_______________________

Name:
_
B8: Inverse functions (A-
level only) _______________________
Class:
_

_______________________
Date:
_

Time: 216 min.

Marks: 180 marks

Comments:

Page 1 of 42
Q1.
The function f is defined by

f (x) = 4 + 3−x , x ∈ ℝ

(a) Using set notation, state the range of f

(2)

(b) The inverse of f is f−1

(i) Using set notation, state the domain of f−1

(1)

(ii) Find an expression for f−1(x)

(3)

(c) The function g is defined by

, (x ∈ ℝ : x > 0)

(i) Find an expression for gf(x)

(1)

(ii) Solve the equation gf(x) = 2, giving your answer in an exact form.
(3)
(Total 10 marks)

Q2.
The function f is defined by

f(x) = , for real values of x, where x ≤ 0

(a) State the range of f.

(2)

(b) The inverse of f is f −1.

(i) Write down the domain of f −1.

(1)

(ii) Find an expression for f −1(x).

(3)

(c) The function g is defined by

g(x) = ln |3x − 1|, for real values of x, where x ≠

The curve with equation y = g(x) is sketched below.

Page 2 of 42
 (i) The curve y = g(x) intersects the x-axis at the origin and at the point P.

Find the x-coordinate of P.

(2)

(ii) State whether the function g has an inverse. Give a reason for your answer.
(1)

(iii) Show that gf(x) = ln |x2 − k|, stating the value of the constant k.
(2)

(iv) Solve the equation gf(x)= 0.

(4)
(Total 15 marks)

Q3.
The curve with equation y = f(x), where f(x) = ln(2x − 3), x > , is sketched below.

(a) The inverse of f is f −1.

(i) Find f −1(x).

(3)

(ii) State the range of f −1.

(1)

(iii) Sketch, on the axes given on the opposite page, the curve with equation y = f
(x), indicating the value of the y-coordinate of the point where the curve
−1

Page 3 of 42
 intersects the y-axis.

(2)

(b) The function g is defined by

g(x)= e2x − 4, for all real values of x

(i) Find gf(x), giving your answer in the form (ax − b)2 − c, where a, b and c are
integers.
(3)

(ii) Write down an expression for fg(x), and hence find the exact solution of the
equation fg(x) = ln 5.
(3)
(Total 12 marks)

Q4.

The curve with equation y = is sketched below for 1 ≤ x ≤ 16.

Page 4 of 42
 The function f is defined by f(x) = for 1 ≤ x ≤ 16.

(a) Find the range of f.

(2)

(b) The inverse of f is f −1

.

(i) Find f −1(x).

(3)

(ii) Solve the equation f − 1(x) = 1.

(2)

(c) The function g is defined by g(x) = x 2 for −4 ≤ x ≤ −1.

(i) Write down an expression for fg(x).

(1)

(ii) Solve the equation fg(x) = 1.

(3)
(Total 11 marks)

Q5.
The functions f and g are defined with their respective domains by

f (x) = , for x ≥ 2.5

g(x) = , for real values of x, x≠0

(a) State the range of f.

(2)

(b) (i) Find fg(x).

(1)

(ii) Solve the equation fg(x)= 5.

(2)

Page 5 of 42
 (c) The inverse of f is f −1.

(i) Find f −1(x).

(3)

(ii) Solve the equation f −1(x) = 7.

(2)
(Total 10 marks)

Q6.
The functions f and g are defined with their respective domains by

, for 0 ≤ x ≤ 2π

g(x) = │x│, for all real values of x

(a) Find the range of f.

(2)

(b) The inverse of f is f–1.

(i) Find f–1(x).

(3)

(ii) Solve the equation f–1(x) = 1, giving your answer in an exact form.
(2)

(c) (i) Write down an expression for gf (x).

(1)

(ii) Sketch the graph of y = gf(x) for 0 ≤ x ≤ 2π.

(3)

(d) Describe a sequence of two geometrical transformations that maps the graph of

y = cos x onto the graph of .

(3)
(Total 14 marks)

Q7.
The functions f and g are defined with their respective domains by

f(x) = x2 for all real values of x

for real values of x, x ≠ –0.5

(a) Explain why f does not have an inverse.

(1)

Page 6 of 42
 (b) The inverse of g is g–1. Find g–1(x).
(3)

(c) State the range of g–1.

(1)

(d) Solve the equation fg(x) = g(x).

