Test of Mathematics for University

Admission - Durham Admissions Test

Materials and resources

- compiled by stepmaths.co.uk

Contents:

Page 2 - Specification

Page 15 - Specimen Paper 1

Page 31 - Specimen Paper 2

Page 50 - Answer Key

Test of Mathematics for University Admission

Specification for November 2016 Examination

Structure of the Test
The test will consist of two one-hour papers, taken one after the other.

Each paper will consist of 20 multiple-choice questions.

Questions across the two papers carry equal weight and there will be no penalty for incorrect
answers, so candidates are advised to attempt all questions.

There is no formulae booklet for this test; students are expected to understand and recall all
relevant formulae.

Candidates may not use calculators.

The details of the papers are as follows:

Paper 1: Mathematical Knowledge and Application

Time: 1 hour

Content: 20 multiple-choice questions

Requirements: Section 1 below

This paper will test the candidate’s ability to apply their mathematical knowledge in a
variety of contexts. Candidates will be expected to know and use the mathematical
content set out in Section 1 below.

Paper 2: Advanced Mathematical Thinking

Time: 1 hour

Content: 20 multiple-choice questions

Requirements: Sections 1 and 2 below

This paper will test the candidate’s ability to apply their conceptual knowledge to
constructing and analysing mathematical arguments. For this paper candidates are
expected to be familiar with the contents of Sections 1 and 2 below.

©UCLES 2016 2
SECTION 1
This section sets out the mathematical knowledge requirement for both papers of the test.
The content of Part 1 is almost all covered within the pure mathematics specification of an
AS level in mathematics, and the content of Part 2 is almost all covered within a Higher
Level GCSE mathematics course.

There is some duplication of content across Parts 1 and 2.

Candidates are advised to read through these specifications carefully to ensure they are
aware of all topics and areas that might be covered in the test.

Part 1
Algebra and functions
AF1 Laws of indices for all rational exponents.

AF2 Use and manipulation of surds; simplifying expressions that contain surds, including
√5 3
rationalising the denominator; for example, simplifying , and .
3+2√5 √7−2√3

AF3 Quadratic functions and their graphs; the discriminant of a quadratic function;
completing the square; solution of quadratic equations.

AF4 Simultaneous equations: analytical solution by substitution, e.g. of one linear and one
quadratic equation.

AF5 Solution of linear and quadratic inequalities.

AF6 Algebraic manipulation of polynomials, including:

 Expanding brackets and collecting like terms;

 Factorisation and simple algebraic division (by a linear polynomial,
including those of the form 𝑎𝑎 + 𝑏, and by quadratics, including those
of the form 𝑎𝑥 2 + 𝑏𝑏 + 𝑐);
 Use of the Factor Theorem and the Remainder Theorem.

AF7 Qualitative understanding that a function is a many-to-one (or sometimes just a one-
to-one) mapping. Familiarity with the properties of common functions, including
𝑓(𝑥) = √𝑥 (which always means the ‘positive square root’) and 𝑓(𝑥) = |𝑥|

Sequences and series

SE1 Sequences, including those given by a formula for the 𝑛th term and those generated
by a simple recurrence relation of the form 𝑥𝑛+1 = 𝑓(𝑥𝑛 ).

SE2 Arithmetic series, including the formula for the sum of the first 𝑛 natural numbers.

SE3 The sum of a finite geometric series; the sum to infinity of a convergent geometric
series, including the use of |𝑟| < 1.

SE4 Binomial expansion of (1 + 𝑥)𝑛 for positive integer 𝑛, and for expressions of the form
𝑛
�𝑎 + 𝑓(𝑥)� for positive integer 𝑛 and simple 𝑓(𝑥); the notations 𝑛! and �𝑛𝑟�.

©UCLES 2016 3
Coordinate geometry in the (𝒙, 𝒚) plane
CG1 Equation of a straight line, including 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) and 𝑎𝑎 + 𝑏𝑏 + 𝑐 = 0;
conditions for two straight lines to be parallel or perpendicular to each other; finding
equations of straight lines given information in various forms.

CG2 Coordinate geometry of the circle: using the equation of a circle in the forms
(𝑥 − 𝑎)2 + (𝑦 − 𝑏)2 = 𝑟 2 , and 𝑥 2 + 𝑦 2 + 𝑐𝑐 + 𝑑𝑑 + 𝑒 = 0.

