January 2013 Mark scheme

Question Answer/Indicative content Marks Part marks and guidance

M1 for numerator or denominator correct or for squaring

correctly or for inverting correctly
M1 for eg or

Examiner's Comments
1 i 2

for
The first part was very well answered on the whole, with
the majority scoring full marks. Most inverted first and
attempted to square second.
M0 for just

M1 for soi

Examiner's Comments

Again a high proportion of correct answers was seen. eg M1 for 33

ii 27 2
Among the common errors were responses from M0 for 813 = 531441 (true but not helpful)

candidates who either thought that or that

they needed to find . Regrettably, the error 33 = 9

was not rare.

Total 4

B1 each ‘term’;
or M1 for numerator = 64x15y3 and M1 for denominator =
16x11y6

Examiner's Comments B0 if obtained fortuitously

as final
2 3
Whereas the numerical work with indices is good, the mark B scheme or M scheme to advantage of candidate, but not
answer algebraic work is definitely weaker – as was seen in this a mixture of both schemes
question. There were still a pleasing number of correct
solutions, but quite a few dropped a mark or two here –
often for not cubing the 4 in the numerator – and/or for
having x10 in the denominator.
 Total 3

or use of formula or completing the square with at most one error

(comp square must reach [5](x − a)2 ≤ b oe or (5x − c)2 ≤ d oe
for factors giving at least two out of three terms correct
3 (5x + 2)(x − 6) M1 stage)
when expanded and collected
if correct: 5(x − 2.8)2 ≤ 51.2 or (x − 2.8)2 ≤ 10.24 or (5x − 14)2 ≤
256

boundary values −0.4 oe and 6 soi A1

A0 for just

may be separate inequalities; mark final answer

A1 for one end correct eg x ≤ 6

or for −0.4 < x < 6 oe
condone unsimplified but correct

or B1 for a ≤ x ≤ b ft their boundary values

Examiner's Comments
etc
−0.4 ≤ x ≤ 6 oe A2
A few made basic mistakes in factorising and finding the
allow A1 for −0.4 ≤ 0 ≤ 6
end-points. Those who sketched the graph of the
quadratic usually reached the correct inequality. Some
condone errors in the inequality signs during working towards
used the quadratic formula, which often led to unsimplified
final answer
end points. Those who did not sketch often made an error
such as '(5x –2) ≤ 0 or (x – 6) ≤ 0' as their next step after
factorising. Unusually, some candidates offered final
answers such as −0.4 • 0 • 6.

Total 4

4 4 + 2k + c = 0 or 22 + 2k + c = 0 B1 may be rearranged

may be rearranged; the (−3)2 must be evaluated / used as

9 − 3k + c = 35 B1 condone −32 seen if used as 9
9

correct method to eliminate one variable from their eqns M1 eg subtraction or substitution for c; condone one error M0 for addition of eqns unless also multiplied appropriately

if no errors and no method seen, allow correct answers to imply

k = −6, c = 8 A1 from fully correct method, allowing recovery from slips
M1 provided B1B1 has been earned

or
 [x2 + kx + c =] (x − 2)(x − a) M1 or (x − 2)(x + b)

− 5 × (−3 − a) = 35 oe M1

a=4 A1

Examiner's Comments

Most candidates were able to make a start and substitute 2

and −3 into f(x), although not all used the information given
k = −6, c = 8 A1 to write the results as equations. Errors in handling (–3)2 or
the 35 were common. Having obtained equations, many
did not then go on to use standard methods to solve the
simultaneous equations, or made errors in doing so. This
meant that the full 4 marks available were given less often
than examiners had hoped, although many picked up 2 or
3 marks.

Total 4

condone lack of brackets;

xs may be omitted; eg M3 for 20 × 8 × 125

M1 for first M1 not earned if elements added not multiplied; otherwise, if

in list or table bod intent to multiply

soi (eg in list or table), condoning lack of brackets

M0 for binomial coefficient if it still has factorial notation

5 M3
identifying term as oe and M1 for k = 20 or eg

or for 1 6 15 20 15 6 1 seen (eg Pascal's triangle seen,

even if no attempt at expansion)

and M1 for selecting the appropriate term (eg may be

implied by use of only k = 20, but this M1 is not dependent may be gained even if elements added
on the correct k used)
 or B4 for 20 000 obtained from multiplying out

allow SC3 for 20000 as part of an expansion

Examiner's Comments

A large proportion of candidates did not understand what

20000 A1
was meant by ‘a term which is constant’. A good number

still found the term but did not

recognise it as the term needed to find the constant. Even
those who did know what was meant by a constant term
usually wrote out the whole expansion rather than
identifying which was the relevant term from the start.
Brackets were often missing, leading to incorrect
evaluations.

Total 4

eg M2 for Cd = 4 πr2
6 obtaining a correct relationship in any 3 of C, d, r and A M2 may substitute into given relationship; or πd2 = kπr2 seen/obtained

condone eg Area = πr2;

or M1 for at least two of A = π r2, C = πd,

or obtaining a correct relationship in k and no more than 2 other
variables allow to imply A = πr2 and and so earn
seen or used

M1, if M2 not earned

must be from general argument, not just substituting

values for r or d;
may start from given relationship and derive k = 4
eg M1only for eg A = πr2 and C = πd and so k = 4 with no further
convincing argument leading to k = 4 A1
Examiner's Comments evidence

Many candidates did not know where to start. Having

picked up on the keyword ‘circle’ many just wrote down the
 general equation of a circle and nothing else, or offered no
response at all. For some candidates, lack of real
understanding of algebra meant that when confronted with
a different style of question they were unable to find an
appropriate strategy. Some students did not remember the
required circle formulae, eg A =2 π was not uncommon.
Those starting with the given form Cd = kA and putting in
the correct formulae were often most successful. The

squaring of formulae were often most successful. The

squaring of leading to k = 2.

Many had several attempts at this question and solutions

were often scrappily presented and difficult to follow.

Total 3

7 i www oe as final answer 2 M1 for soi

M1 for attempt to multiply numerator and denominator by

B1 for each of numerator and denominator correct (must

be simplified)
condone for 3

www as final Examiner's Comments

ii 3 marks

answer Simplifying and adding the surds was done correctly by a

eg M0B1 if denominator correctly rationalised to 44 but
high proportion of candidates. Most candidates knew how
numerator not multiplied
to rationalise a denominator for the second part but
mistakes in implementation were common, the
denominator being more frequently correct than the
numerator.

Total 5

8 5c + 9t = 2ac + at M1 for correct expansion of brackets

 for correct collection of terms, ft
5c − 2ac = 9t oe M1 eg after M0 for 5c + 9t = 2ac + t allow this M1 for 5c − 2ac for each M, ft previous errors if their eqn is of similar difficulty;
= −8t oe

c(5 − 2a) = at − 9t oe M1 for correctly factorising, ft; must be c × a two-term factor may be earned before t terms collected

for correct division, ft their two-term factor

Examiner's Comments
oe treat as MR if t is the subject, with a penalty of 1 mark from those
M1
A good number were successful in the rearrangement, but gained, marking similarly
as final answer some very poor work was also seen, revealing
fundamental misconceptions about algebraic manipulation.
Common errors included dividing some terms by a but not
others, and confusion of division and subtraction.

Total 4

No section to be ruled; no curving back; condone some curving

out at ends but not approaching another turning point; condone
9 i sketch of cubic the right way up, with two tps B1
some doubling (eg erased curves may continue to show); ignore
position of turning points for this mark

their graph touching the x-axis at −2 and crossing it at 3 and no

i B1 if intns are not labelled, they must be shown nearby mark intent if ‘daylight’ between curve and axis at x = − 2
other places

if no graph but − 12 marked on y-axis, or in table, allow this 3rd

i intersection of y-axis at −12 B1
mark

B1 each; allow B2 for − 5, − 5, 0;

or B1 for both correct with one extra value or for (− 5, 0)
and (0, 0)

or SC1 for both of 1 and 6

if their graph wrong, allow − 5 and 0 from starting again with eqn,
ii −5 and 0 B2
Examiner's Comments or ft their graph with two intns with x-axis

Most candidates obtained full marks for sketching the

cubic curve, although their cubics were often unshapely,
partly due to the incorrect assumption by many that there
was a turning point where the graph crossed the y-axis.
 Most had the cubic the correct way up and realised that it
touched the x-axis at –2. A few labelled the y-intersection
as 12 rather than –12. A minority sketched parabolas.

Full marks were less common in the second part; a small

proportion translated to the right rather than to the left as
f(x + 3) required. A larger minority did not know what to do
and obtained no marks, often giving the single root x = −3.

Total 5

if working shown, should come from oe

allow unsimplified
10 i B2
midpt of oe www B1 for one coordinate correct
NB B0 for x coord.
(obtained from subtraction instead of addition)

for those who find eqn of AB first, M0 for just

must be obtained independently of given line; accept 3
and 5 correctly shown eg in a sketch, followed by 3/5 oe, but M1

i M1
grad oe M1 for rise/run = 3/5 etc
for

M0 for just 3/5 with no evidence

ignore their going on to find the eqn of AB after finding grad AB

for use of m1m2 = − 1 soi or ft their gradient AB

this second M1 available for starting with given and

i using gradient of AB to obtain grad perp bisector M1 obtaining
M0 for just without
grad. of AB from it
AB grad found

eg M1 for and

i M1 no ft for gradient of AB used

subst of midpt;

ft their gradient of perp bisector and midpt;

 M0 for just rearranging given equation

condone a slight slip if they recover quickly and general

steps are correct (eg sometimes a slip in working with the

c in - condone

3y = − 5x + c followed by substitution and consistent

working)

M0 if clearly ‘fudging’
NB answer given; mark process not answer; annotate if full
Examiner's Comments marks not earned eg with a tick for each mark earned

completion to given answer 3y + 5x = 10, showing at least one
i M1
interim step
This part was usually done well. Most candidates were scores such as B2M0M0M1M1 are possible
confident finding the gradient of AB, although a few failed
to show their working. Almost all were then able to find the after B2, allow full marks for complete method of showing given
perpendicular gradient. A minority were unaware that the line has gradient perp to AB (grad AB must be found
perpendicular bisector would pass through the midpoint of independently at some stage) and passes through midpt of AB
AB. Most who realised this were able to calculate the
midpoint accurately. Once all the information was
combined into a straight line equation, a significant
minority struggled to rearrange the equation correctly
because the arithmetic involved fractions. Pleasingly
almost all the candidates managed to work towards the
given equation, rather than trying to use the given
equation to get back to a common form with their answer.
Some wasted time finding the equation of AB first.

or eg 20y = 5x + 105 and subtraction of two eqns attempted

or other valid strategy for eliminating one variable

no ft from wrong perp bisector eqn, since given
ii 3y + 5(4y − 21) = 10 M1
attempted eg condone one error
allow M1 for candidates who reach y = 115/23 and then make a
worse attempt, thinking they have gone wrong

A1 for each value; NB M0A0 in this part for finding E using info from (iii) that implies
ii (− 1, 5) or y = 5, x = −1 isw A2
if AO allow SC1 for both values correct but unsimplified E is midpt of CD
 fractions, eg

Examiner's Comments

Some wasted time finding the equation of CD, which was

given. Many solved the simultaneous equations correctly,
but sometimes using less efficient methods, giving
themselves complicated fractions to work with. A few who
eliminated x struggled with simplifying y = 115/23. A
significant minority used the implication in part (iii) that E
was the midpoint of CD to obtain a solution, gaining no
marks for this.

iii (x − a)2 + (y − b)2 = r2 seen or used M1 or for (x + 1)2 + (y − 5)2 = k, or ft their E, where k > 0

this M not earned for use of CE or DE or ½ CD

for calculating AE or BE or their squares, or for subst
iii 12 + 42 oe (may be unsimplified), from clear use of A or B M1
coords of A or B into circle eqn to find r or r2, ft their E; NB some cands finding AB2 = 34 then obtaining 17 erroneously
so M0

for eqn of circle centre E, through A and B;

iii (x + 1)2 + (y − 5)2 = 17 A1

allow A1 for r2 = 17 found after (x + 1)2 + (y − 5)2 = r2
stated and second M1 clearly earned

if (x + 1)2 + (y − 5)2 = 17 appears without clear evidence of SC also earned if circle comes from C or D and E, but may
iii
using A or B, allow the first M1 then M0 SC1 recover and earn the second M1 later by using A or B

iii showing midpt of CD = (− 1, 5) M1

alt M1 for showing CD2 = 68 oe

allow to be earned earlier as an invalid attempt to find r

showing that both C and D are on circle and commenting

showing CE or DE = oe or showing one of C and D on
iii M1 that E is on CD is enough for last M1M1;
circle
similarly showing CD2 = 68 and both C and D are on circle
oe earns last M1M1
other methods exist, eg: may find eqn of circle with centre E and
Examiner's Comments through C or D and then show that A and B and other of C/D are
on this circle – the marks are then earned in a different order;
 Most knew the form for the equation of the circle, although award M1 for first fact shown and then final M1 for completing the
some used r or instead of r2. Some used C or D or argument;
the length of CD to calculate the radius, instead of using A
or B. Others assumed that AB was a diameter. Very few if part-marks earned, annotate with a tick for each mark earned
produced enough to show that CD is a diameter, with beside where earned
many thinking that showing that CD is twice the radius was
enough. Some stated that E was the midpoint of CD
without any working to support it. This meant that the full 5
marks on this question were rarely awarded, though a
significant number obtained 4 marks.

Total 14

condone oe = 0
condone omission of index – can earn all marks
B1 for a = 5/2 oe
11 i B3
oe and M1 for 6 − their a2 soi;
bod M1 for 6 − 4.25 or 6 − 25/2 etc, if bearing some relation to an
attempt at 6 − their 2.52; M0 for just 1.75 etc without further
evidence

accept x = 2.5, y = −0.25 oe

Examiner's Comments

The majority are quite confident in the technique of

i B1
oe or ft
completing the square, although some struggled with the condone starting again and finding using calculus
arithmetic since fractions were involved. Some candidates
did not complete the question and omitted to state the
coordinates of the turning point; some others made sign
errors such as (–2.5, 0.25) after a correct completion of
the square.

B1 each

condone not expressed as coordinates, for both x and y values;

or B1 for both correct plus an extra
ii (2, 0) and (3, 0) B2
accept eg in table or marked on graph
or M1 for (x − 2)(x − 3) or correct use of formula or for

ft from (i)
ii (0, 6) B1

ignore label of their tp;

condone stopping at y-axis

Examiner's Comments

Apart from the occasional upside down parabola and the

odd cubic, most candidates made a good attempt at condone ‘U’ shape or slight curving back in/out; condone some
drawing a sketch of the curve, showing the relevant doubling / feathering – deleted work sometimes still shows up in
ii graph of quadratic the correct way up and crossing both axes B1 information about the intersections with the axes. They scoris; must not be ruled; condone fairly straight with clear
found the required factorisation straightforward, though a attempt at curve at minimum; be reasonably generous on
few candidates did resort to using the formula and in attempt at symmetry
several of these cases they failed to recognise that
is equal to 0.5. The quality of the curve was
often poor, probably because candidates marked the
intersections on the axis first and then tried to draw the
curve through them, but it was usually good enough to
earn the mark.

for attempt to equate or subtract eqns accept calculus approach:

iii x2 − 5x + 6 = 2 − x M1
or attempt at rearrangement and elimination of x y′ = 2x − 5

for rearrangement to zero ft and collection of terms;

condone one error;
iii x2 − 4x + 4 [= 0] M1 use of y′ = − 1 M1
if using completing the square, need to get as far as (x −
k)2 = c, with at most one error [(x − 2)2 = 0 if correct]

condone omission of y = 0 since already found in (ii)

if they have eliminated x, y = 0 is not sufft for A1 – need to

iii x = 2, [y = 0] A1 x = 2 A1
get x = 2

A0 for x = 2 and another root

eg ‘only one point of contact, so tangent’;

or showing b2 − 4ac = 0, and concluding ‘so tangent’; www

iii ‘double root at x = 2 so tangent’ oe; www; A1 tgt is y [− 0] = −(x − 2) and obtaining given line A1

Examiner's Comments
 A good number found x = 2 correctly. Some candidates
chose to eliminate x rather than y and more often than not
went wrong. Many candidates realised that a repeated root
meant that the line was a tangent to the curve, but quite a
few clearly did not, with some omitting the final step of
showing that the line was a tangent to the curve. A small
number of candidates justified the tangent by using
calculus in order to determine the slope of the line and the
curve at their point of intersection.

Total 12

12 i y = e−x sin 2x M1 Product rule u × their v′ + v × their u′

i ⇒ dy/dx = e−x.2cos 2x + ( e−x)sin 2x B1 d/dx(sin 2x) = 2 cos 2x

Any correct expression

Examiner's Comments

i A1
This proved to be a straightforward start to the paper, with but mark final answer
the large majority of candidates getting full marks. Of
those who did not, the most common errors were in the
derivative of sin 2x (getting cos 2x or ½ cos 2x) or e-x
(omitting the negative sign).

dy/dx = 0 when 2 cos 2x − sin 2x = 0

ii M1 ft their dy/dx but must eliminate e−x
derivative must have 2 terms

ii ′ 2 = tan 2x M1 sin 2x / cos 2x = tan 2x used substituting ½ arctan 2 into their deriv M0

ii ′ 2x = arctan 2 [or tan−1] (unless cos 2x = 1/√5 and sin 2x = 2/√5 found)

NB AG

Examiner's Comments
ii ⇒ x = ½ arctan 2* A1 must show previous step
This part was somewhat less successful. Quite a few
candidates just substituted the given answer into the
derivative and claimed that this was zero.

Total 6
13 i M1 Rearranging for y and differentiating explicitly is M0

i A1 correct equation Ignore superfluous dy/dx = … unless used subsequently

o.e., but mark final answer

Examiner's Comments
i A1

This relatively simple implicit differentiation was very well

done by almost all candidates.

ii B1dep dep correct derivative

√2, −√2

can isw, penalise inexact answers of ±1.41 or better once only

ii ⇒ 4 + 2y2 = 8 ⇒ y2 = 2, y = √2 or −√2 B1B1
Examiner's Comments −1 for extra solutions found from using y = 0

Most candidates scored two out of three for the point (2,
√2), but missed the y = .√2 solution. In a few cases, the
denominator was set to zero, giving y = 0.

Total 6

14 1<x<3⇒ −1 < x 2 < 1 oe

[or a = 2 and b = 1]

Examiner's Comments

⇒ |x − 2| > 1 B1 B1
The non-standard nature of the question made this one of
the harder section A questions. Some candidates were
able to write the answer down while others used an
algebraic approach.

Total 2

15 i θ = a − be−kt

i When t = 0, θ = 15 ⇒ 15 = a − b M1 15 = a − b must have e0 = 1

 i When t = ∞, θ = 100 ⇒ 100 = a B1 a = 100

i ⇒ b = 85 A1cao b = 85

i When t = 1, θ = 30 ⇒ 30 = 100 − 85e−k M1 30 = a − b e−k (need not substitute for a and b)

i ⇒ e−k = 70/85

i ⇒ −k = ln (70/85) = −0.194(156…) M1 Re-arranging and taking lns allow −k = ln[(a − 30)/b] ft on a, b

0.19 or better, or −ln (70/85)

oe

Examiner's Comments

i ⇒ k = 0.194 A1 In general, this is a well-known topic which is done mark final ans
successfully. Candidates who managed to deduce that a =
100 using e-kt → 0 as t → ∞ usually gained full marks;
those who did not often wasted time trying to solve
simultaneous equations using a – b = 15 and 30 = a – b e-
k
.

80 = 100 − 85 e−0.194t
ii M1 ft their values for a, b andk but must substitute values
⇒ e−0.194t = 20/85

art 7.5 or 7 min 30 s or better

Examiner's Comments

ii ⇒ t = −ln(4/17) / 0.194 = 7.45 (min) A1 There was an easy method mark to be gained from
following through their values of a, b and k. Almost all who
got these correct in part (i) scored both marks here,
though very occasionally a premature rounding of k
produced an insufficiently accurate answer.

Total 8

16 i dF / dv = −25 v−2 M1 d / dv(v−1) = −v−2 soi

−25 v−2 o.e mark final ans

i A1 Examiner's Comments

This was almost invariably correctly done. No candidates

 seemed to be put off by the rather excessive speed of the
car. Occasionally, the quotient rule was seen, with errors
in differentiating the ‘25’.

ii When v = 50, dF/dv = −25/502 (= −0.01) B1 −25/502

ii M1 o.e.

o.e. e.g. −3/200 isw

Examiner's Comments
ii = −0.01 × 1.5 = −0.015 A1cao
Again, this was very well answered, provided part (i) was
correct. Almost all candidates scored an M1 for the chain
rule.

Total 5

17 Let u = 1 + x ⇒

M1 ∫ (u − 1)u−1/2(du)* condone no du, missing bracket, ignore limits

A1 ∫ (u1/2 − u−1/2)(du)

A1
; ignore limits

= (16/3 − 4) − (2/3 − 2) M1dep upper–lower dep 1st M1 and integration with correct limits e.g. 1, 4 for u or 0, 3 for x

or using w = (1 + x)1/2 ⇒
A1cao or but must be exact

OR Let u = x, v′ = (1 + x)−1/2 M1

⇒ u′ = 1, v = 2(1 + x)1/2 A1 upper–lower with correct limits (w = 1,2) M1

⇒
A1 ignore limits, condone no dx 8/3 A1 cao

A1 ignore limits
*If du done by parts:

= (2 × 3 × 2 – 4 × 8/3) – (0 – 4/3)
A1cao
Total
18 i f(1) = 1 − 1 + 1 + 9 − 10 [= 0]
i attempt at division by (x − 1) as far as x4− x3 in working
i correctly obtaining x3 + x + 10
2u1/2 (u − 1) −∫2u1/2 du A1
[2u1/2 (u − 1)−4u3/2/3] A1
or but must be exact
Examiner's Comments
Most candidates used integration by substitution, though a
significant minority used integration by parts. In general, substituting correct limits M1 8/3 A1cao
the former were more successful, with the main difficulty
being in expanding (u – 1)u-1/2 as u1/2 – u-1/2. Some
proceeded from here using integration by parts, with mixed
success. When parts were used, the most common error
was in deriving v = 2(1 + x)1/2 from v' = (1 + x)-1/2.
5
allow for correct division of f(x) by (x − 1) showing there is
no remainder,
B1 condone 14 – 13 + 12 + 9 – 10
or for (x − 1) (x3 + x + 10) found, showing it ‘works’ by
multiplying it out
allow equiv for (x + 2) as far as x4 + 2 x3 in working
M1 eg for inspection, M1 for two terms right and two wrong
or for inspection with at least two terms of cubic factor
correct
or x3 − 3x2 + 7x − 5
if M0 and this division / factorising is done in part (ii) or (iii), allow
SC1 if correct cubic obtained there; attach the relevant part to (i)
A1 Examiner's Comments
with a formal chain link if not already seen in the image zone for
(i)
A large number of candidates successfully used the factor
theorem to score the first mark and many went on to find
the correct cubic factor - the majority of these choosing to
do long division rather than use the inspection method.
Some did not use the factor theorem but still showed that x
 = 1 was a root by successful division with no remainder.
Those who used inspection without first applying the factor
theorem did not in general show enough working for a
convincing argument that there was no remainder and
therefore that x = 1 was a root. A small number did not
appear to understand what was meant by ‘express f(x) as
the product of a linear factor and a quadratic factor’ –
some of these gained partial credit for the correct division
seen in parts (ii) or (iii).

eg f(2) = 16 − 8 + 4 + 18 − 10 or 20
[in this scheme g(x) = x3 + x + 10]
f(3) = 81 − 27 + 9 + 27 − 10 or 80
allow M1 for correct trials with at least two values of x
[g(− 2) =] − 8 − 2 + 10 f(0) = − 10
ii M1 (other than 1) using g(x) or f(x) or x3 − 3x2 + 7x − 5
or f(− 2) = 16 + 8 + 4 − 18 − 10 f(− 1) = 1 + 1 + 1 − 9 − 10 or − 16
(may allow similar correct trials using division or
inspection)
No ft from wrong cubic ‘factors’ from (i)

allow these marks if already earned in (i)

ii x = − 2 isw A1 Examiner's Comments NB factorising of x3 + x + 10 or x3 − 3x2 + 7x − 5 in (ii) earns

credit for (iii) [annotate with a yellow line in both parts to alert you
Many used the correct method but made careless errors in – the image zone for (iii) includes part (ii)]
calculations especially when trying negative values of x.
Very few realised that they could use the factor theorem
on the cubic they had found to obtain another root. Many
confused ‘root’ with ‘factor’ and lost a mark.

or x3 − 3x2 + 7x − 5 by (x − 1) as far as x3 − x2 in working

attempted division of x3 + x + 10 by (x + 2) as far as x3 + 2x2 in alt method: allow M1 for attempted division of quartic by x2 + x −
iii M1
working or inspection with at least two terms of quadratic factor 2 as far as x4 + x3 − 2 x2 in working, or inspection etc
correct

allow these first 2 marks if this has been done in (ii), even
iii correctly obtaining x2 − 2x + 5 A1
if not used here

or completing square form attempted

iii use of b2 − 4ac with x2 − 2x + 5 M1 may be in attempt at formula (ignore rest of formula)
 or attempt at calculus or symmetry to find min pt

NB M0 for use of b2 − 4ac with cubic factor etc

or (x − 1)2 + 4
iii b2 − 4ac = 4 − 20 [= − 16] A1 may be in formula;
or min = (1, 4)

or no real roots of x2 − 2x + 5 = 0;
allow this last mark if clear use of x2 − 2x + 5 = 0, even if
error in b2 − 4ac, provided result negative, but no ft from
wrong factor

if last M1 not earned, allow SC1 for stating that the only
factors of 5 are 1 and 5 and reasoning eg that (x − 1)(x −
5) and (x + 1)(x + 5) do not give x2 − 2x + 5 [hence x2 − 2x
+ 5 does not factorise]
or (x − 1)2 + 4 is always positive so no real roots [of (x − 1)2 + 4 =
Examiner's Comments 0] [ and hence no linear factors]
iii so only two real roots[ of f(x)] [and hence no more linear factors] A1

Only about a third of the candidates found the correct or similar conclusion from min pt
quadratic factor. Those who found the quadratic usually
gave sensible arguments based on the discriminant to
show that only two real roots existed for the quartic. Some
tried to use b2 – 4ac on the cubic x3 + x + 10. Several
candidates went back to square one and attempted to
factorise the quartic rather than linking the earlier parts to
the problem. Some candidates who had not progressed far
in the first two parts sometimes made no attempt at this
part.

Total 10

19 i translation in the x-direction M1 allow ‘shift’, ‘move’ If just vectors given withhold one ‘A’ mark only

i of π/4 to the right A1 oe (eg using vector) ‘Translate is 4 marks; if this is followed by an additional
incorrect transformation, SC M1M1A1A0

i translation in y–direction M1 allow ‘shift’, ‘move’

only is M2A1A0
 oe (eg using vector)

Examiner's Comments

We usually insist on the word ‘translation’ here, but in this

i of 1 unit up. A1 case allowed ‘move’, ‘shift’, etc. A vector on its own does
not in our view imply a translation. Occasionally,
candidates clearly knew what the transformations were,
but wrote the vectors incorrectly, for example the wrong
way up. Nevertheless, this topic is usually well known and
done well.

ii (Can deal with num and denom separately)

ii M1 Quotient (or product) rule consistent with their derivs

; allow one slip, missing brackets

Correct expanded expression (could leave the ‘2’ as a

ii A1
factor)

must take out 2 as a factor or state

ii A1 NB AG
sin2x + cos2x = 1

ii When x = π/4, g′ (π/4) = 2/(1/√2 + 1/√2)2 M1 substituting π/4 into correct deriv

ii =1 A1

ii f′ (x) = sec2x M1 o.e., e.g. 1/cos2x

Examiner's Comments

ii f′ (0) = sec2 (0) = 1, [so gradient the same here] A1

The quotient rule is generally well known, and errors here
usually stemmed from faulty derivatives or poor algebra.
Brackets are not optional in an expression like this, and
their removal was not always successfully achieved. We
also needed evidence of the use of cos2x + sin2x = 1,
 either by its direct quotation or by factoring out the ‘2’ in the
numerator. The evaluation of g'(x) was usually correct.
With f'(x), some used a quotient rule on sin x/cos x rather
than quoting the derivative of tan x = sec2x; we also got
some occasional ‘translation’ arguments here which
misunderstood the nature of the verification.

iii
let u = cos x, du = −sin x dx
when x = 0, u = 1, when x = π/4, u = 1/√2

iii M1 substituting to get ∫ −1/u (du) ignore limits here, condone no du but not dx allow ∫1/u.−du

but for A1 must deal correctly with the -ve sign by interchanging
iii A1 NB AG
limits

iii M1 [ln u]

iii = ln 1 - ln (1/√2)

ln √2, ½ ln 2 or −ln(1/√2)

Examiner's Comments

This was a case where giving the transformed integral

proved to be of doubtful value, as many candidates ‘lost’
iii = ln √2 = ln 2½ In 2 A1 mark final answer
the negative sign in their ∫-1/u du, and placed the limits the
wrong way round. It appears that the idea of swapping
limits making the integral negative was not generally
understood. The evaluation of the given integral with
respect to u was more successfully done, though quite a
few candidates approximated their final answer.

soi from π/4 added

iv Area = area in part (iii) translated up 1 unit. M1 or

oe (as above)
The image part w ith relationship ID rId83 w as not found in the file.

iv So = ½ ln 2 + 1 × π4 = ½ ln 2 + π/4. A1cao Examiner's Comments

These marks were gained by candidates who managed to

 spot the rectangle of area added by the translation
upwards of the graph of f(x).

Total 17

20 i At P(a, a) g(a) = a so ½(ea −1) = a

NB AG

i ⇒ ea = 1 + 2a* B1 Examiner's Comments

This mark was usually earned.

ii M1 correct integral and limits limits can be implied from subsequent work

ii B1 integral of ex − 1 is ex − x

ii = ½ (ea −a e0) A1

ii = ½ (1 + 2a −a −1) = ½ a* A1 NB AG

2
ii area of triangle = ½ a B1

mark final answer

Examiner's Comments

Virtually everyone scored M1 for writing down the correct

integral and limits, but many candidates made a meal of
ii area between curve and line = ½ a2−½ a B1cao
trying to integrate ½ (ex – 1) , with ¼ (ex – 1)2 not an
uncommon wrong answer. Having successfully negotiated
this hurdle, using part (i) to derive ½ a was spotted by
about 50% of the candidates. Quite a few candidates
managed to recover to earn the final 2 marks for ½ (a2 – a)
(without incorrectly simplifying this to½ a!).

y = ½(ex − 1) swap x and y

iii
x = ½ (ey − 1)

iii ⇒ 2x = ey − 1 M1 Attempt to invert — one valid step merely swapping x and y is not ‘one step’

y
iii ⇒ 2x + 1 = e A1
 ⇒ ln(2x + 1) = y*
y = ln(2x + 1) or apply a similar scheme if they start with g(x) and invert to get f(x).
iii A1
g(x) = ln(2x + 1) AG or g f(x) = g((ex − 1)/2) M1
⇒ g(x) = ln(2x + 1)

iii Sketch: recognisable attempt to reflect in

iii y=x M1 through O and (a, a) = ln(1 + ex − 1) = ln(ex) A1 = x A1

no obvious inflexion or TP, extends to third quadrant,

without gradient becoming too negative

Examiner's Comments
similar scheme for fg
iii Good shape A1
Finding the inverse function proved to be an easy 3 marks See appendix for examples
for most candidates – candidates are clearly well practiced
in this. The graphs were usually recognisable reflections in
y = x, but only well drawn examples – without unnecessary
maxima or inflections – were awarded the ‘A’ mark.

iv f ′(x) = ½ ex B1

1/(2x + 1) (or 1/u with

iv g ′(x) = 2/(2x + 1) M1
u = 2x + 1) …

iv A1 … × 2 to get 2/(2x + 1)

iv g ′(a) = 2/(2a + 1) , f ′(a) = ½ ea B1 either g′(a) or f ′(a) correct soi

iv so g ′(a) = 2/ea or f ′(a) = ½ (2a + 1) M1 substituting ea = 1 + 2a

= 1/(½ea) = (2a + 1)/2

iv A1 establishing f ′(a) = 1/g ′(a) either way round
[= 1/f ′(a)] [= 1/g ′(a])

must mention tangents

Examiner's Comments

This proved to be more difficult, as intended for the final

iv tangents are reflections in y = x B1
question in the paper. As with the integral, many
candidates struggled to differentiate ½ (ex – 1) correctly,
and equally many omitted the ‘2’ in the numerator of the
derivative of ln(1 + 2x). Once these were established
correctly the substitution of x = a and establishing of f'(a) =
 1/g'(a) was generally done well, though sometimes the
arguments using the result in part (i) were either
inconclusive or done ‘backwards’. The final mark proved to
be elusive for most, as we needed the word ‘tangent’ used
here to provide a geometric interpretation of the reciprocal
gradients.

Total 19

21 M1

k = 12 A1

Examiner's Comments

The majority of candidates scored full marks on this

question. However, a significant minority omitted “+ c” and
lost an easy mark. Similarly, some candidates failed to
simplify

+c A1

correctly or didn't try to,

and thus lost a mark. Occasionally was

seen, which of course scored 0.

Total 3

eg converges to 0, r = ½, difference between terms decreasing,

22 i converging + valid reason 1
sum of terms converges to 6, G.P. with |r| < 1

eg divergent oe, A.P., d = 4 oe, convergent and periodic ruled

ii neither + valid reason 1
out with correct reasons

iii periodic + valid reason 1 Examiner's Comments eg repeating cycle of terms

A considerable number of candidates ignored the request

 to state a reason, and therefore failed to score. Some
simply wrote out the first few terms of each sequence and
others made comments which were too vague to be
credited, such as “decreasing, so converging”. A few lost
the mark in one or more parts because there was no
statement of “convergent” or “neither” — even if a correct
reason had been identified.

Total 3

B1 each coordinate

Examiner's Comments

23 i (0.8, −2) oe 2 SC0 for (4, −2)

The majority obtained both marks. The usual errors were
present: (20, −2), (4, -10) and (0.8, -0.4) being the most
common, but (9, −2) and (0, −2) were also seen
occasionally.

ii Translation B1

or eg 270 to left

Examiner's Comments

ii B1 Surprisingly few candidates used the word “translate”, and allow B2 for rotation through 180° about (45, 0) oe
oe
opted for their own terminology such as “move to the right”
or “shift to the right”. Many candidates identified 90 to the
right or gave the appropriate vector form. A few gave
ambiguous answers or gave the answer “90 to the left”.

Total 4

or
24 i 1.2r = 4.2 M1 B2 if correct answer unsupported

with θ to 3 sf or better

i 3.5 cao A1
Examiner's Comments
 Almost all candidates achieved full marks on this question.
Some converted to degrees and rounded prematurely, thus
losing the accuracy mark for the final answer, and a few
used the formula for the area of a sector.

or correct use of Sine Rule with 0.9708(55.623°)

or
ii M1 or area = 5.709 = 0.5 × h × 3.952,
or 3.52 − 1.9762 = d2
with θ to 3 sf or better

Examiner's Comments

This straightforward question defeated a surprisingly large

number of candidates. Many of these misunderstood the
question and used the Cosine Rule to calculate the length
AB, or simply answered their own question and calculated
the area of the sector or the segment. Many of the
ii 2.888.. to 2.9 A1
successful candidates used convoluted methods, such as
finding AB and then using Pythagoras — premature
rounding sometimes caused a mark to be lost; forgetting to
halve AB cost both marks. The Sine Rule was sometimes
used successfully — but this was sometimes spoiled by
the use of sinπ in conjunction with 3.5. A few candidates
found the area of the triangle and then used ½ base ×
height. Surprisingly few were able to use the expected
approach: d = 3.5cos0.6.

Total 4

25 M1

0.6577 to 0.66 A1 or 0.657656…isw

9 < xC < 9.5 B1 Examiner's Comments allow 8.53 ≤ xc < 9

This was done very well. Some candidates lost the second
 mark through premature rounding or simply giving the
answer as 0.6. Only a few calculated the reciprocal of the
gradient (which didn't score) and nearly all gave an
appropriate value for xc. A few candidates differentiated
and substituted values in the derivative.

Total 3

26 6x2 + 18x – 24 B1

their 6x2 + 18x − 24 = 0 or >0 or ⩽ 0 M1 or sketch of y = 6x2 + 18x − 24 with attempt to find x-intercepts

− 4 and + 1 identified oe A1

or x ⩽ − 4 and x ≤ 1

Examiner's Comments

Most candidates differentiated correctly and identified the

x < − 4 and x > 1 cao
correct values of x. The final mark was often lost, either
A1 due to a misunderstanding of what had been found — if B0M0 then SC2 for fully correct answer
answer given as −4 < x < 1 or poor notation — answer
given as −4 > x > 1. Those who used a graphical approach
with the derivative generally scored full marks. A few
candidates missed the last term out, converted the first
plus sign to a minus sign or failed to multiply 2 by 3
correctly, and lost the first mark.

Total 4

27 M1
or oe or oe

0.717598…soi A1 0.2220289…soi 0.519746…soi

A = 44.14345…° soi B = 77.1717719……° soi C = 58.6847827…°soi

A1
[0.770448553…] [1.346901422] [1.024242678 …]

ignore minor errors due to premature rounding for second A1

condone A, B or C wrongly attributed

½ × 92 × 105 × sin (their A) M1 or ½ × 75 × 92 × sin (their B) or ½ × 75 × 105 × sin (their C)

or
3360 or 3361 to 3365 A1
M3 for
 A2 for correct answer
3360 or 3363 − 3364
Examiner's Comments

Nearly all candidates adopted the expected approach

successfully and achieved full marks. A few rounded the
angle prematurely and lost the final mark. Some lost the
last two marks by using “cos” instead of “sin” in the area
formula, and similarly a very few candidates used “sin”
instead of “cos” in the Cosine Rule. Most candidates went
on to use the correct sides with the angle that had been
found. After using the Cosine Rule successfully a few
candidates opted for ½ base × height and about half of
these did so successfully. A tiny minority of candidates
used Hero's formula successfully. Only a small number
treated the triangle as right angled and failed to score.

Total 5

SC1 for curve correct in 1st quadrant and touching (0,1) or

28 i M1 for curve of correct shape in both quadrants
identified in commentary

through (0, 1) shown on graph or in commentary

Examiner's Comments

i A1
This was tackled successfully by most. Most sketches
were correct in both quadrants, and (0, 1) was often
identified. A small number of candidates only sketched the
curve in the first quadrant.

condone omission of base 10 use of logs in other bases may

ii M1 or 5x − 1 = log3500 000
earn full marks
 ii M1 x = (log3500000 + 1)÷5

oe; or B3 www

Examiner's Comments

ii [x = ] 2.588 to 2.59 A1 This was very well done. A correct initial step of log3500 if unsupported, B3 for correct answer to 3 sf or more www
000 or was almost always present. The
most common error was to then subtract 1 from each side.
Occasionally only 1 term was divided by 5, and again
some candidates rounded prematurely and lost the final
mark.

