First published 2005 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD

627 Chapel Street, South Yarra 3141 Visit our website at www.macmillan.com.au Associated companies and representatives throughout the world. Copyright Clive Meyers, Graham Barnsley, Lloyd Dawe, Lindsay Grimison 2005 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia (the Act) and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Educational institutions copying any part of this book for educational purposes under the Act must be covered by a Copyright Agency Limited (CAL) licence for educational institutions and must have given a remuneration notice to CAL. Licence restrictions must be adhered to. For details of the CAL licence contact: Copyright Agency Limited, Level 19, 157 Liverpool Street, Sydney, NSW 2000. Telephone: (02) 9394 7600. Facsimile: (02) 9394 7601. Email: info@copyright.com.au National Library of Australia cataloguing in publication data Meyers, Clive. Mathscape 10 extension. For secondary school students. ISBN 0 7329 8087 9. 1. Mathematics Textbooks. I. Grimison, Lindsay. II. Barnsley, Graham J. III. Dawe, Lloyd. IV. Title. 510 Publisher: Ben Dawe Project editor: Colin McNeil Editor: Colin McNeil Illustrator: Stephen Francis Cover and text designer: Dimitrios Frangoulis Typeset in 11/13 pt Times by Sun Photoset Pty Ltd Cover image: Photolibrary.com/Science Photo Library/John Mead Printed in Malaysia Internet addresses At the time of printing, the Internet addresses appearing in this book were correct. Owing to the dynamic nature of the Internet, however, we cannot guarantee that all these addresses will remain correct. Publishers acknowledgments The authors and publishers would like to gratefully credit or acknowledge the following for permission to reproduce copyright material: AAP, p. 277; APL/Corbis/Roger Ressmeyer, p. 242; British Film Institute, p. 214; Corbis, pp. 127; Digital Stock, pp. 3268, 195216, 21979, 42356; Digital Vision, p. 110; Fairfax Photos/Angela Wylie, p. 157, /Peter Rae, p. 326; Getty Images/Jessica Gow/AFP, p. 65, /Tony Hallas, p. 416, /STR/AFP, p. 490, /William West/AFP, p. 369; Istockphoto.com/Galina Barskaya, pp. 53177, /Henry Kippert, pp. 498528; Photodisc, pp. 72113, 11859, 16492, 285331, 33971, 377419, 46094; Photolibrary/Kindra Clineff, p. 190; Rob Cruse Photography, pp. 17, 25; The Art Archive, p.526. The following Try This activities are text extracts from New Course Mathematics 10 Advanced by Paul Bigelow and Graeme Stone, Macmillan Education Australia, 1998, pp. 60, 93, 97, 132, 138, 148, 157, 207, 213, 242, 264, 390, 415, 437, 440, 449, 453, 468, 485, 490, 504, 543, 553, 561; Text extracts from New Course Mathematics 10 Advanced by Paul Bigelow and Graeme Stone, Macmillan Education Australia, 1998, pp. 280, 444, 453; The following Language Links are text extracts from Macquarie Learners Dictionary, Macquarie Library, 1999, pp. 28, 68, 113, 160, 192, 279, 332, 372, 420, 457, 495. While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

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Contents
Preface How to use this book vi vii
3.6 Volume of a cylinder Try this: Magic nails? 3.7 Volume of a pyramid Try this: Popcorn 3.8 Volume of a cone 3.9 Volume of a sphere Try this: Cones, spheres and cylinders Focus on working mathematically: The surface area of a soccer ball Language link with Macquarie Chapter review 94 97 97 102 102 106 109 110 113 114

Chapter 1 Consumer arithmetic 1

1.1 1.2 Simple interest Compound interest Try this: Inflation 1.3 Depreciation Try this: Depreciating value 1.4 Buying major items 1.5 Credit cards 1.6 Loans Try this: Housing loans Focus on working mathematically: The cost of living in Australia Language link with Macquarie Chapter review 2 4 9 9 13 13 17 21 25 25 28 28

Chapter 4 Deductive geometry

4.1 4.2 Simple numerical exercises Polygons Try this: Ratio of exterior angles 4.3 Harder numerical problems 4.4 Deductive proofs involving angles Try this: Angles in a rhombus 4.5 Deductive proofs involving triangles 4.6 Congruent triangles review Try this: Intersecting parallelograms 4.7 Deductive proofs involving quadrilaterals 4.8 Pythagoras Theorem Try this: An unusual proof of Pythagoras theorem Focus on working mathematically: An exploration of an equilateral triangle Language link with Macquarie Chapter review