CG3 Use of the following circle properties:

 The perpendicular from the centre to a chord bisects the chord;

 The tangent at any point on a circle is perpendicular to the radius at that
point;
 The angle subtended by an arc at the centre of a circle is twice the angle
subtended by the arc at any point on the circumference;
 The angle in a semicircle is a right angle;
 Angles in the same segment are equal;
 The opposite angles in a cyclic quadrilateral add to 180°;
 The angle between the tangent and chord at the point of contact is equal
to the angle in the alternate segment.

Trigonometry
1
TR1 The sine and cosine rules, and the area of a triangle in the form 𝑎𝑎 sin 𝐶.
2
The sine rule includes an understanding of the ‘ambiguous’ case (angle-side-side).
Problems might be set in 2- or 3-dimensions.

TR2 Radian measure, including use for arc length and area of sector and segment.

TR3 The values of sine, cosine, and tangent for the angles 0°, 30°, 45°, 60°, 90°.

TR4 The sine, cosine, and tangent functions; their graphs, symmetries, and periodicity.
sin 𝜃
TR5 Knowledge and use of tan 𝜃 = and sin2 𝜃 + cos2 𝜃 = 1.
cos 𝜃

TR6 Solution of simple trigonometric equations in a given interval (this may involve the
1
use of the identities in TR5); for example: tan 𝑥 = − 3 for – 𝜋 < 𝑥 < 𝜋;
√
2 𝜋 1 2
sin �2𝑥 + � = for −2𝜋 < 𝑥 < 2𝜋; 12 cos 𝑥 + 6 sin 𝑥 − 10 = 2 for 0° < 𝑥 < 360°.
3 2

©UCLES 2016 4
Exponentials and Logarithms
EL1 𝑦 = 𝑎 𝑥 and its graph, for simple positive values of 𝑎.

EL2 Laws of logarithms:

𝑎𝑏 = 𝑐 ⟺ 𝑏 = log 𝑎 𝑐

log 𝑎 𝑥 + log 𝑎 𝑦 = log 𝑎 (𝑥𝑥)

𝑥
log 𝑎 𝑥 − log 𝑎 𝑦 = log 𝑎 � �
𝑦

𝑘 log 𝑎 𝑥 = log 𝑎 �𝑥 𝑘 �

including the special cases:

1
log 𝑎 = − log 𝑎 𝑥
𝑥

log 𝑎 𝑎 = 1

Questions requiring knowledge of the change of base formula will not be set.

EL3 The solution of equations of the form 𝑎 𝑥 = 𝑏, and equations which can be reduced to
this form, including those that need prior algebraic manipulation; for example,
32𝑥 = 4 and 25𝑥 − 3 × 5𝑥 + 2 = 0.

Differentiation
DF1 The derivative of 𝑓(𝑥) as the gradient of the tangent to the graph 𝑦 = 𝑓(𝑥) at a point.
In addition:

 Interpretation of a derivative as a rate of change;

 Second-order derivatives;

𝑑𝑑 𝑑 2 𝑦
 Knowledge of notation: , , 𝑓 ′ (𝑥), and 𝑓 ′′ (𝑥).
𝑑𝑑 𝑑𝑑 2

Differentiation from first principles is excluded.

DF2 Differentiation of 𝑥 𝑛 for rational 𝑛, and related sums and differences. This might
require some simplification before differentiating; for example, the ability to
(3𝑥+2)2
differentiate an expression such as 1 could be required.
𝑥2

DF3 Applications of differentiation to gradients, tangents, normals, stationary points

(maxima and minima only), increasing [ 𝑓 ′ (𝑥) ≥ 0 ] and decreasing [ 𝑓 ′ (𝑥) ≤ 0 ]
functions. Points of inflexion will not be examined, although students are expected to
have a qualitative understanding of points of inflexion in the curves of simple
polynomial functions.

©UCLES 2016 5
Integration
IN1 Definite integration as related to the ‘area between a curve and an axis.’ Candidates
are expected to understand the difference between finding a definite integral and
finding the area between a curve and an axis. Integrals could be given with respect to
𝑥 or with respect to 𝑦.

