Caribbean Examinations Council for internal use only

Caribbean Advanced
®
Proficiency Examination

Caribbean Advanced
SYLLABUS Proficiency Examination
®

PURE MATHEMATICS
Caribbean Advanced
CXC A6/U2/21 Proficiency Examination
®

SYLLABUS
Effective for examinations from May–June 2023
Caribbean Advanced
®
Proficiency Examination
PHYSICAL EDUCATION
Effective for examinations from May–June 2023 AND
SPORT Caribbean Advanced
®
Effective for examinations from May–June 2023 Proficiency Examination
CXC A32/U2/22

SYLLABUS
Effective for examinations from May–June 2023 Caribbean Advanced
®
Proficiency Examination

PHYSICAL EDUCATION AND

SPORT Caribbean Advanced
®
Proficiency Examination
CXC A32/U2/22

SYLLABUS Caribbean Advanced

◆ UNIT 2: COMPLEX NUMBERS, ANALYSIS AND MATRICES
MODULE 1: COMPLEX NUMBERS AND CALCULUS II

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand how to write complex roots of quadratic equations;

2. develop the ability to represent objects geometrically through the use of complex numbers;

3. be confident in using the techniques of differentiation and integration; and,

4. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Complex Numbers

1.1 express complex numbers in the Real and imaginary parts of a complex number.
form a + bi where a and b are real
numbers; Rectangular form of a complex number.

1.2 perform the arithmetic processes Addition of complex numbers in the form
on complex numbers in the form a a + bi where a and b are the real and imaginary
+ bi, where a and b are real parts, respectively, of the complex number.
numbers;
Subtraction of complex numbers in the form
a + bi where a and b are the real and imaginary
parts, respectively, of the complex number.

Multiplication of complex numbers in the form

a + bi where a and b are the real and imaginary
parts, respectively, of the complex number.

Division of complex numbers in the form

a + bi where a and b are the real and imaginary
parts, respectively, of the complex number.

1.3 compute the roots of the general Nature of roots of a quadratic equation,
quadratic equation using complex imaginary roots, sums and products of roots.
numbers;
ax2 + bx + c = 0, when b2 − 4ac < 0

CXC A6/U2/21 28 [Link]

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Complex Numbers (cont’d)

1.4 use the concept that complex roots of Conjugate pairs of complex roots.
equations with constant coefficients
occur in conjugate pairs;

1.5 calculate the square root of a complex Square root of a complex number.
number;

1.6 calculate the modulus of a given The modulus of a complex number.

complex number;

1.7 calculate the principal value of the The argument of a complex number.
argument 𝜃 of a non-zero complex
number where −𝜋 < 𝜃 ≤ 𝜋;

1.8 represent complex numbers on an Representation of complex numbers (their

Argand diagram; sums, differences, and product) on an
Argand diagram.
1.9 interpret modulus and argument of
complex numbers on an Argand
diagram;

1.10 determine the locus of z on the Argand Locus of a point.

diagram;
The set of all points z (locus of z) on the
Argand diagram such that z satisfies given
properties.

Description of the locus 𝑧 satisfying the

equations:

(a) |𝑧 − 𝑎| = 𝑘;

(b) |𝑧 − 𝑎| = |𝑧 − 𝑏|; and,

(c) 𝑎𝑟𝑔(𝑧 − 𝑎) = 𝛼

where 𝑎 and 𝑏 are complex numbers, 𝑘 is a

constant and −𝜋 < 𝛼 < 𝜋.

1.11 apply De Moivre’s theorem for integral De Moivre’s theorem for integral values of n.
values of n; and,

1.12 use eix = cos x + i sin x, for real x. Polar-argument and exponential forms of
complex numbers.

CXC A6/U2/21 29 [Link]

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Differentiation II

2.1 determine the derivative of 𝑒 𝑓(𝑥) ; Application of the chain rule to

differentiation of exponential and
2.2 determine the derivative of ln f (x); logarithmic functions where f (x) is a
differentiable function of 𝑥 (polynomial or
trigonometric).

2.3 apply the chain rule to differentiation First derivative of a function which is defined
of parametric equations; parametrically.

Gradients of tangents and normal of

parametric equations.

2.4 use the concept of implicit Implicit differentiation with the assumption
differentiation; that one of the variables is a function of the
other.

2.5 differentiate inverse trigonometric Differentiation of inverse trigonometric

functions; functions (sin-1𝑥, cos-1𝑥, tan-1𝑥).

2.6 differentiate any combinations of Differentiation of combinations of

functions; functions- polynomials, trigonometric,
exponential and logarithmic.

2.7 determine second derivatives, 𝑓’’(𝑥) ; 𝑑2 𝑦

Second derivative (that is, 𝑓“(𝑥) 𝑂𝑅 𝑑𝑥 2
)
and,
of the functions in 2.4, 2.5, 2.6).

2.8 determine the first and second partial Partial derivatives and notations.
derivatives of u = f(x, y).

3. Integration II

3.1 decompose a rational function into a Rational functions (proper and improper)
sum of partial fractions; whose denominators are:

3.2 integrate rational functions; (a) distinct linear factors;

(b) repeated linear factors;

(c) distinct quadratic factors;

(d) repeated quadratic factors; and,

CXC A6/U2/21 30 [Link]

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Integration II (cont’d)

(e) combinations of (a) to (d) above

(repeated factors will not exceed
power 2).

3.3 integrate trigonometric functions using Trigonometric identities.

appropriate trigonometric identities;

3.4 integrate exponential functions and Exponential and logarithmic functions.

logarithmic functions;
𝑓′ (𝑥)
f '( x)
3.5 integrate functions of the form
𝑓(𝑥)
;
 dx = ln f ( x ) + C
f ( x)
3.6 use appropriate substitutions to Integration by substitution.
integrate functions; (the substitution may be given)

3.7 use integration by parts for Integration by parts.

combinations of functions;

3.8 integrate inverse trigonometric Inverse trigonometric functions.

functions;

3.9 use integration to derive reduction Reduction formulae.

formulae;

3.10 use reduction formulae to obtain Integration using reduction formula.

integrals of higher power; and,

3.11 use the trapezium rule as a method for Area under the graph of a continuous
approximating the area under the function (Trapezium Rule).
graph of a function.

CXC A6/U2/21 31 [Link]

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Encourage students to calculate the principal argument by either solving:

(a) the simultaneous equations

𝑅𝑒(𝑧) 𝐼𝑚(𝑧)
cos 𝜃 = |𝑧|
and sin 𝜃 = |𝑧|
, with −𝜋 < 𝜃 ≤ 𝜋;
or,

(b) the equation

𝐼𝑚(𝑧)
tan 𝜃 = 𝑅𝑒(𝑧)
for 𝑅𝑒(𝑧) ≠ 0 and −𝜋 < 𝜃 ≤ 𝜋;
together with the representation of z on the Argand diagram.

2. Allow students to find the loci of z-satisfying equations such as:

(a) |z – a | = k;
(b) |z – c| = |z – b|; and,
(c) arg(z - a) = α .

eix = cos x + isin x

e e
ax ax
3. Use in integration of cos bx dx and sin bx dx .

4. Encourage students to work in groups. Each group should be encouraged to explain how De
Moivre’s Theorem can be used to evaluate (-3 + 3i)12. Selected groups should be
encouraged to present the results of their discussion.

RESOURCES

Bahall, D. Pure Mathematics Unit 2 for CAPE Examinations. Macmillan

Publishers Limited, 2013.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed). United Kingdom:
Oxford University Press, 2015.

Bradie, B. Rate of Change of Exponential Functions: A Precalculus

Perspective, Mathematics Teacher Vol. 91(3), p. 224 – 237.

CXC A6/U2/21 32 [Link]

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

Campbell, E. Pure Mathematics for CAPE, Vol. 2. Jamaica: LMH Publishing

Limited, 2007.

Caribbean Examinations Council The Exponential and Logarithmic Functions – An

Investigation. Barbados: Caribbean Examinations Council,
1998.

Martin, A., Brown, K., Rigby, P. and Pure Mathematics. Cheltenham, United Kingdom: Stanley
Ridley, S. Thornes (Publishers) Limited, 2000.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 2.

Trinidad West Indies: Caribbean Educational Publishers Ltd,
2003.

CXC A6/U2/21 33 [Link]

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand the concept of a sequence as a function from the natural numbers to the real
numbers;

2. understand the difference between sequences and series;

3. distinguish between convergence and/or divergence of some standard series or sequences;

4. apply successive approximations to roots of equations; and,

5. develop the ability to use concept to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Sequences

1.1 define a sequence {an}; Definition of a sequence in terms of an where

n is a positive integer.

1.2 use the formula for the nth term to Sequences defined by recurrence relations.
write a specific term in the sequence;

1.3 describe the behaviour of convergent Convergent and divergent sequences.

and divergent sequences;
Limit of a sequence.
(test of divergence/convergence is not
required)

1.4 identify periodic and oscillating Periodic and oscillating sequences.

sequences; and,

1.5 apply mathematical induction to Using the process of mathematical

establish properties of sequences. induction.

CXC A6/U2/2021
34
UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Series

2.1 distinguish between series and Definition of a series, as the sum of the terms
sequences; of a sequence.

Differences between series and sequences.

2.2 write the general term of a series, Arithmetic and Geometric series.
using the summation notation;
Making distinctions between arithmetic and
geometric series.

2.3 calculate the mth partial sum Sm as the Series.

sum of the first m terms of a given


series; Use of summation notation .

m
Sm =  ar ;
r =1

2.4 apply mathematical induction to Further applications of mathematical

establish properties of sequences and induction to sequences and series.
series;

2.5 find the sum to infinity of a Convergence and/or divergence of series to

convergent series; which the method of differences can be
applied.
2.6 apply the method of differences to
appropriate series, and find their
sums;

2.7 use the Maclaurin theorem for the The Maclaurin series.
expansion of series; and,

2.8 use the Taylor theorem for the The Taylor series.
expansion of series.

CXC A6/U2/21 35 [Link]

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

3. The Binomial Theorem

3.1 use properties of n! Factorials and Binomial coefficients; their

n n interpretation and properties.
and   or Cr , where n, r  𝑍 + ;
r 

3.2 expand (a + b)n for n  ℚ; and, The Binomial Theorem.

3.3 apply the Binomial Theorem to real Applications of the Binomial Theorem.
world problems.

4. Roots of Equations

4.1 use intermediate value theorem to Intermediate Value Theorem.

test for the existence of a root of
f (x) = 0 where 𝑓 is continuous;

4.2 use interval bisection to find an Interval Bisection.

approximation for a root in a given
interval;

4.3 use linear interpolation to find an Linear interpolation.

approximation for a root in a given
interval;

4.4 explain, in geometrical terms, the Newton - Raphson Method (including failure
working of the Newton-Raphson cases).
method;

4.5 use the Newton-Raphson method to

compute successive approximations
to the roots of
𝑓(𝑥) = 0, where 𝑓 is differentiable;
and,

4.6 use a given iteration to determine a Using the method of Iteration.

root of an equation to a specified
degree of accuracy.

CXC A6/U2/21 36 [Link]

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the learning activities listed below.

1. Teachers are encouraged to use instructional videos to introduce Binomial Theorem.

Appropriate examples should be utilised to guide students through the process.

2. Teachers are encouraged to use examples to concretize students understanding of the Value
Theorem. The following scenario can then be projected and used to guide a discussion, ‘A taxi
is travelling at 5 km/h at 8:00 a.m. Fifteen minutes later the speed is 100 km/h. Since the
speed varies continuously, clearly at some time between 8:00 a.m. and 8:15 a.m. the taxi was
travelling at 75 km/h.’ Note that the taxi could have travelled at 75 km/h at more than one
time between 8:00 a.m. and 8:15 a.m.

3. Students should be encouraged to illustrate the Intermediate Value Theorem using examples
of continuous functions using the example: 𝑓 (𝑥) = x2 – x – 6 examined on the intervals (-2.5,
-1.5) and (2.5, 3.5).

4. Guide students in determining an interval in which a real root lies. If f (a) and f (b) are of
opposite signs, and f is continuous, then a < x < b, for the equation f (x) = 0.

a+b
5. Students should be encouraged to work in small groups to investigate x = and note the
2
a+b
resulting sign to determine which side of the root lies. Students should be further
2
encouraged to repeat the method until the same answer to the desired degree of accuracy is
obtained.

6. Teachers are encouraged to engage students in activities on linear interpolation.

7. Teachers are encouraged incorporate the use of real-world problems that require students to
analyse data and propose solutions.

RESOURCES

Bahall, D. Pure Mathematics Unit 2 for CAPE Examinations. Macmillan

Publishers Limited, 2013.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed). United
Kingdom: Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE, Vol. 2. Jamaica: LMH Publishing

Limited, 2007.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 2.

Trinidad West Indies: Caribbean Educational Publishers Ltd,
2003.

CXC A6/U2/21 37 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS

GENERAL OBJECTIVES
On completion of this Module, students should:

1. develop the ability to analyse and solve simple problems dealing with choices and arrangements;

2. develop an understanding of the algebra of matrices;

3. develop the ability to analyse and solve systems of linear equations;

4. develop skills to model some real-world phenomena by means of differential equations, and solve
these; and,

5. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Counting

1.1 explain the principles of counting; Factorial notation.

Fundamental principles of counting:
(a) addition;
(b) multiplication;
(c) permutations; and,
(d) combinations.

1.2 determine the number of ways of Permutations with and without repetitions.
arranging n objects;
Arranging objects:
(a) in a line or a circle;
(b) with restrictions;
(c) without restrictions; and,
(d) some of which are identical.

1.3 determine the number of ways of Combinations, with or without restrictions.

choosing r distinct objects from a set
of n distinct objects;

CXC A6/U2/21 38 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Counting (cont’d)

1.4 use diagrams to illustrate the sample Construction of:

space;
(a) possibility space diagram;
(b) venn diagram (no more than three
sets); and,
(c) tree diagram (no more than three
branches at the first level and no
more than three levels).

1.5 identify the number of possible Space diagrams.

outcomes in a given sample space;

1.6 define P(A); Concept of probability.

1.7 use the fact that 0 ≤ P (A) ≤ 1; Basic probability rules and elementary
applications.
1.8 use the property ∑ 𝑃(𝑥) = 1 for all;

1.9 use the property that

P( A' ) = 1 – P(A),
where A' is the event A does not occur;

1.10 use the property

P(A ∪ B) = P(A) + P(B) – P(A ∩ B) for
events A and B;

1.11 use the property P(A ∩ B) = 0 or

P(A ∪ B) = P(A) + P(B),
where A and B are mutually exclusive
events;

1.12 use the property

P(A ∩ B) = P(A) × P(B),
where A and B are independent
events; and,

1.13 use the property

P( A  B)
P(A|B) = ,
P( B)
where P(B) ≠ 0.

CXC A6/U2/21 39 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Matrices and Systems of Linear Equations

2.1 determine properties of Square matrix.

m x n matrices,
for 1 ≤ m ≤ 3, and 1 ≤ n ≤ 3; Zero matrix.

Identity matrix.

Singular matrix.

Non Singular matrix.

Equal matrices.

Associativity.

Commutativity.

Distributivity.

2.2 perform simple operations with Addition and subtraction.

conformable matrices;
Transposing.

Multiplication of a matrix by a scalar.

Multiplication of a matrix by a matrix.

2.3 evaluate determinants; Determinants of 2 x 2 or 3 x 3 matrices.

Cofactors.

2.4 invert n x n matrices;

Square matrices.

Singular and Non-singular matrices.

Cofactors.

Adjoint.

Unit matrix.

Multiplicative inverse.

CXC A6/U2/21 40 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Matrices and Systems of Linear Equations (cont’d)

2.5 express a system of linear equations in 3 x 3 systems of linear equations.

matrix form;
Consistency of the systems (number of
2.6 use the method of row-reduction to solutions).
bring an augmented matrix with 2 or 3
unknowns to echelon form; Solution by row-reduction to echelon form.

2.7 determine whether the system Equivalence of the systems.

(matrix) is consistent;
Solution by reduction to echelon form,
2.8 evaluate all solutions of a consistent n = 2, 3.
system; and,

2.9 solve a system of linear equations. Inverting a matrix.

Multiplication of matrices.

Row reduction of an augmented matrix,

n = 2, n = 3.

Cramer’s rule.

3. Differential Equations and Modelling

3.1 solve first order linear differential Formulation and solution of differential
equations; and, equations of the form y' − ky = 𝑓(𝑥), where
k is a real constant or a function of 𝑥, and 𝑓
is a function.

Particular solutions of first order linear

differential equations.

Using integrating factor and boundary

conditions.

CXC A6/U2/21 41 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Differential Equations and Modelling (cont’d)

3.2 solve second order ordinary Second order ordinary differential equations
differential equations. with constant coefficients of the form:

1. 𝑎𝑦" + 𝑏𝑦′ + 𝑐𝑦 = 0
where a, b, c 

The auxiliary equation may consist of:

(a) 2 real and distinct roots;

(b) 2 equal roots; or,

(c) 2 complex roots.

2. 𝑎𝑦" + 𝑏𝑦′ + 𝑐𝑦 = 𝑓(𝑥)

where 𝑓(𝑥) is:

(a) a polynomial;

(b) an exponential function; or,

(c) a trigonometric function.

Solution consists of a complementary

function (CF) and a particular integral (PI).

3. Using boundary conditions.

4. Using given substitution to reduce to

a suitable form.

CXC A6/U2/21 42 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

Systems of Linear Equations in Two Unknowns

1. Students should be encouraged to plot on graph paper the pair of straight lines represented
by a given pair of linear equations in two unknowns, and to examine the relationship between
the pair of straight lines in the cases where the system of equations has been shown to have:

(a) one solution;

(b) many solutions; and,

(c) no solutions.

2. Teachers are encouraged to utilise explainer videos and/or PowerPoint presentations to

demonstrate to students that given a system of equations with a unique solution, there exist
equivalent systems, obtained by row-reduction, having the same solution. Teachers should
then ask students to plot on the same piece of graph paper all the straight lines represented
by the successive pairs of linear equations which result from each of the row operations used
to obtain the solution.

3. Students should be encouraged to work in groups to respond to similar scenarios as seen in

the following: ‘A police department uses a computer imaging app to create digital
photographs of alleged suspects of a crime from eyewitness accounts. One software
package contains 180 hairlines, 90 sets of eyes and eyebrows, 75 noses, 100 mouths,
and 70 chins and cheek structures.’ Students should then be encouraged to provide
responses to the following questions with explanations of how they arrived at their
answers or solutions.
(a) How many different faces can the software package create?

(b) The suspect was wearing a face mask and as a result the eyewitness can only describe
the hairline, eyes, and eyebrows of the suspect. How many different faces can be
produced with this information?

(c) Calculate the probability that the digital photograph produced is the actual
photograph of the suspect.

4. Teachers are encouraged to incorporate the use of real-world problems that require students
to analyse data and propose solutions.

CXC A6/U2/21 43 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

RESOURCES

Bahall, Dipchand. Pure Mathematics Unit 2 for CAPE Examinations.

Mcmillan Publishers Limited, 2013.

Bolt, B. and Hobbs, D. 101 Mathematical Projects: A Resource Book. United

Kingdom: Cambridge University Press, 1994.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed.). United
Kingdom: Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE, Vol. 2. Jamaica: LMH

Publishing Limited, 2007.

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

United Kingdom: Stanley Thornes (Publishers) Limited,
1999.

Mann, P.S. Introductory Statistics (9th Ed.). New Jersey: Wiley, 2016.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 2.

Trinidad West Indies: Caribbean Educational Publishers
Ltd, 2003.

Websites:

[Link]

CXC A6/U2/21 44 [Link]

◆ OUTLINE OF ASSESSMENT
Each Unit of the syllabus is assessed separately. The scheme of assessment for each Unit is the same.
A candidate’s performance on each Unit is reported as an overall grade and a grade on each Module
of the Unit. The assessment comprises two components, one external and one internal.

EXTERNAL ASSESSMENT (80 per cent)

The candidate is required to sit two written papers for a total of 4 hrs.

Paper 01 This paper comprises forty-five, 30 per cent

(1 hour 30 minutes) compulsory multiple-choice items, 15
from each module. Each item is worth 1
mark.

Paper 02 This paper comprises six, compulsory 50 per cent

(2 hours 30 minutes) extended-response questions.

SCHOOL-BASED ASSESSMENT (20 per cent)

School-Based Assessment in respect of each Unit will contribute 20 percent to the total assessment of
a candidate’s performance on that Unit.

Paper 031 (20 per cent of the Total Assessment)

This paper is intended for candidates registered through schools or other approved institutions.
The School-Based Assessment comprises a project designed and internally assessed by the teacher and
externally moderated by CXC®. This paper comprises a single project requiring candidates to
demonstrate the practical application of Mathematics in everyday life. In essence, it should allow
candidates to probe, describe and explain a mathematical area of interest and communicate the
findings using mathematical symbols, language and tools. The topic chosen may be from any module
or combination of different modules of the syllabus.
The project will primarily be theory based requiring the solution of a chosen problem, applying
mathematical concepts and procedures from any Module in the syllabus in order to understand,
describe or explain a real-world phenomenon. The candidate may include secondary data to support
the theoretical concepts.

Paper 032 (Alternative to Paper 031) (2 hours)

This paper is an alternative to Paper 031, the School-Based Assessment and is intended for private
candidates. This paper comprises three compulsory questions based on any of the modules or
combination of different modules of the syllabus. The paper tests skills similar to those assessed in the
School-Based Assessment.

MODERATION OF SCHOOL-BASED ASSESSMENT (PAPER 031)

School-Based Assessment Record Sheets are available online via the CXC®’s website [Link].

All School-Based Assessment Record of marks must be submitted online using the SBA data capture

CXC A6/U2/21 45 [Link]

module of the Online Registration System (ORS). Assignments will be requested by CXC® for
moderation purposes. These assignments will be reassessed by CXC® Examiners who moderate the
School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’
comments will be sent to schools. All assignments must be submitted by the stipulated deadlines.

Copies of the students’ assignments that are not submitted must be retained by the school until three
months after publication by CXC® of the examination results.

ASSESSMENT DETAILS FOR EACH UNIT

External Assessment by Written Papers (80 per cent of Total Assessment)

Paper 01 (1 hour 30 minutes – 30 per cent of Total Assessment)

1. Composition of the Paper

(a) This paper consists of forty-five multiple-choice items, with fifteen items based on
each Module.

(b) All items are compulsory.

2. Syllabus Coverage

(a) Knowledge of the entire syllabus is required.

(b) The paper is designed to test a candidate’s knowledge across the breadth of the
syllabus.

3. Question Type

Questions may be presented using words, symbols, tables, diagrams or a combination of

these.

4. Mark Allocation

(a) Each item is allocated 1 mark.

(b) Each Module is allocated 15 marks.

(c) The total marks available for this paper is 45.

(d) This paper contributes 30 per cent towards the final assessment.

5. Award of Marks

Marks will be awarded for conceptual knowledge, algorithmic knowledge and reasoning.

Conceptual Knowledge: Recall or selection of facts or principles.

CXC A6/U2/21 46 [Link]

 Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts and skills,
and to analyse a problem in a logical manner; computational
skill, numerical accuracy, and acceptable tolerance limits in
drawing diagrams.

Reasoning: Selection of appropriate strategy, evidence of clear thinking,

explanation and/or logical argument.

6. Use of Calculators

(a) Each candidate is required to have a silent, non-programmable calculator for the
duration of the examination, and is entirely responsible for its functioning.

(b) The use of calculators with graphical displays will not be permitted.

(c) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.

(d) Calculators must not be shared during the examination.

7. Use of Mathematical Tables

A booklet of mathematical formulae and tables will be provided.

Paper 02 (2 hours 30 minutes – 50 per cent of Total Assessment)

1. Composition of Paper

(a) The paper consists of six questions. Two questions are based on each Module
(Module 1, Module 2 and Module 3).

(b) All questions are compulsory.

2. Syllabus Coverage

(a) Each question may be based on one or more than one topic in the Module from which
the question is taken.

(b) Each question may develop a single theme or unconnected themes.

3. Question Type

(a) Questions may require an extended response.

(b) Questions may be presented using words, symbols, tables, diagrams or a combination
of these.

4. Mark Allocation

(a) Each question is worth 25 marks.

CXC A6/U2/21 47 [Link]

 (b) The number of marks allocated to each sub-question will appear in brackets on the
examination paper.

(c) Each Module is allocated 50 marks.

(d) The total marks available for this paper is 150.

(e) This paper contributes 50 per cent towards the final assessment.

5. Award of Marks

(a) Marks will be awarded for conceptual knowledge, algorithmic knowledge and
reasoning.

Conceptual Knowledge: Recall and understand facts or principles.

Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts and

skills, and to analyse a problem in a logical manner;
computational skill, numerical accuracy, and
acceptable tolerance limits in drawing diagrams.

Reasoning: Selection of appropriate strategy, evidence of clear

thinking, explanation and/or logical argument.