Total 5

29 i M1

www

Examiner's Comments

i sin θ = cos2θ and completion to given result A1

Many candidates answered this question well, although
there were a number of attempted fudges using
. Some adopted a scattergun approach
and it was not always possible to follow their method.

ii sin2θ + sin θ − 1[= 0] M1 allow 1 on RHS if attempt to complete square condone y2 + y − 1 = 0

mark to benefit of candidate

oe may be
ii A1 may be implied by correct answers
ignore any work with negative root & condone omission of
implied by correct answer negative root with no comment eg M1 for 0.618…

Ignore extra values outside range, A0 if extra values in

If unsupported, B1 for one of these, B2 for both. If both values
range or in radians
correct with extra values in range, then B1.
ii [θ =] 38.17…, or 38.2 and 141.83…, 141.8 or 142 A1
NB 0.6662 and 2.4754 if working in radian mode earns
NB 0.6662 and 2.4754 to 3sf or more
M1A1A0
 Examiner's Comments

This defeated a significant minority of candidates.

However, many obtained the correct quadratic equation.
Most then went on to attempt factorisation, going wrong
and failing to score. A minority successfully completed the
square or used the formula. Many of these went on to
score full marks, but some candidates missed the last
mark because they presented extra values in the range, or
because they didn't realise that further work was needed
after obtaining the roots of the quadratic.

Total 5

30 i at A y = 3 B1

i B1

i M1* must follow from attempt at differentiation

their

i grad of normal = −1/their4 M1dep*

i y−3= (−¼) × (x − 4) oe isw A1

or substitution of x = 16 to obtain y = 0

Examiner's Comments

substitution of y = 0 and completion to given result with at least 1

i A1
correct intierim step www
This was done extremely well, with the majority of even correct interim step may occur before substitution
the weakest candidates scoring full marks. A few wrote 2x
− 4 = 0 to incorrectly obtain m = 2 and made no further
progress, and a very small minority tried to answer the
question without using calculus and working backwards.

ii at B, x = 3 B1 may be embedded

ii M1* condone one error, must be three terms, ignore + c

ii F[4] − F[their 3] M1*dep dependent on integration attempted

ii area of triangle = 18 soi B1 may be embedded in final answer

 19.3 or better

Examiner's Comments

Nearly all candidates identified the coordinates of B

correctly. However, most — as if by rote — subtracted the
ii A1 equation of the line from the equation of the curve and
Area of region = oe isw
then integrated. Some candidates integrated the equation
of the curve correctly, but used the wrong limits (usually 3
to 16) and made no further progress, and of those that did
adopt the correct approach, a large number were unable
to find the area of the triangle correctly (½ × 12 × 4 was
common).

Total 11

31 i (A) 2A + D = 25 oe B1 condone lower–case a and d

i 4A + 6D = 250 oe B1

i D = 50, B1

Examiner's Comments
i A = − 12.5 oe B1

Most candidates formed the correct equations and went on

to solve them successfully.

(B)

i or
M1 or a = their A + 20D

oe with l =
i their “S50 − S20” M1

their A + 49D
 Examiner's Comments

Many achieved full marks here. Of those who didn't, most

i 51 375 cao A1
candidates scored two marks for S50 — S20 with their A and
D. A few used S21 and just scored 1. Other candidates
earned the first mark for u21 and about half then earned the
second mark for a correct formula with n = 30. Fortunately
hardly any candidates tried to sum all 30 terms individually.

ii B1

allow a(1 + r) as the denominator in the quadruple–decker

ii M1
fraction

ii and completion to given result www at least one correct interim step required r2 = x oe may be use

use of r4 − 1 = (r2 − 1)(r2 + 1) to obtain or multiplication and rearrangement of quadratic to obtain or M1 for valid alternative algebraic approaches eg using a(1 + r)
ii M1
r2 + 1 = 10 www r4 − 10r2 + 9 = 0 oe with all three terms on one side = 25 and ar2 + ar3 = ar2(1 + r) = 225

or B2 for all four values correct, B1 for both r values or both a

ii r=±3 A1
values or one pair of correct values if second M mark not earned

or A1 for one correct pair of values of r and a

Examiner's Comments

Most earned the first mark, but then there was much toil
for the second mark, which was often not earned due to
ii a = 6.25 or −12.5 oe A1 wrong working or to leaving too much to the marker's
imagination. Faced with solving the given statement, most
opted for multiplying by r2 -1 and were then stumped by
the quartic. Careless work led to r2 = 10 or 11. A good
number of candidates who successfully found r neglected
to find a. A small number of candidates produced elegant
work for full marks.
 Total 12

32 i log10p = log10a + log1010kt M1 condone omission of base; if unsupported, B2 for correct equation

Examiner's Comments

i log10p = log10a + kt www
A1 The correct equation was often seen, but in many cases it
stemmed from wrong working and didn't score. Some
candidates stopped at logp = loga + ktlog10.logp = loga ×
kt was a common error; occasionally logp = loga + klogt or
logp = loga +logkt were seen.

2.022304623 …, 2.129657673,
ii 2.02, 2.13, 2.23 B1 allow given to more sig figs
2.229707433

ii plots correct B1.f.t. to nearest half square

y-intercept between 1.65 and 1.7 and at least one point on

or above the line and at least one point on or below the line

Examiner's Comments
ft their plots
ii ruled line of best fit B1
This was done very well indeed, with just a few candidates must cover range from x = 9 to 49
making slips with the plots (usually the middle point), and a
few joining each point with a ruler or drawing a curve of
best fit to lose the last mark. Only a few candidates lost an
easy mark by drawing their line of best fit freehand.

iii 0.0105 to 0.0125 for k B1 must be connected to k

iii 1.66 to 1.69 for log10a or 45.7 to 49.0 for a B1 must be connected to a

must be a correct form for equation of line and with their y-

iii log10p = their kt + their log10a B1 intercept and their gradient (may be found from graph or
from table, must be correct method)

as above, “47.9” and “0.0115” must follow from correct

method
iii p = their "47.9 × 100.0115t"or 101.6785 + 0.0115t" B1
Examiner's Comments
 Most were able to obtain values for the gradient and the y-
intercept within the acceptable range, but not all knew
what to do with these. For example, log 1.66 or 101.66 were
often seen in the equation for logp. A surprising number of
candidates neglected to include an equation for logp at all,
and went straight to an equation for p. This was
sometimes correct, even if the equation for logp was
incorrect. However, a common error was (for example) p =
45.7 + 100.012t.

‘million’ needed, not just the value of p

Examiner's Comments
iv 45.7 to 49.0 million 1
Although many candidates correctly identified the value of
loga as crucial in their response, many of them neglected
to include the word “million” and lost an easy mark.

v reading from graph at 2.301.. M1* or log10200 = “log10a + kt” or 200 = “10loga + kt” oe

v their 54 M1dep*

if unsupported, allow B3 only if consistent with graph

Examiner's Comments

Most candidates had the sense to revert to their graph.

v 2014 cao A1
Accurate plotting and a good line of best fit often rewarded
them with full marks. However, most candidates used their
answer to part (iii) and sometimes lost the final mark due
to rounding. A few used 200 000 000 instead of 200 in one
of their equations and failed to score.

Total 13

33 B1 n = 1/3 only. Do not MR for n ≠ 1/3

M1 all four correct unsimplified binomial coeffs (not nCr) soi

 condone absence of brackets only if it is clear from
subsequent work that they were assumed

B1
www in this term

www in this term (not if used 2x

B1

for (−2x) throughout)

www in this term

B1
If there is an error in say the third coeff of the expansion
then M0 B1B0B1 is possible.

Independent of expansion
Allow ≤'s (valid in this case) or a combination.
Condone also, say, −½ < |x| < ½ but not x < ½ or −1 < 2x
< 1 or −½ > x > ½

Examiner's Comments
Valid for −½ < x < ½ or |x| < ½ B1

The method for finding the binomial expansion was

understood by almost all candidates. Many candidates
scored full marks here. The most common errors were
sign errors, the omission of the validity or the use of 2x
throughout instead of (−2x).

Total 6

34 i

their dy/dθ / their dx/dθ

i M1 A1
www correct (can isw)

i DM1 subst θ = π/6 in theirs

i A1 oe exact only, www (but not 1/√3/2)

...........................................................
i ...........................................................
OR
 full method for differentiation including product rule and
i M1
function of a function oe

i A1 oe cao (condone lack of consideration of sign)

i atθ = π/6, sin π/6 = 1/2 DM1 subst sin π/6 = ½ in theirs

oe, exact only, www (but not 1/√3/2)

Examiner's Comments
i A1
This question was successfully answered by most
candidates. Some failed to give their answers in exact
form.

ii y = sin 2θ = 2 sinθ cosθ M1 using sin 2θ = 2 sinθcosθ

2 2 2 2 2
ii ⇒ y = 4 sin θ cos θ = 4x (1 − x ) M1 using cos2θ = 1 −sin2θ to eliminate cosθ

AG need to see sufficient working or A0.

Examiner's Comments
ii = 4x2 − 4x4* A1
Most candidates used y = sin 2θ = 2sinθ cosθ and many
squared this but not all candidates subsequently used
cos2θ = 1 -sin2θ to continue to the required result.

Total 7

35 2sec2 θ = 5 tanθ 6

⇒ 2(1 + tan2θ) = 5 tanθ M1 sec2θ = 1 + tan2 θ used

⇒ 2tan2θ − 5 tanθ + 2 = 0 A1 correct quadratic oe

solving their quadratic for tanθ (follow rules for solving as

⇒ (2tanθ − 1)(tanθ − 2) = 0 M1
in Question 1 [*,*]

⇒ tanθ = ½ or 2 A1 www

⇒ θ = 0.464, A1 first correct solution (or better)

second correct solution (or better) and no others in the

1.107 A1 range
Ignore solutions outside the range.
 SC A1 for both 0.46 and 1.11
SC A1 for both 26.6° and 63.4° (or better)
Do not award SCs if there are extra solutions in range.

...........................................................
...........................................................
OR

2/cos2θ = 5sinθ/cosθ M1 using both sec = 1/cos and tan = sin/cos

correct one line equation 2 − 5 sinθ cosθ = 0 or 2 cosθ = 5

⇒ 2cosθ = 5sinθcos2θ, cosθ ≠ 0 A1 sinθ cos2 θ oe (or common denominator). Do not need
cosθ ≠ 0 at this stage.

⇒ cosθ(2 − 5sinθ cosθ) 0 using sin 2θ = 2 sinθ cosθ oe eg 2= 5 sinθ√(1 − sin2θ)

M1
⇒ cosθ = 0, or sin 2θ = 0.8 and squaring

⇒ sin 2θ = 0.8 A1 sin2θ = 0.8 or, say, 25 sin4θ − 25sin2θ + 4 = 0

⇒ 2θ = 0.9273 or 2.2143
A1 first correct solution (or better)
⇒ θ = 0.464

second correct solution (or better) and no others in range

Ignore solutions outside the range
SCs as above

Examiner's Comments

Candidates seemed equally to choose the two approaches

in the mark scheme to solve the trigonometric equation.
1.107 A1 Both were equally successful and few offered extra
unnecessary solutions. The main error was to give
insufficient accuracy in the final solutions.

Where solving tan θ=2 in degrees leads to θ=63.4° to 3sf,

giving θ= 1.11 radians = 63.598° (63.6°) and
θ=1.1radians=63.0° were insufficiently accurate so we
needed θ=1.107radians to achieve the same accuracy as
63.4°.

Total 6

36 i AC = cosecθ M1 or 1/sinθ
 oe but not if a fraction within a fraction

Examiner's Comments

i ⇒ AD = cosecθ sec ϕ
A1 This question was answered well by the most able but
many others could not cope with the fractions in part (i).
AC was generally correct but often AD=cosφ/sinθ or
sinθ/cosφ was the given answer, whilst others left their
answer as a fraction within a fraction.

AD sin(θ + ϕ) with substitution for their AD

correct compound angle formula used

Do not award both M marks unless they are part of the

same method. (They may appear in either order.)

simplifying using tan = sin/cos. A0 if no intermediate step

ii DE = AD sin (θ + ϕ)
as AG
...........................................................

from triangle formed by using X on DE where CX is parallel

to BE to get
DX = CD cosθ and CB = 1 (oe trigonometry)
substituting for both CD = AD sinϕ and their AD oe to reach
an expression for DE in terms of θ and ϕ only
(M marks must be part of same method)
AG simplifying to required form

ii = cosecθ sec ϕ sin (θ + ϕ) M1 AD sin(θ + ϕ) with substitution for their AD

ii = cosecθ sec ϕ(sinθ cos ϕ + cosθ sin ϕ) M1 correct compound angle formula used

Do not award both M marks unless they are part of the

ii
same method. (They may appear in either order.)

ii
 = 1 + tan ϕ / tan θ*
simplifying using tan = sin/cos. A0 if no intermediate step
ii ........................................................... A1
as AG
OR equivalent,

ii ...........................................................
eg from DE = CB + CD cosθ from triangle formed by using X on DE where CX is
ii = 1 + CD cosθ M1 parallel to BE to get
= 1 + AD sin ϕ cosθ DX = CD cosθ and CB = 1 (oe trigonometry)

substituting for both CD = AD sinϕ and their AD oe to

ii = 1 + cosec θ sec ϕ sin ϕ cosθ M1 reach an expression for DE in terms of θ and ϕ only
(M marks must be part of same method)

AG simplifying to required form

Examiner's Comments

Good candidates were able to answer this with ease. Quite

ii = 1 + tanϕ / tanθ* A1
a few candidates made no response. Much depended
upon their answers in part (i) which were followed through
for the method marks. Those who then did not obtain the
given answer should have realised that they ought to have
reconsidered their answer to part (i).

Total 5

AG need interpretation

Examiner's Comments
37 i h = 20, stops growing B1
Most candidates correctly wrote down the value of h but
quite a number failed to give the interpretation that the tree
stopped growing when its height was 20m.

h = 20 − 20e−t/10
ii M1A1 differentiation (for M1 need ke−t/10, k const)
dh/dt = 2e−t/10

20e−t/10 = 20 − 20(1 − e −t/10) = 20 − h

ii M1
= 10dh/dt

oe eg 20 − h = 20 − 20(1 − e−t/10) = 20e−t/10

ii A1
= 10dh/dt (showing sides equivalent)
ii when t = 0, h = 20(1 − 1) = 0 B1 initial conditions

...........................................................
ii ...........................................................
OR verifying by integration

ii M1 sep correctly and intending to integrate

correct result (condone omission of c, although no further

ii ⇒ −ln (20 − h) = 0.1t + c A1 marks are possible)
condone ln (h − 20) as part of the solution at this stage

h = 0,t = 0, ⇒ c = −ln 20
constant found from expression of correct form (at any
ii B1
stage) but B0 if say c = ln (−20) (found using ln (h − 20))
⇒ ln(20 − h) = −0.1t + ln 20

ii ⇒ 20 − h = 20e−0.1t M1 combining logs and anti-logging (correct rules)

correct form (do not award if B0 above)

Examiner's Comments

Those who approached the verification by integration were

quite successful. The common errors were:-

 omitting the negative sign when integrating

1/(20ሢh)
 omitting the constant of integration
ii ⇒ h = 20(1 − e−0.1t) A1  giving ln(hሢ20) in their answers (without
modulus signs) despite having usually given
h=20 as a maximum value in (i)
 incorrect anti-logging.

Those who approached from differentiation usually

obtained some marks, particularly the mark for checking
the initial conditions but many gave insufficient detail when
verifying the given result.

iii M1
⇒ 200 = A(20 − h) + B(20 + h) cover up, substitution or equating coeffs
iii h = 20 ⇒ 200 = 40 B, B = 5 A1

h = −20 ⇒ 200 = 40A, A = 5

iii A1
200 dh/dt = 400 − h2

separating variables and intending to integrate (condone

iii M1
sign error)

iii substituting partial fractions

ft their A, B, condone absence of c, Do not allow ln (h-20)

iii ⇒ 5ln(20 + h) − 5ln(20 − h) = t + c A1
for A1.

cao need to show this. c can be found at any stage. NB c

iii When t = 0, h = 0 ⇒ 0 = 0 + c ⇒ c = 0 B1
= ln (−1) (from ln (h − 20)) or similar scores B0.

iii

anti-logging an equation of the correct form . Allow if c = 0

iii M1 clearly stated (provided that c = 0) even if B mark is not
awarded, but do not allow if c omitted. Can ft their c.

⇒ 20 + h = (20 − h)et/5 = 20 et/5 −h et/5

iii ⇒ h + h et/5 = 20 et/5 − 20 DM1 making h the subject, dependent on previous mark
⇒ h(et/5 + 1) = 20(et/5 − 1)

NB method marks can be in either order, in which case the

iii dependence is the other way around.(In which case, 20 + h
is divided by 20 − h first to isolate h).

AG must have obtained B1 (for c) in order to obtain final

A1.

Examiner's Comments

There were a few completely correct solutions to this part.

iii A1 However, many different errors were seen from the
majority of candidates. There was also a lot of confused
work.

Those who started with the correct partial fractions, from

200/(20ሢh)(20+h) or 1/(20ሢh)(20+h), usually obtained the
first three marks and then integrated having scored
 M1A1A1M1 thus far. Common errors then included
omitting the negative sign when integrating 5/(20ሢh) (ie
giving 5ln(20ሢh) and hence A0) or failing to state and then
evaluate a constant. Those who had no constant were
unable to score further marks. Those who did score the
first 5 or 6 marks (dependent upon when the constant was
evaluated) often used the laws of logarithms correctly and
anti-logged although some fiddled the signs when
subsequently making h the subject.

Some candidates thought that

1/(400ሢh2)=1/(hሢ20)(h+20). Marks were scored for using
partial fractions on 1/(hሢ20)(h+20) but logarithms such as
ln (hሢ20) for h<20 and constants such as ln(ሢ1) could not
obtain accuracy marks although the marks for anti-logging
and making h the subject were still available.

There were also a number who felt that

1/(400ሢh2)=1/(200ሢh)(200+h).

The use of modulus signs was rarely seen.

www

iv As t → ∞, h → 20. So long-term height is 20m. B1 Examiner's Comments

Usually correct.

v 1st model h = 20(1 − e−0.1) = 1.90.. B1 Or 1st model h = 2 gives t = 1.05..

v 2nd model h = 20(e1/5 − 1)/(e1/5 + 1) = 1.99.. B1 2nd model h = 2 gives t = 1.003..

dep previous B1s correct

v so 2nd model fits data better B1 dep Examiner's Comments

Most candidates scored all three marks.

Total 19
2013 Pure - Mark scheme

Mark
Question Answer/Indicative content Part marks and guidance
s

Examiner's Comments

This question was found to be difficult by many candidates. In the

first part, although the correct answer was seen fairly frequently, a M0 for just answer of 53 with no reference to
1 i 53.5 oe or k = 7/2 oe 2
significant number of candidates, having correctly shown 125 125

and √5 to be 53 and respectively, then multiplied the indices to

give an answer of . Others found one of the indices correctly,

but not the other. Some candidates treated it as though the square
root applied to 125 as well.

some cands are incorporating the

into the fraction. The M1s are available even if
ii attempting to multiply numerator and denominator of fraction by M1
this is done wrongly or if is also
multiplied by

must be obtained correctly, but independent of first M1

Examiner's Comments

Few correct answers were seen in the second part. Being in a

different format from usual, many candidates did not know how to e.g. M1 for denominator of 19 with a minus sign
ii denominator = −19 soi M1 cope with the initial 10 + 7√5. Many multiplied the ’10 + 7√5’ term in front of whole expression or with attempt to
by 2 + √5, sometimes losing the denominator altogether. Those change signs in numerator
who knew they should rationalise the denominator of the fraction
often made errors in multiplying the denominator, with 9, −9 or 19
often seen (19 often following the correct 1 − 20). Some who
correctly reached this point then only divided the first term in the
numerator by −19.
 ii A1

Total 5

B1 each for a = 3, b = 2 oe

condone omission of square symbol; ignore ‘=

and B2 for c = 7 oe 0’

2 3(x − 2)2 − 7 isw or a = 3, b = 2 c = 7 www M4.

may be implied by their answer

B0 for (2, −7)

Examiner's Comments

Some who completed the square correctly lost the final mark by
may be obtained by starting again eg with
−7 or ft B1 giving the minimum point of (2, −7) rather than the minimum y-
calculus
value. Most common part-correct answers were getting the values
of a and b correct but ignoring the multiple of 3 in establishing any
value of c. The most common wrong values of b were −6 (dividing
the ‘−12x’ by 2) and 4 (taking the 3 out as a common factor and
forgetting to divide by 2).

Total 5

3 i 3n isw 1 accept equivalent general explanation

ii at least one of (n − 1)2 and (n + 1)2 correctly expanded M1 must be seen M0 for just n2 + 1 + n2 + n2 + 1

accept even if no expansions / wrong

ii 3n2 + 2 B1
expansions seen

dep on previous B1
SC: n, n + 1, n + 2 used similarly can obtain
comment e.g. 3n2 is always a multiple of 3 so remainder after dividing by 3 is always
ii B1 first M1, and allow final B1 for similar comment
2 B0 for just saying that 2 is not divisible by 3 – must comment on
on 3n2 + 6n + 5
3n2 term as well
 allow B1 for

Examiner's Comments

A small number of candidates made no attempt to generalise in

either part, and simply gave examples to demonstrate the
properties, so, of course, gained no marks. Most earned the mark
in the first part for adding the values. In the second part there were
some errors in multiplying but many correctly reached 3n2 +2. The
last mark was often lost due to an incomplete explanation centred
on the fact that 2 was not divisible by 3, without making any
reference to the fact that 3n2 is always divisible by 3.

Total 4

Examiner's Comments
4 i B1

Almost all candidates obtained both marks for this part. Some
gave 20 for the radius. (−3, −2) was only very occasionally seen.

condone lack of brackets with coordinates, here

i [centre =] (3, 2) B1
and in other questions

equation may be expanded first, and may

include an error
or use of Pythagoras with radius and a coordinate of the centre eg
ii substitution of x = 0 or y = 0 into circle equation M1
20 − 22 or h2 + 32 = 20 ft their centre and / or radius bod intent

allow M1 for (x − 3)2 = 20 and / or (y − 2)2 = 20

completing square attempt must reach at least

no ft from wrong quadratic; for factors giving two terms correct, or
ii (x − 7)(x + 1) [=0] M1 (x − a)2 = b
formula or completing square used with at most one error
 following use of Pythagoras allow M1 for
attempt to add 3 to [±]4

ii (7, 0) and (−1, 0) isw A1 accept x = 7 or −1 (both required)

completing square attempt must reach at least

(y − a)2 = b
no ft from wrong quadratic; for formula or completing square used
ii M1
with at most one error
following use of Pythagoras allow M1 for
attempt to add

Examiner's Comments

Finding the intersections of the circle with the axes was often well
done. Almost all candidates obtained the first mark for substituting
annotation is required if part marks are earned
y = 0 or x = 0 in the circle equation, although some then omitted
ii A1 in this part: putting a tick for each mark earned
the (−2)2 and/or (−3)2. Some, having correctly found the x-
is sufficient
intersections, substituted those values instead of starting again by
substituting 0 to find the y values. Since the correct y equation did
not factorise, there was distinctly less success in finding the y
values than the x values. Some good solutions using completing
the square were seen, after reaching (y − 2)2 = 11, for instance,
although some omitted the negative square root and then gave just
one value.

ii explicit substitution in circle equation and at least one stage of or clear use of Pythagoras to show AC and BC
show both A and B are on circle B1
i interim working required oe each =

B1 each
ii
(4, 5) B2
i

ii from correct midpoint and centre used; B1 for may be a longer method finding length of ½ AB
B2
i and using Pythag. with radius;
 M1 for (4 − 3)2 + (5 − 2)2 or 12 + 32 or ft their centre and / or
midpoint, or for the square root of this no ft if one coord of midpoint is same as that of
centre so that distance formula / Pythag is not
Examiner's Comments required eg centre correct and midpt (3, −1)

Almost all candidates were able to show that A and B lie on the annotation is required if part marks are earned
circle, usually by substituting the coordinates or finding the in this part: putting a tick for each mark earned
distance between each point and the centre, though some used is sufficient
the longer method of substituting one coordinate and solving the
resultant quadratic equation. A few candidates omitted to show
that B, as well as A, lies on the circle. Almost all candidates
obtained the coordinates of the midpoint of AB (4, 5) successfully,
with a small minority subtracting rather than adding. Most
candidates realised that the distance of the chord from the centre
of the circle was the distance from (4,5) to (3,2) and obtained the
correct answer of √10. Some calculated the length of AB and
proceeded no further; some halved it and used Pythagoras but
only a minority were successful with this approach.

Total 12

no section to be ruled; no curving back;

condone slight ‘flicking out’ at ends but not
approaching another turning point; condone
sketch of cubic the right way up, with two tps and clearly crossing the x axis in 3
5 i B1 some doubling (eg erased curves may continue
places
to show); accept min tp on y-axis or in 3rd or 4th
quadrant; curve must clearly extend beyond the
x axis at both ‘ends’

intersections must be shown correctly labelled or worked out accept curve crossing axis halfway between 1
i crossing / reaching the x-axis at −4, −2 and 1.5 B1
nearby; mark intent and 2 if 3/2 not marked

NB to find −24 some are expanding f(x) here,

which gains M1 in iiiA. If this is done, put a
i intersection of y-axis at −24 B1
yellow line here and by (iii)A to alert you; this
image appears again there
 Examiner's Comments

Most candidates were able to sketch the correct shape for the
cubic (the correct way up) and the majority were also able to
correctly label the interceptions on the x-axis, although some gave
i the positive x intercept as ½ or 2/3 or 3. A few candidates failed to
label the y-intercept or gave a wrong value such as 12 or -12.
Some candidates drew their graph stopping at one of the roots
(usually when x = – 4) instead of crossing the x-axis. Only a small
number of candidates drew the graph upside-down and a handful
drew the wrong shape altogether.

B1 for 2 correct or ft or for

(−2, 0) (0, 0) and (3.5, 0)
or M1 for (x + 2) x (2x − 7) oe
or SC1 for −6, −4 and −1/2 oe

Examiner's Comments
ii −2, 0 and 7/2 oe isw or ft their intersections 2
Quite a few errors were seen here, although a minority knew what
to do and wrote down the correct values. Some gave factors or
coordinates instead of roots, some solved x – 2 = 0 to give x = 2
as the root, and some went back to the equation but made an
algebraic error in replacing x with x − 2, reaching 2x − 5 as a
factor instead of 2x − 7.

e.g. 2x2 + 5x − 12 or 2x2 + x − 6 or x2 + 6x + 8

need not be simplified; condone lack of brackets for M1
ii
(A) correct expansion of product of 2 brackets of f(x) M1 may be seen in (i) – allow the M1; the part (i)
i or allow M1 for expansion of all 3 brackets, showing all terms, with
work appears at the foot of the image for (iii)A,
at most one error: 2x3 + 4x2 + 8x2 − 3x2 + 16x − 12x − 6x − 24
so mark this rather than in (i)

for correct completion if all 3 brackets already expanded, with

condone lack of brackets if they have gone on
some reference to show why −24 changes to −9
to expand correctly; condone ‘+15’ appearing at
ii
correct expansion of quadratic and linear and completion to given answer A1 some stage
i Examiner's Comments

NB answer given; mark the whole process

The first part was generally well done; most correctly expanded
 two brackets and continued to simplify and add 15 to get the
required result. Common errors were: not dealing correctly with
the 15 such as saying g(x) = −15 to get the result, and errors in
expanding or collecting terms. There was some poor
‘mathematical grammar’ with the ‘+15’ often appearing out of
nowhere.

ii allow this mark for (x − 1) shown to be a factor and a statement

(B) g(1) = 2 + 9 − 2 − 9 [=0] B1 B0 for just g(1) = 2(1)3 + 9(1)2 − 2(1) − 9 [=0]
i that this means that x = 1 is a root [of g(x) = 0] oe

M0 for division by x + 1 after g(1) = 0 unless

ii
attempt at division by (x − 1) as far as 2x3 − 2x2 in working M1 or inspection with at least two terms of quadratic factor correct further working such as g(−1) = 0 shown, but
i
this can go on to gain last M1A1

NB mixture of methods may be seen in this part

ii – mark equivalently
correctly obtaining 2x2 + 11x + 9 A1 allow B2 for another linear factor found by the factor theorem
i eg three uses of factor theorem, or two uses
plus inspection to get last factor;

for factors giving two terms correct;

ii allow M1 for (x + 1)(x + 18/4) oe after −1 and
factorising a correct quadratic factor M1
i −18/4 oe correctly found by formula
eg allow M1 for factorising 2x2 + 7x − 9 after division by x + 1

allow 2(x + 9/2)(x + 1)(x − 1) oe;

dependent on 2nd M1 only;

condone omission of first factor found; ignore ‘= 0’ seen

Examiner's Comments
SC alternative method for last 4 marks: allow
ii
(2x + 9)(x + 1)(x − 1) isw A1 first M1A1 for (2x + 9)(x2 − 1) and then second
i In part (B) most candidates correctly showed g(1) = 0 although
M1A1 for full factorisation
some failed to show enough working. Candiates were well-versed,
in general, with the techniques of long division or inspection so
that most achieved the correct quadratic factor and were able to
go on and factorise this to gain full marks. Some tried to use the
quadratic formula and then only gave (x + 1)(x + 4.5) oe as
factors.
 Total 12

ruled straight line and within 2mm of (2, 7) and

6 i y = 2x + 3 drawn accurately M1 at least as far as intersecting curve twice
(−1, 1)

i (−1.6 to −1.7, −0.2 to −0.3) B1 intersections may be in form x = ..., y = ...

if marking by parts and you see work relevant

i (2.1 to 2.2, 7.2 to 7.4) B1 to (ii), put a yellow line here and in (ii) to alert
you to look

Revised tolerances for modified papers for visually impaired candidates (graph
ruled straight line and within 3 mm of (2, 7) and
i in (i) with 6mm squares) M1 at least as far as intersecting curve twice
(−1, 1)
y = 2x + 3 drawn accurately

i (−1.6 to −1.8, −0.2 to −0.3) B1 intersections may be in form x = ..., y = ...

if marking by parts and you see work relevant

i (2.1 to 2.3, 7.1 to 7.4) B1 to (ii), put a yellow line here and in (ii) to alert
you to look

Examiner's Comments

Almost all candidates were able to draw the line accurately.

i
Omission of one or both of the signs on the negative intersections
was quite common; a few reversed the coordinates. A few just
wrote the two x-values only.

may be seen in (i) – allow marks; the part (i)

ii M1 or attempt at elimination of x by rearrangement and substitution work appears at the foot of the image for (ii) so
show marks there rather than in (i)

ii 1 = (2x + 3)(x − 2) M1 condone lack of brackets implies first M1 if that step not seen

for correct expansion; need not be simplified; implies second M1 if that step not seen
2
ii 1 = 2x − x − 6 oe A1
NB A0 for 2x2 − x − 7 = 0 without expansion seen [given answer] after seen
 completing square attempt must reach at least
use of formula or completing square on given equation, with at
ii M1 [2](x − a)2 = b or (2x − c)2 = d stage oe with at
most one error
most one error

isw e.g. coordinates;

after completing square, accept or better

Examiner's Comments
ii A1

Most were able to obtain the correct equation and many went on
to solve it successfully, although as expected, there were some
errors in using the formula, especially frequently in evaluating the
discriminant after correct substitution.

ii and attempt
M1
i
at rearrangement

for simplifying and rearranging to zero;

ii e.g. M1 bod for x2 − (k + 2)x + 2k
2 condone one error;
x − (k + 2)x + 2k + 1[=0] M1
i or M1 for x2 − 2kx + 2k + 1[= 0]
collection of x terms with bracket not required

ii = 0 may not be seen, but may be implied by

b2 − 4ac = 0 oe seen or used M1
i their final values of k

SC1 for 0 and 4 found if 3rd M1 not earned (may or may not have
earned first two Ms)

Examiner's Comments
ii e.g. obtained graphically or using calculus and /
[k =] 0 or 4 as final answer, both required A1
i or final answer given as a range
After the previous part, most candidates realised that they had to
equate the two expressions and manipulate the resulting equation,
although many had problems dealing with the ‘k’ terms (‘kx + 2x =
2kx’ for instance). Most candidates stopped there, but some
 realised that they needed to use ‘b² - 4ac = 0’ to establish the final
values of k. Some were confused with the k and x terms and were
unable to identify the coefficients correctly or made errors in
simplifying the equation. A few candidates used their graphs to
establish the results for k. A few tried to apply calculus but rarely
with any success.

Total 12

7 i B1 or 0.5

Examiner's Comments

Some candidates were able to write down the correct values of a

i b=1 B1 and b. Those who chose to use transformation arguments
sometimes confused the stretch (1/2 or 2) and the translation (+1
or −1). Others chose to substitute the coordinates of specific
points, with variable success.

o.e. ft their a (≠ 0), b (but allow recovery to correct values)

ii M1 or verified by subst x = 1, y = 1 into

ii ⇒ x = 1, y = 1 A1 unsupported answers M0A0

o.e., ft their a. b; or verified by subst (−1/3, 1/3) into

ii or ½(x + 1) = −x, M1

ii ⇒ x = −1/3, y = 1/3 A1 or 0.33, −0.33 or better unsupported answers M0A0

or
ii M1 ft their a and b
¼(x + 1)2 = x2

obtaining a quadratic = 0, ft their previous line, but must have an

ii ⇒ 3x2 − 2x − 1 = 0 M1ft
x2 term

ii ⇒ x = −1/3 or 1 A1 SC3 for (1, 1) (−1/3, 1/3) and one or more additional points

Examiner's Comments
ii y = 1/3 or 1 A1
 Most candidates, who knew what they were doing here either used
½ (x + 1) = ± x or squared both sides to find a quadratic in x. In the
latter approach, some forgot to square the ½ and got the wrong
quadratic. Examiners followed through their values for a and b.
Some candidates omitted the y-coordinates. Candidates who
found (1, 1) without showing a valid method got no marks, and
there was evidence of the usual mistakes in using modulus, such
as |x + 1|= |x| + 1, etc.

Total 6

8 i n3 − n = n(n2 − 1) B1 two correct factors

Examiner's Comments

i = n(n − 1)(n + 1) B1 Many candidates failed to factorise the n2 – 1, leaving their answer
as n(n2 – 1). This rendered the second part of the question very
difficult.

ii n − 1, n and n + 1 are consecutive integers B1

Examiner's Comments

There were two ideas needed here, the realisation that n – 1, n

so at least one is even, and one is div by 3 and n + 1 were consecutive integers, and that the product
ii B1
3
[⇒ n − n is div by 6] contained factors 2 and 3. Many candidates argued that the
product had to be even, but this was not enough to gain credit.
Others, predictably, verified the result with a few values of n, often
describing this as ‘proof by exhaustion’.

Total 4

9 i Range is −1 ≤ y ≤ 3 M1 −1, 3

−1 ≤ y ≤ 3 or −1 ≤ f(x) ≤ 3 or [−1, 3] (not −1 to 3, −1 ≤ x ≤ 3, −1 < y

< 3 etc)
i A1
Examiner's Comments
 This was generally well done, with one mark awarded for −1 and 3
seen, and one for the correct notation. Some used x instead of y
or f(x), and others confused domain and range.

ii y = 1 − 2sin x x ↔ y [can interchange x and y at any stage]

ii x = 1 − 2sin y ⇒ x − 1 = − 2 siny M1 attempt to re-arrange

ii ⇒ siny = (1 − x)/2 A1 o.e. e.g. siny = (x − 1)/(−2) (or sinx = (y − 1)/(−2))

or f−1(x) = arcsin [(1 − x)/2], not x or f−1(y) = arcsin[1 − y)/2] (viz

must have swapped x and y for final ‘A’ mark)
arcsin [(x − 1)/−2] is A0

Examiner's Comments
ii ⇒ y = arcsin [(1 − x)/2] A1

Most candidates are well practiced at finding inverses, and were

familiar with arcsine, gaining full marks here. Leaving the result as
y = arcsin((x – 1)/−2) lost the final A1. Very occasionally,
candidates gave the answer as 1/f(x) or f’(x).

ii
f′(x) = −2cos x M1 condone 2cos x
i

ii
⇒ f′(0) = −2 A1 cao
i

not 1/−2

Examiner's Comments

ii
⇒ gradient of y = f−1(x) at (1, 0) = − ½ A1 Nearly all candidates found f’(x) and f’(0) correctly. The gradient of
i
the inverse function was less successful. Many confused this with
the condition for perpendicularity and gave the answer ½ instead
of - 1/2 . Those who tried to differentiate f-1(x) directly had little
success.

Total 8
1
V = πh2 ⇒ dV/dh = 2πh⇒ M1A1 if derivative 2πh seen without dV/dh = … allow M1A0
0

soi; o.e. – any correct statement of the chain rule using V, h and t
dV/dt = dV/dh × dh/dt M1
– condone use of a letter other than t for time here

dV/dt = 10 B1 soi; if a letter other than t used (and not defined) B0

or 0.32 or better, mark final answer

Examiner's Comments

This proved to be an accessible 5 marks, with many candidates

dh/dt = 10/(2π × 5) = 1/π A1
getting the question fully correct. Of those who did not, dh/dt = 10
(instead of dV/dt) was quite a common misconception; some tried
to find dh/dV but failed to handle the constant of 1/√π correctly;
and a surprising number finished off by saying that 10/10π = π
instead of 1/π.

Total 5

1
M1 use of ln(a/b) = ln a − ln b
1

M1 use of ln√c = ½ ln c

o.e.; correct expression (if this line of working is missing,

A1 M1M1A0A0)

NB AG
A1
for alternative methods, see additional solutions

Additional solutions

M1 ln √c = ½ ln c used
 A2 fully correct expression for the derivative

simplified and shown to be equivalent to

A1

Additional solutions

M1 ln(a/b) = ln a − ln b used

A2 fully correct expression

simplified and shown to be equivalent to

A1

Additional solutions

× their u′ where

M1
 (any attempt at u′ will do)
A2
o.e. any completely correct expression for the derivative

simplified and correctly shown to be equivalent to

Examiner's Comments

Some candidates spotted the trick of simplifying the given function

to get y = ½ ln(2x – 1) – ½ ln(2x + 1) before differentiating, and
A1
thereby made lives considerably easier for themselves! However,
writing the answer down from here omitted the vital 2 x ½ working
and lost two marks. Those who started differentiating from y =
ln(√(2x – 1) – ln(√(2x + 1)) needed to convince that they were
using a chain rule on √u, where u = 2x – 1. Some tenacious
candidates even managed to differentiate the given function
correctly without these preliminaries, but made life hard for
themselves.

