Advanced Higher Mathematics

Course code: C847 77

Course assessment code: X847 77

SCQF: level 7 (32 SCQF credit points)

Valid from: session 2019–20

This document provides detailed information about the course and course assessment to
ensure consistent and transparent assessment year on year. It describes the structure of
the course and the course assessment in terms of the skills, knowledge and understanding
that are assessed.

This document is for teachers and lecturers and contains all the mandatory information
required to deliver the course.

The information in this document may be reproduced in support of SQA qualifications only on
a non-commercial basis. If it is reproduced, SQA must be clearly acknowledged as the
source. If it is to be reproduced for any other purpose, written permission must be obtained
from permissions@sqa.org.uk.

This edition: May 2019 (version 2.0)

© Scottish Qualifications Authority 2014, 2019

Contents
Course overview 1
Course rationale 2
Purpose and aims 2
Who is this course for? 3
Course content 4
Skills, knowledge and understanding 4
Skills for learning, skills for life and skills for work 12
Course assessment 13
Course assessment structure: question paper 13
Grading 14
Equality and inclusion 15
Further information 16
Appendix 1: course support notes 17
Introduction 17
Approaches to learning and teaching 17
Preparing for course assessment 18
Developing skills for learning, skills for life and skills for work 18
Appendix 2: skills, knowledge and understanding with suggested learning and
teaching contexts 21
Appendix 3: question paper brief 43
Course overview
This course consists of 32 SCQF credit points, which includes time for preparation for course
assessment. The notional length of time for candidates to complete the course is 160 hours.

The course assessment has two components.

Component Marks Duration

Component 1: question paper 1 35 1 hour

(non-calculator)
Component 2: question paper 2 80 2 hours and 30 minutes

Recommended entry Progression

Entry to this course is at the discretion of  other qualifications in mathematics or

the centre. related areas
 further study, employment and/or
Candidates should have achieved the training
Higher Mathematics course or equivalent
qualifications and/or experience prior to
starting this course.

Conditions of award
The grade awarded is based on the total marks achieved across both course assessment
components.

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Course rationale
National Courses reflect Curriculum for Excellence values, purposes and principles. They
offer flexibility, provide time for learning, focus on skills and applying learning, and provide
scope for personalisation and choice.

Every course provides opportunities for candidates to develop breadth, challenge and
application. The focus and balance of assessment is tailored to each subject area.

Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity,

and the ability to think in abstract ways. It uses a universal language of numbers and
symbols, which allows us to communicate ideas in a concise, unambiguous, and rigorous
way.

The course develops existing knowledge and introduces advanced mathematical techniques,
which are critical to successful progression beyond Advanced Higher level in Mathematics
and many other curriculum areas. The skills, knowledge and understanding in the course
also support learning in technology, health and wellbeing, science, and social studies.

Purpose and aims

Mathematics is important in everyday life. It helps us to make sense of the world we live in
and to manage our lives.

Using mathematics enables us to model real-life situations and make connections and
informed predictions. It equips us with the skills we need to interpret and analyse information,
simplify and solve problems, assess risk and make informed decisions.

The course aims to:

 motivate and challenge candidates by enabling them to select and apply complex
mathematical techniques in a variety of mathematical situations
 extend candidates’ skills in problem solving and logical thinking
 clarify candidates’ thinking through the process of rigorous proof
 allow candidates to interpret, communicate, and manage information in mathematical
form, skills which are vital to scientific and technological research and development
 develop confidence in the subject and a positive attitude towards further study in
mathematics and the use of mathematics in employment
 deliver in-depth study of mathematical concepts and the ways in which mathematics
describes our world
 deepen candidates’ skills in using mathematical language and exploring advanced
mathematical ideas

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Who is this course for?
This course is particularly suitable for candidates who:

 have demonstrated an aptitude for Higher Mathematics

 are interested in developing mathematical techniques to use in further study or in the
workplace

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Course content
The Advanced Higher Mathematics course develops, deepens and extends the mathematical
skills necessary at this level and beyond.

Throughout this course, candidates acquire and apply operational skills necessary for
exploring complex mathematical ideas. They select and apply mathematical techniques and
develop their understanding of the interdependencies within mathematics.

Candidates develop mathematical reasoning skills and gain experience in making informed
decisions.

Skills, knowledge and understanding

Skills, knowledge and understanding for the course
The following provides a broad overview of the subject skills, knowledge and understanding
developed in the course:

 using mathematical reasoning skills to think logically, provide justification, and solve
problems
 knowledge and understanding of a range of complex concepts
 selecting and applying complex operational skills
 using reasoning skills to interpret information and complex mathematical models
 effectively communicating solutions in a variety of contexts
 explaining and justifying concepts through the idea of rigorous proof
 thinking creatively

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Skills, knowledge and understanding for the course assessment
The following provides details of skills, knowledge and understanding sampled in the course
assessment.

Calculus
Skill Explanation
Differentiating exponential and  differentiating functions involving e x ,ln x
natural logarithmic functions

Differentiating functions using the  applying the chain rule to differentiate the
chain rule composition of at most three functions

Differentiating functions given in  differentiating functions of the form f ( x) g ( x) and

the form of a product and in the f  x
form of a quotient
g  x
 knowing the definitions and applying the
derivatives of tan x, cot x, sec x and cosec x
 deriving and using the derivatives of tan x, cot x,
sec x and cosec x
 differentiating functions that require more than
one application or combination of applications of
chain rule, product rule, and quotient rule
dy 1
 applying  where appropriate
dx  dx 
 
 dy 

Differentiating inverse  differentiating expressions of the form

trigonometric functions sin 1  f ( x) , cos1  f ( x) , tan 1  f ( x)