(b) Full marks will be awarded for correct answers and presence of appropriate working.

(c) Where an incorrect answer is given, credit may be awarded for correct method
provided that the working is shown.

(d) If an incorrect answer in a previous question or part-question is used later in a section

or a question, then marks may be awarded in the latter part even though the original
answer is incorrect. In this way, a candidate is not penalised twice for the same
mistake.

(e) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates are, therefore, advised to show all
relevant working.

6. Use of Calculators

(a) Each candidate is required to have a silent, non-programmable calculator for the
duration of the examination, and is responsible for its functioning.

(b) The use of calculators with graphical displays will not be permitted.

(c) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.

(d) Calculators must not be shared during the examination.

CXC A6/U2/21 48 [Link]

7. Use of Mathematical Tables

A booklet of mathematical formulae and tables will be provided.

SCHOOL-BASED ASSESSMENT

School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills, and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the syllabus
and should form part of the learning activities to enable the student to achieve the objectives of the
syllabus. Group work should be encouraged.

During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.

The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment.
The guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by teachers are
in line with the CXC® standards, the Council undertakes the moderation of a sample of the School-
Based Assessment assignments marked by each teacher.

School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet the
needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self- confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of the critical skills and abilities emphasised by this
CAPE® subject and enhance the validity of the examination on which candidate performance is
reported. School-Based Assessment, therefore, makes a significant and unique contribution to both
the development of relevant skills and the testing and rewarding of students for the development of
those skills.

The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.

Paper 031 (20 per cent of the Total Assessment)

This paper is intended for candidates registered through schools or other approved institutions.
This paper comprises a project requiring candidates to demonstrate the practical application of
Mathematics in everyday life. In essence, it should allow candidates to probe, describe and explain a
mathematical area of interest and communicate the findings using mathematical symbols, language
and tools.

The topic chosen will be determined largely by the candidate in consultation with the teacher and
may be from any module or combination of different modules of the syllabus.

CXC A6/U2/21 49 [Link]

The project is based on applying mathematical concepts, skills and procedures from any topic(s) in
order to understand, describe or explain a real world phenomenon. The project is theory based and
no data collection is required. However, secondary data may be presented to support the theoretical
concepts.

CRITERIA FOR THE SCHOOL-BASED ASSESSMENT (SBA) (Paper 031)

This paper is compulsory and consists of a project. Candidates have the option to work in small groups
(maximum 5 members) to complete their SBAs.

1. The aims of the project are to:

(a) promote self-learning;

(b) allow teachers the opportunity to engage in formative assessment of their students;

(c) provide opportunities for all candidates to show, with confidence, that they have
mastered the syllabus;

(d) enable candidates to use the methods and procedures of statistical analysis to
describe or explain real-life phenomena; and,

(e) foster the development of critical thinking skills among students.

2. Requirements of the project

(a) The project will be presented in the form of a report and should include the following:

(i) a project title;

(ii) a problem statement which provides the purpose of the project;

(iii) identification of important elements of the problem;

(iv) the solution of the problem; and,

(v) discussion of findings.

(b) Teachers are expected to guide candidates in choosing appropriate projects that
relate to their interests and mathematical expertise.

(c) Candidates should make use of mathematical skills and theories from any of the
Modules.

3. Integration of Project into the Course

(a) The activities related to project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.

(b) Some time in class should be allocated for general discussion of project work. For
example, discussion of which specific objectives should be selected, how the

CXC A6/U2/21 50 [Link]

 information should be presented and analysed.

(c) Class time should also be allocated for discussion between teacher and student,
and student and student.

4. Management of Project

(a) Planning

An early start to planning project work is highly recommended and the schedule
of the dates for submission should be developed by teachers and candidates.

(b) Length

The project must not exceed 1,500 words. The word count does not include: Tables,
References, Table of contents, Appendices and Figures. Two marks will be deducted
for exceeding the word limit by more than 200 words.

(c) Guidance

Each candidate should know the requirements of the project and its assessment
process.

Although candidates may consult with resource persons besides the teacher the
candidates’ submission should be their own work.

Candidates are not expected to work on their own. The teacher is expected to give
appropriate guidance at all stages of project work, for example, chapters to read,
alternative procedures to follow and other sources of information.

(d) Authenticity

Teachers are required to ensure that all projects are the candidates’ work.

The recommended procedures are to:

(i) engage candidates in discussion;

(ii) ask candidates to describe procedures used and summarise findings either
orally or written; and,

(iii) ask candidates to explain specific aspects of the analysis.

◆ ASSESSMENT CRITERIA
The project will be presented in the form of a report and will be assessed on the following aspects:

(a) project title;

(b) problem statement;
(c) mathematical formulation;
(d) the solution of the problem;
(e) discussion of findings; and,
(f) overall presentation.

CXC A6/U2/21 51 [Link]

 Project Descriptors Marks Total

1. Project Title
• Title is clear and concise, and relates to real world problem 2
Award 1 mark for titles presented and not related to real world
problems.
2
2. Problem Statement
• Problem is clearly stated and is appropriate in level of difficulty 1
• Purpose is clearly stated and relates to a real-world problem 2
Award 1 mark for purpose presented and not related to real
world problems.
3
3. Mathematical Formulation
• Identifies all the important elements of the problem and shows a 2
complete understanding of the relationships between them
• Shows understanding of the problem’s mathematical concepts 2
and principles
• Uses appropriate mathematical terminology and notations to 2
model the problem mathematically
• Uses appropriate Mathematical methods for the problem/task 2
8
4. The Problem Solution
• Assumptions are clearly identified and explained 1
• Proofs are clearly stated 1
• Diagrams are appropriate and clearly labelled 2
• Explanations are sufficient and clearly expressed 2
• Theorems are appropriate and/or Formulae are relevant to the 2
solutions and are correctly applied
• Calculations are accurate without errors 2
• Solutions are clearly stated 2
• Interpretation of results is appropriate given the purpose 2
• Applies the solution or proof to the given real-world problem 2
16
5. Discussion of Findings
• Discussion is coherent, concise and relates to the purpose of the 2
project
• Recommendations are relevant and practical 2
• Conclusion is succinct, fully reflects the objectives and is 2
supported by evidence
6
6. Overall Presentation
• Communicates information in a logical way using correct 2
grammar, and appropriate mathematical jargon all the time.
• Appropriate citing of sources 1
• Inclusion of bibliography 2
5
Total marks 40

CXC A6/U2/21 52 [Link]

Procedures for Reporting and Submitting School-Based Assessment

(i) Teachers are required to record the mark awarded to each candidate on the mark sheet
provided by CXC®. The completed mark sheets should be submitted to CXC® no later than April
30 of the year of the examination.

Note: The school is advised to keep a copy of the project for each candidate as well as copies of the
mark sheets.

(ii) Teachers will be required to submit to CXC® the projects of candidates according to the
guidelines provided. The projects will be re-marked by CXC® for moderation purposes.

Moderation of School Based Assessment

The candidate’s performance on the project will be moderated. The standard and range of marks
awarded by the teacher will be adjusted where appropriate. However, the rank order assigned by the
teacher will be adjusted only in special circumstances and then only after consideration of the data
provided by the sample of marked projects submitted by the teacher and re-marked by CXC®.

Paper 032 (20 per cent of Total Assessment)

1. Composition of Paper

(a) This paper consists of three questions, based on any of the modules or combination
of different modules of the syllabus.

(b) All questions are compulsory.

2. Question Type

(a) Each question may require an extended response.

(b) A part of or an entire question may focus on mathematical modelling.

(c) A question may be presented using words, symbols, tables, diagrams or a combination
of these.

3. Mark Allocation

(a) Each question carries a maximum of 20 marks.

(b) The Paper carries a maximum of 60 marks.

(c) For each question, marks should be allocated for the skills outlined on page 3 of this
Syllabus.

4. Award of Marks

(a) Marks will be awarded for reasoning, algorithmic knowledge and conceptual
knowledge.

CXC A6/U2/21 53 [Link]

 For each question, the 20 marks will be awarded as follows:

Conceptual Recall and understand facts or principles.

Knowledge:

Algorithmic Evidence of knowledge, ability to apply concepts and skills,

Knowledge: and to analyse a problem in a logical manner.
Computational skill, numerical accuracy, and acceptable
tolerance limits in drawing diagrams.

Reasoning: Selection of appropriate strategy, evidence of clear

reasoning, explanation and/or logical argument.

(b) Full marks will be awarded for correct answers and presence of appropriate working.

(c) Where an incorrect answer is given, credit may be awarded for correct method
provided that the working is shown.

(d) If an incorrect answer in a previous question or part-question is used later in a section

or a question, then marks may be awarded in the later part even though the original
answer is incorrect. In this way, a candidate is not penalised twice for the same
mistake.

(e) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates should be advised to show all relevant
working.

5. Use of Calculators

Each candidate is required to have a silent, non-programmable calculator for the duration of
the examination, and is responsible for its functioning.

(a) The use of calculators with graphical displays will not be permitted.

(b) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.

(c) Calculators must not be shared during the examination.

(d) Cell phones should not be used as an alternative to calculators.

6. Use of Mathematical Tables

A booklet of mathematical formulae and tables will be provided.

CXC A6/U2/21 54 [Link]

 GENERAL GUIDELINES FOR TEACHERS

1. Teachers should note that the reliability of marks awarded is a significant factor in the School-
Based Assessment, and has far-reaching implications for the candidate’s final grade.

2. Candidates who do not fulfil the requirements of the School-Based Assessment will be
considered absent from the whole examination.

3. Teachers are asked to note the following:

(a) the relationship between the marks for the assignment and those submitted to CXC®
on the School-Based Assessment form should be clearly shown;

(b) marks for the Project will be allocated across Modules in the ratio 1:1:1. The project
will be marked out of a total of 40 marks. The marks earned by a student are assigned
to each Module. For example, if a student earns 35 out of 40 for his School-Based
Assessment, 35 marks will be assigned to Module 1, 35 marks to Module 2 and 35
marks to Module 3. The total score will be 35+35+35= 105 out of 120; and,

(c) the standard of marking should be consistent.

◆ REGULATIONS FOR PRIVATE CANDIDATES

Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 032.
Paper 032 takes the form of a written examination and will be 2 hours’ duration and will consist of
three questions, each worth 20 marks. Each question will be based on the objectives and content of
one of the three Modules of the Unit. Paper 032 will contribute 20 per cent of the total assessment
of a candidate’s performance on that Unit and will test the same skills as the School-Based
Assessment.

Paper 032 (2 hours)

The paper consists of three questions. Each question based on any of the modules or combination of
different modules of the syllabus and tests candidates’ skills and abilities to:

1. recall, select and use appropriate facts, concepts and principles in a variety of contexts;

2. manipulate mathematical expressions and procedures using appropriate symbols and

language, logical deduction and inferences;

3. select and use a simple mathematical model to describe a real-world situation;

4. simplify and solve mathematical models; and,

5. interpret mathematical results and their application in a real-world problem.

CXC A6/U2/21 55 [Link]

◆ REGULATIONS FOR RESIT CANDIDATES
CAPE® candidates may reuse any moderated SBA score within a two-year period. In order to assist
candidates in making decisions about whether or not to reuse a moderated SBA score, the Council will
continue to indicate on the preliminary results if a candidate’s moderated SBA score is less than 50 per
cent in a particular Unit. Candidates re-using SBA scores should register as “Re-sit candidates” and
must provide the previous candidate number when registering.

◆ ASSESSMENT GRID
The Assessment Grid for each Unit contains marks assigned to papers and to Modules and percentage
contributions of each paper to total scores.

Units 1 and 2

Papers Module 1 Module 2 Module 3 Total (%)

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

Paper 02 50 50 50 150 (50)

(2 hours 30 minutes)

School-Based
Assessment
Paper 031 or 40 40 40 120 (20)
Paper 032 (20 weighted) (20 weighted) (20 weighted) (60 weighted)
(2 hours)
Total 100 100 100 300 (100)

CXC A6/U2/21 56 [Link]

◆ MATHEMATICAL NOTATION

Set Notation
 is an element of
 is not an element of
{x: …} the set of all x such that ...
n(A) the number of elements in set A
 the empty set
U the universal set
A' the complement of the set A
the set of whole numbers {0, 1, 2, 3, …}
the set of natural numbers {1, 2, 3, …}
the set of integers
the set of rational numbers
the set of irrational numbers
the set of real numbers
the set of complex numbers
 is a proper subset of
 is not a proper subset of
 is a subset of
 is not a subset of
 union
 intersection
[a, b] the closed interval {x  ℝ: a  x  b}
(a, b) the open interval {x  ℝ: a < x < b}
[a, b) the interval {x  ℝ: a  x < b}
(a, b] the interval {x  ℝ: a < x  b}

Logic

 conjunction
 (inclusive) injunction
 exclusive disjunction
negation
→ conditionality
 bi-conditionality
 implication
 equivalence

Miscellaneous Symbols

 is identical to
 is approximately equal to
 is proportional to
 infinity

CXC A6/U2/21 57 [Link]

The following list summarises the notation used in the Mathematics papers of the Caribbean
Advanced Proficiency Examination.

Operations

n x1 + x2 + + xn
x i =1
i

the positive square root of the real number x

x
x the modulus of the real number x

n! n factorial, 1 x 2 x … x n for n  (0! = 1)

n n n!
Cr   the binomial coefficient, , for n, r  ,0  r n
r  (n − r )!r !
n
Pr n!
(n − r )!

Functions

F the function f
f(x) the value of the function f at x
f: A →B the function f under which each element of the set A has an
image in the set B
f: x → y the function f maps the element x to the element y
f –1 the inverse of the function f
Fg the composite function f(g(x))
lim f(x) the limit of f(x) as x tends to a
x→a

 x,  x an increment of x
𝒅𝒚 ′ the first derivative of y with respect to x
,𝒚
𝒅𝒙
dn y (n) the nth derivative of y with respect to x
,y
dx n
f’(x),f'' (x),,f ( n ) (x) the first, second, …, nth derivatives of f(x) with respect to x
x, x the first and second derivatives of x with respect to time t
E the exponential constant
ln x the natural logarithm of x (to base e)
lg x the logarithm of x to base 10

Complex Numbers

I
−1
Z a complex number, z = x + yi where x, y  R
Re z the real part of z

CXC A6/U2/21 58 [Link]

 Im z the imaginary part of z
z the modulus of z
arg z the argument of z, where – 𝜋< arg z  𝜋
z , z* the complex conjugate of z

Vectors

a, a, AB vectors
â a unit vector in the direction of the vector a
a the magnitude of the vector a
a.b the scalar product of the vectors a and b
i, j, k unit vectors in the directions of the positive Cartesian coordinate
axes
x xi + yj + zk
 
 y
z 
 

Probability

S the sample space

A, B, … the events A, B, …
P (A’)
the probability that the event A does not occur

Matrices

M a matrix M
−1 inverse of the non-singular square matrix M
(M )
MT , MT transpose of the matrix M

det M, M determinant of the square matrix M

CXC A6/U2/21 59 [Link]

 APPENDIX I
◆ GLOSSARY OF EXAMINATION TERMS

WORD DEFINITION NOTES

Analyse examine in detail

Annotate add a brief note to a label Simple phrase or a few words

only.

Apply use knowledge/principles to solve Make inferences/conclusions.

problems

Assess present reasons for the importance of Compare the advantages and
particular structures, relationships or disadvantages or the merits and
processes demerits of a particular
structure, relationship or
process.

Calculate arrive at the solution to a numerical Steps should be shown; units

problem must be included.

Classify divide into groups according to

observable characteristics

Comment state opinion or view with supporting

reasons

Compare state similarities and differences An explanation of the

significance of each similarity
and difference stated may be
required for comparisons which
are other than structural.

Construct use a specific format to make and/or Such representations should

draw a graph, histogram, pie chart or normally bear a title,
other representation using data or appropriate headings and
material provided or drawn from legend.
practical investigations, build (for
example, a model), draw scale diagram

Deduce make a logical connection between two

or more pieces of information; use data
to arrive at a conclusion

CXC A6/U2/21 60 [Link]

WORD DEFINITION NOTES

Define state concisely the meaning of a word or This should include the defining
term equation/formula where
relevant.

Demonstrate show; direct attention to...

Derive to deduce, determine or extract from This relationship may be general

data by a set of logical steps some or specific.
relationship, formula or result

Describe provide detailed factual information of Description may be in words,

the appearance or arrangement of a drawings or diagrams or any
specific structure or a sequence of a appropriate combination.
specific process Drawings or diagrams should be
annotated to show appropriate
detail where necessary.

Determine find the value of a physical quantity

Design plan and present with appropriate Where hypotheses are stated or
practical detail when tests are to be conducted,
possible outcomes should be
clearly stated and/or the way in
which data will be analysed and
presented.

Develop expand or elaborate an idea or

argument with supporting reasons

Diagram simplified representation showing the

relationship between components

Differentiate/Distinguish state or explain briefly those differences

(between/among) between or among items which can be
used to define the items or place them
into separate categories

Discuss present reasoned argument; consider

points both for and against; explain the
relative merits of a case

Draw make a line representation from In the case of drawings from

specimens or apparatus which shows an specimens, the magnification
accurate relation between the parts must always be stated.

CXC A6/U2/21 61 [Link]

WORD DEFINITION NOTES

Estimate make an approximate quantitative

judgement

Evaluate weigh evidence and make judgements The use of logical supporting
based on given criteria reasons for a particular point of
view is more important than the
view held; usually both sides of
an argument should be
considered.

Explain give reasons based on recall; account

for

Find locate a feature or obtain as from a

graph

Formulate devise a hypothesis

Identify name or point out specific components

or features

Illustrate show clearly by using appropriate

examples or diagrams, sketches

Interpret explain the meaning of

Investigate use simple systematic procedures to

observe, record data and draw logical
conclusions

Justify explain the correctness of

Label add names to identify structures or

parts indicated by pointers

List itemise without detail

Measure take accurate quantitative readings

using appropriate instruments

Name give only the name of No additional information is

required.

Note write down observations

CXC A6/U2/21 62 [Link]

WORD DEFINITION NOTES

Observe pay attention to details which Observations may involve all the
characterise a specimen, reaction or senses and/or extensions of
change taking place; to examine and them but would normally
note scientifically exclude the sense of taste.

Outline give basic steps only

Plan prepare to conduct an investigation

Predict use information provided to arrive at a

likely conclusion or suggest a possible
outcome

Record write an accurate description of the full This includes the values for any
range of observations made during a variable being investigated;
given procedure where appropriate, recorded
data may be depicted in graphs,
histograms or tables.

Relate show connections between; explain

how one set of facts or data depend on
others or are determined by them

Sketch make a simple freehand diagram

showing relevant proportions and any
important details

State provide factual information in concise

terms outlining explanations

Suggest offer an explanation deduced from No correct or incorrect solution

information provided or previous is presumed but suggestions
knowledge. (... a hypothesis; provide a must be acceptable within the
generalisation which offers a likely limits of scientific knowledge.
explanation for a set of data or
observations.)

Use apply knowledge/principles to solve Make inferences/conclusions.

problems

CXC A6/U2/21 63 [Link]

 APPENDIX II
◆ GLOSSARY OF MATHEMATICAL TERMS

WORDS MEANING

Absolute Value The absolute value of a real number 𝑥, denoted by |𝑥|, is defined by
|𝑥| = 𝑥 if 𝑥 > 0 and |𝑥| = −𝑥 if 𝑥 < 0. For example, |−4| = 4.

Algorithm A process consisting of a specific sequence of operations to solve a

certain types of problems. See Heuristic.

Argand Diagram An Argand diagram is a rectangular coordinate system where the

complex number 𝑥 + i𝑦 is represented by the point whose
coordinates are 𝑥 and 𝑦. The 𝑥-axis is called the real axis and the
𝑦-axis is called the imaginary axis.

Argument of a 𝑦
The angle, 𝜃 = 𝑡𝑎𝑛−1 (𝑥 ), is called the argument of a complex number
Complex Number
𝑧 = 𝑥 + i𝑦.

Arithmetic Mean The average of a set of values found by dividing the sum of the values
by the amount of values.

Arithmetic An arithmetic progression is a sequence of elements, a1 , a2 , a3 ,...,

Progression
such that there is a common difference of successive terms. For
example, the sequence {2, 5, 8, 11, 14, …} has common difference,
𝑑 = 3.

Asymptotes A straight line is said to be an asymptote of a curve if the curve has the
property of becoming and staying arbitrarily close to the line as the
distance from the origin increases to infinity.

Augmented Matrix If a system of linear equations is written in matrix form 𝐴𝑥 = 𝑏, then

the matrix [𝐴|𝑏] is called the augmented matrix.

Average The average of a set of values is the number which represents the
usual or typical value in that set. Average is synonymous with
measures of central tendency. These include the mean, mode and
median.

Axis of symmetry A line that passes through a figure such that the portion of the figure
on one side of the line is the mirror image of the portion on the other
side of the line.

Bar Chart A bar chart is a diagram which is used to represent the frequency of
each category of a set of data in such a way that the height of each bar
if proportionate to the frequency of the category it represents. Equal
space should be left between consecutive bars to indicate it is not a
histogram.

CXC A6/U2/21 64 [Link]

WORDS MEANING

Base In the equation 𝑦 = 𝑙𝑜𝑔𝑎 𝑥, the quantity 𝑎 is called the base.

The base of a polygon is one of its sides; for example, a side of a
triangle.
The base of a solid is one of its faces; for example, the flat face of a
cylinder.
The base of a number system is the number of digits it contains; for
example, the base of the binary system is two.

Bias Bias is systematically misestimating the characteristics of a population

(parameters) with the corresponding characteristics of the sample
(statistics).

Biased Sample A biased sample is a sample produced by methods which ensures that
the statistics is systematically different from the corresponding
parameters.

Bijective A function is bijective if it is both injective and surjective; that is, both
one-to-one, into and unto.

Bimodal Bimodal refers to a set of data with two equally common modes.

Binomial An algebraic expression consisting of the sum or difference of two

terms. For example, (𝑎𝑥 + 𝑏) is a binomial.

Binomial Coefficients The coefficients of the expansion (𝑥 + 𝑦)𝑛 are called binomial
coefficients. For example, the coefficients of (𝑥 + 𝑦)3 are 1, 3, 3 and
1.

Box-and-whiskers Plot A box-and-whiskers plot is a diagram which displays the distribution of

a set of data using the five number summary. Lines perpendicular to
the axis are used to represent the five number summary. Single lines
parallel to the x-axis are used to connect the lowest and highest values
to the first and third quartiles respectively and double lines parallel to
the x-axis form a box with the inner three values.

Categorical Variable A categorical variable is a variable measured in terms possession of

quality and not in terms of quantity.

Class Intervals Non-overlapping intervals, which together contain every piece of

data in a survey.

Closed Interval A closed interval is an interval that contains its end points; it is denoted
with square brackets [𝑎, 𝑏]. For example, the interval [−1,2] contains
−1 and 2. For contrast see open interval.

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Composite Function A function consisting of two or more functions such that the output of
one function is the input of the other function. For example, in the
composite function 𝑓(𝑔(𝑥)) the input of 𝑓 is 𝑔.

Compound Interest A system of calculating interest on the sum of the initial amount
invested together with the interest previously awarded; if 𝐴 is the
initial sum invested in an account and 𝑟 is the rate of interest per
period invested, then the total after 𝑛 periods is 𝐴(1 + 𝑟)𝑛 .

Combinations The term combinations refers to the number of possible ways of

selecting 𝑟 objects chosen from a total sample of size 𝑛 if you don’t
care about the order in which the objects are arranged. Combinations
n n!
are calculated using the formula n
Cr =   = . See
 r  ( n − r ) !r !
factorial.

Complex Numbers A complex number is formed by adding a pure imaginary number to a

real number. The general form of a complex number is 𝑧 = 𝑥 + i𝑦,
where 𝑥 and 𝑦 are both real numbers and i is the imaginary unit:
i2 = −1. The number 𝑥 is called the real part of the complex number,
while the number 𝑦 is called the imaginary part of the complex
number.

Conditional The conditional probability is the probability of the occurrence of one

Probability event affecting another event. The conditional probability of event 𝐴
occurring given that even 𝐵 has occurred is denoted P ( A B ) (read
“probability of 𝐴 given 𝐵”). The formula for conditional probability is
P ( A  B)
P ( A B) =
P ( B)

Conjugate of a The conjugate of a complex number 𝑧 = 𝑥 + i𝑦 is the complex number

Complex Number 𝑧̅ = 𝑥 − i𝑦, found by changing the sign of the imaginary part. For
example, if 𝑧 = 3 − 4i, then 𝑧̅ = 3 + 4i.

Continuous The graph of 𝑦 = 𝑓(𝑥) is continuous at a point a if:

1. 𝑓(𝑎) exists,
2. lim 𝑓(𝑥) exists, and
𝑥→𝑎
3. lim 𝑓(𝑥) = 𝑓(𝑎).
𝑥→𝑎
A function is said to be continuous in an interval if it is continuous at
each point in the interval.

