2009 GCE ‘A’ Level Solution Paper 1 (Contributed by Hwa Chong Institution)

1i) Let un = an2 + bn + c. Teaching Point:

u1 = a + b + c = 10 The set of simultaneous
u2 = 4a + 2b + c = 6 equations can either be
u3 = 9a + 3b + c = 5 solved by using the
Using GC, a = 1.5, b = –8.5, c = 17. application PlySmlt2 or
 un = 1.5n2 – 8.5n + 17. finding rref of the augmented
matrix formed by the 3
equations.
(ii) Let y = 1.5n2 – 8.5n + 17 – 100 Teaching Point:
Please use ZoomFit on your
GC to see the entire graph
clearly.
Besides finding the zero of
the function y = 1.5n2 – 8.5n
+ 17 – 100, another method is
to find the point of
From GC, n > 10.79. intersection of the curve y =
Hence solution set = {n  ℤ+ : n  11}. 1.5n2 – 8.5n + 17 and the line
y = 100.
2) dx Hint to students:
= [ln ]
= ( ln 3 – ln 1 )
= ln 3
dx
= dx
= [sin–1 px]
= (sin–1 )
= = ln 3 It is helpful to use the GC to
p= do a quick check that the
integration has been done
correctly.
Teaching point:
Students sometimes leave out
the term when integrating .
To safeguard this, it is
advisable to change the
integrand into the form
before integrating.
3i) –+
=
= Shown
A = 2.

(ii)
=
=(–+)
= [–+

1
 +–+
+–+
:
:
:
:
+–+
+–+]
=[–+]

(iii) As n  ,  0 and  0.
the series converges to the value .

4i) f(27) + f(45)

= f(23) + f(41)
= f(19) + f(37)
:
:
= f(3) + f(1)
=5+6
= 11

(ii) Teaching Point:

y Students should be advised to
sketch a clear and properly–
7 labelled graph.

–7 –6 –4 –2 2 4 6 8 10 x

(iii) f(x) dx Hint to students:

= 27 – x2 dx + 2x – 1 dx + 2x – 1 dx The area under the curve
= 2[7x – ]+ [x2 – x]+ [x2 – x] from x = –4 to x = –2 is
= 2[14 – ] + [12 – 2] + [6 – 2] exactly the same as the area
= 36 from x = 0 to x = 2. Hence
the factor 2 in front of 7 – x2
dx.
The area from x = –2 to x = 0
is the same as the area from x
= 2 to x = 4. It would be
wrong to find2x – 1 dx.
5) Let Pn be the statement:
r2 = n(n + 1)(2n + 1).
When n = 1:
LHS = 12 = 1
RHS = 1(2)(3) = 1 = LHS

2
P1 is true.

Assume that Pk is true for some k  ℤ +

i.e. r2 = k(k + 1)(2k + 1).

Prove that Pk+1 is also true

i.e. r2 = (k + 1)(k + 2)(2k + 3). Teaching Point:
Some students make the
LHS mistake of writing “Assume
= r2 + (k + 1)2 that Pk is true for all k  ℤ +”.
= k(k + 1)(2k + 1) + (k + 1)2 It should be either “some k”
= (k + 1)[ k(2k + 1) + 6(k + 1) ] or “a k”. Clearly, if you
= (k + 1)(2k2 + 7k + 6) assume that it is true for all k,
= (k + 1)(k + 2)(2k + 3) = RHS then there is nothing to prove.

Since P1 is true and Pk true  Pk+1 true, hence by Math

Induction, Pn is true for all n  ℤ +.

Teaching Point:
Students are advised to take
out the common factor (k + 1)
instead of expanding
everything and then
factorising later. Clearly a
waste of effort.
6i) Hint to students:
Students must realise that x =
–2 is a vertical asymptote and
y=1 draw it even though it does
not appear on the Graphing
– –1 2
Calculator.
–
x = –2

(ii) Substitute y = into + = 1: Hint to students:

+ = 1: The question requires
x2(x + 2)2 + 2(x – 2)2 = 6(x + 2)2 students to “show
2(x – 2)2 = (x + 2)2 (6 – x2) Shown algebraically”. It would be
wrong if students show that
the numerical values of the
points of intersection
obtained from the GC satisfy
the given equation.
(iii) Method 1: Teaching Point:
Find the points of intersection from the original graphs. Students have a choice of
using Method 1 (since the
graphs have already been

3
 plotted on the GC) or Method
2 which is also relatively
straight forward..