Finding the derivative where  using differentiation to find the first derivative of a
relationships are defined implicitly relationship defined implicitly, including in context
 using differentiation to find the second derivative
of a relationship defined implicitly
 using logarithmic differentiation; recognising when
it is appropriate in extended products, quotients,
and in functions where the variable occurs in an
index
 applying differentiation to related rates in
problems where the relationship may or may not
be given

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 Calculus
Skill Explanation
Finding the derivative where  using differentiation to find the first derivative of a
relationships are defined relationship defined parametrically
parametrically  applying parametric differentiation to motion in a
plane, including instantaneous speed
 using differentiation to find the second derivative
of a relationship defined parametrically

Applying differentiation to  applying differentiation to problems in context

problems in context  applying differentiation to optimisation

Integrating expressions using  using

dx, 
standard results dx
e , sec2  ax  b  dx ,
 ax  b 
ax  b


 1 dx,  1 dx
 2 2  2 2
 a x a x
 recognising and integrating expressions of the
 f  x
form  g  f  x   f   x  dx and  dx
 f  x
 using partial fractions to integrate proper or
improper rational functions

Integrating by substitution  integrating where the substitution is given

Integrating by parts  using integration by parts with one or more

applications

Applying integration to problems in  applying integration to volumes of revolution,

context where the volume generated is by the rotation of
the area under a single curve about the x-axis or
y-axis
 applying integration to the evaluation of areas,
including integration with respect to y
 applying integration to problems in context

Solving first-order differential  finding general and particular solutions to

equations with variables separable equations that can be written in the form
dy
 g  x  h  y  or
dy g ( x)

dx dx h( y )

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 Calculus
Skill Explanation
Solving first-order linear  finding general and particular solutions to
differential equations using an equations that can be written in the form
dy
integrating factor  P  x y  f  x
dx

Solving second-order differential  finding general and particular solutions of second-

equations order linear ordinary differential equations of the
form

d2y dy
a 2
 b  cy  0 (homogeneous)
dx dx

d2y dy
a 2
b  cy  f  x  (non-homogeneous)
dx dx

where the roots of the auxiliary equation may be:

 real and distinct
 real and equal
 complex conjugates

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 Algebra, proof and number theory
Skill Explanation
Decomposing a rational function  decomposing a proper rational function as a sum
into a sum of partial fractions of partial fractions where the denominator may
(denominator of degree at most contain distinct linear factors, an irreducible
three) quadratic factor, or a repeated linear factor
 reducing an improper rational function to a
polynomial and a proper rational function by
division or otherwise

Finding the asymptotes to the  finding the vertical asymptote(s) to the graph of a
graphs of rational functions rational function
 finding the non-vertical asymptote to the graph of
a rational function

Investigating features of graphs  investigating points of inflection

and sketching graphs of functions  investigating features of graphs:
 points of inflection
 stationary points
 domain and range
 odd, even, or neither
 continuous or discontinuous
 extrema of functions: the maximum and
minimum values of a continuous function f
defined on a closed interval  a, b  can occur at
stationary points, end points, or points where
f  is not defined
 sketching graphs using features given or obtained
 sketching related functions:
 modulus functions
 inverse functions
 functions differentiated
 translations and reflections

Expanding expressions using the  using the binomial theorem

binomial theorem n
n
 a  b      a nr br , for r, n 
n

rr 0  
to expand an expression of the form
 ax  by q  , where a, b  ; p, q  ; n  7
p n

 using the general term for a binomial expansion,

finding a specific term in an expression

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 Algebra, proof and number theory
Skill Explanation
Finding the general term and  applying the rules of sequences and series to find:
summing arithmetic and  the nth term
geometric progressions
 the sum to n terms
 common difference of arithmetic sequences
 common ratio of geometric sequences
 determining the sum to infinity of geometric series
 determining the condition for a geometric series to
converge

Applying summation formulae  knowing and using sums of certain series, and
other straightforward results and combinations of
these

Using the Maclaurin expansion to  using the Maclaurin expansion to find a power
find specified terms of the power series for simple functions
series for simple functions  combining Maclaurin expansions to find a power
series

Disproving a conjecture by  disproving a conjecture by providing a

providing a counterexample counterexample
 knowing and using the symbols  (there exists)
and  (for all)
 giving the negation of a statement

Using indirect or direct proof in  proving a statement by contradiction

straightforward examples  using proof by contrapositive
 using direct proof in straightforward examples

Using proof by induction  using proof by induction

Using Euclid’s algorithm to find  using Euclid’s algorithm to find the greatest
the greatest common divisor of common divisor of two positive integers, for
two positive integers example using the division algorithm repeatedly
 expressing the greatest common divisor (of two
positive integers) as a linear combination of the
two
 expressing integers in bases other than 10
 knowing and using the fundamental theorem of
arithmetic

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 Matrices, vectors and complex numbers
Skill Explanation
Using Gaussian elimination to  finding the solution to a system of equations
solve a 3  3 system of linear Ax  b, where A is a 3  3 matrix and where
equations the solution is unique — candidates should
understand the term ‘augmented matrix’
 showing that a system of equations has no
solutions (inconsistency)
 showing that a system of equations has an
infinite number of solutions (redundancy)
 comparing the solutions of related systems of
two equations in two unknowns and recognising
ill-conditioning

Understanding and using matrix  performing matrix operations (at most order
algebra three): addition, subtraction, multiplication by a
scalar, multiplication of matrices
 knowing and applying the properties of matrix
addition and multiplication:
 A  B  B  A (addition is commutative)
 AB  BA (multiplication is not commutative in
general)
  A  B   C  A   B  C  (associativity)
  AB  C  A  BC  (associativity)
 A  B  C   AB  AC (addition is distributive
over multiplication)
 knowing and applying key properties of the
transpose, the identity matrix, and inverse:
  a 
ij mn
  a ji 
nm
(rows and columns
interchange)
  A  A
  A  B   A  B
  AB   BA
 A square matrix A is orthogonal if
A ' A  AA '  I
 The n  n identity matrix I n for any square
matrix A , AI n  I n A  A
 B  A1 if AB  BA  I
 ( AB)1  B1A1