IN2 Finding definite and indefinite integrals of 𝑥 𝑛 for 𝑛 rational, 𝑛 ≠ −1, and related sums
and differences, including expressions which require simplification prior to
(3𝑥−5)2
integrating; for example, ∫(𝑥 + 2)2 𝑑𝑑, and ∫ 1 𝑑𝑑.
𝑥2

IN3 An understanding of the Fundamental Theorem of Calculus and its significance to

integration. Simple examples of its use may be required in the two forms,
𝑏 𝑑 𝑥
∫𝑎 𝑓(𝑥) 𝑑𝑑 = 𝐹(𝑏) − 𝐹(𝑎), where 𝐹 ′ (𝑥) = 𝑓(𝑥), and 𝑑𝑑 ∫𝑎 𝑓(𝑡) 𝑑𝑑 = 𝑓(𝑥).

IN4 Combining integrals with either equal or contiguous ranges;

5 5 5
for example, ∫2 𝑓(𝑥) 𝑑𝑑 + ∫2 𝑔(𝑥) 𝑑𝑑 = ∫2 [𝑓(𝑥) + 𝑔(𝑥)] 𝑑𝑑,
4 3 3
and ∫2 𝑓(𝑥) 𝑑𝑑 + ∫4 𝑓(𝑥) 𝑑𝑑 = ∫2 𝑓(𝑥) 𝑑𝑑.

IN5 Approximation of the area under a curve using the trapezium rule; determination of
whether this constitutes an overestimate or an underestimate.
𝑑𝑑
IN6 Solving differential equations of the form = 𝑓(𝑥).
𝑑𝑑

Graphs of Functions
GF1 Recognise and be able to sketch the graphs of common functions that appear in this
specification: these include lines, quadratics, cubics, trigonometric functions,
logarithmic functions, exponential functions, square roots, and the modulus function.

GF2 Knowledge of the effect of simple transformations on the graph of 𝑦 = 𝑓(𝑥) as

represented by 𝑦 = 𝑎𝑎(𝑥), 𝑦 = 𝑓(𝑥) + 𝑎, 𝑦 = 𝑓(𝑥 + 𝑎), 𝑦 = 𝑓(𝑎𝑎), with the value of
𝑎 positive or negative. Compositions of these transformations.

GF3 Understand how altering the values of 𝑚 and 𝑐 affects the graph of 𝑦 = 𝑚𝑚 + 𝑐.

GF4 Understand how altering the values of 𝑎, 𝑏 and 𝑐 in 𝑦 = 𝑎(𝑥 + 𝑏)2 + 𝑐 affects the
corresponding graph.

GF5 Use differentiation to help determine the shape of the graph of a given function; this
might include finding stationary points (excluding inflexions) as well as finding when
the function is increasing or decreasing.

GF6 Use algebraic techniques to determine where the graph of a function intersects the
coordinate axes; appreciate the possible numbers of real roots a general polynomial
can possess.

GF7 Geometric interpretation of algebraic solutions of equations; relationship between the

intersections of two graphs and the solutions of the corresponding simultaneous
equations.

©UCLES 2016 6
Part 2
Number
 Order, add, subtract, multiply and divide whole numbers, integers, fractions, decimals,
and numbers in index form.
 Use the concepts and vocabulary of factor, multiple, common factor, highest common
factor (hcf), least common multiple (lcm), composite (i.e. not prime), prime number, and
prime factor decomposition.
 Use the terms square, positive and negative square root, cube and cube root.
 Use index laws to simplify, multiply, and divide integer, fractional, and negative powers.
 Interpret, order, and calculate with numbers written in standard index form.
 Understand equivalent fractions.
 Convert between fractions, decimals, and percentages.
 Understand and use percentage including repeated proportional change and
calculating the original amount after a percentage change.
 Understand and use direct and indirect proportion.
 Use ratio notation including dividing a quantity in a given ratio, and solve related
problems (using the unitary method).
 Understand and use number operations, including inverse operations and the hierarchy
of operations.
 Use surds and π in exact calculations; simplify expressions that contain surds, including
rationalising the denominator.
 Calculate upper and lower bounds to contextual problems.
 Approximate to a specified and appropriate degree of accuracy, including rounding to a
given number of decimal places or significant figures.
 Know and use approximation methods to produce estimations of calculations.

