Syllabus

Cambridge O Level Additional Mathematics

Syllabus code 4037
For examination in June and November 2011
Note for Exams Officers: Before making Final Entries, please check availability of the codes for the
components and options in the E3 booklet (titled “Procedures for the Submission of Entries”) relevant to the
exam session. Please note that component and option codes are subject to change.
Contents

Cambridge O Level Additional Mathematics

Syllabus code 4037

1. Introduction ..................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge O Level Additional Mathematics?
1.3 How can I find out more?

2. Assessment at a glance .................................................................. 4

3. Syllabus aims and assessment ....................................................... 5

3.1 Aims
3.2 Assessment objectives
3.3 Exam combinations

4. Curriculum content .......................................................................... 6

5. Mathematical notation................................................................... 11

6. Resource list .................................................................................. 16

Cambridge O Level Additional Mathematics 4037. Examination in June and November 2011.
© UCLES 2008
1. Introduction

1.1 Why choose Cambridge?

University of Cambridge International Examinations (CIE) is the world’s largest provider of international
qualifications. Around 1.5 million students from 150 countries enter Cambridge examinations every year.
What makes educators around the world choose Cambridge?

Developed for an international audience

International O Levels have been designed specially for an international audience and are sensitive to the
needs of different countries. These qualifications are designed for students whose first language may not be
English and this is acknowledged throughout the examination process. The curriculum also allows teaching
to be placed in a localised context, making it relevant in varying regions.

Recognition
Cambridge O Levels are internationally recognised by schools, universities and employers as equivalent to
UK GCSE. They are excellent preparation for A/AS Level, the Advanced International Certificate of Education
(AICE), US Advanced Placement Programme and the International Baccalaureate (IB) Diploma. CIE is
accredited by the UK Government regulator, the Qualifications and Curriculum Authority (QCA). Learn more
at www.cie.org.uk/recognition.

Support
CIE provides a world-class support service for teachers and exams officers. We offer a wide range of
teacher materials to Centres, plus teacher training (online and face-to-face) and student support materials.
Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support
from CIE Customer Services. Learn more at www.cie.org.uk/teachers.

Excellence in education
Cambridge qualifications develop successful students. They not only build understanding and knowledge
required for progression, but also learning and thinking skills that help students become independent
learners and equip them for life.

Not-for-profit, part of the University of Cambridge

CIE is part of Cambridge Assessment, a not-for-profit organisation and part of the University of Cambridge.
The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its
qualifications and services. We draw upon education research in developing our qualifications.

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1. Introduction

1.2 Why choose Cambridge O Level Additional

Mathematics?
International O Levels are established qualifications that keep pace with educational developments and
trends. The International O Level curriculum places emphasis on broad and balanced study across a
wide range of subject areas. The curriculum is structured so that students attain both practical skills and
theoretical knowledge.

Cambridge O Level Additional Mathematics is recognised by universities and employers throughout the
world as proof of mathematical knowledge and understanding. Successful Cambridge O Level Additional
Mathematics candidates gain lifelong skills, including:
• the further development of mathematical concepts and principles
• the extension of mathematical skills and their use in more advanced techniques
• an ability to solve problems, present solutions logically and interpret results
• a solid foundation for further study.

Students may also study for a Cambridge O Level in Mathematics and in Statistics. In addition to Cambridge
O Levels, CIE also offers Cambridge IGCSE and International A & AS Levels for further study in Mathematics
as well as other maths-related subjects. See www.cie.org.uk for a full list of the qualifications you can take.

1.3 How can I find out more?

If you are already a Cambridge Centre
You can make entries for this qualification through your usual channels, e.g. your regional representative, the
British Council or CIE Direct. If you have any queries, please contact us at [email protected].

If you are not a Cambridge Centre

You can find out how your organisation can become a Cambridge Centre. Email either your local British
Council representative or CIE at [email protected]. Learn more about the benefits of becoming a
Cambridge Centre at www.cie.org.uk.

Cambridge O Level Additional Mathematics 4037. Examination in June and November 2011.

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2. Assessment at a glance

Cambridge O Level Additional Mathematics

Syllabus code 4037
All candidates will take two written papers.