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 Matrices, vectors and complex numbers
Skill Explanation
Calculating the determinant of a  finding the determinant of a 2  2 matrix and a
matrix 3  3 matrix
 determining whether a matrix is singular
 knowing and applying det( AB)  det A det B

Finding the inverse of a matrix  knowing and using the inverse of a 2  2 matrix
 finding the inverse of a 3  3 matrix

Using transformation matrices  using 2  2 matrices to carry out geometric

transformations in the plane — the
transformations should include rotations,
reflections, and dilatations
 applying combinations of transformations

Calculating a vector product  using a vector product method in three

dimensions
 evaluating the scalar triple product a   b  c 

Working with lines in three  finding the equation of a line in parametric,

dimensions symmetric, or vector form, given suitable defining
information
 finding the angle between two lines in three
dimensions
 determining whether or not two lines intersect and,
where possible, finding the point of intersection

Working with planes  finding the equation of a plane in vector,

parametric, or Cartesian form
 finding the point of intersection of a plane with a
line that is not parallel to the plane
 determining the intersection of two or three
planes
 finding the angle between a line and a plane, or
between two planes

Performing algebraic operations on  performing the operations of addition,

complex numbers subtraction, multiplication, and division
 finding the square root
 finding the roots of a cubic or quartic equation
with real coefficients when one complex root is
given
 solving equations involving complex numbers

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 Matrices, vectors and complex numbers
Skill Explanation
Performing geometric operations  plotting complex numbers in the complex plane
on complex numbers (an Argand diagram)
 knowing the definition of modulus and argument
of a complex number
 converting a given complex number from
Cartesian to polar form and vice-versa
 using de Moivre’s theorem with integer and
fractional indices
 applying de Moivre’s theorem to multiple angle
trigonometric formulae
 applying de Moivre’s theorem to find the nth
roots of a complex number
 interpreting geometrically certain equations or
inequalities in the complex plane by sketching or
describing a straight line or circle that represents
the locus of points that satisfy a given equation
or inequality

Skills, knowledge and understanding included in the course are appropriate to the SCQF
level of the course. The SCQF level descriptors give further information on characteristics
and expected performance at each SCQF level, and are available on the SCQF website.

Skills for learning, skills for life and skills for work
This course helps candidates to develop broad, generic skills. These skills are based on
SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw from
the following main skills areas:

2 Numeracy
2.1 Number processes
2.2 Money, time and measurement
2.3 Information handling

5 Thinking skills
5.3 Applying
5.4 Analysing and evaluating

You must build these skills into the course at an appropriate level, where there are suitable
opportunities.

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Course assessment
Course assessment is based on the information in this course specification.

The course assessment meets the purposes and aims of the course by addressing:

 breadth — drawing on knowledge and skills from across the course

 challenge — requiring greater depth or extension of knowledge and/or skills
 application — requiring application of knowledge and/or skills in practical or theoretical
contexts as appropriate

This enables candidates to:

 use mathematical reasoning skills to think logically, provide justification, and solve
problems
 use a range of complex concepts
 select and apply complex operational skills
 use reasoning skills to interpret information and use complex mathematical models
 effectively communicate solutions in a variety of mathematical contexts
 explain and justify concepts through the idea of rigorous proof
 think creatively

Course assessment structure: question paper

Question paper 1 (non-calculator) 35 marks
This question paper allows candidates to demonstrate the application of mathematical skills,
knowledge and understanding from across the course. Candidates must not use a calculator.

This question paper gives candidates an opportunity to apply numerical, algebraic,

geometric, trigonometric, calculus, and reasoning skills specified in the ‘Skills, knowledge
and understanding for the course assessment’ section.

This question paper has 35 marks out of a total of 115 marks for the course assessment. It
consists of short-answer and extended-response questions.

Setting, conducting and marking the question paper

This question paper is set and marked by SQA, and conducted in centres under conditions
specified for external examinations by SQA.

Candidates have 1 hour to complete this question paper.

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Question paper 2 80 marks
This question paper assesses mathematical skills. Candidates may use a calculator.

This question paper gives candidates an opportunity to apply numerical, algebraic,

geometric, trigonometric, calculus, and reasoning skills specified in the ‘Skills, knowledge
and understanding for the course assessment’ section.

Using a calculator can facilitate these skills and allow more opportunity for application and
reasoning. When solving problems, candidates typically use calculators to perform
calculations that are more complex.

This question paper has 80 marks out of a total of 115 marks for the course assessment. It
consists of short-answer and extended-response questions.

Setting, conducting and marking the question paper

This question paper is set and marked by SQA, and conducted in centres under conditions
specified for external examinations by SQA.

Candidates have 2 hours and 30 minutes to complete this question paper.

Specimen question papers for Advanced Higher courses are published on SQA’s website.
These illustrate the standard, structure and requirements of the question papers. The
specimen papers also include marking instructions.

Grading
Candidates’ overall grades are determined by their performance across the course
assessment. The course assessment is graded A–D on the basis of the total mark for both
course assessment components.

Grade description for C

For the award of grade C, candidates will typically have demonstrated successful
performance in relation to the skills, knowledge and understanding for the course.

Grade description for A

For the award of grade A, candidates will typically have demonstrated a consistently high
level of performance in relation to the skills, knowledge and understanding for the course.