Continuous Random A continuous random variable is a random variable that can take on
Variable any real number value within a specified range. For contrast, see
Discrete Random Variable.

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Coterminal Two angles are said to be coterminal if they have the same initial and
terminal arms. For example, 𝜃 = 30𝑜 is coterminal with 𝛼 = 390𝑜 .

Critical Point A critical point of a function 𝑓(𝑥) is the point 𝑃(𝑥, y) where the first
derivative, 𝑓′(𝑥) is zero. See also stationary points.

Data Data (plural of datum) are the facts about something. For example, the
height of a building.

Degree 1
1. The degree is a unit of measure for angles. One degree is 360 of a
complete rotation. See also Radian.
2. The degree of a polynomial is the highest power of the variable
that appears in the polynomial. For example, the polynomial
𝑝(𝑥) = 2 + 3𝑥 − 𝑥 2 + 7𝑥 3 has degree 3.

Delta The Greek capital letter delta, which has the shape of a triangle: ∆, is
used to represent “change in”. For example ∆𝑥 represents “change in
𝑥”.

Dependent Events In Statistics, two events 𝐴 and 𝐵 are said to be dependent if the
occurrence of one event affects the probability of the occurrence of
the other event. For contrast, see Independent Events.

Derivative The derivative of a function 𝑦 = 𝑓(𝑥) is the rate of change of that

function. The notations used for derivative include:

dy f ( x + x ) − f ( x )
y = f  ( x ) = = lim .
dx x → 0 x

Descriptive Statistics Descriptive statistics refers to a variety of techniques that allows for
general description of the characteristics of the data collected. It also
refers to the study of ways to describe data. For example, the mean,
median, variance and standard deviation are descriptive statistics. For
contrast, see Inferential Statistics.

Determinant The determinant of a matrix is a number that is useful for describing

the characteristics of the matrix. For example if the determinant is zero
then the matrix has no inverse.

Differentiable A continuous function is said to be differentiable over an interval if its

derivative exists for every point in that interval. That means that the
graph of the function is smooth with no kinks, cusps or breaks.

Differential Equation A differential equation is an equation involving the derivatives of a

function of one or more variables. For example, the equation
dy
− y = 0 is a differential equation.
dx

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Differentiation Differentiation is the process of finding the derivative.

Discrete A set of values are said to be discrete if they are all distinct and
separated from each other. For example the set of shoe sizes where
the elements of this set can only take on a limited and distinct set of
values. See Discrete Random Variables.

Discrete Random A discrete random variable is a random variable that can only take on
Variable values from a discrete list. For contrast, see Continuous Random
Variables.

Estimate The best guess for an unknown quantity arrived at after considering all
the information given in a problem.

Even Function A function 𝑦 = 𝑓(𝑥) is said to be even if it satisfies the property that
𝑓(𝑥) = 𝑓(−𝑥). For example, 𝑓(𝑥) = cos 𝑥 and 𝑔(𝑥) = 𝑥 2 are even
functions. For contrast, see Odd Function.

Event In probability, an event is a set of outcomes of an experiment. For

example, the event 𝐴 may be defined as obtaining two heads from
tossing a coin twice.

Expected Value The average amount that is predicted if an experiment is repeated

many times. The expected value of a random variable X is denoted by
𝐸[𝑋]. The expected value of a discrete random variable is found by
taking the sum of the product of each outcome and its associated
probability. In short,
𝑛

𝐸[𝑋] = ∑ 𝑥𝑖 𝑝(𝑥𝑖 ).
𝑖=1

Experimental Experimental probability is the chance of something happening, based

Probability on repeated testing and observing results. It is the ratio of the number
of times an event occurred to the number of times tested. For
example, to find the experimental probability of winning a game, one
must play the game many times, then divide the number of games won
by the total number of games played.

Exponent An exponent is a symbol or a number written above and to the right of

another number. It indicates the operation of repeated multiplication.

Exponential Function A function that has the form 𝑦 = 𝑎 𝑥 , where 𝑎 is any real number and
a is called the base.

Extrapolation An extrapolation is a predicted value that is outside the range of

previously observed values. For contrast, see Interpolation.

Factor A factor is one of two or more expressions which are multiplied

together. A prime factor is an indecomposable factor. For example, the

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factors of (𝑥 2 − 4)(𝑥 + 3) include (𝑥 2 − 4) and (𝑥 + 3) , where

(𝑥 + 3) is prime but (𝑥 2 − 4) is not prime as it can be further
decomposed into (𝑥 − 2)(𝑥 + 2).

Factorial The factorial of a positive integer 𝑛 is the product of all the integers
from 1 up to 𝑛 and is denoted by 𝑛!, where 1! = 0! = 1. For example,
5! = 5 × 4 × 3 × 2 × 1 = 120.

Function A correspondence in which each member of one set is mapped unto a

member of another set.

Geometric A geometric progression is a sequence of terms obtained by

Progression multiplying the previous term by a fixed number which is called the
common ratio. A geometric progression is of the form
𝑎, 𝑎𝑟, 𝑎𝑟 2 , 𝑎𝑟 3 , ….

Graph A visual representation of data that displays the relationship among

variables, usually cast along 𝑥 and 𝑦 axes.

Grouped Data Grouped data refers to a range of values which are combined together
so as to make trends in the data more apparent.

Heterogeneity Heterogeneity is the state of being of incomparable magnitudes. For

contrast, see Homogeneity.

Heuristic A heuristic method of solving problems involve intelligent trial and

error. For contrast, see Algorithm.

Histogram A histogram is a bar graph with no spaces between the bars where the
area of the bars is proportionate to the corresponding frequencies. If
the bars have the same width then the heights are proportionate to
the frequencies.

Homogeneity Homogeneity is the state of being of comparable magnitudes. For

contrast, see Heterogeneity.

Identity 1. An equation that is true for every possible value of the variables.
For example 𝑥 2 − 1 ≡ (𝑥 − 1)(𝑥 + 1) is an identity while
𝑥 2 − 1 = 3 is not, as it is only true for the values 𝑥 = ±2.

2. The identity element of an operation is a number such that when

operated on with any other number results in the other number.
For example, the identity element under addition of real numbers
is zero; the identity element under multiplication of 2 × 2
1 0
matrices is ( ).
0 1

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Independent Events In Statistics, two events are said to be independent if they do not affect
each other. That is, the occurrence of one event does not depend on
whether or not the other event occurred.

Inferential Statistics Inferential Statistics is the branch of mathematics which deals with the
generalisations of samples to the population of values.

Infinity The symbol ∞ indicating a limitless quantity. For example, the result
of a nonzero number divided by zero is infinity.

Integration Integration is the process of finding the integral which is the

antiderivative of a function.

Interpolation An interpolation is an estimate of an unknown value which is within

the range of previously observed values. For contrast, see
Extrapolation.

Interval An interval on a number line is a continuum of points bounded by two

limits (end points).
An Open Interval refers to an interval that excludes the end points and
is denoted (𝑎, 𝑏). For example, (0,1).
A Closed Interval in an interval which includes the end points and is
denoted [𝑎, 𝑏]. For example [−1,3].
A Half-Open Interval is an interval which includes one end point and
excludes the other. For example, [0, ∞).

Interval Scale Interval scale refers to data where the difference between values can
be quantified in absolute terms and any zero value is arbitrary. Finding
a ratio of data values on this scale gives meaningless results. For
example, temperature is measured on the interval scale: the
difference between 19𝑜 𝐶 and 38𝑜 𝐶 is 19𝑜 𝐶 , however, 38𝑜 𝐶 is not
twice as warm as 19𝑜 𝐶 and a temperature of 0𝑜 𝐶 does not mean
there is no temperature. See also Nominal, Ordinal and Ratio scales.

Inverse 1. The inverse of an element under an operation is another element

which when operated on with the first element results in the
identity. For example, the inverse of a real number under addition
is the negative of that number.
2. The inverse of a function 𝑓(𝑥) is another function denoted
𝑓 −1 (𝑥), which is such that 𝑓[𝑓 −1 (𝑥)] = 𝑓 −1 [𝑓(𝑥)] = 𝑥.

Irrational Number A number that cannot be represented as an exact ratio of two integers.
For example, 𝜋 or the square root of 2.

Limit The limit of a function is the value which the dependent variable
approaches as the independent variable approaches some fixed value.

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Line of Best Fit The line of best fit is the line that minimises the sum of the squares of
the deviations between each point and the line.

Linear Expression An expression of the form 𝑎𝑥 + 𝑏 where 𝑥 is a variable and 𝑎 and 𝑏

are constants, or in more variables, an expression of the form
𝑎𝑥 + 𝑏𝑦 + 𝑐, 𝑎𝑥 + 𝑏𝑦 + 𝑐𝑧 + 𝑑 where 𝑎, 𝑏, 𝑐 and 𝑑 are constants.

Logarithm A logarithm is the power of another number called the base that is
required to make its value a third number. For example 3 is the
logarithm which carries 2 to 8. In general, if 𝑦 is the logarithm which
carries 𝑎 to 𝑥, then it is written as 𝑦 = log 𝑎 𝑥 where 𝑎 is called the
base. There are two popular bases: base 10 and base e.

1. The Common Logarithm (log): the equation 𝑦 = log 𝑥 is the

shortened form for 𝑦 = log10 𝑥.

2. The Natural Logarithm (ln): The equation 𝑦 = ln 𝑥 is the

shortened form for y = loge x .

Matrix A rectangular arrangement of numbers in rows and columns.

Method In Statistics, the research methods are the tools, techniques or

processes that we use in our research. These might be, for example,
surveys, interviews, or participant observation. Methods and how they
are used are shaped by methodology.

Methodology Methodology is the study of how research is done, how we find out
about things, and how knowledge is gained. In other words,
methodology is about the principles that guide our research practices.
Methodology therefore explains why we’re using certain methods or
tools in our research.

Modulus The modulus of a complex number 𝑧 = 𝑥 + i𝑦 is the real number |𝑧| =

√𝑥 2 + 𝑦 2 . For example, the modulus of 𝑧 = −7 + 24i is
|𝑧| = √(−7)2 + 242 = 25

Mutually Exclusive Two events are said to be mutually exclusive if they cannot occur
Events simultaneously, in other words, if they have nothing in common. For
example, the event “Head” is mutually exclusive to the event “Tail”
when a coin is tossed.

Mutually Exhaustive Two events are said to be mutually exhaustive if their union represents
Events the sample space.

Nominal Scale Nominal scale refers to data which names of the outcome of an
experiment. For example, the country of origin of the members of the
West Indies cricket team. See also Ordinal, Interval and Ratio scales.

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Normal The normal to a curve is a line which is perpendicular to the tangent to

the curve at the point of contact.

Odd Function A function is an odd function if it satisfies the property that 𝑓(−𝑥) =
−𝑓(𝑥). For example, 𝑓(𝑥) = sin 𝑥 and 𝑔(𝑥) = 𝑥 3 are odd functions.
For contrast, see Even Function.

Ordinal Scale Data is said be in the ordinal scale if they are names of outcomes where
sequential values are assigned to each name. For example, if Daniel is
ranked number 3 on the most prolific goal scorer at the Football World
Cup, then it indicates that two other players scored more goals than
Daniel. However, the difference between the 3rd ranked and the 10th
ranked is not necessarily the same as the difference between the 23rd
and 30th ranked players. See also Nominal, Interval and Ratio scales.

Outlier An outlier is an observed value that is significantly different from the

other observed values.
Parameter In statistics, a parameter is a value that characterises a population.

Partial Derivative The partial derivative of 𝑦 = 𝑓(𝑥1 , 𝑥2 , 𝑥3 , … , 𝑥𝑛 ) with respect to 𝑥𝑖 is

the derivative of 𝑦 with respect to x, while all other independent
variables are treated as constants. The patrial derivative is denoted by
𝜕𝑓 3𝑥 3 𝑦
. For example, if 𝑓(𝑥, 𝑦, 𝑧) = 2𝑥𝑦 + 𝑥 2 𝑧 − ,
𝜕𝑥 𝑧
𝜕𝑓 9𝑥 2 𝑦
then 𝜕𝑥 = 2𝑦 + 2𝑥𝑧 − 𝑧

Pascal Triangle The Pascal triangle is a triangular array of numbers such that each
number is the sum of the two numbers above it (one left and one
right). The numbers in the nth row of the triangle are the coefficients
of the binomial expansion (𝑥 + 𝑦)𝑛 .

Percentile The pth percentile of a list of numbers is the smallest value such that
p% of the numbers in the list is below that value. See also Quartiles.

Permutations Permutations refers to the number of different ways of selecting a

group of 𝑟 objects from a set of 𝑛 objects when the order of the
elements in the group is of importance and the items are not replaced.
If 𝑟 = 𝑛 then the permutations is 𝑛!; if 𝑟 < 𝑛 then the number of
n!
permutation is Pr =
n
.
( n − r )!
Piecewise Continuous A function is said to be piecewise continuous if it can be broken into
Function different segments where each segment is continuous.

Polynomial A polynomial is an algebraic expression involving a sum of algebraic

terms with nonnegative integer powers. For example,
2𝑥 3 + 3𝑥 2 − 𝑥 + 6 is a polynomial in one variable.

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Population In statistics, a population is the set of all items under consideration.

Principal Root The principal root of a number is the positive root. For example, the
principal square root of 36 is 6 (not −6).

Principal Value The principal value of the arcsin and arctan functions lies on the
𝜋 𝜋
interval − 2 ≤ 𝑥 ≤ 2 . The principal value of the arcos function lies on
the interval 0 ≤ 𝑥 ≤ 𝜋.

Probability 1. The probability of an event is a measure of how likely it is for an

event to occur. The probability of an event is always a number
between zero and 1.

2. Probability is the study of chance occurrences.

Probability A probability distribution is a table or function that gives all the

Distribution possible values of a random variable together with their respective
probabilities.

Probability Space The probability space is the set of all outcomes of a probability
experiment.

Proportion 1. A relationship between two ratios in which the first ratio is always
𝑎 𝑐
equal to the second. Usually of the form = .
𝑏 𝑑
2. The fraction of a part and the whole. If two parts of a whole are in
2 7
the ratio 2:7, then the corresponding proportions are 9 and 9
respectively.

Pythagorean Triple A Pythagorean triple refers to three numbers, 𝑎, 𝑏 & 𝑐, satisfying the
property that 𝑎2 + 𝑏 2 = 𝑐 2 .

Quadrant The four parts of the coordinate plane divided by the x- and y-axes are
called quadrants. Each of these quadrants has a number designation.
First quadrant – contains all the points with positive x and positive y
coordinates. Second quadrant – contains all the points with negative
x and positive y coordinates. The third quadrant contains all the points
with both coordinates negative. Fourth quadrant – contains all the
points with positive x and negative y coordinates.

Quadrantal Angles Quadrantal Angles are the angles measuring 0o , 90o , 180o & 270o
and all angles coterminal with these. See Coterminal.

Quartic A quartic equation is a polynomial of degree 4.

Quartiles Consider a set of numbers arranged in ascending or descending order.

The quartiles are the three numbers which divide the set into four
parts of equal amount of numbers. The first quartile in a list of

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numbers is the number such that a quarter of the numbers is below it.
The second quartile is the median. The third quartile is the number
such that three quarters of the numbers are below it. See also
Percentile.

Quintic A quintic equation is a polynomial of degree 5.

Radian 1
The radian is a unit of measure for angles, where one radian is of a
2π
complete rotation. One radian is the angle in a circle subtended by an
arc of length equal to that of the radius of the circle. See also Degrees.

Radical The radical symbol (√) is used to indicate the taking of a root of a
𝑞
number. √𝑥 means the qth root of x; if 𝑞 = 2 then it is usually written
5 4
as √𝑥. For example √243 = 3, √16 = 2. The radical always means to
take the positive value. For example, both 5 and −5 satisfy the
equation x 2 = 25, but √25 = 5.

Random Variable A random variable is a variable that takes on a particular value when a
random event occurs.

Ratio Scale Data are said to be on the ratio scale if they can be ranked, the distance
between two values can be measured and the zero is absolute, that is,
zero means “absence of”. See also Nominal, Ordinal and Interval
Scales.

Regression Regression is a statistical technique used for determining the

relationship between two quantities.

Residual In linear regression, the residual refers to the difference between the
actual point and the point predicted by the regression line. That is the
vertical distance between the two points.

Root 1. The root of an equation is the same as the solution of that

equation. For example, if 𝑦 = 𝑓(𝑥), then the roots are the values
of x for which 𝑦 = 0. Graphically, the roots are the x-intercepts of
the graph.
2. The nth root of a real number x is a number which, when multiplied
by itself n times, gives x. If n is odd then there is one root for every
value of x; if n is even then there are two roots (one positive and
one negative) for positive values of x and no real roots for negative
values of x. The positive root is called the Principal root and is
represented by the radical sign (√). For example, the principal
square root of 9 is written as √9 = 3 but the square roots of 9 are
±√9 = ±3.

Sample A group of items chosen from a population.

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Sample Space The set of all possible outcomes of a probability experiment. Also
called probability space.

Sampling Frame In statistics, the sampling frame refers to the list of cases from which
a sample is to be taken.

Scientific Notation A shorthand way of writing very large or very small numbers. A
number expressed in scientific notation is expressed as a decimal
number between 1 and 10 multiplied by a power of 10 (for example,
7000 = 7x103 or 0.0000019 = 1.9x10-6).

Series A series is an indicated sum of a sequence.

Sigma 1. The Greek capital letter sigma, Ʃ, denotes the summation of a set
of values.
2. The corresponding lowercase letter sigma, σ , denotes the
standard deviation.

Significant Digits The amount of digits required for calculations or measurements to be

close enough to the actual value. Some rules in determining the
number of digits considered significant in a number:

- The leftmost non-zero digit is the first significant digit.

- Zeros between two non-zero digits are significant.
- Trailing zeros to the right of the decimal point are considered
significant.

Simple Event A non-decomposable outcome of a probability experiment.

Skew Skewness is a measure of the asymmetry of a distribution of data.

Square Matrix A matrix with equal number of rows and columns.

Square Root The square root of a positive real number n is the number m such that
m 2 = n. For example, the square roots of 16 are 4 and -4.

Standard Deviation The standard deviation of a set of numbers is a measure of the average
deviation of the set of numbers from their mean.

Stationary Point The stationary point of a function 𝑓(𝑥) is the point 𝑃(𝑥𝑜 , 𝑦𝑜 ) where
𝑓 ′ (𝑥) = 0. There are three type of stationary points, these are:
d2 𝑓
1. Maximum point is the stationary point such that d𝑥 2
< 0;
d2 𝑓
2. Minimum point is the stationary point such that d𝑥 2 > 0;
d2 𝑓
3. Point of Inflexion is the stationary point where d𝑥 2 = 0 and the
point is neither a maximum nor a minimum point.

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Statistic A statistic is a quantity calculated from among the set of items in a

sample.

Statistical Inference The process of estimating unobservable characteristics of a population

by using information obtained from a sample.

Symmetry Two points A and B are symmetric with respect to a line if the line is a
perpendicular bisector of the segment AB.

Tangent A line is a tangent to a curve at a point A if it just touches the curve at

A in such a way that it remains on one side of the curve at A. A tangent
to a circle intersects the circle only once.

Theoretical The chances of events happening as determined by calculating results

Probability that would occur under ideal circumstances. For example, the
theoretical probability of rolling a 4 on a fair four-sided die is ¼ or 25%,
because there is one chance in four to roll a 4, and under ideal
circumstances one out of every four rolls would be a 4.

Trigonometry The study of triangles. Three trigonometric functions defined for either
acute angles in the right-angled triangle are:
Sine of the angle x is the ratio of the side opposite the angle and the
𝑂
hypotenuse. In short, sin 𝑥 = ;
𝐻
Cosine of the angle x is the ratio of the short side adjacent to the angle
𝐴
and the hypotenuse. In short, cos 𝑥 = 𝐻;
Tangent of the angle x is the ratio of the side opposite the angle and
𝑂
the short side adjacent to the angle. In short tan 𝑥 = 𝐴.

Z-Score The z-score of a value 𝑥 is the number of standard deviations it is away

x−x
from the mean of the set of all values, zscore = .


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 APPENDIX III
◆ ADDITIONAL NOTES
UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS

Proof by Mathematical Induction (MI)

Typical Question

Prove that some formula or statement 𝑃n is true for all positive integers n  k, where k is some positive
integer; usually k = 1.

Procedure

Step 1: Verify that when k = 1: 𝑃n is true for n = k = 1. This establishes that 𝑃n is true for
n = 1.

Step 2: Assume 𝑃 n is true for n = k, where k is a positive integer > 1. At this point, the
statement k replaces n in the statement Pn and is taken as true.

Step 3: Show that 𝑃n is true for n = k + 1 using the true statement in step 2 with n replaced
by k + 1.

Step 4: At the end of step 3, it is stated that statement 𝑃n is true for all positive integers
n ≥ k.

Summary

Proof by MI: For k > 1, verify Step 1 for k and proceed through to Step 4.

Observation

Most users of MI do not see how this proves that 𝑃n is true. The reason for this is that there is a
massive gap between Steps 3 and 4 which can only be filled by becoming aware that Step 4 only
follows because Steps 1 to 3 are repeated an infinity of times to generate the set of all positive
integers. The focal point is the few words “for all positive integers n ≥ k” which points to the
determination of the set S of all positive integers for which 𝑃 is true.

Step 1 says that 1∈ S for k = 1.

Step 3 says that k + 1 ∈ S whenever k ∈ S, so immediately 2 ∈ S since 1 ∈ S.

Iterating on Step 3 says that 3 ∈ S since 2 ∈ S and so on, so that S = {1, 2, 3 ...}, that is, S is the set
of all positive integers when k = 1 which brings us to Step 4.

When k > 1, the procedure starts at a different positive integer, but the execution of steps is the
same. Thus, it is necessary to explain what happens between Steps 3 and 4 to obtain a full
appreciation of the method.

CXC A6/U2/21 77 [Link]

Example 1: Use Mathematical Induction to prove that n3 – n is divisible by 3, whenever n
is a positive integer.

Solution: Let 𝑃n be the proposition that “n3 – n is divisible by 3”.

Basic Step: 𝑃1 is true, since 13 - 1 = 0 which is divisible by 3.

Inductive Step: Assume 𝑃k is true, k  𝑁, k > 1: that is, k3 – k is divisible by

3.
We must show that 𝑃k + 1 is true, if 𝑃k is true. That is,
(k + 1)3 – (k + 1) is divisible by 3.

Now, (k +1)3 - (k + 1) = (k3 +3k2 + 3k + 1) – (k + 1)

= (k3 - k) + 3(k2 + k)

Both terms are divisible by 3 since (k3 - k) is divisible by 3 by the assumption

and 3(k2 + k) is a multiple of 3. Hence, 𝑃k + 1 is true whenever 𝑃k is true.
Thus, n3 – n is divisible by 3 whenever n is a positive integer.
Example 2:
Prove by Mathematical Induction that 7n − 1 is divisible by 3 for  𝑛  𝑁.

Solution:
Let 𝑃n be the statement " 7
n
− 1 is divisible by 3 for  n  𝑁

For 𝑛 = 1, 𝑃 is true, for 𝑛 = 2, P is true. Hence Pn = 3a, for a  𝑁

Assuming that, 𝑃k is true for 𝑘 = 𝑛, where 𝑛 > 2, 𝑃k + 1 = 3b for b  𝑁 .

Pk + 1 − Pk = 7 k + 1 − 1 − ( 7 k − 1) = 7 k ( 7 − 1) = 3 ( 2  7 k )

` Pk + 1 = 3 ( b − a ) .

By the assumption for 𝑃k for 𝑘  𝑁 then 𝑃k is true  𝑛  𝑁

Example 3: Prove by Mathematical Induction that the sum Sn of the first n odd positive
integers is n2.

Solution: Let 𝑃n be the proposition that the sum Sn of the first n odd positive integers
is n2.

Basic Step: For n = 1 the first odd positive integer is 1, so S1 = 1, that is:
S1 = 1 = 12, hence 𝑃1 is true.

CXC A6/U2/21 78 [Link]

 Inductive Step: Assume 𝑃k is true, 𝑘  𝑁, 𝑘 > 1. That is, Sn = 1 + 3 + 5 + ….
+
(2k – 1) = k2.
Now, Sk + 1 = 1 + 3 + 5 +…+ (2k – 1) + (2k + 1)
= [1 + 3 + 5 +…+ (2k – 1)] + (2k + 1)
= k2 + (2k + 1), by the assumption,
= (k + 1)2

Thus, 𝑃n+1 is true whenever 𝑃k is true.