©UCLES 2016 7
Algebra
 Distinguish between the different roles played by letter symbols.
 Manipulate algebraic expressions by collecting like terms; by multiplying a single term
over a bracket; by expanding the product of two linear expressions.
 Use index laws in algebra for multiplication and division of integer, fractional, and
negative powers.
𝑐
 Know and use of �𝑎𝑏 � = 𝑎𝑏𝑏
 Set up and solve linear equations, including simultaneous equations in two unknowns.
 Factorise quadratics, including the difference of two squares.
 Simplify rational expressions by cancelling or factorising.
 Set up quadratic equations and solve them by factorising.
 Set up and use equations to solve problems involving direct and indirect proportion.
 Derive a formula, substitute into a formula.
 Change the subject of a formula.
 Solve linear inequalities in one or two variables.
 Generate terms of a sequence using term-to-term and position-to-term definitions.
 Use linear expressions to describe the 𝑛th term of a sequence.
 Use Cartesian coordinates in all 4 quadrants.
 Recognise the equations of straight lines; understand 𝑦 = 𝑚𝑚 + 𝑐 and the gradients of
parallel and perpendicular lines.
 Understand that the intersection of graphs can be interpreted as giving the solutions to
simultaneous equations.
 Solve simultaneous equations, where one is linear and one is quadratic.
 Recognise and interpret graphs of quadratic functions, simple cubic functions, the
reciprocal function, trigonometric functions and the exponential function 𝑦 = 𝑘 𝑥 for
simple positive values of 𝑘.
 Construct linear functions from real-life problems; interpret graphs modelling real
situations.

©UCLES 2016 8
Geometry
 Recall and use properties of angles at a point, on a straight line, perpendicular lines
and opposite angles at a vertex.
 Understand and use the angle properties of parallel lines, intersecting lines, triangles
and quadrilaterals.
 Calculate and use the sums of the interior and exterior angles of polygons.
 Recall the properties and definitions of special types of quadrilateral.
 Recognise and use reflectional and rotational symmetry of 2-dimensional shapes.
 Understand congruence and similarity.
 Use Pythagoras’ theorem in 2-dimensions and 3-dimensions.
 Understand and construct geometrical proofs, including using circle theorems:
 The perpendicular from the centre to a chord bisects the chord;
 The tangent at any point on a circle is perpendicular to the radius at that
point;
 The angle subtended by an arc at the centre of a circle is twice the angle
subtended at any point on the circumference;
 The angle in a semicircle is a right-angle;
 Angles in the same segment are equal;
 The opposite angles in a cyclic quadrilateral add to 180°;
 The angle between the tangent and chord at the point of contact is equal
to the angle in the alternate segment.
 Use 2-dimensional representations of 3-dimensional shapes.
 Describe and transform 2-dimensional shapes using single or combined rotations,
reflections, translations, or enlargements, including the use of vector notation.
 Understand and be able to use the standard trigonometric ratios: sin, cos, and tan.

Measures
 Calculate perimeters and areas of shapes made from triangles, rectangles and other
shapes.
 Find circumferences and areas of circles, including arcs, segments and sectors.
 Calculate the volumes and surface areas of right prisms, pyramids, spheres, cylinders,
cones and solids made from cubes and cuboids (formulae will be given for the sphere
and cone).
 Use vectors, including the sum of two vectors, algebraically and graphically.
 Use and interpret maps and scale drawings.
 Understand and use the effect of enlargement for perimeter, area, and volume of
shapes and solids.
 Convert measurements from one unit to another, including between imperial and metric
(conversion factors will be given for imperial/metric conversions).
 Knowledge of the SI prefixes milli (m), centi (c), deci (d), and kilo (k) when used in
connection with any SI unit.
 Recognise the inaccuracy of measurement.
 Understand and use three-figure bearings.
 Understand and use compound measures.

©UCLES 2016 9
Statistics
 Identify possible sources of bias.
 Identify flaws in data collection sheets and questionnaires in an experiment or a survey.
 Group, and understand, discrete and continuous data.
 Extract data from lists and tables.
 Design and use two-way tables.
 Interpret bar charts, pie charts, grouped frequency diagrams, line graphs, and
frequency polygons.
 Interpret cumulative frequency tables and graphs, box plots, and histograms (including
unequal class width).
 Calculate and interpret mean, median, mode, modal class, range, and inter-quartile
range, including the estimated mean of grouped data.
 Calculate average rates when combining samples or events, including solving problems
involving average rate calculations (e.g. average survival rates in different wards of
different sizes, average speed of a car over a journey where it has travelled at different
speeds).
 Interpret scatter diagrams and recognise correlation; using lines of best fit. (The
calculation of regression lines is not required.)
 Compare sets of data by using statistical measures or by interpreting graphical
representations of their distributions.