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Equality and inclusion
This course is designed to be as fair and as accessible as possible with no unnecessary
barriers to learning or assessment.

Guidance on assessment arrangements for disabled candidates and/or those with additional
support needs is available on the assessment arrangements web page:
www.sqa.org.uk/assessmentarrangements.

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Further information
 Advanced Higher Mathematics subject page
 Assessment arrangements web page
 Building the Curriculum 3–5
 Guide to Assessment
 Guidance on conditions of assessment for coursework
 SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work
 Coursework Authenticity: A Guide for Teachers and Lecturers
 Educational Research Reports
 SQA Guidelines on e-assessment for Schools
 SQA e-assessment web page
 SCQF website: framework, level descriptors and SCQF Handbook

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Appendix 1: course support notes
Introduction
These support notes are not mandatory. They provide advice and guidance to teachers and
lecturers on approaches to delivering the course. Please read these course support notes in
conjunction with the course specification and the specimen question papers.

Approaches to learning and teaching

Approaches to learning and teaching should be engaging, with opportunities for
personalisation and choice built in where possible. These could include:

 project-based tasks such as investigating the graphs of related functions, which could
include using calculators or other technologies
 a mix of collaborative, co-operative or independent tasks that engage candidates
 solving problems and thinking critically
 explaining thinking and presenting strategies and solutions to others
 using questioning and discussion to encourage candidates to explain their thinking and to
check their understanding of fundamental concepts
 making links in themes which cut across the curriculum to encourage transferability of
skills, knowledge and understanding — including with technology, geography, sciences,
social subjects, and health and wellbeing
 debating and discussing topics and concepts so that candidates can demonstrate skills in
constructing and sustaining lines of argument to provide challenge, enjoyment, breadth,
and depth in their learning
 drawing conclusions from complex information
 using sophisticated written and/or oral communication and presentation skills to present
information
 using technological and media resources, for example web-based resources and video
clips
 using real-life contexts and experiences familiar and relevant to candidates to hone and
exemplify skills, knowledge and understanding

You should support candidates by having regular discussions with them and giving them
regular feedback. For group activities, candidates could also receive feedback from their
peers.

You should, where possible, provide opportunities for candidates to personalise their learning
and give them choices about learning and teaching approaches. The flexibility in Advanced
Higher courses and the independence with which candidates carry out the work lend
themselves to this.

You should use inclusive approaches to learning and teaching. There may be opportunities
to contextualise approaches to learning and teaching to Scottish contexts in this course. You
could do this through mini-projects or case studies.

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Preparing for course assessment
The course assessment focuses on breadth, challenge and application. Candidates draw on
and extend the skills they have learned during the course. These are assessed through two
question papers: one non-calculator and another in which candidates can use a calculator.

To help candidates prepare for the course assessment, they should have the opportunity to:

 analyse a range of real-life problems and situations involving mathematics

 select and adapt appropriate mathematical skills
 apply mathematical skills with and without the aid of a calculator
 determine solutions
 explain solutions and/or relate them to context
 present mathematical information appropriately

The question papers assess a selection of knowledge and skills acquired during the course,
and provide opportunities for candidates to apply skills in a wide range of situations, some of
which may be new.

Before the course assessment, candidates may benefit from responding to short-answer
questions and extended-response questions.

Developing skills for learning, skills for life and skills

for work
You should identify opportunities throughout the course for candidates to develop skills for
learning, skills for life and skills for work.

Candidates should be aware of the skills they are developing and you can provide advice on
opportunities to practise and improve them.

SQA does not formally assess skills for learning, skills for life and skills for work.

There may also be opportunities to develop additional skills depending on the approach
centres use to deliver the course. This is for individual teachers and lecturers to manage.

Some examples of potential opportunities to practise or improve these skills are provided in
the following table.

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 SQA skills for learning, Suggested approaches for learning and
skills for life and skills for teaching
work framework definition
Numeracy is the ability to use Candidates could:
numbers to solve problems by
counting, doing calculations,  develop their numerical skills throughout the
measuring, and understanding course, for example by using surds in differential
graphs and charts. It is also the and integral calculus, and solving equations using
ability to understand the results. Gaussian elimination
 use numbers to solve contextualised problems
involving other STEM subjects
 manage problems, tasks and case studies involving
numeracy by analysing the context, carrying out
calculations, drawing conclusions, and making
deductions and informed decisions

Applying is the ability to use Candidates could:

existing information to solve a
problem in a different context,  apply the skills, knowledge and understanding they
and to plan, organise and have developed to solve mathematical problems in
complete a task. a range of real-life contexts
 think creatively to adapt strategies to suit the given
problem or situation
 show and explain their thinking to determine their
level of understanding
 think about how they are going to tackle problems
or situations, decide which skills to use, and then
carry out the calculations necessary to complete
the task, for example solving problems using
related rates of change

Analysing and evaluating is Candidates could:

the ability to identify and
weigh-up the features of a  identify which real-life tasks or situations require
situation or issue and to use the use of mathematics
judgement to come to a  interpret the results of their calculations and draw
conclusion. It includes reviewing conclusions; conclusions drawn could be used to
and considering any potential form the basis of making choices or decisions
solutions.
 identify and analyse situations involving
mathematics that are of personal interest

During the course, candidates have opportunities to develop their literacy skills and
employability skills.

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Literacy skills are particularly important, as these skills allow candidates to access, engage
in and understand their learning, and to communicate their thoughts, ideas and opinions. The
course provides candidates with the opportunity to develop their literacy skills by analysing
real-life contexts and communicating their thinking by presenting mathematical information in
a variety of ways. This could include the use of numbers, formulae, diagrams, graphs,
symbols and words.