Total 4

1
M1 k ln(3 + cos 2x)
2

A2 ½ ln(3 + cos 2x)

o.e. e.g. du/dx = −2sin2x or if v = cos2x, dv = −2sin2xdx o.e.

or u = 3 + cos 2x, du = −2sin2x dx M1
condone 2sin2x dx
 A1

A1 [− ½ lnu] or [– ½ ln(3 + v)] ignore incorrect limits

from correct working o.e. e.g. − ½ ln(3 + cos(2.π/2)) + ½ ln(3 +

cos(2.0))
A1
o.e. required step for final A1, must have evaluated to 4 and 2 at
this stage

NB AG

Examiner's Comments

The error d/dx (cos 2x) = 2sin 2x proved costly here, earning only
A1
a consolation M1; many also wrote the limits the wrong way round
on the integral, and scored 3 out of 5, unless they ‘lost’ the
negative sign, and scored M1 only. Many candidates seem
unaware that swapping limits dealt with the negative sign. We also
needed to see some evidence of why ln 4 – ln 2 = 2 to score the
final A1.

Total 5

x = 0, y = 1; y = 0, x = 1

1 Examiner's Comments
i (1, 0) and (0, 1) B1B1
3
The points of intersection were a write-down for many candidates.
Weaker attempts failed to solve (1 – x) e2x = 0 convincingly.
ii f′(x) = 2(1 − x)e2x − e2x B1 d/dx(e2x) = 2e2x

ii M1 product rule consistent with their derivatives

ii = e2x (1 − 2x) A1 correct expression, so (1 − x)e2x − e2x is B0M1A0

M1de
ii f′(x) = 0 when x = ½ setting their derivative to 0 dep 1st M1
p

A1ca
ii x=½
o

allow ½ e1 isw

Examiner's Comments

ii y=½e B1 This proved to be an accessible 6 marks for candidates. The

derivative of e2x and the product rule were generally correct, and
deriving x = ½ and y = e1/2 was straightforward, though many did
not simplify the derivative to e2x – 2xe2x immediately. Some
candidates approximated for e1/2 and lost a mark.

ii correct integral and limits; condone no dx (limits may be seen

B1
i later)

ii
M1 u, u′, v′, v, all correct; or if split up u = x, u′ = 1, v′= e2x, v = ½ e2x
i

condone incorrect limits; or, from above,

ii
i
A1

ii
A1 o.e. if integral split up; condone incorrect limits
i

ii NB AG
i A1ca
o Examiner's Comments
 Most candidates applied integration by parts to either ∫(1 – x) e2xdx
or ∫x e2xdx, using appropriate u, v’, u’ and v. Sign and/or bracket
errors sometimes meant they failed to derive the correct result, but
many were fully correct.

i
g(x) = 3f(½ x) = 3(1 − ½ x) ex B1 o.e; mark final answer
v

through (2,0) and (0,3) – condone errors in writing coordinates

(e.g. (0,2)).

reasonable shape, dep previous B1

B1

i
B1de TP at (1, 3e/2) or (1, 4.1) (or better).
v
p (Must be evidence that x = 1, y = 4.1 is indeed the TP – appearing
in a table of values is not enough on its own.)

Examiner's Comments

B1 This part proved to be quite demanding. Deriving the formula for

g(x) was rarely correctly done. Common errors were an extra
factor of 3 and an incorrect exponent. Most graphs showed the
correct points of intersection (0, 3) and (2, 0), but the turning point
was quite often incorrect or missing, and the shape failed to
convince.

o.e. mark final answer

v 6 × ¼ (e2 − 3) [= 3(e2 − 3)/2] B1 Examiner's Comments

Those, of the relatively few candidates, who got this correct just
 wrote down 2 x 3 x ¼ (e2 – 3). Some tried to integrate g(x), with
little success.

Total 18

allow x = ½

1
i a=½ B1 Examiner's Comments
4

Nearly all candidates gained this mark for the asymptote.

ii
B1 3y2dy/dx
M1 Quotient (or product) rule consistent with their derivatives; (v du +
udv)/v2 M0
A1 correct RHS expression – condone missing bracket

ii A1

ii A1 NB AG penalise omission of bracket in QR at this stage

ii dy/dx = 0 when 4x3 – 3x2 = 0 M1

ii A1 if in addition 2x − 1 = 0 giving x = ½, A0

ii M1 must use x = ¾; if (0, 0) given as an additional TP, then A0

ii y = 0.945 (3sf) A1 can infer M1 from answer in range 0.94 to 0.95 inclusive
 Additional suggestions

ii
M1
quotient rule or product rule on y – allow one slip
correct expression for the derivative
A1

M1
ii factorising or multiplying top and bottom by (2x – 1)2/3
A1

ii A1 establishing equivalence with given answer NB AG

ii
B1

M1A1

ii A1

ii A1 establishing equivalence with given answer NB AG

 d/dx(y3) = 3y2(dy/dx)

product rule on y3(2x − 1) or 2xy3

correct equation

B1
subbing for 2y3

M1
NB AG
A1
ii
Examiner's Comments

Candidates tended to score heavily on this part. The implicit

M1
differentiation of y3 was usually correct (albeit introduced into
solutions belatedly), and the quotient rule was done well, though
occasionally omission of brackets was penalised. Those who cube
A1
rooted and differentiated often succeeded in arriving at the given
derivative. Another approach was to multiplying across before
differentiating implicitly, but with required candidates to substitute
for y to deduce the required form for the derivative. Finding x = ¾
for the turning point from the given derivative was straightforward,
but some failed to find the correct y-coordinate by omitting the
necessary cube root.

ii
i M1
if missing brackets, withhold A1
M1 × ½ du condone missing du here, but withhold A1

ii
A1 NB AG
i
 ii correct integral and limits – may be inferred from a change of
M1
i limits and their attempt to integrate (their) ¼ (u2/3 + u−1/3)

ii
when x = 1, u = 1, when x = 4.5, u = 8 A1 u = 1, 8 (or substituting back to x's and using 1 and 4.5)
i

ii
i
B1

ii o.e. correct expression (may be inferred from a correct final

A1
i answer)

cao, must be exact; mark final answer

Examiner's Comments

There were plenty of accessible marks here as well. The first three
marks, for transforming the integral to the variable u, were usually
ii negotiated successfully, although poor notation – omitting du’s or
A1
i brackets – was sometimes penalised in the A1 mark. The second
half involved evaluating the given integral with the correct limits.
Some calculated the correct limits, but made errors in the integral
(or forgot to integrate altogether). However, a reasonable number
of candidates managed to do this work without errors. A rather
curious misconception was to cube the correct value of the
integral, because the function was presented implicitly in terms of
y 3.

Total 18

1
i −10x−6 isw B1 for − 10 if B0B0 then SC1 for − 5 × 2x−5 − 1 or better soi
5

for x−6
i B1
ignore + c and y =
 Examiner's Comments

The overwhelming majority of candidates scored full marks on this

question. A few candidates omitted the minus sign, and others lost
a mark because they calculated the power as – 5 – 1 = − 4. A
small number of candidates integrated. Some of these did

so incorrectly, obtaining the answer .

ii y = x⅓ soi B1 condone if differentiation follows

ii kxn−1 M1 ft their fractional n

ignore + c and y =

Examiner's Comments

ii A1 Most candidates identified the correct power, and went on to allow 0.333 or better
differentiate correctly. However, a significant minority gave the
new power as −⅓, and a few integrated instead of differentiating.
In cases where candidates failed to identify ⅓ as the power, − 3
and 3/2 were the most common errors.

Total 5

1
i 11.5, 11 and 10.5 oe B1 ignore labelling
6

allow AP
ignore references to a, d or n

Examiner's Comments incorrect embellishments such as converging

i arithmetic and / or divergent
B1 arithmetic…, diverging geometric… do not
Nearly all candidates spotted the algebraic definition and correctly score. B0 if a choice is given e.g. AP / GP.
found the required terms. A few lost a mark by calculating the first,
second and fourth term, and a few thought it was an inductive
definition and substituted u1 in the formula instead of n = 2. The
 most common description was “arithmetic”; a few candidates also
earned the mark with “divergent”. However, a significant minority
either omitted a description altogether, gave an incorrect answer
(most commonly “convergent” or “geometric” and occasionally
“periodic”) or spoiled their correct answer by hedging their bets: for
example, “converging arithmetic” was fairly common.

ii n = 30 identified as number of terms in relevant AP B1 e.g. 1 + 2 + 3 + … + 30 is not a relevant AP

condone one error in a, d or n

ii M1
but do not condone l = −½

allow recovery from slip in working (e.g. omission of minus sign)

Examiner's Comments

A little over half of candidates scored full marks on this question. A

surprising number either specifically identified d as ½, or omitted
the minus sign when calculating the sum of the A.P., and ended
up with an answer of 562.5. Very few of these candidates had the
sense that something must have gone wrong. A few others SC3 if each term calculated and summed to
ii 127.5 oe A1
mistakenly identified a as 12, but were still able to score 2 marks. correct answer or for 127.5 unsupported
Some candidates did not use the formula, instead writing out all
the terms and calculating the sum directly: as often as not the
arithmetic went astray and so only the first mark was earned.
Approximately one fifth of candidates made no headway. The
sigma notation proved insurmountable for a few, and others used
the formula for the sum of a geometric progression or simply
attempted to find the nth term. Others confused Σun with Σn, and
thus failed to score.

Total 5

1
kx−2 M1* k≠0
7

−9x−2 A1 may be awarded later no marks at all for responses based on “mx + c”

+ 2x + c M1* c may appear at substitution stage


substitution of x = 3 and y = 6 in their expression following integration
c=1
Total
1 clear diagram or explanation starting with equilateral triangle correctly showing 30 as
i B1
8 half angle and sides 1 and 2 or multiples of these lengths
correct use of Pythagoras and adjacent and hypotenuse correctly identified to obtain
i B1
given result
M1de
on award of either of previous M1s e.g. 6 = k3−2 + 2 × 3 + c
p
A0 if spoiled by further working
Examiner's Comments
Most candidates recognised this standard question and integrated
successfully; the majority went on to score full marks. A few
dropped the minus sign on the first term and ended up losing both
A marks, a few made arithmetic or substitution errors: c = − 1
and c = 81 were the most common wrong answers. In a small
number of cases the final mark was withheld because at no point
did the candidate write “y =” in their solution. A small number of
A1 for full marks, must see “y =” at some stage
candidates spoiled fully correct answers by reverting to an
answer based on y = mx + c and an equally small number
integrated successfully but used the original expression to
evaluate c. Some candidates were unable to deal with the negative
power successfully: variations of were the
most common errors. A significant minority of candidates
(approximately 20%) failed to score because they multiplied by x
and added c.
5
units for sides and angle not required
adjacent and hypotenuse may be identified on diagram
Examiner's Comments
condone abbreviations
Over half of candidates failed to score on this question. A
surprising number drew “equilateral” triangles with unequal angles
or sides, defined the cosine ratio incorrectly or not at all, or were
 unable to use Pythagoras correctly to obtain the third side of
their right angled triangle. Generally, candidates did not set out
their work rigorously; even those who understood what was
required were minimalist in their approach and missed out on both
marks.

may be implied by correct answer or ±0.523598775…, or may

ii M1 condone ±30° or − 150°
appear on quadrant diagram or graph

ii A1 ignore extra values outside the range

if A0A0, SC1 for 1.8333333π and 1.16666666π to 3 or more sf or

SC1 for 330° and 210° www

Examiner's Comments

Almost half of candidates obtained full marks on this question.

Most obtained to earn the first

if full marks or SC1 awarded, subtract 1 for
ii A1
extra values in the range
mark; some obtained the correct angles and left their answers in
degrees or only found one of the angles and a few lost a mark by
adding

extra values, usually and / or . Over a quarter of

candidates failed to score: the usual mistake was a first move of

2θ = sin−1(±1).

Total 5

1
i ruled line touching curve at x = 2 M1 intent to touch, but must not clearly cut curve
9

may be on graph or in working; must use correct points from their

their from their line
i M1 M0 for reciprocal

tangent their tangent may be at another point

 both M1s must be awarded

Examiner's Comments

i answer in range 2.5 to 3.0 inclusive
More than half the candidates earned full marks; only a small
minority failed to score at all. Almost all candidates drew a
reasonable tangent, though it was occasionally at (1, 2) instead of
A1 (2, 4). A few lines were not tangents at all, the normal being the (value is approx 2.773)
usual error, although occasionally curves were seen. Most
candidates knew that they should draw a right-angled triangle, but
many were very small, leading to a gradient which was outside the
acceptable range. Some candidates clearly used two points taken
from the curve which did not score, others tried (vainly) to
differentiate the function, perhaps not understanding the word
‘hence’ in the question.

ii 3.482202253… and 4.59479342… rot to 3 or more sf B1

mark the final answer

Examiner's Comments

Approximately one third of candidates scored full marks and

nearly all knew what was required. However, marks were
commonly lost because of premature approximation. Candidates
whose values for 2x were 3.5 and 4.6 calculated a gradient of
2.75, outside the range and earned no marks. Candidates who
ii 2.78 to 2.7815 or 2.8 B1 2.781477917‥
stated the values 3.48 and 4.59 earned the first mark, but lost the
second if they left their gradient as 2.775 rather than correcting it
to 2.8 or 2.78, all that their values were qualified to give.
Candidates who gave more figures (up to ten) usually earned the

second mark. A few candidates calculated ; a few

calculated the midpoint or calculated the gradient using the

point (2, 4).
 Total 5

Examiner's Comments

2 Most candidates did not earn this mark: in spite of being

i 2S cao B1
0 commonly seen,

candidates were unable to make the connection to “S”. Those who

did, often left their answer embedded in irrelevant working.

ii M1

Examiner's Comments

Approximately three quarters of candidates made the correct initial

ii A1
move of .A

few then recognised that factorising the denominator was

relevant, but only a tiny minority went on to earn the second mark.

Total 3

2
h = 1.5 B1 h = 1.5 allow if used with 6 separate trapezia
1

at least 4 y-values in middle bracket, e.g.

basic shape of formula correct,

M1
omission of brackets may be recovered later

M0 if any x values used

all y-values correct and correctly placed in formula B1 condone omission of outer brackets and / or omission of 0

answer only does not score or B1 + B3 if 6 separate trapezia calculated to

29.775 to 3 sf or better; isw A1
give correct answer
 Examiner's Comments

A majority of candidates scored full marks, nearly always through

correct application of the formula; although a few successfully
used individual trapezia (the majority of those who adopted the
latter approach were unsuccessful). Some slipped up by omitting
the outer brackets and taking 3.0 (or occasionally 9) as the final y-
value or by using an incorrect value for h (usually 1, occasionally 9
and rarely from incorrectly calculating 9÷6). Only a very small
minority failed to score at all.

Total 4

B1 for three points correct or for all four points correct but clearly
not joined

Examiner's Comments

The majority of candidates scored full marks. A few lost a mark by

points must be joined, but not always easy to
2 extending their function to the left or the right or by misplacing (2,
i graph from (−1, 1) to (1, 1) to (2, 2) to (3, 0) 2 see, so BOD if in doubt. Accept freehand
2 2) or (3, 0). Approximately 30% of candidates failed to score. A
drawing.

translation of or a stretch in the

x-direction scale factor 2 were the most common errors; a few

candidates gave the end point as (2, 0) and the adjacent vertex as
(1.5, 2).

B1 for three points correct or for all four points correct but clearly
not joined

Examiner's Comments points must be joined, but not always easy to

ii graph from (−2, 3) to (2, 3) to (4, 6) to (6, 0) 2 see, so BOD if in doubt. Accept freehand
There was an even better response to this part with almost 70% of drawing.
candidates obtaining full marks. As in part (i), a few lost a mark by
extending their function to the left or the right or by misplacing (4,
6) or (more often) (6, 0). Approximately one quarter of candidates
 failed to score. A translation of or a stretch in the

x-direction scale factor 3 were common; occasionally (4, 6) and (6,

0) were correct, but the other two points were simply left unaltered.

Total 4

2
i 3x2 − 6x − 22 M1 condone one incorrect term, but must be three terms condone “y =”
3

may be implied by use of e.g. quadratic

i their y′ = 0 soi M1 at least one term correct in their y′
formula, completing square, attempt to factorise

i 3.89 A1

or better, or both decimal answers given to a different accuracy or

from truncation

Examiner's Comments

Nearly all candidates differentiated successfully and set their

derivative to zero. Over 60% of candidates went on to score full
i −1.89 A1 marks, although a few candidates made an error (usually 2x2 but 3.886751346 and −1.886751346
occasionally + 24 was retained). However, a significant minority
attempted unsuccessfully to factorise the quadratic and then gave
up and a surprising number were unable to use the quadratic
formula correctly. Very few candidates appeared to check their
answers. Some candidates lost an easy mark by leaving their
answers in an exact form or by quoting a different precision.
Occasionally, candidates found the second derivative and set this
equal to zero. A significant minority wasted time either by finding
the associated y-values or by determining the nature of the turning
points, neither of which were required.
ii x3 − 3x2 − 22x + 24 = 6x + 24 M1 may be implied by x3 − 3x2 − 28x [= 0]

ii x3 − 3x2 − 28x [= 0] M1 may be implied by x2 − 3x − 28 [= 0]

dependent on award of both M marks

Examiner's Comments

This was very well answered by most candidates. Well over 80%
ii other point when x = 7 isw A1 ignore other values of x
earned the first mark and most went on to score full marks.
Occasionally, candidates slipped up when collecting like terms
and a few made a sign error when factorising. The minority who
failed to score either omitted the question altogether, or set 6x +
24 equal to the derivative.

alternative method

ii M1 for
M1* allow for three terms correct; condone + c
i

may be implied by 2nd M1

ii M1de
F[0] − F[−4] allow 0 − F[−4], condone − F[−4], but do not allow F[−4] only
i p
condone one error in integration

ii
area of triangle = 48 B1 M1dep for F[0] − F[−4]
i

A0 for − 96, ignore units,

Examiner's Comments

This question was accessible to most candidates, although a

ii
area required = 96 from fully correct working A1 significant minority scored zero. Many candidates found the area no marks for 96 unsupported
i
of the triangle using ½×base×height. Most of those who used a
base of −4 realised that a negative area was impossible and so
removed the minus sign. Some used integration and more often
than not were successful – sometimes after ’losing’ a minus sign.
Most candidates also integrated successfully, but some made no
 further progress, as they ignored the upper limit and then
‘airbrushed’ the minus sign. A good proportion of those who did
integrate successfully then made errors with the arithmetic. Some
candidates earned two marks by combining the equations and
integrating correctly, but a similar proportion ignored the upper limit
or made arithmetical slips.

Total 11

2 allow correct application of cosine rule or from finding relevant

i (A) AC2 = 12.82 + 7.52 oe M1
4 angle and using trig

i AC = 14.83543056‥ A1 rot to 3 or more sf , or 15 B2 for 14.8 or better unsupported

i M1

i 59.6 to 59.64 A1

i M1

allow B2 for 25.69 ≤ AD < 25.8 unsupported…but B0 for 25.8

unsupported

Examiner's Comments

Nearly all candidates used Pythagoras to obtain AC correctly. A

few used the Cosine Rule instead: most were successful.
i 25.69 to 25.8 A1

However, those who did calculate arctan were in the

minority; most used the Sine or Cosine Rule and often lost the A
mark having worked with rounded or truncated values. A few used
the Cosine Rule wrongly obtaining an answer close to 90° and yet
failed to spot that something must be wrong. A small minority of
 candidates assumed that AC bisects angle ACB and a similar
sized group stopped at this point. However, most went on
successfully to use the Sine Rule and obtain a value within the
specified range.

may be implied by correct final answer in range or by sight of

i (B) area of ABC = 48 soi B1 condone 48.0…

i M1 may be implied by 144.8 to 146

Examiner's Comments

Most candidates successfully found the area of ABC, although

some used convoluted methods and lost accuracy or made errors
with the arithmetic. Many candidates adopted the anticipated
approach of ½×AC×AD×sinDAC and went on to present a final
i 192.8 to 194[m2] A1 B3 for correct answer in range if unsupported
answer within range. However, some candidates omitted to add
the two areas together and some used angle DCA in the formula.
A small minority used convoluted methods involving the vertical
height of triangle ADC or calculated DC and worked with that
length instead. Accuracy was often lost, but about half of these
candidates were successful.

or angle EMF
ii B1 allow 1.02 to 1.021 or 58.487° to 58.5°
or angle MEF
or MHG = 0.55 (31.5126°)

ii HM = 1.7176 to 1.7225 B1 may be implied by final answer

½ × 1.1 × their HM2

1.63(0661924…) check arithmetic if necessary their HM≠ 0.9 or
ii M1
θ = 63(.025357…) 1.8

may be implied by final answer or in double this

ii area of triangle EMF = 0.652 to 0.662 B1 or MGH
(1.304 to 1.324)

Examiner's Comments
full marks may be awarded for final answer in
2
ii 2.95 to 2.952 [m ] cao A1
correct range i.e. allow recovery of accuracy
Approximately a quarter of candidates failed to score on this

Total
2 NB use of 3 × 0.017 leads to 61.685, which
i 65 × (1 − 0.017)3 oe
5 doesn't score
i 61.7410… showing more than 3 sf
question. Either no response was made, or initial assumptions
such as MH = MG or HMG = 45° were made and no progress was
made. However, most were able to obtain one of the required
angles correctly and many went on to use this to find MH or HG
successfully. Far too many candidates then worked with truncated
values or values which were approximated too severely. The
method mark for finding the area of the sector was often earned,
although a few candidates used the formula for arc length, found
the area of the segment or selected something more exotic from
the formula booklet. A small minority converted to degrees:
sometimes this was successful, but it was disappointing to see
calculations such as ½× 1.722×63 on occasion. In some cases, this
was added to a correct value for the triangular sections, apparently
without any awareness that the numbers generated couldn’t
possibly match up. A number of candidates found HG successfully
and then used Pythagoras incorrectly to obtain a value for MH
which was smaller. Again, this was usually ignored. Approximately
20% of candidates scored full marks, but a further 7% or 8% lost
the last mark either by combining their answers incorrectly or by
working with rounded or truncated figures and then over-specifying
their final answer.
14
M1 may be longer method finding decrease year by year etc.
answer 61.7 given
Examiner's Comments
A surprising number of candidates failed to score any marks.
A1
Many of these candidates adopted a ’simple interest’ approach
and evaluated 65 − 3×0.017×65. A few candidates evaluated 65 −
3×0.017 or wrote 0.0173×65 = 61.7. About two thirds of candidates
did understand what was required but failed to appreciate the
need to show more than 3 significant figures in their answer to
 ’show that’ the value is 61.7 to this precision. 65×0.9833 = 61.7
was quite common. A significant minority of candidates adopted a
long-winded approach, showing each stage of the change, and
were no more successful.

e.g. 63.895 × 0.983n − 1 or 61.7 × 0.983n − 3

Examiner's Comments
ii [d =] 65 × 0.983n oe B1
Fewer than 40% of candidates earned this mark. 65×0.983n−1 was
quite common, but more often than not the response was either
non-existent or irrelevant.

ii 65 × 0.983n < 3 or
M1* condone omission of base 10 throughout
i log10(65 × 0.983n) < log103 oe

if M0M0, SC1 for log1065 + n log100.983 <

ii M1de
log1065 + log100.983n < log103 www may be implied by e.g. log1065 + n log100.983 < log103 log103 even if < is replaced by e.g. = or > with
i p
no prior incorrect log moves

ii [log1065 + n log100.983 < log103] NB watch for correct inequality sign at each
or [log100.983n < log103− log1065]
i n log100.983 < log103− log1065 and step

ii reason for change of inequality sign not

A1 inequality signs must be correct throughout
i required

B0 for n > 180

Examiner's Comments

This was inaccessible to most candidates, at least partly due to

lack of success in the first two parts. It was surprising how few took
ii
n = 180 cao B1 advantage of the mark for obtaining n = 180: this request was n > 179.38…
i
either ignored, or a decimal answer was presented – although a
few wrote n > 180. Very few scored all 3 marks for finding the
given result. Most who did, had a correct formula from (ii) but had
the inequality sign incorrect or used “=”. Very few started off
correctly, of those who did start correctly, a high proportion lost the
third mark for reversing the sign too early. log10(65 × 0.983n) <
 logl03 very often incorrectly led straight to log10(65) × log(0.983n) <
logl03 which then became log1065 + log100.983n < log103. It was
pleasing that many of the successful candidates who did score full
marks were justifying the reversal of the inequality sign, even
though this was not required.

accept 63.895 rot to 3 or 4 sf;

i
63.895 = 65 × 10−k soi B1 or 65 × 0.983 = 65 × 10−k B1 may be awarded for substitution of t = 1
v
after manipulation

i log10(their 63.895) = log1065 − k their 63.895 must be from attempt to reduce 65 by 1.7% at least M1A1A1 may be awarded if other value of t with
M1
v or −k = log10(their 0.983) once correct d is used

i
[k = ] 7.4 × 10−3 to 7.45 × 10−3 A1 [k = ] −log100.983 isw
v

Examiner's Comments

This proved more accessible than part (iii). A little under half of
candidates were able to correctly substitute the appropriate value
for d in conjunction with t = 1. However, 63.895 = 65 ×10-k leading
to log 63.895 = log65 × log10-k was quite common, so the
NB B1M1A0A1 is possible;
i remaining marks were inaccessible. Some candidates went on to
[d = ] 42.1… to 42.123 [°C] isw A1 unsupported answers for k and / or d do not
v earn the method mark, but lost at least one of the accuracy marks
score
due to premature approximation - some candidates lost a mark by
omitting to give an explicit statement of the value of k. Some lost
both A marks because they divided by log65 instead of
subtracting. A significant minority omitted the question altogether.
In cases where there was an attempt which scored zero, the most
common error was to begin with d = 1.

Total 11

2
i
6

expressing in partial fractions of correct form (at any stage) and

i ⇒ x = A(1 − 2x) + B(1 + x) M1 attempting to use cover up, substitution or equating coefficients
Condone a single sign error for M1 only.
i A1 www cao

www cao

i x = −1 ⇒ −1 = 3A ⇒ A = −1/3 A1 (accept A/(1 + x) + B/(1 − 2x), A = −1/3, B = 1/3 as sufficient for

full marks without needing to reassemble fractions with numerical
numerators)

Examiner's Comments

i Whilst almost all candidates knew the general method for

expressing the given fraction in partial fractions, there were a
surprising number of numerical errors.

ii

correct binomial coefficients throughout for first three terms of

either (1 − 2x)−1 or (1 + x)−1 oe i.e. 1, (−1), (−1)(−2)/2, not nCr
ii M1
form.
Or correct simplified coefficients seen.

1 + 2x + 4x2
1 − x + x2 (or 1/3/ −1/3 of each expression, ft their A/B)

If k(1 − x + x2) (A1) not clearly stated separately, condone

A1
ii absence of inner brackets (i.e. 1 + 2x + 4x2 − 1 − x + x2) only if
A1
subsequently it is clear that brackets were assumed, otherwise
A1A0.
[i.e. −1 − x + x2 is A0 unless it is followed by the correct answer]
Ignore any subsequent incorrect terms

or from expansion of x(1 − 2x)−1(1 + x)−1

ii
A1 www cao
 OR correct binomial coefficients throughout for (1 − (x + 2x2)) oe
ii x(1 − x − 2x2) = x(1 − (x + 2x2)) (i.e. 1, −1), at least as far as necessary terms (1 + x) (NB third
M1
= x(1 + x + 2x2 + (−1)(−2)(x + 2x2)2/2 + ………) term of expansion unnecessary and can be ignored)

ii = x(1 + x + 2x2 + x2………) A2 x(1 + x) www

ii = x + x2… so a = 1 and b = 1 A1 www cao

independent of expansion. Must combine as one overall range.

ii Valid for − ½ < x < ½ or |x| < ½
B1 condone ≤ s (although incorrect) or a combination. Condone also,
say −½ < |x| < ½ but not x < ½ or −1 < 2x < 1 or −½ > x > ½

Examiner's Comments

Most candidates were able to use the binomial expansion correctly

although there were sign errors - often from using (-2x) as (2x).
The most common error-which was very common- was using

ii

and similarly for

. The other frequent error was in the validity.

Some candidates omitted this completely but many others failed to
combine the validities from the two expansions, or failed to choose
the more restrictive option.

Total 8

cosec x + 5 cot x = 3 sin x

2
7
⇒ using cosec x = 1/sin x and cot x = cos x / sin x
M1
 cos2x + sin2x = 1 used (both M marks must be part of same
⇒ 1 + 5 cos x = 3 sin2x = 3(1 − cos2x) M1
solution in order to score both marks)

⇒ 3 cos2x + 5 cos x − 2 = 0 * A1 AG (Accept working backwards, with same stages needed)

use of correct quadratic equation formula (can be an error when

⇒ (3 cos x − 1)(cos x + 2) = 0 M1 substituting into correct formula) or factorising (giving correct
coeffs 3 and −2 when multiplied out) or comp square oe

⇒ cos x = 1/3, A1 cos x = 1/3 www

for 70.5° or first correct solution, condone over-specification (ie

x = 70.5°, A1
70.5° or better eg 70.53°, 70.5288° etc),

for 289.5° or second correct solution (condone over-specification)

and no others in the range
Ignore solutions outside the range
SCA1A0 for incorrect answers that round to 70.5 and 360-their
ans, eg 70.52 and 289.48
SC Award A1A0 for 1.2, 5.1 radians (or better)
Do not award SC marks if there are extra solutions in the range

Examiner's Comments

Many candidates scored full marks when showing that the

289.5° A1 trigonometric equation could be rearranged as a quadratic and
then solving it.

Where there were errors, these were usually in the first part when
trying to establish the given result. Errors included failing to use
the correct trigonometric identities, failing to use sin2θ +cos2θ =1
or squaring the original expression term by term. Few candidates
would say x+3=7 so x2 +9=49 and yet they happily square cosec
x+5cot x=3sin x term by term.

Those who were unable to complete the first part sensibly then
proceeded to solve the quadratic equation. Few errors were seen
 here. Occasionally the final solution was incorrect and few
candidates offered additional incorrect solutions.

Total 7

For both B marks AG so need to be convinced and need triangles

2 but further explanation need not be on their diagram.
8 Any given lengths must be consistent.

B1 Need √2 or indication that triangle is isosceles oe

B1 Need all three sides oe

tan 75° = tan (45° + 30°) M1 use of correct compound angle formula with 45°, 30° soi

A1 substitution in terms of √3 in any correct form

eliminating fractions within a fraction (or rationalising, whichever

M1 comes first) provided compound angle formula is used as tan(A +
B) = tan(A ± B)/(1 ± tanAtanB).

rationalising denominator (or eliminating fractions whichever

M1
comes second)

A1 correct only, AG so need to see working

Examiner's Comments

There were some good explanations with appropriate triangles in

the first part.

However, too many candidates felt it was enough to only give the
information given in the question and this was not sufficient. More
was needed than, for example, a right-angled triangle with lengths
 of 1, 1 and 45º to show that tan 45º=1. It was necessary to clearly
show the triangle was isosceles by giving the other angle or
showing that the hypotenuse was √2, or equivalent. Some made
errors when calculating the other lengths in both triangles. Some
good candidates failed to score here seemingly being unfamiliar
with where these identities came from.

The second part started well for most candidates, who usually
used the correct compound angle formula, (although there were a
few who thought that tan75º=tan45º+tan30º) and made the first
substitution. Thereafter, this question gave the opportunity for
candidates to show that they could eliminate fractions within
fractions and rationalise the denominator. This was a good
discriminator for the higher scoring candidates. A few candidates
abandoned their attempt
at half way and equated

Total 7

2
M1 required form, can be soi from two or more correct equations
9

⇒ 3λ − μ = 10 M1 forming at least two equations and attempting to solve oe

2λ + μ = 5 ⇒ 5λ = 15, λ = 3 A1 www

⇒ 9 − μ = 10, μ = −1 A1 www

verifying third equation, do not give BOD

−5 = − λ + 2μ, −5 = −3 + 2 × −1 true A1 accept a statement such as

coplanar
Total
3 vdv/dx + 4x = 0
i M1
0 ∫vdv = − ∫4x dx
i ½ v2 = −2x2 + c
i When x = 1, v = 4, so c = 10
i so v2 = 20 − 4x2 *
as verification
Must clearly show that the solutions satisfy all the equations.
B1 oe independent of all above marks
Examiner's Comments
Most candidates scored the first four marks by forming the
equations and solving them.
Marks were usually lost both when candidates failed to show their
solutions worked in all three equations or failed to realise that O, A,
B and C must all lie on the same plane for the final mark.
6
separating variables and intending to integrate
A1 oe condone absence of c. [Not immediate v2 = −4x2 (+c)]
finding c, must be convinced as AG, need to see at least the
B1
statement given here oe (condone change of c)
AG following finding c convincingly
Alternatively, SC v2 = 20 − 4x2,
by differentiation, 2v dv/dx = −8x
A1 vdv/dx + 4x = 0 scores B2
if, in addition, they check the initial conditions a further B1 is
scored (ie 16 = 20 − 4). Total possible 3/4.
Examiner's Comments
 Most candidates scored all four marks when solving the differential
equation. It was pleasing to see so few candidates failing to
include the constant of integration. Some candidates, however,
tried to work backwards from the answer, or wrote v2= -4x2+c
without showing from where it came. The answer was given in this
case so stages of working were needed.

Whilst, on this occasion, examiners condoned the change of

constant candidates should be encouraged to change their
constant when appropriate in the future and not use c twice to
mean different things within the same question.

x = cos 2t + 2sin2t
ii B1 AG need some justification
when t = 0, x = cos 0 + 2 sin 0 = 1*

differentiating, accept ±2, ±4 as coefficients but not ±1, ±2 and not

ii v = dx/dt = − 2sin 2t + 4 cos 2t M1
±1/2, ±1 from integrating

ii A1 cao

www AG

Examiner's Comments

ii v = 4 cos 0 − 2sin 0 = 4* A1 Most candidates obtained the mark for verifying that x =1. Many
others also scored the following three marks but some had the
incorrect coefficients when differentiating and only had the correct
coefficient in the second term when working backwards from the
answer, 4.

cos 2t + 2 sin 2t = Rcos(2t − α) = R(cos 2t cos α + sin 2t sin α)

ii
B1
i
R = √5
or 2.24 or better (not ± unless negative rejected)

ii
R cos α = 1, R sin α = 2 M1 correct pairs soi
i
ii
tan α = 2, M1 correct method
i

ii cao radians only, 1.11 or better (or multiples of π that round to

α = 1.107 A1
i 1.11)

differentiating or otherwise, ft their numerical R, α (not degrees)

ii x = √5cos(2t − 1.107)
A1 required form
i v = − 2√5sin(2t − 1.107)
SC B1 for v = √20 cos(2t + 0.464) oe

squaring their v (if of required form with same α as x), and x, and
ii EITHER v2 = 20sin2(2t − α)
M1 attempting to show v2 = 20 − 4x2 ft their R, α (incl. degrees)
i 20 − 4x2 = 20 − 20cos2(2t − α)
[α may not be specified].

ii = 20(1 − cos2(2t − α)) = 20sin2(2t − α) cao www (condone the use of over-rounded α (radians) or
A1
i so v2 = 20 − 4x2 degrees)

OR multiplying out v2 = (−2sin 2t + 4cos 2t)2

= 4 sin22t − 16sin2tcos2t + 16cos22t
and 4x2 = 4(cos22t + 4sin2tcos2t + 4sin22t) differentiating to find v (condone coefficient errors), squaring v and
ii
= 4cos22t + 16sin2tcos2t + 16sin22t (need middle term) M1 x and multiplying out (need attempt at middle terms) and
i
and attempting to show that attempting to show v2 = 20 − 4x2
v2 + 4x2 = 4(sin22t + cos22t) + 16(cos22t + sin22t)
= 4 + 16 = 20 (or 20 − 4x2 = v2) oe

ii
so v2 = 20 − 4x2 A1 cao www
i

Rcosα = 1, Rsinα = 2, R = √5,α = 1.107

1) Missing R
Ie cosα = 1, sinα = 2.
We reluctantly condone this provided that it is followed by working
ii
that suggests R was implied such as tanα = 2, α = 1.107 M1M1A1.
i
Other methods are possible.
We do not award M1 for cosα = 1, sinα = 2 if it is followed by α =
inv cos 1 as R is not implied.
B1 is still available.
2) Incorrect pairs
eg Rsinα = 1, Rcosα = 2 scores M0 but would obtain the second
M1ft if it was followed by tanα = 1/2. M0M1A0. B1 is possible.

3) Incorrect method
Rsinα = 2, Rcosα = 1 followed by tanα = 1/2 scores M1M0A0. B1
is possible.

4) Incorrect pairs and incorrect method

Rsinα = 1, Rcosα = 2, tanα = 2 is M0M0A0. B1 is possible. This is
easily over-looked and is a double error leading to an apparently
correct answer.

5) Incorrect signs (all could score B1)

(a) Rcosα = 1, Rsinα = −2, tanα = −2, M1, M1ft, A0
(b) Rcosα = 1, Rsinα = −2, tanα = 2, M1 M0ft, A0 sign error
(c) Rcosα = 1, Rsinα = −2, R = √5, sinα = −2/√5, M1 M1 A0 sign
error
(d) Rcosα = 1, Rsinα = −2, sinα = 2/√5, M1M0 sign error A0
(e) Rcosα = 1, Rsinα = −2, cosα = 1/√5, α = 1.107 M1, M1, A0
sign error (even though not used)

6) Incorrect R
a) Rcosα = 1, Rsinα = 2, R = 5 (say), cosα = 1/5, scores B0
M1M1ftA0
b) Rcosα = 1, Rsinα = 2, R = 5 (say), tanα = 2, α = 1.107 scores
M1M1B0A1 (allow)

7) Missing Working
a) tanα = 2, α = 1.107, R = √5, scores M1M1A1B1 soi
b) tanα = 1/2, R = √5 scores M1M0B1A0 (either correct pairs or
correct method but not both)
c) Rcosα = 1, R = √5, α = 1.107 M1M1B1A1 soi
Other options are possible. Examiners should consult their Team
Leaders if in doubt.
 Examiner's Comments

This part was rarely answered completely successfully. Most

candidates understood that the ‘R’ method was needed and
scored the first three marks. This was the modal mark.

Calculus was needed in this question. The candidates were asked

to find the constant α, and t is a time to be combined in (2t-α) so
answers given in radians were required. The use of degrees here
was a very common mistake. Many candidates then differentiated
their angles in degrees and obtained no marks for v.