Since 𝑃1 is true and 𝑃k + 1 → 𝑃n + 1 is true, the proposition

𝑃n is true for all positive integers n.
n
n
Example 4: Prove by Mathematical Induction that  r ( r + 1) = 3 ( n + 1)( n + 2) .
r =1
n
n
Solution: Let the statement  r ( r + 1) = 3 ( n + 1)( n + 2) be 𝑃 .
r =1
n

For 𝑛 = 1 and 𝑛 = 2, 𝑃n is true.

k
k
Assuming that for 𝑘 = 𝑛, 𝑃k =  r ( r + 1) = 3 ( k + 1)( k + 2)
r =1

Pk + 1 = Pk + ( k + 1)( k + 2 )
k
Adding the (𝑘 + 1)th term gives = ( k + 1)( k + 2 ) + ( k + 1)( k + 2 )
3
k +1
= ( k + 1) + 1 ( k + 2 ) + 1
3 

By the assumption for 𝑘 = 𝑛 then 𝑃n is true  𝑛  𝑁.

Functions (Injective, surjective, bijective, inverse)

Mathematical proof that a function is one-to-one (injective), onto (surjective) or (one-to-one and onto
function) bijective should be introduced at this stage.

CXC A6/U2/21 79 [Link]

UNIT 1
MODULE 3: CALCULUS

Differential Equation

Example:

A particle moves along a path such that at time, t secs, it's velocity is given by −3t 2 + 11t − 6 ms−1.

(a) Find the times at which the particle is momentarily at rest after being observed.

(b) Sketch the graph of v on t.

(c) At time 4 seconds after being observed the displacement, s metres, of the particle is 17.5 m.
Find the displacement of the particle 7 seconds after being observed.

Solution:

(a) The particle is at momentary rest when v = 0......i.e. when (3t − 2) (t − 3) = 0.

2
t= sec, 3secs
3

(b)

ds
(c) Given = 3t 2 − 11t + 6 separating the variables gives ds = 3t 2 − 11t + 6 dt
dt
s 7

 ds =  (3t − 11t + 6 ) dt
2
Integrating both sides with the initial conditions gives
35 5
2
7
35  3 11 2 
s− =  t − t + 6t  s = 231 metres
2  2 5 2

CXC A6/U2/21 80 [Link]

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II

Principal Argument of a Complex Number

The representation of the complex number z = 1 + i on the Argand diagram may be used to introduce
this topic. Encourage students to indicate and evaluate the argument of z. The students’ answers
should be displayed on the chalkboard.

Indicate that the location of z on the Argand diagram is unique, and therefore only one value of the
argument is needed to position z. That argument is called the principal argument, arg z, where:

−𝜋 < principal argument ≤ 𝜋.

ax
 ax 
De Moivre's theorem to evaluate
  
e cos bx dx  e sin bx dx  by expressing for example


 ( 
Re e( a + bi ) x dx Im e( a + bi ) x dx )
 1  a − bi ax
 e ( cos x + i sin bx ) + C
( a + bi ) x
Re e dx = Re  e ( a + bi ) x + C  = 2
 a + bi  a +b
2

a bi
= 2 − 2 eax ( cos bx + i sin bx ) + C
a +b 2
a + b2
eax
= ( a cos bx − b cos bx ) + C
a 2 + b2

ax


The same approach can be used for e sin bx dx = Im e(

a + bi ) x
dx . This is very useful in
2x
 2x 
reducing the repeated integration by parts of say
  
e cos 4 x dx  e sin 4 x dx 


CXC A6/U2/21 81 [Link]

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS

The Binomial Theorem

Students may be motivated to do this topic by having successive expansions of (a + x)n and
then investigating the coefficients obtained when expansions are carried out.

(a + b)1 = a+b

(a + b)2 = a2 + 2ab + b2

(a + b)3 = a3 + 3a2b+ 3ab2 + b3

(a + b)4 = a4 + 4a3b+ 6a2b2 + 4ab3 + a4

and so on.

By extracting the coefficients of each term made up of powers of a, x or a and x.

1
1 1
1 2 1
1 3 3 1
1 4 6 4 1

Encourage students to use the emerging pattern to generate further expansions of (a + x)n.
This can be done by generating the coefficients from Pascal’s Triangle and then investigating
other patterns. For example, by looking at the powers of a and x (powers of x increase from
0 to n, while powers of a decrease from n to 0; powers of a and x add up to n).

In discussing the need to find a more efficient method of doing the expansions, the Binomial
Theorem may be introduced. However, this can only be done after the students are exposed
to principles of counting, with particular reference to the process of selecting. In so doing,
teachers will need to guide students through appropriate examples involving the selection of
n
r objects, say, from a group of n unlike objects. This activity can lead to defining Cr as the
number of ways of selecting r objects from a group of n unlike objects.

n 𝑛!
In teaching this principle, enough examples should be presented before Cr = (𝑛−𝑟)!𝑟!
formula is developed.

The binomial theorem may then be established by using the expansion of (1 + x)n as a starting
point. A suggested approach is given below:

Consider (1 + x)n.

To expand, the student is expected to multiply (1 + x) by itself n times, that is,

(1 + x)n = (1 + x)(1 + x)(1+ x) ... (1 + x).

CXC A6/U2/21 82 [Link]

 The result of the expansion is found as given below:

The constant term is obtained by multiplying all the 1’s. The result is therefore 1.

The term in x is obtained by multiplying (n – 1) 1’s and one x. This x, however, may be chosen
from any of the n brackets. That is, we need to choose one x out of n different brackets. This
can be done in n C1 ways. Hence, the coefficient of x is n C1.

Similarly, the term in x2 may be obtained by choosing two x’s and (n – 2) 1’s. The x’s may be
chosen from any two of the n brackets. This can be done in n C 2 ways. The coefficient of x2
is therefore n C 2.

This process continues and the expansion is obtained:

(1 + x)n = 1 + nC1 x + nC2 x 2 + nC3 x3 + ... + x n

This is known as the binomial theorem. The theorem may be written as

n
(1 + x)n =  ncr x r
r =0

The generalisation of this could be done as a class activity where students are asked to show
that:
(a + b)n = a n + nC1a n−1b + nC2a n−2b2 + nC3a n−3b3 + ... + bn

This is the binomial expansion of (a + b)n for positive integral values of n. The expansion
terminates after (n + 1) terms.

For n  Q, it should be demonstrated to the student that the notation

n ! = n ( n − 1)( n − 2 )( n − 3) ...  1

Is applicable to the expansion of

n ( n − 1) 2 n ( n − 1)( n − 2 ) 3 n ( n − 1) ... ( n − r + 1)
(1 + x ) = 1 + nx +
n
x + x + + ...
2! 3! r!
where n  Q.

Existence of Roots

Introduce the existence of the root of a continuous function 𝑓 (𝑥) between given values 𝑎 and
b as an application of the Intermediate Value Theorem.

Emphasis should be placed on the fact that:

(a) 𝑓 must be continuous between a and b;

(b) The product of 𝑓 (𝑎) and 𝑓 (𝑏) is less than zero, that is, 𝑓 (𝑎) and 𝑓 (𝑏) must have
opposite signs.

CXC A6/U2/21 83 [Link]

Linear Interpolation

Engage students in the activity below.

Given the points ( x0 , y0 ) and ( x1 , y1 ) on a continuous curve y = f (x), students can establish
that for f ( x0 ) and f ( x1 ) with opposite signs and that f is continuous, then
𝑥0 < 𝑥 < 𝑥1 , for the equation f (x) = 0. If f ( x0 ) < f ( x1 ) say, students can be introduced
to the concept of similar triangles to find successive approximations, holding f ( x1 ) constant.
This intuitive approach is formalised in linear interpolation, where the two points ( x0 , y0 )
and ( x1 , y1 ) can be joined by a straight line and the x-value of the point on this line is
calculated. A first approximation for x can be found using

x0 x
= 1 .
f ( x0 ) f ( x1 )

Successive approximations can be found with this approach until the same answer to the
desired degree of accuracy is obtained.

CXC A6/U2/21 84 [Link]

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS

Counting

Allow students to consider the three scenarios given below.

(a) Throw two dice. Find the probability that the sum of the dots on the uppermost faces
of the dice is 6.

(b) An insurance salesman visits a household. What is the probability that he will be
successful in selling a policy?

(c) A hurricane is situated 500km east of Barbados. What is the probability that it will hit
the island?

These three scenarios are very different for the calculation of probability. In (a), the
probability is calculated as the number of successful outcomes divided by the total possible
number of outcomes. In this classical approach, the probability assignments are based on
equally likely outcomes and the entire sample space is known from the start.

The situation in (b) is no longer as well determined as in ‘a’. It is necessary to obtain historical
data for the salesman in question and estimate the required probability by dividing the
number of successful sales by the total number of households visited. This frequency
approach still relies on the existence of data and its applications are more realistic than those
of the classical methodology.

For (c) it is very unclear that a probability can be assigned. Historical data is most likely
unavailable or insufficient for the frequency approach. The statistician might have to revert
to informed educated guesses. This is quite permissible and reflects the analyst’s prior
opinion. This approach lends itself to a Bayesian methodology.

One should note that the rules and results of probability theory remain exactly the same
regardless of the method used to estimate the probability of events.

Western Zone Office

15 August 2022

CXC A6/U2/21 85 [Link]

 CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Advanced Proficiency Examination®

CAPE®

PURE MATHEMATICS

Specimen Papers and

Mark Schemes/Keys

Specimen Papers, Mark Schemes and Keys:

Unit 1 Paper 01
Unit 1 Paper 02
Unit 1 Paper 032
Unit 2 Paper 01
Unit 2 Paper 02
Unit 2 Paper 032
 TEST CODE 02134010
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

ADVANCED PROFICIENCY EXAMINATION®

ALGEBRA, GEOMETRY AND CALCULUS

PURE MATHEMATICS

UNIT 1 – Paper 01

90 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This test consists of 45 items. You will have 90 minutes to answer them.

2. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.

3. Look at the simple item below.

Sample Item

The lines 2y – 3x – 13 = 0 and y + x + 1 = 0

intersect at the point Sample Answer

(A) (–3, –2) A B C D

(B) (–3, 2)
(C) (3, –2)
(D) (3, 2)

The best answer to this item is “(–3, 2)”, so answer space (B) has been shaded.

4. You may do any rough work in this booklet.

5. The use of silent, non-programmable calculators is allowed

Examination Materials Permitted

A list of mathematical formulae and tables (provided) – Revised 2010

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council

All rights reserved.

021324010/CAPE/SPEC 2022
 -2-

1. Let p, q and r be the propositions 3. The contrapositive for the conditional

p: Students have a driving licence, proposition p → q is
q: Students have a passport,
r: Students have an identification card. (A) q→p
(B) ~p→q
The compund proposition, Students have (C) ~q→~p
driving licence or identification card (D) p→~q
(but not both) together with a passport is
expressed a
4. The proposition q → p is logically
(A) ((p ˄ r) ˅ ~ (p ˄ r)) ˄ q equivalent to
(B) ((p ˅ r) ˅ ~ (p ˄ r)) ˅ q
(C) ((p ˅ r) ˅ ~ (p ˅ r)) ˄ q (A) ~p˄~q
(D) ((p ˅ r) ˄ ~ (p ˄ r)) ˄ q (B) p˅~q
(C) ~q˄p
(D) q˄~p
2. The counpund proposition p ˄ q is true can
be illustrated by the truth table
5. If a remainder of 7 is obtained when
(A) p q p˄q x 3 − 3x + k is divided by x − 3, then k equals

0 0 0 (A) −11
0 1 0 (B) −1
1 0 0 (C) 1
1 1 1 (D) 11

(B) p q p˄q
6. Give that x = 3y, y > 0 then logx 3 is equal to
0 0 1
0 1 0 (A) y
1 0 0
1 1 1 (B) 3y

(C) p q p˄q 1
(C)
y
0 0 0
0 1 0 3
(D)
1 0 1 y
1 1 1

(D) p q p˄q

0 0 1
0 1 0
1 0 1
1 1 0

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021324010/CAPE/SPEC 2022
 -3-

7. Given that f(x) = 2 − e 2x , the inverse 9. If f(x) = | x |, which of the diagrams below
function, f −1(x), for x < 2 is represents the graph of y = f(x) + 2?

(A) 1n (2 − x)

(B) 1n (2 − 2x)

(C) 2 1n (2 − x)

1
(D) 1n (2 − x)
2

2x + 1
8. Given that fg (x) = x, where g(x) = ,
f(x) = 3

3x − 1
(A)
2
3
(B)
2x + 1
2
(C)
3x + 1

3x
(D)
2x + 1

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021324010/CAPE/SPEC 2022
 -4-

10. If 32x + 1 − 4(3x) + 1 = 0 then which of the 13. The range (s) of values of x for which
statements below is true? 3x + 2
> 0 are
x −1
I. x = −1
II. x=1
III. x=0 2
(A) x > − , x >1
3
(A) I only
(B) I and II only 2
(B) − < x <1
(C) I and III only 3
(D) II and III only
2
(C) x < , x >1
3
2 3+3 2
11. can be simplified correctly to 2
3+ 2 (D) x < − , x >1
3

(A) 6

(B) 2 5

(C) 12 + 5 6

12 + 5 6
(D)
5

12. The cubic equation 2x3 + x2 − 22x + 24 = 0

1 1 1
has roots α, ß and y. The value of + +
α β y
is

1
(A) −
12
1
(B) −
11
1
(C) −
2
11
(D)
12

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021324010/CAPE/SPEC 2022
 -5-

14. Which one of the graphs below best represents 15. The values of x for which | x + 5| > 3 are
the equation y = x2 − 5x − 14?
(A) x < −8, x < −2
(B) x > 0, x < 1
(C) x > −2, x < −8
(D) x > −2, x > 8

1 + cot 2 θ
16. =
secθ cos ecθ

(A) tan θ
(B) cos θ
(C) cot θ
(D) cosec θ

17. The general solution of the equation

cos 2θ = 1 is

π
(A) nπ +
4
(B) nπ

π
(C) nπ +
2

( 2n + 1) π
(D)
4

18. cos θ + 3 sin θ = 2 can be expressed as

  1 
(A) 4cos  θ − tan −1    = 2
  3 
(B) 2cos (θ + tan −1 ( 3) ) = 2

(C) 10 cos (θ − tan −1 ( 3) ) = 2

  1 
(D) 10 cos  θ + tan −1    = 2
  3 

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021324010/CAPE/SPEC 2022
 -6-

3 22. The tangent to the circle, C, with equation

19. If cos A = and A is acute, then sin 2A is x2 + y2 + 4x − 10y − 5 = 0 at the point
5
equal to P(3, 2) has equation

6 (A) 3x + 5y − 19 = 0
(A)
25 (B) 5x + 3y + 19 = 0
(C) 3x − 5y + 19 = 0
8
(B) (D) 5x − 3y − 9 = 0
25
12
(C) 23. The centre of the circle (x − 3)2 + (y + 2)2 = 25 is
25
24 (A) (3, −2)
(D)
25 (B) (2, −3)
(C) (−3, 2)
(D) (−2, 3)
1
20. The maximum value of is
 π
2cos  θ + 
 4 24. The Cartesian equation of the curve C given
(A) −1 by the parametric equations x = 3 sin θ − 2,
y = 4 cos θ + 3 is
(B) 0
(A) x2 + y2 = 309
1 (B) 9x2 + 16y2 = 13
(C) (C) (x − 3)2 + 4 (y − 4)2 = 36
2
(D) 16(x + 2)2 + 9 (y − 3)2 = 144
(D) 2

25. Relative to a fixed

 origin, O, the position
21. A curve C 1 is given by the equation vector of A is OA = 3i− j + 2k and the
y = x2 + 1, and a curve C2 is given by the
position vector of B is OB = 9i − 3j + 5k
16 
equation 2 + 1, x ∈ , x > 0 . The value of AB is
x
x for which C1 = C2 is (A) 1 unit

(A) −4 (B) 7 units

(B) 2
(C) −2
(C) 3 21 units
(D) 4
(D) 49 units

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021324010/CAPE/SPEC 2022
 -7-

26. Relative to a fixed origin, O, ths point A has 28. Relative to a fixed origin, O, the point A has
position vector (2i + 3j − 4k), and point B has position vector (10i + 14j − 4k), and the point
position vector (−5i + 9j − 5k). The line, 1, B has position vector (5i + 9j + 6k). Given
passes through the points A and B. A vector that a vector v is of magnitude 3 6 units in
equation for the line 1 is given by 
the direction of AB , then v =
(A) r = 2i + 3j − 4k + λ(−7i + 6j − k)
(A) 3i + 3j − 6k
(B) r = 2i + 3j − 4k + λ(−5i + 9j − 5k)
(B) −3i − 3j + 6k
(C) r = 2i + 3j − 4k + λ(−3i + 12j − 9k)
(C) −3i + 3j + 6k
(D) r = 2i + 3j − 4k + λ(−10i + 27j + 20k)
(D) 3i − 3j + 6k

27. Relative to a fixed origin, O, the line, P1,

29. The value that θ, 0≤ θ ≤ π , which satisfies
 8  2 the equation 2cos2θ + 3cosθ − 2 = 0 is
   
has position vector  13  + λ  1  ,
 −12   −2  (A) π
   
6
and the line, P2, has position vector (B) π
4
 8  1 (C) π
    3
 13  + μ  − 4  where λ and μ are
 − 2  8 (D) π
    2
scalars.
30. If the length of the vector x = 5i − (k − 2)j is
The cosine of the acute angle between P1 and 34 and k is real, then k =
P2 is given by
I. 5
2 II. −1
(A) cos θ = −
3 III. −5
2
(B) cos θ = (A) III only
3 (B) I and II only
8 (C) II and III only
(C) cos θ = (D) I, II and III
27
2
(D) cos θ =
27

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021324010/CAPE/SPEC 2022
 -8-

2 x2 − 5x − 3 34. Given that f (x) = (6x + 4) sin x, then f'(x) is

31. lim 2 is
x →3
x − 2x − 3 (A) 6 cos x
(B) 2(3x + 2) cos x +6 sin x
(A) 0 (C) 6x cos x + 6 sin x
(D) 3 + 2 sin x + (3x + 2) cos x
(B) 1

7 35. The derivative by first principles of the

(C)
4 1
function f ( x) = 2 is given by
(D) ∞ x

1 1
sin x −
32. lim is ( x + h) 2 x 2
x →0 x (A) lim
h →0 h
2
(A) 0 1 1
− 2
( x + h) x
2
1 (B) lim
(B) h →0 h
2
(C) 1 1 1
− 2
x 2
( x + h)
(D) 2 (C) lim
h →0 h

33. Given that lim {3 f ( x) + 2} = 11 , where f (x) 1 1

x → −1
(D) lim − 2
h → 0 ( x + h) 2
x
is real and continuous, the lim {2 f ( x) + 5 x}
x → −1

is d2y
36. If y = cosx − sinx, then is
dx 2
(A) −11 (A) cos x + sin x
(B) 1 (B) cos x − sin x
(C) 4 (C) -cos x + sin x
(D) 13 (D) -cos x − sin x

GO ON TO THE NEXT PAGE

021324010/CAPE/SPEC 2022
 -9-

37. At x = 2, the function 2x3 − 6x2 + 5x 41. The area of the finite region, R, enclosed by
1
(A) is decreasing the curve y = x − , the lines x = 1 and
x
(B) is increasing
(C) has a minimum value x = 4 is
(D) has a maximum value
9
(A)
2
38. Given f(x) = (x − 2) (x3 + 5), f ʹ(x) is? 11
(B)
2
(A) 3x2
(B) −2(3x2 + 5) 27
(C)
(C) 4x3 − 6x2 + 5 4
(D) x4 − 2x3 + 5x − 10
19
(D)
2
39. The curve, C, with equation y = x3 − 6x2 + 9x
has stationary points at P(3, 0) and Q(1, 4). 42. The volume (in units 3) generated when
The nature of these stationary points is the region bounded by the graphs of
y2 = x + 3, x = 0 and x = 3 is rotated through
(A) (3, 0)max (1, 4)max 2π radians about the x-axis is
(B) (3, 0)infl (1, 4)min
(C) (3, 0)infl (1, 4)max (A) 63
(D) (3, 0)min (1, 4)max
27
(B)
2
d 2x −1 7
40. Given that = then (C) 63π
dx 3 x + 2 (3 x + 2) 2
27
2
21 (D) π
∫ ( 3x + 2 )
1
2
dx = 2

2
3(7)
(A)
(3 x + 2) 2 1

2x −1 2

(B)
(3x + 2) 1

3(2 x − 1) 2

(C)
(3 x + 2) 1

−21 2

(D)
(3 x + 2) 1

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021324010/CAPE/SPEC 2022
 - 10 -

3 0
16
43. Given that ∫ f ( x) dx = 8 , then 45. Given that ∫ f ( x) dx =
−2
3
and water is
1
3
pumped into a large tank at a rate that is
∫ 2 f ( x ) − 5 dx = 2
32
1
proportional to its volume, V, ∫ f ( x) dx =
−2
3
(A) 6 where f(x) is a real continuous function in
(B) 11
(C) 13 2

(D) 21 the closed interval [−2, 2], then ∫ f ( x) dx =

0

16
44. The total shaded area in the diagram below (A)
3
is given by
(B) 16

64
(C)
3
(D) 32

5
(A) ∫−2
f ( x) dx

0 5
(B) − ∫ f ( x) dx + ∫ f ( x) dx
−2 0

−2
(C) ∫−5
f ( x) dx

0 5
(D) ∫−2
f ( x) dx + ∫ f ( x) dx
0

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

02134010/CAPE/SPEC 2022
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 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 2 1 3 4 0 1 0

SUBJECT: PURE MATHEMATICS − UNIT 1 − Paper 01

PROFICIENCY: ADVANCED

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.

3. Keep it in a safe place until you have received your results.

INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.

I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.

Signature: _____________________________
Supervisor/Invigilator

Date: _________________________________
 UNIT 1
PAPER 01

Item Key Specific Item Key Specific Item Key Specific

Obj. Obj. Obj.
1 D 1.1, 1.2 16 C 1.1 31 D 1.4
2 A 1.1, 1.2 17 B 1.8 32 D 1.5
3 C 1.3 18 C 1.10 33 B 1.4
4 B 1.4 19 D 1.5 34 B 2.5
5 A 3.2 20 C 1.12 35 A 2.3
6 C 5.1 21 B 2.4 36 C 2.10
7 D 5.6 22 D 2.2 37 B 2.8
8 A 4.2 23 A 2.1 38 C 2.5
9 B 6.4 24 D 2.5 39 D 2.12
10 C 5.6 25 B 3.3 40 C 3.1
11 A 2.3 26 A 3.7 41 B 3.9
12 D 7.1 27 A 3.6 42 D 3.10
13 D 4.1 28 B 3.4 43 A 3.8
14 A 4.5 29 C 1.11 44 B 3.9
15 C 6.5 30 B 3.3 45 A 3.8
 TEST CODE 02134020
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

UNIT 1

ALGEBRA, GEOMETRY AND CALCULUS

SPECIMEN PAPER

PAPER 02

2 hours 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE sections.

2. Each section consists of TWO questions.

3. Answer ALL questions from the THREE sections.

4. Write your answers in the spaces provided in this booklet.

5. Do NOT write in the margins.

6. Unless otherwise stated in the question, any numerical answer that is not exact MUST
be written correct to three significant figures.

7. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

8. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

Examination Materials Permitted

Mathematical formulae and tables (provided) – Revised 2022

Electronic calculator
Ruler and graph paper

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council

All rights reserved.
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 -2-

SECTION A

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Module 1

Answer BOTH questions.

1. (a) (i) Let p and q be any two propositions. Complete the truth table below.

p q p˄q ~ p˄q ~p ~q ~p ~q
T T
T F
F T
F F

[4 marks]

(ii) Hence, state whether the statements ~(p ˄ q) and ~p ˅ ~q are logically equivalent.

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Justify your response.

[2 marks]
(b) Solve the equation x − x − 4 = 2 for all real values of x.
2

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[6 marks]

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(c) (i) Determine the value(s) of the constants p and q such that x − 2 is a common factor
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of x3 − x2 − 2px + 3q and qx3 − px2 + x + 2.

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[10 marks]

(ii) Hence, determine all roots of the equation x3 − x2 − 2px + 3q.

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[3 marks]

Total 25 marks
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2. (a) A function f is defined as f(x) = log3 (x + 3).

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(i) Determine

a) the domain of the function

b) the range of the function

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[2 marks]

(ii) Determine the inverse function f- −1(x).

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[3 marks]

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 -5-

(iii) On the grid provided below, sketch the graph of f(x) and f- −1(x), clearly indicating
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the intercepts.
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[7 marks]
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n
1 1

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(b) Prove by mathematical induction that =2 = 1 − is true for all values n 2.
r ( r − 1) r n

[6 marks]

(c) The cubic equation 2x3 − 4x2 + 5x − 3 = 0 has roots α, and .