Employability skills are the personal qualities, skills, knowledge, understanding and
attitudes required in changing economic environments. Candidates can apply the
mathematical operational and reasoning skills developed in this course in the workplace. The
course provides them with the opportunity to analyse a situation, decide which mathematical
strategies to apply, work through those strategies effectively, and make informed decisions
based on the results.

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Appendix 2: skills, knowledge and understanding with
suggested learning and teaching contexts
The first two columns are identical to the tables of ‘Skills, knowledge and understanding for the course assessment’ in the course specification.

The third column gives examples of where the skills could be used in individual activities or pieces of work.

Calculus
Skill Explanation Examples
Differentiating  differentiating functions involving e x ,ln x For example:
exponential and natural
logarithmic functions  y  e3 x
 f  x   ln  x3  2

Differentiating functions  applying the chain rule to differentiate the For example:
using the chain rule composition of at most three functions

2
y  ex  4
 f ( x)  sin 3 (2x  1)

Candidates would benefit from exposure to formal proofs of

differentiation.

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 Calculus
Skill Explanation Examples
Differentiating functions  differentiating functions of the form For example:
given in the form of a f  x
f ( x) g ( x) and
product and in the form g  x  y  3 x 4 sin x
of a quotient
 f ( x)  x2 ln x , x  0
2x  5
 y
3 x2  2
cos x
 f ( x) 
ex

Candidates should consider different ways of expressing their

answers.
 knowing the definitions and applying the
derivatives of tan x, cot x, sec x and cosec x
 deriving and using the derivatives of tan x,
cot x, sec x and cosec x

 differentiating functions that require more For example:

than one application or combination of
applications of chain rule, product rule, and  y  e2 x tan 3 x
quotient rule
 y  ln 3  sin 2 x

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 Calculus
Skill Explanation Examples
sec 2 x
 y
e3 x
tan 2 x
 y
1 3 x2

dy 1
 applying  where appropriate Learning and teaching contexts could include applying
dx  dx  differentiation to rates of change, such as rectilinear motion
 
 dy  and optimisation.

Differentiating inverse  differentiating expressions of the form For example:

trigonometric functions sin 1  f ( x) , cos1  f ( x) , tan 1  f ( x)
 linking with the graphs of these functions
 making reference to
f 1  f  x    x   f 1   f  x   f   x   1  f 1   f  x   
1
f  x
Finding the derivative  using differentiation to find the first For example:
where relationships are derivative of a relationship defined implicitly,
defined implicitly including in context  x3 y  xy3  4
 using differentiation to find the second x2 7 x  3
derivative of a relationship defined implicitly  y
1 x
 using logarithmic differentiation; recognising
 y  2 x , y  x tan x
when it is appropriate in extended products,
quotients, and in functions where the
variable occurs in an index  link with obtaining the derivatives of inverse trigonometric
functions

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 Calculus
Skill Explanation Examples
 applying differentiation to related rates in For example:
problems where the relationship may or may
not be given  the ‘falling ladder’ problem
 spherical balloons being inflated (or deflated) at a given
rate
 the rate at which the depth of coffee in a conical filter
1 dh dV
changes, for example V  πr 2 h ; given , find
3 dt dt
dv dv dx dv
 velocity and acceleration: a    v
dt dx dt dx

Finding the derivative  using differentiation to find the first Candidates should understand the geometrical importance of
where relationships are derivative of a relationship defined parametric equations.
defined parametrically parametrically
 applying parametric differentiation to motion If the position is given by x  f (t ) , y  g (t ) , then:
in a plane, including instantaneous speed
dx dy
 using differentiation to find the second  velocity components are given by vx  , vy 
dt dt
derivative of a relationship defined
2 2
parametrically  dx   dy 
 speed      
 dt   dt 
Applying differentiation to  applying differentiation to problems in For example, a particle moves a distance s metres in t
problems in context context seconds.
 applying differentiation to optimisation
The distance travelled by the particle is given by
23 2
s  2t 3  t  3t  5 .
2
Find the acceleration of the particle after 4 seconds.

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 Calculus
Skill Explanation Examples
Integrating expressions  using For example:
using standard results  dx  ax  b  dx ,
 e dx,  ax  b ,  sec
ax  b 2

dx, 
dx
 e
5 x 7

 1  1  2x  4
 2 2 dx,  2 2 dx
 a x a x
Link this with obtaining the derivatives of inverse trigonometric
functions.

 recognising and integrating expressions of For example:

 f  x
the form  g  f  x   f   x  dx and  dx
 f  x   cos
3
x sin x dx

  xe
2
x
dx
2

 
2x
 2 dx
 x 3
0

 cos x
  dx
  2 sin x 
5 

 using partial fractions to integrate proper or Candidates should know how to deal with definite or indefinite
improper rational functions integrals, as required.

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 Calculus
Skill Explanation Examples
Integrating by  integrating where the substitution is given For example, use the substitution u  ln x to obtain
substitution 

1
dx, where x  1.
 x ln x

Candidates should know how to deal with definite or indefinite

integrals, as required.

Integrating by parts  using integration by parts with one or more Derive from the product rule, for example:
applications
  x sin xdx (single application)

 x e
2 3x
dx (repeated applications)

 e
x
sin x dx (cyclic integration)

  ln x dx (by considering ln x as 1.ln x )

Candidates should know how to deal with definite or indefinite

integrals, as required.

Applying integration to  applying integration to volumes of For example, given velocity, use integration to find
problems in context revolution, where the volume generated is displacement.
by the rotation of the area under a single
curve about the x-axis or y-axis
 applying integration to the evaluation of
areas, including integration with respect to y
 applying integration to problems in context

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 Calculus
Skill Explanation Examples
Solving first-order  finding general and particular solutions to Candidates should be aware that differential equations arise in
differential equations with equations that can be written in the form modelling of physical situations (for example electrical circuits,
variables separable dy
 g  x  h  y  or
dy g ( x)
 population growth, Newton’s law of cooling) and given further
dx dx h( y ) information, they can obtain a particular solution.