The last two marks were obtained only rarely but they were a good
differentiator for the able candidates. Use of unspecified α, or in
degrees or radians was allowed in this last part. Some candidates
had difficulty as they had found both x and v separately using the
‘R’ method and so had different values for their angles. Others
realised the problem and were able to use trigonometric identities
to change their v (or x) to have the same angle.

i x = √5cos(2t − α) or otherwise
B1 ft their R
v x max = √5

i when cos(2t − α) = 1, oe (say by differentiation) ft their α in radians or degrees for

M1
v 2t − 1.107 = 0, method only

cao (or answers that round to 0.554)

i 2t = 1.107 Examiner's Comments

A1
v t = 0.55
The majority of candidates scored the first two marks.. It was
disappointing that candidates did not realise their mistake in part
(ii) when they obtained an answer of time, t= 31.7 degrees.

Total 18
 B2 for 2y = −x + 6 oe

or M1 for gradient oe seen or used

for 3 marks must be in form y = ax + b

and M1 for y − 1 = their m (x − 4)

3
y = −0.5x + 3 oe www isw 3 Examiner's Comments
1

In finding the equation of the line, most candidates obtained full

or M1 for y = their mx + c and (4, 1) substituted
marks. The main mistake was to use a gradient of 2, due to
confusion between perpendicular and parallel. There was a
significant number of arithmetic errors especially in coping with

negative signs and the fraction .

Total 3

3 or multiplication to make one pair of coefficients the same;

substitution to eliminate one variable M1
2 condone one error in either method

or appropriate subtraction / addition;

simplification to ax = b or ax − b = 0 form, or equivalent for y M1 independent of first M1
condone one error in either method

A1 each

Examiner's Comments

(0.7, 0.1) oe or x = 0.7, y = 0.1 oe isw
A2 In the main, this question was completed well. Some candidates
found the arithmetic challenging, especially if rearranging x + 3y =
1 to substitute in for y, with the resulting need to cope with
fractions. A slight majority choose the substitution method rather
than elimination. A few neglected to find y having found x.

Total 4
 ie M1 for one of the two powers used correctly

3 Examiner's Comments
i 25 2
3 M0 for just with no

In evaluating (0.2)−2, many stopped after evaluating as other working

(or, sadly often, as ). Those who

converted to fractions first were more successful in reaching 25.

B2 for 8 or M1 for soi

and B1 for a9

ignore ±
ii 8a9 3
Examiner's Comments eg M1 for 23; M0 for just 2

In the second part, the majority found the power of a correctly, but
the proved more challenging. A surprising number did
to obtain 12a9.

Total 5

M1 for dealing correctly with 3

M0 if triple-decker fraction, at the stage where it
happens, then ft;

and M1 for dealing correctly with π(a + b), ft

3 oe www as condone missing bracket at rh end
3
4
and M1 for correctly finding square root, ft their ‘r2 =’; square root
final answer M0 if ±... or r >...
symbol must extend below the fraction line

for M3, final answer must be correct

Examiner's Comments
 There were many good answers in rearranging the formula. Most
candidates managed at least one mark; some triple-decker
fractions or the use of ÷ signs were seen. The π and the (a + b)
sometimes became separated. The radius was sometimes
considered to be ±, and the > sign was used on more than one
occasion. It was encouraging to see very few penalties incurred
due to a poor square root symbol.

Total 3

3 ignore terms for other powers; condone x3

−2560 www 4 B3 for 2560 from correct term (NB coefficient of x4 is 2560)
5 included;

or B3 for neg answer following 10 × 4 × −64 and then an error in but eg 10 × 4 × −64 = 40 − 64 = −24 gets M2
multiplication only

condone missing brackets eg allow M2 for 10 ×

22 × −4x3
or M2 for 10 × 22 × (−4)3 oe; must have multn signs or be followed
5
C3 or factorial notation is not sufficient but
by a clear attempt at multn;

accept oe

10 may be unsimplified, as above

or M1 for 22 × (−4)3 oe (condone missing brackets) or for 10 used

M1 only for eg 10, 22 and −4x3 seen in table
or for 1 5 10 10 5 1 seen
with no multn signs or evidence of attempt at
multn

for those who find the coefft of x2 instead: allow M1 for 10 used or
for 1 5 10 10 5 1 seen; and a further SC1 if they get 1280, similarly
for finding coefficient of x4 as 2560
[lack of neg sign in the x2 or x4 terms means
Examiner's Comments that these are easier and so not eligible for just
a 1 mark MR penalty]
Finding the binomial coefficient was done successfully by many
candidates, but a surprising number omitted the negative sign in
their answer. Virtually all the candidates managed to pick up at
 least one mark, usually for writing down the binomial coefficient
either in Pascal’s triangle or as part of an expression. Many
candidates wrote down an expression involving the key elements
10, 22 and (-4)3 , though the brackets were often omitted. It was at
this point that some arithmetical errors crept in, in the attempts to
calculate 10 × 4 × −64.

Total 4
2014 Pure - Mark scheme

Question Answer/Indicative content Marks Part marks and guidance

1 M1 i.e. condone sign error

A1 condone ‘ + c’

o.e., must be exact

Examiner's Comments
= π/6 − 1/3 A1cao isw after correct answer seen
This question proved to be a straightforward starter
for 3 marks. Sign errors in integrating sin 3x occurred
occasionally, as did -3cos3x instead of -1/3 cos 3x.

Total 3

2 y = ln (1 − cos2x), let u = 1 − cos2x

⇒ dy/dx = dy/du. du/dx M1 1/(1 − cos2x)soi

= (1/u). 2sin 2x M1 d/dx (1 − cos 2x) = ± 2sin 2x

A1cao

M1 substituting π/6 or 30° into their derive must be in at least two places

Examiner's Comments
=2√3 A1cao isw after correct answer seen
Plenty of candidates scored 5 marks here with little
difficulty. Some missed out the derivative of 1–cos2x,
and some wrote 1/2sin2x instead of 1/(1‐cos2x). The
 substitution of √/6 into the correct derivative was
usually done correctly. Some approximation of 2√3
was found, but could usually be condoned by ignoring
subsequent working.

Total 5

3 |3 − 2x| = 4|x|

⇒ 3 − 2x = 4x, x = ½ M1A1 If 3 or more final answers offered, − 1 for

or 3 − 2x = − 4x, x = − 1 ½ M1A1 not 3/(3 − 2) each incorrect additional answer

or − 1 for final ans written as an inequality

(3 − 2x)2 = 16x2 M1 squaring both sides (3 − 2x)2 = 4x2 is M0

⇒ 12x2 + 12x − 9 [ = 0] A1 correct quadratic o.e. but with single x2 term

Examiner's Comments

Although plenty of candidates scored full marks with

apparent ease, there were all sorts of errors as well.
Some clearly do not understand the modulus function;
many duplicate work by solving 4 equations from ± (3
⇒ x = ½, − 1 ½ A1 A1 – 2x) = ± 4x, and in the process produced additional
solutions due to poor algebra. A surprisingly common
error was to write 3 = 6x ⇒ x = 2! Some even
discounted the solution x = -3/2 on the grounds that
answers to a modulus question need to be positive!
Squaring both sides was seen occasionally, and
although this method is somewhat long-winded, it
does avoid conceptual errors such as |3 – 2x | = 3 +
2x.

Total 4
 Examiner's Comments

4 i a = 2, b = ½ B1B1
For some, this was a write-down for 2 marks. Some
used transformation arguments, other substituted in
particular coordinates. The most common errors were
a = 3 and b = 2 or ¼ .

y = 2 + cos ½ x ↔ x ↔ y
ii (may be seen later)
x = 2 + cos ½ y

ii ⇒ x − 2 = cos ½ y M1 subtracting [their] a from both sides (first) need not substitute for a, b

ii ⇒ arccos (x − 2) = ½ y M1 arccos (x –[their] a) = [their] b × y or with x ↔ y, need not subst for a, b

ii ↔ y = f−1 (x) = 2 arccos (x − 2) A1 cao or 2 cos−1 (x − 2) may be implied by flow diagram

ii Domain 1 ≤ x ≤ 3 M1 domain 1 to 3, range 0 to 2 π if not stated, assume first is domain

correctly specified: must be ≤, x for domain, y or f−1 or

f−1(x) for range

Examiner's Comments

We allowed plenty of follow-through marks for the first

ii Range 0 ≤ y ≤ 2 π A1 two method marks here, which were almost always allow [1, 3], [0, 2 π] not 360° (not f)
gained. Fully correct inverse functions were common.
As for domain and range, most seem to know that the
these are the reverse of the domain and range for f.
However, the ‘A’ mark here demanded accurate use
of notation, with ‘x’ used for domain and ‘y’ for range,
and this mark was often lost.

Total 7

5 dV/dr = 4πr2 B1 or 12πr2/3, condone dr/dV, dV/dR

dV/dt = 10 B1 Condone use of other letters for t

 dV/dt = (dV/dr)(dr/dt)
⇒ 10 = 4 π.64.dr/dt
⇒ dr/dt = 0.0124 cm s−1
Total
6 i V = 20000e−0.2t
i when t = 1, V = 16374.615 …
i so car loses (£)3600
ii When t = 1, V = 13000
ii ⇒ 13000 = 15000 e−k
ii ⇒ − k [ln e] = ln (13000/15000)
ii ⇒ k = 0.1431 … = 0.143 (3sf) *
M1 a correct chain rule soi o.e. e.g. dr/dt = (dr/dV)(dV/dt)
A1 o.e. (soi) must be correct
0.012 or better or 10/256 π or 5/128 π
Examiner's Comments
This question proved to be accessible to the
overwhelming majority of candidates, and there were
A1 mark final answer
many fully correct solutions. Even those who failed to
get full marks usually picked up an M1 for a correctly
stated chain rule, B1 for dV/dr = 4πr2, and a B1 for
dV/dt = 10. Approximate answers are perhaps
preferable in a contextual question, but exact
answers were also allowed.
5
B1 (soi) art 16400
condone no £, must be to nearest £100
Examiner's Comments
B1 or B2 for correct answer
This was a very accessible two marks, provided
candidates answered question – the loss in value
rounded to the nearest £100.
If k = 0.143 verified, e.g.
M1 15000 e−0.143 = 13001[.31 …], SCB1
taking lns correctly
M1 need not have substituted for V and A
oe e.g. ln 13000 = ln15000 –k [lne]
cao NB AG must show some working if 4th d.p. not
A1 e.g. k = − ln (13000/15000) = 0.143
shown
 Examiner's Comments

Again, this was very well answered. Occasionally the

final ‘A1’ was missed by skipping straight from –k =
ln(13/15) to k = 0.143: as this is a given answer,
some additional working was required. Occasionally,
the result was verified by substituting k = 0.143 and
evaluating 15000e-0.143. This was treated as a special
case and got 1 mark only. It is important candidates
know the difference between ‘show’ and ‘verify’.

If M0, SCB1 for 5 − 5.1 years from correct calculations

must be correct, but could use a more accurate value
iii 15000e−0.143t = 20000e−0.2t M1* for each car, rot e.g. t = 5, £7358 (Brian), £7338 (Kate)
for k
or (£7334 with more accurate k)

iii ⇒ (15000/20000) = e(0.143 − 0.2)t M1dep dep* o.e. e.g. ln15000–0.143t = ln 20000 − 0.2t

cao accept answers in the range 5 − 5.1

Examiner's Comments

This was a little more demanding, requiring

candidates to combine the e-0.2 and e-0.143 terms. This
defeated quite a few candidates. Some listed the
iii ⇒ t = ln 0.75 / − 0.057 = 5.05 years so after 5 years A1
values of each car for t = 1, 2, 3, etc years, and if
successful picked out t = 5 as when they were
closest. This was judged to be worth 1 mark only.

Exponential growth and decay is well understood by

most candidates, and this was a high scoring
question.

Total 8

7 i False e.g. neither 25 and 27 are prime B1 correct counter–example identified Need not explicitly say ‘false’
 justified correctly

Examiner's Comments

i as 25 is div by 5 and 27 by 3
B1
Most candidates stated this was false and looked for
a counter-example, usually 25 and 27. We did require
them to show their counter-examples were composite
for a second B mark.

or algebraic proofs: e.g. 2n(2n + 2) = 4n(n + 1) = 4 ×

even × odd no so div by 8

Examiner's Comments

This was less successful. Most candidates could see

True: one has factor of 2, the other 4, so product must have it was true, but then failed to come up with a coherent B1 for stating with justification div by 4 e.g. both even,
ii B2
factor of 8. argument. Some wrote 2n(2n+2)= 4n2 + 4n or or from 4(n2 + n) or 4pq
equivalent, but then failed to explain why this is then
divisible by 8 (rather than just 4, which got 1 out of 2).
Most successful candidates got the idea that
alternate even numbers are divisible by 4 and hence
the product of this with another even number is
divisible by 8.

Total 4

8 i M1 substituting –x for x in f (x)

1st line must be shown, must have f (−x) = − f (x) oe

i A1
somewhere

must have ‘rotate’ and ‘O’ and ‘order 2 or 180 or ½

turn’

i Rotational symmetry of order 2 about O B1 oe e.g. reflections in both x- and y-axes

Examiner's Comments

Most candidates stated that for an odd function f(-x) =

 -f(x) or equivalent. It is important when writing f(-x)
that brackets are placed round the –x terms: if these
were missing, the ‘A’ mark was lost. The structure of
this ‘show’ was often a bit ‘muddy’: f(-x) = ⃛ = ⃛ = -f(x)
is clear, but writing f(-x) = -f(x) and then writing
expressions for each side of this equation below and
showing they are equal is less so, as the direction of
the argument, or implications, is not clear. The
geometrical description of an odd function required
three elements: ‘rotational’, ‘order 2’ and ‘centre O’ or
equivalent; reflection in Ox followed by Oy was also
allowed.

QR: condone udv ± vdu, but u, v and denom must be

ii M1 quotient or product rule used
correct

ii M1 ½ u−1/2or − ½ v−3/2soi

x(−1/2)(2 + x2)−3/2 .2x + (2 + x2)−1/2.

ii A1 correct expression
= (2 + x−3/2)(−x2 + 2 + x2)

ii A1 NBAG

oe e.g. √ 2/2, 2−1/2, 1/21/2, but not 2/23/2

Examiner's Comments

The difficulty with this sort of product or quotient rule

question lies in factorising and hence simplifying the
ii When x = 0, f’(x) = 2/23/2 = 1/√ 2 B1 allow isw on these seen
expression, and this was the case here. Many wrote
down correct expressions, but then failed to eshowf
the printed answer. This difficulty often encouraged
multiple attempts, sometimes using a quotient rule,
followed by a product rule, etc. A surprising number
of candidates muddled up their euf and evf and
 quotient and product rule, for example using v =
(2+x2)− 1/2 in their quotient rule. Often the final
answer failed to score because we insisted on this
being simplified to 1/√2 or equivalent.

limits may be inferred from subsequent working,

iii B1 correct integral and limits
condone no dx

iii let u = 2 + x2, du = 2x dx or v = √(2 + x2), dv = x(2 + x2)−1/2 dx

iii M1
condone no du or dv, but not

iii A1 [u1/2] o.e. (but not 1/u−1/2) or [v] or k = 1

must be exact

Examiner's Comments

A substantial minority of candidates thought this

iii = √3 − √2 A1cao isw approximations
integral should be done by parts, and therefore
scored nothing after the first B1. Those who tried
substituting often got muddled before arriving at
∫1/2√u du, and some then integrated this incorrectly,
e.g as ln√u

iv M1 squaring (correctly) must show [√(2 + x2)]2 = 2 + x2 (o.e.)

or equivalent algebra NB AG

Examiner's Comments
If argued backwards from given result without error,
iv ⇒ 1/y2 = (2 + x2)/x2 = 2/x2 + 1 * A1
SCB1
This simple piece of algebra was often over-
complicated by round-the-houses methods. An all-
too-commonly seen mistake was x2/(2+x2) = x2/2 + 1.

iv − 2y−3dy/dx = − 4x−3 B1B1 LHS, RHS condone dy/dx − 2y−3 unless pursued

iv ⇒ dy/dx = − 4x−3/− 2y−3 = 2y3/ x3* B1 NB AG

 soi (e.g. mention of 0/0)

Examiner's Comments

The implicit differentiation was usually correct, as was Condone ‘can't substitute x = 0' o.e. (i.e. need not
iv Not possible to substitute x = 0 and y = 0 into this expression B1 the algebra to arrive at the printed result. The exact mention y = 0).
logic behind why x = 0 and y = 0 could not be Condone also ‘division by 0 is infinite'
substituted into the result expression was often faulty
(for example many stated the result would be zero or
infinite); we condoned this provided they stated the
idea that division by zero is undefined or not possible.

condone dy/dx − 2y−3 unless pursued

− 2y−3dy/dx = − 4x−3 LHS, RHS
v ⇒ dy/dx = − 4x−3/− 2y−3 = 2y3/ x3* NB AG Condone ‘can't substitute x = 0' o.e. (i.e. need not
Not possible to substitute x = 0 and y = 0 into this expression soi (e.g. mention of 0/0) mention y = 0).
Condone also ‘division by 0 is infinite'

Total 18

9 i xe−2x = mx M1 may be implied from 2nd line

o.e. e.g. [ln x]− 2x = ln m + [ln x] or factorising: x(e−2x –

i ⇒ e−2x = m M1 dividing by x, or subtracting ln x
m) = 0

i ⇒ − 2x = lnm

i ⇒ x = − ½ ln m* A1 NB AG

i or

i If x = − ½ ln m, y = − ½ ln m × eln m M1 substituting correctly

i = − ½ ln m × m A1

i so P lies on y = mx A1 Examiner's Comments

This was well answered, even by weaker candidates.

ii let u = x, u′ = 1, v = e−2x, v′ = − 2e−2x M1* product rule consistent with their derivs

ii dy/dx = e−2x– 2xe−2x A1 o.e. correct expression

ii M1dep subst x = − ½ ln m into their deriv dep M1*

condone e1nmnot simplified

Examiner's Comments

ii = elnm+ elnm ln m [ = m + m ln m] A1cao The product rule here was generally well done, but not − 2(− ½ ln m), but mark final ans
followed by substituting x = - ½ ln m, where some
sign errors occurred. Some left the eln m terms
unresolved, which was condoned here. The main
error was to get a derivative of -2xe-2x.

iii m + m1n m = −m M1 their gradient from (ii) = −m

iii ⇒ ln m = − 2

iii ⇒ m = e−2* A1 NB AG

iii or

y + ½mlnm = m(1 + lnm)(x + ½ lnm) x = − lnm, y = 0 ⇒

for fully correct methods finding xintercept of equation
iii ½mlnm = m(1 + lnm)(−½ lnm) B2
of tangent and equating to − ln m
⇒ 1 + ln m = − 1, ln m = − 2, m = e−2

iii At P, x = 1 B1

isw approximations

Examiner's Comments

iii ⇒ y = e−2 B1 not e−2 × 1

The first two marks here were the least successfully
answered, because most candidates were not
familiar with the fact that lines equally inclined to the
x-axis have gradients m and –m. Only the best
 candidates found the result successfully. However,
many recovered to find the coordinates of P correctly.

iv Area under curve

parts, condone v = k e−2x, provided it is used

iv u = x, u ′ = 1, v ′ = e−2x, v = − ½ e−2x M1 ignore limits until 3rd A1
consistently in their parts formula

iv A1ft ft their v

iv A1

iv A1 correct expression need not be simplified

iv Area of triangle = ½ base × height M1 ft their 1, e−2 or [e−2x2/2] o.e. using isosceles triangle

iv = ½ × 1 × e−2 A1 M1 may be implied from 0.067 …

o.e. must be exact, two terms only

Examiner's Comments

This question tested the more able candidates. The

iv So area enclosed = ¼ − 5e−2/4 A1cao integration by parts required careful control of isw
negative signs and accurate work; the area of the
triangle (or integral of the line) were quite often
discernable from the working, which was often
scrambled and incoherent – perhaps because some
candidates were rushing to complete the paper!

Total 18

10 M1 k is any non-zero constant

A1
 Examiner's Comments

This was done well. A surprisingly high number of

candidates omitted “ + c ” and lost an easy mark, and
a few candidates went astray when simplifying 7 ÷
+c A1

, or

didn't bother to simplify it at all. A very few

differentiated instead of integrating.

Total 3

NB 7 + 5.25 + 4.2 + 3.5 + 3

11 i oe M1 may be implied by correct answer
M0 if extra terms or terms missing
soi

Examiner's Comments

This was done very well. A few candidates didn't

i A1 appreciate the meaning of ∑ and merely listed the
terms. Similarly, a small number of candidates simply
added the first and the last terms. Very few resorted
to AP or GP formulae.

mark the final answer

ii a + 45 cao B1
must be explicitly stated

ii M1 condone wrongly attributed answers

ignore further work attempting to find a

Examiner's Comments
B2 if correct answer derived from adding terms
ii 5 (2a + 45) or 10a + 225 cao isw A1
Most recognised the arithmetic progression, but some separately
were uncomfortable with a non-numerical a and
made a spurious attempt to find its value. For a
significant number of candidates, the tenth term was
 either left as a + 9×5 or simplified thus: a + 45 = 45a.
In both cases an easy mark was lost. Many started
again to find the sum of the first ten terms, and did so
successfully. There was no credit for those
candidates who left their answers in terms of a and d.
A number of candidates wasted time by trying to find
the numerical value of a.

Total 5

12 M1 M1 may be embedded eg in equation of straight line

oe

Examiner's Comments

Many candidates scored full marks here. A few

switched the values in the numerator round to obtain
+ 6 and lost both marks. A small minority found the
reciprocal of the gradient, which didn't score, and a
B2 if unsupported
tiny minority wrote down the correct calculation, but
− 6 cao A1 ignore subsequent work irrelevant to finding the
obtained an incorrect answer. Some candidates
gradient
needlessly went on to obtain the equation of the
chord, and then differentiated it just to convince
themselves that the gradient really was − 6, and a few
went straight to finding the equation of the chord, and
then left the answer embedded, which cost the
accuracy mark.

Total 2

B1 for each value; Allow x = 6, y = −1.5

Examiner's Comments

13 i (6, −1.5) oe B2 SC0 for (6, − 3)

Both parts were generally very well done, with many
candidates scoring full marks. The most common
errors were ( 6, − 6) and (12, − 3) in part (i) and (18,
− 3) and (6, − 1)
 B1 for each value; Allow x = 2, y = −3

Examiner's Comments
ii (2, − 3) B2 SCO for (6, − 3)

Some candidates applied the scale factor to both

values.

Total 4

14 5.92 + 8.52 − 2 × 5.9 × 8.5 × cos 72 M1

or 64.(…..) (grad)
76.(….) or 204.(…..)
107 − 31 or better M1
(radians)
NB 6.76 cos 72 or 2.08 (8954882..) scores M1M0

Examiner's Comments

The cosine rule was very well understood and most

if M0M0, B3 for 8.72 or better if unsupported or 8.7
8.7(2…) A1 candidates scored full marks. A small number left the
(2…) if obtained from other valid method
calculator in radian mode and lost the final mark; a
very small number tried to use Pythagoras or lost their
way after earning the first method mark.

Total 3

15 ½ × 12.42 × 2.1 (= 161.448) M1* angle in degrees to 3 sf or better

½ × 12.42 × sin2.1 (= 66.3 to 66.4)
M1*
or ½ × 21.5 (121..) × 6.16 (9…)
may be implied by
angle in degrees to 3 sf or better 2.81 (7168325…) (degrees) or
2.53 (5559362) (grad)

their 161.448 − their 66.36 M1dep*

Examiner's Comments

if unsupported, B4 for 95.08 (446) r.o.t. to 4 sf or

95 to 95.1 A1 This was very well done. By and large the correct
better
formulae were used and the entire solution was
worked in radians, nearly always resulting in full
 marks. Some candidates worked in degrees and then
worked with rounded numbers, often following on to
over specify their answer and lose the final mark. A
significant minority did not use ½r2½sin½03B8, but
used a variety of methods in order to arrive
at ½ ×base×height for the area of the triangle. Often
this went astray, resulting in a loss of three marks.

Total 4

16 ar = 24 (i) B1* allow ar2 − 1 = 24

B1*
(ii)

if M0, B1 for both values of r and B1 for both values of

a, or B1 for each pair of correct values
correct substitution to eliminate one unknown M1dep*
in (i) NB 150r2 − 150r + 24 [ = 0]
a2 − 150a + 3600 [ = 0]
alternatively, subst. of in (ii)

r = 0.8 or 0.2 A1 or A1 for each correct pair of values A0 if wrongly attributed

ignore incorrect pairing if correct values already

correctly attributed

Examiner's Comments

a = 30 or a = 120 A1 Most candidates wrote down the required equations, A0 if wrongly attributed
and most went on to eliminate one of the variables
correctly. What followed often proved too difficult, and
no further marks were earned. A number of
candidates obtained negative answers for both a and
r, but never suspected anything was amiss.

Total 5
17 M1 correct substitution for numerator allow maximum of M1M1 if oe substituted

M1 correct substitution for denominator

A0 if follows wrong working

or B3 www or if unsupported

Examiner's Comments

Most candidates recognised one of the trigonometric

identities required, and then made no further mark the final answer but ignore attempts to solve for
cos θ cao A1 progress. Of those who spotted both relationships, a θ

good proportion made a mess of simplifying the allow recovery from omission of θ

fraction, often resulting in a final answer of .A

surprising

number tried squaring top and bottom, or concocted

an equation which they attempted to solve.

Total 3

or 1.24 (9045772..) (rad)

18 71.5 (6505118..) soi M1
or 79.5 (1672353..) (grad)

if A0, SC1 for all four answers in radians or grad r.o.t

to 3 or more sf
35.7 to 36 A1 39.75836177.., 139.75…, 239.75…339.75…(grad)
0.62452286, 2.195319213, 3.76611554,
5.336911867 (rad), but 0 if extra values in range

if M1A0A0, SC1 for 251.565…,

431.565…, 611.565…
for second A1, ignore extra values outside range, A0 if
125.78…, 215.78…, 305.78… to 3 or more sf A1
Examiner's Comments extra values in range

Most candidates started correctly, a few doubled 71.6

 instead of halving it, but most successfully obtained
35.8°. 215.835.8° was frequently found, but the other
two values were often missed. Some candidates
rounded off their calculator value, and then over-
specified their final values (215.79 etc was common),
thus losing the second A mark. A common error was
arctan(1.5) to start, and some candidates unwittingly
worked in radians and went on to add multiples of
90°.

Total 3

or x + 1 = 2x log35 allow recovery from omission of brackets in later

19 (x + 1) log 3 = 2x log 5 oe M1
or (x + 1)log53 = 2x working

NB 0.477121254 = 0.920818754x − 1.929947041x = −

log 3 = x(2 log 5 − log 3) oe
x(1 − 2log35) = − 1 oe
1
A1
or x(2 − log53) = log53 oe
1.317393806x = 0.682606194..

A1

Examiner's Comments

Most candidates understood the initial step, but many

omitted the brackets and never recovered. Many of
0.518 cao A1 answer only does not score
those who did earn the first mark often made errors in
manipulating the equation, and scored no further
marks. The best candidates usually went on to score
4/4.

Total 4

20 i y′ = 1 + 8x−3 M2 M1 for just 8x−3 or 1 − 8x−3

 Examiner's Comments

Most knew what to do here, but 8x−3 and 1 - 8x−3 were

i y″ = − 24x−4 oe A1 often seen. Only a few candidates failed to show
but not just as AG
sufficient detail of their working to earn the third mark

following a fully correct

ii their y′ = 0 soi M1

x = −2 must have been correctly obtained for all marks

ii x = −2 A1 A0 if more than one x-value
after first M1

ii y = −3 A1 A0 if more than one y-value

or considering signs of gradient either side of −2 with

ii substitution of x = −1 in their y′ M1 condone any bracket error
negative x-values

signs for gradients identified to verify maximum

Examiner's Comments

There were many correct solutions, although even

some of the better candidates neglected to find the
corresponding value of y, or evaluated the second
ii < 0 or = − 1.5 oe correctly obtained isw A1 must follow from M1 A1 A0 M1 or better
derivative as + 1.5, and concluded the stationary
value must be a local maximum. A few obtained x = 2
following correct differentiation, but never bothered to
look at the graph to realise that this must be wrong. It
was surprising just how many candidates solved 8x−3
= 0 to obtain x = 2, without realising that something
must have gone wrong.

iii y = −5 soi B1

iii substitution of x = −1 in their y1 M1 may be implied by − 7

iii grad normal = M1* may be implied by e.g.

iii y − their (−5) = their (x − −1) M1dep* or their (−5) = their × (− 1) + c

 allow e.g.

Examiner's Comments
must see = 0

iii −x + 7y + 34 = 0 oe A1 This was generally well done. Only a small minority of

candidates did not understand how to obtain the
do not allow e.g.
gradient of the normal, and many obtained follow
through marks, at least. Some candidates slipped up
finding the value of y, and a few made sign errors
when finishing off.

Total 13

21 i h = 3 soi B1 allow if used with 6 separate trapezia

basic shape of formula correct with their 3; omission

with 3, 4 or 5 y-values in middle bracket, eg
of brackets may be recovered later;
i M1
M0 if any x-values used
(NB y0 = 9 and x3 = 9, so check position)

i all y-values correctly placed in formula B1 condone omission of outer brackets

answer only does not score

i 163.05 or 163.1 or 163 isw
Examiner's Comments
or B1 + B3 if 5 separate trapezia calculated to give
A1 correct answer NB 29.55 + 33.6 + 35.4 + 34.35 +
This was very well done, with many candidates
30.15
scoring full marks. The most common error was the
omission of the outer brackets; occasionally h = 5
was seen, and occasionally y values were misplaced.

NB allow misread if minus sign omitted in first term if

ii (A) −0.001 = 123 − 0.025 × 122 + 0.6 × 12 + 9 soi M1 may be implied by 10.872, 10.87 or 10.9
consistent in (A) and (B). Lose A1 in this part only

B2 if unsupported
appropriate units must be stated if answer not given in
ii ± 0.128[m] or ± 12.8cm or ± 128mm isw A1
Examiner's Comments metres
 Many correctly substituted x = 12, and showed their
working so that even if arithmetic went astray, a
method mark was still earned. A common error was
to omit the minus sign from the first term. Strangely
many candidates stopped there, or subtracted 10.872
from 12 instead of 11.

ii M2 M1 if three terms correct; ignore + c

(B)

ii F(15) [− F(0)] soi M1 dependent on at least two terms correct in F[x] condone F (15) + 0

A0 if a numerical value is assigned to c

Examiner's Comments
answer only does not score

ii 161.7 to 162 A1 This was generally very well done. Occasionally

NB allow misread if minus sign omitted in first term if
candidates made a sign error or inserted an extra
consistent in (A) and (B). 187.03…
zero in one or both of the first two terms. Some left
“9” untouched or used an upper limit of 12 instead of
15.

Total 10

22 i log10h = log10a + bt www B1 condone omission of base

Examiner's Comments

Wrong working often spoiled a correct final answer in

i m = b, c = log10a B1 must be clearly stated: linking equations is insufficient
this question. It was disappointing to see a significant
proportion of candidates failing to score both marks
on a very standard piece of work.

ii −0.15, 0[.00], 0.23, 0.36, 0.56, 0.67, 0.78, 0.91, 1.08, 1.2[0] B2 B1 if 1 error

ii plots correct (tolerance half square) B1 condone 1 error – see overlay no ft available for plots

single ruled line of best fit for values of x from 5 to 50 line must not go outside overlay between x = 5 and x
ii B1
inclusive = 50
 Examiner's Comments

This was very well done. A few candidates made

errors in the table — usually the first or the
penultimate value. A tiny minority gave all values to a
different degree of accuracy to the one requested,
thus losing two easy marks — although credit was
still available for the plots and the line. Most plotted
the points adequately and drew a single ruled line of
best fit across the whole range of x-values to earn
two marks.

iii − 0.3 ≤ y-intercept ≤ − 0.22 B1 may be implied by 0.5 ≤ a ≤ 0.603

may be embedded in equation; condone values from table;

iii valid method to find gradient of line M1
may be implied by eg m between 0.025 and 0.035 condone slips eg in reading from graph

Examiner's Comments

Those candidates who used their graph to find the

h = theira × 10theirbt
iii
or h = 10their log a + theirbt
gradient and the intercept often went on to score full
marks in this part. Those who adopted other methods
if B1M1M0, then SC1 for logh = loga + theirbt isw
M1 such as simultaneous equations often went astray,
if both values in the acceptable range for A1
and obtaining a positive value for the Y- intercept or a
large value for the gradient evidently did not cause
concern. It would seem that a significant minority did
not connect this part with earlier parts of the
question..

0.028 ≤ b ≤ 0.032 and

iii A1
0.5 ≤ a ≤ 0.603 or − 0.3 ≤ loga ≤ − 0.22

a1060b − a1050b or 10loga + b × 60 − 10loga + b × 50 condone 15.9 as second term may follow starting with
iv M1
their values for a and b or their values for loga and b logh = loga + theirbt

Examiner's Comments
NB A0 for estimate without clear valid method using
iv 8.0 to 26.1 inclusive A1
model;
t = 70, 10 and 55 were all seen, but many candidates
 used t = 60 successfully with their model, and then both marks available even if a or b or both are outside
subtracted either 15.9 or f(50) to earn both marks. range in (iii)
Unfortunately a few candidates stopped at f(60) lost
both marks.

eg in long term, it predicts that reduction in thickness

will continue to increase, even when the glacier has
completely melted

Examiner's Comments

comment on the continuing reduction in thickness and its
v B1
consequences
Many candidates wrote sensible and worthy
responses to this question. Unfortunately, many of
them failed to score, in spite of their likely truth, as
they were vague or missed the point. Candidates
were expected to comment on the model continuing
to predict an ever increasing rate of reduction in the
thickness of the ice, in spite of the fact that at some
point all the ice will have melted.

Total 13

correct form of partial fractions

(condone additional coeffs eg

23 M1 * for M1

BUT is M0)

Multiplying through oe and substituting values or

⇒ 3x = A(4 + x2) + (Bx + C)(2 − x)
equating coeffs at LEAST AS FAR AS FINDING A
VALUE for one of their unknowns (even if incorrect)
Can award in cases * and ** above
M1
Condone a sign error or single computational error for
M1 but not a conceptual error
Eg 3x = A(2 − x) + (Bx + C)(4 + x2) is M0
3x(2 − x)(4 + x2) = A(4 + x2) + (Bx + C)

x = 2 ⇒ 6 = 8A, A = ¾
x2 coeffs: 0 = A − B ⇒ B = ¾
constants: 0 = 4A + 2C ⇒ C = −1½
Total
24
(2 − x) is M0
Do not condone missing brackets unless it is clear
from subsequent work that they were implied.
Eg 3x = A(4 + x2) + Bx + C(2 − x) = 4A + Ax2 + Bx +
2C − Cx is M0
= 4A + Ax2 + 2Bx − Bx2 + 2C − Cx
is M1
oe www
[SC B1 A = 3/4 from cover up rule can be applied,
then the M1 applies to the other coefficients]
A1
NB is A0 ww
(wrong working)
A1 oe www
oe www [In the case of * above, all 4 constants are
needed for the final A1]
Ignore subsequent errors when recompiling the final
solution provided that the coeffs were all correct.
Examiner's Comments
A1
Most candidates understood the method of
expressing the fraction in partial fractions. Many were
completely successful and most errors were
arithmetic. A few incorrectly used
5
M1 dealing with the ‘4’to obtain
 (or expanding as

and
having all the powers of 4 correct)

correct binomial coeffs for n = 3/2 ie 1, 3/2,

3/2.1/2.1/2! Not nCr form
M1
Indep of coeff of x
Indep of first M1

= 8 + 3x A1 8 + 3x www

… + 3/16 x2 www
+ 3/16 x2 A1
Ignore subsequent terms

accept ≤ s or a combination of < and ≤, but not

−4>x>4, |x|>4, or say
−4<x
condone − 4<|x|<4
Indep of all other marks

Allow MR throughout this question for n = m/2 where

m∈ N, and m odd and then −1 MR provided it is at
least as difficult as the original.

Valid for − 4 < x < 4 or |x|< 4
Examiner's Comments
B1
Much here depended upon the candidate's ability to
factorise correctly. On too many occasions the factor
was found to be 4 or ¼ instead of 8. The general
method for expanding the binomial expansion was
understood and the binomial coefficients were usually
correct. Some who had factorised correctly then
forgot to include the 8 at the final stage. The validity
was often correct but wassometimes omitted and a
variety of incorrect responses were also seen
including ‐ ¼<x<¼. Good candidates scored well in
this question.
 Total 5

For values 0.4493,0.6792,0.9498 (4dp or better soi)

[accept truncated to 4 figs after dec point]
x 0 0.1963 0.3927 0.5890 0.7854
25 i B2, 1,0
[cannot assume values of form (π/16)3 + √(sin π/16)
y 0 0.4493 0.6792 0.9498 1.3254
are correct unless followed by correct total at some
later stage as some will be in degree mode]

Use of the trapezium rule. Trapezium rule formula for

i A = (π/32) [(0 + 1.3254) + 2(0.4493 + 0.6792 + 0.9498)] M1 4 strips must be seen, with or without substitution
seen. Correct h must be soi.

[accept separate trapezia added]

0.538 www 3dp only (NB using 1.325 is ww)

SC B0 0.538 without any working as no indication of

strips or method used
SC B1 0.538 with some indication of 4 strips but no
values seen
Correct values followed by 0.538 scores B2 B0
Correct values followed by correct formula for 4
strips, with or without substitution seen, then A =
0.538 scores 4/4.
Correct formula for 4 strips and values of form
i = 0.538 A1
((π/16)3 + √(sinπ/16)… followed by correct answer
scores 4/4 (or ¾ with wrong dp)
NB Values given in the table to only 3dp give
apparently the correct answer, but scores
B0,M1A0 ww

Examiner's Comments

Many errors were seen here. In a number of cases

the candidates were in degree mode. For others h
was given incorrectly. Many others used the wrong
formula and some substituted x values in the formula
 or omitted 0 from the formula. However, probably the
most common error was giving the y values to 3dp
and then using these to give a final answer correct to
3dp.

Need a reason. Must be without further calculation.

Examiner's Comments
Not possible to say, eg some trapezia are above and some
ii B1
below curve oe. This was a good discriminator as it really tested
whether candidates understood how the trapezium
rule estimates area. Some believed that it always
underestimated or always overestimated.

