Giáo trình toán tiếng anh bậc Trung học trình độ Higher level hệ tú tài quốc tế

The three assignments for the portfolio, based on the three activities (mathematical investigation, extended closed-problem solving and mathematical modelling), should be incorporated in[r]

INTERNATIONAL BACCALAUREATE ORGANIZATION

DIPLOMA PROGRAMME Mathematics higher level

For first examinations in 2001

http://www.xtremepapers.net

February 1998

Copyright © 1998 International Baccalaureate

International Baccalaureate Organisation

Route des Morillons 15

1218 Grand-Saconnex

Geneva, SWITZERLAND

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies,leading to examinations, that meets the needs of highly motivated secondary school students betweenthe ages of 16 and 19 years Designed as a comprehensive two-year curriculum that allows itsgraduates to fulfil requirements of various national education systems, the diploma model is based onthe pattern of no single country but incorporates the best elements of many The programme isavailable in English, French and Spanish

The curriculum is displayed in the shape of a hexagon with six academic areas surrounding the core.Subjects are studied concurrently and students are exposed to the two great traditions of learning: thehumanities and the sciences

Diploma Programme candidates are required to select one subject from each of the six subjectgroups At least three and not more than four are taken at higher level (HL), the others at standardlevel (SL) Higher level courses represent 240 teaching hours; SL courses cover 150 hours Byarranging work in this fashion, students are able to explore some subjects in depth and some morebroadly over the two-year period; this is a deliberate compromise between the early specialisationpreferred in some national systems and the breadth found in others.

Distribution requirements ensure that the science-orientated student is challenged to learn a foreignlanguage and that the natural linguist becomes familiar with science laboratory procedures Whileoverall balance is maintained, flexibility in choosing higher level concentrations allows the student topursue areas of personal interest and to meet special requirements for university entrance

Successful Diploma Programme candidates meet three requirements in addition to the six subjects.The interdisciplinary Theory of Knowledge (TOK) course is designed to develop a coherent approach

to learning which transcends and unifies the academic areas and encourages appreciation of othercultural perspectives The extended essay of some 4000 words offers the opportunity to investigate atopic of special interest and acquaints students with the independent research and writing skills

expected at university Participation in the Creativity, Action, Service (CAS) requirement encourages

students to be involved in sports, artistic pursuits and community service work

2 IB Diploma Programme guide: Mathematics HL, September 2001

For first examinations in 200 1

NATURE OF THE SUBJECT

Introduction

The nature of mathematics can be summarized in a number of ways; for example, as awell-defined body of knowledge, as an abstract system of ideas or as a useful tool For manypeople it is probably a combination of these, but there is no doubt that mathematicalknowledge provides an important key to understanding the world in which we live.Mathematics can enter our lives in a number of ways: buying produce in the market,consulting a timetable, reading a newspaper, timing a process or estimating a length Formost people mathematics also extends into their chosen profession: artists need to learn aboutperspective; musicians need to appreciate the mathematical relationships within and betweendifferent rhythms; economists need to recognize trends in financial dealings; and engineersneed to take account of stress patterns Scientists view mathematics as a language that is vital

to our understanding of events that occur in the natural world Other people are challenged bythe logical methods of mathematics and the adventure in reason that mathematical proof has

to offer Still others appreciate mathematics as an aesthetic experience or even as acornerstone of philosophy The prevalence of mathematics in people’s lives thus provides aclear and sufficient rationale for making the study of this subject compulsory within the IBdiploma

Since individual students have different needs, interests and abilities, the InternationalBaccalaureate Organization (IBO) offers a number of different courses in mathematics Theseare targeted at students who wish to study mathematics in depth, either as a subject in its ownright or in order to pursue their interests in areas related to mathematics, those who wish togain a degree of understanding and competence in order to understand better their approach

to other subjects, and those who may not be aware that mathematics has relevance in theirstudies and in their future lives Each course is designed to meet the needs of a particulargroup of students and therefore great care should be exercised in selecting the one which ismost appropriate for an individual student

In making the selection, individual students should be advised to take account of thefollowing considerations

• Their own abilities in mathematics and the type of mathematics in which they can besuccessful

• Their own interest in mathematics with respect to the areas which hold an appeal

• Their other choices of subjects within the framework of the Diploma Programme

• Their future academic plans in terms of the subjects they wish to study.