Solving first-order linear  finding general and particular solutions to Candidates could practise rearranging into standard form.
differential equations equations that can be written in the form Examples of this include acceleration under gravity with air
dy
using an integrating  P  x y  f  x resistance, and simple electronic circuits.
factor dx

Solving second-order  finding general and particular solutions of Context applications could include the motion of a spring, both
differential equations second-order linear ordinary differential with and without a damping term.
equations of the form

d2y dy
a 2
 b  cy  0 (homogeneous)
dx dx

d2y dy
a 2
b  cy  f  x  (non-homogeneous)
dx dx

where the roots of the auxiliary equation

may be:
 real and distinct
 real and equal
 complex conjugates

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 Algebra, proof and number theory
Skill Explanation Examples
Decomposing a rational  decomposing a proper rational function as This is required for integration of rational functions and
function into a sum of partial a sum of partial fractions where the useful in the context of differentiation. For example:
fractions (denominator of denominator may contain distinct linear
degree at most three) factors, an irreducible quadratic factor, or a 7x  1 A B
  
repeated linear factor x  x6 x3 x2
2

 reducing an improper rational function to a 5 x2  x  6 A Bx  C

polynomial and a proper rational function    2
x3  3 x x x 3
by division or otherwise
3 x  10 A B C
   
 x  1 x  3 
2
x 1 x  3  x  3
2

x3  2 x 2  2 x  2

 x  1 x  3 
x2  3 x

x2  4
 graph sketching when asymptotes are present

Finding the asymptotes to the For example:

graphs of rational functions
 finding the vertical asymptote(s) to the x2  2 x  4
 f  x 
graph of a rational function x 1

 finding the non-vertical asymptote to the x x2

 f  x  , f  x  2
graph of a rational function x 1
2
x 1

Candidates should understand that when the degree of the

numerator of the rational function exceeds that of the
denominator by 1, non-vertical asymptotes occur.

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 Algebra, proof and number theory
Skill Explanation Examples
Investigating features of  investigating points of inflection Candidates should be aware that points of inflection occur
graphs and sketching graphs  investigating features of graphs: where:
of functions
 points of inflection
 the function is defined at the point
 stationary points
 the second derivative is 0 or undefined
 domain and range
 there is a change in concavity
 odd, even, or neither
 continuous or discontinuous For example:
 extrema of functions: the maximum
and minimum values of a continuous  Establish the coordinates of the point of inflection on the
function f defined on a closed interval graph of y  x3  3 x2  2x .
 a, b can occur at stationary points,  Calculate the maximum value, 0  x  4 , of
end points, or points where f  is not
defined f ( x)  e x sin 2 x .
 sketching graphs using features given or  Sketch the graph of y 
x
.
obtained x 1
2

 sketching related functions:  Given f ( x) , sketch the graph of y  f  x   a

 modulus functions (i) y  2 f  x   1
(ii) y  5  f  x 
 inverse functions
 functions differentiated
 translations and reflections

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 Algebra, proof and number theory
Skill Explanation Examples
Expanding expressions using  using the binomial theorem For example:
the binomial theorem n
n
 a  b      a nr br , for r, n 
n
6
r    1
r 0  Expand  3 x   .
to expand an expression of the form  2x 
 ax  by q  , where a, b  ; p, q  ; n  7
p n 11
2 
 Find the coefficient of x 7 in   x  .
 using the general term for a binomial x 
expansion, finding a specific term in an  Find the term independent of x in the expansion of
9
expression  2 2
 3x  x  .
 

Finding the general term and  applying the rules of sequences and series For example, 1 2x  4 x2  8 x3  has a sum to infinity if
summing arithmetic and to find: 1
and only if x  .
geometric progressions  the nth term 2

 the sum to n terms

 common difference of arithmetic
sequences
 common ratio of geometric sequences
 determining the sum to infinity of
geometric series
 determining the condition for a geometric
series to converge

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 Algebra, proof and number theory
Skill Explanation Examples
Applying summation formulae  knowing and using sums of certain series, For example:
and other straightforward results and
n n n
combinations of these   r,  r ,  r
r 1 r 1
2

r 1
3

n n n

  ar  b   a r   b
r 1 r 1 r 1

an  n  1
  bn
2
n n k
  f r    f r    f r 
r  k 1 r 1 r 1

Using the Maclaurin  using the Maclaurin expansion to find a For example:
expansion to find specified power series for simple functions
terms of the power series for  combining Maclaurin expansions to find a 1
 the first three terms of
simple functions power series 1 x2
 esin x , up to, and including, the term in x 3
 the first four non-zero terms of e x sin 3 x

Candidates should be familiar with the standard power

series expansions of e , sin x, cos x and ln 1 x  .
x

Candidates could discuss conditions for convergence.

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 Algebra, proof and number theory
Skill Explanation Examples
Disproving a conjecture by  disproving a conjecture by providing a For example, for all real values of a and b,
providing a counterexample counterexample a  b  0  a2  b2  0 . A counterexample is a  3, b  4 .
 knowing and using the symbols  (there
exists) and  (for all)
 giving the negation of a statement

Using indirect or direct proof  proving a statement by contradiction In this area of the course, candidates need to think clearly
in straightforward examples  using proof by contrapositive and communicate their findings clearly.
 using direct proof in straightforward For example, let n be an integer. Prove by contradiction
examples that if n 2 is even, then n is even.
Let n 2 be even.
Suppose n is odd.
n  2k  1, k 
Then n  4k  4k  1
2 2

 
n 2  2 2k 2  2k  1

Therefore, n 2 is odd.

