STPM 2003

MATHEMATICS T / S (PAPER 1)
1. Show that -1 is the only real root of the equation
0 3 5 3
2 3
+ + + x x x
. [5]
2. If xy y ln , find the value of
dx
dy
when y = 1. [5]
3. Using the substitution 3 2sin u + , evaluate
( )
6
2
0
cos
3 2sin
d

[5]
4. If
( )
2
x iy i + , find the real value of x and y. [6]
5. Find the set values if x such that
0 2 2 2
2 3
< + < x x x
[7]
6. The function of f is defined by ( )
1 , 1
3, 1
2 , 1
x
e x
f x x
e x x
+ <

'

+ >

(i) Find
( )
1
lim
x
f x

and
( )
1
lim
x
f x
+

. Hence determine whether f is continuous

at x =1. [4]
(ii) Sketch the graph of f. [3]
7. The straight line l1 which passes through the points A(4, 0) and B(2, 4) intersect
the y-axis at the point P. The straight line l2 is perpendicular to l1 and passes
through B. if l2 intersect the x-axis and y-axis at the point Q and R respectively,
show that : 5 : 3 PR QR . [8]
8. Express
1
2
1
1 2
x
x
+ _

+
,
as a series of ascending powers of x up to the term in x
3
.[6]
By taking
1
30
x , find
62
correct to four decimal places. [3]
9. The matrix A is given by
1 2 3
3 1 1
0 1 2
A
_

,
.
(i) Find the matrix B such that B = A
2
10I, I is the 3 x 3 identity matrix. [6]
(ii) Find (A + I)B, and hence find (A + I)
21
B. [3]
10. The curve ( )
2
a
y x b x , where a 0, has a turning point at the point (2, 1).
Determine the values of a and b. [4]
Calculate the area of the region bounded by the x-axis and the curve. [4]
Calculate the volume of the solid formed by revolving the region about the x-axis.
[4]
11. Sketch, on the same coordinate axes, graph
x
e y and
x
y
+

1
2
. Show that
the equation ( ) 0 2 1 +
x
e x has a root in the interval [0, 1]. [7]
Use the Newton-Raphson method with the initial estimate 5 . 0
0
x to estimate
the root correct to three decimal places. [6]
12. Express
2
2
2
r
u
r r

+
in partial fraction. [3]
Using the result obtained,
(i) Show that
( )
2
2 2
1 1 1 1
2
2
r
u
r r r
r
+ + +
+
+
. [2]
(ii) Show that
1
3 1 1
2 1 2
n
r
r
u
n n

+ +

, and determine the value of

1
r
r
u

and
1
1
1
3
r r
r
u

_
+

,

. [9]