• Their choice of career

Teachers are expected to assist with the selection process and to offer advice to students onchoosing the most appropriate subject from group 5

Mathematics higher level

Mathematics, available as a higher level (HL) subject only, caters for students with a goodbackground in mathematics who are competent in a range of analytical and technical skills.The majority of these students will be expecting to include mathematics as a majorcomponent of their university studies, either as a subject in its own right or within coursessuch as physics, engineering and technology Others may take this subject because they have

a strong interest in mathematics and enjoy meeting its challenges and engaging with itsproblems

The nature of the subject is such that it focuses on developing important mathematicalconcepts in a comprehensible and coherent way This is achieved by means of a carefullybalanced approach: students are encouraged to apply their mathematical knowledge tosolving problems set in a variety of meaningful contexts while, at the same time, beingintroduced to important concepts of rigour and proof

Students embarking on this course should expect to develop insight into mathematical formand structure in their studies, and should be intellectually equipped to appreciate the linksbetween parallel structures in different topic areas They should also be encouraged todevelop the skills needed to continue their mathematical growth in other learningenvironments

The internally assessed component, the portfolio, offers students a framework for developingindependence in their mathematical development through engaging in the followingactivities: mathematical investigation, extended closed-problem solving and mathematicalmodelling Students will thus be provided with the means to ask their own questions aboutmathematics and be given the chance to explore different ways of arriving at a solution,either through experimenting with the techniques at their disposal or by researching newmethods This process also allows students to work without the time constraints of a writtenexamination and to acquire ownership of a part of the course

This course is clearly a demanding one, requiring students to study a broad range ofmathematical topics through a number of different approaches and to varying degrees ofdepth Students wishing to study mathematics in a less rigorous environment should thereforeopt for one of the standard level courses: mathematical methods or mathematical studies

4 IB Diploma Programme guide: Mathematics HL, September 2001

The aims of all courses in group 5 are to enable candidates to:

• appreciate the international dimensions of mathematics and the multiplicity of its

cultural and historical perspectives

• foster enjoyment from engaging in mathematical pursuits, and to develop an

appreciation of the beauty, power and usefulness of mathematics

• develop logical, critical and creative thinking in mathematics

• develop mathematical knowledge, concepts and principles

• employ and refine the powers of abstraction and generalization

• develop patience and persistence in problem-solving

• have an enhanced awareness of, and utilize the potential of, technological

developments in a variety of mathematical contexts

• communicate mathematically, both clearly and confidently, in a variety of contexts

Having followed any one of the courses in group 5, candidates will be expected to:

• know and use mathematical concepts and principles

• read and interpret a given problem in appropriate mathematical terms

• organize and present information/data in tabular, graphical and/or diagrammatic

forms

• know and use appropriate notation and terminology

• formulate a mathematical argument and communicate it clearly

• select and use appropriate mathematical techniques

• understand the significance and reasonableness of results

• recognize patterns and structures in a variety of situations and draw inductive

generalizations

• demonstrate an understanding of, and competence in, the practical applications of

mathematics

• use appropriate technological devices as mathematical tools

SYLLABUS OUTLINE

The mathematics higher level (HL) syllabus consists of the study of eight core topics and one option.

All topics in the core are compulsory Candidates are required to study all the sub-topics in each of the eight topics in this part of the syllabus as listed in the Syllabus Details.

Candidates are required to study all the sub-topics in one of the following options as listed in the

Syllabus Details.

SYLLABUS DETAILS

Format of the syllabus

The syllabus is formatted into three columns labelled Content, Amplifications/Exclusions andTeaching Notes

! Content: the first column lists, under each topic, the sub-topics to be covered.