The syllabus content will be assessed by Paper 1 and Paper 2.

Paper 1 Duration Marks

10–12 questions of various lengths
There will be no choice of question except that the last question will
2 hours 80
consist of two alternatives, only one of which must be answered. The mark
allocations for the last question will be in the range of 10–12 marks.

Paper 2 Duration Marks

10–12 questions of various lengths
There will be no choice of question except that the last question will
2 hours 80
consist of two alternatives, only one of which must be answered. The mark
allocations for the last question will be in the range of 10–12 marks.

Calculators
The syllabus assumes that candidates will be in possession of a silent electronic calculator with scientific
functions for both papers. The General Regulations concerning the use of electronic calculators are
contained in the Handbook for Centres.

Mathematical Instruments
Apart from the usual mathematical instruments, candidates may use flexicurves in this examination.

Mathematical Notation
Attention is drawn to the list of mathematical notation at the end of this booklet.

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3. Syllabus aims and assessment

3.1 Aims
The aims of the syllabus listed below are not in order of priority. The aims are to enable candidates to:
• consolidate and extend their elementary mathematical skills, and use these in the context of more
advanced techniques
• further develop their knowledge of mathematical concepts and principles, and use this knowledge for
problem solving
• appreciate the interconnectedness of mathematical knowledge
• acquire a suitable foundation in mathematics for further study in the subject or in mathematics related
subjects
• devise mathematical arguments and use and present them precisely and logically
• integrate information technology (IT) to enhance the mathematical experience
• develop the confidence to apply their mathematical skills and knowledge in appropriate situations
• develop creativity and perseverance in the approach to problem solving
• derive enjoyment and satisfaction from engaging in mathematical pursuits, and gain an appreciation of
the beauty, power and usefulness of mathematics.

3.2 Assessment objectives

The examination will test the ability of candidates to:
• recall and use manipulative technique
• interpret and use mathematical data, symbols and terminology
• comprehend numerical, algebraic and spatial concepts and relationships
• recognise the appropriate mathematical procedure for a given situation
• formulate problems into mathematical terms and select and apply appropriate techniques of solution.

3.3 Exam combinations

A candidate can combine this syllabus in an exam session with any other CIE syllabus, except:
• 0606 IGCSE Additional Mathematics

Please note that O Level, Cambridge International Level1/Level 2 Certificate and IGCSE syllabuses are at the
same level.

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4. Curriculum content

Knowledge of the content of CIE’s Ordinary level Syllabus D (or an equivalent Syllabus) is assumed.
O Level material which is not repeated in the syllabus below will not be tested directly but it may be required
in response to questions on other topics.

Proofs of results will not be required unless specifically mentioned in the syllabus.

Candidates will be expected to be familiar with the scientific notation for the expression of compound units
e.g. 5 ms–1 for 5 metres per second.

Theme or topic Curriculum objectives

Candidates should be able to:

1. Set language and notation • use set language and notation, and Venn diagrams to describe
sets and represent relationships between sets as follows:
A = {x: x is a natural number}
B = {(x,y): y = mx + c}
C = {x: a Ğ x Ğ b}
D = {a, b, c, …}
• understand and use the following notation:
Union of A and B A∪B
Intersection of A and B A∩B
Number of elements in set A n(A)
“…is an element of…” ∈
“…is not an element of…” ∉
Complement of set A A’
The empty set ∅
Universal set
A is a subset of B A⊆B
A is a proper subset of B A⊂B
A is not a subset of B A⊄B
A is not a proper subset of A⊄B