118
119 129 132 132 135 138 138 142 148 148 152 157 157 160 160

Chapter 2 Trigonometry
2.1 2.2 2.3 The trigonometric ratios Degrees and minutes Finding the length of a side Try this: Swing 2.4 Finding the size of an angle Try this: High flying 2.5 The tangent ratio 2.6 The complementary results 2.7 The exact values Try this: Square Area 2.8 Bearings review Focus on working mathematically: Orienteering Language link with Macquarie Chapter review

32
33 35 38 45 45 50 50 53 55 60 60 65 68 69

Chapter 3 Volume and surface area

3.1 3.2 3.3 3.4 3.5 Surface area of a prism Surface area of a pyramid Surface area of a cylinder Try this: Elephants Surface area of a cone and sphere Volume of a prism Try this: Can we use an iceberg?

72
73 76 79 82 83 88 93

Chapter 5 Factorisation and algebraic fractions

5.1 5.2 5.3 5.4 5.5 Binomial products review The highest common factor Try this: Market garden Difference of two squares Grouping in pairs Try this: Squaring fives Factorising monic quadratic trinomials

164
165 169 171 171 173 175 175

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177 181 182 182 184 187 190 192 193 7.10 The hyperbola Try this: Gas under pressure 7.11 The exponential curve 7.12 The circle 7.13 Miscellaneous graphs Try this: Maximum area Focus on working mathematically: The Tower of Terror Language link with Macquarie Chapter review 260 264 264 267 270 277 277 279 280

5.6

Factorising general quadratic trinomials 5.7 Miscellaneous factorisations Try this: Difference of two squares 5.8 Simplifying algebraic fractions 5.9 Multiplying and dividing algebraic fractions 5.10 Adding and subtracting algebraic fractions Focus on working mathematically: Taxicab numbers and the sum of two cubes Language link with Macquarie Chapter review

Chapter 8 Data analysis and evaluation 285

8.1 Data analysis review Try this: Misleading graphs 8.2 The interquartile range Try this: Cliometrics 8.3 The standard deviation 8.4 Applications of the standard deviation Try this: Two standard deviations 8.5 The shape of a distribution Try this: Correlation 8.6 Comparing two data sets Focus on working mathematically: The imprisonment of Indigenous people Language link with Macquarie Chapter review 286 298 298 304 304 309 314 315 319 319 326 332 332

Chapter 6 Quadratic equations

6.1 6.2 Quadratic relationships Solving quadratic equations using factors Try this: Forming a quadratic equation 6.3 Completing the square 6.4 The quadratic formula Try this: Chocolate time 6.5 Miscellaneous equations 6.6 Practical problems involving quadratic equations Try this: Touching circles Focus on working mathematically: The long distance flight of arrows under gravity Language link with Macquarie Chapter review

195
196 199 201 202 204 207 207 210 213 214 216 217

Chapter 9 Probability
9.1 9.2 Probability review Independent compound events Try this: Party time 9.3 Dependent events 9.4 Games and other applications Try this: Fair games Focus on working mathematically: Playing cricket with dice Language link with Macquarie Chapter review

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339 346 355 355 362 369 369 372 372

Chapter 7 Graphs in the number plane

7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 Graphs of physical phenomena Travel graphs Straight line graphs The parabola y = ax2 Try this: The Parkes telescope The parabola y = ax2 + c Try this: Flagpoles The parabola y = ax2 + bx + c The axis of symmetry of the parabola The parabola y = (x h)2 + k The cubic curve y = ax3 + d

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220 227 231 239 242 243 247 247 250 253 257

Chapter 10 Further trigonometry

10.1 Redefining the trigonometric ratios 10.2 Trigonometric ratios of obtuse angles 10.3 The sine rule Try this: Double trouble

377
378 381 385 390

10.4 Applications of the sine rule 10.5 The cosine rule Try this: Exact length 10.6 Applications of the cosine rule 10.7 Area of a triangle Try this: Exact area of a segment 10.8 Miscellaneous problems Try this: Chord and radius Focus on working mathematically: Measuring the distance to the stars Language link with Macquarie Chapter review

391 395 399 400 404 408 409 415 416 420 420

Focus on working mathematically: How do you measure the magnitude of an earthquake? Language link with Macquarie Chapter review

490 495 495

Chapter 13 Curve sketching and polynomials 498

13.1 Sketching y = axn + k and y = a(x r)n 13.2 The circle Try this: Two circle problems 13.3 The intersection of graphs 13.4 Definition of a polynomial 13.5 Addition, subtraction and multiplication of polynomials 13.6 The division transformation 13.7 The remainder theorem Try this: Quadratic remainder 13.8 The factor theorem Try this: Algebraic remainder 13.9 Sketching graphs of polynomial functions Try this: Quadratic factor 13.10 Transformations of polynomial graphs Focus on working mathematically: Lawyers, a curious problem and a family of hyperbolas Language link with Macquarie Chapter review 499 501 504 504 506 509 511 513 515 516 518 519 523 523 526 529 529