! Amplifications/Exclusions: the second column contains more explicit information on

specific sub-topics listed in the first column This helps to define what is required andwhat is not required in terms of preparing for the examination

! Teaching Notes: the third column provides useful suggestions for teachers It is not

mandatory that these suggestions be followed

Course of study

Teachers are required to teach all the sub-topics listed under the eight topics in the core,together with all the sub-topics in the chosen option

It is not necessary, nor desirable, to teach the topics in the core in the order in which they

appear in the Syllabus Outline and Syllabus Details Neither is it necessary to teach all the topics in the core before starting to teach an option Teachers are therefore strongly advised

to draw up a course of study, tailored to the needs of their students, which integrates the areascovered by both the core and the chosen option

Integration of portfolio assignments

The three assignments for the portfolio, based on the three activities (mathematicalinvestigation, extended closed-problem solving and mathematical modelling), should beincorporated into the course of study, and should relate directly to topics in the syllabus Fulldetails are given in Assessment Details, Portfolio

Time allocation

The recommended teaching time for a higher level subject is 240 hours For mathematics HL,

it is expected that 10 hours will be spent on work for the portfolio The time allocations given

in the Syllabus Outline and Syllabus Details are approximate, and are intended to suggest

how the remaining 230 hours allowed for teaching the syllabus might be allocated However,

the exact time spent on each topic will depend on a number of factors, including thebackground knowledge and level of preparedness of each student Teachers should thereforeadjust these timings to correspond with the needs of their students

Use of calculators

Candidates are required to have access to a graphic display calculator at all times during thecourse, both inside and out of the classroom Regulations concerning the types of calculators

allowed are provided in the Vade Mecum.

Formulae booklet and statistical tables (third edition,

February 2001)

As each candidate is required to have access to clean copies of the IBO formulae booklet andstatistical tables during the examination, it is recommended that teachers ensure candidatesare familiar with the contents of these documents from the beginning of the course Thebooklet and tables are provided by IBCA and are published separately

Resource list

A resource list is available for mathematics HL on the online curriculum centre This listprovides details of, for example, texts, software packages and videos which are considered byteachers to be appropriate for use with this course It will be updated on a regular basis Teachers can at any time add any materials to this list which they consider to be appropriatefor candidate use or as reference material for teachers

1 Core: number and algebra Teaching time: 20 hours

The aims of this section are to introduce important results and methods of proof in algebra, and to extend the concept of number to include complex numbers.

Included: cartesian and polar forms of acomplex number

1.5 Complex numbers: the number i• 1;

the terms real part, imaginary part,

conjugate, modulus and argument; the forms

Link with binomial theorem in §1.3 and De Moivre’stheorem in §1.7

Included: proofs of standard results for sums ofsquares and cubes of natural numbers

1.4 Proof by mathematical induction.

Forming conjectures to be proved by

mathematical induction

Although only the notation will be used in

n r

Link with De Moivre’s theorem in §1.7

Link with counting principles in §7.5

Link with binomial distribution in §7.7

Link with limits and convergence in §8.1

n

This topic is developed further in §2.9

log

b

c c

b

•

1.2 Exponents and logarithms: laws of

exponents; laws of logarithms

Generation of terms and partial sums by iterating on

a calculator can be useful

Link with limits and convergence in §8.1

Included: sigma notation, ie a i

Included: applications of sequences and series

to compound interest and population growth

1.1 Arithmetic sequences and series; sum of

finite arithmetic series; geometric sequences

and series; sum of finite and infinite

1 Core: number and algebra (continued)

Not required: equations with complexcoefficients

1.8 Conjugate roots of polynomial equations

with real coefficients

Link with binomial theorem in §1.3

Link with proof by induction in §1.4

1.7 De Moivre’s theorem (proof by

mathematical induction)

Powers and roots of a complex number

Link with transformation of vectors in §5.5

Included: multiplication by i as a rotation of

in the complex plane

2 Core: functions and equations Teaching time: 25 hours

The aims of this section are to introduce methods of solution for different types of equations, to explore the notion of function as a unifying theme in mathematics, to study certain functions in more depth and to explore the transformations of the graphical representations of functions.

Calculator settings should be chosen appropriately toavoid, for example, interpolation across a verticalasymptote

These graphing skills should be utilized throughoutthe syllabus as appropriate

Link with maximum and minimum problems in §8.6

Included: identification of horizontal andvertical asymptotes; use of the calculator to findmaximum and minimum points

On examination papers: questions may be setwhich require the graphing of functions which

do not explicitly appear on the syllabus

2.2 Function graphing skills: use of a graphic

display calculator to graph a variety of

functions

Appropriate choice of “window”, use of

“zoom” and “trace” (or equivalent ) to locate

points to a given accuracy; use of

“connected” and “dot” (or equivalent)

modes as appropriate

Solution of f x( )•0 to a given accuracy

General examples: for x" 2 x, domain isx 2,range is y 0; for x "“distance from nearest

integer”, domain is R, range is 0 y 0 5 Example of domain restriction: x" x 3 is the