State the value of:

(i) α

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[1 mark]

(ii) αβ

[1 mark]

(iii) αβ

[1 mark]

1 1 1
(iv) Hence, determine the value of + +
α β 3 3
β 3 3
α 3 3 DO NOT WRITE IN THIS AREA

[4 marks]

Total 25 marks

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SECTION B
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Module 2

Answer BOTH questions.

sin 3θ + sin 5θ
3. (a) Prove the identity = tan 4θ.
cos3θ + cos5θ
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[4 marks]

(b) (i) Show that the equation 2 sin θ − cotθ = 0 may be written as
2 cos2 θ + cos θ − 2 = 0

[3 marks]
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(ii) Hence, determine the general solution for θ.

[4 marks]

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π
3 sin θ + cos θ in the form R sin(θ + a) where R > 0 and 0 < a <

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(c) (i) Express .
2

[3 marks]

1
(ii) Hence, determine the maximum value of f (θ ) = .
3 sin θ + cos θ + 3

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[5 marks]
1   −1  1   
6
       
(d) Determine whether the lines l1 : r =  0  +  3  and l2 : r =  3  +  2  intersect.
5  −1   4 3
       

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[6 marks]

Total 25 marks

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4. (a) Prove that the parametric equations x = 3 sin θ = 2 cos θ + 6 represent the equation
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of an ellipse.

[3 marks]

(b) (i) B is the point (3, 4). A point P moves so that the fixed distance from point B is
5 units. Show that the locus of P is a circle, C, with centre (3, 4).
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[3 marks]

(ii) Determine the equation of the tangent and normal to the circle, C, at the point
(5, 5).

[4 marks]

(iii) Determine the coordinates of the points of intersection of the circle C and the line
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3 = −x + 10.

[4 marks]

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(c) Let A = (−1, 1, −1), B = (−2, −1, −4) and C = (−4, 2, −5).

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 11
 
(i) Show that the vector  5  is perpendicular to the plane A, B and C.
 −7 
 

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[5 marks]

(ii) Hence, determine the Cartesian e uation of the plane, π1, through A, B and C.

[3 marks]

(iii) If the angle between two planes is the angle between their normal vectors, determine
the angle between π1 and π2: 2x − + 2z = 3. DO NOT WRITE IN THIS AREA

[3 marks]
Total 25 marks
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SECTION C
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Module 3

Answer BOTH questions.

 2 x2 − 4 x + 5 5x − 4 
5. (a) (i) The function f(x) is defined as f ( x ) =  + .
 5x x 
Determine lim
x →1
f ( x)
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[3 marks]

(ii) Di erentiate f(x) = x3 − 6x from first principles.

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[5 marks]

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(b) The function g(x) takes the form ax4 + bx2 + c. Given that g"(x) = 36x2 − 10, g(1) = 4 and

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g'(0) = 0, determine the values of a, b and c.

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[7 marks]

(c) A spherical balloon is being inflated by an air pump. The rate of increase of the radius of
the balloon is 1.5 cm/s.

(i) Determine the rate at which the volume of the balloon is increasing when the radius
is 5 cm, giving your answer in terms of π.

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[5 marks]

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(ii) Given that the maximum volume of the balloon is 2500 cm3, determine
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a) the time it takes to completely inflate the balloon.

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[3 marks]

b) the radius of the balloon when it is fully inflated.

Use π = 3.14
4 3
[The volume, V, of a sphere of radius r is given by V = πr ]
3
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[2 marks]

Total 25 marks
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6. (a) Di erentiate = (2x3 + 3) cos (x2) with respect to x.

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[4 marks]

2
(b) The diagram below shows the region bounded by the curve = 4 − x, the line = 3 and

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the -axis.

(i) Calculate the area of the shaded region.

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[6 marks]

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 - 15 -

(ii) Calculate the volume of the solid generated when the shaded region is rotated
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completely about the line = 3, giving your answer in terms of π.

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[5 marks]
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7 2

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The function f(x) is defined by f ( x) = x − x + 2x .
3
(c)
2
Determine the coordinates and the nature of the stationary points of f(x).

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[10 marks]
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Total 25 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

02134020/SPEC/CAPE 2022

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 - 17 -

EXTRA SPACE

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If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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02134020/SPEC/CAPE 2022
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 - 18 -

EXTRA SPACE
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If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.
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02134020/SPEC/CAPE 2022
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 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 2 1 3 4 0 2 0

SUBJECT: PURE MATHEMATICS – UNIT 1 – Paper 02

PROFICIENCY: ADVANCED

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.

3. Keep it in a safe place until you have received your results.

INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.

I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.

Signature: _____________________________
Supervisor/Invigilator

Date: _________________________________
 02134020/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 1 — Paper 02

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

1. (a) (i)
p q p ˄ q ~(p ˄ q) ~p ~q ~p˅~q
T T T F F F F
T F F T F T T
F T F T T F T 4
F F F T T T T

(1) (1) (1) (1)

either column

(ii) Since ~(p ˄ q) and ~p ˅ ~q have the same values in

the truth table, they are logically equivalent. 2
[2 marks]

(b)
x2 − x − 4 = 2
Either x 2 − x − 4 = 2 OR x 2 − x − 4 = −2
[2 marks]

x2 − x − 4 = 2
x2 − x − 6 = 0
( x − 3)( x + 2 ) = 0
x = −2, 3 [2 marks]
6

OR

x 2 − x − 4 = −2
x 2 − x − 6 = −2
x2 − x − 2 = 0
( x + 1) ( x − 2) = 0
x = −1, 2 [2 marks]
 - 3 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) (i) If x − 2 is a factor of

x 3 − x 2 − 2 px + 3q then
f (2) = 0 [1 mark]
i.e. 4 p − 3q = 4 Equation 1 [2 marks]

If x − 2 is a factor of
qx3 − px 2 + x + 2 then
g (2) = 0 [1 mark]
i.e. 4 p − 8q = 4 Equation 2 [2 marks]
10
4 p − 3q = 4
4 p − 8q = 4

Recognizing that equations can be solved simultaneously

[1 mark] SOI

Attempt to solve simultaneous equations [1 mark]

Solution
p = 1, q = 0
[2 marks]

(ii)
x − 2 x3 − 2 x = x 2 + x
x3 − x 2 − 2 x = x ( x + 1)( x − 2 )
( x + 1)( x − 2 ) = 0 3
x = −1, 0, 2
[3 marks]

TOTAL 25

Specific Objectives: 1.1, 1., 1.4, 3.1, 3.3, 6.1,

6.2, 6.5
 - 4 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

2. (a) (i) Domain: x > -3 or (-3, ) [1 mark]

Range: (− , ) [1 mark] 2

(ii)
f ( x) = log 3 ( x + 3)
y = log 3 ( x + 3)
3
x = log 3 ( y + 3)
3x = y + 3
y = 3x − 3 = f −1 ( x)
[3 marks]

(iii) y = log 3 ( x + 3)
When x = 0,
y = log 3 3 = 1
y − intercept ( 0,1) [1 mark]

When y = 0,
0 = log 3 ( x + 3)
1= x+3
x = −2
[1 mark]
x − intercept ( −2, 0 ) 7
y = 3 −3
x

When x = 0
y = 30 − 3 = −2
[1 mark]
y − intercept ( 0, −2 )
When y = 0
0 = 3x − 3
3 = 3x
x =1
[1 mark]
x − intercept (1, 0 )
 - 5 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Graph showing 𝑦𝑦 = log3(𝑥𝑥 + 3) [1 mark]

Graph showing 𝑦𝑦 = 3𝑥𝑥 − 3 [1 mark]

Showing all 4 intercepts [1 mark]
 - 6 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) Verifying statement true for n = 1 [1 mark]

Assume statement true for n = k [1 mark]

n
1 1
= 1−
r = 2 ( r − 1) r k

k +1 k
1 1
+ ( k + 1) term
th
= [2 marks]
r = 2 ( r − 1) r r = 2 ( r − 1) r

k +1
6
1  1 1
= 1 −  + [1 mark]
r = 2 ( r − 1) r  k  k ( k + 1)

Proving the statement true for n = k + 1

k +1
1 1
= 1−
r = 2 ( r − 1) r k +1

Hence by the Principle of Mathematical Induction, the

statement is true for all values n ≥ 2. [1 mark]

(c) (i) 2 x3 − 4 x 2 + 5 x − 3 = 0
5 3
( 2 ) x3 − 2 x 2 + x − = 0 [1 mark] 1
2 2
α = − ( −2 ) = 2

(ii) 5
αβ = [1 mark] 1
2

(iii) 3
αβ = [1 mark] 1
2
 - 7 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iv) 1 1 1
+ +
α β 3 3
β 3 3
α 3 3

[1 mark]
3
+α + β 3 3
=
α 3β 3 3

α3
=
(αβ )
3

α3 = ( α ) − 3( α )( αβ ) + 3αβ
3
[1 mark]
4

5 3
= 23 − 3 ( 2 )   + 3  
2 2
5 [1 mark]
=−
2
5
1 1 1 10
+ + =− 2 3 =− [1 mark]
α 3β 3 β3 3
α3 3
3 27
 
2

TOTAL 25

Specific Objectives: 2.4, 2.5, 4.1, 4.5, 5.4, 5.5

 - 8 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

3. (a) sin 3θ + sin 5θ

cos 3θ + cos 5θ

 3θ + 5θ   3θ − 5θ  [1 mark]
2sin   cos  
=  2   2 
 3θ + 5θ   3θ − 5θ 
2 cos   cos   4
 2   2 
[1 mark]
sin 4θ
= [1 mark]
cos 4θ

= tan 4θ [1 mark]

(b) (i) 2sin θ − cos θ = 0

cos θ
cos θ = [1 mark]
sin θ
cos θ
2sin θ − =0
sin θ 3
[1 mark]
( x sin θ )
2sin 2 θ − cos θ = 0
2 (1 − cos 2 θ ) − cos θ = 0 [1 mark]

2 cos 2 θ + cos θ − 2 = 0

(ii) 2sin 2 θ + cos θ − 2 = 0

[1 mark]
( 2 cos θ − 1)( cos θ + 2 ) = 0
1
cos θ = or cos θ = −2
2 4
[1 mark]
θ = 60o ,...
θ has no solution [1 mark]
[1 mark]
θ = 360n 60o
 - 9 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) (i)
3 sin θ + cos θ = R sin(θ + α )

Equating coefficients:
[1 mark]
cos θ : R sin α = 1
sin θ : R cos α = 3
1
tan α = 3
3
π [1 mark]
α=
6
R2 = ( 3 ) +1 = 2
2
2 [1 mark]

 π
3 sin θ + cos θ = 2sin  θ + 
 6

(ii)  π
−1 sin  θ +  1 [1 mark]
 6
 π [1 mark]
( 2) − 2 2sin  θ +  2
 6
π
( +3)1 2sin  θ +  + 3 5 [1 mark]
 6
5
Inverting:

1 1
1 [1 mark]
5  π
2sin  θ +  + 3
 6

Hence the maximum value of f (θ ) = 1 [1 mark]

 - 10 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(d) 1  −1 1 6

       
l1 : r =  0  +  3  l2 : r =  3  +  2
5  −1  4  3
       

Expressing in parametric form:

[1 mark]
1− = 3 + 6 (1)
3 = 3+ 2 (2)
5− = 4+3 (3)
(3)-(2)
4 = 1− 3 [1 mark] 6
= −1

Substitute into (1): =4 [1 mark]

Substituting for and into equation (2) [1 mark]

3(4) = 3 + 2(−1) [1 mark]

12 1

Since there are no unique values of and which satisfy

all three equations, the lines l1 and l2 do not intersect.
[1 mark]

TOTAL

Specific Objectives: 1.1, 1.5, 1.6, 1.7, 1.8, 1.9,

1.11, 3.7, 3.8
 - 11 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

4. (a) x = 3sin θ + 5

x −5
= sin θ [1 mark]
3

y = 2 cos θ + 6

3
y −6
= cos θ [1 mark]
2

2 2
 x −5  y −6 
  +  =1
 3   2 

( cos 2
θ + sin 2 θ = 1) [1 mark]

(b) (i) Let P have coordinates (x, y).

BP = 5
= 5 [1 mark]
( x − 3) + ( y − 4)
2 2

Squaring both sides 3

( x − 3) + ( y − 4 )
2 2
=5 [1 mark]

The locus of P is a circle with centre (3, 4) and radius

5 units. [1 mark]

(ii) 5−4 1 [1 mark]

Gradient of normal = =
5−3 2
Equation of normal:
1 [1 mark]
y −5 = ( x − 5)
2
1 5 4
y = x+
2 2
Gradient of tangent = -2 [1 mark]

Equation of tangent:
y − 5 = −2( x − 5) [1 mark]
y = −2 x + 15
 - 12 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) Let
( x − 3) + ( y − 4 )
3 2
=5 (1)
3 y = − x + 10 (2)
From (2) x = 10 − 3 y

Substitute into (1)

(10 − 3 y − 3) + ( y − 4 )
2 2
=5
( 7 − 3 y ) + ( y − 4) = 5
2 2

4
10 y 2 + 50 y + 60 = 0
[1 mark]
y2 + 5 y + 6 = 0
( y − 3) + ( y − 2 ) = 0
y = 2 or 3 [1 mark]

When y = 2, x = 4 [1 mark]
When y = 3, x = 1

Coordinate of the points of intersection (1,3) and (4,2)

[1 mark]
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02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) (i)  −1  −2   −4 

        
OA =  1  OB =  −1  OC =  2 
 −1  −4   −5 
     
1
   [1 mark]
BA =  2 
 3
 
3
   [1 mark]
CA =  −1
4
 
 1   11 
   [1 mark] 5
 2   5  = 11 + 10 − 21 = 0
 3   −7 
  
 3  11 
  
 −1 5  = 33 − 5 − 28 = 0
[1 mark]
 4  −7 
  
 
Since both dot products = 0 and both vectors BA and CA
 11 
  is perpendicular to the plane.
lie on the plant,
 5 
 
 −7 
[1 mark]

(ii) Using r.n = a.n [1 mark]

 11   −1 11 
     [1 mark]
r  5  =  1  5 
3
 −7   −1 −7 
    

Hence the cartesian equation of the plane is

11x + 5 y − 7 z = 1. [1 mark]
 - 14 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) Let θ be the angle between the planes π 1 and π 2 .

n1.n2
cos θ = [1 mark]
n1 n2
 11  2 
   3
 5  −1 [1 mark]
 −7  2 
=   
195 9

[1 mark]
θ = 87.3o

TOTAL 25

Specific Objectives: 2.3, 2.4, 2.5, 3.1, 3.9

 - 15 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

5. (a) (i) lim lim  2 x 2 − 4 x + 5 5 x − 4 

f ( x) =  +  [1 mark]
x →1 x → 1 5x x 

 2(1) 2 − 4(1) + 5 5(1) − 4  3

= +  [1 mark]
 5(1) 1 
8
= [1 mark]
5

(ii) First principle:

[1 mark]
f ( x+ h )− f ( x )
lim h [1 mark]
f ( x) =
'

h→0

f ( x) = x3 − 6 x
[1 mark]
f ( x + h) = ( x + h)3 − 6( x + h)
( x + h )3 − 6( x + h ) − ( x3 − 6 x )
lim h
f ' ( x) = [1 mark]
h→0
5
Expand and simplify

3 x 2 + 3 xh 2 + h 2 − 6 h
lim h
[1 mark]
f ' ( x) =
h→0
Divide through by h:

(3 x 2 + 3 xh + h 2 − 6)
lim
f ( x) =
' [1 mark]
h→0

With limit applied f ’ ( x ) = 3 x − 6

2
[1 mark]
 - 16 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) Integrate:

g "( x) = 36 x 2 − 10
[1 mark]
g "( x) = 12 x 2 − 10 x + c
[1 mark]
Using g '(0), c = 0

Therefore, g '( x) = 12 x − 10 x
3

Integrate g '( x) g ( x) = 3 x 4 − 5 x 2 + c [1 mark]

7

Using

g (1) = 4
[1 mark]
3(1) 4 − 5(1) 2 + c = 4
[1 mark]
c=6
g ( x) = 3x 4 − 5 x 2 + 6 [1 mark]
Hence:a = 3, b = −5 [1 mark]

(c) (i) dV dV dr
= [1 mark]
dt dr dt

4
Since V = π r 3
3

dV
= 4π r 2 [1 mark]
dr

dV 6π r 2 cm3 [1 mark]
= d π r 2 1.5 = 5
dt s
[1 mark]

2
cm
dV [1 mark]
At r = 5, = 6π (5) 2 = 150π s
dt
 - 17 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(ii) 2500 t
∫0
dv = ∫ 150π dt
0

[1 mark][1 mark]

When 2500 = 150π t t = 5.3s. [1 mark]

5

2500 3
r= 3 = 8.43 cm [1 mark]
4π
[1 mark]

TOTAL 25

Specific Objectives: 1.4, 2.2, 2.4, 2.7, 2.10

 - 18 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

6. (a) (i) Product rule:

( fg ) ' = f ' g + fg '

f = 2 x3 + 3
f ' = 6x2
[1 mark]
g = cos ( x 2
)
Apply Chain rule
Let u = x 2 and g = cos(u )
[1 mark] 4
g '(u ) = − sin(u )
u ' = 2x
g ' = −2 x sin ( x 2 )
[1 mark]

Apply Product rule:

( fg ) ' = 6 x 2 cos ( x 2 ) − 2 x ( 2 x3 + 3) sin ( x 2 )

[1 mark]

(b) (i) Area of rectangle region between x = -5 and

x = -5 and x = 0 under the line y = 3:

A = LW = 5 × 3 = 15 squared units [1 mark]

0
Area under curve: ∫ −5
4 − xdx [1 mark]
Apply substitution: U = 4 - x
Boundaries: U = 4 and U = 9 [1 mark]

Integrating: 6
9
9  3 32  38
−∫ u du = u = squared units [2 marks]
4
2 4 2

38 7
Area of shaded region = 15 − = squared units [1 mark]
3 3
[The answer should be given in squared units]
 - 19 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

Volume of revolution:
(ii)

∫ ( )
0 2 0

−5
π 4 − x − 3 dx = ∫−5
π  − x − 6 4 − x + 13dx [1 mark]

0
 x2 3 
= π − + 4(4 − x) 2 + 13 x
 2  −5 [2 marks]
5
 25 
= π − − 76 + 65
 2  [1 mark]

3
Volume = π cubic units [1 mark]
2
[The answer should be given in cubic units]

(c) d
( f ( x) ) = 3x 2 − 7 x + 2 [1 mark]
dx

3x 2 − 7 x + 2 = 0
[1 mark]
−(−7) (−7) 2 − 4(3)(2)
x=−
2(3)
1
x = 2, x = [1 mark]
3
When x = 2, f ( x) = −2 ( 2, −2 ) [1 mark] 10

1 17  1 17  [1 mark]
When x = , f ( x) = = 0.315  , 
3 54  3 54 
d
dx
( 3x 2 − 7 x + 2 ) = 6 x − 7 [1 mark]

d2
At x = 2; 2 ( f ( x) ) > 0 ( 2, −2 ) is a minimum point [2 marks]
dx
1 d2  1 17 
At x = ; 2 ( f ( x) ) < 0  ,  is a maxmum point [2 marks]
3 dx  3 54 

TOTAL 25

Specific Objectives: 2.9, 2.12, 2.15, 3.9, 3.10

 TEST CODE 02134032
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PUREMATHEMATICS

UNIT 1

ALGERBA, GEOMETRY AND CALCULUS

SPECIMEN PAPER

PAPER 032

2 hours

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE questions.

2. Answer ALL questions.

3. Write your answers in the spaces provided in this booklet.

4. Do NOT write in the margins.

5. Unless otherwise stated in the question, any numerical answer that is

not exact MUST be written correct to three significant figures.

6. If you need to rewrite any answer and ther is not enough space to do
so on the original page, you must use the extra page(s) provided at the
back of this booklet. Remember to draw a line through your original
answer.

8. If you the extra page(s) you MUST write the question number
clearly in the box provided at the top of the extra page(s) and, where
relevant, include the question part beside the answer.

q p p p
in the Unit.

Examination Materials Permitted

Mathematical formulae and tables (provided) − Revised 2022
Mathematical instruments
Silent, non-programmable electronic calculator

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Copyright © 2021 Caribbean Examinations Council
All rights reserved.
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 -2-

1. A closed cylindrical water tank is to be installed in a commumity to provide the residents with a

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constant supply of water. The diagram below, not drawn to scale, shows the water tank mounted
on a concrete base.

Use π = 3.14

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The population of the community is 400 persons with each person using an average of 0.05 m3
of water each day

(a) Calculate, in cubic metres, the minimum volume of water required in the tank daily.

The manufacturer of the tank can produce a closed cylindrical tank with a volume of 30 m3
and radius, xm.

(b) Write an expression, in terms of x, for the height, h, of the tank. DO NOT WRITE IN THIS AREA

[1 ]
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 -3-

(c) Write an expression, in terms of x, for the total surface area of the tank.
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(d) Determine the value of x that would minimize the surface area of the rank. Verify that this
value of x produces a minimum surface area.
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(e) The volume of water in the tank is being consumed at a rate of 1 m3h-1. At what rate is the
level of the water in the tank decreasing?
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 -4-

dh 1
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The rate at which the height of the water in the tank decreases is given by =− 2 .
dt h

(f) Determine an expression for the height of the water in the tank in terms of time (hours).
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(g) Initially, the water in the tank is filled to a height of 4 m. Calculate the time it takes for
the water level to drop by 2 m.
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 -5-

2. Tropical Cruises is a company which operates a fleet of yachts and is interested in o ering party
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cruises between the islands of Barbados, Grenada and St Vincent.

It was determined that the total revenue that could be generated from ticket sales is given by the
equation R(x) = 196x − 3x2 where x represents the number of passengers (the level of demand).

(a) Show that the marginal revenue is given by R'(x) = 196 − 6x.

(b) Hence, determine the marginal revenue in (hundreds of dollars) when the level of demand,
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x is 30.

The total cost function for Tropical Cruises is modelled by C(x) = 14 + 4x.

(c) Show that the profit function for this venture is given by P(x) = −3x2 + 192x − 14.
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 -6-

(d) Determine an expression for the marginal profit.

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(e) Compute the marginal profit when the level of demand, x, is 14.

(f) Determine whether the profit is increasing or decreasing when the level of

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demand is 14.

(g) Determine the level of demand that maximi es the profit, that is, the value of x for
which the marginal profit is e ual to ero.

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(h) Verify that the level of demand stated in (g) is a maximum.

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 -7-

The marginal cost function C'(x) of a rival tourist entity, Wadadli Cruises, is given by
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C'(x) = 16x + 10.

(i) Write an expression for the total cost function C(x) for Wadadli Cruises.

(j) Hence, calculate the value of the constant of integration (overhead cost) for the total
cost in (i), given the total cost C(x) = 32 when x = 0.
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(k) Which of the two companies, Tropical Cruises or Wadadli, would have the
lower overhead cost? Justify your response.
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 -8-

3. The table below shows the ports visited by Tropical Cruises in the respective islands.

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Height Above
Island Port Location Sea Level
(m)
Barbados Bridgetown (B) 13.1o North, 59.6o West 1
Grenada Prickly Bay (P) 12o North, 61.8o West 21
St Vincent and the Grenadines Kingstown (K) 13.2o North, 61.2o West 14
*To the nearest metre

(a) If xi + y + z represents a port located at xo north and yo west and z metres above sea
level, express the location of the ports B, P and K as position vectors.

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(b) In the space provided below, sketch the relative positions of the three ports B, P and K as
would be seen on a map.

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 -9-

(c) Determine the vector equation of the line joining EACH of the following ports:
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(i) B and P

(ii) B and K
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(d) Calculate the acute angle between the lines BP and BK.

 
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(e) Show that the vector 11i + 15.4 − 1.98 is perpendicular to both vectors, BP and BK .

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 - 10 -

(f) Hence, detemine the Cartesian equation of the plane containing the ports Prickly Bay,

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Bridgetown and Kingstown.

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END OF TEST

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 - 11 -

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 DO
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IS
PA
GE
 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 2 1 3 4 0 3 2

SUBJECT: PURE MATHEMASTICS – UNIT 1 – Paper 032

PROFICIENCY: ADVANCED

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you

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INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
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 02134032/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 1 — Paper 032

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

1. (a) Minimum volume of water

= 400 0.05
1
= 20m3
[1 mark]

(b) V = π r 2h
V
h= 2
πr
Substituting V = 30 and r = x 1

30
h=
π x2
making h the subject of the formula. [1 mark]

(c) The surface area of a cylinder is

A = 2π r 2 + 2π rh

30
Substituting h = and r = x
π x2
2
 30 
A = 2π r 2 + 2π x  2 
πx 

60
Substituting into formula = 2π r 2 + simplifying
x
expression. [2 marks]
 - 3 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

(d) 60
A = 2π x 2 +
x
dA 60
= 4π x − 2
dx x
Differentiating [1 mark]
dA
Stationary points occur when =0
dx

60 dA
i.e. 0 = 4π x − 2
placing =0.
x dx

60
= 4π x [1 mark]
x2

15 [1 mark]
= x3
π

15
3 =x [1 mark]
π
7
find x
x = 1.683 [1 mark]
3
1.68m (3sf )

units

d2A 120
2
= 4π + 2
dx x

finding the 2nd derivative [1 mark]

When x = 1.68

d2A
>0
dx 2

2nd derivative sign test. Hence the area is a

minimum. [1 mark]
 - 4 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

(e)
V = π r 2h
dV
= π r2 [1 mark]
dh
Differentiation

= π (1.68 )
2

[1 mark]
= 8.86 (3 s. f .)
dh dh dV
Substituting and evaluating = 4
dt dV dt
Correct use of chain rule [1 mark]
1
= (1)
8.86
= 0.1129
0.13 mh −1
dh
Obtaining correct value of . [1 mark]
dt

(f) The rate at which the height of the water in the

tank decreases is given by

dh 1
=− 2
dt h
h dh = −dt
2

Separating variables [1 mark]

The variables are separable and the solution can 2

be found by integration.