This is a contradiction as n 2 is even. Therefore, the original

statement is true.

For example, let n be an integer. Prove by contrapositive

that if n 2 is even, then n is even.

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 Algebra, proof and number theory
Skill Explanation Examples
The contrapositive of the given statement is, ‘If n is odd,
then n 2 is odd’.
Let n be odd. Then,
n  2k  1, k 
n 2  4k 2  4k  1

n 2  2 2k 2  2k  1
Therefore, n 2 is odd.

The contrapositive statement is true. Therefore, the original

statement is true.

For example, prove directly that the product of an even

function and an odd function is an odd function.

Let f ( x) be an even function and g ( x) be an odd function.

We have f ( x)  f ( x) and g ( x)   g ( x) .
Let h( x)  f ( x) g ( x) , so that
hx  f x g x
 f  x  
 g  x  
  f  x g  x
 h  x 
Therefore, h( x) is an odd function.

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 Algebra, proof and number theory
Skill Explanation Examples
Candidates would benefit from exposure to proofs that 2
is irrational and the infinitude of primes.

Direct proof features prominently throughout the course and

could include:

 standard results in differentiation from first principles

 chain rule, product rule, quotient rule
 other standard derivatives
 integration by substitution
 integration by parts
 triangle inequality
 the sum of first n natural numbers
 the sum to n terms of arithmetic and geometric series
 standard results in the algebra of vectors and matrices
Using proof by induction  using proof by induction In this area of the course candidates need to think clearly
and communicate their findings clearly.

For example:
n2  n  1
2
n

 r3 
r 1 4

show that 1 2  22   2n  2n1  1, n 

8 n is a factor of  4n !, n 
8n  3n2 is divisible by 5 for all integers, n  2

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 Algebra, proof and number theory
Skill Explanation Examples
Using Euclid’s algorithm to  using Euclid’s algorithm to find the For example:
find the greatest common greatest common divisor of two positive
divisor of two positive integers integers, for example using the division  Express 1258 in base 3.
algorithm repeatedly
 expressing the greatest common divisor
(of two positive integers) as a linear
combination of the two
 expressing integers in bases other than 10
 knowing and using the fundamental
theorem of arithmetic

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
Using Gaussian elimination  finding the solution to a system of equations Candidates should be able to solve a 3  3 system of linear
to solve a 3  3 system of Ax  b, where A is a 3  3 matrix and equations using Gaussian elimination on an augmented
linear equations where the solution is unique — candidates matrix. When solving a system of equations, candidates
should understand the term ‘augmented should use elementary row operations to reduce the matrix
matrix’ to triangular form. This approach can also be used to
 showing that a system of equations has no explore situations where the system of equations is
solutions (inconsistency) inconsistent or redundant.
 showing that a system of equations has an
Learning and teaching contexts could include vectors and
infinite number of solutions (redundancy)
the different ways three planes can intersect.
 comparing the solutions of related systems of
two equations in two unknowns and
recognising ill-conditioning

Understanding and using  performing matrix operations (at most order Candidates should understand the terminology associated
matrix algebra three): addition, subtraction, multiplication by with matrices:
a scalar, multiplication of matrices
 knowing and applying the properties of matrix  element
addition and multiplication:  row
 A  B  B  A (addition is commutative)  column
 AB  BA (multiplication is not  order
commutative in general)
 identity matrix
  A  B   C  A   B  C  (associativity)
 inverse
  AB  C  A  BC  (associativity)  determinant
 A  B  C   AB  AC
(addition is  singular
distributive over multiplication)  non-singular

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
 knowing and applying key properties of the  transpose
transpose, the identity matrix, and inverse:  orthogonality
  a 
ij mn
  a ji 
nm
(rows and columns  conformability
interchange)  invertible
 entry
  A  A
 upper triangular and lower triangular
  A  B   A  B  zero matrix
  AB   BA
 A square matrix A is orthogonal if
A ' A  AA '  I
 The n  n identity matrix I n for any
square matrix A , AI n  I n A  A
 B  A1 if AB  BA  I
 ( AB)1  B1 A1

Calculating the determinant  finding the determinant of a 2  2 matrix and Candidates should understand that a (square) matrix, A , is
of a matrix a 3  3 matrix invertible  det A  0 .
 determining whether a matrix is singular
 knowing and applying det( AB)  det A det B

Finding the inverse of a  knowing and using the inverse of a 2  2 For example:
matrix matrix
 finding the inverse of a 3  3 matrix  exploring links between finding the inverse of a 3  3
matrix and solving systems of equations

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
 finding the inverse of a 3  3 matrix using elementary
row operations, the adjoint or matrix algebra; for
example, given B and AB  kI , find A1 in terms of B

Using transformation  using 2  2 matrices to carry out geometric Candidates could explore and derive the various matrices
matrices transformations in the plane — the associated with:
transformations should include rotations,
reflections, and dilatations  anticlockwise or clockwise rotations about the origin
 applying combinations of transformations  reflection in the axes
 reflection in lines y   x
 dilations centred at the origin

Calculating a vector product  using a vector product method in three

dimensions
 evaluating the scalar triple product a   b  c 

Working with lines in three  finding the equation of a line in parametric, Candidates should be familiar with:
dimensions symmetric, or vector form, given suitable
defining information
Vector form
 finding the angle between two lines in three The position vector, r , of any point on the line is given by:
dimensions
r  a  b (   ), where a is the position vector of a point
 determining whether or not two lines intersect
on the line and b is a vector in the direction of the line.
and, where possible, finding the point of
intersection

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
If a  a1i  a2 j  a3k and b  b1i  b2 j  b3k , then the
equation of the line can be written in the following forms,
where r  xi  yj  zk .