Included: formal definition of a function; theterms “one-one”, and “many-one”

Not required: the term “codomain”

2.1 Concept of function f x: " f x( ): domain,

range; image (value)

Composite functions f !g; identity

function; inverse function f 1

2 Core: functions and equations (continued)

In examinations: questions demandingelaborate factorization techniques will not beset

Included: knowledge of the significance of thediscriminant• b2 4acfor the solution set

in the three cases • 0,• 0,• 0

Included: rational coefficients only

2.5 The quadratic functionx!ax2 bx c: its

graph; its self-inverse nature

Examples: y x2 may be used to obtain

Link with quadratic functions in §2.5

Link with exponential functions in §2.9

Link with circular functions in §3.3

Link with matrix transformations in §5.5

Translations:y f x( ) b; y f x( a).Stretches:y pf x( ); y f x q/

Reflections (in the x-axis and y-axis):

y f( x); y f x( )Included: y f x( ) , y f( x )

2.3 Transformations of graphs: translations;

stretches; reflections in the axes

The graph of f 1as the reflection in the

line y = x of the graph of f.

Absolute value function f

2 Core: functions and equations (continued)

Link with differential equations in §8.11

Included: a x expressed as exlna.Included: applications to population growth and

compound interest (eg doubling-times), and

radioactive decay (eg half-life)

2.10 The functions x"e ,x x"lnx

Application to the solution of equations

based on problems of growth and decay

Link with the laws of exponents and logarithms in

§1.2

Note that the graph of y•a x reflected in the line

y = x gives the graph of y•loga x; link withtransformations of graphs in §2.3

This topic may be linked with the applications ofgeometric sequences in §1.1

Included: for the domain of a x only rational x

need be considered

Included: knowledge that loga a x • •x aloga x

Included: knowledge that a x •b •x loga b

2.9 The exponential function x"a x,a 0 : its

domain and range

The inverse function x" loga x

Graphs of y•a x and y•loga x

Included: the significance of multiple roots

2.8 Polynomial functions

The factor and remainder theorems, with

application to the solution of polynomial

equations and inequations

Included: cases where cross multiplication is

2

13

absolute value sign in inequalities

2.7 Inequalities in one variable, including their

graphical representation Solution of

3 Core: circular functions and trigonometry Teaching time: 25 hours

The aims of this section are to use trigonometry to solve general triangles, to explore the behaviour of circular functions both graphically and algebraically and to introduce some important identities in trigonometry.

Included: proof of addition and double-angleformulae

Not required: formal proof of the compoundformula

3.4 Addition, double-angle and half-angle

The compound formula

a x b x• R x∓

Although only the notations arcsin x, etc will beused on examination papers, candidates will need to

be aware of alternative notations used on calculators

The graph of y•asin (b x c)may be presented as atransformation of y•sinx

Link with inverse functions in §2.3

In examinations: radian measure should beassumed unless otherwise indicated (eg

)

x" sinx

3.3 The six circular functions: x" sin ,x

x"cos ,x x"tan ,x x"csc ,x x"sec ,x

their domains and ranges; their

x" cot ;x

periodic nature, and their graphs

The inverse functions x" arcsin ,x

their domains

x"arccos ,x x"arctan ;x

and ranges, and their graphs

Included: given sin , finding possible values

2

r

Included: radian measure expressed as multiples

of

3.1 The circle: radian measure of angles; length

of an arc; area of a sector

3 Core: circular functions and trigonometry (continued)

Appreciation of Pythagoras’ theorem as a specialcase of the cosine rule

Link with the cosine rule in scalar product form in

§4.3

Included: the derivation of the sine rule fromthe formula for the area of the triangle; theambiguous case of the sine rule; applications topractical problems in two dimensions and threedimensions

3.6 Solution of triangles

The cosine rule: c2 • a2 b2 2abcos C

in a given finite interval

Solution of equations leading to quadratic or

linear equations in sin ,x etc

Graphical interpretation of the above

4 Core: vector geometry Teaching time: 25 hours

The aims of this section are to introduce the use of vectors in two and three dimensions, to facilitate solution of problems involving points, lines and planes, and to enable the associated angles, distances and areas to be calculated