(3)
(Total 8 marks)

Q8.
The functions f and g are defined with their respective domains by

f(x)= e2x – 3, for all real values of x

for real values of x, x ≠

(a) Find the range of f.

(2)

(b) The inverse of f is f –1.

(i) Find f –1(x).

(3)

(ii) Solve the equation f –1(x) = 0.

(2)

(c) (i) Find an expression for gf(x).

(1)

(ii) Solve the equation gf(x) = 1, giving your answer in an exact form.
(3)
(Total 11 marks)

Q9.

(a) Find when:

(i) y = ln (5x – 2);

(2)

(ii) y = sin 2x.

(2)

(b) The functions f and g are defined with their respective domains by

f(x) = ln(5x – 2), for real values of x such that

Page 7 of 42
 g(x) = sin 2x, for real values of x in the interval

(i) Find the range of f.

(2)

(ii) Find an expression for gf(x).

(1)

(iii) Solve the equation gf(x) = 0.

(3)

(iv) The inverse of g is g–1. Find g–1(x).

(2)
(Total 12 marks)

Q10.
The functions f and g are defined with their respective domains by

f(x) = 2 – x4 for all real values of x

for real values of x, x ≠ 4

(a) State the range of f.

(2)

(b) Explain why the function f does not have an inverse.

(1)

(c) (i) Write down an expression for fg(x).

(1)

(ii) Solve the equation fg(x) = –14.

(3)
(Total 7 marks)

Q11.
The functions f and g are defined with their respective domains by

f(x) = , for real values of x, x ≥ –2.5

g(x) = , for real values of x, x ≠ –0.25

(a) Find the range of f.

(2)

(b) The inverse of f is f–1.

Page 8 of 42
 (i) Find f–1(x).
(3)

(ii) State the domain of f–1.

(1)

(c) The composite function fg is denoted by h.

(i) Find an expression for h(x).

(1)

(ii) Solve the equation h(x) = 3.

(3)
(Total 10 marks)

Q12.
The functions f and g are defined with their respective domains by

f(x) = x3, for all real values of x

g(x) = , for real values of x, x ≠ 3

(a) State the range of f.

(1)

(b) (i) Find fg(x).

(1)

(ii) Solve the equation fg(x) = 64.

(3)

(c) (i) The inverse of g is g–1. Find g–1(x).

(3)

(ii) State the range of g–1.

(1)
(Total 9 marks)

Q13.
The functions f and g are defined with their respective domains by

f(x) = x2, for all real values of x

g(x) = , for real values of x, x

(a) State the range of f.

(1)

(b) (i) The inverse of g is g–1. Find g–1(x).

Page 9 of 42
 (3)

(ii) State the range of g–1.

(1)

(c) Solve the equation fg(x) = 9.

(3)
(Total 8 marks)

Q14.
The functions f and g are defined with their respective domains by

f(x) = 3 – x2, for all real values of x

for real values of x, x ≠ –1

(a) Find the range of f.

(2)

(b) The inverse of g is g–1.

(i) Find g–1(x).

(3)

(ii) State the range of g–1.

(1)

(c) The composite function gf is denoted by h.

(i) Find h(x), simplifying your answer.

(2)

(ii) State the greatest possible domain of h.

(1)
(Total 9 marks)

Q15.
The functions f and g are defined with their respective domains by

(a) State the range of f.

(2)

(b) (i) Find fg(x).

(1)

(ii) Solve the equation fg(x) = 1.

Page 10 of 42
 (3)

(c) The inverse of f is f –1. Find f –1 (x).

(3)
(Total 9 marks)

Q16.
The functions f and g are defined with their respective domains by

f(x) = x2 for all real values of x

g(x) = for real values of x, x ≠ –2

(a) State the range of f.

(1)

(b) (i) Find fg(x).

(1)

(ii) Solve the equation fg(x) = 4.

(4)

(c) (i) Explain why the function f does not have an inverse.
(1)

(ii) The inverse of g is g–1. Find g–1(x).

(3)
(Total 10 marks)

Q17.
A function f is defined by f(x) = 2e3x – 1 for all real values of x .

(a) Find the range of f.

(2)

(b) Show that f–1 (x) = 1n .

(3)

(c) Find the gradient of the curve y = f–1(x) when x = 0.