Total 5

26 i EITHER Use of cos=1/sec (or sin= 1/cosec) 3 Must be used

i intermediate steFrom RHS B1

Substituting and simplifying as far as having no

fractions within a fraction

i M1
[need more than ie an

intermediate step that can lead to cc-ss]

i = cos α cos β − sin α sin β


i = cos(α + β) A1
OR From LHS, cos = 1/sec or sin = 1/cosec used
i B1
i M1
i A1
Convincing simplification and correct use of cos(α +
β)
Answer given
Correct angle formula and substitution and
simplification to one term
OR eg cosαcosβ − sinαsinβ
= cos α cos β (1 − tan α tan β)
Simplifying to final answer www
Answer given
Or any equivalent work but must have more than cc-
ss = answer.
Examiner's Comments
There were some very good solutions here when
showing the two trigonometric expressions were
equal. However, the majority were not successful.
The most common overall error was not treating both
sides of an equation equally. Too often only one side
was changed.
A common starting point was cos(α+β)=cosαcosβ-
sinαsinβ=cosαcosβ-sinαsinβ= 1–tanαtanβ.
This was then followed by a confused attempt at
dividing by secαsecβ.
 Candidates need to multiply ‘top and bottom’ by the
same thing. Questions that involve ‘Showing’ need
more rigour.

β = α used, Need to see sec2α

Use of sec2 α = 1 + tan2α to give required result

Answer Given
ii β=α 2

Use of cos2 α = cos2 α-sin2 α soi

Simplifying and using sec2 α = 1 + tan2 α to final
answer
Answer Given
Accept working in reverse to show RHS = LHS, or
showing equivalent

ii M1 β = α used, Need to see sec2α

Use of sec2 α = 1 + tan2α to give required result

ii A1
Answer Given

ii OR, without Hence,

ii M1 Use of cos2 α = cos2 α-sin2 α soi

Simplifying and using sec2 α = 1 + tan2 α to final

answer
Answer Given
Accept working in reverse to show RHS = LHS, or
ii A1 showing equivalent

Examiner's Comments

This part was more successful provided that

 candidates wrote down the identity for sec2α. There
were, however, some long and confused attempts.

iii cos 2 θ = ½ M1 Soi or from tan2 θ = 1/3 oe from sin2 θ or cos2 θ

iii i. 2 θ = 60°, 300°, θ = 30°, A1 First correct solution

Second correct solution and no others in the range

SC B1 for π/6and 5π/6 and no others in the range

iii 150° A1 Examiner's Comments

Most candidates scored the first two marks here.

Many failed to give the second solution of 150°.

Total 8

27 i EITHER B1 soi

i x = e3t, y = te2t M1 Their dy / dt ÷ dx / d in terms of t

dy / dt = 2te2t + e2t oe cao allow for unsimplified form even if

i A1
⇒ dy/dx = (2te2t + e2t)/3e3t subsequently cancelled incorrectly iecan isw

i when t = 1, dy/dx = 3e2/3e3 = 1/e A1 cao www must be simplified to 1/e oe

i OR

i B1 Any equivalent form of y in terms of x only

Differentiating their y provided not eased ie need a

i M1
product including

ln kx and xp and subst x = e3t to obtain dy/dx in terms

i A1
of t oe cao

i dy/dx = 1/3 + 2/3e = 1/e A1

www cao exact only must be simplified to 1/e or 1/e
or e−1
 Examiner's Comments

Scores here tended to be 4 or 1. Much depended

upon whether the candidates used the product rule
when finding dy/dt. The very common error was to
state that dy/dt=2te2t . The majority of candidates did
understand the general method of using dy/dt ÷ dx/dt.
A number also failed to cancel their final answer,

often leaving it as .

ii 3t = ln x ⇒ t = (ln x)/3 B1 Finding t correctly in terms of x

ii M1 Subst in y using their t

Required form a xb ln x only

NB If this work was already done in 5(i), marks can

only be scored in 5(ii) if candidate specifically refers
in this part to their part (i).
ii A1
Examiner's Comments

Most candidates found t correctly in terms of x and

then substituted it into y. The simplification was not
always then complete.

Total 7

28 i 2 isw conversion to decimal

i
M1 for 9 or for 3−2 or for ie M1 for evidence of or found
correctly

i Except M0 for 9 from 27/3 or

 B1 for each element; must be multiplied

if B0, allow SC1 for 64a6c3 obtained from numerator

or for all elements correct but added

ii 3 Examiner's Comments
2a2c−4 or as final answer

Most candidates knew what to do and handled the

indices well. Errors such as were
seen occasionally in the first part. In the second, the
most frequent errors came from failing to cube the 4
or the a2 correctly.

Total 5

Including function of a function, need to see middle

29 i Either h = (1 −½ At)2 ⇒ dh/dt = − A (1 − ½ At) M1
step

i = − A√h A1 AG

i when t = 0, h = (1 − 0)2 = 1 as required B1

i M1 Separating variables correctly and integrating

i 2h1/2 = − At + c A1 Including c. [Condone change of c.]

at t = 0, h = 1, 1 = (c/2)2 ⇒ c
i

= 2, h = (1 −At/2)2

Using initial conditions

AG

i B1
Examiner's Comments

The method of separating the variables and

 integrating was more popular than verification, and
was more successful. Those that verified usually
forgot to use the initial conditions. When integrating
there was sometimes confused work when the
arbitrary constant was changed but continued to be
used as c.

ii When t = 20, h = 0 M1 Subst and solve for A

ii ⇒ 1 − 10 A= 0, A = 0.1 A1 cao

ii When the depth is 0.5 m, 0.5 = (1 − 0.05t)2 M1 substitute h = 0.5 and their A and solve for t

www cao accept 5.9

Examiner's Comments

ii ⇒ 1 − 0.05t = √0.5, t = (1 − √0.5)/0.05 = 5.86s A1 Good marks were scored in this part by all
candidates. Some made the question more difficult
when finding A by using a quadratic equation. The
most common error was in using as 0.25 when
finding t.

separating variables correctly and intend to integrate

both sides (may appear later) [NB reading (1 +
h)2as 1 + h2eases the question. Do not mark as a
MR] In cases where (1 + h)2 is MR as 1 + h2 or
iii M1
incorrectly expanded, as say 1 + h + h2 or 1 + h2,
allow first M1 for correct separation and attempt to
integrate and can then score a max of M1M0A0A0A1
(for − Bt + c) A0A0, max 2/7.

iii Either, LHS

expanding (1 + h)2 and dividing by √h to form a one

line function of h (indep of first M1) with each term
iii M1
expressed as a single power of h eg must simplify
say 1/√h + 2h/√h + h2√h ,condone a single error for
 M1
(do not need to see integral signs)

h−1/2 + 2h1/2 + h3/2

iii = ∫ (h−1/2 + 2h1/2 + h3/2)dh A1
cao dep on second M only -do not need integral signs

iii Or, LHS either, M1

using ∫ udv + uv + ∫vdu correct formula used correctly,

iii (1 + 2h + h)2h1/2 − ∫2h1/2 (2 + 2h)dh indep of first M1 condone a single error for M1 if
intention clear

iii A1
cao oe

iii A1 cao oe, both sides dependent on first M1 mark

cao need −Bt and c for second A1 but the constant

iii = −Bt + c A1
may be on either side

iii ⇒ 2h1/2 + 4h3/2/3 + 2h5/2/5 = − Bt + c

from correct work only (accept 3.73 or rounded

iii When t = 0, h = 1 ⇒ c = 56/15 A1 answers here but not for final A1) or c = -56/15 if
constant on opposite side.

NB AG must be from all correct exact work

including exact c.

Examiner's Comments

iii ⇒ h1/2 (30 + 20h + 6h2) = 56 − 15Bt* A1 A pleasing number of candidates scored full marks
here. Most separated the variables correctly and
successfully integrated the RHS, including the
inclusion of +c. Those candidates who realised to
expand the bracket and divide often were able to
score all the remaining marks. A few used the
 approach from integration by parts but usually did not
reach the end.

iv h = 0 when t = 20 M1 Substituting h = 0,t = 20

iv ⇒ B = 56/300 = 0.187 A1 Accept 0.187

iv When h = 0.5 56 − 2.8t = 29.3449… M1 Subst their h = 0.5, ft their B and attempt to solve

Accept answers that round to 9.5s www.

Examiner's Comments
iv ⇒ t = 9.52s A1
Many good scores were achieved here when
substituting to find B and t. There were a lot of
numerical errors from others.

Total 18

midpt M of
condone lack of brackets; accept in the form x = 7/2
30 1
oe, y = 2 oe
AB = oe isw soi

alt methods: allow 2nd M1 for finding correct eqn of AB

as y = oe and
eg 2 × their 3.5 − 5 = their result
subst of their midpt into y = 2x − 5 and attempting to evaluate 1 attempting to solve as simult eqn with y = 2x − 5 for x
accept 2 = 2 × 3.5 − 5 or y
or

allow M1 for finding in unsimplified form the eqn of the

line through their midpt with gradient 2 and A1 for
showing it is y = 2x − 5, so Yes
 Examiner's Comments

Many obtained three marks here without any difficulty,

with many candidates choosing to use the quick
all work correct and ‘Yes’ oe 1 substitution of midpoint method to prove that the point
was on the line. A minority failed to state a clear
conclusion once this step had been performed.
Longer methods were seen occasionally but were
rarely completed successfully, with the equation of AB
sometimes being found simply because the candidate
did not know what to do.

Total 3

condone lines unruled; condone just missing vertex: ¼

31 i graph of shape with vertices at (−2, −3), (0, 0) and (2, −4) 2 M1 for 2 vertices correct
grid square tolerance

M1 for 2 vertices correct or for shape with vertices at

(−5, −1), (−3, 2) and (−1, −2)

Examiner's Comments

condone lines unruled; condone just missing vertex: ¼

ii graph of shape with vertices at (1, −1), (3, 2) and (5, −2) 2 Both parts of this question were done correctly by a
grid square tolerance
high proportion of candidates. In the first part very
occasionally a horizontal translation was seen or a
translation upwards. In the second part there were
more errors, with a translation to the left instead of
the right being given.

Total 4

B2 for 61 or B1 for 49 + 12 found in expansion (may

be in a grid)
32 i 3
and B1 for
 if B0, allow M1 for at least three terms correct in

the correct answer obtained then spoilt earns SC2

only

Examiner's Comments

Most candidates gained at least one mark in the first

part for . Those who failed to reach the

correct final answer often incorrectly expanded the

last terms of the brackets, obtaining ,6

or 12 rather than +12. For most candidates the
ii 2
second part was more challenging than the first part.
Errors tended to be introduced when rationalising the
denominator, with many choosing to multiply by
or − . Those that did rationalise were
then unsure how to simplify the numerator, often
obtaining large roots which they were unable to
simplify accurately. Those that had the most success
in this question expressed the in the
denominator as and were then comfortable
dividing surds and cancelling fractions.

Total 5

or 3(x + 1/3)(x + 3)

33 (3x + 1)(x + 3) 1
or for −1/3 and −3 found as endpoints eg by use of
formula

x −3
A1
[or]
 mark final answers;

allow only A1 for −3 > x > −1/3 oe as final answer or

for x ≤ −3 and x ≥ −1/3

if M0, allow SC1 for sketch of parabola the right way

up with their solns ft their endpoints

Examiner's Comments

In solving the quadratic inequality, most candidates

were able to factorise the quadratic expression
x > −1/3 oe 1 correctly, though a few produced incorrect factors. A A0 for combinations with only one part correct eg −3 >
small number resorted to using the formula to x −1/3, though this would earn M1 if not already
determine the end points, often failing to do so awarded
correctly. It was very clear that those candidates who
drew a sketch to help them were generally successful
in identifying the two different regions. But without a
diagram many either just gave the single region
between the end points, or having written down two
correct inequalities tried to combine them into a
‘doubleended’ inequality, which, of course, they were
unable to do. Another error often seen was to believe
that since (3x + 1 )(x + 3 ) > 0, then (3x + 1) > 0
and/or (x + 3) > 0.

Total 3

throughout, condone xs included eg (2x)4 annotate this question if partially correct

allow 4 for 70 000x4 www;

34 70 000 www 4 may also include other terms in expansion. Allow

marks even if wrong term selected; mark the
coefficient of x4

may be unsimplified, but do not allow 35 in factorial

 form unless evaluated later
M3 for 35 × 53 × 24 oe
or for all three elements seen together (eg in table) but
not multiplied

or M2 for two of these elements multiplied

or M1 for 35 oe or for 1 7 21 35 35 21 7 1 row of

Pascal’s triangle seen

Examiner's Comments

Many candidates were able to establish the desired

product of 35 × 53 × 22 in finding the binomial
coefficient. There were fewer failing to cope correctly
with (2x)4 than in similar past questions on this topic.
However, few candidates were confident enough with
their number bonds, or quick mental methods such as
repeated doubling, to realise that 53 × 24 or 125 × 16
could be easily evaluated as 2000. So they often
attempted 35 × 125 etc with a distinct lack of
success.

Total 4

M1 for a correct expansion of at least one of (n + 1)2

35 i 3n2 + 6n + 5 isw B2
and (n + 2)2

marks dep on 9(i) correct or starting again

accept a full valid argument using odd and even from
for B2 must see at least odd × odd = odd [for 3n2] (or starting again
when n is odd, [3]n2 is odd) and odd [+ even] + odd =
ii odd numbers with valid explanation B2
even soi
ignore numerical trials or examples in this part – only a
condone lack of odd × even = even for 6n; condone generalised argument can gain credit
no consideration of n being even
 or B2 for deductive argument such as: 6n is always
even [and 5 is odd] so 3n2 must be odd so n is odd

B1 for odd numbers with a correct partial explanation

or a partially correct explanation

or B1 for an otherwise fully correct argument for odd

numbers but with conclusion positive odd numbers or
conclusion negative odd numbers

B0 for just a few trials and conclusion

Examiner's Comments

The straightforward algebra in the first part was done

correctly by most candidates. The most common
errors were to write (n + 1)2 as n2 + 1, or sometimes
n2 + 2n + 2 and (n + 2)2 as n2 + 4.

There was some encouraging work in the proof part

with a number of slightly different methods being
demonstrated. The majority considered the three
terms that they had found in (i) but others went
further and expressed the quadratic function as 3n(n
+ 2) + 5 or 3(n + 1)2 + 2. As these were the more
capable candidates they were then often argued the
case elegantly. Some candidates returned to the
original function successfully with a few replacing n
by 2m + 1 and expanding to find a factor of 2. The
candidates who fared badly were those who failed to
draw any conclusion at all, those who attempted to
use an incorrect expression from (i) or those who just
tried to show it with some numerical values.

Total 4
 accept x = 7, y = 0

Examiner's Comments
36 i (7, 0) 1 condone 7, 0

This was usually correct, with most candidates

appreciating the symmetry about x = 4.

M1 for Pythag used correctly

annotate this question if partially correct
eg [r2 =] 32 + 22 or for subst A or their B in
ii 2 (x − 4)2 + (y − 2)2[=r2]
allow recovery if some confusion between squares
and roots but correct answer found
or B1 for [r = ]

M1 for one side correct, as part of an equation with x

and y terms

Examiner's Comments

The correct method for finding the radius was usually

seen; however, some candidates were let down by
their poor arithmetic, for instance, 9 + 4 = 11 or 12 or do not accept instead of 13;
15 or 16. Most knew the form for the circle equation, allow M1 for LHS for
ii (x − 4)2 + (y − 2)2 = 13 or ft their evaluated r2, isw 2
although some failed to square the root 13 (or their (x − 4)2 + (y − 2)2 = r2 (or worse, (x − 4)2 + (y − 2)2 = r)
number), or made some mistake in the left-hand side (may be seen in attempt to find radius)
of the equation, such as sign errors or omitting the
squared signs.

Most candidates found the coordinates of D correctly

using a step/vector method. A few tried to find the
intersection of AD with the circle, but these were
usually unsuccessful.

B1 each coord
condone 7, 4
accept x = 7, y = 4
iii (7, 4) 2
if B0, then M1 for a vector or coordinates approach
or M1 for longer method, finding the equation of the
such as ‘3 along and 2 up’ to get from A to C oe
 line CD as y = 2/3 (x − 1) oe and then attempting to
or M1 for find intn with their circle

Examiner's Comments

Attempts at this part were variable. Whilst many

recognised that they had to find the gradient of AD
first, quite a few made errors in doing this. Most
recognised that the gradient of the tangent was the
negative reciprocal of this number and substituted
this into either y – y1 = m(x – x1) or y = mx + c. A few
used their gradient of AD in the equation of the line.
Quite a number of errors were seen in reaching the
final answer, most of these associated with dealing
with fractions. A few candidates did not give their
answer in the required form.

correctly obtained or ft their D if used

annotate this question if partially correct may use AD,
CD or AC

iv grad tgt = −3/2 oe M2 M1 for grad AD = oe

NB grad AD etc may have been found in (iii); allow
marks if used in this part – mark the copy of (iii) that
isw or 2/3 oe seen or used in this part or for their grad
appears below the image for (iv)
tgt = −1/ their grad AD

or subst (7, 4) into y = their (−3/2) x + b

iv y – their 4 = their (−3/2) (x − their 7) M1

M0 if grad AD oe used or if a wrong gradient appears
with no previous working

condone
iv y = −1.5x + 14.5 oe isw A1 must be in form y = ax + b

condone y = −1.5x + b and b = 14.5 oe

Total 11

37 3a + 12 [= ac + 5f] M1 for expanding brackets correctly annotate this question if partially correct
 for collecting a terms on one side, remaining terms on
3a − ac = 5f − 12 or ft M1 ft only if two a terms
other

for factorising a terms; may be implied by final ft only if two a terms, needing factorising
a(3 − c) = 5f − 12 or ft M1
answer may be earned before 2nd M1

for division by their two-term factor;

for all 4 marks to be earned, work must be fully
correct

Examiner's Comments
oe or ft as
M1
Rearranging the formula was usually done well.
final answer Those who found this difficult generally attempted to
isolate just one a term and hence scored only the first
mark. Other errors seen occasionally included sign
errors and a final spoiling of the answer by invalidly
‘cancelling’ 3 into 12.

Total 4

38 i x=4 B1

or x = 4, y = −3

Examiner's Comments

The minimum point was generally well found,

i (4, −3) B1
although some just gave the y coordinate. The condone 4, −3
question said, “Write down ...”, which should suggest
to candidates that differentiating and putting the
differential equal to zero was not needed. The line of
symmetry was also usually well done, but some gave
x = −4 or y = 4.

or [when x = 0], y = 13 isw

ii (0, 13) isw 1 annotate this question if partially correct
0 for just (13, 0) or (k, 13) where k ≠ 0
 may be implied by correct value(s) for x found

ii [when y = 0, ] (x − 4)2 = 3 M1 or x2 − 8x + 13 [= 0]
allow M1 for y = x2 − 8x + 13 only if they go on to find
values for x as if y were 0

need not go on to give coordinate form

A1 for one root correct

Examiner's Comments
ii A2
isw
The y intercept was usually correct. For the x
intercept, many went the long way round: expanding
brackets and then using the quadratic formula rather
than using the completing the square method.

may be simplified; eg [y = ] (x − 6)2 − 3

condone omission of ‘y =’ for M1, but must be present
iii replacement of x in their eqn by (x − 2) M1 or allow M1 for
in final line for A1
[=0 or y]

cao; condone using f(x − 2) in place of y

Examiner's Comments

completion to given answer y = x2 − 12x + 33, showing at
iii
least one correct interim step
Some candidates lost a mark as they forgot that an
A1
equation has 2 sides and omitted the ‘y=’, only giving
an expression. Most candidates realised that they
should replace x with (x − 2). A minority expanded
brackets before replacing x with (x − 2) which was a
less efficient method.

for equating curve and line; correct eqns only;

x2 − 12x + 33 = 8 − 2x or or for attempt to subst
iv M1 annotate this question if partially correct
(x − 6)2 − 3 = 8 − 2x (8 − y)/2 for x in
y = x2 − 12x + 33

for rearrangement to zero, condoning one error such

iv x2 − 10x + 25 = 0 M1
as omission of ‘= 0’
 allow oe if b2 − 4ac
iv (x − 5)2 [= 0] A1 or showing b2 = 4ac
= 0 is not used explicitly
A0 for (x − 5)2 = y

allow recovery from

iv x = 5 www [so just one point of contact] A1 may be part of coordinates (5, k)
(x − 5)2 = y

dependent on previous A1 earned;

iv point of contact at (5, −2) A1
allow for y = −2 found

examiners: use one mark scheme or the other, to the

iv benefit of the candidate if both methods attempted, but
do not use a mixture of the schemes

iv for curve, y′ = 2x − 12 M1

iv 2x − 12 = −2 M1 for equating their y′ to −2

iv x = 5, and y shown to be −2 using eqn to curve A1

iv tgt is y + 2 = −2 (x − 5) A1

Examiner's Comments

Since both equations were given, those were the

ones which had to be used, and most candidates did
so successfully. Some candidates did not realise that
condone no further interim step if all working in this
iv deriving y = 8 − 2x A1 obtaining (x − 5)2 = 0 led to sufficient evidence of a
part is correct so far
repeated root and also showed that the discriminant
was zero. Some, of course, did not attempt to
factorise anyway but opted for using the formula. The
main error was in the very last mark, where some
candidates substituted their x value back into the
quadratic that they had just solved to find y = 0, rather
than using the line or the curve to give y = −2.
 Total 13

M1 for y = (x + 5)(x + 2)(x − 3/2) or

(x + 5)(x + 2)(2x − 3) with no equation or
(x + 5)(x + 2)(2x − 3) = 0
but M0 for y = (x + 5)(x + 2)(2x − 3) − 30 or (x + 5)(x
+ 2)(2x − 3) = 30 etc

Examiner's Comments

Candidates struggled with this question. Often they allow ‘f(x) =’ instead of ‘y =’
managed to produce the product of binomial factors x
y = (x + 5)(x + 2)(2x − 3) or
39 i 2 + 2 x + 5 x − 1.5 and failed to put it equal to y or put it ignore further work towards (ii)
y = 2(x + 5)(x + 2)(x − 3/2)
equal to 0. Those who did have the correct product
still very often had an expression only or equated to but do not award marks for (i) in (ii)
0. Many candidates thought that the information
about the y-intercept indicated that they should
perform a vertical translation and an answer of y = x
+ 2 x + 5 x − 1.5 − 30 was fairly common among
weaker students. Some candidates had an epiphany
in part (ii) when they realised that their coefficients
should be twice the size and sensibly went back to
this part and corrected their error.

correct expansion of a pair of their linear two-term factors ft ft their factors from (i); need not be simplified; may be allow only first M1 for expansion if their (i) has an extra
ii M1
isw seen in a grid −30 etc

must be working for this step before given answer

correct expansion of the correct linear and quadratic factors
ii
and completion to given answer y = 2x3 + 11x2 − x − 30
do not award 2nd mark if only had (x − 3/2) in (i) and
or for direct expansion of all three factors, allow M2
suddenly doubles RHS at this stage
for
2x3 + 10x2 + 4x2 − 3x2 + 20x − 15x − 6x − 30 oe (M1
condone omission of ‘y =’ or inclusion of ‘= 0’ for this
if one error)
M1 second mark (some cands have already lost a mark
or M1M0 for a correct direct expansion of
for that in (i))
(x + 5)(x + 2)(x − 3/2)

allow marks if this work has been done in (i) − mark

condone lack of brackets if used as if they were there
the copy of (i) that appears below the image for (ii)
 Examiner's Comments

Many scored only one mark in this part, for correctly

expanding a pair of their binomial factors, even after
making an error in part (i). As said previously, the
light dawned for many in this question and it was
good to see that some of these made corrections to
part (i). However, many did not and very often there
would be a multiplication by 2 done at the end — with
or without some attempt at justification for it.

insert BP on spare copy of graph if not used, to

ruled line drawn through (−2, 0) and (0, 10) and long enough tolerance half a small square on grid at
iii B1 indicate seen – this is included as part of image, so
to intersect curve at least twice (−2, 0) and (0, 10)
scroll down to see it

B1 for one correct

ignore the solution −2 but allow B1 for both values
correct but one extra or for wrong ‘coordinate’ form
such as (1.8, −5.3)

Examiner's Comments

accept in coordinate form ignoring any y coordinates

iii −5.3 to −5.4 and 1.8 to 1.9 B2 Candidates found this straightforward on the whole,
given
with many scoring full marks for this part. Nearly all
drew an accurate line of sufficient length to intersect
the curve in three places.

Occasionally some read the scale incorrectly when

finding the negative solution or were careless with
signs, omitting the negative when writing it down.

iv 2x3 + 11x2 − x − 30 = 5x + 10 M1 for equating curve and line; correct eqns only annotate this question if partially correct

iv 2x3 + 11x2 − 6x − 40 [= 0] M1 for rearrangement to zero, condoning one error

or showing that (x + 2)(2x2 + 7x − 20) = 2x3 + 11x2 −

iv division by (x + 2) and correctly obtaining 2x2 + 7x − 20 M1
6x − 40, with supporting working
 substitution into quadratic formula or for completing the
condone one error eg a used as 1 not 2, or one error
iv square used as far as M1
in the formula, using given 2x2 + 7x − 20 = 0

dependent only on 4th M1

Examiner's Comments

There were many attempts to substitute their answers

from part (iii) into the given quadratic. Many
candidates did not know how to obtain this quadratic,
although most eventually went on to attempt to solve
it using the formula, sometimes making arithmetic
errors in so doing. Of those who did attempt to derive
iv A1 the quadratic, there were several attempts at
oe isw
equating the wrong pair of equations. Some who
started correctly expected to see the given answer
immediately and stopped at the simplified cubic they
had obtained, sometimes having an erroneous −20.
Relatively few were able to show that the quadratic
factor was the required one, by tong division or by
showing multiplying out. A very few candidates used
an elegant method of equating the line and cubic and
using the factorised form of each to cancel a factor of
x + 2 on both sides before simplifying.

Total 12
2015 Pure - Mark scheme

Question Answer/Indicative content Marks Part marks and guidance

1 i M1 substituting (1 − x)/(1 + x) for x in f(x)

i A1 correctly simplified to x NB AG

or just f− 1(x) = f(x)

Examiner's Comments

Most candidates gained a method mark for substituting (1−x)/(1+x) for x in f(x).
−1
i (x) = f(x) = (1 − x)/(1 + x) B1
However, the simplification of the ensuing algebraic fraction proved to be problematic
to many candidates, who failed to clear the subsidiary denominators correctly.
Concluding that f−1(x) = f(x) should of course be a ‘write down’ from ff(x) = x;
however, virtually all candidates found f−1(x) by rearranging the formula for x = f(y),
usually correctly. Occasionally we were offered f−1(x) = 1/f(x) = (1+x)/(1-x).

if brackets are omitted or misplaced allow

ii M1 substituting −x for x in g(x) condone use of ‘f’ for g
M1A0

ii A1 must indicate that g(−x) = g(x) somewhere condone use of ‘f’ for g

allow ‘reflected’, ‘reflection’ for symmetrical

Examiner's Comments

ii Graph is symmetrical about the y-axis. B1 This was well answered, with few candidates using particular values of x to ‘show’ must state axis (y-axis or x = 0)
that g(x) was even. We condoned the use of f instead of g. Occasionally the brackets
were misplaced in 1 − (−x)2 or 1 + (−x)2. The geometrical interpretation was well
answered: although we would prefer ‘symmetrical about the y-axis’ to formulations
such as ‘reflection in the y-axis’,the latter was nevertheless condoned.
 Total 6

2 i M1 quotient (or product) rule, condone sign errors only

i A1 correct exp, condone missing brackets here PR: (x − 2)2.(− x− 2) + (1/x).2(x − 2)

i = (x2 − 4)/x2 = 1 − 4/x2 * A1 simplified correctly NB AG with correct use of brackets

i or f(x) = (x2 − 4x + 4)/x

i = x − 4 + 4/x M1 expanding bracket and dividing each term by x correclty must be 3 terms: (x2 − 4)/x is M0

i A1 e.g. x − 4 + 2/x is M1A0

i ⇒ f' (x) = 1 − 4/x2* A1 not from wrong working NB AG

i f″ (x)8/x3 B1 o.e. e.g. 8 x−3 or 8x/x4

i f′ (x) = 0 when x2 = 4, x = ± 2 M1 x = ± 2 found from 1 − 4/x2 = 0 allow for x = − 2 unsupported

i so at Q, x = − 2, y = − 8. A1 (−2, −8)

dep first B1. Can omit − 1, but if shown must be correct. Must state < 0 or negative.

Examiner's Comments

i f ″ (− 2) [= − 1] < 0 so maximum
This part was very well-answered, with many getting all 7 marks. The majority of
B1dep candidates opted to use the quotient rule rather than the slightly easier method of must use 2nd derivative test
expanding the numerator and dividing through by x. Even so, provided they took
care in the use of brackets, they gained the first three marks. The second part was
not quite as successful. Some candidates forgot to work out the y-coordinate of Q;
others got the second derivative wrong, or failing to state explicitly that for a
maximum the second derivative was negative.

ii f(1) = (− 1)2/1 = 1 or (x − 2)2 = x ⇒ x2 − 5x + 4 = 0

ii f(4) = (2)2/4 = 1 B1 verifying f(1) = 1 and f(4) = 1 ⇒ (x − 1)(x − 4) = 0, x = 1, 4

ii M1 expanding bracket and dividing each term by x 3 terms: x − 4/x is M0 if u = x − 2

ii

ii A1 x2/2 − 4x + 4 ln x u2/2 − 2u + 4 ln (u + 2)

ii = (8 − 16 + 4ln4) − (½ − 4 + 4ln1)

ii = 4ln4 − 4 ½ A1cao

ii Area enclosed = rectangle − curve M1 soi

ii = 3 × 1 − (4ln4 − 4 ½) = 7 ½ − 4ln4 A1cao o.e. but must combine numerical terms and evaluate ln 1 − mark final ans

ii or

ii M1 no need to have limits

ii = ∫ 14 (5 − x − 4/x)dx M1 expanding bracket and dividing each term by x must be 3 terms in (x − 2)2 expansion

ii [5x − x2/2-4lnx]14 A1 5 − x − 4/x

ii = 20 − 8 − 4ln 4 − (5 − ½ − 4ln1) A1 5x − x2/2 − 4 ln x

o.e. but must combine numerical terms and evaluate ln 1 − mark final ans

Examiner's Comments

Most candidates verified that y = 1 when x = 1 or 4, though the majority did this by
re-arranging the equation (x − 2)2 = x as a quadratic and solving this. However, for
ii = 7 ½ − 4ln4 A1cao
the integration, many candidates failed to spot the need to expand the (x − 2)2 term
and divide through by x, and most attempts to use substitution (except perhaps for
the somewhat fatuous u = x) or parts usually led nowhere. Those who managed this
integration successfully often failed to realise they then had to subtract this value
from the area of the rectangle, or did this subtraction the wrong way round. Quite a
few also calculated the area of the rectangle as 4 × 1 = 4 instead of 3.

iii [g(x) =] f(x + 1) − 1 M1 soi [may not be stated]

 iii A1

correctly simplified − not from wrong working NB AG

Examiner's Comments

iii A1
Fewer than half of the candidates gained full marks for this part of the question.
Many did not know how the translation would affect the function algebraically, for
example starting with y − 1 = f(x + 1). Of those who derived a correct expression for
g(x), many failed to incorporate the ‘-1’ into their fraction.

i
Area is the same as that found in part (ii) M1 award M1 for ± ans to 8(ii) (unless zero)
v

need not justify the change of sign

Examiner's Comments
i
4ln4 − 7 ½ A1cao
v Very few candidates scored both marks here. A method mark was awarded if their
answer indicated recognising the translation of their area from part (ii); but few of
those who got part (ii) correct realised that the integral would be the negative of this
as the transformed area is below the axis.

Total 18

3 i At P, (ex − 2)2 − 1 = 0

i ⇒ ex − 2 = [±]1, M1 square rooting − condone no ±

i ex = [1 or] 3

i or (ex)2 − 4 ex + 3 = 0 M1 expanding to correct quadratic and solve by factorising or using quadratic formula condone e^x^2

i ⇒ (ex − 1)(ex − 3) = 0, ex = 1 or 3

x-coordinate of P is ln 3; must be exact

i ⇒ x = [0 or] ln 3 A1 condone P = ln 3, but not y = ln 3

Examiner's Comments
 Most candidates succeeded in finding x = ln 3, either by square rooting or solving
thequadratic in ex. The second method was somewhat compromised by setting x = ex
(ratherthan a different variable) to get a quadratic in x, though we condoned this for
both marks.

ii f′ (x) = 2(ex − 2)ex M1 chain rule e.g. 2 u × their deriv of ex

ii A1 correct derivative 2(ex − 2)x is M0

ii = 0 when ex = 2, x = ln 2 * A1 not from wrong working NB AG or verified by substitution

ii or f(x) = e2x − 4ex + 3 M1 expanding to 3 term quadratic with (ex)2 or e2x condone e^x^2

ii ⇒ f' (x) = 2e2x − 4ex A1 correct derivative, not from wrong working

ii = 0 when 2e2x = 4ex, ex = 2, x = ln 2 * A1 or 2ex(ex − 2) = 0 ⇒ ex = 2, x = ln 2 or verified by substitution

ii not from wrong working NB AG

Examiner's Comments

This provided a simple four marks for most candidates, using a chain rule to find the
ii y = f(ln(2)) = − 1 B1
derivative, setting this to zero and solving to get x = ln 2. A neat alternative method
was to recognise that the (ex − 2)2 term must be non-negative and minimum when ex
− 2 = 0, or x = ln 2.

expanding brackets
iii M1 must have 3 terms: (ex)2 − 4 is M0, or if u = ex, ∫ 13[u2 − 4u + 4 − 1]/u du
condone e^x^2

iii A1 ∫ e2x − 4ex + 3 [dx] (condone no dx) = ∫ u − 4 + 3/u du

iii B1 ∫ e2x = ½ e2x = [ ½ u2 − 4u + 3ln u

iii A1ft [½ e2x − 4ex + 3x]

iii = (4.5 − 12 + 3ln3) − (0.5 − 4)

condone 3ln3 − 4 as final ans; mark final ans

iii = 3ln3 − 4 [so area = 4 − 3ln3] A1
 Examiner's Comments

This proved to be a rather costly part for candidates unless they recognised the
requirement to multiply out (ex − 2)2 −1 to get e2x − 4ex + 3 and then integrate term-
by-term. Other attempts using substitution or parts usually got nowhere. Although
originally we required candidates to give the area as 4 − 3ln3, very few actually did
this, so it was decided to condone a (negative) area of 3ln3 − 4.

i
y = (ex − 2)2 − 1 x ↔ y
v

i
x = (ey − 2)2 − 1
v

i or x if x and y not interchanged yet or

⇒ x + 1 = (ey − 2)2 M1 attempt to solve for y (might be indicated by expanding and then taking lns)
v adding (or subtracting) 1

i
⇒ ± √ (x + 1) = ey − 2 (+ for y ≥ ln 2) A1 condone no ±
v

i
⇒ 2 + √ (x + 1) = ey
v

i
⇒ y = ln(2 + √ (x + 1)) = f− 1(x) A1 must have interchanged x and y in final ans
v

i if not specified, assume first ans is

Domain is x ≥ − 1 B1 must be ≥ and x (not y)
v domain and second range

i
Range is y ≥ ln 2 B1 or f− 1(x) ≥ ln 2, must be ≥ (not x or f(x)) if x > − 1 and y > ln 2 SCB1
v

i
M1 recognisable attempt to reflect curve, or any part of curve, in y = x y = x shown indicative but not essential
v
 good shape, cross on y = x (if shown), correct domain and range indicated.
[see extra sheet for examples]

Examiner's Comments

i
A1 Rather more than half of the candidates managed the inverse function well, though a e.g. − 1 and ln 2 marked on axes
v
few made errors at the last stage of taking the square root, and concluded with y =
ln( )+ 2, or y = ln( + ln 2. Some were perhaps encouraged by
the previous part to multiply out (ex − 2)2 again, though they could still obtain a
method mark for a step towards finding y in terms of x. It was not uncommon to see
candidates taking logs of individual terms.

Total 18

allow any equivalent exact simplified form

Examiner's Comments
oe k is any non-zero constant
4 i M1
This was done well. A small minority of
ignore + c
isw cao candidates failed to score: most problems
were caused by a failure to put the
original function into index form correctly.

allow any equivalent exact simplified form

Examiner's Comments
kx−3 + 1 oe
A few candidates differentiated or tried to
ii −3x−2 isw A1 k is any non-zero constant integrate both the numerator and the
denominator independently, but most
+c knew what to do here and went on to
score 2 or 3 marks. A significant minority
of candidates neglected to add ‘+ c’,
thereby losing an easy mark.

Total 5

5 M1 Considering equilibrium in the vertical direction

 Resolution of forces of 12 N and N in the vertical direction.
M1
Do not allow sin-cos interchange for the 30° angle.

P = 14 A1 Dependent on both M marks

B1

Examiner's Comments
Q = 2.39 B1
This question was answered correctly by almost all candidates. A small number
made sign errors, particularly when finding Q. There were also those who did not give
Q to 3 significant figures, as requested in the question.

Total 5

NB 2.5, 1.6, 3.90625

6 M1*
isw
or

M1dep may be implied by eg sight of 3.9 and

2 + u2 + u3 + u4 soi must be the sum of 4 terms only
* answer of 10.0

B3 if unsupported

Examiner's Comments

A little under half of candidates achieved full marks on this question. Approximately
A1 NB 2.5, 1.1, 0. 625 scores M0M0
10.00625 or cao isw 20% prematurely rounded their answers and lost the final accuracy mark, and a few
found the sum of the second to fifth terms inclusive instead of the first to fourth. The
most common error for those who failed to score at all was to treat the sequence as
being defined algebraically, but a few candidates misused the formula for the sum of
an arithmetic or geometric progression.

Total 3

7 a + (10 − 1)d = 11.1 and a + (50 − 1)d = 7.1 M1 may be implied by 40d = ±4 or embedded in attempt to solve condone one slip in coefficient of d
 d = −0.1 A1 if unsupported, B2 for one of these and B3 for both

a = 12 A1

with
M1

a > 11.1 and d < 0

Examiner's Comments

Most candidates knew what to do here, but a surprisingly high number misread
“fiftieth” as “fifteenth”, and a few misread “fiftieth” as “fifth”. A few then also misread
one of the numbers. However, most read fifty correctly. The majority went on to solve if M0, B2 for any form of correct answer
A1
their equations successfully, but a surprising number obtained a positive value for d www
and simply carried on, without stopping to think that this could not possibly be correct.
Candidates would to well to ask themselves whether or not their answer is sensible in
the context of the original question. It seemed that many candidates simply didn't see
the request to find the sum of the first fiftyterms, and stopped after finding a and d.