The scalar product is also known as the dot productand the inner product

Link with condition for perpendicularity in §4.3

Included: for non-zero perpendicular vectors

; for non-zero parallel vectors

v v• v 2

Perpendicular vectors; parallel vectors

Vector sums and differences can be represented bythe diagonals of a parallelogram

Multiplication by a scalar can be illustrated byenlarging the vector parallelogram

Applications to simple geometric figures, eg ABCD

is a quadrilateral and AB• CD⇒ABCD is aparallelogram

Note: components are with respect to the

standard basis i, j and k v: • v1i v2j v3k

Included: the difference of v and w as

v w• v ( w)Included: the vector AB expressed as

v v v

4 Core: vector geometry (continued)

4.7 Distances in two and three dimensions

between points, lines and planes

Link with solution of linear equations in §5.7

Included: inverse matrix method and Gaussianelimination for finding the intersection of threeplanes

4.6 Intersections of: two lines; a line with a

plane; two planes; three planes

Angle between: two lines; a line and a plane;

z z n

• •

equation of a plane ax by cz• d

4.5 Vector equation of a line r•a b

Use of normal vector to obtain r n• a n

Cartesian equations of a line and plane

The vector product is also known as the crossproduct

Included: geometric interpretation of themagnitude of v w as the area of aparallelogram

Included: the determinant representation

Link with generalization of perpendicular andparallel cases in §4.2

Application to angle between linesax by• pand

as angle between normal vectors

cx dy• q

Link with the cosine rule in §3.6

Included: the following formulae

4.3 The expression v w• v w cos ; the angle

between two vectors

The projection of a vector v in the direction

of w; simple applications, eg finding the

distance of a point from a line

5 Core: matrices and transformations Teaching time: 20 hours

The aims of this section are to introduce matrices, particularly the algebra of small square matrices, to extend knowledge of transformations, to consider

linear transformations of the plane represented by square matrices, to explore composition of transformations and to link matrices to the solution of sets of linear equations.

Unique solutions can be found using inversematrices; other cases using Gaussian elimination

Link with intersections of two lines or three planes

in §4.6

5.7 Solution of linear equations (a maximum of

three equations in three unknowns)

Conditions for the existence of a unique

solution, no solution and an infinity of

solutions

Note that PQ denotes “Q followed by P”.

5.6 Composition of linear transformations P, Q.

Linear transformations are origin invariant

Link with complex numbers in §1.6

Link with transformations of graphs in §2.3

In examinations: the convention will be that thesame symbol will represent both a

transformation and its matrix, eg R is a rotation

5.5 Linear transformations of vectors in two

dimensions and their matrix representation:

rotations; reflections and enlargements

The geometric significance of the

Included: matrices of dimension3 3 at most

5.3 Determinants of matrices; the condition

for singularity of a matrix

The matrix facility on a graphic display calculatormay be introduced

5.2 Algebra of matrices: equality; addition;

subtraction; multiplication by a scalar;

multiplication of two matrices

The identity matrix

Examples: systems of equations; data storage

5.1 Definition of a matrix: the terms element,

row, column and dimension

6 Core: statistics Teaching time: 10 hours

The aims of this section are to explore methods of describing and presenting data, and to introduce methods of measuring central tendency and dispersion

In examinations: candidates are expected to use

a statistical function on a calculator to findstandard deviations

6.5 Measures of dispersion: range; interquartile

range; standard deviation of the sample, s n

The unbiased estimate, s n2 1, of the

population variance 2

Use of box-and-whisker plots on a graphic calculatormay enhance understanding

6.4 Cumulative frequency; cumulative

frequency graphs; quartiles and percentiles

Included: an awareness that the populationmean, , is generally unknown, and that thesample mean, , serves as an unbiased estimatex

Grouped data; mid-interval values; interval

width; upper and lower interval boundaries

Frequency histograms

Data for analysis should be drawn from a wide range

of areas

Included: elementary treatment only

6.1 Concept of population and sample

Discrete data and continuous data

7 Core: probability Teaching time: 20 hours

The aims of this section are to extend knowledge of the concepts, notation and laws of probability, and to introduce some important probability distributions

and their parameters.