Chapter 11 Similarity
11.1 Similar figures Try this: Investigation 11.2 Tests for similar triangles Try this: Similar triangles 1 11.3 Solving problems that involve similar triangles Try this: Similar triangles 2 11.4 Proofs involving similar triangles Try this: Ratio in triangles 11.5 Area of similar figures Try this: Area ratio in triangles 11.6 Volume and surface area of similar solids Try this: Volume ratio Focus on working mathematically: Using similar triangles to solve a construction problem Language link with Macquarie Chapter review

423
424 429 430 437 437 440 440 445 445 449 449 453 454 457 457

Chapter 14 Circle geometry

14.1 Circle terminology 14.2 Chord properties of circles Try this: Circumcircle symmetry 14.3 Angle properties of circles 14.4 Cyclic quadrilaterals Try this: Angle tangle 14.5 Tangent properties of circles Try this: Length of a median 14.6 Further circle properties 14.7 Deductive proofs involving circle properties Focus on working mathematically: An interesting proof of the sine rule using circle geometry Language link with Macquarie Chapter review

531
532 536 543 543 548 553 554 561 561 566 574 577 578

Chapter 12 Functions and logarithms

12.1 Functions and relations 12.2 Function notation Try this: Minimum value 12.3 Inverse functions 12.4 Translating graphs of functions 12.5 Solving simple exponential equations 12.6 Definition of a logarithm 12.7 The logarithm laws Try this: Logarithm relation 12.8 Solving further exponential equations 12.9 The logarithmic graph Try this: Log challenges

460
461 465 468 468 474 478 480 481 485 486 487 490

Answers

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Preface
Mathscape 10 extension is a comprehensive teaching and learning resource that has been written to address the new Stage 5.1/5.2/5.3 Mathematics syllabus in NSW. Our aim was to write a book that would allow more able students to grow in confidence, to improve their understanding of Mathematics and to develop a genuine appreciation of its inherent beauty. Teachers who wish to inspire their students will find this an exciting, yet very practical resource. The text encourages a deeper exploration of mathematical ideas through substantial, well-graded exercises that consolidate students knowledge, understanding and skills. It also provides opportunities for students to explore the history of Mathematics and to address many practical applications in contexts that are both familiar and relevant. From a teaching perspective, we sought to produce a book that would adhere as strictly as possible to both the content and spirit of the new syllabus. Together with Mathscape 9 extension, this book allows teachers to confidently teach the Stage 5.1/5.2/5.3 courses knowing that they are covering all of the mandatory outcomes. Mathscape 10 extension has embedded cross-curriculum content, which will support students in achieving the broad learning outcomes defined by the Board of Studies. The content also addresses the important key competencies of the Curriculum Framework, which requires students to collect, analyse and organise information; to communicate mathematical ideas; to plan and organise activities; to work with others in groups; to use mathematical ideas and techniques; to solve problems; and to use technology. A feature of each chapter which teachers will find both challenging and interesting for their students is the Focus on working mathematically section. Although the processes of working mathematically are embedded throughout the book, these activities are specifically designed to provoke curiosity and deepen mathematical insight. Most begin with a motivating real-life context, such as television advertising, or the gradient of a ski run, but on occasion they begin with a purely mathematical question. (These activities can also be used for assessment purposes.) In our view, there are many legitimate, time-proven ways to teach Mathematics successfully. However, if students are to develop a deep appreciation of the subject, they will need more than traditional methods. We believe that all students should be given the opportunity to appreciate Mathematics as an essential and relevant part of life. They need to be given the opportunity to begin a Mathematical exploration from a real-life context that is meaningful to them. To show interest and enjoyment in enquiry and the pursuit of mathematical knowledge, students need activities where they can work with others and listen to their arguments, as well as work individually. To demonstrate confidence in applying their mathematical knowledge and skills to the solution of everyday problems, they will need experience of this in the classroom. If they are to learn to persevere with difficult and challenging problems, they will need to experience these sorts of problems as well. Finally, to recognise that mathematics has been developed in many cultures in response to human needs, students will need experiences of what other cultures have achieved mathematically. We have tried to address these values and attitudes in this series of books. Our best wishes to all teachers and students who are part of this great endeavour. Clive Meyers Lloyd Dawe Graham Barnsley Lindsay Grimison

