Professional Documents
Culture Documents
Name:
_
Composite functions (A-
level only) _______________________
Class:
_
_______________________
Date:
_
Comments:
Page 1 of 40
Q1.
The function f is defined by
f (x) = 4 + 3−x , x ∈ ℝ
(1)
, (x ∈ ℝ : x > 0)
(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
Page 2 of 40
(i) The curve y = g(x) intersects the x-axis at the origin and at the point P.
(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)
Q3.
The curve with equation y = f(x), where f(x) = ln(2x − 3), x > , is sketched below.
(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 40
intersects the y-axis.
(2)
(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.
Page 4 of 40
The function f is defined by f(x) = for 1 ≤ x ≤ 16.
Q5.
The functions f and g are defined with their respective domains by
Page 5 of 40
(c) The inverse of f is f −1.
Q6.
The functions f and g are defined with their respective domains by
, for 0 ≤ x ≤ 2π
(ii) Solve the equation f–1(x) = 1, giving your answer in an exact form.
(2)
(d) Describe a sequence of two geometrical transformations that maps the graph of
Q7.
The functions f and g are defined with their respective domains by
Page 6 of 40
(b) The inverse of g is g–1. Find g–1(x).
(3)
Q8.
The functions f and g are defined with their respective domains by
(ii) Solve the equation gf(x) = 1, giving your answer in an exact form.
(3)
(Total 11 marks)
Q9.
(b) The functions f and g are defined with their respective domains by
Page 7 of 40
g(x) = sin 2x, for real values of x in the interval
Q10.
The functions f and g are defined with their respective domains by
Q11.
The functions f and g are defined with their respective domains by
Page 8 of 40
(i) Find f–1(x).
(3)
Q12.
The functions f and g are defined with their respective domains by
Q13.
The functions f and g are defined with their respective domains by
Page 9 of 40
(3)
Q14.
The functions f and g are defined with their respective domains by
Q15.
The functions f and g are defined with their respective domains by
Page 10 of 40
(3)
Q16.
The functions f and g are defined with their respective domains by
(c) (i) Explain why the function f does not have an inverse.
(1)
Q17.
The functions f and g are defined with their respective domains by
(3)
Page 11 of 40
Mark schemes
Q1.
−y = log3(x − 4
Total 10 marks
Q2.
M1
Page 12 of 40
f(x) ≥ −
A1
2
B1F
1
(ii) x2 = 3y + 4
x = (±)
M1
M1
either order − M1 for correctly changing the subject
or reversing operations; M1 for replacing y with x
A1
3
(c) (i) 3x − 1 = 1
Or 3x − 1 = e° or 3x − 1 = ±1
M1
OE
A1
2
B1
1
Page 13 of 40
(iii)
M1
A1
2
(iv) =0
=1
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 14 of 40
Correct expression in x
A1
3
B1
1
(iii)
M1
2 marked on the y-axis
A1
2
M1
= eln(2x − 3)2 − 4
PI by correct expression
m1
= (2x − 3)2 − 4
A1
3
M1
ln(2e2x − 11) = ln 5
2e2x − 11 = 5 OE
Page 15 of 40
Correct antilog of correct equation
A1
e2x = 8
2x = ln 8
x= ln 8
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 16 of 40
(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
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 17 of 40
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 18 of 40
–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 19 of 40
A1
2
(c) (i)
B1
1
(ii)
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)
A1
3
M1
A1
A1
3
Page 20 of 40
[14]
Q7.
(a) [f(x)] not 1 – 1
OE
E1
1
(b)
M1
M1
A1
3
B1
1
(d)
sight of
B1
or 2x + 1 = 4x2 + 4x + 1
Page 21 of 40
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
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 22 of 40
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
substituting f into g
ISW
B1
1
(ii)
1 = 3e2x – 5 OE
Correct removal of their fraction
M1
e2x = 2
2x = ln 2
m1
x= ln 2
CSO No ISW except for numerical evaluation
A1
3
[11]
Q9.
(a) (i) y = In(5x – 2)
Page 23 of 40
M1
No ISW, eg (M1A0)
A1
2
(ii) y = sin 2x
A1
2
k cos 2x
M1
M1A1
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 24 of 40
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
E1
1
B1
1
(ii)
M1
Page 25 of 40
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 26 of 40
(ii)
M1
A1
CSO
A1
3
[10]
Q12.
(a) all (real) values
No x in answer, unless f(x)
B1
1
B1
1
(ii)
M1
Invert
Page 27 of 40
M1
A1
3
(c) (i)
Swap x and y
M1
x(y – 3) = 1
xy – 3y = 1
attempt to isolate
M1
A1
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 28 of 40
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 29 of 40
Q14.
(a) f(x) ≤ 3
M1 for f < 3, x ≤ 3
Condone y, f, range
M1A1
2
(b) (i)
x ↔ y at any stage
M1
A1
3
B1
1
(c) (i)
M1
A1
2
B1
1
Page 30 of 40
[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 31 of 40
Q16.
(a) (Range of f) ≥ 0
B1
1
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
E1
1
(ii) x=
x y
M1
y+2=
Attempt to isolate
M1
Page 32 of 40
y= −2
A1
3
[10]
Q17.
(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 =
x y
Or:
y= –2
y+2=
x+3=
x= –3
h–1 (x) = –3
M1A1
3
(ii) (Range) ≠ –3
B1
Page 33 of 40
1
[6]
Page 34 of 40
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
Part (c)(i) was answered very well. However, some students who reached the equation 3x
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.
Page 35 of 40
(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
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.
Page 36 of 40
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.
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 (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 37 of 40
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)(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
Page 38 of 40
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)(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
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 39 of 40
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
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) 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 40 of 40