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4. Curriculum content

Theme or topic Curriculum objectives

2. Functions • understand the terms: function, ___domain, range (image
set), one-one function, inverse function and composition of
functions
• use the notation f(x) = sin x, f: x a lg x, (x > 0), f −1(x) and
f2(x) [= f(f(x))]
• understand the relationship between y = f(x) and y = f(x),
where f(x) may be linear, quadratic or trigonometric
• explain in words why a given function is a function or why it
does not have an inverse
• find the inverse of a one-one function and form composite
functions
• use sketch graphs to show the relationship between a
function and its inverse
3. Quadratic functions • find the maximum or minimum value of the quadratic function
f : x a ax 2 + bx + c by any method
• use the maximum or minimum value of f(x) to sketch the
graph or determine the range for a given ___domain
• know the conditions for f(x) = 0 to have:
(i) two real roots, (ii) two equal roots, (iii) no real roots
and the related conditions for a given line to
(i) intersect a given curve, (ii) be a tangent to a given curve,
(iii) not intersect a given curve
• solve quadratic equations for real roots and find the solution
set for quadratic inequalities
4. Indices and surds • perform simple operations with indices and with surds,
including rationalising the denominator
5. Factors of polynomials • know and use the remainder and factor theorems
• find factors of polynomials
• solve cubic equations
6. Simultaneous equations • solve simultaneous equations in two unknowns with at least
one linear equation

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4. Curriculum content

Theme or topic Curriculum objectives

7. Logarithmic and exponential • know simple properties and graphs of the logarithmic and
functions exponential functions including ln x and e x (series expansions
are not required)
• know and use the laws of logarithms (including change of base
of logarithms)
• solve equations of the form a x = b
8. Straight line graphs • interpret the equation of a straight line graph in the form
y = mx + c
• transform given relationships, including y = ax n and y = Ab x, to
straight line form and hence determine unknown constants by
calculating the gradient or intercept of the transformed graph
• solve questions involving mid-point and length of a line
• know and use the condition for two lines to be parallel or
perpendicular
9. Circular measure • solve problems involving the arc length and sector area of a
circle, including knowledge and use of radian measure
10. Trigonometry • know the six trigonometric functions of angles of any
magnitude (sine, cosine, tangent, secant, cosecant, cotangent)
• understand amplitude and periodicity and the relationship
between graphs of e.g. sin x and sin 2x
• draw and use the graphs of
y = a sin (bx) + c
y = a cos (bx) + c
y = a tan (bx) + c
where a, b are positive integers and c is an integer
• use the relationships
sinA cos A
= tanA , = cot A , sin2A + cos2A = 1,
cosA sin A
sec2 A = 1 + tan2 A, cosec2 A = 1 + cot2 A
and solve simple trigonometric equations involving the six
trigonometric functions and the above relationships (not
including general solution of trigonometric equations)
• prove simple trigonometric identities

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4. Curriculum content

Theme or topic Curriculum objectives

11. Permutations and • recognise and distinguish between a permutation case and a
combinations combination case
• know and use the notation n! (with 0! = 1), and the
expressions for permutations and combinations of n items
taken r at a time
• answer simple problems on arrangement and selection
(cases with repetition of objects, or with objects arranged in
a circle or involving both permutations and combinations, are
excluded)
12. Binomial expansions • use the Binomial Theorem for expansion of (a + b)n for positive
integral n
n
• use the general term   a n – r b r, 0 < r Ğ n
r 
 
(knowledge of the greatest term and properties of the
coefficients is not required)
13. Vectors in 2 dimensions a
use vectors in any form, e.g. 
•
 b  , AB , p, ai – bj
 
• know and use position vectors and unit vectors
• find the magnitude of a vector, add and subtract vectors and
multiply vectors by scalars
• compose and resolve velocities
• use relative velocity, including solving problems on
interception (but not closest approach)
14. Matrices • display information in the form of a matrix of any order and
interpret the data in a given matrix
• solve problems involving the calculation of the sum and
product (where appropriate) of two matrices and interpret the
results
• calculate the product of a scalar quantity and a matrix
• use the algebra of 2 × 2 matrices (including the zero and
identity matrix)
• calculate the determinant and inverse of a non-singular 2 × 2
matrix and solve simultaneous linear equations

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4. Curriculum content

Theme or topic Curriculum objectives

15. Differentiation and integration • understand the idea of a derived function
2
dy dy  d  dy  
• use the notations f´(x), f´´(x), , 2
, =  
dx dx  dx  dx  
• use the derivatives of the standard functions
x n (for any rational n), sin x, cos x, tan x, ex, ln x, together with
constant multiples, sums and composite functions of these
• differentiate products and quotients of functions
• apply differentiation to gradients, tangents and normals,
stationary points, connected rates of change, small
increments and approximations and practical maxima and
minima problems
• discriminate between maxima and minima by any method
• understand integration as the reverse process of
differentiation
1
• integrate sums of terms in powers of x, excluding x
• integrate functions of the form (ax + b)n (excluding n = –1),
eax + b, sin (ax + b), cos (ax + b)
• evaluate definite integrals and apply integration to the
evaluation of plane areas
• apply differentiation and integration to kinematics problems
that involve displacement, velocity and acceleration of a
particle moving in a straight line with variable or constant
acceleration, and the use of x-t and v-t graphs