Parametric form
x  a1  b1
y  a2   b2 , (   )
z  a3  b3

Symmetric form
x  a1 y  a2 z  a3
  (  )
b1 b2 b3

Working with planes  finding the equation of a plane in vector, Candidates should be familiar with:
parametric, or Cartesian form
 finding the point of intersection of a plane Vector form
with a line that is not parallel to the plane
The position vector, r , of any point on the plane is given
 determining the intersection of two or three
by r  a  b  c (  ,   ) where a is the position
planes
vector of a point on the plane and b and c are non-parallel
 finding the angle between a line and a plane, vectors lying in the plane.
or between two planes

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
If a  a1i  a2 j  a3k , b  b1i  b2 j  b3k and
c  c1i  c2 j  c3k , then the equation of the plane can be
written in the following forms, where r  xi  yj  zk .

Parametric form
x  a1  b1   c1
y  a2  b2   c2 ( ,   )
z  a3  b3   c3

Cartesian form
n1x  n2 y  n3 z  d , which arises from  r  a   n  0 , where
a is the position vector of a point on the plane and
n  n1i  n2 j  n3k is a vector normal to the plane.
Candidates should be familiar with using the vector product
to obtain a normal to the plane.

Intersection of planes
Two distinct planes:

 intersect in a line
or
 are parallel

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
Three distinct planes together:

 intersect in a line
 intersect at a point
or
 have no point in common

The intersection of three planes, along with work on

systems of equations, provides a geometric illustration of
redundancy and inconsistency.

Performing algebraic  performing the operations of addition, For example:

operations on complex subtraction, multiplication, and division
numbers  finding the square root  8  6i
 finding the roots of a cubic or quartic  solve z  i  2z  1
equation with real coefficients when one  solve z 2  2z
complex root is given
 solving equations involving complex numbers

Performing geometric  plotting complex numbers in the complex

Cartesian form
operations on complex plane (an Argand diagram)
numbers  knowing the definition of modulus and z  a  bi , where a, b 
argument of a complex number
 converting a given complex number from
Cartesian to polar form and vice-versa

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 Matrices, vectors, and complex numbers
Skill Explanation Examples
 using de Moivre’s theorem with integer and Polar form
fractional indices
b
z  r (cos  i sin  ) , where r  a  b and tan  
2 2
 applying de Moivre’s theorem to multiple
a
angle trigonometric formulae
Candidates should use the principal argument: π    π .
 applying de Moivre’s theorem to find the nth For example:
roots of a complex number
 interpreting geometrically certain equations  Expand  cos  i sin   .
4

or inequalities in the complex plane by

sketching or describing a straight line or  Show that sin 5  16 sin5   20 sin3   5 sin  .
circle that represents the locus of points that  Solve z 6  64 .
satisfy a given equation or inequality

Version 2.0 42
Appendix 3: question paper brief
The course assessment consists of two question papers, which assess the:

 ability to use mathematical reasoning skills to think logically, provide justification and
solve problems
 ability to use a range of complex concepts
 ability to select and apply complex operational skills
 ability to use reasoning skills to interpret information and to use complex mathematical
models
 ability to effectively communicate solutions in a variety of mathematical contexts
 ability to explain and justify concepts through the idea of rigorous proof
 ability to think creatively
 application of skills, without the aid of a calculator, in order to demonstrate candidates’
underlying grasp of mathematical concepts and processes

The question papers sample the ‘Skills, knowledge and understanding’ section of the course
specification.

This sample draws on all of the skills, knowledge and understanding from each of the
following areas:

 algebraic skills
 calculus skills
 geometric skills
 reasoning skills

Command words are the verbs or verbal phrases used in questions and tasks to ask
candidates to demonstrate specific skills, knowledge or understanding. For examples of
some of the command words used in this assessment, refer to the past papers and specimen
question paper on SQA’s website.

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The course assessment consists of two question papers:

Paper 1 (non-calculator) Paper 2

Time 1 hour 2 hours and 30 minutes

Marks 35 80
This question paper gives This question paper gives
Skills
candidates an opportunity to apply candidates an opportunity to apply
numeric, algebraic, geometric, numeric, algebraic, geometric,
trigonometric, calculus, and trigonometric, calculus, and
reasoning skills, without the aid of reasoning skills.
a calculator.
These skills may be facilitated by
Candidates are required to show an using a calculator, as this allows
understanding of underlying more opportunity for application and
processes, and the ability to use reasoning.
skills within mathematical contexts
in cases where a calculator may
compromise the assessment of this
understanding.

Approximately 30–50% of the overall marks relate to calculus.

Percentage
of marks
Approximately 20–40% of the overall marks relate to algebra, proof and
across the
number theory.
papers
Approximately 20–40% of the overall marks relate to matrices, vectors
and complex numbers.

Type of Short-answer and extended-response questions

question

Type of Semi-structured question papers: separate question paper and answer

question booklet. The answer booklet is structured with spaces for answers.
paper

Proportion Some questions use a stepped approach to ensure that there are
of level ‘C’ opportunities for candidates to demonstrate their abilities beyond level ‘C’.
questions Approximately 65% of marks are available for level ‘C’ responses.
Operational and reasoning skills are assessed in both question papers.
Balance of
Some questions assess only operational skills (approximately 65% of the
skills
marks), but other questions assess operational and reasoning skills
(approximately 35% of the marks).

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Administrative information

Published: May 2019 (version 2.0)

History of changes

Version Description of change Date

2.0 Course support notes; skills, knowledge and understanding with May 2019
suggested learning and teaching contexts; and question paper brief
added as appendices.

Note: please check SQA’s website to ensure you are using the most up-to-date version of
this document.

© Scottish Qualifications Authority 2014, 2019

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