Link with the binomial theorem in § 1.3

Included: the number of ways of selecting and

arranging r objects from n; simple applications

7.5 Counting principles, including permutations

and combinations

Examples: cards, dice and other simple cases ofrandom selection

7.4 Use of Venn diagrams, tree diagrams and

tables of outcomes to solve problems

Use of Bayes’ Theorem for two events

It should be emphasized that problems might best besolved with the aid of a Venn diagram or treediagram, without the explicit use of these formulae

Included: an appreciation of the non-exclusivity

Experiments using coins, dice, packs of cards, etc,

can enhance understanding of the distinctionbetween (experimental) relative frequency and(theoretical) probability Simulation using randomnumbers can also be useful

Included: an emphasis on the concept of equallylikely outcomes

7.1 Sample space, U; the event A.

The probability of an event A as

( )P

( )

n A A

7 Core: probability (continued)

Although candidates will not be expected to use the

2

2 2

emade aware of the fact that it is the probabilitydensity function of the normal distribution

Use of calculators as well as tables to find areas and

values of z for given probabilities is advised

Not included: normal approximation tobinomial distribution

7.9 The normal distribution

Standardisation of a normal distribution; the

use of the standard normal distribution table

Included: the concept of a continuous randomvariable; definition and use of probabilitydensity functions

7.8 Continuous probability distributions

Expectation, mode, median, variance and

standard deviation

Link with the binomial theorem in §1.3

Included: situations and conditions for using abinomial model

7.7 The binomial distribution, its mean and

variance (without proof)

It is useful to discuss the fact thatE(X)•0indicates

a fair game, where X represents the gain of one of

7.6 Discrete probability distributions

Expectation, mode, median, variance and

8 Core: calculus Teaching time: 50 hours

The aim of this section is to introduce the basic concepts and techniques of differential and integral calculus, and some of their applications

Included: understanding that2x •exln2, etc

8.4 Further differentiation: the product and

quotient rules; the second derivative;

differentiation of a x and loga x

Link with composite functions in §2.1

Link with implicit differentiation in §8.7

Link with integration by parts in §8.10

Included: derivatives of reciprocal

trigonometric functions x!sec ,x x!csc ,x

x! cot x

Included: applications to rates of change

8.3 Differentiation of sums of functions and real

multiples of functions

The chain rule for composite functions

Other derivatives can be predicted or verified bygraphical considerations using graphic displaycalculator

Investigation of the derivative of x n fromconsideration of the function (x h) x and its

8.2 Differentiation from first principles as the

limit of the difference quotient

Link with infinite geometric series in §1.1

Link with the binomial theorem in §1.3

Calculators can be used to investigate limitsnumerically

Included: only a very informal treatment oflimit and convergence, eg 0.3, 0.33, 0.333,

converges to 1

3.

8.1 Informal ideas of a limit and convergence

The result limsin • justified by

8 Core: calculus (continued)

Candidates could be made aware of the fundamentaltheorem of calculus,

, and discuss its

8.8 Indefinite integration as anti-differentiation

Indefinite integrals of: x n; n Q sin x, ;

;

cos x ex

Composites of these with x!ax b

Application to acceleration and velocity

Link with chain rule in §8.3

Included: applications to related rates ofchange

Not required: second derivatives of parametricfunctions

8.7 Implicit differentiation

Derivatives of the inverse trigonometric

functions

Link with graphing functions in §2.2

Included: testing for maximum or minimum (egvolume, area and profit) using the sign of thefirst derivative or using the second derivative

8.6 Applications of the first and second

derivative to maximum and minimum

problems

Kinematic problems involving

Link with function graphing skills in §2.2

The terms “concave-up” and “concave-down”

conveniently distinguish betweenf ''( )x 0 and

respectively

f ''( )x 0

Included: both “global” and “local” behaviour;

choice of appropriate window; ( , )a b point ofinflexion ⇒ f ''( )a 0, but the converse is notnecessarily true; points of inflexion with zero ornon-zero gradient

8.5 Graphical behaviour of functions: tangents,

normals and singularities, behaviour for

large ; x asymptotes

The significance of the second derivative;

distinction between maximum and minimum

points and points of inflexion

8 Core: calculus (continued)

Link with exponential and logarithmic functions in

Link with transformations of graphs in §2.3

Link with the chain rule in §8.3

Included: limit changes in definite integrals;

questions requiring repeated integration byparts; integrals requiring further manipulation,

eg, ∫e sin dx x x; integration using partialfraction decomposition

8.10 Further integration: integration by

substitution; integration by parts; definite

8.9 Anti-differentiation with a boundary

condition to determine the constant term

9 Option: statistics Teaching time: 35 hours

The aims of this section are to enable candidates to apply core knowledge of probability distributions and basic statistical calculations, and to make and test hypotheses A practical approach is envisaged including statistical modelling tasks suitable for inclusion in the portfolio