From GC, x = –0.515 or 2.45

Method 2:
Sketch y = 2(x – 2)2 – (x + 2)2 (6 – x2)

From GC, x = –0.515 or 2.45

7i) f (x) = –sin x ecos x = – sin x f(x) Hint to students:

f (x) = – sin x f (x) – cos x f(x) It is helpful to use the GC to
f(0) = e check the value of the
f (0) = 0 derivative at x = 0.
f (0) = –e
f(x) = e + 0x – x2 + ...
= e – x2 + ...

(ii)
=
= (1 + x2)–1
= (1 – x2 + ...)

4
= – x2 + ... = e – x2 + ...
=ea=
– = –  be2 =  b = Hint to students:
It is easier to use the
expansion (1 + x)–1 = 1 – x +
x2 –... instead of the general
Binomial Expansion formula
in this case.
8i) ar24 = 20r24 = 5
r24 =
r=
Total length of all bars
< S
=
= 356.343 Hint to students:
< 357 Shown Since all the lengths are
positive, students need to
realise that the total length of
all the bars is less than the
sum to infinity.

(ii) L = 20 = 272.2573
Length of 13th bar = 20
= 20 
= 10

Let b = length of first bar of instrument B.

[ 2b + 24d ] = L
b + 12d =
Also b + 24d = 5
So 12d = 5 –
=5–
 d = –0.49086

Length of longest bar

=b
= 5 – 24(–0.49086)
= 16.8 cm

9i) z7 =1+i
= ei/4 Hint to students:
= ei(2k+/4) Since the arguments must lie
z = 21/14 e, k = 0, 1, 2, 3 in the principal range, k must
take the values 0, 1, 2, 3.

5
(ii) Hint to students:
Students must realise that all
the roots have the same
modulus 21/14 and are all
spaced radians apart on the
2/7 Argand Diagram.
2/7 2/7
/28
2/7
/4
2/7
2/7

(iii) Substituting z = 0 into | z – z1 | = | z – z2 |:

| 0 – z1 | = | z1 | = 21/14
| 0 – z2 | = | z2 | = 21/14
Since z = 0 satisfies the equation | z – z1 | = | z – z2 |, the
locus passes through the origin.

z2

/7
/7 z1
/28

Equation of locus is y = x tan ( + )

= x tan

10i) cos  =
= Hint to students:
 = 70.9 The question specified “acute
angle”. Hence the modulus
sign. In this case, it makes no
difference to the answer
though.
(ii) Solving 2x + y + 3z = 1 Teaching Point:
–x + 2y + z = 2 Students can either use the
application PlySmlt2 or find
the rref of the augmented

6
 matrix formed by the 2
equations.

From GC, the equation of l is r = + .

(iii) Substitute x = –, y = 1 – , z =  into the

equation of p3 :
LHS
= –2 + 1 –  + 3 – 1 + k( + 2(1 – ) +  – 2)
=0 for any 
Hence l lies in p3 for all k.

Substitute x = 2, y = 3, z = 4 into the equation of p3 :

LHS
= 4 + 3 + 12 – 1 + k(–2 + 6 + 4 – 2)
= 18 + 6k = 0
 k = –3
equation of plane is 2x + y + 3z – 1 –3(–x + 2y + z –
2) = 0
i.e. 5x – 5y + 5 = 0
i.e. x – y + 1 = 0

11i) Teaching Point:

Students must show clearly
the asymptotic nature of the
graph as it approaches the x-
axis.

(ii) = e+ x e(–2x) Hint to students:

= e(1 – 2x2) = 0 Students can use the GC to
x2 = check that these turning
x=,– points are numerically
y = e–1/2 , – e–1/2 correct.
turning points = (,e )
–1/2

and (– ,– e–1/2 )

7
(iii) u = x2  = 2x
When x = 0, u = 0
When x = n, u = n2
x edx Hint to students:
= e–u du Students can use the GC to
= [–e–u ] check that the area is
= [1 – e ] numerically correct.
As n  , e 0, so area =

(iv) | f(x) | dx Hint to students:

= 2 f(x) dx The GC can be used to do a
= 1 – e–4 quick check that the answer
is numerically correct.

(v) Volume =  x2 e dx
= 0.363

8
2009 GCE ‘A’ Level Solution Paper 2

1i)

(ii) Method 1: Hint to students:

= 2t + 4 The gradient of the curve at t = 2 can
= 3t2 + 2t either be obtained algebraically (Method
= 1) or from the GC (Method 2).
When t = 2: x = 12, y = 12, = = 2
Equation of l is
y – 12 = 2( x – 12)
i.e. y = 2x – 12

Method 2:

When t = 2: x = 12, y = 12, = 2

Equation of l is
y – 12 = 2( x – 12)
i.e. y = 2x – 12

(iii) Substitute x = t2 + 4t, y = t3 + t2 into

equation of l :
t3 + t2 = 2(t2 + 4t) – 12
t3 – t2 – 8t + 12 = 0
(t – 2)(t2 + t – 6) = 0
(t – 2)(t – 2)(t + 3) = 0
t = 2 (reject since this gives us the point P), –3
x = 9 – 12 = –3
y = –27 + 9 = –18

9
coordinates of Q is (–3, –18).

