1( 53°92) = 26.3° below the horizontal.1 MOTION OF A PROJECTILE } e This question is similar to part b except that now you are given the vertical displacement and need to find possible values for t. U=53.9ms", 6= 60°, g= 10ms, y=36.75m Substitute into y= Utsin @- he: 36.75 = 53.9 x tx sin60°- 3 x 10x ® 36.75 = 53.9 sin 60" -5e° 5° - 53.9 sin60"r + 36.75 = 0 Solving using the quadratic formula: 1 = 53.9sin60° + (63.9 sin60"? — 4x5 36.75 2x5 =0.9s and 85s (to 1d.p) ‘The times at which the baseball is exactly 36.75m above the ground are 0.9s and 8.5s. Mathematics in life and work: Group discussion Bt) You are working as a swimming teacher and you have set up a diving competition to encourage children to learn to dive. The winner is the person that can travel the furthest distance from a stationary dive. Round one takes place in a deck-level swimming pool. (A deck-level pool is a pool where the water level is in line with the poolside.) 1 The first diver, Matilda, dives with a velocity of 2.5ms~ at an angle of 40° above the water level. Find the distance from her starting point to where she enters the water. 2 The second diver, Alexander, enters the water 1.9m from his starting point. Ifhe left at an angle of 44°, what was his initial velocity? 3 The third diver, Kay, leaves the poolside with a velocity of 3.2ms"! and travels 1.8m. Atwhat angle did she leave the poolside? 4 When Matilda dived, itwas found that the distance she travelled before entering the water ‘was less than you calculated. Why may this be the case?