Probability
 Understand and use the vocabulary of probability and the probability scale.
 Understand and use estimates or measures of probability, including relative frequency
and theoretical models.
 List all the outcomes for single and combined events.
 Identify different mutually exclusive outcomes and know that the sum of the
probabilities of all these outcomes is 1.
 Construct and use Venn diagrams to solve union and intersection categorisation
problems and determine probabilities when required. Familiarity with the meaning and
use of the terms ‘union’, ‘intersection’, and ‘complement’ is required. The mathematical
notation for these (𝐴 ∪ 𝐵, 𝐴 ∩ 𝐵, and 𝐴′ or 𝐴𝑐 ) will not be required.
 Know when to add or multiply two probabilities.
 Understand the use of tree diagrams to represent outcomes of combined events:
 when the probabilities are independent of the previous outcome;
 when the probabilities are dependent on the previous outcome.
 Compare experimental and theoretical probabilities.
 Understand that if an experiment is repeated, the outcome may be different.

©UCLES 2016 10
SECTION 2
This section sets out the scope of Paper 2. Paper 2 tests the candidate’s ability to think
mathematically: the paper will focus on testing the candidate’s ability to understand, and
construct, mathematical arguments in a variety of contexts. It will draw on the mathematical
knowledge outlined in SECTION 1 above.

The Logic of Arguments

Arg1 Understand and be able to use mathematical logic in simple situations:

 The terms true and false;

 The terms and, or (meaning inclusive or), not;
 Statements of the form:

if A then B
A if B
A only if B
A if and only if B

 The converse of a statement;

 The contrapositive of a statement;
 The relationship between the truth of a statement and its converse and its
contrapositive.

Note: candidates will not be expected to recognise or use symbolic notation for any of these
terms, nor will they be expected to complete formal truth tables.

Arg2 Understand and use the terms necessary and sufficient.

Arg3 Understand and use the terms for all, for some (meaning for at least one), and
there exists.

Arg4 Be able to negate statements that use any of the above terms.

Mathematical Proof

Prf1 Follow a proof of the following types, and in simple cases know how to construct
such a proof:

 Direct deductive proof (‘Since A, therefore B, therefore C, …, therefore Z,

which is what we wanted to prove.’);
 Proof by cases (for example, by considering even and odd cases separately);
 Proof by contradiction;
 Disproof by counterexample.

Prf2 Deduce implications from given statements.

Prf3 Make conjectures based on small cases, and then justify these conjectures.

Prf4 Rearrange a sequence of statements into the correct order to give a proof for a
statement.

Prf5 Problems requiring a sophisticated chain of reasoning to solve.

©UCLES 2016 11
Identifying Errors in Proofs

Err1 Identifying errors in purported proofs.

Err2 Be aware of common mathematical errors in purported proofs; for example, claiming
‘if 𝑎𝑎 = 𝑎𝑎, then 𝑏 = 𝑐’ or assuming ‘if sin 𝐴 = sin 𝐵, then 𝐴 = 𝐵’ neither of which are
valid deductions.

©UCLES 2016 12
The Admissions Testing Service is part of Cambridge English Language Assessment, a
not-for-profit department of the University of Cambridge. We offer a range of tests and tailored
assessment services to support selection and recruitment for educational institutions, professional
organisations and governments around the world. Underpinned by robust and rigorous research, our
services include:

• assessments in thinking skills

• admission tests for medicine and healthcare
• behavioural styles assessment
• subject-specific admissions tests.

Admissions Testing Service

Cambridge English
Language Assessment
1 Hills Road
Cambridge
CB1 2EU
United Kingdom

Admissions tests support:

www.admissionstestingservice.org/help

©UCLES 2016 13
 TEST OF MATHEMATICS
FOR UNIVERSITY ADMISSION

SPECIMEN 60 minutes

PAPER 1

INSTRUCTIONS TO CANDIDATES

Please read these instructions carefully, but do not open the question paper until
you are told that you may do so.