2i) By Ratio Theorem, Hint to students:

(= Some students have the mistaken notion
= that (= (.
=
=
coordinates of P is (12, –4, 6). A P B

They should realise that (may not be

parallel to (at all, and that the Ratio
Theorem is the quickest way to find (.
(ii) (= – = = –3 Hint to students:
( (= –3 2 This is a good place to check that the
= –6(6 – 18 + 12) answer obtained in part (i) is correct. If
=0 students cannot show that AB and OP are
Hence AB & OP are perpendicular. perpendicular, then they should suspect
that they have made mistakes in their
working in part (i).
(iii) c=
=
| a  c | is the length of the projection of the
vector a on OP.

(iv) ap= Hint to students:

= 14  2 It is advisable to remove common factors
= 28 before finding cross product to simplify
= 28 the multiplication and reduce chances of
| a  p | is the area of the parallelogram formed computational mistakes.
by the vectors a and p.
Area of triangle OAP = | a  p |
=  28
= 14
= 14
= 98

3i) Let y = Hint to students:

bxy – ay = ax Students should be able to spot that f(x) =
bxy – ax = ay f –1(x) immediately. This enables them to
x(by – a) = ay work out f 2(x) effortlessly without any
x= computation at all.
f –1(x) =
f(x) = f –1(x)
 f 2(x) = x

Range of f 2 = ℝ\{ }
Hint to students:
f 2(x) is the identity function. Hence range

10
 of f 2 = domain of f.
(ii) Rg = ℝ\{ 0 } ⊈ Df = ℝ\{ } since a  0. Teaching Point:
Hence fg does not exist. Students are reminded to give Rg and Df
instead of just quoting “Rg ⊈ Df ”.
(iii) f –1(x) = x
=x
ax = bx2 – ax
bx2 – 2ax = 0
x(bx – 2a) = 0
x = 0 or

4) = 10 – 6t
= 10t – 3t2 + c, where c = constant
n = 5t2 – t3 + ct + d, where d = constant

When t = 0, n = 100
 100 = d
 n = 5t2 – t3 + ct + 100
c = 10
c=0
Hint to students:
100 If students choose to plot using c = –1, 0,
1, the three curves tend to be very close
c = –10
together. Students can try using c = –10,
0, 10 instead.

(ii) = 3 – 0.02n Hint to students:

 dn =  dt Students must include modulus sign when
=t+c integrating since 3 – 0.02n may be
ln | 3 – 0.02n | = –0.02t – 0.02c negative. However they are reminded to
| 3 – 0.02n | = e–0.02t e–0.02c introduce A =  e–0.02c before substituting t
3 – 0.02n =  e–0.02t e–0.02c = 0, n = 100.
= Ae–0.02t where A =  e–0.02c

When t = 0, n = 100:
3–2=A
3 – 0.02n = e–0.02t
0.02n = 3 – e–0.02t
n = 150 – 50e–0.02t

As t  , n  150
the population will stabilise at 150 000.

5) The manager can choose to survey, say, Hint to students:

50 male cinema–goers and 50 female cinema– There are many ways to answer these two
goers. He is free to choose anyone convenient to parts of the question. All reasonable
meet his quota. answers will be accepted.

One disadvantage of quota sampling is that the

11
 sample obtained is likely to be biased.

6i)
t Hint to students:
Students are reminded to label and
40 indicate the scale on the axes. It is
advisable to draw the scatter diagram to
scale and to copy what appears on the
20 screen of the GC as closely as possible.

x
1930 2000

(ii) A linear model may not be appropriate

since there is a certain limit to how fast a person
can complete the distance. This is also evident in
the scatter diagram, which shows a slight
reduction in the rate of decrease of the record
time.

(iii)

A quadratic model would show the record time

increasing again in the future, which is
impossible. Hence a quadratic model would not
be appropriate.

(iv)

12
By GC, the regression line is ln t = 34.853 –
0.016128x.
The predicted world record time as at 1st January
2010 is 3 min 30 + e34.853 – 0.016128(2010)
= 3 min 30 s + 11.424 s
= 3 min 41.4 s.
Since x = 2010 is outside the range of the data
values, the prediction is not reliable.