− ∫ h 2 dh = ∫ dt
h2
− =t +c
3

Integrating correctly [1 mark]

h = − 3 3(t + c )
 - 5 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

(g)
When, t = 0, h = 4 substituting the initial conditions.

43
− = 0+c
3
64
− =c
3
Obtaining the value of the constant
[1 mark]

3
When h = 2

23 64
− =t− [1 mark]
3 3
64 8
− =t
3 3
56
t = hours
3

Obtaining the time t. [1 mark]

Specific Objective Module 2.2, 2.3, 2.4, 2.7, 2.9;

2.10; 2.11; 2.12, 3.2; 3.4; 3.12; 3.13
 - 6 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

2. (a) R ( x) = 196 x − 3 x 2
R '( x) = 196 − 2(3 x) 1
= 196 − 6 x [1 mark]

(b) When demand level x = 30

1
Marginal revenue = 196 – 6(30)
= 196 – 180 = 16(hundred dollars) [1 mark]

(c) C ( x) = 14 + 4 x
P( x) = R( x) − C ( x) [1 mark]

= 196 x − 3 x 2 − (14 + 4 x) [1 mark] 3

= 196 x − 3 x 2 − 14 − 4 x
P( x) = −3 x 2 + 192 x − 14 [1 mark]

(d) Marginal profit function

P '( x) = 2(−3 x) + 192 [1 mark] 2

P '( x) = −6 x + 192 [1 mark]

(e) When demand ( x = 14)

Marginal Profit = −6(14) + 192 1

= −84 + 192
= 108(hundred dollars ) [1 mark]

(f) Since Marginal profit >0 then profit is increasing

1
[1 mark]

(g) = −6 x + 192 = 0 [1 mark]

= −6 x = −192 2
x = 32 [1 mark]
The level of demand is 32 passengers
 - 7 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

P "( x) = −6 < 0 [1 mark]

(h)
Hence at x = 32, P( x) is maximum. [1 mark] 2

[1 mark]
(i)
C ( x) = ∫ (16 x + 10 )dx
1
= (16 x1 + 1) + 10 x + c [1 mark]
1+1
3
1
= (16 x 2 ) + 10 x + c
2
= 8 x 2 + 10 x + c [1 mark]

(j) C ( x) = 32 when x = 0.
8 x 2 + 10 x + c = 32

When x = 0. 1
8(0) 2 + 10(0) + c = 32
0 + 0 + c = 32
c = 32 [1 mark]

(k) By comparison, Total Cost function for Tropical Cruises is

C ( x) = 14 + 4 x .

While the total cost function for Wadadli Cruises is

C ( x) = 8 x 2 + 10 x + c . 3

The overhead cost (when x = 0) for Tropical Cruises is

C ( x) = 14 + 4(0) = 14 and the overhead cost (when x = 0) for
Wadadli Cruises is C = 32 from part (x). Hence, by
comparison, Tropical Cruises would have the lower overhead
cost. [1 mark]

Specific Objective Module: 2.2, 2.3, 2.4, 2.8; 2.9;

2.10; 3,1; 3.2; 3.3; 3.4
 - 8 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

3. (a)  [1 mark]

OB = 13.1i + 59.6 j + k

OP = 12i + 61.8 j + 21k [1 mark] 3

OK = 13.2i + 61.2 j + 14k [1 mark]

(b)

1 mark each for plotting the points B, K and P

(c) (i)    [1 mark]

BP = OP − OB
= 1.1i + 2.2 j + 20k

The equation of the line, 2

 13.1   −1.1
    [1 mark]
BP, r =  59.6  +  2.2 
 1   11 
   
(ii)
  
BK = OK − OB
= 0.1i + 1.6 j + 13k [1 mark]
2
 13.1   0.1
   
 59.6  +  1.6  [1 mark]
 1   13 
   
 - 9 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(d) Let θ represent the angle between the lines BP and BK .

 −1.1  0.1
  
 2.2   1.6 
 11   13 
cos θ =   
( −1.1) + ( 2.2 ) + (11) ( 0.1) + (1.6 ) + (13)
2 2 2 2 2 2

146.63
=
147.64
4

 146.41 
θ = cos −1  
 147.64 
= 7.400 [1 mark]

Correct formula [1 mark]

Correct numerator [1 mark]
Correct denominator [1 mark]

(e)  −1.1  11 
  
 2.2   15.4  = 0
 11   −1.98 
  
Showing dot product = 0 [1 mark]
 0.1 11 
  
 1.6  15.4  = 0
 13  −1.98  3
  
Showing dot product = 0 [1 mark]

Since dot product = 0 in both cases,

the vector 11i + 15.4 j − 1.98k is prependicular
 
to both vectors BP and BK .

Stating reason for being perpendicular. [1 mark]

 - 10 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(f)  11 
   
Since  15.4  is perpendicular to both BP and BK,
 −1.98 
 
then this vector is perpendicular to the plane
containing all 3 ports.

The equation of the plane containing the ports

B, P and K is given by r.n = a.n

Correct formula
3

 11   13.1   11 
    
r  15.4  =  59.6   15.4  [1 mark]
 −1.98   1   −1.98 
    

Correct substitution [1 mark]

11x + 15.4 y − 1.98 z

= (13.1)(11) + (59.6)(15.4) + (1)(−1.98)
11x + 15.4 y − 1.98 z = 1059.96
[1 mark]
Stating the Cartesian equation

Specific Objective Module: 3.1; 3.2; 3.3; 3.6; 3.7;

3.9
 TEST CODE 02234010
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

COMPLEX NUMBERS, ANALYSIS AND MATRICES

UNIT 2 – Paper 01

90 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This test consists of 45 items. You will have 90 minutes to answer them.

2. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you
are about to answer and decide which choice is best.
3. Look at the sample item below.
Sample Item
If the function f (x) is defined by f (x) cos x then f (x) is Sample Answer

1 A B C D
(A) − sin x
2 x

1
(B) − sin x
2

1
(C) sin x
x

1
(D) sin x
2 x
1
The best answer to this item is “ sin x ”, so answer space (D) has been shaded.
2 x

4. You may do any rough work in this booklet.

5. The use of silent, non-programmable scientific calculators is allowed.
Examination Materials Permitted
A list of mathematical formulae and tables (provided) — Revised 2012

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council

All rights reserved.
02234010/CAPE/SPEC 2022
 -2-

1. If z and z* are two conjugate complex dy 5x d2y

5. If = , then =
numbers, where z = x + iy, x, y ∈ , then dx y dx2
z z* =
5 25x2
(A) x2 + y2 (A) –
y3 y2
(B) x2 – y2 – 2xyi 5 25x2
(C) x2 – y2 (B) –
y y3
(D) x2 + y2 – 2xyi
1 25
(C) –
y xy
2. If | z + i | = | z + 1|, where z is a complex 5 25
(D) – 3 3
number, then the locus of z is xy xy

(A) y=0
6. Given y = a arc cos(ax), where a is a
(B) y=1 dy
constant, =
dx
(C) y=x
a2
(A)
(D) y=
x
2
(1 − a x )
2 2

1
3. Given that z + 3z* = 12 + 8i, then z = (B) −
(1 − a x )2 2

(A) –3 – 4i
(B) 3 – 4i
(C) 3 + 4i a2
(C) −
(D) –3 + 4i (1 − a x )2 2

4. The gradient of the normal to the curve with 1

(D)
the equation xy3 + y2 + 1 = 0 at the point
(2, –1) is
(1 − a x )
2 2

(A) –4
7. Given that f (x, y, z) = x2y + y2z – z2x then
1 f
(B) – =
4 y
1 (A) x2y + 2yz
(C)
4 (B) x2 + 2yz
(D) 4 (C) x2 + y2
(D) x2 + y2 + z2

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02234010/CAPE/SPEC 2022
 -3-

M 11. A curve is defined parametrically by the

8. x+3+ 2 dx may be expressed
x – 3x + 2 equations x = t2, y = t (1 – t2). The gradient
as
of the curve, in terms of t, is

Px + Q 1 – 3t2
(A) dx (A)
x2 – 3x + 2 2t
2t
(B)
1 – 3t2
P Q
(B) + dx (C) 2t(1 – 2t)
x–1 x–2

(D) 2t(1 + 2t)

Px + Q
(C) x+3+ dx
x2 – 3x + 2
dy
12. Given y = ln (2x + 3)3, then is
dx
P Q 2x
(D) x+3+ + dx (A)
x–1 x–2 2x + 3
2
(B)
2x + 3
9. Given In = tann x dx, for n > 2, In = 6x
(C)
2x + 3
1
(A) tann–1 x + In – 2 6
n–1 (D)
2x + 3
1
(B) tann–1 x sec2 x – In – 2
n–1
13. xe2x dx may be expressed as

(C) tann–1 x – In – 2 (A) 2xe2x + e2x + c

1
(D) tann–1 x – In – 2 (B) 2xe2x – 4e2x + c
n–1
1 2x 1 2x
(C) xe – e +c
2 4
d 3x2 1 2 2x 1 2x
10. (e ) is
+ 2x + 1
(D) xe + xe + c
dx 2 2
(A) (6x + 2) e6x2+ 2
(B) (6x + 2) e3x + 2x + 1 14. Which of the following functions, when
(C) (3x2 + 2x + 1) e6x2+ 2 integrated with respect to x, gives the result
(D) (3x2 + 2x + 1) e3x + 2x + 1 x – ln x2 + K?

x–2
(A)
x
1 – 2x
(B)
x2
1
(C)
1 – x2
2
(D) 1– 2
x
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02234010/CAPE/SPEC 2022
 -4-

5 n
15. Written as partial fractions
(x + 2) (x – 3) 19. Given that un = 5n + 2n2, then un =
is
r=1

1 1
(A) + (A) 4n + 3
(x + 2) x–3
–1 1 (B) 5n + 2
(B) + (C) 2n2 + n – 3
(x + 2) x–3
(D) 4n2 + 4n + 7
1 –1
(C) +
(x + 2) x–3
–1 –1 m–1 r
(D) + 1
(x + 2) x–3 20. 3 =
r=1
2

16. Given that a sequence of positive integers

(A) 3 – 3 × 2–m
{Un is defined by U1 = 2 and
(B) 3 – 3 × 2(1–m)
Un+1 = 3Un + 2, then Un =
(C) 6 – 3 × 2(m–1)
(D) 6 – 3 × 2(1–m)
(A) 3n – 1
(B) 3n + 1
(C) 3n – 1
21. The Maclaurin’s series expansion for
(D) 3n + 2
x3 x5 x7 x9
sin x = x – + – + – ...
3! 5! 7! 9!
3n2 – n + 4 has a general term BEST defined as
17. The sequence an=
2n2 + 1
x2n + 1
(A) converges (A) (–1)n
(2n + 1)!
(B) diverges
x2n + 1
(C) is periodic (B) (–1)n+1 (2n + 1)!
(D) is alternating
37
(C)
4
18. The nth term of a sequence is given by 71
(D)
1 n –1 8
un = 9 – 4 . The 5th term of the
2
sequence is
22. The first 2 non- ero terms of the expansion
π
9 of sin (x + ) are
(A) 6
4
35 1 3
(B) (A) + x
4 2 2
37 1 3
(C) (B) – x
4 2 2
71 1 1
(D) (C) + x
8 2 2
3 1
(D) + x
2 2

GO ON TO THE NEXT PAGE

02234010/CAPE/SPEC 2022
 -5-

2
6
26. f(x) = 3x3 – 2x – 6. Given that f(x) = 0
23. If 2x2 – = ... + k + ... , where k is
x
has a real root, , between x = 1.4 and
independent of x, then k =
x = 1.45, starting with x0 = 1.43 and using
(A) –960
(B) –480  2 2
the iteration xn + 1 =  +  , the value
(C) 480  xn 3 
(D) 960 of x1 correct to 4 decimal places is

(A) 1.4369
24. f(x) = x3 – x2 – 6. Given that f(x) = 0 has a (B) 1.4370
real root α in the interval [2.2, 2.3], applying (C) 1.4371
linear interpolation once on this interval an (D) 1.4372
approximation to α, correct to 3 decimal
places, is
30

(A) 2.216 3n
27. Given E . The number of terms
(B) 2.217 n = 19
n
(C) 2.218 in the expansion of E is
(D) 2.219
(A) 10
(B) 11
25. Taking 1.6 as a first approximation to , (C) 12
where the equation 4 cos x + e–x = 0 has a (D) 13
real root in the interval (1.6, 1.7), using
the Newton-Raphson method a second
approximation to (correct to 3 decimal 28. The second and fifth terms of a convergent
places) 81
geometric series with first term are 27
2
(A) 1.602
(B) 1.620 and 8, respectively. The sum to infinity of
(C) 1.622 this series is
(D) 1.635
2
(A)
3
3
(B)
2
81
(C)
2
243
(D)
2

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02234010/CAPE/SPEC 2022
 -6-

29. The first term of an AP is ‘a’ and its 32. Ten cards, each of a di erent colour, and
common difference is –1. The sum of consisting of a red card and a blue card,
the first 10 terms is equal to are to be arranged in a line. The number
of di erent arrangements in which the red
(A) 5(2a – 9) card is not next to the blue card is
(B) 5(2a + 9)
(C) 10(2a + 11) (A) 9! – 2 × 2!
(D) 10(2a – 11) (B) 10! – 9! × 2!
(C) 10! – 2! × 2!
(D) 8! – 2! × 2!
30. The coe cient of x2 in the expansion of
(2 – 3x)5 is
33. The number of ways in which all 10 letters
(A) –720 of the word STANISLAUS can be arranged
(B) –240 if the Ss must all be together is
(C) 240
(D) 720 8! × 3!
(A)
2!
(B) 8! × 3!
31. On a randomly chosen day the probability
8!
that Bill travels to school by car, by bicycle (C)
2!
1 1 1 8!
or on foot is , and respectively. (D)
2 6 3 3!
The probability of being late when using
1 2 1 34. A committee of 4 is to be chosen from
these methods of travel is , and
5 5 10 4 teachers and 4 students. The number of
respectively. The probability that on a di erent committees that can be chosen if
there must be at least 2 teachers is
randomly chosen day Bill travels by foot
(A) 36
and is late is (B) 45
(C) 53
1 (D) 192
(A)
30
1
(B)
10
3
(C)
10
13
(D)
30

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02234010/CAPE/SPEC 2022
 -7-

35. A and B are two events such that 6 0 1

1
P(A) = p and P(B) = . 38. Given 7 7 0 = 0, the value of x
3
1 0 −12 x
The probability that neither occurs is .
2 is
If A and B are mutually exclusive events
then p = (A) −2
(B) 2
5 (C) 7
(A)
6 (D) 12
2
(B)
3
−
−
1 1 2 3
(C)
5
39. Given A = 2 3 4 and
1
(D)
6 3 4 6
−
−

−
−
Items 36–37 refer to the matrix. −4 0 2

− 0 6 −4 , by considering
−
−2 0 1 B=

2 −4 2
0 1 0 −
−
.
1 0 −2 AB, then A–1 =
−
−

(A) 2B
36. The cofactor of the circled element, −2, is
(B) B
(A) −2
(B) −1 1
(C) B
(C) 0 2
(D) 2 1
(D) AB
2

37. The determinant of the given matrix is

(A) −5
(B) −3
(C) 3
(D) 5

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02234010/CAPE/SPEC 2022
 -8-

− 43. The general solution of the di erential

−
2 −7 8
dy
equation sin x − y cos x = sin 2x sin x
40. If A = 3 −6 −5 , the transpose dx
is found by evaluating
4 0 −1
−
−
of matrix, A, results in |A| being
d
(A) y sin x dx = 2 cos x dx
dx
(A) ero
(B) squared d y
(C) negative (B) dx = 2 cos x dx
dx sin x
(D) unchanged
d y
(C) dx = sin 2x dx
dx sin x
41. The general solution of the di erential
d2y dy d y
equation −4 + 4y = 2x2 + x – 1 is (D) dx = cos x dx
dx2 dx dx sin x

(A) y = e2x (A + Bx) + 2x2 + x − 1 44. A particular integral of the di erential

d2y
equation + 25y = 3 cos 5x is of the
(B) y=e –2x
(A + B) + 2x − x + 1
2 dx2
form y = λx sin 5x. The general solution
(C) x2 5 3
y = e ( A + Bx) + + x +
2x

2 4 4 of the di erential e uation is

x2 5 3
(D) y = e 2 x ( A − Bx) + + x+ (A) y = A cos 5x − B sin 5x − λx sin 5x
2 4 4 (B) y = A cos 5x + B sin 5x + λx sin 5x
(C) y = A cos 5x + B sin 5x − λx sin 5x
42. The general solution of (D) y = A cos 5x − B sin 5x + λx sin 5x

d2y dy
2
− 2 + 5 y = 0 is 45. The general solution of the di erential
dx dx
d 2y dy
equation −3 + 2y = 3ex is of the
(A) y = Aex + Be-2x dx2 dx
(B) y = Aex + Be2x form
(C) y = ex (C cos 2x + D sin 2x)
(D) y = e2x (C cos x + D sin x) (A) y = Aex + Be2x + kex
(B) y = Aex + Be2x − 3ex
(C) y = Ae–x + Be–2x + kxex
(D) y = Aex + Be2x + kxex

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

02234010/CAPE/SPEC 2022
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IS
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 DO
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 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 2 1 3 4 0 1 0

SUBJECT: PURE MATHEMATICS – Unit 1 – Paper 01

PROFICIENCY: ADVANCED

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.

3. Keep it in a safe place until you have received your results.

INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.

I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.

Signature: _____________________________
Supervisor/Invigilator

Date: _________________________________
 UNIT 2
PAPER 01

Item Key Specific Item Key Specific Item Key Specific

Obj. Obj. Obj.
1 A 1.4 16 C 1.2 31 A 1.12
2 C 1.10 17 A 1.3 32 B 1.2
3 B 1.4 18 B 1.2 33 D 1.2
4 A 2.4 19 A 2.3 34 C 1.3
5 B 2.4 20 B 2.3 35 D 1.11
6 C 2.5 21 A 2.7 36 A 2.4
7 B 2.8 22 A 2.8 37 C 2.3
8 D 3.1 23 D 3.2 38 B 2.3
9 D 3.9 24 C 4.3 39 C 2.4
10 B 2.1 25 B 4.5 40 D 2.2
11 A 2.3 26 C 4.6 41 C 3.2
12 D 2.2 27 C 2.2 42 C 3.2
13 C 3.7 28 D 2.5 43 B 3.1
14 A 3.5 29 A 2.2 44 B 3.2
15 B 3.1 30 D 3.2 45 D 3.2
 TEST CODE 02234020
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

UNIT 2

COMPLEX NUMBERS, ANALYSIS AND MATRICES

SPECIMEN PAPER

PAPER 02

2 hours 30 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE sections.

2. Each section consists of TWO questions.

3. Answer ALL questions from the THREE sections.

4. Write your answers in the spaces provided in this booklet.

5. Do NOT write in the margins.

6. Unless otherwise stated in the question, any numerical answer that is not exact MUST
be written correct to three significant figures.

7. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

8. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

Examination Materials

Mathematical formulae and tables (provided) – Revised 2022

Electronic calculator
Ruler and graph paper

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council
All rights reserved.
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SECTION A

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Module 1

Answer BOTH questions.

3 − 4i
1. (a) (i) Express the complex number in the form a + bi where a and b are real
numbers. 2+i

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[4 marks]

(ii) Hence, calculate the principal argument of 3 − 4i .

2+i

[3 marks]

(b) (i) Given that u2 = −3 + 4i, derive the complex numbers of the form u = x + iy, where
x, y R.

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[6 marks]

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(ii) Hence solve the equation z2 − z + (1− i) = 0.

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[4 marks]

(c) The complex number z = x + iy satisfies the e uation z − 3 + 2i = 2 z − 1 − 4i .

The complex number z is represented by the point P on an Argand diagram.

(i) Show that the locus of P is a circle.

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[4 marks]

(ii) State the centre and radius of the circle.

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[2 marks]

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 -4-

(iii) Use the grid provided below to sketch the circle on an Argand diagram.

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[2 marks]

Total 25 marks

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2. (a) Evaluate e2x cos 3x dx.

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[7 marks]

dy
(b) (i) Given that x2 + 4y2 = 1, write an expression for .
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dx

[3 marks]

d2y −1
(ii) Hence, show that 2
= .
dx 16 y 3
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[4 marks]

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1 x3
∫

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(c) Use the substitution u = 1 + x2 to evaluate dx .
0 (1 + x 2 ) 4

[7 marks]

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(d) Let f(x, y) = 3x2 − xy − 3y2

f f
(i) Write expressions for and .
x y

[2 marks]

2 2
f f
(ii) Hence, determine the value of + .
x2 y2

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[2 marks]

Total 25 marks
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SECTION B
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Module 2

Answer BOTH questions.

3. (a) (i) Determine the value of the constants A and B such that

1 A B
= + .
(1 − 2r )(1 + 2r ) 1 − 2r 1 + 2r
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[5 marks]

n
1
(ii) Hence, determine the value of S where S = .
r =1 (1 − 2r ) + (1 + 2r )

[5 marks]
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(iii) Deduce the sum to infinity of S.

[3 marks]
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(b) (i) Write an expression for the rth term of the series 1(8) + 2(20) + 3(32) +...

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[2 marks]

(ii) Prove, by mathematical induction, that the sum to n terms of the series in (b) (i)
is 2n2 (2n + 2).

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[10 marks

Total 25 marks

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 -9-

1 1 1 1
+ 4 + 7 + 10 +
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4. (a) Given the series

3 3 3 3

(i) show that the series is a geometric series.

[3 marks]

(ii) determine the sum of the first n terms of the series.

[4 marks]
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(b) Use Maclaurin s Theorem to find the first THREE non-zero terms in the power series
expansion of sin 2x.
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[7 marks]

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 1 + x  up to and including the term in x3 stating the values of x for

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(c) (i) Expand  
1− x 
which the expression is valid.

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[7 marks]

52
(ii) By taking x = 0.04, determine an approximation for , correct to 3 decimal
places. 3

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[4 marks]

Total 25 marks

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SECTION C
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Module 3

Answer BOTH questions.

5. (a) Two fair coins and one fair die are tossed at the same time.

(i) Calculate the total number of outcomes in the sample space.

[3 marks]
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(ii) Determine the probability of obtaining exactly one head and a 6.

[2 marks]

(iii) Calculate the probability of obtaining at least one head and an even number on the
die, on a particular attempt.
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[4 marks]
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(b) A record is kept of the books borrowed from a library. The table below shows the number

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of overdue books outstanding at the end of the week.

Adult Child
Male Female Male Female
Fiction 17 10 14 20
9 14 5 11

One of these books has been requested by another reader. Determine the probability that

(i) it is non-fiction, borrowed by a male child

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[2 marks]

(ii) it is fiction, borrowed by a female

[3 marks]

(iii) it was borrowed by an adult male, given that it is fiction.

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[3 marks]

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(c) On a particular weekend, 100 customers purchased tools (T), fertilizer (F) or Seeds (S) at
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Green Thumb Garden Supply Store. Of these,

38 purchased tools
56 purchased fertilizer
40 purchased seeds
30 purchased seeds and fertilizer
17 purchased seeds and tools
20 purchased tools and fertilizer
14 purchased tools, seeds and fertilizer

(i) Represent the information on a Venn diagram.

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[3 marks]

(ii) Using your diagram determine,

a) the probability that a customer does not purchase seeds or tools

[2 marks]

b) whether the purchase of seeds and fertilizer are independent.

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[3 marks]

Total 25 marks
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 2 1 − 1

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6. (a) A matrix A is given as  0 4 3 
 
 −1 6 0 

(i) Calculate the determinant of A.

[5 marks

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(ii) Hence, determine A−1, the inverse of A.