Total 5

8 27 = ½ r2 × 1.5 oe M1 angle in degrees rounded to 2 sf or more

Or

r = 6 soi A1 may be embedded in formula for arc length may be implied by later work eg 9 or 21

if r is incorrect, we must see their r × 1.5 [

+ 2r] for M1
their r × 1.5 M1
or their their r if r is correct, M1 may be implied by 9 or
21

allow full marks for recovery from working with rounded value of θ in degree form

Examiner's Comments
21 [cm] cao A1 B4 for 21 unsupported www
This was very well done: approximately two thirds of candidates obtained full marks.
Some candidates converted to degrees and lost the accuracy marks and a few
candidatesused incorrect formulae.
 Total 4

9 3x2 − 6 seen B1

their y′ = 0 or y′ > 0 or y′ ≥ 0 M1 must be quadratic with at least one of only two terms correct

identified? A1 may be implied by use with inequalities or by ± 1.41[4213562] to 3 sf or more implies A1

NB just

isw A1 if A1A0A0, allow SC1 forfully correct answer in decimal form to 3 sf or more
or implies the first A1 then
A0A0

or A2 for

Examiner's Comments

The majority of candidates differentiated successfully and went on to identify

correctly. A few neglected the negative root, losing an easy mark. Thereafter
candidates went astray in a variety of ways. Many candidates used incorrect forms
when writing their inequalities. was seen frequently and many candidates
A1
combined their separate inequalities in illegal ways such as .
These candidates were penalised if the correct inequalities were not seen first.
Candidates should realise that it is good practise to write the two inequalities
separately first, before any attempt is made to combine them. Some candidates
decimalised were penalised for having a slight inaccuracy in their answer.

A few candidates didn't differentiate at all, thereby ignoring the instruction to use
calculus and so made no progress.

Total 5

1 both curves with positive gradients in 1st and 2nd quadrants; ignore do not award if clearly not exponential shape; condone touching negative x-axis but consider each curve independently;
i M1
0 labels for this mark not crossing it ignore scales and points apart from (0, 1)

allow if indicated in table of values or

i both through (0, 1) A1
commentary if notmarked on graph
 must be clearly labelled, A0 if wrongly attributed or if coincide for negative x from (0,
1)

Examiner's Comments
if M0 allow SC1 for one graph fully
2x x
i y = 3 above y = 3 in first quadrant and below it in second A1
correct
A small number of candidates drew two curves of totally different shapes, which was
surprising, but most knew the correct shape and although many sketches were
sloppily presented, and marks were lost through omitting to identify (0, 1) or by
allowing the curves to coalesce through the second quadrant.

ii x=3 B1 B0 if wrongly attributed

B0 if wrongly attributed

Examiner's Comments
ii 3x = 27 B1 allow 33 = 27 with x = 3 stated

This was very well done. Nearly all candidates correctly found x = 3; a few
thenevaluated 33 as 6, 9 or 81.

Total 5

1
1 − cos2x = 3cosx − 2 oe M1*
1

condone one sign error or constant term

M1*de
cos2x + 3cosx − 3 [ = 0] or − cos2 x − 3cos x + 3 = 0 of − 1 (in LH version) or + 1 (in RH
p
version)

cosx = their or ignore other values (eg −3.79…);

M1 dependent on award of previous method mark, must be correct for their quadratic
x = 0.791287847…but M0 if no recovery
cosx = their 0.79 to 0.7913 soi

[x = ] 0.6578 to 0.66 isw cao A1 A0 for eg 0.66π if 0.66 not seen separately NB x = 0.65788395…

if A1A1 extra values in range incur a penalty of 1; ignore extra values outside range NB x = 5.625301357…

[x = ] 5.625 to 5.63 isw cao A1

if A0A0 allow
SC1 for 37.69 to 37.7° and 322 to 322.31°
 or for (0.209 to 0.21)π and (1.79 to 1.791)π
no SC mark available if extra values in
Examiner's Comments range

A few candidates were unable to eliminate sin2θ legitimately, but all bar the weakest
candidates managed at least 2 marks here. A small numberof candidates made
errors when rearranging to zero – generally with the constant term.

Some were using x for cosx in their quadratic formula and not recovering the ‘cos’.
This was unfortunate. Candidates must realise that this is not a useful practice. Even
those who made other substitutions often failed to give their evaluated formula a
subject and then confused themselves.

Some candidates resorted to rounded decimals very quickly and made premature
approximation errors in their answers, thus losing one or more accuracy mark.

Quite a few candidates were finding the second angle by adding 0.66 to 1.5π rather
than subtracting it from 2π.

A fair number of candidates worked in degrees – a good number of these were

allowed the SC1 for a pair of correct answers. When the question stipulates angles
over a range such as “between 0 and 2π”, the expectation is that their angleswill be
in radians, not degrees.

Total 5

1
m = 3 seen B1
2

condone lack of base; “c = 2” is

log y = mlog x + 2 or log y = mlog x + log100 M1 or log y − 8 = m(log x – 2)
insufficient

condone lack of base, but not bases

log y = log x3 + 2 or log y = log x3 + log100 or better M1 or 10log y = 103log x + 2 or 103log x + log100 or better
other than 10 unless fully recovered

y = 103log x + log100 or y = 10log x3 + log100

x3 3logx + 2 logx3 + 2
y = 100 or y = 10 or y = 10 www isw A1
Examiner's Comments
 A minority of candidates found this question straightforward and produced fully
correct solutions. However, the majority struggled or failed to give sufficient detail of
their working to earn full credit.

A good number found the gradient of the line as 3. Some used , indicating

the common misconception of the model. logy = 3logx + log 2 was very common as a
second statement. Those who earned the second mark very often lost the thirdfor
statements such as y = 3x + 2 (removing all the “logs”) or y = x3 + 100 , without logy =
logx3 + 2, or equivalent, having been seen. It is important that eachstep should be
shown as correct final answers were often seen following incorrect working, which of
course do not score.

A few candidates knew that the final model was of the form y = axb and also
demonstrated that b was the gradient and a was 10(the intercept), producing the correct
equation relating y and x. Many of these candidates would have done better to re-
read the question as most of them omitted to state the equation relating logy and
logx, which was one of the demands of the question.

Total 4

1
i M1* or 82 = 202 + 132 − 2 × 13 × 20 × cosA
3

i A1 or 0.971 to 0.9712
oe soi

or 0.24077 to 0.241 or 0.24 (radians);

i A = 13.79 to 13.8° or 14° A1 or 15.32 (grad)
allow B3 if given to 3sf or more unsupported

or

M1dep or M1 for eg ½ × 20 × 8 × sin 22.8, as long as angle calculated correctly from their A
i [Area = ] ½ × 20 × 13 × sin their A
* (other angles are 22.79824…° and 143.40645..° or 36.59355..°)
NB
13sin A = 3.099899192 if ½ × b × h used
 allow B2 for unsupported answer within range

Examiner's Comments

i 30.99 to 31.01 isw
Most candidates used the Cosine rule correctly to calculate angle A and most went
on to calculate the area correctly using ½absinC. A minority complicated matters by
A1 splitting the triangle into 2 right angle triangles, calculating the height and then using
Pythagoras to calculate the base of each triangle and hence the area of each
separately. A few candidates unnecessarily found one of the other angles and then
used ½absinC. In both cases this usually resulted in a loss of accuracy so their final
answer was outside the permissible range. Similarly, some candidates rounded their
value for cosA and went on to lose both accuracy marks. Approximately three
quarters of candidates scored full marks.

i
or oe isw

ii alternatively

ii h = 4 soi B1

M0 if values are added to obtain 0.60,

ii attempt to find all y-values M1 yupper − ylower
0.80 etc

ii 2.3, 2.32, 1.82, 1.34 A1 all y-values correct

shape of formula correct with 2, 3 or 4 of their y-values in inner bracket with their h;
allow recovery from bracket errors eg
ii M1
½ × 4 × {2.3 + 1.34 + 2 (2.32 + 1.82)}
M0 if any non-zero x-values used or if y-values used twice

all their y-values correctly placed, condone omission of zeros and/or omission of
ii B1FT
outer brackets

ignore subsequent rounding, but A0 if answer spoiled by eg multiplication by 20

or B1M1A1 + B3 if area of 2 triangles
and 3 trapezia calculated to give correct
ii 31.12 A1 Examiner's Comments
answer www
NB 4.6 + 9.24 + 8.28 + 6.32 + 2.68
Most candidates used the trapezium rule separately for the upper and lower areas,
 with a smaller number recognising that the total area could be calculated with a
single application. The most common error was omitting the outside pair of brackets
in the formula and this was rarely recovered. Another common error was the failure
to recognise that the absolute areas should be summed, with candidatessubtracting
the lower area from the upper. A surprising error for several candidates was getting
the value of h incorrect as this was not only clear from the table, but also explicitly
stated in the question. Nevertheless, a significant majority scored full marks.

Total 11

1
i M1*
4

M1dep
i 9 = their (4 × 2 + 3 ) × 2 + c or y − 9 = their (4 × 2 + 3 ) × (x − 2)
*

or y − 9 = 11 (x − 2) isw

y = 11x − 13 or y = 11x + c and c = − 13 Examiner's Comments

i stated A1
isw The majority of candidates gained full marks on this question. A few found the
gradient correctly and then went on to find the equation of the normal, and some
candidates integrated and found the equation of the curve.

ii M1*

ii [y =] 2x2 + 3x + c A1 must see “2” and “+ c”, may be earned later eg after attempt to find c

M1dep
ii 9 = 2 × 22 + 3 × 2 + c must include constant, which may be implied by answer
*

ii y = 2x2 + 3x − 5 cao A1 allow first 4 marks for y = 2x2 + 3x + c and c = −5 stated

ii (1, 0) and (−2.5, 0) oe cao B1 or for x = 1, y = 0 and x = −2.5, y = 0 B0 for just stating x = 1 and x = −2.5

ii B1
 −6.125 or − 6⅛

Examiner's Comments

Most candidates integrated successfully. A few omitted ‘+ c’ and made little progress
ii B1 thereafter, but the majority successfully obtained the equation of the curve. Many
candidates failed to give the coordinates in a correct form or transposed the signs,
thus losing an accuracy mark. Most candidates used the given derivative to find the
co-ordinates of the minimum point, but it was surprising how many made a sign error
and then couldn't obtain the correct value for y. A significant number ofcandidates
completed the square instead of using the derivative, and most lost accuracy.

substitution to obtain f (x) must be the quadratic in x with linear and constant term obtained in part (ii), may or their x = 1 → their 0.5 and their x = −
iii M1
[y = ] f(2x) in polynomial form be in factorised form 2.5 → their x = −1.25

hence y = (2x − 1)(4x + 5) FT their x-

y = (2x − 1)(4x + 5) or y = 8x2 + 6x − 5
must be simplified to one of these forms, FT their quadratic inx with linear and intercepts from their quadratic in x with
iii A1FT
constant term obtained in part (ii) linear and constant term obtained in part
(ii)

or FT their (both non-zero) co-ordinates for minimum point or their quadratic in x with
linear and constant term obtained in part (ii)

Examiner's Comments

Very few candidates realised that they needed to work with f(2x) to find the
newequation. The majority of those who did adopt the correct approach often went
wrong, usually with the first term. In order to earn the method mark by this approach
iii B1 examiners needed to see the substitution: many candidates just wrote down y = 4x2
+ 6x − 5 and failed to score. It may have been the case that the correct approach
was being attempted, but this answer was also seen resulting from totally wrong
working!

A few candidates successfully worked with the images of the intercepts following the
stretch, but often failed to simplify the answer correctly.

A minority of candidates earned the third mark, either as a follow through mark or for
 a fully correct answer. However, many candidates multiplied the x value by 2, or
halved the y value instead or as well.

Total 13

1 do not award if only seen in sum of terms

i 3 × 37 oe M1 condone 1 × 37
5 of GP

or B2 if unsupported

Examiner's Comments

i 6561 A1 if 0, SC1 for 2187 unsupported

Many candidates found this a straightforward question and answered it successfully.
3 × 37 or 38 was frequently seen as the method. 1 × 37 was seen occasionally as was
an unsupported 2187. Many candidates opted for longer methods, which included
lists of powers of 3 and/or diagrams.

must see at least first two terms and last

term
ii valid attempt to sum a GP with r = 3 and n = 15 M1 eg 3 + 32 + ……. + 315
NB 7 174 453 implies M1 from 1 + 3 + …
+ 314

ii M1
oe

or B2 if M1M0 or B3 if unsupported

Examiner's Comments

This was answered successfully by the majority of the candidates, including those
who simply worked out the terms of the GP and added them. Stronger candidates
ii A1 achieved a correct answer from a correct formula although there was a good number
21523359 of unsupported correct answers. A variety of incorrect formulae were in evidence,

among the more common were: and .

Many candidates listed the terms either evaluated or expressed as powers and
summed their list to achieve a correct result.
 M0 for working backwards
iii M1*
M0 if = or < used

iii
www

eg log 3n + 1 > log 2000003 www at least one previous progressive interim
M1dep
iii correctly taking logs of both sides or log 3n + log 3 > log 2000003 www; step needed with no wrong working;
*
may be implied by next stage of working M0dep* for log (3n − 1) > …

eg (n + 1) log 3 > log 2000003 or

iii
nlog3 > log 2000003 − log 3

and completion to
iii A1 without any wrong working
do not allow recovery from bracket errors
at any stage

B0 for n ≥ 13 or n > 13

Examiner's Comments

This part differentiated well between the best and good candidates. Setting up the
initial inequality proved beyond many, even those who had successfully used the
formula for the sum of a GP in part (ii). There were some splendid examples of well-
iii n = 13 seen B1
argued proofs, but getting beyond the first M1 was unusual. Those who started with
the 1-3n version of the formula were rarely successful, as basic rules of inequalities
when multiplying by a negative were forgotten. Some candidates also thought that 3
× 3n = 9n The taking of logs produced problems. Sadly, many candidates who
managed to get started with the inequality, didn't answer the last part, whereas weak
candidates often went straight for this. A surprising number of candidates thought it
perfectly reasonable to have non-integer numbers of generations.

i if correct eg 2 + 22 + ……. NB 32767 implies M1 from 1 + 2 + … +

valid attempt to sum a GP with r = 2 and n = 15 M1*
v + 215 = 65 534 214
 i M1dep
with their 65 534 < their 21 523 359
v *

i
their 21 523 359 − their 65534
v

allow B3 for 21 457 825 unsupported

Examiner's Comments
i
21 457 825 isw A1
v
Those candidates who answered parts (i) and (ii) successfully usually went on
toachieve full marks in part (iv). A few worked with the fifteenth term, rather than the
sum of the first fifteen terms.

Total 12

Multiplying throughout by (2x + 1)(x + 1) or combining fractions and multiplying up oe

(eg can retain denominator throughout)
Condone a single numerical error, sign error or slip provided that there is no
conceptual error in the process involved
1 Do not condone omission of brackets unless it is clear from subsequent work
⇒ 5x(x + 1) − 3(2x + 1) = (2x + 1)(x + 1) M1*
6 thatthey were assumed
eg 5x(x + 1) − 3(2x + 1) = (2x + 1)(x − 1) gets M1
5x(x + 1) − 3(2x + 1) = 1 gets M0
5x(x + 1)(2x + 1) − 3(2x + 1)(x + 1) = (x + 1)(2x + 1) gets M0
5x(x + 1) − 3(2x + 1) = (2x + 1) gets M1, just, for slip in omission of (x + 1)

Multiplying out, collecting like terms and forming quadratic (= 0). Follow through from
M1dep
their equation provided the algebra is not significantly eased and it isa quadratic.
*
Condone a further sign or numerical error or a minor slip when rearranging

⇒ 3x2 − 4x − 4 = 0 A1 oe www (not fortuitously obtained – check for double errors)

Solving their three term quadratic (= 0) provided b2 − 4ac ≥ Use of correct quadratic
equation formula (if formula isquoted correctly then only one sign slip is permitted, if
⇒ (3x + 2)(x − 2) = 0 M1 the formula is quoted incorrectly M0, if not quoted at all substitution must be
completely correct to earn the M1) or factorising (giving their x2 term and one other
term when factors multiplied out) or comp. the square (must get to the square root
 stage involving ± and arithmetical errors may be condoned provided their 3(x − 2/3)2
seen or implied)

cao for both obtained www (condone − 0.667 or better) (If no factorisation (oe) seen
B1 for each answer stated following correct quadratic)

Examiner's Comments

Common errors included:

 5(x + 1) − 3(2x + 1) = (2x + 1)(x + 1) (and not the correct 5x(x + 1) –… )

 Expanding –3(2x +1) as either –6x +3 or –{6x –1 or –{6x +1
 There were some candidates who did not multiply up on the right-hand
⇒ x = − 2/3 or 2 A1
side and so obtained 5x(x +1) –3(2x1) = 1
 Some lost the final two marks for not applying the quadratic formula
correctly

However, this question was generally done well with most candidates scoring ful
marks and demonstrating sound basic algebraic manipulation skills. It was commonto
see the use of the quadratic formula as much as factorising to solve the final
quadratic equation. Very few completed the square but those that did were mainly
successful.

Total 5

1
cos2θ = 1 − 2sin2θ M1* cos2θ = ± 1 ± 2sin2θ (maybe implied in substitution)
7

(6cos2θ + sinθ =) 6 − 12sin2θ + sinθ A1

6cos2θ + sinθ = 0 Use of correct quadratic equation formula or factorising or comp. the square on their
M1dep
⇒ 12sin2θ − sinθ − 6 = 0 three term quadratic in sinθ (see guidance in question 1 for awarding this method
*
⇒ (4sinθ − 3)(3sinθ + 2) = 0 mark) provided b2 − 4ac ≥ 0

⇒ sinθ = 3/4 or − 2/3 A1 www

B1 First correct solution to 1 dp or better (eg 48.59° etc)

 B1 Three correct solutions

All four correct solutions and no others in the range

Ignore solutions outside the range

SC Award max B1B1B0 for answers in radians (0.85, 2.29, 3.87, 5.55 or better – so
one correct B1, three correct B1). Award max B1 if there are extra solutions in the
range with radians

SC If M1M1 awarded and both values of |sinθ| ≤ 1 but B0B0B0 then award B1 only
for evidence of using sinθ ≡ sin(180− θ)

Examiner's Comments

The majority of candidates correctly replaced cos2θ with 1 − 2sin2 θ although a

⇒ sinθ = 3/4, θ = 48.6°, 131.4°
B1
sinθ = − 2/3, θ = 221.8°, 318.2°
minority of candidates made the costly mistake of replacing cos2θ with 1 − sin2 θ.
While some candidates struggled to factorise 12sin2 θ −sinθ −6 = 0 many used the
quadratic formula to solve this equation, and as withquestion 1, there were some
candidates who did not state or apply the quadratic formula correctly. While the
majority of candidates found the correct values forsinθ some incorrectly obtained

and/or . Of those candidates that

obtained the correct values for sinθ the majority went on to score full marks.

However, it was fairly common to see ‘arcsin = −41.81… therefore no

solutions in the range’ with no appreciation that solutions in the correct range could
be found from this value. Having found the principal values it was common for
candidates to get the other solutions in the range, often sketching the sine curve to
help them, though most did this correctly without demonstrating any method.

Total 7

1
i B1 n = −1/3. See below SC for those with n = 1/3
8
 All three correct unsimplified binomial coefficients (not nCr) soi condone absence
i M1
of brackets only if it is clear from subsequent work that they were assumed

i B1 1 + (2/3)x + … www

(8/9)x2 www in this term

If there is an error, in say, the third coefficient of the expansion then M0B1B0is
i B1 possible

SC For n = 1/3 award B1 for 1 − (2/3)x and B1 for −(4/9)x2 (so max 2 out of the first 4
marks)

Independent of expansion. Accept, say, − 1/2 < |x| < 1/2 or −1/2 ≤ x < 1/2 (must be
strict inequality for + 1/2)

Examiner's Comments

The most common mistake in part (i) was to use a value of 2 rather than − 2 as the
coefficient of x in each term of the expansion. The binomial coefficients were nearly
always correct though a small number missed the 2! from the denominator of the x2
term. While the majority of candidates used the correct value of n a small minority

i B1
incorrectly used or . The range of validity of the

expansion was done much better thanin previous years although the most common
mistake was to give non-strict inequalities. Other mistakes included:

Examiner's Comments
ii
 In part (ii) the majority of candidates correctly multiplied their answer from part (i) with
(1−3x) and simplified this expression correctly to obtain the correct values of a and b .
It was concerning, however, that a number of candidates wrote

or even more worryingly expanded (1−3x)1 as 1−3x + higher order terms in x.

Use of (1 − 3x) × their (1 + (2/3)x + (8/9)x2 + …) and attempt at removal of brackets

ii M1
(condone absence of brackets but must have two terms in x and two terms in x2)

Correct simplified expansion following their expansion in (i). This mark is dependent
ii A1ft
on scoring both M marks in (i) and (ii)

cao or B3 www in either part SC following either M0 or M1, B1 for either a or b

ii A1
correct

Total 8

Enter
1
i cos x + λsin x = R cos(x − α) text Enter text here.
9
here.

i = R cos x cos α + R sin x sin α Enter text here.

i ⇒ R cos α = 1, R sin α = λ M1 Correct pairs. Condone sign error (so accept R sin α = − λ)

i ⇒ R2 = 1 + λ2, R = √(1 + λ2) B1 Positive square root only – isw. Accept R = 1/cos(arctan λ)or R = λ/sin(arctan λ)

Follow through their pairs. tan α = λ with no working implies both M marks. However,
cos α = 1, sin α = λ ⇒ tan α = λ scores M0M1. First two M marks may be implied by
combining one of the pairs with R
i tan α = λ (oe) M1
i ⇒ α = arctan λ (oe) A1

Accept embedded answers, eg, √ (1 + λ2)cos(x − λ) for full marks

ii max is R so R = 2 B1 Enter text here.

ii 1 + λ2 = 4 ⇒ λ = √3 M1 A1 M1 for using √ (1 + λ2) = Rmax, A0 for ± √ 3 as final answer

www (eg λ = 1 and cos α = (1 + λ)− 1 ⇒ α = π/3 is B0)

Exact answers only for final A and B marks

Examiner's Comments

This question differentiated well due to the coefficient of sin x taking the form of a
positive constant rather than a number. Many candidates, however, were unfazed by
this and worked out the correct values for R and α . Some candidates lost the first
method mark by not including R inthe expanded trigonometric statements Rcos α =
1,Rsinα = λ . Writing α in terms of the more complex arcsin and arccos expressions
was surprisingly common.

ii α = arctan √3 = π/3 B1
It was a littleworrying that a sizeable minority of candidates went from the correct

to the incorrect R = 1 + λ , thinking the squared terms and the

square root cancelled each other out. In part (ii) those candidates that realised that R
= 2 usually went on to get the correct values for λ and α. However it was common for
λ to be incorrect due to an incorrect expression for R from part (i). A fair proportion of

candidates gave α in degrees and those who gave α as either arccos

or arcsin

were generally less successful in this part than those who gave α as arctanλ.

Total 8
 Enter
2
i text Enter text here.
0
here.

i Enter text here. M1 Cover up, substitution or equating coefficients

i x = 1 ⇒ 3B = 1, B = 1/3 A1 Enter text here.

isw after correct A and B stated

Examiner's Comments
i x = − ½ ⇒ 1 = 3A/2, A = 2/3 A1
Was answered extremely well with nearly all candidates correctly expressing

in partial fractions.

May be seen in separation of variables (may be implied by later working) – implied

ii 1 + x − 2x2 = (1 + 2x)(1 − x) B1
by the use of factors (1 + 2x) and (1 – x)

Separating variables and substituting partial fractions. If no subsequent work integral

ii M1
signs needed, but allow omission of dx or dt, but must be correctly placed if present

ii λ ln(1 + 2x) + μ ln(1 − x) = kt (+ c) A1 Any non-zero constant λ, μ

ii ⇒ ln(1 + 2x) − ln(1 − x) = 3kt (+ c) A1 www oe (condone absence of c)

cao (must follow previous A1) need to show (at some stage) that c = 0. As a
ii When t = 0, x = 0 ⇒ c = 0 B1 minimum t = 0, x = 0, c = 0. Note that c = ln(−1) (usually from incorrect integration of
(1 − x)) or similar scores B0

Combining both their log terms correctly. Follow through their c. Allow if c = 0 clearly
ii M1 stated (provided that c = 0) even if B mark is not awarded, but do not allow if c
omitted

AG www must have obtained all previous marks in this part

Examiner's Comments
ii A1

In part (ii) the majority of candidates were able to separate the variables and
substitute their partial fractions correctly. There were, however, frequent errors in the
 integration usually when candidates forgot to divide by 2 when integrating

and/or when they forgot to do the same process with the −1 when

integrating . Many candidates did not include a

constant of integration or, if included, it was either subsequently ignored or set to

zero without any mathematical justification. Most candidates were able to combine
theirlogarithmic terms correctly, though examiners noted the high volume of cases in
which the ‘correct’ printed answer was seen following earlier incorrect working.

iii (1 + 2(0.75)) / (1 − 0.75) = e3k M1 substituting t = 1, x = 0.75 at any stage

iii k = (1/3)ln10 (= 0.768 (3 s.f.)) A1 3sf or better

1.45 (or better) or 1 hr 27 mins

Examiner's Comments

iii t = ln(2.8/0.1)/3k = 1.45 hours A1

Most candidates achieved the first two marks in part (iii) for finding the valu of k , but
many made errors in handling the logarithms to find the time taken for the drug
concentration to reach 90% of its maximum value. Examiners noted the large
variation in the accuracy of candidates‘final answers in this part.

Enter
i
1 + 2x = e3kt − xe3kt text Enter text here.
v
here.

i
⇒ 2x + xe3kt = e3kt − 1 M1* Multiplying out and collecting x terms (condone one error)
v

i M1dep
⇒ x(2 + e3kt) = e3kt − 1 Factorising their x terms correctly
v *

i
⇒ x = (e3kt − 1) / (2 + e3kt) A1 Enter text here.
v

i www (AG) – as AG must be an indication of how previous line leads to the required
= (1 − e− 3kt)/(1 + 2e− 3kt)* A1
v result (eg stating or showing multiplying by e−3kt)
 clear indication that e−3kt → 0 so, for example,
accept as a minimum
i when t → ∞ e− 3kt → 0
B1
v x = (1 − e− 3kt)/(1 + 2e− 3kt) → 1/1 = 1

(NB substitution of large values of t with no further explanation is B0)

OR
i
B1 Enter text here.
v

i
1 − x = e−3kt + 2xe−3kt M1* Multiplying up and expanding (condone one error)
v

i M1dep
x(1 + e− 3kt) = 1 − e−3kt Factorising their x terms correctly
v *

www (AG) − final B mark as in scheme above

Examiner's Comments

In part (iv) most candidates multiplied up by 1−x , collected and factorised the x
terms correctly. The main problem seemed to be how to get the negative exponent.
These often appeared when candidates divided e3kt − 1 by 2 + e3kt, losing the final
accuracy mark in the process. It was also common for candidates to simply not show

i
x = (1 − e−3kt)/(1 + 2e−3kt)* A1
v how was equal to the given

answer. Those candidates who started by taking the reciprocal of the answer given
in part(ii) part (ii) were usually far more successful in deriving the required result in
this part. The majority of candidates who attempted to verify that the drug
concentration approached its maximum value in the long term recognised that as
although some candidates simply substituted a large value
of t to show that x was close to 1, this approach was not sufficient to earn the final
mark in this part.

Total 18
2
y = e2xcos x M1 product rule used consistent with their derivs
1

⇒ dy/dx = 2e2xcos x − e2xsin x A1 cao – mark final ans e.g. 2e2x − e2xtan x is A0

dy/dx = 0 ⇒ e2x(2cos x − sin x) = 0 M1 their derivative = 0

⇒ 2cos x = sin x

⇒ 2 = sin x/cos x = tan x M1 sin x/cos x = tan x used or sin2x + cos2x = 1 used

1.1 or 0.35 π or better, or arctan 2, not 63.4° but condone ans given in both degrees 1.1071487 …, 0.352416 … π, penalise
⇒ x = 1.11 A1
and radians here incorrect rounding

art 4.1

Examiner's Comments
⇒ y = 4.09 A1cao no choice
The product rule was done well, and most candidates were successful in arriving at
tanx = 2 at the turning point. The most common error was to give x in degrees and
then touse this to calculate y, giving a rather alarmingly large result!

Total 6

2
let u = 2x − 1, du = 2 dx
2

M1 substituting u = 2x − 1 in integral i.e. seen in integral

M1 × ½ o.e. condone no du, or dx instead of du

M1 integral of u1/3 = u4/3/(4/3) (oe) soi not x1/3

A1cao o.e., but must have + c and single fraction mark final answer
so is M1M0M1A0

or

M1 (2x − 1)4/3 seen e.g. correct power of (2x − 1)

 M1 ÷ 4/3 (oe) soi e.g. ¾ (2x − 1)4/3 seen

M1 ×½

o.e., but must have + c and single fraction mark final ans

Examiner's Comments
A1cao
so is M1M1M1A0
This question was also answered well, either using substitution or by inspection.
However, a surprising number of candidates who substituted left their final answer in
terms of u, and a few lost the final mark through omitting the arbitrary constant.

Total 4

2
let u = ln x, dv/dx = x3, du/dx = 1/x, v = ¼ x4 M1 u, u′, v′, v all correct
3

A1 ignore limits

M1dep simplifying x4/x = x3 in second term (soi) dep 1st M1

A1cao

o.e. must be exact, but can isw

Examiner's Comments
must evaluate ln 1 = 0 and combine − 1 +
= 4ln 2 − 15/16 A1cao
There was a pleasing response to this question. Integration by parts was well 1/16
understood by the majority of candidates, many of whom gained full marks. Very
occasionally, uand v' were allocated to the wrong parts, and the other most common
error was failing to simplify v u' before integrating this.

Total 5

2
h = r so V = π h3/3 B1 o.e. e.g π h3 tan 45°/3
4
 dV/dt = 5 B1 soi (can be implied from V = 5t) e.g. from a correct chain rule

dV/dh = π h2 B1ft must be dV/dh soi, ft their π h3/3 but must have substituted for r

dV/dt = (dV/dh).dh/dt M1 any correct chain rule in V, h and t (soi) e.g. dh/dt = dh/dV × dV/dt,

⇒ 5 = 100 π dh/dt

0.01591549 … penalise incorrect

⇒ dh/dt = 5/100 π = 0.016 cm s− 1 A1 0.016 or better; accept 1/(20 π) o.e., but mark final answer
rounding penalise incorrect rounding

or V = 5t so π h3/3 = 5t B1

⇒ π h2dh/dt = 5 M1 or 5 dt/dh = π h2 o.e.

0.016 or better; accept 1/(20 π) o.e., but mark final answer

Examiner's Comments

⇒ dh/dt = 5/π h2 = 5/100 π = 0.016 cm s− 1
This question was less well done. Nearly all candidates gained marks for quoting a
A1 Penalise incorrect rounding
correct chain rule and using dV/dt = 5. By far the most common error thereafter was
to fail to find V as a function of h and instead differentiating V = πr2 h/3 to give dV/dh
= πr 2 /3. Even when candidates recognised the need to substitute for r, there were a
surprising number of trigonometric errors, such as h = r sin 45°. A number of
solutions which found dh/dt = 1/20π; then went on to write or evaluate this as π/20.

Total 5

2
y2 + 2x ln y = x2
5

12 + 2 × 1 × ln1 = 12 so (1, 1) lies on the curve. B1 clear evidence of verification needed at least “1 + 0 = 1”

M1 d/dx (y2) = 2ydy/dx must be correct

M1 d/dx (2x ln y) = 2ln y + 2x/y dy/dx must be correct

A1cao condone dy/dx = … unless pursued

 M1 substituting both x = 1 and y = 1 into their dy/dx or their equation in x, y and dy/dx

not from wrong working

Examiner's Comments

=½ A1cao
Implicit differentiation was well understood, although differentiating the ‘2xlny’ term
using the product rule defeated some candidates, and there were some algebraic
slips in re-arranging to find dy/dx (which virtually all candidates did before
substituting x = 1 and y = 1).

Total 6

2
i arcsin x = π/6 ⇒ x = sin π/6 M1
6

allow unsupported answers

Examiner's Comments
i =½ A1

This was an easy two marks for virtually all candidates, though occasionally they
lefttheir answer as sin π/6 without evaluating this as .

ii sin π/4 = cos π/4 = 1/√ 2

ii ⇒ arcsin (1/√ 2) = arccos (1/√ 2)

o.e. e.g. √ 2/2, must be exact; SCB1 0.707…

Examiner's Comments
ii ⇒ x = 1/√ 2 B2
This part was the polar opposite of part (i), with very few candidates getting
anywhere. Two common errors were to infer that sin x = cos x and therefore x = π/4,
and dividing arc sin x by arc cosx to get arc tan x. Successful candidates usually
 introduced another variable y equal to arc sin x, so that sin y = cos y, tan y = 1, y =
π/4, and x = sin π/4 = .

Total 4
2016 Pure - Mark scheme

Question Answer/Indicative content Marks Part marks and guidance

1 i M1 k>0 B2 for correct answer unsupported

A0 for eg

Examiner's Comments

i A1
This was done well. A small minority of candidates failed
to score: most problems were caused by a failure to put
the original function into index form correctly. Occasionally
3‒½ was seen as a final answer.

ii kx−2 + 1 or kx−1 oe seen M1 for any non-zero k

SC0 for

ii A1
A0 for

seen at least once following integration

Examiner's Comments

ii +c A1 A few candidates differentiated or tried to integrate both do not allow MR for integration of 12x2
the numerator and the denominator independently, but
most knew what to do here and went on to score 2 or 3
marks. A significant minority of candidates neglected to
add “+ c”, thereby losing an easy mark.

Total 5

2 (i) [5], 10, 5, [10] M1 ignore extra terms condone wrongly attributed terms

[10 + 5 + 10 =] 25 A1 not from wrong working B2 for 25 unsupported

 Examiner's Comments

Many candidates had difficulty with this question. In some

cases it would seem that this was due to a failure to read
(ii) 0 B1 the question properly, but it was also apparent that a
significant minority did not understand how to generate the
terms of the sequence. Even many of those who did
generate the terms successfully then either ignored the
sigma notation or summed an incorrect number of terms.

Total 3

if first M0 B0 allow
3 1.5 + (4 − 1)d = 12 or better M1 or 1.5 × r(4 − 1) = 12 or better
B3 for d = 3.5 and r = 2;

B2 for one of these;

d = 3.5 A1 r=2
may be embedded in calculation of difference

r=2 B1 d = 3.5

1.5 × their 29 − (1.5 + 9 × their 3.5) oe M1 M0 for use of their S10 in either term NB 768 − 33

Examiner's Comments

This was done very well indeed, with many candidates

differences = 735 A1 allow −735
scoring full marks. A few slipped up with the arithmetic and
lost the accuracy marks, but the method was very well
understood.

Total 5

4 5.62+ 7.22 − 2 × 5.6 × 7.2 × cos 68 seen M1 may be implied by 53 or BC in range

NB 52.9917243; (allow 47.7 to 47.71 from calculator in

53 or 53.0 M1 may be implied by BC in range
radian mode; may be implied by 6.90 to 6.91)

[BC =] 7.3 or 7.27 to 7.28 A1 NB 7.27954…

M1
 allow 1.2 or awrt 1.16 (radians); NB sin C = 0.917053…
66 or awrt 66.5 A1
A0 for eg 1.2 degrees cos C = 0.398766…

Alternatively eg if perpendicular from C to AB, CY, is used, mark as

eg if the perpendicular from B to AC, BX, is used follows

7.2 × cos 68 seen M1* if unsupported, B2 for 2.70 or better 5.6 × cos 68 seen

2.7 or 2.697 to 2.70 A1 2.1 or 2.097 to 2.10

XC = 5.6 − their AX M1dep* NB 2.902832527 BY = 7.2 − their AY

M1

allow 1.2 or awrt 1.19 (radians);

A0 for eg 1.2 degrees

Examiner's Comments

66 or awrt 66.5 A1 This was very well done; the majority of candidates C [= 90 − B] = 66 or awrt 66.5
obtained full marks and almost all achieved at least 4
marks. A few worked with rounded numbers and then
over-specified their final answer, thus losing the final
accuracy mark, and a few left their calculator in radian
mode and usually lost both accuracy marks.

Total 5

5 i sin kx M1 k > 0 and k ≠ 1 condone use of other variable

must see “y =” at some stage for A1

Examiner's Comments
i y = sin 2x A1 condone f(x) = sin 2x
One or two easy marks were lost in a surprising variety of
ways. Many candidates gave the answer as y = sin x, y =
2sinx or y = sin½x and some omitted “y =”.
 amplitude, period and centring on y = − 3 must be
ii sketch of sine curve with period 360° andamplitude 1 B1 for 0 ≤ x ≤ 450; ignore curve outside this range;
clear from correct numerical scale, numerical labelling

or comment; strokes on axes insufficient to imply

do not allow sketch of y = cos x ory = − sin x for either
ii scale:
mark
mark intent

Examiner's Comments

Only a few candidates presented good sketches with the

key points clearly identified. Too much was often left to the
imagination of the marker. Candidates are reminded of the
sine curve centred on y = − 3 and starting at need to indicate amplitude, period and centring by clear allow full marks if y = sin x and y = sin x − 3 seen on
ii B1
(0, −3) scales and labelling. Unnumbered strokes on the axes, for same diagram
instance, are insufficient.

A variety of misunderstandings was evident. y = sin(x ‒ 3)

was a common error, and occasionally y = 3sinx or y = ‒
sinx were seen.

Total 4

6 i M1 do not allow use of variable other than θ allow eg

or seen

Examiner's Comments

i A1 This was generally very well done, but some candidates

sin θ isw oe
gave the area of the triangle as ½a2 and a few gave the seen oe
area of the sector as rθ.

B1

sin 0.8 oe equivalent in degrees NB θ = 45.8366236…°

NB θ = 45.83662361…°
ii

if unsupported, allow B2 for 8.96 or allow

[a =] 8.96 cao; mark the final answer B1 for 9.0 or 8.96074…to 4 sf or more
B1
 Examiner's Comments

A significant minority were unable to make progress with

this part due to incorrect work in part 9(i). Many others set
the area of the sector equal to the area of the triangle and
failed to score. A few needlessly converted to degrees,
and often went wrong either by losing the accuracy mark
or making a method error in the formula for the sector.
A surprising number of candidates ignored their correct
work in part (i) and began again with incorrect
expressions.