In some texts and on some calculators the unbiasedestimate of the population variance uses alternativenotation, eg • •ˆ ,2 n21,• x2,s x2

Included: ;

2 2

9.3 Sampling distribution of the mean

Standard error of the mean

Central limit theorem (without proof)

Pooled estimators of population parameters

for two samples

9.2 Mean and variance of linear combinations of

two independent random variables

Real applications should be introduced, eg thenumber of telephone calls on a randomly chosen day

or the number of cars passing a particular point in aninterval

Included: conditions under which a randomvariable has a Poisson distribution

9.1 Poisson distribution: mean and variance

9 Option: statistics (continued)

Included: Yates’ continuity correction for v 1

9.7 Contingency tables

The 2 test for the independence of two

factors

Link with significance testing in §9.5

Included: test for goodness of fit fordistributions that could be uniform, binomial,Poisson or normal; the requirement to combineclasses with expected frequencies less than five

9.6 The 2distribution; degrees of freedom,

The 2 statistic (f f )

f

e e

2

The 2goodness of fit test

Link with confidence intervals in §9.4

Link with 2distribution in §9.6

Use of the normal distribution when • is known

and the t-distribution when • is unknown

9.5 Significance testing: the mean of a sample;

the difference between two means

Null and alternative hypotheses H0 and H1

Significance levels; critical region and

critical values; one-tailed and two-tailed

Link with significance testing in §9.5

Note: if the population variance is known, thenormal distribution should be used; if thepopulation variance is unknown, the

t-distribution should be used (regardless of

sample size)

On examination papers: the relevant values of

the t-distribution will be given either in the IBO

statistical tables or within the question;

alternatively, candidates may use theircalculators

9.4 Finding confidence intervals for the mean of

a normal population from a sample

10 Option: sets, relations and groups Teaching time: 35 hours

The aims of this section are to study two important mathematical concepts, sets and groups The first allows for the extension and development of the notion

of a function, while the second provides the framework to discover the common underlying struct ure unifying many familiar systems.

Examples of non-commutative operations could begiven

Included: the arithmetic operations in R and C;

matrix operations

10.5 The associative, distributive and

commutative properties of binaryoperations

Examples of binary operations and their closureproperties will assist understanding

Note: a binary operation on a non-empty set S

is a rule for combining any two elements

10.4 Binary operations: definition; closure;

operation tables

Link with trigonometric functions in §3.3

Included: knowledge that function composition

is not a commutative operation and that if f is a bijection from set A onto set B then f 1exists

and is a bijection from set B onto set A.

10.3 Functions: injections; surjections;

Link with graphs in §2.2

Included: the fact that an equivalence relation

on a set induces a partition of the set

10.2 Ordered pairs; the cartesian product of two

sets

Relations; equivalence relations

Examples of set operations on finite and infinite setswill assist understanding

Included: illustration of the proof of DeMorgan’s laws using Venn diagrams

10.1 Finite and infinite sets

Operations on sets: union; intersection;

10 Options: sets, relations and groups (continued)

Candidates should be made aware that other forms ofnotation for permutations will be found in varioustexts

In examinations: for permutations, the form

will be used to represent the

10.8 Examples of groups: R, Q, Z, and C

under addition; symmetries of an equilateral

triangle and square; matrices of the same

order under addition; 2 2 invertible

matrices under multiplication; integers

under addition modulo n; invertible

functions under composition of functions;

permutations under composition of

permutations

Included: familiarity with a hierarchy of

algebraic structures, eg for the set S under a

given operation the given operation is a binary operation, ie closed,

the given operation is associative,

an identity element exists under this operation,

each element in S has an inverse.

Note: where the given operation is defined as a

a “binary operation”, closure may be assumed

10.7 The axioms of a group S,

Included: knowledge that both the right-identity

is an identity element

10.6 The identity element e

The inversea 1 of an element a.