(4)
(Total 9 marks)

Q18.
The functions f and g are defined with their respective domains by

f(x) = x – 2 for all real values of x

Page 11 of 42
 g(x) = for all real values of x, x ≠ –3

The composite function fg is denoted by h.

(a) Find h(x).

(2)

(b) (i) Find h (x), where h is the inverse of h.

–1 –1

(3)

(ii) Find the range of h–1.

(1)
(Total 6 marks)

Page 12 of 42
Mark schemes

Q1.

Marking Instructions AO Marks Typical Solution

(a) Makes a deduction about AO2.2a B1

the lower bound of the
function (4)

Correctly states the range AO2.5 B1 The range of f is the set

of f using set notation {y ∈ ℝ : y > 4}

(b) States correctly the set AO1.2 B1F {y ∈ ℝ : y > 4}

(i) they gave in part (a)

(ii) Interchanges x and y at AO1.1a M1 y = 4 + 3−x

any stage
x = 4 + 3−y
Rearranges and takes logs AO1.1a M1 3−y = x − 4

−y = log3(x − 4

Obtains correct expression AO1.1b A1 f−1(x) = −log3(x − 4)

from completely correct
working for f−1(x), notation
correct throughout

(c) Obtains gf(x) AO1.1b B1 gf(x) = g(4 + 3−x)

(i)
= 5 − (4 + 3−x)0.5

(ii) Forms equation and AO1.1a M1 5 − (4 + 3−x)0.5 = 2

rearranges using ‘their’
gf(x) = 2 (4 + 3−x) = 9
Correctly rearranges to get AO1.1b A1F 3−x = 5
a single exponential term
where logs can be taken. x = −log35
(Follow through provided
‘their’ equation requires
the use of logs.)

Obtains correct solution AO1.1b A1

Total 10 marks

Q2.

(a) f(x) > − , f ≥ − , range ≥ −

M1

Page 13 of 42
 f(x) ≥ −

A1
2

(b) (i) x≥−

correct or FT from (a)

B1F
1

(ii) x2 = 3y + 4

x = (±)
M1

(f−1 (x) =)(−)

M1
either order − M1 for correctly changing the subject
or reversing operations; M1 for replacing y with x

(f−1 (x) =)−

(dependent on both M1 marks) correct sign

A1
3

(c) (i) 3x − 1 = 1
Or 3x − 1 = e° or 3x − 1 = ±1

M1

OE

CAO, NMS OE scores 2/2

A1
2

(ii) g has NO inverse

must indicate no inverse

because two values of x map to one value (of y) or it is

many-one or it is not one-one or ‘it is two-one’
with valid reason; do not accept contradictory reasons

B1
1

Page 14 of 42
 (iii)

M1

NMS scores 0 / 2, condone k = − 5 after correct

expression seen

A1
2

(iv) =0

=1

x2 − 5 = 1 (or −1 or e° or −e° seen)

x2 − k = 1 etc, for candidate’s positive integer, k
M1

x2 = 6, 4 or candidate’s k + 1 or k − 1

x= ,2
exact values PI by correct answers

A1F

x=− , −2

A1F

(x ≤ 0 ⇒) x = − , −2
CAO, rejecting the positive

A1
4
[15]

Q3.
Either order:
M1 for antilog
M1 for replacing f(x) or y
with x

M1
M1

(fx

(x) = )
−1
(ex + 3) OE

Page 15 of 42
 Correct expression in x

A1
3

(ii) f−1(x) >

Do not condone f −1(x) ≥ , y> , x>

range > , f −1 >

B1
1

(iii)

Correct shape crossing y-axis and above x-axis

M1
2 marked on the y-axis

A1
2

(b) (i) (gf(x) = ) e2ln(2x−3) − 4

Correct composition

M1

= eln(2x − 3)2 − 4
PI by correct expression

m1

= (2x − 3)2 − 4

A1
3

(ii) (fg(x) =) ln(2(e2x − 4) − 3)

OE correct composition

M1

ln(2e2x − 11) = ln 5

2e2x − 11 = 5 OE

Page 16 of 42
 Correct antilog of correct equation

A1

e2x = 8

2x = ln 8

x= ln 8

OE exact solution, e.g.