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[5 marks]

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(b) The amount of salt, y kg, that dissolves in a tank of water at time t minutes satisfies the
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dy 2y
first order di erential e uation + = 3 . Using a suitable integrating factor, show
dt t + 10
c
that the general solution of this di erential e uation is y = t + 10 + , where c is an
(t + 10) 2
arbitrary constant.
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[7 marks]

d2y dy
(c) Determine the general solution of the di erential e uation − 3 − 4 y = 8x2 .
dx 2 dx
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[8 marks]

Total 25 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

02234020/SPEC/CAPE 2022

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 - 16 -

EXTRA SPACE

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If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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 - 17 -

EXTRA SPACE
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If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.
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 - 18 -

EXTRA SPACE

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If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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 DO
NO
W T
RI
TE
TH ON
IS
PA
GE
 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 2 2 3 4 0 2 0

SUBJECT: PURE MATHEMATICS – UNIT 2 – Paper 02

PROFICIENCY: ADVANCED

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.

3. Keep it in a safe place until you have received your results.

INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.

I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.

Signature: _____________________________
Supervisor/Invigilator

Date: _________________________________
 02234020/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 2 — Paper 02

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

1. (a) (i)
3 − 4i
=
( 3 − 4i )( 2 − i ) [1 mark]
2+i ( 2 + i )( 2 − i )
6 − 8i − 3i − 4
= [1 mark]
4 +1
2 − 11i 4
Simplification = [1 mark]
5
2 11
Numerator & denominator correct = − i [1 mark]
5 5
“his” answer in the form a + ib

Principal argument:
(ii)

−11 [1 mark]
Arg θ = tan −1 5
2 3
5
Correct form of argument

−11
θ = tan −1 simplification [1 mark]
2
θ = −1.39 rad CAO [1 mark]
 - 3 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) (i) Derive the complex number of the form

u = x + iy,
where x, y ∈ R, and u 2 = −3 + 4i
( x + iy )
2
= −3 + 4i
x 2 + 2ixy − y 2 = −3 + 4i
expansion of u 2 [1 mark]
x 2 − y 2 = −3
equating real and imaginary parts 2 xy = 4 [1 mark]
xy = 2 6
2
y=
x
Simplifying for y [1 mark]
2
2
x 2 −   = −3
x
(x ) 2 2
− 3x 2 − 4 = 0
Simplifying equation [1 mark]

(x 2
− 4 ) ( x 2 + 1) = 0
x 2 − 4 = 0 or x 2 = −1
(inadmissible) solving
[1 mark]
x = 2 and y = 2
Required solution: 2 − 2i, −2 + 2i [1 mark]
at least one solution
 - 4 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

Hence solve the equation
(ii)
z 2 − z + (1 − i ) = 0
−i −3 + 4i
z= [1 mark]
2

z=
−i ( 2 − 2i ) OR
−i ( 2 − 2i ) [1 mark]
2 2
correct values for −3 + 4i 4
2 − 3i −2 + i
z= OR z= [1 mark]
2 2

correct simplification of 'his' values

3 1
z = 1 − i OR z = −1 + i in the form a + bi [1 mark]
2 2

(c) (i) The complex number z = x + iy satisfies the equation

z − 3 + 2i = 2 z − 1 − 4i
The complex number z is represented by the point P in
an Argand diagram.

Show that the locus of P is a circle.

x + iy − 3 + 2i = 2 x + iy − 1 − 4i
[1 mark]
( x − 3) + ( y + 2 ) i = 2 ( x − 1) + ( y − 4 ) i
4
Substitution
( x − 3) + ( y + 2 ) = 4 ( x − 1) + 4 ( y − 4 )
2 2 2 2

Modulus
x 2 − 6 x + 9 + y 2 + 4 y + 4 = 4 x 2 − 8 x + 4 + 4 y 2 − 32 y + 64 [1 mark]
3 x + 3 y − 2 x − 36 y + 60 = 0
2 2
[1 mark]
(1 mark)
Simplification
2
x2 + y 2 − x − 12 y + 20 = 0 [1 mark]
3
Correct equation
 - 5 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

State the centre and radius of the circle.

(c)(ii)
1  [1 mark]
Centre =  , 6 
3 
Radius = 4.01 [1 mark] 2

(iii)

11

10 2
9

( 1 , 6)
3

Drawing of circle [1 mark]

Displaying the centre and radius [1 mark]

TOTAL 25
Specific Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 1.7,
1.8, 1.10
 - 6 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

∫e
2x
Let I = cos 3 x dx
2. (a)
1 1
= e 2 x cos 3 x + ∫ e 2 x 3sin 3 x dx
2 2
Integration by parts correct process [1 mark]
1 2x 3
= e cos 3 x + ∫ e 2 x sin 3 x dx [1 mark]
2 2
at least 1 part correct
1 3  1 2x 1 
= e2 x cos 3x + e sin 3x − ∫ e2 x 3cos 3x dx [1 mark]
2 2 2 2 
Repeat integration
1 3 9
= e 2 x cos 3 x + e 2 x sin 3 x − ∫ e 2 x cos 3 x dx 7
2 4 4
1 2x 3 2x 9 [2 marks]
I = e cos 3 x + e sin 3x − I
2 4 4
13 1 3
I = e 2 x cos 3 x + e 2 x sin 3 x
4 2 4
4 1 2x [1 mark]
I= e 2 cos 3 x + 3sin 3 x
13 4
Simplification
1 2x
I= e ( 2 cos 3 x + 3sin 3 x ) + c [1 mark]
13

Alternate Solution

I = Re ∫ e 2 x e3ix dx
Real part = ∫ e( 2+3i ) x dx
 e(2 + 3i ) x 
exponential form Re + constant
 2 + 3i 
2 − 3i
integration = Re e 2 x ( cos 3x + i sin 3x )
( 2 + 3i )( 2 + 3i )
e2 x
conjugation = Re ( 2 − 3i )( cos 3x + i sin 3x )
13
e2 x
simplification ∫ e cos3x dx =
2x
( 2cos3x + 3sin 3x )
13
real part
e2 x
( 3sin 2 x − 2cos 2 x ) +const.+constant
13
 - 7 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) (i) x2 + 4 y 2 = 1
dy [1 mark]
2x + 8 y =0 (1 mark )
dx
differentiating x 2
differentiating 4 y 2
3
dy
8y = −2 x (1 mark ) [1 mark]
dx
dy − x
= (1 mark )
dx 4 y [1 mark]

(ii) dy
2 −4 y + 4 x
d y dx
=
dx 2 16 y 2
dy
−y + x
correct formula = dx [1 mark]
4 y2
x2
−y − 4
4y
correct substitution = 2
[1 mark]
4y
−4 y 2 − x 2
= [1 mark]
16 y 3
−1
simplification = [1 mark]
16 y 3
 - 8 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) u = 1 + x2
du = 2 xdx [1 mark]

Differentiating
When x = 0, u = 1
When x = 1, u = 2 [1 mark]

1  ( u − 1) 
1 2
x3
∫ dx = ∫   du
0 (1 + x )2 4
1
2  u4 
7
2 2
1  1 1  1
substituting = ∫  3 − 4  du = ∫ ( u −3 − u −4 ) du [1 mark]
2 1u u  21
1  −1 −2 1 −3  2
= u + u [1 mark]
2 2 3 1
1  −1 1 1 1 
integration = + + − [2 marks]
2  8 24 2 3 
1 [1 mark]
evaluation =
24

(d) (i) f
= 6x − y [1 mark]
x 2
f [1 mark]
= −x − 6 y
y

(ii) 2 2
f f
2
+ =0 [1 mark]
Show that x y2 2
6−6 = 0 [1 mark]

TOTAL 25

Specific Objectives: 2.4, 2.7, 2.8, 3.6, 3.7

 - 9 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

3. (a) (i) 1 A B
= + [1 mark]
(1 − 2r )(1 + 2r ) 1 − 2r 1 + 2r
1 = A (1 + 2r ) + B (1 − 2r ) [1 mark] 5

0 = 2 A − 2 B and A + B = 1 [1 mark]
1 1
A= and B = [2 marks]
2 2

(ii) n
1 n
1 1 1  [1 mark]
s= =  + 
r −1 (1 − 2r )(1 + 2r ) r −1 2  1 − 2r 1 + 2r 
1 1 1 1 1 1 1 1 1 1 1 1 
=  − +  +  − +  +  − +  + ... +  − + 
2 1 3 2 3 5 2 5 7  2  1 − 2n 1 + 2n 
[3 marks]
Any three brackets, 1 mark each 5
1 1  [1 mark]
=  −1 + 
2 1 + 2n 

(iii) 1 [2 marks]
As n → , →0
1 + 2n
3
1
Hence S = − [1 mark]
2

(b) (i) S = 1(8) + 2(20) + 3(32) + …

[1 mark]
In each term, 1st factor is in the natural sequence
and the second factor differs by 12 2
the rthterm is r (12r − 4) [1 mark]
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(ii) n
Sn = r (12r − 4 ) for n = 1
r −1
1
S1 = r (12r − 4 ) = 1 8 = 8
r −1

and 2 (1) 2(1) + 2 = 2 4 = 8

2

hence, S n = 2n 2 ( 2n + 2 ) [1 mark]

is true for n = 1 [1 mark]

Assume S n = 2n 2 ( 2n + 2 ) for ∈ n = k ∈
[1 mark]
that is, S k = 2k 2 ( 2k + 2 )
k +1
Then,S k +1 = (12r − 4 ) = Sk ( k + 1)(12k + 8) [1 mark] 10
r −1

= 2k 2 ( 2k + 2 ) + ( k + 1)(12k + 8 ) [1 mark]

= 4k 2 ( k + 1) + 4 ( k + 1)( 3k + 2 ) [1 mark]

= 4 ( k + 1) +  k 2 + 3k + 2  [1 mark]

S k +1 = 4 ( k + 1) ( k + 1) + ( k + 2 ) 
= 4 ( k + 1) ( k + 2 )
2
[1 mark]

= 2 ( k + 1) 2 ( k + 1) + 1
2

= 2 ( k + 1)
 2 ( k + 1) + 2 
2
[1 mark]

true for n = k + 1 whenever it is assumed

true for n = k ,
true for all n ∈ N
S n = 2n 2 ( 2n + 2 ) n ∈ N [1 mark]

TOTAL 25
Specific Objectives: 2.2, 2.4, 2.5, 2.6, 3.1
 - 11 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

4. (a) (i) 1 1 1 1
s = + 4 + → + 10 + ...
3 3 3 3
1 1
3 = 37
4

1 1 [1 mark]
3
3 34
1
Let = 3
3 [1 mark]
S is geometric with common ratio
[1 mark]
1 1
r = 3 or
3 27

(ii)
1 1 
3n

1−  
3 3 
Sn  3 [1 mark]
1
1−  
3
1 1  4
1 − 3n
= 
3 3  [1 mark]
1
1−
27
1 27  1  [1 mark]
= 1 − 3n
3 26  3 
9  1  9  1 
= 1 − 3n or 1− n [1 mark]
26  3  26  27 
 - 12 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) f ( x) = sin 2 x
f '( x) = 2 cos 2 x [1 mark]

f "( x) = −4sin 2 x [1 mark]

f '"( x) = −8cos 2 x [1 mark]

f iv ( x) = 16sin 2 x [1 mark]
7
So, f (0) = 0, f '(0) = 2, f "(0) = 0, f '''(0) = −8, f (0) = 0
iv [1 mark]

Hence, by Maclaurin’s Theorem,

8 x 3 32 x 5
sin 2 x = 2 x − + + ... [1 mark]
3i 5i
4 4 [1 mark]
= 2 x − x3 + x5
3 15

(c) (i)
 1+ x 
 
 1− x 
1 −1
= (1 + x ) 2
(1 − x ) 2 [1 mark]
7
 1 1 1  1 3 5 
= 1 + x − x 2 + x3 ...  1 + x − x 2 + x 3 ...  [3 marks]
 2 8 16  2 8 16 
1 1
= 1 + x + x 2 + x3 [2 marks]
2 2

for − 1 < x < 1 [1 mark]

(ii)
1.04 104 14 52
= = [1 mark]
0.96 96 3
52 4 1 + x [1 mark]
=
3 1− x 4
Where x = 0.04
52 1 1
= 4 1 + 0.04 + ( 0.04 ) + ( 0.04 )
2 3
[1 mark]
3 2 2
= 4.163 (3 d.p.) [1 mark]

TOTAL 25

Specific Objectives: 2.2, 2.3, 2.7, 3.2

 - 13 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

5. (a) (i) 2 fair coins and 1 fair die are tossed at the same time.
The number of outcomes for the coins are HH, HT, TH, TT
so we have 4 outcomes and the number of outcomes for the
die is 6.

Therefore, there are 4 × 6 = 4 outcomes. 3

Number of outcomes on the die [1 mark]

Number of outcomes on the 2 coins [1 mark]

Computation of all possible outcomes [1 mark]

(ii) There are 2 outcomes with 1 head. Therefore, we have

2 6 = 12 outcomes with exactly 1 head.

The probability of obtaining exactly 1 head is given by

12
= 0.5 . 2
24

Recognition that this can be obtained 2 possible ways

(HT, TH) with any of the 6 possibilities on the die
[1 mark]

Computation of probability based on the space

[1 mark]
 - 14 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) The number of outcomes with at least 1 head is 3 and

the number of even numbers is 3.

Therefore there are 3 3 = 9 outcomes with at least one

head and an even number.

The probability of obtaining at least 1 head and an

9
even number is given by = 0.375
24
4
Recognition that there are 3 cases with at least 1
head. [1 mark]

Recognition of number of outcomes on the die

[1 mark]

Calculation of the number of possibilities

[1 mark]

Calculation of probability [1 mark]

(b) (i) The probability that it is non-fiction, borrowed by a

5 1
boy is given by =
100 20
2
Recognition that the cell intersecting non-fiction and
boy is 5 [1 mark]

Total possible outcomes = 100 [1 mark]

(ii) The probability that it is fiction, borrowed by a

30 3
female is given by =
100 10

Recognition that the cells women and girl intersecting 3

fiction total 30 [1 mark]

Total possible outcomes = 100 [1 mark]

Correct computation [1 mark]

 - 15 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) The probability that it was borrowed by a man( ), given

that it is fiction( ) is given by

P ( M F ) 17100 17
P( M / F ) = = =
P(F ) 61 61
100
3
Recognition that it is conditional probability
[1 mark]
Correct formula used [1 mark]

Correct answer [1 mark]

(c) (i) Let T, S and F represent respectively the customers

purchasing tools, seeds and fertilizer.

One mark for each circle correct [3 marks]

3
 - 16 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(ii)a) 39
P (T S) =
'

100 2
Numerator (19 + 20 = 39) [1 mark]
39
Correct answer [1 mark]
100

b) ( )= (from candidate’s diagram)

( )= (from candidate’s diagram)

3
( )= (from candidate’s diagram)

28
( )× ( ) =
125 3
Since ( ) ( ) × ( ) then S and F are not independent
3
( )= [1 mark]

( )× ( ) = [1 mark]

Conclusion (not independent or dependent) [1 mark]

TOTAL 25
Specific Objectives: 1.4, 1.5, 1.6, 1.7, 1.9, 1.12,
1.13
 - 17 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

6. (a) (i)  2 1 −1

 
Given A =  0 4 3 
 −1 6 0 
 
4 3 0 3 0 4
A =2 −1 + (−1) [3 marks] 5
6 0 −1 0 −1 6

A = 2(−18) − 1(3) − (4) = −43 [1 mark]

Determinant of the A [1 mark]

(ii)
 −18 −3 4 
 
Cofactor of A =  −6 −1 −13 
 7 −6 8 
 

 −18 −6 7 
  5
Adjoint of A =  −3 −1 −6 
 
 4 −13 8 

 −18 −6 7 
1  
A−1 = −  −3 −1 −6 
43  
 4 −13 8 

One mark for each correct row [3 marks]

Transposing the matrix of cofactors [1 mark]

Multiplying the reciprocal of the determinant
by the Adjoint matrix [1 mark]
 - 18 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) 1
e ∫ t +10
dt
= e 2ln(t +10) = ( t + 10 )
2

y ( t + 10 ) = 3∫ ( t + 10 )
2 2

( t + 10 )
3

=3 +c
3
= ( t + 10 ) + c
3

( t + 10 ) + c
3

y=
( t + 10 )
2

c
= t + 10 +
( t + 10 )
2

7
Integrating correctly [1 mark]

Integrating factor ([1 mark]

Multiplying the DE by the IF [1 mark]

Integrating [1 mark]

Dividing by IF [1 mark]

Isolating y [1 mark]

Expressing the answer in the correct form [1 mark]

 - 19 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) m 2 − 3m − 4 = 0
( m − 4 )( m + 1) = 0
m = 4; m = −1
yc = Ae 4 x + Be − x
y p = Cx 2 + Dx + E
y ' p = 2Cx + D
y " p = 2C
Sub into DE
2C − 3 ( 2Cx + D ) − 4 ( Cx 2 + Dx + E ) = 8 x 2
2C − 6Cx − 3D − 4Cx 2 − 4 Dx − 4 E = 8 x 2
Equating coefficients
−4C = 8 C = −2
−6C − 4 D = 0
−6(−2) − 4 D = 0 D = 3
2C − 3D − 4 E = 0 8
13
2(−2) − 3(3) − 4 E = 0 E=−
4
13
y = Ae 4 x + Be − x − 2 x 2 + 3 x −
4

Auxiliary equation
[1 mark]

Complementary function [1 mark]

Particular integral [1 mark]

Derivative [1 mark]

Values of C, D, E [3 marks]

General solution [1 mark]

TOTAL 25

Specific Objectives: 2.3, 2.4, 3.1, 3.2

 TEST CODE 02234032
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

UNIT 2

COMPLEX NUMBERS, ANALYSIS AND MATRICES

SPECIMEN PAPER

PAPER 032

2 hours
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE questions.

2. Answer ALL questions.

3. Write your answers in the spaces provided in this booklet.

4. Do NOT write in the margins.

5. Unless otherwise stated in the question, any numerical answer that is not exact MUST
be written correct to three significant figures.

6. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

7. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

q p p p
in the Unit.

Examination Materials Permitted

Mathematical formulae and tables (provided) – Revised 2022

Mathematical instruments
Silent, non-programmable electronic calculator

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 -2-

SECTION A

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Module 1

1. The diagram below shows an electrical circuit consisting of a resistor (R), an inductor (L) and a
capacitor (C).

(a) The impedance, Z, of the circuit may be represented by the equation Z = R + i X L − X C .

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With the aid of a suitable diagram, express the impedance in polar form where
−π < arg Z π .

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 -3-

(b) Sugar is poured into a cylindrical tower. As the sugar is poured it forms a right circular
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cone. The base radius is increasing at the rate of 3m/s, while the perpendicular height of
the cone is increasing at a rate of 1.2m/s.

1 2
[Volume of a right circular cone, V= h
3
(i) Write an expression for the rate of change of the volume with respect to

a) the radius

b) the height
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(ii) Given that r = 2.4m and h = 4.8m, determine the rate at which the volume, V, is
changing.

dV V dr V dh
Hint: = . + .
dt r dt h dt
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 -4-

π
The diagram below, not drawn to scale, shows the curve y = x sin x for 0

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(c) x .
2

y = x sin x

1.5

0.5

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-0.5

π
2
(i) Determine the exact value of
∫ x sin x dx .
0

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 -5-

π
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2
(ii) Using the trapezium rule, with 2 intervals, estimate the value of
your answer correct to 2 decimal places.
∫ x sin x dx , giving
0
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(iii) With the aid of a geometrical representation, explain why the trapezium rule gives
an overestimate of the value found in (c) (i).
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 -6-

SECTION B

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Module 2

2. (a) In a certain country, a construction company agrees to pay its construction workers a
starting salary of 2000 per month in the first year of employment. orkers will then be
entitled to a yearly increase of 5% of the current years’ monthly salary.

(i) How many years will it take Mr Jack to receive a salary of $2555 per month?

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(ii) hat will be the TOTAL salary paid to a person for the first three years of working
with the company.

(iii) No increases in salaries are given after 10 years working with the company. DO NOT WRITE IN THIS AREA
Calculate the monthly salary of a person who has been with the company for more
than 10 years.

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 -7-

(b) (i) A function is given by the formula f(x) = 1 − 2x for all positive values of x. Generate
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the expansion of (1 − 2x)5 giving each term in its simplest form.

(ii) If x is small enough so that x2 and higher powers of x can be ignored, show that
(1 + x)(1 − 2 x)5 1 − 9 x .
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(c) (i) Show that the function f(x) = x3 + x − 3 has a root between x = 0 and x = 4.

(ii) Use the method of interval bisection to estimate the value of the root correct to
1 decimal place.
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 -8-

SECTION C

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Module 3

3. (a) At a fruit store, Mary paid $30 for 2 kg of apples, 1 kg of cherries and 4 kg of plums. Gerry
paid $38 for 1 kg of apples, 2 kg of cherries and 1 kg of plums. Lester paid $42 for 1 kg
of apples, 1 kg of cherries and 2 kg of plums.

(i) Write this information as a matrix equation in the form AX = B.

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(ii) Using the row reduction method, calculate the cost per kilogram of each of the
three fruits.

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 -9-

(b) A committee of 8 persons is to be seated at a round table.

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(i) In how many ways can this be done

a) without restrictions

b) if the chairman and the secretary must sit next to each other.
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(ii) Calculate the probability that the chairman and the secretary are NOT seated next
to each other.
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 - 10 -

(c) (i) The amount of salt, y kg, that dissolves in a tank of water after a time t minutes

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satisfies the first order di erential e uation dy + 2 y (t + 10) = 3 . Using a suitable
dt
integrating factor, show that the general solution of this di erential e uation
c
is y = t + 10 + where c is an arbitrary constant.
(t + 10) 2

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(ii) Initially the amount of salt put into the tank is 5kg. How much salt will be dissolved
after 15 minutes?

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END OF TEST

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 - 11 -

EXTRA SPACE
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Question No.
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EXTRA SPACE

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Question No.

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 - 13 -

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 - 14 -

EXTRA SPACE

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Question No.

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 DO
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 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 2 2 3 4 0 3 2

SUBJECT: PURE MATHEMATICS – UNIT 2 – Paper 032

PROFICIENCY: ADVANCED

REGISTRATION NUMBER:

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Date: ________________________________________________________________________

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 02234032/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 2 — Paper 032

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(a) The impedance is: Z = R + i X L − X C
1.

2
z = R2 + X L − X C [1 mark]

= 242 + 66 − 48
2 [1 mark]

= 576 + 324 [1 mark]

= 30
[1 mark]
−1 18 
arg Z = tan  
 24 
[1 mark]
= 0.643 radians
7
The polar form of the impedance,
Z = 30 ( cos 0.643 + i sin 0.643) [1 mark]

[1 mark]

(b) (i) V 2π rh [2 marks]

=
r 3
3
V π r2 [1 mark]
=
r 3
 - 3 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii) Given that r = 2.4m, h = 4.8m,

dr dh [1 mark]
then, = 3ms −1 and = 1.2ms −1
dt dt

dV V dr V dh
= . + . 3
dt r dt h dt
dV 2π ( 2.4 )( 4.8 ) π ( 2.4 )
2
[1 mark]
= 3+ ( −1.2 )
dt 3 3
= 23.04π − 23.04π
= 46.08π m3 s −1 [1 mark]

(c) (i) du
Let v = x = sin x
dx
[1 mark]
dv
=1 u = − cos x
dx

π π
2 π 2
3
∫ x sin x dx = − x cos x
0
2
0
+ ∫ cos x dx
0
[1 mark]
π
= sin x 2
0

π 
= sin   − sin 0
2
[1 mark]
=1

(ii) π π
x 0
4 2
y 0 0.5554 1.5708

 1  π 
A =    ( 0 + 1.5708 ) + 2 ( 0.5554 )  [1 mark] 2
 2  4 
= 1.05306
[1 mark]
= 1.05(2 d . p )
 - 4 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(iii)

2
[1 mark]

Since the trapezia lies above the curve, the trapezium

rule is an over-estimate of the true value.
[1 mark]

TOTAL 20

Specific Objectives: Module 1, 1.6; 1.7; 1.8, 1.12, 2.8,

3.1, 3.2, 3.7, 3.11
 - 5 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

2. (a) (i) tn = ta r n −1

formula for the nth term of a sequence

tn = 2550 ta = 2000 r = 1.05
[1 mark]
2555 = 2000 (1.05 )
n −1

correct substitution into formula

3
2555
= 1.05n −1
2000
log1.2775 [1 mark]
= n −1
log1.05

Correct application of logarithms n = 6.01 years

[1 mark]

(ii) Since salaries are paid month, it will be necessary to

calculate the sum per year, and then add.

Year 1: 12 × 2000 = 24000 [1 mark]

Year 2: 12 × 2100 = 25200 [1 mark]
4
Year 3: 12 × 2205 = 26460 [1 mark]

Total salary for 3 years = $75660 [1 mark]

addition of their values

(iii)
t10 = 2000 (1.05 )
9

substitution into formula = 3102.66 [1 mark] 2

Monthly salary after 10 years will be $3102.66 [1 mark]

(b) (i)
(1 − 2x )
5
Generate the expansion of giving each term in its
simplest form.