Total 4

substitution of
if no substitution, statements must follow a logical order
condone omission of variable throughout for M1 only,
7 i M1 and the argument must be clear; if one substitution made
but allow recovery from omission of variable at end
correctly, condone error in other part of LHS
in given LHS

i both substitutions seen and completion to sin x as final answer A1 NB AG; answer must be stated M0 if first move is to square one or both sides

Simply stating eg tan is insufficient

allow consistent use of other variable eg θ for both marks

Alternatively SC2 for complete argument eg

Examiner's Comments
tan
A significant minority of candidates chose to work
i backwards, but few were successful. Many candidates [tan x × cos x = sin x]
“started at both ends” and tried to meet in the middle –
sometimes a method mark was achieved. sin2x + cos2x = 1
A good number of candidates earned the first method
mark with one of the correct substitutions, but either failed
to complete the argument or tried to show something else.
 ii 0, 180, 360 B1 all 3 required NB sin y = 0 or ¼

ii 14 or 14.47 to 14.5 B1 radians: mark as scheme but deduct one from total ignore extra values outside range

0, π, 2π;
0.25 or 0.253 or awrt 0.2527;
2.89 or 2.889 or awrt 2.8889

ii 166 or awrt 165.5 B1 Examiner's Comments if B3, deduct 1 mark for extra values within range

Most candidates solved the quadratic successfully and

went on to find 14.5 and 166. A surprising number omitted
one or more of the three other roots, however.

Total 5

8 i loga1 = 0 soi or 3mlogaa or logaa−3m seen M1 do not condone 3mloga do not allow MR for (logaam)3

Examiner's Comments

Most candidates achieved a method mark from loga1 = 0,

i −3m cao A1
but were often unable to resolve the second term.
Surprisingly, a few candidates dealt successfully with loga
(am)3, but not with the first term.

condone omission of brackets;

ii (2x + 1)log33 = log31000 or 2x + 1 = log31000 oe M1 Or (2x + 1)log103 = log101000 [= 3] allow omission of base 10 or consistent use of other
base

allow one sign error and / or omission of brackets

ii M1
allow recovery from bracket error for A1

not from wrong working

0 if unsupported or for answer obtained by trial and
ii 2.64 cao; mark the final answer A1
error on 32x + 1 = 1000
Examiner's Comments

Total
9 i
i all non-zero y-values correctly placed
h = 1 used in formula or consistently with two
i B1
triangles and four trapezia
i area = 22.8 and volume = 1140 isw cao
ii A substitution of x = 1.2 or 4.8 to find y
y = 4.35 or 4.352 and correct comparison with
ii
4.4 isw
This was done very well indeed. A small number of
candidates slipped up in making x the subject, and a few
lost the final mark by giving the answer correct to three
decimal places.
5
allow eg
correct formula used with 4, 5 or 6 strips and numerical
½ × 1 × (4 + 4 + 2[4.9 + 5 + 4.9])
M1 value for h; condone omission of zeros or omission of
½ × 1 × (4 + 0 + 2[4 + 4.9 + 5 + 4.9])
outer brackets for both M marks
(NB may be implied by 18.8 & 20.8 respectively)
M1 M0M0 if 1, 2, 3 or 6 used as y-values (these are x-values)
if M0M0 allow B1 for h = 1 and B2 for 22.8 from area of 4
trapezia and 2 triangles and B1 for 1140
ignore units
Examiner's Comments
Most candidates used the Trapezium rule correctly and if M0M0B0 allow SC4 for 22.8 and 1140 obtained
A1
went on to score full marks. A few made bracket errors or correctly by other method
misplaced the y-values. Even fewer successfully found
the correct value for the area by splitting the area into
separate triangles and rectangles. This approach is not
recommended – most go wrong and fail to score.
M1 allow substitution of 1.2 ≤ x ≤ 1.234 or 4.766 ≤ x ≤ 4.8 or M1 for y = 4.4, x = 1.234 [or 4.766] and
Examiner's Comments
A minority worked out what to do here and used a correct
value of x to find y, which was usually correctly compared A1 for comparison of 1.234 with 1.2 or 4.766 with 4.8
A1
with 4.4. However, many candidates misunderstood what [so gap less than 3.6]
was required, substitution of 3 or 3.6 were common errors.
A few unsuccessfully tried to compare cross-sectional
areas.
 ii M2 M1 for 3 correct terms; ignore +c
B condone omission of ;

allow coefficients 3.333333…, 1.11111…, 0.185185…,

0.01234567…r.o.t to 2 sf or better M0 if seen outside
ii
or decimal equivalents in numerator: 6.6666…, braceket but next M1 is still available;
3.333333…, 0.74074…, 0.061728… r.o.t to 2 sf or better ignore subsequent attempt to evaluate c for first M2

dependent on at least two terms correctly integrated in

ii F[6] − F[0] or 2 × (F[3] − F[0]) M1 M0 for non-zero lower limit
bracket; condone omission of −F(0)

ii 24 A1 24 unsupported does not score

Examiner's Comments

Most candidates integrated successfully and substituted

ii 1200 B1 the correct limits to find the correct area. However, some ignore units
made an error in one of the terms, and some omitted the
factor of 5/81, which cost the later accuracy marks A few
candidates lost marks by substituting incorrect limits.

Total 11

10 i M1 condone omission of brackets 0 for 8.1 unsupported

Examiner's Comments

The majority of candidates gained full marks on this

question. A significant minority differentiated and
i 8.1 A1
substituted in the midpoint, or the endpoints of the chord
and found the mean. Whilst these approaches do achieve
the correct numerical answer, they nevertheless went
unrewarded.

ii M1 condone omission of brackets

ii 25 + 10h + h2 − 10 − 2h oe seen M1 allow one sign error

ii numerator is 8h + h2 A1

Examiner's Comments

Many candidates clearly didn’t understand the notation,

and either produced expressions involving x and h, or
“expanded brackets” and worked with 5f + fh.
ii 8 + h isw A1 A good number of candidates did understand what this
question was about, and successfully substituted to obtain
correct expressions. Some made sign errors or slips in
arithmetic: h + 12 was a common wrong answer, and a
few knew what the answer was supposed to be and “back-
engineered” their incorrect work accordingly.

iii M1 M0 for differentiation of x2 − 2x

h→0 may be embedded; allow eg “tends to 0” M0 for following from part (i)
M0 for h = 0

FT their k + h from part (ii)

Examiner's Comments

iii their 8 A1
Only a few candidates used the correct terminology or
notation here. Some worked with h = 0 and a good
number ignored part (ii) and differentiated. Neither
approach scored.

or y – 15 = 8 (x − 5) isw
iv y = 8x − 25 isw B1
or y = 8x + c and c = − 25 stated isw

non-zero numerical value for x-intercept on their

iv M1
straight line found

iv [x =] 3.125 oe A1 may be embedded in calculation for area

 or integration and evaluation of their

iv M1 condone arithmetic slips in finding values of intercepts

their non-zero y-intercept × their

lower limit must be 0

accept rounded to 1 dp or better for A1; but

A0 if final answer negative

Examiner's Comments
or 39.0625
iv A1
Many candidates found the correct equation and went on
isw to achieve full marks. Some didn’t read the question
carefully and used (5, 15) with (3.125, 0). A small number
of candidates found the equation of the normal and were
thus only able to access two method marks.

Total 13

11 i log10y = log10a + bt www B1 B0 for just log10y = log10a + bt log1010 allow omission of base throughout question

B1 for one correct; award independently of

their equation;
must be stated – linking by arrows etc is
insufficient;
condone m = b and c = log a

i gradient is b, intercept is log10a cao
Examiner's Comments
ignore t-intercept is
B2
Many scored full marks in this part, but of those who
B0 for gradient is bt
derived the equation, a significant minority did so
incorrectly, thus losing the first mark. “bt” was sometimes
quoted as the gradient, and “a = intercept” was a common
error. Some candidates failed to state the gradient or the
intercept, simply drawing lines to their equation or linking
with y = mx + c. This is insufficient.

ii 1.58, 1.8[0], 1.98, 2.37, 2.68 B1 allow values which round to these numbers to 2 dp; all values must be correct
ii all values correct and all plotted accurately B1 within tolerance on overlay;

within tolerance on overlay: must not cut red or green line; use ruler tool to check if line is ruled where necessary;
ii ruled line of best fit for at least 1 ≤ t ≤ 10 B1 line between (1, 0.6) and (1, 1.05) at lower limit and tolerance: one small square horizontally at each end;
between (10, 2.3) and (10, 2.75) at upper limit; not dependent on correct plots

evalution of
ii M1 (t1, log y1) and (t2, log y2) are points on their line condone use of values from table
or substitution of (t1, logy1) and (t2, log y2) in log y = bt + log a to
obtain a numerical value for the gradient

ii 0.14 ⩽ b ⩽ 0.24 A1 gradient must be identified as b for A1

ii 2.5 ⩽ a ⩽ 6.3 B1 must be identified as a; not from wrong working

if M0A0B0M0 allow SC3 for substitution directly into

y = their a × 10their b×t or y = 10theirbt + their loga or 10their log a × 10theirb×t
ii M1 given formula to obtain y = a10bt with a and b in
oe
acceptable range

0.4 ≤ loga ≤ 0.8

Examiner's Comments

Most completed the table successfully, and went on to

plot the points and draw a suitable line of best fit. A few
lost an easy first mark through poor calculator skills (2.34
ii a and b or log a and b both in acceptable range A1 instead of 2.37 was quite common) and some rounded to
1 decimal place. A few candidates drew a curve of best fit,
or failed to use a ruler.
Most were able to find the gradient of the line for an easy
mark, but many failed to link this to b. Similarly, the
instruction to find the value of a was often disregarded.
Surprisingly, many candidates simply stopped when they
had found a and b, thus losing the last two marks.

B0 for non-integer answer

iii 260 or 261 B1
Examiner's Comments
 The majority of candidates successfully obtained the
correct value, but a significant minority lost an easy mark
by failing to give the answer in context as an integer.

Total 12

cosθ − 3sinθ = R(cosθ cosα − sinθ sinα) Correct pairs. Condone sign errors for the M mark (so
12 M1A1
⇒ 1 = R cos α,3 = R sin α accept R sin α = −3)

R2 = 12 + 32 = 10 ⇒ R = B1 Or 3.2 or better, not ± unless + chosen

ft their pairs (condone sign errors but division must be the

tanα = 3 ⇒ α = 1.249 M1 A1 correct way round),A1 for 1.249 or better (accept 1.25),
with no errors seen in method for angle

Or equivalent convincing numerical statement that no

solutions exist e.g. .

Maybe embedded in an attempt at a solution. Do not

accept general statements e.g. ‘doesn't work’ – must be
clear why no solutions exist – dependent on first B1

SC: If candidates state that cosα = 1,sinα = 3 ⇒ tanα = 3

this could score M0A0B1M1A1B1 (so max 4/6)

Maximum value of cosθ − 3sinθ is <4 B1

Note that those candidates who state R = and

tanα = 3 with no (wrong) working seen could go on to
score full marks

Examiner's Comments

The majority of candidates correctly worked out the values

of R and α although some candidates lost the first method
mark by not including R in the expanded trigonometric
statements R cos α =1 and R sin α = 3. Some failed to
 give α in radians and a small minority stated R as 10

rather than the correct . Candidates were less

successfully in showing that cos θ − 3 sin θ = 4 had no
solutions with many simply stating that

‘does not work’ or gives a ‘math error’. Many candidates

failed to explain or give an equivalent mathematical
statement that the maximumvalue of cos θ − 3 sin θ is

which is less than 4 and so did not score the final

mark in this question.

Total 6

13 M1* One of (soi), for example,

scores M1 A1

A1 A1 Allow x's on both sides of equations (if correct)

Eliminating p (or q ) from simultaneous equations (not

involving x) involving both variables oe − if M1A1A1
M1dep*
awarded followed by either p or q correct (www) this
implies this M mark

⇒p=2 A1 p = 2 www (or q = −2)

q = −2 (or p = 2) for second value, ft their p or q (e.g. the

negative of their p or q) provided first 4 marks awarded
⇒ q = −2 A1ft and only a single computational error in the method – so
must be a correct method for solving their equation in p or
q (ignore mention of p and/or q = 0 )
 or −2 < x < 2 www, allow −2 < ǀxǀ < 2 but not say, x < 2

SC If M0 M0 awarded and no wrong working seen

then B1 for p = 2 and q = − 2, B1 for −2 < x < 2 (oe) so
max 2 marks

Guidance for solving quadratics on this paper: use of

correct quadratic equation formula (if formula is quoted
correctly then only one sign slip is permitted, if the formula
is quoted incorrectly M0, if not quoted at all substitution
must be
completely correct to earn the M1) or factorising (giving
their x2 term and one other term when factors multiplied
out) or completing the square (must get to the square root
stage involving ± and arithmetical errors may be
condoned provided that perfect square term was correct)

Examiner's Comments
A1

The binomial expansion of was done

extremely well by the vast majority of candidates with the
most common error being the failure to correctly deal with
the x2 term with many giving the coefficient (of this term)

as rather than the

correct . It was surprising how few

candidates could go on to form the correct pair of

simultaneous equations and fewer still who could solve
this pair of equations accurately and successfully. Those
candidates who correctly found the value of p usually
went on to state the set of values of x for which the
expansion was valid.
 Total 7

Use of correct double angle formulae: sin2 θ ≡ 2sin θcos θ

14 4sin θ cos θ = 1 + 2cos2θ − 1 M1* and any one of cos2 θ ≡ cos2θ − sin2θ or 1 − 2sin2θ or
2cos2θ − 1

Correct equation in solvable form e.g. 2sinθ − cosθ =

0(oe) or
2cos θ(2sin θ − cos θ) = 0 A1
5sin4θ − 6sin2θ + 1 = 0 or 5cos4θ − 4cos2θ = 0 but not
4sin θcos θ = 2cos2θ

Use of

M1dep*
on their α sin θ + β cos θ = 0 or correct method for solving
quadratic in either sin2θ or cos2θ (See guidance in
question 2 for solving quadratics)

θ = 26.6° A1 www (26.6 or better)

Not from incorrect working

Ignore additional solutions outside the range. If any

additional solutions given inside the range 0 ≤ θ ≤ 180°
and full marks would have been awarded then remove
last mark (so 4/5)

Both answers in radians: 0.464 (or better) and π / 2

scores B1
θ = 90° B1

Answers with no working scores B1 B1(so max 2/5)

Examiner's Comments

The majority of candidates correctly replaced sin 2θ with

2sinθ cosθ and cos2θ with one of cos2θ − sin2θ or 1 −
2sin2θ or 2 cos2θ−1, although a minority of candidates
made the costly mistake of forgetting the 2 in the latter
 two identities. While a majority of candidates correctly
obtained 2sinθ cosθ = cos2θ many then cancelled cosθ
from both sides of the equation instead of factorising to
obtain cosθ (2sinθ − cosθ) = 0 and so lost the solution to
the equation cosθ = 0.
Most candidates correctly simplified 2sinθ −cosθ = 0 to

and obtained the correct answer of 26.6° although a small

minority gave an answer in radians or additional answers
both inside and outside of the given range. A number of
candidates, after applying suitable double angle identities,
squared their equation leading to either a quadratic
equation in either sin2θ or cos2θ. These attempts usually
contained sign and/or algebraic errors or even, when the
correct disguised quadratic was obtained, and solved,
additional incorrect solutions (coming from the earlier
squaring of the single angle equation) were given.

Total 5

Accept any equivalent form (e.g. AC cos θ = x). If AC not

15 i AC = x sec θ B1 seen then there must be a diagram as evidence of correct
sides - xsec θ with no AC is B0

Accept 2x = x sec3θ (as AE = 2x) or any equivalent form.

Otherwise there must be a corresponding diagram as
i AD = x sec2θ and AE = x sec3θ B1 evidence of correct sides. Accept
for the
first two marks

⇒x sec3θ = 2x This line (oe) must be seen before the x's cancelled
i B1
⇒sec3θ = 2* NB AG − dependent on all previous marks

i OR AD = 2x cos θ B1 Same principles as above for each corresponding mark

i AC = 2x cos2θ and AB = 2x cos3θ B1 or x = 2x cos3θ (as AB = x )

 Must see 2x cos3θ = x (oe) before given answer

Examiner's Comments

This question provided a certain amount of discrimination

between candidates with some producing clear, concise
arguments for why sec3θ = 2 and why the ratio of the

lengths ED to CB was :1 while a

i 2x cos3θ = x ⇒ sec3θ = 2*
B1
significant number left both parts of this question blank or
scored no marks. The majority of candidates, however,
scored at least one mark in (i) for starting that AC = x
secθ (or equivalent) or that AD = 2x cosθ but many failed
to find corresponding expressions for either AD and AE or
AC and AB in terms of x and one of secθ or cosθ.
Examiners noted that many candidates did not make it
clear which expression corresponded to which side of the
three triangles given in the question making it almost
impossible for examiners to award any marks.

oe e.g. or ED = AD tan θ with AD

correctly expressed in terms of x and θ (or using θ = 37.5
ii ED = 2x sin θ B1
or better) - see (i) for alternatives for AD.
Allow ED = 1.22x (or better) but B0 if ED = … missing

oe e.g. or CB = AC sin θ with AC

correctly expressed in terms of x and θ (or using θ = 37.5
ii CB = x tan θ B1
or better) - see (i) for alternatives for AC. Allow CB =
0.77x (or better) but B0 if CB = … missing

www must come from exact working (so not using θ =

37.46… oe) - accept

ii B1

(as from (i): sec3θ = 2 )

 NB AG − dependent on all previous marks in (ii) – must be
one step of intermediate working from 2cos θ to given
answer

Examiner's Comments

many candidates scored at least two marks for stating that

ED = 2xsinθ and CB = xtanθ although many then
substituted in the angle from part (i) and tried to derive the
ii B1

exact value of using approximate values for these two

lengths. Candidates who correctly found that

usually

went on to obtain the correct ratio although many did not

show sufficient steps of working to explain how they
obtained the given answer.

Total 7

M1 for their (dy / dt) / their (dx / dt) in terms of t with at

16 M1*
least one term correct

A1 cao (oe) − allow unsimplified even if subsequently

A1
cancelled incorrectly i.e. can isw

with any non-zero gradient expressed as a function of t -

or any equivalent form (e.g. y = mx + c) but must have
M1dep*

used the correct point

- if using y = mx + c must explicitly have c = … before M1

can be awarded
 A1 oe - need not be simplified

A1ft Must be a function of t

When y = 0, x = 4t A1ft Must be a function of t

So area of No ft on this mark − an answer of 8 (www) with no

A1
additional comment is sufficient to award this mark
(which is independent of t)

OR (for the first two marks)

Attempt to eliminate t and correctly differentiates their

M1*
Cartesian equation

Examiner's Comments

Candidates found this unstructured question on parametric

equations quite demanding with the modal mark scored
being 2 out of a possible 7. Most candidates scored these

two marks by correctly obtaining

A1 although the vast majority failed to make any further

progress worthy of merit with many trying to argue that the
area of triangle OQR is independent of t without any
further working of a mathematical nature. Of those that
failed to obtain the correct derivative a number incorrectly

stated that

or implied that . All that was

required from those candidates who had obtained the

 correct gradient function in terms of t was to write down
the equation of the tangent

, substitute x = 0 and y = 0

to obtain
and Q(4t,0) respectively and hence calculate the area of

the triangle as
which is clearly independent of t. A number of candidates
began by finding the Cartesian equation of the curve and

correctly obtaining

but they then incorrectly used this gradient function in their

equation of the tangent.

Total 7

NB AG - must be at least one intermediate step before

given answer - correct application of partial fractions is fine

Examiner's Comments

Nearly all candidates correctly showed the required result

in part (i) although a few attempted to use partial fractions
with varying degrees of success.
17 i B1
In part (ii) many candidates incorrectly verified that when x
= 0 , t = 0 rather than the required result of showing that
whent = 0, x = 0.Those that did begin by setting t = 0
usually went on to score both marks in this part.

Part (iii) proved to be quite discriminating with many

candidates unable to show that the rate of change of x
was proportional to the given product. The most common
method seen was to write t as ln(2 + x) − ln(2 − x) and
then to differentiate this expression with respect to x and

obtain and then use part (i) to

show that

,and hence the constant of proportionality is clearly . The

most common error was a

failure to differentiate t correctly with many retaining the

negative between the two terms. A number of candidates
attempted instead to derive the given result by starting

with the differential equation

and attempting to solve this using the method of

separation of variables. While a number were successful
in obtaining the required constant many failed to deal with

correctly or forgot to include the required constant of

integration.

Part (iv) was answered well with many correctly starting by

either writing or

, the latter of these two usually lead to the correct given

answer while the former lead to

with the vast majority of candidates being unable to

 explain clearly why this would lead to the given result. As
this was a show that question there needed to be a clear
indication of how this result would leads to

Finally in this part many candidates correctly stated that

the long-term mass of the substance was 2 mg.
Part (v) was answered with varying degrees of success
with the vast majority correctly separating the variables to

obtain

- however, from this point it was all too clear that a number
of candidates did not, as requested, show by integration
the given result, but simply wrote down the given answer
(or an answer only a single step away from the given
answer) without clearly showing how either side of the
given equation was obtained. In many cases candidates
failed to include a constant of integration that needed to be
found using the given initial conditions.
Part (vi) was answered extremely well with many
candidates obtaining the correct answer of 0.811 which
was achieved by setting e-t equal to zero and substituting
1.85 for x. The most common error seen by examiners

was to set equal to

1.85 and solve for k with e-t equal to zero.

ii B1 or = e0 or ln(2 + x ) = ln(2 − x )

If only this line seen then award B0B1

ii 2+x=2−x⇒x=0 B1
SC: Allow B1 only for verifying that when x = 0, t = 0
iii B1

Correct differentiation of their t

OR for first two marks - If no subtraction law of logs seen

e.g.

iii M1

award B1 for correct first bracket (reciprocal expression)

and B1 for second correct bracket (quotient/chain rule)(oe)
− if additional constant(s) added (e.g. t = k ln(…)) then
award B1 only for a constant times a fully correct
derivative

iii A1
must be correctly attributed to the correct expression for
this mark

Explicitly stating (that the constant of proportionality is) -

iii A1 therefore it is

See next page for an alternative solution possible to score A0A1in this part

OR
iii B1 Allow omission of dx and/or dt

Any non-zero constant λ, μ - further guidance in (v) for this

iii λ ln(2 + x ) + μ ln(2 − x ) = kt(+c) M1
and the next mark

iii A1 www oe (condone absence of c)

x = 0, t = 0 ⇒ c = 0
 www - must include c and show that c = 0. Must explicitly
iii A1
state that

iv B1
(2 − x )et = 2 + x

Multiplying out, collecting x terms (condone sign slips and

⇒ 2et − xet = 2 + x numerical errors (eg loss of a 2) only but M0 if et
iv M1
⇒ x(1 + et) = 2et − 2 incorrectly replaced with e−t ) and factorising their x terms
correctly

www NB AG – as AG must be an indication of how

iv A1 previous line leads to the required result (eg stating or
showing multiplying by e−t )

iv B1

OR (for first three marks)

iv B1

(2 + x )e−t = 2 − x

⇒ 2e−t + xe−t = 2 − x Multiplying out, collecting x terms (condone sign slips as

iv M1
⇒ x (1 + e−t) = 2 − 2e−t above) and factorising their x terms correctly

iv A1 www NB AG

Separating variables - condone sign slips and issues with

placement of k but M0 for ∫(2 − x)(2 + x)dx =… or
equivalent algebraic error in separating variables unless
v M1*
recovered. If no subsequent work integral signs needed,
but allow omission of dx and/or dt but must be correctly
placed if present

Any non-zero constants α, β, γ - this line must be seen

and cannot be implied by later working (as this is an
v α ln (2 + x ) + β ln (2 − x ) = γe−t(+c) A1
AG) – condone absence of c or if a constant present
condone the use of k for their constant. Do not condone
 invisible brackets e.g. ln 2 + x unless recovered before
subtraction law of logs applied – all of these points apply
to the next A mark too

v ln (2 + x ) − ln (2 − x ) = −4ke−t(+c) A1 www oe

Substituting x = 0, t = 0 into each term in an attempt to

find their c (must get c = …) - if they integrate and use k
v When t = 0, x = 0 ⇒ c = 4k M1dep*
as their constant they must use x = 0, t = 0 to find this
single k term only

www NB AG must have obtained all previous marks in

v A1
this part

OR (for first 3 marks) − final M1A1 as above Separating variables. If no subsequent work integral signs
v M1* needed, but allow omission of dx or dt, but must be
correctly placed if present

Must see 1/(4 − x 2) on lhs − please note that one A mark

v A2
cannot be awarded

Sets e−t to 0 and substitutes x = 1.85 − condone

vi as t → ∞, x → 1.85 ⇒ ln 3.85/0.15 = 4k M1 substitution of a ‘large’ value of t only if it leads to the
correct value of k

vi ⇒ k = 0.811 A1 k = 0.25 ln (77 / 3) or 0.81 or better

Total 18

18 i 1 1

ii 27 2 condone ±27;

B1 for [±]33 or
ii

ii
 B0 for 1.5625 without fractions seen; if this is found,
check for possible use of calculator throughout the
paper

Examiner's Comments

Nearly all candidates interpreted the zero power

correctly in the first part. Most interpreted the fractional
power correctly in the second part, although a number
iii 2 of candidates began by attempting to cube 9, which
usually ran into difficulties as candidates did not have
the assistance of their calculators; they had similar
issues when attempting to find the square root 729.
The most common error was candidates believing that
3 cubed was 9. Coping with the fraction and negative
power in the last part was usually done correctly;
notable errors were inverting the fraction whilst losing
the power altogether or losing the power from either
the numerator or denominator.

Total 5

or multiplication or division to make one pair of

19 substitution to eliminate one variable M1
coefficients the same; condone one error in either method

or appropriate subtraction / addition; condone one further

simplification to ax = b or ax − b = 0 form, or equivalent for y independent of first M1
error in either method

A0 for just rounded decimals or for −9 / −7 oe

Examiner's Comments

This was a good source of marks for the majority of

(9/7, 22/7) oe or x = 9/7 y = 22/7 oe isw
A2 A1 each
candidates, who found the demand of solving a pair of
simultaneous equations relatively straightforward,
although errors in coping with the fractional answer to
x to find the y-value were quite common, as was
occasionally forgetting to find the y-value. Very few
 candidates found the y-value first. Those who used
substitution and wrote down 2x + 3(7 − 3x) = 12 nearly
always went on to get the correct answer for x -
although it was particularly disheartening the number
of times that 7x = 9 became x = 7/9. Those who
substituted for y and had y = 7 − 3((12 − 3y)/2) were
usually less successful, due to the fraction and the
number of negative terms in the equation. Elimination
methods were less frequently seen and not as
successful - candidates often did not multiply all values
by the required constant or they added or subtracted
their pair of equations incorrectly.

Total 4

if working with equals throughout, give 2 for correct

20 i x < −11/2 oe www as final answer 2 M1 for −2x > 11 oe or x < 11/−2
final answer, 0 otherwise

Examiner's Comments

Nearly all candidates knew how to solve a linear

inequality for the first part, and earned at least one of
the two marks. When the rearrangement was done so
that that the 2x term appeared on the right, already
B1 for two correct elements; must be multiplied
positive (so −11 > 2x) the vast majority of candidates
ii 2 went on to get the correct answer. However, when
as final answer if B0, allow SC1 for 125c6d3 obtained from numerator or for
candidates arranged to −2x > 11, a considerable
all elements correct but added
number neglected to reverse the inequality sign when
dividing by the negative value of 2. While the majority
of candidates scored both marks in the second part, a
number failed to expand (5c2d)3 correctly, with many of
these failing to cube the 5. It was common for
candidates to achieve at least two correct elements –
with nearly all getting c10 and an equal split between
those getting one of 250 or d−2. Some candidates failed
 to deal with the two d terms correctly in both the
numerator and denominator with many of these giving
an answer of d2.

Total 4

21 a(2c − 5) = 3c + 2a or 2ac − 5a = 3c + 2a M1 for multiplying up correctly (may also expand brackets) annotate this question if partially correct

for collecting a terms on one side, remaining term[s] on

a(2c − 5) − 2a = 3c or 2ac − 7a = 3c or ft M1 ft only if two or more a terms,
other [need not be simplified]

for factorising a terms, need not be simplified; may be ft only if two or more a terms, needing factorising
a(2c − 7) = 3c or ft M1
implied by final answer may be earned before 2nd M1

candidates whose final answer expresses c in terms of

a: treat as MR after the first common M and mark
equivalently, applying MR–1 if they gain further Ms. So
that a final answer, correctly obtained, of

or simplified equivalent earns 3 marks in total

Examiner's Comments
for division by their two-term factor (accept a 3 term factor
that would simplify to 2 terms);
The majority of the candidates were very familiar with
M1 for all 4 marks to be earned, work must be fully correct
the topic of rearranging to make a different variable the
or simplified equivalent or ft as final answer and simplified and not have a triple-or quadruple-decker
subject of a formula, and coped well with this example.
answer
Nearly all candidates correctly multiplied by (2c − 5) to
give a(2c − 5) = 3c + 2a. However it was surprising
that a large number of candidates went on to make c
rather than a the subject of the formula (albeit the
majority did this correctly and scored 3 of the 4 marks
available). Where errors occurred it was usually sign
errors from moving terms from one side to the other
and a small minority did not simplify their answers fully,
giving say an answer of a = 3c / (2c − 5 − 2). It was
pleasing to see that the majority of candidates
 correctly factorised their a (or c) terms as this has in
the past caused issues.

Total 4

M1 for
22 i 2

attempting to multiply numerator and denominator of fraction by

ii M1

ii or c = 2 and d = 1 A2 or B1 for denominator = 13 soi or numerator

ii or

cross-multiplying by and forming a pair of simultaneous

ii M1
equations in c and d, with at most one error

Examiner's Comments

The first part was nearly always correct with the vast
majority scoring at least one mark for correctly stating

that Some candidates had difficulty

with and a number incorrectly gave this as

which typically came from the incorrect working

ii c = 2 and d = 1 A2 A1 for one correct of

In the second part, most candidates clearly knew how

to rationalise the denominator with nearly all correctly
indicating the need to multiply both numerator and

denominator by
only a small minority incorrectly multiplied by either

Nearly all correctly achieved a

value of 13 for the denominator but some had issues
with either expanding or simplifying the numerator. A
 significant minority who achieved

did not simplify this correctly with being

a common incorrect answer.

Total 5

for binomial coefficients, 4C2 or factorial notation is not

part marks can be awarded for earlier stages if final
2 3 4
23 1 − 20x + 150x − 500x + 625x as final answer 4
answer incorrect or not fully simplified:
sufficient but accept

M3 for 4 terms correct or for all coefficients correct except

any who multiply out instead of using binomial coeffts:
for sign errors or for correct answer seen then further
look at their final answer and mark as per main
‘simplified’ or for all terms correct eg seen in table but not
scheme if 3 or more terms are correct, otherwise M0
combined (condone eg +(−20x) or +(−20x instead of −20x)

M2 for 3 terms correct or for correct expansion seen

without correct evaluation of coefficients [if brackets
missing in elements such as (−5x)2 there must be
evidence from calculation that 25x2 has been used]
binomial coefficients such as 4C2 are not sufficient – must
show understanding of these symbols by at least partial
evaluation;

Examiner's Comments

or M1 for 1 4 6 4 1 soi, eg in Pascal's triangle or in

Binomial expansion was done well in comparison with
expansion where powers of 5 have been ignored
previous years. Most candidates remembered to use
the correct coefficients and were comfortable
multiplying them with powers of 5. There were not too
many arithmetic errors.

Total 4

24 i [x =] 5, [x =] −1 www 2 M1 for x − 2 = ±3 or for (x − 5)(x + 1) [=0] 0 for just x = 5 or for x − 2 = 3

 condone shape or very slight curving back in/out;
condone some doubling / feathering–deleted work
sometimes still shows up in rm assessor; must not be
ii parabola shape curve the correct way up 1 ruled; condone fairly straight with clear attempt at
must extend beyond x-axis; curve at minimum; be reasonably generous on attempt
at symmetry e.g. condone minimum on y-axis for this
mark

ii intersecting x-axis at 5 and −1 or ft from (i) and y-axis at −5 1

may be implied by 2 and −9 marked on axes ‘opposite’

turning point

Examiner's Comments

Most candidates managed to solve the equation. Quite

a number of candidates multiplied out the brackets and
rearranged to form a quadratic equation in the
traditional form. This was then usually solved by
factorisation, but occasionally using the formula. Those
ii turning point (2, −9) 1 seen on graph or identified as tp elsewhere in this part
who used the given form and took the square root of
both sides were more inclined to find just one root, by
ignoring the possibility that the square root of 9 could
be −3. The quality of the parabolas varied enormously,
but most candidates determined the coordinates of the
turning point and made a good attempt. Some
candidates did not consider the turning point and often
had skewed parabolas with a minimum on the y-axis.
A few candidates sketched cubics and received no
marks.

Total 5

if not coordinates, must be clear which is x and which

25 i (0, −3) B1 condone y = − 3, isw
is y
 Examiner's Comments
condone y = −1/2, and 3; B1 for one correct www
i (− 1/2 , 0) and (3, 0) www B2 or M1 for (2x + 1)(x − 3) or correct use of formula or
Many candidates earned all 3 marks in this part. Some
reversed coordinates
forgot to find the y-intercept. A few used the quadratic
formula or completed the square, perhaps not realising
that factorising was possible.

for equating curve and line, and rearrangement to zero, allow rearranging to constant if they go on to attempt
ii 2x2 − 6x − 6[= 0] isw or x2 − 3x − 3 [= 0] or 2y2 − 18y + 30 [=0] M1
condoning one error completing the square

if completing the square must get to the stage of

ii use of formula or completing the square, with at most one error M1 no ft from 2x2 − 6x = 0 or other factorisable equations
complete square only on lhs as in 9(ii)

A0 for unsimplified y coords eg

Examiner's Comments

The majority of candidates chose the straightforward

approach and equated the line and curve given. These
candidates most often simplified correctly to a required
form and applied the formula. This was often very well
carried out. A very good number of candidates earned
A1 for one set of coords or for x values correct (or ys from 3 marks using this approach. Some attempted to
ii oe A2
quadratic in y); need not be written as coordinates complete the square. Those who, sensibly, divided
isw
through by 2 before doing so were usually successful –
those who did not were less successful.
Most candidates struggled to find and simplify the y-
coordinates. Some simply omitted them and the many
who attempted them often just wrote the x coordinates
‘+ 3’ or failed to convert the 3 being added to a fraction
of a common denominator to add to the x-coordinate.
Some candidates made their solution unnecessarily
complicated by rearranging the equation of the line
and substituting for x. These candidates often omitted
 to take the solitary y-term into account and mostly
scored no more than the first two marks.

iii 2x2 − 5x − 3= x + k M1 for equating curve and line

for rearrangement to zero, condoning one error, but must

iii 2x2 − 6x − 3 − k [= 0] M1 include k ;this second M1 implies the first, eg it may be
obtained by subtracting the given equations

some may use condition for intersecting lines or for a

eg allow for just quoting this condition; may be earned
tangent and then swap condition at the end; only
iii b2 − 4ac < 0 oe for non-intersecting lines M1 near end with correct inequality sign used there allow
award this M1 and the final A mark if the work is
‘discriminant is negative’ if further work implies b2 − 4ac
completely clear

for correct substitution into b2 − 4ac; no ft from wrong

can be earned with equality or wrong inequality, or in
equation;
iii 36 − 8 × − (3 + k) [< 0] oe A1 formula – this mark is not dependent on the 3rd M
if brackets missing or misplaced, must be followed by a
mark;
correct simplified version

isw

iii if 3rd M1 not earned, allow B1 for

obtained for k with any symbol

or, for those using a tangent condition with trials to find the mark one mark scheme or another, to the advantage
iii
boundary value of the candidate, but not a mixture of schemes

rearrangement with correct boundary value of

M0 for trials with wrong values without further
iii k eg 2x2 − 6x + 4.5 [= 0] or M2 M1 for 2x2 − 5x − 3= x − 7.5
progress, though may still earn an M1 for b2 − 4ac < 0
2x2 − 6x − (3 − 7.5) [= 0]

showing 36 − 8 × − (3− 7.5) = 0 or may be in formula

iii M1
36 − 8 × 4.5 = 0 oe implies previous M2

B1 for
iii A2

obtained for k as final answer with any symbol

iii or, for using tangent with differentiation

iii y = 4x − 5 M1

iii [when y = x + k is tgt] 4x − 5 = 1 M1

iii x = 1.5, y = −6 A1

iii −6 = 1.5 + k or k = −7.5 oe A1

Examiner's Comments

Some candidates were unable to cope with the

constant of the equation they had formed being in
terms of k. Many equated the line and curve, as before,
and found 2x2 − 6x − 3 − k = 0 and then, rather than
applying b2 − 4ac < 0, they wrote 2x2 − 6x − 3 = k and
tried to apply b2 − 4ac < 0 to the left hand side. Those
who did work with 2x2 − 6x − 3 − k = 0 were almost
always successful. Some candidates made sign errors
through carelessness. Some introduced wrong
brackets into their equation in an attempt to group the c
iii k < −7.5 oe A1
term, such as − (3 − k). Some candidates correctly
substituted into b2 − 4ac < 0 but were unable to multiply
out correctly. The result 36 −8 − (3 + k) was not
uncommon amongst these candidates. Other
candidates used trials on 2x2 − 6x − 3 − k = 0 to find
the boundary value ie the constant that gave b2 − 4ac =
0. These often scored 3 marks, but sign errors usually
resulted in the loss of the final 2 marks. A very few
candidates used a calculus approach. In most cases,
once y' = 4x −5 had been found, it was equated to 0
and the minimum point established, thinking that this
would be helpful, then no further progress was made.
Candidates' setting out in this question was often poor
and difficult to make sense of – particularly if they had
 had several attempts or had used trials. Some
candidates lost marks as they restarted several times,
with each time being worth less than the previous
attempt! Candidates should take care in this regard –
and indicate which of their attempts they intend to be
taken as the answer in these cases.