A1
3
[12]

Q4.
(a)
f(1) =
21
f(16) =
1
sight of 1 and 21

M1

1 ≤ f(x) ≤ 21
allow f(x) replaced by f, y

A1
2

(b) (i) y=

x=
M1

x(4y − 1) = 63 or better
reverse x, y

one correct
Either order
step

M1

f −1(x) = OE
condone y =

A1
3

Page 17 of 42
 (ii) =1

+ 1 = 4, or better
one correct step from their (b)(i) = 1, or x = f(1)

M1

(x =) 21
note: 21 scores 2 / 2

A1
2

(c) (i) (fg(x) =)

B1
1

(ii) =1

4x2 −1 = 63 or better
one correct step from their (c)(i) = 1

M1

x2 = 16 OE
eg (2x + 8)(2x − 8) = 0, or x = ± 4

A1

x = −4 ONLY
A1
3
[11]

Q5.
(a) f(x) ≥ 0
f(x) > 0, f ≥ 0, x ≥ 0, y > 0, range ≥ 0

M1
Condone y ≥ 0

A1
2

(b) (i)

Page 18 of 42
 OE
No ISW

B1
1

(ii)

= 52 + 5
Correctly squaring their fg(x) and correctly isolating
their x term

M1

x=
No ISW

A1
2

(c) (i) y=
Swap x and y
Correctly
squaring either order

M1
M1

(f −1 (x) =)

A1
3

(ii) x2 = 9 or if or 3 seen
Candidate must have scored full marks in (c)(i)
(ie no follow through)

M1

x = 3 and x = −3 rejected
Must see both

A1
2
[10]

Q6.
(a) –3 ≤ f (x) ≤ 3

Page 19 of 42
 –3 ≤ x ≤ 3, –3 < f (x) < 3
–3 < f < 3, –3 < y < 3
–3 ≤ f < 3, –3 < f ≤ 3

M1
Allow –3 ≤ y ≤ 3, –3 ≤ f ≤ 3

A1
2

(b) (i)

M1

M1

A1
3

(ii)
If incorrect in (b)(i) BUT answer in form
p cos−1 (qx) (condone p, q = 1)

M1

Page 20 of 42
 A1
2

(c) (i)

B1
1

(ii)

Modulus graph in 1st quadrant, starting from

a +ve y–intercept, at least 2 continuous parts,
first descending, then second increasing
IGNORE CURVE OUTSIDE RANGE

M1
Correct curvature, curves reaching x–axis,
condone multiple curves (no turning points at axis)

A1
Approximately symmetrical graph with 3, π, 2π
indicated (must have scored previous 2 marks)

Condone also drawn but clearly

identified, otherwise M0

A1
3

(d) STRETCH + direction

Either in x-direction or y-direction

M1

s.f. 3, parallel to y-axis

A1

s.f. 2, parallel to x-axis

Either order

A1
3

Page 21 of 42
 [14]

Q7.
(a) [f(x)] not 1 – 1
OE

E1
1

(b)

M1

M1

A1
3

(c) [g–1 (x) ] ≠ –0.5

sight of ≠ –0.5 OE

B1
1

(d)

sight of

B1

(2x + 1) = (2x + 1)2

or 2x + 1 = 4x2 + 4x + 1

Page 22 of 42
 or

or 2x + 1 = 1
one correct step, must be one of these four lines

M1

x=0
CSO

A1
3
[8]

Q8.
(a) f(x) > –3
‘> – 3’, ‘x > – 3’ or ‘f(x) ≥ –3’

M1
Allow y > – 3

A1
2

(b) (i) y = e2x – 3

y + 3 = e 2x
In (y + 3) = 2x
swap x and y

M1
attempt to isolate: In(y ± A) = Bx or
reverse

M1

(f–1(x)) = In(x + 3)
OE with no further incorrect working
Condone y = …..

A1

Alternative
x →×2→e→–3
÷ 2 ← In ← + 3 ← x
(M1) (M1)

(A1)

Page 23 of 42
 3

(ii) x+3=1
for putting their p (x) = 1 from
k ln (p(x)) in their part (b)(i)
M1

x = –2
CSO
SC: B2 x = –2 with no working, if full
marks gained in part (b)(i)

A1
2

(c) (i) either OE

substituting f into g
ISW

B1
1

(ii)
1 = 3e2x – 5 OE
Correct removal of their fraction

M1

e2x = 2
2x = ln 2

Correct use of logs leading to kx = In

m1

x= ln 2
CSO No ISW except for numerical evaluation

A1
3
[11]

Q9.
(a) (i) y = In(5x – 2)

Page 24 of 42
 M1

No ISW, eg (M1A0)