7i) P(faulty)
= 0.25  0.05 + 0.75  0.03
= 0.035

(ii) f(p)
= P(supplied by A | faulty)
=
=
=
= Shown
f (p) =
= > 0 for all 0  p  100.
Hence f is an increasing function for 0  p  100.
This means that as we buy more and more
components from A, it is more likely that a
randomly chosen component that is faulty was
supplied by A.
Hint to students:
The question requires the candidate to
“prove by differentiation”. It would be
wrong to sketch a graph to show that it is
increasing.
8i) Since there are 8 letters, including 3 E’s,
no. of ways = = 6720

(ii) Method 1: Hint to students:

13
No. of ways where T & D are together Using the Complementary Method
=  2! = 1680 (Method 1) depends on the assumption
Hence no. of ways where T & D are not next to that the answer to part (i) is correct,
one another = 6720 – 1680 = 5040 which should be the case. If there are any
doubts, students can use Method 2.
Method 2:
E L E V A E
      

The 6 letters besides T & D can be in ways.

The letters T & D can be arranged in the 7 spaces
available in 7P2 ways.
Hence total no. of ways = 7P2 = 5040.

(iii) The consonants and vowels must be

arranged like this:
CVCVCVCV
or VCVCVCVC
The 4 consonants can be arranged in 4! ways.
The 4 vowels can be arranged in ways.
Hence total no. of ways = 4!  2 = 192.

(iv) The letters can be arranged as follows: Hint to students:

First make sure there are two letters
_E__E__E between any two E’s. This takes up 4
or E___E__E letters.
or E__E___E The remaining letter can be placed before
or E__E__E_ the first E, between the first 2 E’s,
between the last 2 E’s, or after the last E.
Total no. of ways = 5!  4 = 480.

9i) Method 1: Teaching Point:

~ N(2.5, ) Students have a choice of either solving
P(> 2.53) = 0.0668 algebraically (Method 1) or listing out the
P(< 2.53) = 0.9332 probabilities and searching for the answer
P( Z < ) = 0.9332 (Method 2). It is individual preference.
0.3= 1.500056
n = 25

Method 2:

14
(ii) Let M, S = thickness of a mechanics and
statistics textbook respectively.

M1 +... + M21 + S1 +...+ S24 Hint to students:

~ N(212.5 + 242, 210.12 + 240.082)
= N(100.5, 0.3636)
P(M1 +... + M21 + S1 +...+ S24  100)
= 0.203
There is no need to square 21 and 24
when computing variance since we are
dealing with sums of normal variables.

(iii) S1 +...+ S4 – 3M Hint to students:

~ N(42 – 32.5, 40.082 + 320.12) Students need to square 3 when
= N(0.5, 0.1156) computing variance since we are dealing
with the multiple of a normal variable.
P(S1 +...+ S4 < 3M)
= P(S1 +...+ S4 – 3M < 0)
= 0.0707

(iv) We assume that the thicknesses of

mechanics and statistics textbooks are
independent.

10i) Unbiased estimate of the mean Teaching Point:

== = 9.6 The formula for the unbiased estimate of
Unbiased estimate of the variance the variance is found in MF15. There is
= s2 = (835.92 – ) = 0.81 no need for students to memorise it.

(ii) We assume that the distribution of the

mass of sugar in a packet is normal.
H0 :  = 10
H1 :   10

Under H0 , T = ~ t(8)

15
Since p–value = 0.219 > 0.05, we do not reject
H0 . There is insufficient evidence at the 5%
level to say that the mean mass of sugar in a
packet is not 10 grams.
The Central Limit Theorem does not apply in
this case since the sample size 9 is small.

(iii) We would carry out a Z–test instead.

11i) Two assumptions are:

 the colours of the n cars are independent of
one another.
 the probability of a car being red is constant.

(ii) R ~ B(20, 0.15) Hint to students:

P(4  R < 8) Students have to be careful here since
= P(R  7) – P(R  3) P(R < 8) = P(R  7) and they have to
= 0.346 subtract P(R  3) instead of P(R  4).

(iii) Since n = 240 is large, np = 72 > 5, nq = Hint to students:

168 > 5, R ~ N(72, 50.4) approximately. Some students mix up the use of nq and
P(R < 60) npq.
= P(R < 59.5) (continuity correction) Also it is common for students to forget
 0.0391 to do continuity correction.

(iv) Since n = 240 > 50, np = 4.8 < 5, R ~

Po(4.8) approximately.
The Poisson approximation is appropriate in this
case since mean = 4.8  4.704 = variance.
P(R = 3)  0.1517 to 4 decimal places.

(v) P(R = 0 or 1)
= P(R = 0) + P(R = 1)
= (1 – p)20 + 20p(1 – p)19 = 0.2
 (1 – p)20 + 20p(1 – p)19 – 0.2 = 0
Method 1:

16
From GC, p = 0.142.

Method 2:

From GC, p = 0.142.

Method 3:

17
From GC, p = 0.142.

18