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How to use this book

Mathscape 10 extension is a practical resource that can be used by teachers to supplement their teaching program. The exercises in this book and the companion text (Mathscape 9 extension) provide a complete and thorough coverage of all content and skills in the Stage 5.1/5.2/5.3 course. The great number and variety of questions allow for the effective teaching of more able students. Each chapter contains: a set of chapter outcomes directed to the student all relevant theory and explanations, with important definitions and formulae boxed and coloured step-by-step instructions for standard questions a large number of fully worked examples preceding each exercise extensive, thorough and well-graded exercises that cover each concept in detail chapter-related, problem-solving activities called Try this integrated throughout a language skills section linked to the Macquarie Learners Dictionary novel learning activities focusing on the processes of working mathematically a thorough chapter review.

Explanations and examples

The content and skills required to complete each exercise have been introduced in a manner and at a level that is appropriate to the students in this course. Important definitions and formulae have been boxed and coloured for easy reference. For those techniques that require a number of steps, the steps have been listed in point form, boxed and coloured. Each exercise is preceded by several fully worked examples. This should enable the average student to independently complete the majority of relevant exercises if necessary.

The exercises
The exercises have been carefully graded into three distinct sections: Introduction. The questions in this section are designed to introduce students to the most basic concepts and skills associated with the outcome(s) being covered in the exercise. Students need to have mastered these ideas before attempting the questions in the next section. Consolidation. This is a major part of the exercise. It allows students to consolidate their understanding of the basic ideas and apply them in a variety of situations. Students may need to use content learned or skills acquired in previous exercises or topics to answer some of these questions. The average student should be able to complete most of the questions in this section, although the last few questions may be a little more difficult. Further applications. Some questions presented in this section will be accessible to the average student; however, the majority of questions are difficult. They might require a reverse procedure, the use of algebra, more sophisticated techniques, a proof, or simply time-consuming research. The questions can be open-ended, requiring an answer with a justification. They may also involve extension or off-syllabus material. In some questions, alternative techniques and methods of solution other than the standard method(s) may be introduced, which may confuse some students. Teachers need to be selective in the questions they choose for their students. Some students may not need to complete all of the questions in the Introduction or Consolidations sections of each exercise, while only the most able students should usually be expected to attempt the questions in the Further applications section. Those questions not completed in class might be set as homework at the teachers discretion. It is not intended that any student would attempt to answer every possible question in each exercise.

Focus on working mathematically

The Working Mathematically strand of the syllabus requires a deeper understanding of Mathematics than do the other strands. As such, it will be the most challenging strand for students to engage with and for teachers to assess. The Working Mathematically outcomes listed in the syllabus have been carefully integrated into each chapter of the book; however, we also decided to include learning activities in each chapter that will enable teachers to focus sharply on the processes of working mathematically. Each activity begins with a

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real-life context and the Mathematics emerges naturally. Teachers are advised to work through them before using them in class. Answers have not been provided, but notes for teachers have been included on the Mathscape 10/10 Extension School CD-ROM, with suggested weblinks. Teachers may wish to select and use the Learning activities in Focus on working mathematically for purposes of assessment. This too is encouraged. The Extension activities will test the brightest students. Suggestions are also provided to assess the outcomes regarding Communication and Reflection.

Problem solving
Each chapter contains a number of small, chapter-related, problem-solving activities called Try this. They may be of some historical significance, or require an area outside the classroom, or require students to conduct research, or involve the use of algebra, while others relate the chapter content to real-life context. Teachers are advised to work through these exercises before using them in class.

Technology
The use of technology is a clear emphasis in the new syllabus. Innovative technology for supporting the growth of understanding of mathematical ideas is provided on the Mathscape 10/10 Extension School CD-ROM, which is fully networkable and comes free-of-charge to schools adopting Mathscape 10 extension for student use. Key features of the CD-ROM include: spreadsheet activities dynamic geometry animations executables student worksheets weblinks for Focus on working mathematically.

Language
The consistent use of correct mathematical terms, symbols and conventions is emphasised strongly in this book, while being mindful of the students average reading age. Students will only learn to use and spell correct mathematical terms if they are required to use them frequently in appropriate contexts. A language section has also been included at the end of each chapter titled Language link with Macquarie, where students can demonstrate their understanding of important mathematical terms. This might, for example, include explaining the difference between the mathematical meaning and the everyday meaning of a word. Most chapters include a large number of worded problems. Students are challenged to read and interpret the problem, translate it into mathematical language and symbols, solve the problem, then give the answer in an appropriate context. Clive Meyers Lloyd Dawe Graham Barnsley Lindsay Grimison