A1
2

(ii) y = sin 2x

A1
2
k cos 2x
M1

(b) (i) f(x) ≥ In 0.5 or f(x) ≥ –In 2

M1A1
2

(ii) (gf(x) =) sin [2 In (5x – 2)]

or (gf(x) =) sin In (5x – 2)2

Condone
sin 2 In (5x – 2) or sin 2 (In (5x – 2))
but not sin 2 (In 5x – 2) or sin 2 In 5x – 2

B1
1

(iii) gf(x) = 0
sin[2 In(5x – 2)] = 0
2 In(5x – 2) = 0
Correct first step from their (b)(ii)

M1

5x – 2 = 1
Their f(x) = 1 from k In (f(x)) = 0

m1

Page 25 of 42
 Withhold if clear error seen other than
omission of brackets

A1
3

(iv) x = sin 2y
sin–1 x = 2y (or sin–1 y = 2x)
Correct equation involving sin–1
M1

(g–1(x) =) sin–1 x

A1
2
[12]

Q10.
(a) f(x) ≤ 2, f ≤ 2, y≤2

B2
2

(b) f(x) is not one to one

Allow many to one or numerical example

E1
1

(c) (i) fg(x) = 2 –

B1
1

(ii)

Correct handling of fourth root

Must have ±

M1

Page 26 of 42
 Correct handling of reciprocal

M1

A1
3
[7]

Q11.
(a) f(x) ≥ 0
For ≥ 0, f(x) > 0

M1
Correct; allow y ≥ 0, f ≥ 0

A1
2

(b) (i)

x y
M1

x2 = 2y + 5
Attempt to isolate, squaring first

M1

condone (y =)

A1
3

(ii) x≥0
ft their (a), but must be x

B1F
1

(c) (i)

B1
1

Page 27 of 42
 (ii)

one correct step from (c) (i), squaring

M1

A1

CSO

A1
3
[10]

Q12.
(a) all (real) values
No x in answer, unless f(x)

B1
1

(b) (i) fg(x) =

ISW

B1
1

(ii)

M1

Invert

Page 28 of 42
 M1

A1
3

(c) (i)

Swap x and y

M1

x(y – 3) = 1
xy – 3y = 1
attempt to isolate

M1

A1
3

(ii) (real values) (g–1(x)) ≠ 3

B1
1
[9]

Q13.
(a) f(x) ≥ 0
allow f ≥ 0, y ≥ 0, ≥ 0

B1
1

(b) (i)

swap x and y

M1

x(2y – 3) = 1
2xy – 3x = 1

Page 29 of 42
 2xy = 1 + 3x
attempt to isolate

M1

o.e.
w.n.f.e

A1

Alternative:
x → ×2 → –3 → divide into 1 → y

M1
3

(ii)

B1
1

(c)

B1

2x – 3 =
square root and invert (condone missing ±)
alternative: attempt to solve a quadratic that
comes from

M1

A1
3
[8]

Page 30 of 42
Q14.
(a) f(x) ≤ 3
M1 for f < 3, x ≤ 3
Condone y, f, range

M1A1
2

(b) (i)

Attempt to obtain x as a function of y or

y as a function of x
M1

x ↔ y at any stage
M1

Any correct form

A1
3

(ii) (g–1 (x)) ≠ –1

B1
1

(c) (i)

M1

A1
2

(ii) (x R), x ≠ +2, x ≠ –2

Condone omit ‘x is real’ Allow x2 ≠ 4

B1
1

Page 31 of 42
 [9]

Q15.
(a) f(x) ≥ 0 allow y ≥ 0
> 0 or f ≥ 0 or ≥ 0

M1

A1
2

(b) (i)

B1
1

(ii)
squaring their (b)(i) in an equation

M1

=3 OE

A1

CSO

A1
3

(c)

y2 = x – 2
attempt to isolate; condone 1 slip

M1

x2 = y – 2
reverse x y
M1

y = x2 + 2
A1
3
[9]

Page 32 of 42
Q16.
(a) (Range of f) ≥ 0

B1
1

(b) (i) fg(x) =

OE
Maybe in part (ii)

B1
1

(ii) =4

(x + 2)2 =
Or 4(x + 2)2 = 1

M1

x + 2 = (±)
(2x + 5)(2x + 3) = 0

M1

x=− ,−

A1A1
4

(c) (i) Not one to one

OE

E1
1

(ii) x=
x y
M1

y+2=
Attempt to isolate

M1

Page 33 of 42
 y= −2

A1
3
[10]

Q17.
(a) −1
Range: (or )
for −1 only

M1
exactly correct

A1
2

(b)

M1

attempt to isolate

M1

all correct with no error AG (be convinced)

A1
3

(c)

for differentiation of ln;

M1

for

A1
all correct

Page 34 of 42
 A1

x=0

CSO

A1
4

Alternative

M1A1

f′−1(x) =

A1

f′−1(0) =
CSO

A1
[9]

Q18.