1 + 5 ( −2 x ) + 5 C2 ( −2 x ) + 5 C3 ( −2 x ) + 5 C4 ( −2 x ) + 5 C5 ( −2 x )
2 3 4 5

3
Expansion with 4 to 6 terms correct [2 marks]
[3 terms correct, 1 mark]

= 1 − 10 x + 40 x 2 − 80 x3 + 80 x 4 − 32 x5 [1 mark]

simplifying terms
 - 6 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii)
(1 + x )(1 − 2 x )
5

= 1 − 10 x + 40 x 2 + ... + x − 10 x 2 + ... [1 mark]

Multiplying the brackets

2
= 1 − 10 x + x + ... [1 mark]

Choosing only correct terms

1 − 9x

(c) (i) f ( 0 ) = −3 f ( 4 ) = 65 [1 mark]

the two signs are different, [1 mark] 2

therefore the functions cross the
x-axis between 0 and

(ii) [1 mark]
mid-point of [0,4] is 𝑥𝑥 = 2
(2) = 7
root lies between 𝑥𝑥 = 0 𝑥𝑥 = 2 [1 mark]

midpoint of [0,2] is 𝑥𝑥 = 1
(1) = −1
roots lie between 𝑥𝑥 = 1 𝑥𝑥 = 2

midpoint of [1,2] is 𝑥𝑥 = 1.5

(1.5) = 1.83 4
root lies between 𝑥𝑥 = 1 𝑥𝑥 = 1.5

midpoint of [1, 1.5] is 1.25

(1.25) = 1.32
root lies between 𝑥𝑥 = 1 𝑥𝑥 = 1.25
[1 mark]

midpoint of [1, 1.25] is 1.125

(1.125) = 1.141
root can be approximated 𝑥𝑥 = 1 [1 mark]

20
TOTAL

Specific Objectives: Module 2, 2.2, 3.2, 4.1, 4.2

 - 7 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

3. (a) (i)  2 1 1   x   30 
    
 1 2 1   y  =  38 
 1 1 2   z   42 
    

x is the cost of 1 kg apples [1 mark] 3

y is the cost of 1 kg cherries
z is the cost of 1 kg plums

variables defined
matrix A correct [1 mark]
matrix B correct [1 mark]

(ii) Form an augmented matrix and use the method of row

reduction to reduce the Augmented matrix to echelon form.

 2 1 1 30 
 
 1 2 1 38 
 1 1 2 42 
 

Augmented matrix [1 mark]

 2 1 1 30 
 
 0 3 1 46 
 0 1 3 54 
  1

2R2—R1

2R3—R1

 2 1 1 30 
 
 0 3 1 46 
 0 0 8 116 
 

2R3—R3
 - 8 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

Row reduction to echelon form [2 marks]

8 z = 116
116
z= = 14.50
8
3 y + z = 46
3 y = 46 − z
46 − 14.5
y=
3
4
= 10.50
2 x + y + z = 30
2 x = 30 − y − z
30 − 10.5 − 14.50
x=
2
= 2.50
x = $2.50; y = $10.50; z = $14.50

at least 2 variables correct [2 marks]

(b) (i) In how many ways can the committee be seated

a. With no restrictions
3
7! = 5040 [1 mark]

b. The chairman and the secretary must sit together.

6! × 2 = 1440 [2 marks]
 - 9 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii) Probability that the chairman and the secretary are NOT
seated together

6! x 2
1−
7!
OR

1440
1− = 1 − 0.286
5040 2
2 5
= 1− =
7 7

Probability [1 mark]

= 0.714

Subtraction from 1 [1 mark]

(c) (i) Integrating Factor =

2
dt [1 mark]
t +10
e
[1 mark]
= e 2ln ( t +10)
= ( t + 10 ) = 3∫ ( t + 10 ) dt
2 2

( t + 10 )
3

=3 +c [2 marks]
3 5

= ( t + 10 ) + c
3

( t + 10 ) + c
3

y= [1 mark]
( t + 10 )
2

c
= t + 10 +
( t + 10 )
2
 - 10 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii) At t = 0, y = 5kg ,
c
5 = 10 +
( 0 + 10 )
2

c
−5 =
100 2
−500 = c [1 mark]
500
y = 25 −
625
y = 25 − 0.8
[1 mark]
= 24.2kg

TOTAL 20

Specific Objectives: Module 3, 1.1, 1.2, 1.11, 2.5,

2.6, 2.9, 3.1
CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

APPLIED MATHEMATICS
(Including Statistical Analysis)

INTEGRATED MATHEMATICS

Statistical Tables

and

List of Formulae

Revised April 2022

DO NOT REMOVE FROM THE EXAMINATION ROOM

Table 1: The Normal Distribution Function

 If Z is a random variable, normally distributed with zero mean and unit variance, then (z) is the
probability that Z . That is, (z) = P(Z z).

The function tabulated below is (z), and is shown diagrammatically as

Standard Normal Distribution (area to the left of )

+1
The Distribution Function, (z)
1 2 3 4 5 6 7 8 9
Z 0 1 2 3 4 5 6 7 8 9
ADD
0.0 0.5000 0.5040 0.5080 0.5120 0.5160 0.5199 0.5239 0.5279 0.5319 0.5359 4 8 12 16 20 24 28 32 36
0.1 0.5398 0.5438 0.5478 0.5517 0.5557 0.5596 0.5636 0.5675 0.5714 0.5753 4 8 12 16 20 24 28 32 36
0.2 0.5793 0.5832 0.5871 0.5910 0.5948 0.5987 0.6026 0.6064 0.6103 0.6141 4 8 12 15 19 23 27 31 35
0.3 0.6179 0.6217 0.6255 0.6293 0.6331 0.6368 0.6406 0.6443 0.6480 0.6517 4 7 11 15 19 22 26 30 34
0.4 0.6554 0.6591 0.6628 0.6664 0.6700 0.6736 0.6772 0.6808 0.6844 0.6879 4 7 11 14 18 22 25 29 32

0.5 0.6915 0.6590 0.6985 0.7019 0.7054 0.7088 0.7123 0.7157 0.7190 0.7224 3 7 10 14 17 20 24 27 31
0.6 0.7257 0.7291 0.7324 0.7357 0.7389 0.7422 0.7454 0.7486 0.7517 0.7549 3 7 10 13 16 19 23 26 29
0.7 0.7580 0.7611 0.7642 0.7673 0.7704 0.7734 0.7764 0.7794 0.7823 0.7852 3 6 9 12 15 18 21 24 27
0.8 0 7881 0.7910 0.7939 0.7967 0.7995 0.8023 0.8051 0.8078 0.8106 0.8133 3 5 8 11 14 16 19 22 25
0.9 0.8159 0.8186 0.8212 0.8238 0.8264 0.8289 0.8315 0.8340 0.8365 0.8389 3 5 8 10 13 15 18 20 23

1.0 0.8413 0.8438 0.8461 0.8485 0.8508 0.8531 0.8554 0.8577 0.8599 0.8621 2 5 7 9 12 14 16 19 21
1.1 0.8643 0.8665 0.8686 0.8708 0.8729 0.8749 0.8770 0.8790 0.8810 0.8830 2 4 6 8 10 12 14 16 18
1.2 0.8849 0.8869 0.8888 0.8907 0.8925 0.8944 0.8962 0.8980 0.8997 0.9015 2 4 6 7 9 11 13 15 17
1.3 0.9032 0.9049 0.9066 0.9082 0.9099 0.9115 0.9131 0.9147 0.9162 0.9177 2 3 5 6 8 10 11 13 14
1.4 0.9192 0.9207 0.9222 0.9236 0.9251 0.9265 0.9279 0.9292 0.9306 0.9319 1 3 4 6 7 8 10 11 13

1.5 0.9332 0.9345 0.9357 0.9370 0.9382 0.9394 0.9046 0.9148 0.9429 0.9441 1 2 4 1 2 4 8 10 11
1.6 0.9452 0.9463 0.9474 0.9484 0.9495 0.9505 0.9515 0.9525 0.9535 0.9545 1 2 3 1 2 3 7 8 9
1.7 0.9554 0.9564 0.9573 0.9582 0.9591 0.9599 0.9608 0.9616 0.9625 0.9633 1 2 3 1 2 3 6 7 8
1.8 0.9641 0.9649 0.9656 0.9664 0.9671 0.9678 0.9686 0.9693 0.9699 0.9706 1 1 2 1 1 2 5 6 6
1.9 0.9713 0.9719 0.9726 0.9732 0.9738 0.9744 0.9750 0.9756 0.9760 0.9767 1 1 2 1 1 2 4 5 5

2.0 0.9772 0.9778 0.9783 0.9788 0.9793 0.9798 0.9803 0.9808 0.9812 0.9817 0 1 1 0 1 1 3 4 4
2.1 0.9821 0.9826 0.9830 0.9834 0.9838 0.9842 0.9846 0.9850 0.9854 0.9857 0 1 1 0 1 1 3 3 4
2.2 0.9861 0.9864 0.9868 0.9871 0.9875 0.9878 0.9881 0.9884 0.9887 0.9890 0 1 1 0 1 1 2 3 3
2.3 0.9893 0.9896 0.9898 0.9901 0.9904 0.9906 0.9909 0.9911 0.9913 0.9916 0 1 1 0 1 1 2 2 2
2.4 0.9918 0.9920 0.9922 0.9924 0.9927 0.9929 0.9931 0.9932 0.9934 0.9936 0 0 1 0 0 1 1 2 2

2.5 0.9938 0.9940 0.9941 0.9943 0.9945 0.9946 0.9948 0.9949 0.9951 0.9952 0 0 0 1 1 1 1 1 1
2.6 0.9953 0.9955 0.9956 0.9957 0.9958 0.9960 0.9961 0.9962 0.9963 0.9964 0 0 0 0 1 1 1 1 1
2.7 0.9965 0.9966 0.9967 0.9968 0.9969 0.9970 0.9971 0.9972 0.9973 0.9974 0 0 0 0 0 1 1 1 1
2.8 0.9974 0.9975 0.9976 0.9977 0.9977 0.9978 0.9979 0.9979 0.9980 0.9981 0 0 0 0 0 0 0 1 1
2.9 0.9981 0.9982 0.9982 0.9983 0.9984 0.9984 0.9985 0.9985 0.9986 0.9986 0 0 0 0 0 0 0 0 0

1
Table 2: t-Distribution

If T has a t-distribution with v degrees of freedom then, for each pair of values of p and v, the table
gives the value of t such that P(T t) = P

Critical Values for the t-distribution

p 0.75 0.90 0.95 0.975 0.99 0.995 0.9975 0.999 0.9995

V= 1 1.000 3.078 6.314 12.71 31.82 63.66 127.3 318.3 636.6

2 0.816 1.886 2.920 4.303 6.965 9.925 14.09 22.33 31.60
3 0.765 1.638 2.353 3.182 4.541 5.841 7.453 10.21 12.92
4 0.741 1.533 2.132 2.776 3.747 4.604 5.598 7.173 8.610

5 0.727 1.476 2.015 2.571 3.365 4.032 4.773 5.893 6.869

6 0.718 1.440 1.943 2.447 3.143 3.707 4.317 5.208 5.959
7 0.711 1.415 1.895 2.365 2.998 3.499 4.029 4.785 5.408
8 0.706 1.397 1.860 2.306 2.896 3.355 3.833 4.501 5.041
9 0.703 1.383 1.833 2.262 2.821 3.250 3.690 4.297 4.781

10 0.700 1.372 1.812 2.228 2.764 3.169 3.581 4.144 4.587

11 0.697 1.363 1.796 2.201 2.718 3.106 4.317 5.208 5.959
12 0.695 1.356 1.782 2.179 2.681 3.055 4.029 4.785 5.408
13 0.694 1.350 1.771 2.160 2.650 3.012 3.833 4.501 5.041
14 0.692 1.345 1.761 2.145 2.624 2.977 3.690 4.297 4.781

15 0.691 1.341 1.753 2.131 2.602 2.947 3.286 3.733 4.073

16 0.690 1.337 1.746 2.120 2.583 2.921 3.252 3.686 4.015
17 0.689 1.333 1.740 2.110 2.567 2.898 3.222 3.646 3.965
18 0.688 1.330 1.734 2.101 2.552 2.878 3.197 3.610 3.922
19 0.688 1.328 1.729 2.093 2.539 2.861 3.174 3.579 3.883

20 0.687 1.325 1.725 2.086 2.528 2.845 3.153 3.552 3.850

21 0.686 1.323 1.721 2.080 2.518 2.831 3.135 3.527 3.819
22 0.686 1.321 1.717 2.074 2.508 2.819 3.119 3.505 3.792
23 0.685 1.319 1.714 2.069 2.500 2.807 3.104 3.485 3.768
24 0.685 1.318 1.711 2.064 2.492 2.797 3.091 3.467 3.745

25 0.684 1.316 1.708 2.060 2.485 2.787 3.078 3.450 3.725

26 0.684 1.315 1.706 2.056 2.479 2.779 3.067 3.435 3.707
27 0.684 1.314 1.703 2.052 2.473 2.771 3.057 3.421 3.690
28 0.683 1.313 1.701 2.048 2.467 2.763 3.047 3.408 3.674
29 0.683 1.311 1.699 2.045 2.462 2.756 3.038 3.396 3.659

30 0.683 1.310 1.697 2.042 2.457 2.750 3.030 3.385 3.646

40 0.681 1.303 1.684 2.021 2.423 2.704 2.971 3.307 3.551
60 0.679 1.296 1.671 2.000 2.390 2.660 2.915 3.232 3.460
120 0.677 1.289 1.658 1.980 2.358 2.617 2.860 3.160 3.373
0.674 1.282 1.645 1.960 2.326 2.576 2.807 3.090 3.291

2
 Table 3: Percentage Points of the ² Distribution

If X is a random variable, distributed as X² with degrees of freedom then p is the probability that
(p), where the values of the percentage points (p), are tabulated in the table below. p is
shown diagrammatically (when 3) as

2
Critical Values for the - distribution

P .01 .025 .050 .900 .950 .975 . 990 .995 .999

v= 1 0.0001571 0.0009821 0.003932 2.706 3.841 5.024 6.635 7.879 10.83

2 0.02010 0.05064 0.1026 4.605 5.991 7.378 9.210 10.60 13.82
3 0.1148 0.2158 0.3518 6.251 7.815 9.348 11.34 12.84 16.27
4 0.2971 0.4844 0.7107 7 779 9.488 11.14 13.28 14 86 18.47

5 0.5543 0.8312 1.145 9.236 11.07 12.83 15.09 16.75 20.52

6 0.8721 1.237 1.635 10.64 12.59 14.45 16.81 18.55 22.46
7 1.239 1.690 2.167 12.02 14.07 16.01 18.48 20.28 24.32
8 1.646 2.180 2.733 13.36 15.51 17.53 20.09 21.95 26.12
9 2.088 2.700 3.325 14.68 16.92 19.02 21.67 23.59 27.88

10 2.558 3.247 3.940 15.99 18.31 20.48 23.21 25.19 29.59

11 3.053 3.816 4.575 17.28 19.68 21.92 24.72 26.76 31.26
12 3.571 4.404 5.226 18.55 21.03 23.34 26.22 28.30 32.91
13 4.107 5.009 5.892 19.81 22.36 24.74 27.69 29.82 34.53
14 4.660 5.629 6.571 21.06 23.68 26.12 29.14 31.32 36.12

15 5.229 6.262 7.261 22.31 25.00 27.49 30.58 32.80 37.70

16 5.812 6.908 7.962 23.54 26.30 28.85 32.00 34.27 39.25
17 6.408 7.564 8.672 24.77 27.59 30.19 33.41 35.72 40.79
18 7.015 8.231 9.390 25.99 28.87 31.53 34.81 37.16 42.31
19 7.633 8.907 10.12 27.20 30.14 32.85 36.19 38.58 43.82

20 8.260 9.591 10.85 28 41 31.41 34.17 37.57 40.00 45.31

21 8.897 10.28 11.59 29.62 32.67 35.48 38.93 41.40 46.80
22 9.542 10.98 12.34 30.81 33.92 36.78 40.29 42.80 48.27
23 10.20 11.69 13.09 32.01 35.17 38.08 41.64 44.18 49.73
24 10.86 12.40 13.85 33.20 36.42 39.36 42.98 45.56 51.18

25 11.52 13.12 14.61 34.38 37.65 40.65 44.31 46.93 52.62

30 14.95 16.79 18.49 40.26 43.77 46.98 50.89 53.67 59.70
40 22.16 24.43 26.51 51.81 55.76 59.34 63.69 66.77 73.40
50 29.71 32.36 34.76 63.17 67.50 71.42 76.15 79.49 86.66
60 37.48 40.48 43.19 74.40 79.08 83.30 88.38 91.95 99.61

70 45.44 48.76 51.74 85.53 90.53 95.02 104.4 104.2 112.3

80 53.54 57.15 60.39 96.58 101.9 106.6 112.3 116.3 124.8
90 61.76 65.65 69.13 107.6 113.1 118.1 124.1 128.3 137.2
100 70.06 74.22 77.93 118.5 124.3 129.6 135.8 140.2 149.4

3
 Table 4: Random Sampling Numbers

18 11 36 26 88 81 11 33 64 08 23 32 00 73 04

57 33 88 37 26 10 79 91 36 03 07 52 55 84 61

72 02 11 44 25 45 92 12 82 94 35 35 91 65 78

89 83 98 71 74 22 05 29 17 37 45 65 35 54 44

44 88 03 81 30 61 00 63 42 46 22 89 41 54 47

68 60 92 99 60 97 53 55 34 01 43 40 77 90 19

87 63 49 22 47 21 76 13 39 25 89 91 38 25 19

44 33 11 36 72 21 40 90 76 95 10 14 86 03 17

60 30 10 46 44 34 19 56 00 83 20 53 53 65 29

03 47 55 23 26 90 02 12 02 62 51 52 70 68 13

09 24 34 42 00 68 72 10 71 37 30 72 97 57 56

09 29 82 76 50 97 95 53 50 18 40 89 40 83 29

52 23 08 25 21 22 53 26 15 87 93 73 25 95 70

43 78 19 88 85 56 67 56 67 16 68 26 95 99 64

45 69 72 62 11 12 18 25 00 92 26 82 64 3
0

21 72 97 04 52 62 09 54 35 17 22 73 35 72 53

65 95 48 55 12 46 89 95 61 31 77 14 24 14 41

51 69 76 00 20 92 58 21 24 33 74 08 66 90 61

89 56 83 39 58 22 09 01 14 04 14 97 56 92 97

72 63 40 03 07 02 62 20 11 50 11 98 23 80 99

4
FORMULAE

PURE MATHEMATICS

For the quadratic equation: ax2 + bx + c = 0

2
−b ± b − 4ac
x=
2a
For an arithmetic series:

n
un = a + ( n − 1) d , Sn = {2a + ( n − 1) d }
2
For a geometric series:

un = a r n − 1

a (r n − 1) a (1 − r n ) a
Sn = , r > 1, Sn = , r < 1, S = , | r | <1
r −1 1− r 1− r
Binomial expansion:

n n
(a + b)n = a n +   a n −1b +   a n − 2 b 2 +, ... + b n , where n is a positive integer.
1  2

n n n!
  = Cr =
r  r! ( r − 1) !

n(n − 1) 2 n(n − 1)...(n − r + 1) r

(1 + x) n = 1 + nx + x + ... + x + ... where n is a real number and | x |<|
1 2 1 × 2 ... r

Summations:

n n n
1 1 1 2
r = n ( n + 1). r2= n( n + 1) (2n + 1). r3 = n ( n + 1) 2
r =1 2 r =1 6 r =1 4

Complex numbers:

zn = (cos x + i sin x) n = cos nx + i sin nx, where n is an integer and x is real

eix = cos x + i sin x where x is real

[r (cos x + i sin x)]n = rn(cos nx + i sin nx)

5
Maclaurin’s series:

x2 xr
ex = 1 + x + + ... + + ... for all real x
2! r!

x2 x3 xr
In (1 + x ) = x − + − ... + ( −1) r +1 + . ( −1 < x 1)
2 3 r!

x2 x3 xr
ln (1 − x) = − x − − − ... − − ... ( −1 x < 1)
2 3 r!

x3 x5 x7 x 2r + 1
sin x = x − + − ... + ( −1) r + ... for all real x
3! 5! 7! (2r + 1)!

x2 x4 x6 r x
2r
cos x = 1 − + − ... + (−1) +. for all real x
2! 4! 6! (2r )!

x x2 xr r
f ( x) = f (0) + f ' (0) + f "(0) + ... + f (0) + ...
1! 2! r!

Taylor’s series:

( x − a) ( x − a) ( x − a)
3 r
( x − a)2
f (x) = f (a) + f ' (a) + f " (a) + f (a) + + f r (a) + ...
1! 2! 3! r!

b 1
The trapezium rule ∫ a ydx = 2 h{( y0 + yn ) + 2( y1 + y2 + .. + yn − 1)},
b−a
h = , where n is the number of intervals (strips)
n
f(xn )
The Newton-Raphson iteration xn + 1 = xn −
f ' (xn )

TRIGONOMETRY

a b c
Sine Rule: = =
sin A sin B sin C

Cosine rule a2 = b2 + c2 – 2bc cos A

Arc length of a circle: s = r , ( measured in radians)

6
 1 1 1
Area of a sector of a circle: Area = ab sin C = bc sin A = ca sin B
2 2 2

a 2t 1 − t2
If tan = t , then sin α = and cos α =
2 1 + t2 1 + t2
Trigonometric Identities:

+ 1, 1 + = ,1 + =

sin (α ± β ) sin α cos β ± cos α sin β

cos (α ± β ) cos α cos β m sin α sin β

tan α ± tan β 1
tan (α ± β ) α ± β ( k + )π
1 m tan α tan β 2

2 = − =2 −1 = 1−2
2 =2

α +β α −β
sin α + sin β 2 sin cos
2 2

α + β α − β
sin α − sin β 2 cos sin
2 2

α + β α − β
cos α + cos β 2 cos cos
2 2

α + β β −α α+ β α − β
cos α − cos β 2 sin sin or − 2 sin sin
2 2 2 2

STATISTICS

Frequency distributions
𝑥𝑥
𝑥𝑥 =

𝑥𝑥 𝑥𝑥 (𝑥𝑥 𝑥𝑥 ) (𝑥𝑥 𝑥𝑥)

= − = =

Median Q2 =

7
Grouped data
𝑥𝑥
Mean (𝑥𝑥) = where 𝑥𝑥 =midpoint of each class, f is the frequency of each class.

Median = + where,

= lower limit of the median class

N = total frequency

f0 = frequency of class preceding the median class

f1 = frequency of median class

w = width of median class

Mode = + ( )
–

Where ,

l = lower limit of the modal class

f1 = frequency of the modal class

f0 = frequency of the class preceding the modal class

f2 = frequency of the class succeeding the modal class

w = width of the modal class

Measures of spread or dispersion

Standard deviation for the population

( )
𝑥𝑥
s.d =

where x = midpoint of each class

f = the frequency of each class

n = population size.

(𝑥𝑥 − 𝑥𝑥)
unbiased estimator of the variance of is =
−1

8
Product Moment Correlation Coefficient, r

𝑥𝑥 𝑥𝑥
=
𝑥𝑥 𝑥𝑥

Covariance Formula = where 𝑥𝑥 is the co-variance of 𝑥𝑥 and 𝑦𝑦,

𝑥𝑥 is the product of the standard deviation of 𝑥𝑥 and 𝑦𝑦 respectively

Regression line y on x

y = a + bx passing through (𝑥𝑥, 𝑦𝑦) where

x y
x = and y =
n n
𝑥𝑥 𝑥𝑥
= ( 𝑥𝑥)
𝑥𝑥

𝑥𝑥
= ,where 𝑥𝑥𝑥𝑥 is the variance of 𝑥𝑥.
𝑥𝑥𝑥𝑥

= 𝑦𝑦 − 𝑥𝑥
MECHANICS

Uniformly accelerated motion

1 1
v = u + at, s= (u + v)t, s = ut + at 2 , v 2 = u 2 + 2as
2 2
Motion of a projectile

Equation of trajectory is:

gx 2
y = x tan θ −
2V 2 cos 2 θ

gx 2
= x tan θ − (1 + tan2 θ)
2V 2

2V sin θ
Time of flight =
g

9
 V 2 sin 2 θ
Greatest height =
2g

V 2 sin 2θ V2 π
Horizontal range = , maximum range = for θ =
g g 4

Lami's Theorem

F1 F2 F
= = 3 , where F1 , F2 , F3 are forces acting on a particle
sin α sin β sin
and α , β , are the angles vertically opposite F1 , F2 , F3 , respectively

10
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