A separate answer sheet is provided for this paper. Please check you have one.
You also require a soft pencil and an eraser.

This paper is the first of two papers. There are 20 questions on this paper.

For each question, choose the one answer you consider correct and record your choice
in pencil on the separate answer sheet. If you make a mistake, erase thoroughly and try
again.

There are no penalties for incorrect responses, only points for correct answers, so you
should attempt all 20 questions. Each question is worth one mark.

Any rough work should be done on this question paper. No extra paper is allowed.

Please complete the answer sheet with your candidate number, centre number, date of
birth, and full name.

Calculators must NOT be used. There is no formulae booklet for this test.

Please wait to be told you may begin before turning this page.

This question paper consists of 12 printed pages and 4 blank pages.

©UCLES
  2016
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©UCLES 2016
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1. The sum of the two values of that satisfy the simultaneous equations

3 1 0 and 3 7 5 is

A 8.5

B 7.5

C 1.5

D 3.5

E 4.5

F 5

2. The number of solutions in the interval 0 4 of the equation

sin 3 cos 3 is

A 0

B 1

C 2

D 3

E 4

F 5

G 6

 
©UCLES
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3. The perpendicular bisector of the line segment joining the points 2, 6 and 5, 4
cuts the ‐axis at the point with ‐coordinate

4. The complete set of values of for which 1 2 0 is

A 1, 1 2

B 1, 2

C 1 2

D 1, 2

E 1 1, 2

©UCLES 2016
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5. Given that log 1 for 1, find in terms of .

B 1 log

C 1 log

D 1 10

E 10 1

F 10

6. It is given that 2 is a factor of 4 1 6.

The sum of the possible values of is

A 10

B 6

C 0

D 6

E 10

 
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7. A bag contains red balls, yellow balls, and blue balls.

One ball is selected at random and not replaced.

A second ball is then selected at random and not replaced.

Each ball is equally likely to be chosen.

The probability that the two balls are not the same colour is

©UCLES 2016
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8. Given that 2, where , , and are positive real numbers, then

A log

E log

9. The roots of the equation 2 11 0 differ by 2. The value of is

 
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10. The curve cos is reflected in the line 1 and the resulting curve is then
translated by units in the positive ‐direction. The equation of this new curve is

A 2 cos

B 2 cos

C 2 cos

D 2 cos

11. The sum of the roots of the equation 2 8 2 15 0 is

A 3

B 8

C 2 log 2

D log

©UCLES 2016
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12. The cross‐section of a triangular prism is an equilateral triangle with side 2 cm.
The length of the prism is cm.

Let the total surface area of the prism be cm2. Given that the volume of the prism
is cm3, which one of the following is an expression for in terms of ?


A

B
√

C
√

D
√

E
√

13. How many real roots does the equation 4 4 10 0 have?

A 0

B 1

C 2

D 3

E 4

 
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14. , , , and are real and positive.

and are constants.

and are related.

A graph of log against log is drawn.

For which one of the following relationships will this graph be a straight line?

15. The smallest possible value of as varies is

D

E 2

©UCLES 2016
 11
 
 

16. Given that and are non‐zero integers, the expression is an

integer if

A 0

B 0

C 0 and 0

D 0 and 0

E 0 and 0

F 0 and 0

G 0

H 0

17. For what values of the non‐zero real number does the quadratic equation
2 2 have real distinct roots?


A All values of

B 2

C 2

D 2

E No values of

 
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18. The angle is measured in radians and is such that 0 .

The total length of any intervals for which 1 tan 1 and sin 2 0.5 is

19. A geometric series has first term 4 and common ratio , where 0 1.

The first, second, and fourth terms of this geometric series form three successive
terms of an arithmetic series.

The sum to infinity of the geometric series is

A √5 1

B 2 3 √5

C 2 1 √5

D 2 3 √5

©UCLES 2016
 13
 
 
20. The coefficient of in the expansion of 4 1 2 3 1 4 is

A 28

B 72

C 78

D 192

E 240

F 310

G 312

END OF TEST

 
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©UCLES 2016
 TEST OF MATHEMATICS
FOR UNIVERSITY ADMISSION

SPECIMEN 60 minutes

PAPER 2

INSTRUCTIONS TO CANDIDATES

Please read these instructions carefully, but do not open the question paper
until you are told that you may do so.