(a) fg = h = –2
correct order

M1

A1
2

(b) (i) x=
xy + 3x = –2y
y (x + 2) = –3x
attempt to isolate x or y

M1

h–1 (x) = y =

Page 35 of 42
 x y
Or:

y= –2

y+2=

x+3=

x= –3

h–1 (x) = –3

M1A1
3

(ii) (Range) ≠ –3

B1
1
[6]

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Examiner reports

Q2.

In part (a), the full algebraic expression f(x) ≥ – was expected here. But the most

common error was the reversal of the inequality, with f(x) ≤ – seen on many scripts.

In part (b)(i), most students followed through their value from part (a), although many lost
the mark for incorrect notation by using f(x) rather than x . Some students failed to see the
relationship between the answers to parts (a) and (b)(i) and wrote down inequalities such
as x ≥ 0 or x ≤ 0 .

In part (b)(ii), almost all students were able earn 2 marks by reversing the operations
correctly and replacing y with x . But even the strongest students had difficulty gaining full
marks by giving the answer – . There were some students who interpreted the

inverse function to mean .

Part (c)(i) was answered very well. However, some students who reached the equation 3x

= 2 gave the solution as x = . Other errors seen were 3x – 1 = 0 and 3x – 1 = e .

In part (c)(ii), most students gained both marks. However, some students wrote “No”
without an adequate reason; they needed to say “because it is not one to one” or
“because it is many to one”. Statements about there being a modulus or a ln or an
asymptote were not relevant.

Part (c)(iii) was generally answered well. A small number of students made errors in
cancelling or in adding –4 and –1. Very few students attempted to find fg(x) rather than gf
(x) .

Part (c)(iv) was very poorly answered. Most students only earned the method mark for
writing x2 – 5 = 1. The students who considered x2 – 5 = –1 usually gained the first
accuracy mark. Very few students gave all four roots and a fully correct solution by
rejecting the positive roots.

Q3.
This question was tackled well with many students gaining 11 marks. It was good to see a
better understanding of the connection between the exponential and logarithmic functions
than in previous series.

(a) (i) This part was well answered with many fully correct responses. The great
majority of the students gained the mark for swapping x and y; most students
did so at the start. Marks were lost by a small number of students because
they could not change logarithm to exponential form.

(ii) To earn the mark it was essential to give f -1(x) > , but many used x or y or f -1
or range or ≥ and these were not acceptable.

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 (iii) The correct graph was usually seen and many students gained full marks.
However, some students allowed the gradient in the second quadrant to
become negative, some had the wrong intercept and some had the graph in
completely the wrong place, failing to recognise they needed to reflect in the
line y = x.

(b) (i) The correct composition was usually applied and many students went straight
to the answer. There were some students who had difficulty with manipulating
e2ln (2x – 3) to eln(2x – 3)2.

(ii) Most students chose the correct composition and gained the method mark.
Although many students went on to complete the question correctly, handling
of the logarithms proved beyond many and ln( 2e2x – 11) was often changed
into 4x – 11. Necessary brackets were often omitted.

Q4.
In part (a), there were many fully correct answers, but often the accuracy mark was lost
for two separate sets not connected. Some candidates gave their answers as strict
inequalities, and some gave their answers as x instead of f(x ) and a few gave the range
to be 21 – 1 = 20. However many weaker candidates did not know how to tackle this part
at all.

In part (b)(i), it was good to see that most got a correct expression, although a few
candidates

wrote . Some candidates made a sign error, getting –1 instead of +1. It

was good to see that hardly anyone left their expression in terms of y or took the function

to be .

Part (b)(ii) was very well answered with most candidates obtaining both marks. Those
candidates who had made an error in part (b)(i) were usually able to obtain the method
mark for a correct step.

Part (c)(i) was, again, mostly well done with just a few having .