Proof that the left-cancellation and

right-cancellation laws hold, provided the

element has an inverse

Proofs of the uniqueness of the identity and

inverse elements in particular cases

10 Option: sets, relations and groups (continued)

Isomorphism can be demonstrated using the grouptables for the following groups: permutations of a set

of three elements; symmetries of an equilateraltriangle

It may be possible to set up an isomorphism betweentwo groups in more than one way In any

isomorphism between two groups, thecorresponding elements must be of the same order

Included: isomorphism between two infinitegroups

Note: an isomorphism between two groups

that (x y) ( )x ( )y ; two groups

are isomorphic if there exists( , )G and (H, )

an isomorphism for G and H.

10.12 Isomorphism and isomorphic groups:

formal definition in terms of a bijection;

the property that an isomorphism maps theidentity of one group onto the identity ofthe other group; a similar property forinverses

Included: the test for a subgroup

Note: the corollary of Lagrange’s theorem isthat the order of the group is divisible by theorder of any element

10.11 Definition of a subgroup

Lagrange’s theorem, without proof, and itscorollary

Included: proof that a group of order n is cyclic

if and only if it contains an element of order n.

10.10 Cyclic groups and generators of a group

Proof that all cyclic groups are Abelian

Included: an awareness that, in a finite grouptable, every element appears once only in eachrow and each column

10.9 Finite and infinite groups

The order of a group element and the order

11 Option: discrete mathematics Teaching time: 35 hours

The aims of this option are to introduce topics appropriate for the student of mathematics and computer science who will later confront data structures,

theory of programming languages and analysis of algorithms, and to explore a variety of applications and techniques of discrete methods and reasoning.

Using a difference equation to approximate adifferential equation can serve as a good portfolioactivity

Included: the equation Y k 1 AY k B; solutions

as sequences; approximating a differentialequation by a difference equation; first orderdifference equations; second order homogeneousdifference equations

11.4Recurrence relations

Difference equations: basic definitions and

solutions of a difference equation

Note that the term residue class is equivalent tocongruence class

Link with the division and Euclidean algorithms in

§11.2

Included: relations; equivalence relations;

equivalence classes and partitions

11.3 Congruence modulo p as an equivalence

class

Residue classes

Relate to different number systems Ifa b c, , Z ,

Included: the theorem | and a b a c| ⇒a| b c

and other related theorems; the division algorithm

and the Euclidean algorithm for

a bq r

determining the greatest common divisor of two(or more) integers

11.2 Division and Euclidean algorithms

The greatest common divisor of integers a

and b, (a, b)

Relatively prime numbers; prime numbers

and the fundamental theorem of arithmetic

Recursive definitions and their proofs usingmathematical induction could be discussed

Included: knowledge that any non-empty subset ofcontains a smallest element

Z

Included: knowledge that the well-orderingprinciple implies mathematical induction (withoutproof)

11.1 Natural numbers and the well-ordering

11 Option: discrete mathematics (continued)

Students interested in computing may engage inwriting programs for scheduling on a small database

These may include designing transportationnetworks for a small business, production plans for aproduct involving several processes

Note that Prim’s algorithm is an example of a greedyalgorithm since “at each iteration we do the thingthat seems best at that step”

Included: definitions and examples ofdepth-first search and breadth-first searchalgorithms

11.7 Networks and trees: definitions and

properties

The travelling salesman problem

Rooted trees; binary search trees; weightedtrees; sorting; spanning trees; minimalspanning trees

Prim’s, Kruskal’s and Dijkstra’s algorithms

is the chromatic number of G.

( )G

Graph colouring is a worthwhile classroom activity

Included: the following theorems (withoutproof)

a graph is bipartite if and only if ( )G is at most 2,

if n is a subgraph of G, then ( )G n,

if G is planar, then ( )G 4 (the 4-colour problem)

11.6 Walks; Hamiltonian paths and cycles;

Eulerian trails and circuits

Graph colouring and chromatic number of agraph

Isomorphism between graphs can be emphasizedusing a bijection between the vertex sets whichpreserves adjacency of edges, and using theadjacency matrices of the graphs

Included: Euler’s relation: v e f 2;theorems for planar graphs including

11.5 Simple graphs; connected graphs; complete

graphs; multigraphs; directed graphs;

bipartite graphs; planar graphs

Subgraphs; complements of graphs