A separate answer sheet is provided for this paper. Please check you have one.
You also require a soft pencil and an eraser.

This paper is the second of two papers. There are 20 questions on this paper.

For each question, choose the one answer you consider correct and record your
choice on the separate answer sheet. If you make a mistake, erase thoroughly and
try again.

There are no penalties for incorrect responses, only points for correct answers, so
you should attempt all 20 questions. Each question is worth one mark.

Any rough work should be done on this question paper. No extra paper is allowed.

Please complete the answer sheet with your candidate number, centre number, date
of birth, and full name.

Calculators must NOT be used. There is no formulae booklet for this test.

Please wait to be told you may begin before turning this page.

This question paper consists of 15 printed pages and 5 blank pages.

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1. The radius of the circle 2 2 8 12 15 0 is

D √37

E √67

2. The gradient of the curve at the point where 2 is

√

A √2

B 3√2

C 4√2

D √2

E 6√2

 
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3. Consider the following attempt to solve an equation. The steps have been numbered for
reference.
x+5 = x+3
(1)
2
x + 5 = x + 6x + 9
(2)
2
x + 5x + 4 = 0
(3)
( x + 4) ( x + 1) = 0

x = −4 or x = −1

Which one of the following statements is true?

A Both 4 and 1 are solutions of the equation.

B Neither 4 nor 1 are solutions of the equation.

C One solution is correct and the incorrect solution arises as a result of step 1 .

D One solution is correct and the incorrect solution arises as a result of step 2 .

E One solution is correct and the incorrect solution arises as a result of step 3 .

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4. A set of five cards each have a letter printed on their front and a number printed
on their back, as follows:

Which one of the five cards A, B, C, D or E provides a counterexample to the
following statement?

Every card that has a vowel on its front has an even number on its back.






5. Using the observation that 2 3 , it is possible to deduce that log 2 is
approximately


A

F 2

 
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6. The area of a rectangle is measured to be 5600 cm correct to 2 significant

figures.

The width of the rectangle is measured to be 80 cm correct to the nearest
centimetre.

Which one of the following expressions gives the greatest possible height of the
rectangle?


A 70.5 cm

B 75 cm

C cm

D cm
.

E cm

F cm
.

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7. Which one of the following is a sketch of the graph

1 ?



4 4

3 3

2
2
1 1
0
0
–4 –3 –2 –1 0 1 2 3 4 5 6
–4 –3 –2 –1 0 1 2 3 4 5 6
–1 –1
–2 –2
–3 –3
–4 –4



A B


4 4

3
3
2 2

1 1

0 0
–4 –3 –2 –1 0 1 2 3 4 5 6 –4 –3 –2 –1 0 1 2 3 4 5 6
–1 –1
–2
–2
–3
–3
–4
–4


C D

 
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8. Consider the following statement about the positive integer :

Statement * : The sum of the four consecutive integers, the smallest of which is ,
is a multiple of 6.

Which one of the following is true?

A Statement * is true for all values of .

B Statement * is true for all values of which are odd, but not for any
other values of .

C Statement * is true for all values of which are multiples of 3, but not
for any other values of .

D Statement * is true for all values of which are multiples of 6, but not
for any other values of .

E Statement * is not true for any value of .





9. Consider the statement about Fred:

* Every day next week, Fred will do at least one maths problem.

If statement * is not true, which of the following is certainly true?


A Every day next week, Fred will do more than one maths problem.
B Some day next week, Fred will do more than one maths problem.
C On no day next week will Fred do more than one maths problem.
D Every day next week, Fred will do no maths problems.
E Some day next week, Fred will do no maths problems.
F On no day next week will Fred do no maths problems.

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10. Which one of the following is a sketch of the graph of log 2 for 1?

5 3
2
4
1
3 0
2 0 1 2 3 4 5 6 7 8 9 10
1 –1
0 –2
0 1 2 3 4 5 6 7 8 9 10 –3
–1
–4
–2
–5

A
B

4
5
4 3
3 2

2 1
0
1 01 2 3 4 5 6 7 8 9 10
0 –1
0 1 2 3 4 5 6 7 8 9 10 –2
–1
–2 –3
–3 –4

C D

5 3
4 2
3 1
0
2
0 1 2 3 4 5 6 7 8 9 10
1 –1
0 –2
01 2 3 4 5 6 7 8 9 10
–1 –3
–2 –4
–3 –5

E F

 
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11. Which one of the following numbers is largest in value?