In part (c)(ii), very few candidates, even the most able, gained full marks. Most candidates
gained the first two marks by equating to 1 and obtaining an equivalent expression to x2 =
16, but most then offered the two solutions +4 and –4 and failed to state that the only
possible solution was –4, thus taking no account of the domain for g.

Q5.
Although this question was well answered very few students scored full marks. The
majority of students scored full marks in parts (a) and (b), although there was a common

mistake in part (b) of = 25 – 5. Even the better students failed to obtain both marks in
part (c)(ii), with few scripts giving a justification of why there was only one solution and
rejecting x = –3.

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Q6.
This question was generally answered very well and full marks were often seen.

In part (a) many correct answers with correct notation were seen but there were many
cases of 3 ≤ f(x) ≤ –3 also seen. Where candidates lost a mark it was usually for poor
notation.

In part (b)(i) most candidates earned the method mark for swapping x and y but the
confused

many when trying to obtain cos–1 , with cos –1 and cos–1 being common errors.

In (b)(ii) having the correct inverse function generally led to the correct answer here;
unfortunately repeating incorrect algebra for part (b)(i) sometimes gave the ‘right’ answer,
but obviously without reward.

Part (c)(i) was very well answered.

In part (c)(ii) most candidates achieved the method mark by drawing at least two
continuous parts. Unfortunately many lost the final mark, as drawing multiple curves was a
common error, as was labelling the x-axis incorrectly.

Part (d) was well done; a few candidates had or as the scale factor and a handful
introduced another wrong transformation.

Q7.
In part (a) candidates should be advised to answer this question as “not 1 to 1”. For those
who chose this phrasing, it was not always clear whether they were referring to f or its
inverse when they said that it was “many to one” or perhaps “one to many”. There were
many imprecise statements about square roots.

Part (b) was generally well done with only the odd algebraic error. However those who
failed to swap x and y at the end were penalised, and those who did this as a first step
tended to score better.

In part (c) too often the negative sign was omitted.

In (d) it was good to see fg(x) almost always correct. Many correct approaches also
gave x = as an answer. Equating and then trying to square root both sides, or taking
both terms to the same side seldom proved fruitful. A few took (2x + 1)² as 4x² + 1 which
was disappointing at this level, and 2x² + 4x + 1 was also quite common.

Q8.
Considerably less than half the candidates gained 2 marks in part (a); f(x) > –2 was
common, as was f(x) > 3.

Part (b)(i) was generally well answered with many fully correct responses seen. The
majority of candidates earned the mark for swapping x and y. Marks were lost in the
attempt to isolate x or y because many candidates could not cope with changing e2x = y +

Page 39 of 42
 3 into 2x = ln (y + 3), the most common error being ln y + ln 3.

In part (b)(ii), the majority of candidates who had been successful in part (b)(i) and knew
that e0 = 1 went on to earn both marks. There did, however, seem to be a significant
number of candidates who did not know that e0 = 1.

Part (c)(i) was well answered by most candidates.

Part (c)(ii) was reasonably well answered by the majority of candidates, with many earning
full marks. Candidates who had trouble with e2x in part (b)(i) also had the same problems
in this part.

Q9.
(a) (i) The first part of this question was reasonably answered with many candidates
obtaining both marks. Where candidates obtained 1 mark it was because
many ended up with the answer 1/(5x – 2).

(ii) Again this part was very well answered with candidates obtaining both marks.
The majority of candidates arrived at Kcos 2x but K = –2 was a common error.

(b) (i) This part was not answered very well. Many candidates lost a mark through
using –0.693 instead of ln ( ) and f(x) ≥ 0 was a common response.

(ii) Most candidates were able to do this part with the correct answers often seen.
The main error was the omission of brackets around 5x – 2 obtaining sin2(ln5x
– 2). The expression for fg(x) was also often seen.

(iii) For those candidates with a correct starting expression many went on to get
full marks. Those candidates who used sin ln (5x – 2)² often lost an accuracy
mark for not rejecting one of their answers. Most candidates obtained the first
method mark for making the correct initial step for their expression.

(iv) This was usually well done but there were common errors of dividing by sin2
obtaining y/sin2 = x or even y/sin = 2x and y/2 = sinx

Q10.
Part (a) was reasonably well answered although many candidates again lost a mark
through poor notation.

In part (b), candidates usually gave a correct response that f(x) was a many–one
relationship or that it was not a one-to-one relationship. Few numerical examples were
seen and there were many responses which simply stated it was because it was x4.