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5. Mathematical notation

The list which follows summarises the notation used in the CIE’s Mathematics examinations. Although
primarily directed towards Advanced/HSC (Principal) level, the list also applies, where relevant, to
examinations at O Level/S.C.

Mathematical Notation
1. Set Notation
∈ is an element of
∉ is not an element of
{x1, x2, …} the set with elements x1, x2, …
{x: …} the set of all x such that…
n( A) the number of elements in set A
∅ the empty set
universal set
A´ the complement of the set A
k the set of positive integers, {1, 2, 3, …}
w the set of integers {0, ± 1, ± 2, ± 3, …}
+
w the set of positive integers {1, 2, 3, …}
wn the set of integers modulo n, {0, 1, 2, …, n – 1}
n the set of rational numbers
n+ the set of positive rational numbers, {x ∈ n: x > 0}
n+0 the set of positive rational numbers and zero, {x ∈ n: x ğ 0}
o the set of real numbers
o +
the set of positive real numbers {x ∈ o: x > 0}
o+0 the set of positive real numbers and zero {x ∈ o: x ğ 0}
n
o the real n tuples
` the set of complex numbers
⊆ is a subset of
⊂ is a proper subset of
⊈ is not a subset of
⊄ is not a proper subset of
∪ union
∩ intersection

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5. Mathematical notation

[a, b] the closed interval {x ∈ o: a Ğ x Ğ b}

[a, b) the interval {x ∈ o: a Ğ x < b}
(a, b] the interval {x ∈ o: a < x Ğ b}
(a, b) the open interval {x ∈ o: a < x < b}
yRx y is related to x by the relation R
y∼x y is equivalent to x, in the context of some equivalence relation

2. Miscellaneous Symbols
= is equal to
≠ is not equal to
≡ is identical to or is congruent to
≈ is approximately equal to
≅ is isomorphic to
∝ is proportional to
<; << is less than, is much less than
Ğ, — is less than or equal to, is not greater than
>; >> is greater than, is much greater than
ğ, – is greater than or equal to, is not less than
∞ infinity

3. Operations
a+b a plus b
a−b a minus b
a × b, ab, a.b a multiplied by b
a
a ÷ b, , a/b a divided by b
b
a:b the ratio of a to b
n
∑ ai a1 + a2 + . . . + an
i =l

√a the positive square root of the real number a

|a| the modulus of the real number a
n! n factorial for n ∈ k (0! = 1)
n n!
the binomial coefficient r!(n − r )! , for n, r ∈ k, 0 Ğ r Ğ n
 
r
n(n – 1)...(n – r + 1)
, for n ∈ n, r ∈ k
r!

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5. Mathematical notation

4. Functions
f function f
f (x) the value of the function f at x
f:A→B f is a function under which each element of set A has an image
in set B
f:xay the function f maps the element x to the element y
–1
f the inverse of the function f
g ° f, gf the composite function of f and g which is defined by
(g ° f )( x) or gf ( x) = g(f ( x))
lim f(x) the limit of f( x) as x tends to a
x→ a
∆ x;δ x an increment of x
dy the derivative of y with respect to x
dx
dn y the nth derivative of y with respect to x
n
dx
f´( x), f ˝( x), …, f (n)( x) the first, second, …, nth derivatives of f ( x) with respect to x

∫ ydx indefinite integral of y with respect to x

b
∫ y dx
a
the definite integral of y with respect to x for values of x
between a and b
∂y
the partial derivative of y with respect to x
∂x
ẋ, ẍ, … the first, second, . . . derivatives of x with respect to time

5. Exponential and Logarithmic Functions

e base of natural logarithms
ex, exp x exponential function of x
loga x logarithm to the base a of x
ln x natural logarithm of x
lg x logarithm of x to base 10