All angles are given in radians.

A tan

B log 100

C sin

D log 10

E √2 1







12. A polynomial has the property that 1 2.

Which one of the following can be deduced from this?


A 1 2 for some polynomial .

B 1 2 for some polynomial .

C 1 2 for some polynomial .

D 1 2 for some polynomial .

E 2 1 for some polynomial .

F 2 1 for some polynomial .

G 2 1 for some polynomial .

H 2 1 for some polynomial .

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13. Five runners competed in a race: Fred, George, Hermione, Lavender, and Ron.

Fred beat George.
Hermione beat Lavender.
Lavender beat George.
Ron beat George.

Assuming there were no ties, how many possible finishing orders could there
have been, given only this information?


A 1
B 6
C 12
D 18
E 24
F 120







14. The graph of the polynomial function

is sketched, where , , , , , and are real constants with 0.

Which one of the following is not possible?


A The graph has two local minima and two local maxima.
B The graph has one local minimum and two local maxima.
C The graph has one local minimum and one local maximum.
D The graph has no local minima or local maxima.

 
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15. For any real numbers , , and where , consider these three statements:

2 2

Which of the statements 1, 2, and 3 must be true?

A none

B 1 only

C 2 only

D 3 only

E 1 and 2 only

F 1 and 3 only

G 2 and 3 only

H 1,2 and 3

16. The sequence is given by the rule:

2

1 for 1

What is

A 150
B 250
C 4750
D 5150

E 4 1

F 4 1

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17. Let be a set of positive integers, for example could consist of 3, 4, and 8.

A positive integer is called an ‐number if and only if for every factor of
with 1, the number is a multiple of some number in .

So in the above example, 9 is an ‐number; this is because the factors of 9 greater
than 1 are 3 and 9, and each of these is a multiple of 3.

Positive integer is therefore not an ‐number if and only if

A for every positive factor of with 1,
there is a number in which is not a factor of .

B for every positive factor of with m 1,
there is no number in which is a factor of .

C for every positive factor of with 1,
every number in is a factor of .

D for some positive factor of with 1,
there is a number in which is not a factor of .

E for some positive factor of with 1,
there is no number in which is a factor of .

F for some positive factor of with 1,
every number in is a factor of .

 
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18. A group of five numbers are such that:

 their mean is 0
 their range is 20
What is the largest possible median of the five numbers?


A 0

B 4

C 4

D 6

E 8

F 20

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19. The positive real numbers , , and are such that the equation

has three real roots, one positive and two negative.

Which one of the following correctly describes the real roots of the equation

A It has three real roots, one positive and two negative.

B It has three real roots, two positive and one negative.

C It has three real roots, but their signs differ depending on , , and .

D It has exactly one real root, which is positive.

E It has exactly one real root, which is negative.

F It has exactly one real root, whose sign differs depending on , , and .

G The number of real roots can be one or three, but the number of roots
differs depending on , , and .

 
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20. Five logicians each make a statement, as follows:

Mr P: Of these five statements, an odd number are true.
Ms Q: Both statements made by women are true.
Mr R: My first name is Robert and Mr P’s statement is true.
Ms S: Exactly one statement made by a man is true.
Mr T: Neither statement made by a woman is true.


How many of the five statements can be simultaneously true?


A none
B 1 only
C 2 only
D 3 only
E 4 only
F none or 1 only
G 1 or 2 only
H 2 or 3 only

END OF TEST

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©UCLES 2016
TEST OF MATHEMATICS
FOR UNIVERSITY ADMISSION

SPECIMEN PAPERS

ANSWER KEYS

PAPER 1 PAPER 2
Question Key Question Key
1 D 1 B
2 D 2 B
3 B 3 C
4 E 4 A
5 D 5 A
6 D 6 F
7 C 7 C
8 F 8 C
9 A 9 E
10 D 10 E
11 E 11 D
12 D 12 A
13 C 13 C
14 D 14 B
15 A 15 E
16 E 16 A
17 D 17 E
18 B 18 E
19 D 19 B
20 G 20 D