Part (c)(i) was usually correctly answered, with the majority of candidates evaluating fg(x)
in the correct order. Surprisingly few totally correct responses to part (c)(ii) were seen,
with the majority of incorrect results coming from candidates not realising that (x – 4)4 = ...
had both a positive and a negative solution. Consequently, those candidates who were
able to invert correctly often only obtained one solution.

Q11.
Part (a) was not very well answered by the majority of candidates. Errors occurred due to

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 poor notation.

Part (b)(i) was very well answered, with most candidates achieving full marks.

Part (b)(ii), like part (a), was not very well answered, with poor notation.

Part (c)(i) was well answered, although candidates often spoiled their work with incorrect
subsequent working which was then penalised in the next part.

Many totally correct responses were seen in part (c)(ii) and those candidates who worked
with an incorrect h(x) often achieved the method mark for squaring. A common error was
to substitute x = 3 into h(x).

Q12.
Part (a) was not very well answered with many candidates putting x = R. “x > 0” was also
common.

Part (b)(i) was very well answered.

Part (b)(ii) was answered well by the majority of candidates. Errors were made by those
candidates who produced further working in part (b)(i), and hence tried to work with

expressions such as . Other common incorrect responses were seen, such as x =

7 through mishandling of the 3.

Part (c)(i) was very well answered by the majority of candidates, although was a
common incorrect response, which lost the accuracy mark.

Part (c)(ii) was quite well answered with many correct solutions seen. Common incorrect
responses were f(x) ≠ 0 and f(x) ≠ –3.

Q13.
Part(a) was fairly well answered but, for many candidates, putting x = □ and x ≥ 0 was
also common.

Part (b)(i) was very well answered. Most candidates at least obtained the 2 method marks
but several lost the accuracy mark for an incorrect sign in the numerator. A few candidates
tried using a flow chart but these were generally unsuccessful. Part (b)(ii) was answered
well by the majority of candidates. Common errors were responses of 0 or 2/3.

Part (c) was not very well answered by the majority of candidates, although most gained
part marks. Many candidates only gave the result from the positive square root of 9 or 1/9.
Those candidates who formed a quadratic and solved it were far more successful in
obtaining both results for the final accuracy mark.

Q14.
Parts (a), (b)(ii) and (c)(ii) proved to be beyond the capability of most candidates.
Candidates with correct values tended to struggle with the appropriate notation. In part (c)
(i) the majority of candidates found gf, with very few finding fg, however many candidates
lost marks for trying unsuccessfully to simplify their answers. There was a poor response
to the final part of the question, with being rarely seen.

Page 41 of 42
Q15.
Part (a) was the least successful part of this question. A common incorrect answer was
f(x) ≥ 2; other errors often involved poor notation. Many totally correct responses were
also seen.

The majority of candidates answered part (b)(i) correctly. The main error seen was

. Part (b)(ii) was very well answered by the majority of candidates.

Candidates who made errors in part (b)(i) were able to achieve at least the method mark.
Part (c) was very well answered by the majority of the candidates.

Q16.
(a) Well answered by the majority of candidates. The most common response by far
was x ≥ 0 which was not penalised on this occasion.

(b) Many candidates obtained full marks. However, a large number of candidates only
found one solution because when they took the square root they neglected the
negative answer.

(c) This was reasonably well answered although some candidates failed to articulate
their answer satisfactorily. Part (ii) was very well answered by the majority of
candidates although some lost the final accuracy mark as they ended up with y =
1/x + 2.

Q17.
Part (a) This was very poorly answered by the majority of candidates. Range is a topic
that is not very well understood by candidates.

Part (b) This was reasonably well answered. Errors occurred where candidates, on
interchanging x and y, tried to work with x = 2e3x – 1.

Part (c) This was poorly answered by most of the candidates. Many candidates obtained
the correct differentiation of the ln function but lost marks because they omitted to multiply
by 1/2. This resulted in the very common incorrect answer of 2/3.

Q18.
Part (a) was reasonably well answered although some scripts showed evidence of poor
algebraic skills when trying to tidy up the expression. Candidates could still score marks
on this part even with an incorrect answer to the previous part. Scripts indicated that the
basic method was understood although the algebraic skills left a lot to be desired; only a
small number of candidates were able to correctly answer the final part.

Page 42 of 42