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5. Mathematical notation

6. Circular and Hyperbolic Functions and Relations

sin, cos, tan,
the circular functions
cosec, sec, cot
sin−1, cos−1, tan−1,
the inverse circular relations
cosec−1, sec−1, cot−1
sinh, cosh, tanh,
the hyperbolic functions
cosech, sech, coth
sinh−1, cosh−1, tanh−1,
the inverse hyperbolic relations
cosech−1, sech−1, coth−1

7. Complex Numbers
i square root of –1
z a complex number, z = x + iy
= r (cos θ + i sin θ ), r ∈ o=+0
= reiθ, r ∈ o 0+
Re z the real part of z, Re (x + iy) = x
Im z the imaginary part of z, Im (x + iy) = y
|z| the modulus of z, | x + iy | = √(x2 + y2), | r (cos θ + i sin θ ) | = r
arg z the argument of z, arg(r (cos θ + i sin θ )) = θ, − π < θ Ğ π
z* the complex conjugate of z, (x + iy)* = x − iy

8. Matrices
M a matrix M
M−1 the inverse of the square matrix M
MT the transpose of the matrix M
det M the determinant of the square matrix M

9. Vectors
a the vector a
→
AB the vector represented in magnitude and direction by the
directed line segment AB
â a unit vector in the direction of the vector a
i, j, k unit vectors in the directions of the cartesian coordinate axes
|a| the magnitude of a
→ →
| AB | the magnitude of AB
a.b the scalar product of a and b
a×b the vector product of a and b

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5. Mathematical notation

10. Probability and Statistics

A, B, C etc. events
A∪B union of events A and B
A∩B intersection of the events A and B
P(A) probability of the event A
A´ complement of the event A, the event ‘not A’
P(A|B) probability of the event A given the event B
X, Y, R, etc. random variables
x, y, r, etc. values of the random variables X, Y, R, etc.
x1, x2, … observations
f1, f2, … frequencies with which the observations x1, x 2, … occur
p( x) the value of the probability function P( X = x) of the discrete
random variable X
p1, p2, … probabilities of the values x1, x2, … of the discrete random
variable X
f ( x), g( x), … the value of the probability density function of the continuous
random variable X
F(x), G(x), … the value of the (cumulative) distribution function P( X Ğ x) of
the random variable X
E(X ) expectation of the random variable X
E[g(X )] expectation of g(X )
Var(X ) variance of the random variable X
G(t) the value of the probability generating function for a random
variable which takes integer values
B(n, p) binomial distribution, parameters n and p
Po(µ) Poisson distribution, mean µ
N(µ, σ 2) normal distribution, mean µ and variance σ 2
µ population mean
σ2 population variance
σ population standard deviation
x sample mean
s2 unbiased estimate of population variance from a sample,
1
2
s = ∑(x − x )2
n −1

φ probability density function of the standardised normal variable

with distribution N (0, 1)
Φ corresponding cumulative distribution function
ρ linear product-moment correlation coefficient for a population
r linear product-moment correlation coefficient for a sample
Cov(X, Y ) covariance of X and Y

Cambridge O Level Additional Mathematics 4037. Examination in June and November 2011.

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6. Resource list

The following titles represent some of the texts available in the UK at the time of printing this booklet.
Teachers are encouraged to choose texts for class use which they feel will be of interest to their students
and will support their own teaching style. ISBN numbers are provided wherever possible.

Author Title Date Publisher ISBN

Backhouse, J K & Essential Pure Mathematics: A First 1991 Longman 0582066581
Houldsworth S P T Course
Backhouse, J K & Pure Mathematics: A First Course 1985 Longman 0582353866
Houldsworth S P T
Bostock L & Chandler S Mathematics: Core Maths for 2000 Nelson Thornes 0748755098
Advanced Level
Bostock L & Chandler S Mathematics: Pure Mathematics 1 1978 Nelson Thornes 0859500926
Emanuel, R Pure Mathematics 1 2001 Longman 0582405505
Harwood Clarke, L Additional Pure Mathematics 1980 Heinemann 0435511874
Talbert, J F Additional Maths Pure and Applied 1995 Longman 0582265118

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