Total 12

Examiner's Comments
B1 for 2 correct or for all 3 only stated in coordinate form,
26 i −5.7 to −5.8, −2.2 to −2.3, −1 isw 2
ignoring y coordinates About the same number of candidates gave the
coordinates of intersection of the two graphs as gave
the requested roots of the given equation in x. A few
misread from the graph and/or struggled with the scale.

condone missing brackets if expanded correctly;

ii 1=(x + 2)(x2 + 7x + 7) M1 or M1 for correct expansion of
(x + 2)(x2 + 7x + 7)

correct completion with at least one interim stage of working to

ii given answer: A1
x3 + 9x2 + 21x + 13 = 0

condone some confusion of root/factor for this mark if

ii [x = −1 is root so] (x + 1) is factor soi M1 implied by division of cubic by x + 1
division of cubic by x + 1 seen

M1 for correct division of cubic by (x + 1) as far as

ii correctly finding other factor as x2 + 8x + 13 M2 obtaining x2 + 8x (may be in grid) or for two correct terms allow seen in grid without + signs
of x2 + 8x + 13 obtained by inspection

for use of formula, condoning one error, for or M1 for (x + 4)2 = 42 − 13 oe or further stage,
ii M1
x2 + 8x + 13= 0 condoning one error

ii A1 x = −1 may be stated earlier

Examiner's Comments
 isw wrong simplification or giving as coordinates

Examiner's Comments

In the main this part was completed well, with almost all
candidates gaining the first two marks for multiplying by
(x+2) and expanding to prove the stated equality. A
significant number of candidates were unable to
progress further, unsure of how to solve a cubic
equation. Stronger candidates produced a well-
organised solution, leading directly to the fully
factorised expression (sometimes in only a few lines of
working, having used the root of x =−1 from the graph
and/or part (i) to obtain the first factor). The majority
were able to find the correct quadratic following division
by (x + 1), with a few using synthetic division and a
sizeable minority finding the solution by inspection. At
this stage many found the correct final solution, but a
significant number failed to include x =−1 in their final
solution to this question, or stated incorrectly that (x +
1) was a root.

must be a reasonable translation of given quadratic, only

iii (A) drawing the translated quadratic B1 intersecting given curve once; intersections with x axis −3
to −2.5 and 1.5 to 2; ignore above y = 1

or showing that the horizontal gap between the relevant parts of

iii
the curve is always less than 3

Examiner's Comments
estimated coordinates of the point of intersection (1.8 to 2, 0.2 to
iii B1
0.3)
Many candidates were able to translate correctly
although there were issues with the intersections on
the x-axis for some. Quite a few candidates pointed out
 the intersection but did not write down the coordinates
as requested.

M0 for use of estimated roots in (A)

M1 for [y =] (x − 3)2 + 7(x − 3) + 7 oe or for simplified Examiner's Comments

equation with ‘y =’ omitted or for y = (x − a)(x − b) where a
and b are the values Many candidates failed to recognise that they should
iii 2 substitute (x − 3) for x in the original equation, with a
(B) variety of different methods attempted. Substituting (x +
3) was quite a common error, as was adding 3 to the
oe (may have been wrongly simplified) original equation, or changing the constant term to −5.
Some used estimated roots. Many failed to gain full
marks because they omitted ‘y =’ from their final
answer.

Total 13

27 i M1

allow just a simplified version of 2 or −1/2 for one

method mark, but for both to be gained, there must be
i M1
evidence that the gradients have been obtained
independently

or ‘negative reciprocal [so perpendicular] oe; may be may be seen earlier, but correct working must support
i product of gradients = −1 [when lines are at right angles] A1
implied by correct calculation the statement

allow just a simplified version of eg AB2 = 20 for one

or or equiv for AB etc; allow at unsimplified stage; method mark, but for both to be gained, there must be
i M2
AB2 = 22 + 42 [=20] , BC2 = 82 + 42 [=80] and AC2 = 62 + 82 [= 100] or M1 for just one correct expression for one of the sides evidence that the lengths or their squares have been
obtained independently

may be seen earlier, but correct working must support

i AB2 + BC2 = AC2 [so by Pythagoras, angle ABC = 90°] oe A1 may be implied by correct calculation
the statement
 another possible method: M1 for finding midpt ofAC as
(5, 3), M1 for showing dist from midpt to A, B and C is
5 and M1 for using angle in a semicircle to show that
ABC = 90°

Examiner's Comments

The gradient method was the most common. Most

candidates showed how their gradients were obtained
– it was not sufficient to quote 2 and − ½, since for
i proof, evidence was needed that the gradients were
independently obtained. Some candidates did not
obtain the final mark, merely saying that the gradients
are perpendicular; a reason was needed, for instance
stating that 2x − ½ = −1, or stating that the gradients
are negative reciprocals of each other. The other
popular method was to calculate the lengths of the
sides of triangle ABC and use Pythagoras's theorem,
which was usually well done, although some
candidates sadly confused squares and square roots,

such as stating

if already found in (i), must be used in (ii) to get the

ii B1 may be implied by circle eqn
or (5,3) soi mark here

radius = 5 or r2 = 25 or for finding dist between A, B or C and their if already found in (i), must be used in (ii) to get the
ii B1 may be implied by circle eqn
centre D oe mark here

general formula may be quoted or implied by eqn using

for this method mark, allow use of their values, even if
ii (x − a)2 + (y − b)2 = r2 soi M1 their values, but it must be clear that they are using their
obtained from AB or BC as diameter
r2 rather than their r or their d or d2

alternative method:
Examiner's Comments
ii (x − 5)2 + (y − 3)2 = 25 or 52 isw A1 allow B4 for
(y = 7)(y + 1) + (x − 2)(x − 8) = 0
The centre was usually found correctly. The radius
caused more problems with some calling AC the radius
 instead of the diameter, and others reaching
but then making an error. The form of the circle
equation was not always correct, with sign errors seen
on the left-hand side as well as the right-hand side
sometimes being r, d, or d2 instead of the correct r2.

or may use CD

if D wrong, check back to (ii) for any ft NB: A(2, 7) B(0,

iii B1
or ft their D from (ii) 3) and C(8, −1)

or B1 for correct differentiation:

iii grad tgt = ¾ oe www or −1/ their grad AD oe M1

iii M1 M0 if grad AD used; M0 for a spurious gradient used perp gradient to AB or BC used: may earn 2nd M1 only
y − 7 = their ¾ (x − 2) or 7 = their

Examiner's Comments

Finding the gradient of the tangent was generally well

allow correct answer to imply 3rd M1, provided first two
iii 4y = 3x + 22 oe where a, b, c are integers, isw A1 done, although some used the gradient of AB or the
Ms have been earned
perpendicular to AB as the gradient of the tangent.
Some lost the final mark by not writing the equation in
the requested form with integer coefficients. A few
weak candidates had no idea how to proceed with this
part and omitted it.

Total 11

28 let u = ln x, u′ = 1/x, v′ = x−1/2, v = k x1/2 M1 soi (k ≠ 0)

A1
 M1 x1/2 / x = x−1/2 or 1/x1/2 seen

A1 2x1/2 ln x − 4x1/2 may be integrated separately

= 4 ln 4 − 8 − (2ln 1 − 4)

mark final answer

Examiner's Comments

Integration by parts was well understood, with just

under half candidates scoring full marks for this
question. Very occasionally, candidates took u = x−1/2
= 4 ln 4 − 4 A1cao oe (eg ln 256 − 4) but must evaluate ln 1 = 0
and v′ = ln x, and were unable to score any marks.
With u and v correct, the next hurdle is to simplify the
2x1/2.1/x integrand, and some failed at this stage, and
attempted to integrate the product term by term.
Having negotiated this successfully, most got full
marks, though very occasionally the final answer was
spoiled by using 4ln4 = ln16.

Total 5

29 fg(x) = ln(2 + ex) M1 condone missing brackets

⇒ ln(2 + ex) = 2x

⇒ 2 + ex = e2x A1

⇒ e2x − ex − 2 [= 0] M1 Rearranging into a quadratic in ex may be implied from both correct roots

⇒ (ex − 2)(ex + 1) = 0, ex = 2, −1 A1 obtaining roots 2, −1 −1 root may be inferred from factorising

x = ln (−1) is A0

Examiner's Comments
⇒ ex = 2, x = ln 2 A1 x = ln 2 only, not from ww

Virtually all candidates formed the composite function

in the correct order to obtain fg(x) = ln(2 + ex). A few
 then simplified this to ln2 + x and therefore made no
further progress. Of those who did correctly proceed to
2 + ex = e2x, a substantial minority then incorrectly took
logs of each side to reach ln2 + x = 2x. Of those who
correctly rearranged the equation into a quadratic in ex,
nearly all then gained full marks, correctly rejecting the
ex = −1 solution.

Total 5

30 B1

M1 substituting limits (upper – lower) allow 1 slip

isw from correct answer seen

Examiner's Comments

This proved to be a straightforward starter question,

must be exact, not
A1cao with 80% of candidates scoring full marks. Some
candidates stopped at π/2 + 2 sinπ/4, presumably
because they did not appreciate that ‘value of’ means
numerical. A few weaker candidates confused
differentiation and integration, either giving the wrong
coefficient or sign for the sin x/2 term.

Total 3

condone no intercept labels, but must be a ‘V’ shape

31 M1 Sketch of y = ǀ2x + 1ǀ
with vertex on −ve x axis

A1 y = −x and two intersections indicated

 x = −1 B1 not from ww, condone (−1, 1) squaring: (2x + 1)2 = x2 ⇒ 3x2 + 4x + 1 = 0

⇒ (3x + 1)(x + 1) = 0, x = −1, −1/3

Examiner's Comments

Sketches of the modulus function with y = −x were

x = −1/3 B1 not from ww, condone (−1/3, 1/3)
generally well done, though quite a few lost a mark for
neither clearly indicating the intercepts nor making a
clear statement that there were two of them. The roots
were then usually found correctly, with less evidence
of faulty modulus algebra than in recent years.

Total 4

32 i dV/dh = 4.½ (h3 + 1)−1/2 .3h2 M1 chain rule their deriv of 4u1/2 × their deriv of h3 + 1

i A1 correct

i M1 substituting h = 2 into their derivative

Examiner's Comments

This question was extremely well answered, with the

i when h = 2, dV/dh = 8 A1cao
majority of candidates scoring full marks.

The chain rule on V was successfully negotiated by

over half the candidates, and then correctly evaluated
at x = 2.

ii dV/dt = 0.4 B1 soi condone r for t

ii dV/dt = dV/dh × dh/dt M1 o.e. any correct chain rule in V, h, t (or r)

ii 0.4 = 8 × dh/dt ⇒ dh/dt = 0.05 (m per min) A1cao 0.05 or 1/20

Examiner's Comments
 This question was extremely well answered, with the
majority of candidates scoring full marks.

Virtually everyone who scored 4 for part (i) went on to

apply the chain rule dV/dt = dV/dh × dh/dt, or some
variation of it, to get full marks here. The rest usually
earned the first two of the three marks.

Total 7

33 i 2cos2y dy/dx = 1 M1 k cos 2y dy/dx = 1 or dx/dy = k cos2y, kcos2ydy = dx

i ⇒ dy/dx = 1/(2cos2y) A1 dy/dx = k cos2y is M0

i when x = 1½, y = π/12, dy/dx = 1/(2cos(π/6)) M1* substituting y = π/12 *dep 1st M1

isw from correct exact answer

Examiner's Comments

This question as also very well done, with half the

candidates scoring full marks.
i A1 or

The implicit differentiation was well understood, though

there were the usual blemishes from mixing up the
derivative and integral formulae for sin 2y. A few
candidates re-arranged the equation to get x in terms
of y, then found dx/dy, and then the reciprocal dy/dx.

ii 2y = arcsin(x − 1) M1

ii ⇒ y = ½ arcsin(x − 1) A1 or ½ sin−1(x − 1)

ii translation of 1 unit in positive x-direction B1 allow ‘shift’, but not ‘move’, vector only is B0
or translation

transformations can be in either order

ii [one-way] stretch s.f. ½ in y-direction B1 not ‘shrink’, ‘squash’ etc

Total
34 x2n − 1 = (xn − 1)(xn + 1)
one of 2n − 1, 2n + 1 is divisible by three
2n − 1, 2n and 2n + 1 are consecutive integers;
one must therefore be divisible by 3;
but 2n is not, so one of the other two is
2n is not div by 3, and so has remainder 1 or 2 when divided by 3;
if remainder is 1, 2n − 1 is div by 3; if remainder is 2, then 2n + 1
is div by 3 [so 22n − 1 is divisible by 3]
Examiner's Comments
This question as also very well done, with half the
candidates scoring full marks.
Re-arranging the given implicit equation to give y = ½
arcsin(x − 1) was well understood, and the
transformations were usually accurately described.
Note that the preferred terms here are ‘translation’ and
‘one-way stretch’.
8
B1
award notwithstanding false reasoning condone ‘factor’
M1
for ‘multiple’
A1
A1 if justified, correct reason must be given
Examiner's Comments
The first B1 for factorising x2n − 1 was well done, but
convincing proofs of the divisibility of 22n − 1 by 3 were
few and far between. We awarded M1 if candidates
recognised that either 2n − 1 or 2n + 1 were divisible by
A2
3, and two ‘A’ marks for proving this. The next ‘A’ mark
was gained for stating that the consecutive numbers
2n−1, 2n and 2n + 1 must include a multiple of 3, and the
final mark for stating that 2n is not divisible by 3;
however, many candidates wrongly stated that 2n was
even and therefore not divisible by 3, or that two
consecutive odd numbers must include a multiple of 3.
The most elegant alternative solution seen was:
 x2n − 1 = (x2 − 1)(x2n − 2 + x2n − 4 + …+ 1) ⇒ 22n − 1 = (22
− 1)(22n − 2 + 22n − 4+ … + 1) = 3m, where m is an
integer.

The language used by candidates in their explanations

was often rather imprecise. In particular, the terms
‘factor’ and ‘multiple’ were often used incorrectly.

Total 4

Examiner's Comments

The calculus here was not particularly demanding,

requiring only the derivative and integral of ekx; but the
35 i 1+k B1 simplification of expressions using the laws of
logarithms and exponentials proved to be quite testing
and found out quite a few candidates.

This was an easy write-down for virtually all

candidates, except those few who did not know that e0
= 1.

ii f′(x) = 2 e2x − 2 k e−2x B1

ii f′(x) = 0 ⇒ 2 e2x − 2 k e−2x = 0 M1 their derivative = 0

ii ⇒ e2x = k e−2x

ii ⇒ e4x = k, 4x = ln k, x = ¼ ln k* A1 NB AG

ii y = e(½ ln k) + k e(− ½ ln k) M1 substituting x = ¼ ln k into f(x)

ii = √k + k/√k = 2√k A1cao or 2k1/2

Examiner's Comments
 The calculus here was not particularly demanding,
requiring only the derivative and integral of ekx; but the
simplification of expressions using the laws of
logarithms and exponentials proved to be quite testing
and found out quite a few candidates.

The first two marks were pretty universally earned, but

deriving x = ¼ ln k, together with the final ‘A’ mark for
getting 2√k, caused a few problems, with some
inaccurate logarithm work. For example, e1/2 lnk = 1/2 k
was a commonly seen misconception.

iii B1 correct integral and limits (soi)

iii B1

iii =½k−½−½+½k M1 elnk = k or e−lnk = 1/k (soi)

Examiner's Comments

The calculus here was not particularly demanding,

requiring only the derivative and integral of ekx; but the
iii =k−1 A1 simplification of expressions using the laws of
logarithms and exponentials proved to be quite testing
and found out quite a few candidates.

The integration was usually correct, but, thereafter, as

in part (ii), the simplification to arrive at k − 1 proved to
be tricky, with similar errors being made.

iv (A) g(x) = e2(x + ¼ ln k) + ke−2(x + ¼ ln k) M1 Substitute x + ¼ ln k for x in f(x) condone missing brackets

iv = e2x.e ½ ln k + k e−2x. e−½ ln k M1 ep+q = ep×eq used

iv = (eln k)1/2 e2x + k.(eln k)−½ e−2x

iv = k1/2 e2x + k.k−1/2. e−2x

e.g. k1/2 e2x + k.k−1/2. e−2x

Examiner's Comments

The calculus here was not particularly demanding,

requiring only the derivative and integral of ekx; but the
simplification of expressions using the laws of
iv = √K (e2x + e−2x)* A1 NB AG – must show enough working logarithms and exponentials proved to be quite testing
and found out quite a few candidates.

Most attempts correctly substituted x + ¼ ln k for x in

f(x) to gain the first M mark, but we needed to see
clear evidence of how this simplifies to the given result.
Often candidates seemed to be working backwards
from this without really understanding the process.

iv (B) M1 substituting −x for x condone ‘f’ used instead of ‘g’ for M1

not f(−x) = f(x) for A1

Examiner's Comments

The calculus here was not particularly demanding,

requiring only the derivative and integral of ekx; but the
simplification of expressions using the laws of
logarithms and exponentials proved to be quite testing
must include g(−x) = g(x), and either define an even and found out quite a few candidates.
iv = g(x) so g is even A1
function or conclude that g is even
The definition of an even function was well known, but
sometimes the structuring of the proof was indecisively
presented. Some used ‘f’ instead of ‘g’ (here, f is
indeed not an even function!), and we required to see
either a clear statement of the definition of an even
function, or a clear conclusion that g is therefore even.
The structure ‘g(−x) = … = … = g(…) ⇒ g is even’ is
the most transparent formulation to use in such proofs,
 rather than starting them by stating that g(−x) = g(x),
viz the result they are trying to prove!

iv (C) g(x) is symmetrical about the y-axis, and B1

iv f(x) is g(x) translated ¼ ln k in x-direction B1 allow ‘shift’ or ‘move’ or g is f translated − ¼ ln k

or incorrectly supported

Examiner's Comments

The calculus here was not particularly demanding,

requiring only the derivative and integral of ekx; but the
simplification of expressions using the laws of
logarithms and exponentials proved to be quite testing
iv so f(x) is symmetrical about x = ¼ ln k B1 allow final B1 even if unsupported
and found out quite a few candidates.

The argument here proved beyond most candidates,

with only 20% getting full marks. Many stated that f
was an even function, perhaps thinking that any line of
symmetry sufficed. Sometimes it was indeed a little
difficult to decide whether candidates were referring to
f or g in their answers.

Total 18

quotient rule: v × their u′ − u × their v′, and correct

36 i M1 or product rule
denominator

i B1 ½ u−1/2 soi or −½ u−3/2 (PR)

i A1 correct expression PR: x(−½) (x + 4)−3/2 + (x + 4)−1/2

i M1 factoring out (x + 4)−1/2 o.e. = (x + 4)−3/2 (−½ x + x + 4)

i A1 NB AG
 Examiner's Comments

Most candidates scored well on this question, which

covered calculus topics such as the product or quotient
rule for differentiation and integration by substitution,
which are generally well understood by learners.

The first three marks here were usually earned, though

a minority of weaker candidates mixed up the product
and quotient rules, for example using v = (x + 4)−1/2 in
their quotient rule. The factorisation required to achieve
the given result was less successfully done, but just
over half the candidates still managed full marks here.
There were a lot of repeated attempts at this, for
example using the product rule when they got stuck
with manipulating their quotient rule expression.

ii [asymptote is] x = −4 B1 soi but from correct working

ii gradient of tangent at O= 8/(2 × 43/2) = ½ B1 gradient = ½

ii eqn of tangent is y = ½x B1 o.e. e.g. using gradient

Examiner's Comments

Most candidates scored well on this question, which

covered calculus topics such as the product or quotient
ii When x = −4, y = −2, so (−4, −2) B1 rule for differentiation and integration by substitution,
which are generally well understood by learners.

This proved to be a straightforward 4 marks earned by

over 70% of scripts. The asymptote and the gradient
and equation of the tangent at the origin were usually
correctly found, followed by the coordinates of Q.
 or v2 = x + 4, 2vdv/dx = 1 or 2vdv = dx oe
iii let u = x + 4, du = dx B1 or dx/du = 1
e.g. dv/dx = ½(x + 4)−1/2

iii B1

iii B1 u1/2 − 4u−1/2 or u1/2 − 4/u1/2, or √u − 4/√u ∫ (2v2 − 8)[dv]

iii B1

iii = (18 − 24) − (16/3 − 16) M1 substituting correct limits (upper − lower) 0, 5 for x; 4,9 for u; 2,3 for v

iii = 14/3 A1cao

iii or (following first 2 marks) by parts with no substitution:

u =x,u′ = 1, v′ = (x + 4)−1/2,v= 2(x + 4)1/2 M1

iii let v = u − 4, w′ = u−1/2, v′ = 1,w = 2u1/2 M1
= [2x (x + 4)1/2] − ∫2(x + 4)1/2 A1

iii A1

iii A1 = 14/3 A1 (so max of 4/6)

iii = 14/3 A1cao

iii y- coordinate of Q is 2½ B1 (soi)

M1

iii Area of triangle = ½ × 5 × 5/2 = 25/4 B1

A1

isw from correct exact answer

Examiner's Comments
iii B1 or 19/12, or
Enclosed area = 25/4 − 14/3 =
Most candidates scored well on this question, which
covered calculus topics such as the product or quotient
rule for differentiation and integration by substitution,
 which are generally well understood by learners.

This 9-mark question required careful extended work

from candidates, but there was a pleasing response,
with just under half the scripts earning full marks. The
first six of these were for finding the area under the
function using substitution. Here, as usual, notation
sometimes left something to be desired, with missing
du's or dx's, integral signs, inconsistent limits, etc.
Most of this we condoned, but we did require du/dx = 1
or its equivalent to be stated. The final three marks
depended upon the correct coordinates for the point Q
being found in part (ii). Occasionally the triangle area
was found using ∫ ½ x dx.

Total 18
2017 Pure - Mark scheme

Question Answer/Indicative content Marks Guidance

oe – condone

Examiner’s Comments

In part(i) most candidates correctly wrote down the differential equation relating P, the time t,
and the constant k. The most common errors in this part were those candidates who wrote

or

1 i B1

[1]

M1
Attempt at chain rule – allow this mark if B absent or incorrect but must include
ii 2(A + Bt) – if multiplied out condone one error in differentiation
oe – correctly showing that the rate of increase of P is proportional to the square root of P
 A1

k = 2B A1

Separates their variables correctly and attempt to integrate for theirdifferential equation
[3] given in (i) – for an attempt powers must increase by 1 (oe) but not for k – condone lack of +
c
OR
M1 Correct integration – accept any (correct) constant for A – coefficient of t maybe implicit
stated e.g. P = (Ct + A)2 with k = 2C seen

Not for B = …

A1 Examiner’s Comments

k = 2B Even though in part (ii) the question asked for candidates to verify that P = (A + Bt)2 was a
solution to the differential equation many decided instead to solve the differential equation
A1 by separating the variables and integrating. It was disappointing how many candidates gave

the final answer in this part as

even though the question
specifically asked for k in terms of B.

Total 4

oe (e.g. 4 T4 is less than T2 )

Must see mention of ‘over-estimate’ and

B1
‘above’ and ‘increasing strips’
T4 < T2
B1
2 i
The approximation is an over-estimate, as the trapezia are above the curve Examiner’s Comments
therefore the error becomes less when the number of strips increases
The first mark in part (i) was awarded to the vast majority of candidates for correctly stating
[2]
that T4 was less than T2 although some candidates did not make it explicitly clear which
value of the two was the least. Candidates found the second mark a lot harder to come by
as it was not sufficient to simply state that the approximations given by the trapezium rule
 were an over-estimate. Candidates needed to make it clear that these approximations were
an over-estimate because the tops of the trapezia are above the curve which would then, in
turn, mean that the error (in using a trapezium rule approximation for the value of the
integral) would become less when the number of strips increases.

B1
M1
A1
For using 0.25 oe
0.5 × 0.5
The M mark requires the correct {…} bracket structure. It needs the first bracket to contain
{1.0655… + 2.8963… + 2(1.1695…
the first y value plus the last y value and the
+ 1.4142… + 1.9282…)}
second bracket to be multiplied by 2 and to be the summation of the
remaining y values with no additional values. Allow an error in one value or the omission of
one value from the second bracket M0 if using x values. All values given to at least 3sf or
exact
The A mark is for the correct {…} bracket with no errors (12.98… or 13.0 implies M1A1)
cao (3.25 with no working scores 0/4) – must be given to 2dp only (for reference correct
answer is 3.2465079…)
SC: bracketing error 0.25 × (1.0655 + 2.8963) + 2(1.1695… + …) scores B1M1A0A0 unless
the final answer implies the correct calculation. An answer of 10.014… usually indicates this
error
ii A1

Separate trapezia
B1 − one area correct (implies 0.25)
T4 = 3.25
M1 − three correct (equivalent to one error)
A1 − all four correct
A1 − cao of 3.25

Examiner’s Comments

Part (ii) was answered extremely well with the vast majority of candidates giving the correct
answer of 3.25. When errors occurred it was usually due to an incorrect value for the width
OR 0.5587… + 0.6459… + 0.8356…
of the strips or with the omission of a value. It was very rare for candidates to use the x
+ 1.2061…
values or to not give the answer to the required 3 significant figures.

[4]
 Total 6

Use of double angle formula for tan to get an equation in tan – allow one sign slip only

Re-arranges to tan2θ = k where k > 0 or attempt to solve a tan2θ − b = 0 where

b/a > 0
M1*

One correct answer to at least 1dp

Both answers correct to at least 1dp

M1dep*
SC A1A0 for answers which round to 0.322 and 2.82 (radians)
Answers with no working can score B1 B1 (max 2/4) if correct
Ignore additional solutions outside the range. If any additional solutions given inside the
range of 0 < θ < 180 and full marks would have been awarded then remove last mark (so
A1
3/4)
⇒ 8tanM2θ = 1 − tan2θ A1
⇒ tan2θ = 1/9
3 Examiner’s Comments

It was pleasing to note that most candidates used the correct double angle formulae for tan
tan θ = 1/3 or −1/3
2θ to obtain a correct equation in terms of tanθ. However, some candidates over
θ = 18.43° or 161.57°
complicated the problem by re-writing tan in terms of sin and cos and in these cases it was
θ = 18.43° and 161.57°
extremely rare for candidates to make any real significant progress. Of those that correctly

re-arranged
it was disappointing that so many
candidates then only considered the

[4] solutions of the equation and

ignored any possible solutions that would

have come from the equation

Total 4

4 i
⇒ 5 − x = A(1 + x) + B(2 − x) M1
 x = 2 ⇒ 3 = 3A, A = 1 A1 Cover up, substitution or equating coefficients
x = −1 ⇒ 6 = 3B ⇒ B = 2 A1

[3] Examiner’s Comments

Part (i) was answered extremely well with the vast majority of candidates correctly

expressing in partial fractions.

Or equivalent

All three correct unsimplified binomial coefficients (not nCr) soi for either

expansion i.e. 1, −1 and Or

B1
correct simplified coefficients seen

M1
Ignore any subsequent incorrect terms – ft their A from (i) only

Ignore any subsequent incorrect terms – ft their B from (i) only

www cao – ignore any higher order terms stated – isw after correct expansion seen

A1ft
ii
Examiner’s Comments

A1ft
In part (ii) most candidates used their answer to part (i) in their attempt to find the

binomial expansion of although

A1 some candidates did (with varying degrees of success) attempt to expand (5 − x)
(2 − x)(1 + x)−1 directly. Whilst the majority of candidates correctly dealt with the expansion

of (and so scored at least

two marks in this part) it was surprising how many candidates (at this level) struggled in re-
[5]

writing In
some cases it was clear that candidates either did not realise or even recognise that the 2
inside the bracket had to be removed before this term could be binomially expanded. Those
candidates who expanded both terms correctly usually went on to score full marks.
 Total 8

at least once
substituting –x for x in f(x)

must have f(−x) =

M1
(−x)3e−(−x)2 for A1
f(−x) = (−x)3e−(−x)2

A1
or point or half-turn (180°) allow description of
3 −x2
= −x e = −f(x) symmetry about O symmetry, e.g. ‘fits its
5 i
outline if rotated etc…’
B1

Rotational symmetry of order two about the origin.

Examiner’s Comments
[3]

Most candidates scored 2 or 3 here. We required to see f(−x) = (−x)3 exp(−x)2 in the proof
that f(x) was an odd function, with the brackets correctly placed. For the ‘B’ mark describing
the property of the graph, we needed to see reference to ‘symmetry’,
‘half-turn, 180° or order 2’, and ‘about the origin’.

M1
f’(x) = 3x2e−x2 + x3 (−2x)e−x2
A1* consistent with their
product rule
derivatives - condone
correct expression
deriv of e−x2 is e−x2 for M1
f’(x) = 0 when 3x2e−x2 − 2x4e−x2= 0
M1 must be 2 terms
their deriv = 0
⇒ 3x2 = 2x4
ii M1 must be 2 terms
⇒ x = 0, √1.5, −√1.5
y = 0, 0.41. −0.41 taking out or dividing by
e−x2
So (0, 0),
A1dep
dep A1*

(1.22, 0.41), (−1.22, −0.41)

A2dep
 Allow SC A1 if both x-
or x = ±√1.5 o.e. dep A1* coords correct or one
[7]
point correct (dep A1*)

Examiner’s Comments

The main problem with the product rule here was to get the correct derivative of exp(−x2). A
common mistake was to think this is exp(−x2). Having found the correct derivative and
equated it to zero, the next issue was dividing through by, or factorising, exp(−x2). After this,
not many candidates got all three turning points, either omitting the origin or (−1.22, −0.41)
or both. Also, evaluating the y-coordinates was sometimes done incorrectly. Where these
issues were overcome, half of the candidates scored 6 or over; of these, half scored full
marks.

correct shape for −2 ≤ x ≤

2 with 2 TPs, through O,
M1 need not show stationary
reasonable half turn
inflexion at O. ignore
symmetry
shape outside −2 ≤ x ≤ 2
coords of TPs and
condone plotting beyond
stationary inflexion at
A1dep [–2, 2] provided shape is
origin shown dep (0,0)
correct
iii given as a stationary point
in part (ii)

Examiner’s Comments
[2]

Very few candidates scored both marks here. Many omitted the inflection at the origin, and
the graphs were often lacking the point symmetry stated in part (i).
 M1
k=½
let t = x2, dt/dx = 2x [⇒ xdx = ½ dt] o.e.
iv (A)
A1

[2] Examiner’s Comments

Half the candidates scored these two marks. Using a substitution in this context was perhaps
unexpected.

M1 correct parts on
∫te−t[dt] or ∫kte−t[dt]
let u = t, v′=e−t, u′ = 1 , v = −e−t
A1 ignore limits, ft their k
ft their k, condone v = e−t
limits must be correct
iv (B) A1 here, ft their k

oe but must evaluate e0 =

1 and combine e−4 terms
A1cao

Examiner’s Comments

They could get three out of the four marks with a missing, or incorrect, value for k, but not
[4]
many succeeded with this.

Total 18
 or y = 0 ⇒ x = π/2; x = 0
Ignore incorrect labelling
⇒ y = ½ (isw)
B1B1

6 i
Examiner’s Comments
[2]
Some candidates lost marks here from working in degrees rather than radians.
It is important that candidates state both the coordinates the right way round, so
‘A = π/2 ’ and ‘B = ½ ’ scored zero.

denom must be correct at

correct quotient or product some
rule stage missing brackets
M1 correct expression (isw) may be inferred from
subsequent work
A1 setting (only) their not denominator
numerator to zero
use of sin2x + cos2x = 1
M1

M1
when
ii

A1 must be exact, isw withhold if denom is set to

zero
⇒ 1 − 2sin x = 0

A1 A1
Examiner’s Comments

Over half got full marks here. The quotient rule was well answered, and the subsequent
[7]
simplification using sin2x + cos2x = 1 was good. The most common error was in the sign of
the derivatives of sin x and cos x, which could fortuitously lead to the correct turning point –
the final
‘A’ marks here being withheld in this case.
 ft their π/2, not 90°, limits
correct integral and limits may be implied from
B1ft c ln (2 − sin x) subsequent work
c = −1
M1 or u = sin x, du/dx = cos x
A1

or
let u = 2 − sin x, du/dx = − cos x
(ignore limits) or
M1

[−ln u] (ignore limits) or

iii (A) [−ln(2 − u)]

–ln (½) is A0, isw after ln

A1 2
not ln 2 − ln 1

A1
Examiner’s Comments
= ln 2
Most candidates used a substitution
[4]
u = 2 − sin x. Errors thereafter were
du / dx = cos x, or getting the limits the wrong way round, perhaps under the misconception
that the larger number must be the upper limit of the integral).

M1
equating integral from 0 to or equating integral from 0
k or from k to π/2 to ½ to k to integral from k to
their area π/2
iii (B)
⇒ ln 2 − ln(2 – sin k) = ½ ln 2 A1 o.e. e.g. ln(2 − sin k) = ½ ln 2 – ln(2 − sin k) = ln(2 −
ln 2 sin k) dep first M1

ln (2 − sin k) = ½ ln 2 = ln √2 M1
 eliminating logarithms
correctly
⇒ 2 − sin k = √2 A1
o.e. e.g (2 − sin k)2 = 2

⇒ sin k = 2 − √2
NB AG
⇒ k = arcsin(2 − √2)* A1cao

or SC: verifying (max 3

M1
marks out of 5): or from arcsin(2−√2) to
attempt to find integral π/2
from 0 to arcsin(2−√2)

correct expression
A1
= ln 2 − ln(2 − 2 + √2)= ln 2 − ln√2
N.B AG
A1
= ln 2 − ½ ln 2 = ½ ln 2*

[5]

Examiner’s Comments

This question was the most demanding in the paper, with nearly half the candidates scoring
zero marks. Often the problem seemed to lie with getting expressions consistent with the
limits of the integral, either in terms of x or u.

Total 18

B1cao
7 i
⇒ x = 2sin y
B1cao
 [2]

Examiner’s Comments

The majority of candidates scored both these marks. Occasionally they found dy/dx instead
of dx/dy and lost a mark.

M1
o.e.

M1
When x = 1, substituting x = 1 into y =
arcsin ½ x
A1
π/6
A1 condone 30°
or.

soi e.g. by
or
ii
sin y = ½
M1

A1 √(1 − ¼)

soi, e.g.
A1
or

M1A1
 when x = 1,
A1

A1

[5]
must be exact, but isw if
approximated

Examiner’s Comments

Virtually all candidates wrote down a chain rule and scored 1 mark. Thereafter, many scored
all the remaining marks. Errors were caused by muddling derivatives like dy/dx and dx/dy.
Occasionally candidates attempted to use the derivative of arcsin x, though this was often
incorrect through missing out the ‘½’ factor.

Total 7

Suppose the polygon has n sides. M1

Then 180(n − 2) = 155n
or sum of ext
angles = 360° so 25n =
A1
360
⇒ 25n = 360 [⇒ n = 14.4]
or 72/5
8 which is impossible as n is an integer A1cao
So no regular polygon has interior angle 155°
clear statement of
or B1
conclusion
When n = 14, int angle = 180×12/14 B1
accept 154°
= 154.29° B1
When n = 15, int angle = 180×13/15 = 156°
So no n which gives an interior angle 155°.
 Examiner’s Comments
[3]
Candidates scored full marks or zero marks in roughly equal numbers here. Most gave the
first method shown in the mark scheme, namely solving 180(n − 2)
= 155n to get n = 14.4, but we also saw some examples of the second approach, finding the
interior angles for 14 and 15 sides. By far the most common error was to solve 180(n − 2) =
155, getting n = 2.86.

Total 3

B1
Initial temperature is 10.5 [°C] B1
9 i
boiling point is 80[°C]
[2] Examiner’s Comments

The initial temperature was almost always correct, but the boiling point was sometimes
incorrect or missing, suggesting that the limit of e−kt as t tends to infinity was not known.

B1
re-arranging and taking
30 = 10.5 + 69.5(1 − e−k),
M1 lns (correctly)
⇒ e−k = 1 − 19.5/69.5
art 0.33 or ln(139/100)
⇒ −k = ln(0.7194…)
ii o.e.
A1

⇒ k = −ln(0.7194…) = 0.3293…

Examiner’s Comments
[3]

Exponential growth and decay equations are usually well answered, and this was no
exception, with most candidates scoring full marks.
 substituting Trial and error: e.g. t = 12,
θ = their (80 −1) into the θ = 78.66
M1
eqn and rearranging for e– t = 13, θ = 79.04, so 13
79 = 10.5 + 69.5(1 − e−kt)
⇒ e−kt = 1 − 0.9856..= 0.014388489…
kt mins SCB2
taking lns correctly
iii M1

⇒ t = −ln(0.014388…)/0.3293 [= 12.879…] A1cao

= 13 mins Examiner’s Comments

[3] This question depended on the boiling point being correct, so the facility was lower.
However, over half the candidates got full marks. The solution was made considerably
harder if an inequality was used, as the working needed to show the reversing of the
inequality signs.

Total 8

M1

y = ln(1 − x) x ↔ y
A1 or ey = 1 – x can interchange x and y
x = ln(1 − y)
at any stage
⇒ ex = 1 − y
y = 1 − ex or f−1(x)
B1 = 1 − ex
⇒ y = 1 − ex [so f−1(x) = 1 − ex]
10 i
B1 allow x < 0.693 or x ≤ ln 2 is B0, ln
better, −∞< x < ln 2 0 < x < ln 2 is B0
domain x < ln 2
allow (−1, 1) but not [−1,
1]. If not labelled, take
range −1 < y < 1
or −1 < f−1(x) < 1. Must inequality with x as
use x for domain, y or domain and with y or f−1(x)
f−1(x) for range. as range
 [4]
Examiner’s Comments

The first two marks for finding the inverse function were nearly always gained. However,
accurate notation for the domain and the range was not often seen. Not many candidates
scored full marks, with the domain proving particularly awkward to get right.

soi e.g. from ln must include brackets

B1
(1 − x) + ln(1 + x) must include brackets
B1
f(−x) = ln (1 + x)
=…
fg(x) = ln(1 − x2)
ii
ln(1 − x) + ln (1 + x) = ln (1 − x)(1 + x) B1
= ln(1 − x2) Examiner’s Comments

[3] Many candidates got all three marks here, though the structure of their ‘show’ was
sometimes weak. Very occasionally we saw fg(x) = ln(1 − x)2.

Total 7

seen
correct equation
must simplify
M1 2 / (2/3) = 3
mark final answer
11 i A1
A1

Examiner’s Comments

[3] The implicit derivative here was a straightforward example, and virtually all the candidates
got the derivative equation correct. However, simplifying the fractional expression to get the
final mark was often missing or incorrect: in particular, many learners made mistakes when
dividing 2 by 2/3.
 substituting both
x = 1 and y = 8 into their
M1
dy/dx
NB check power of x is
correct in part (i)
A1cao
ii
when x = 1, y = 8,

Examiner’s Comments
[2]
There were two easy marks here, and virtually all candidates achieved the ‘M’ mark for
substituting for x and y in their derivative.

Total 5

inverted ‘v’ shape

through (−1, 0),
(1, 0) and (0, 2)
M1 correct domain
A1 (–1 ≤ x ≤ 1)
12

A1
Examiner’s Comments

Only a third of candidates scored all three marks here. The final mark required the domain of
[3]
the graph to be correct – often the ‘v’ shape extended beyond x = −1 to 1. Other attempts
bore no relation to the correct answer.

Total 3

13

M1
 Chain rule on or quotient (or product)
A1
(5 – 2x3)–2 e.g.
correct expression, allow
(−6x2)(−2)u−3 o.e.
= 12x2 (5 − 2x3)−3 isw
M1A1
A1cao
or isw

[must have correct denom

for M1]
u v’ – v u’ in QR is M0
[3]

Examiner’s Comments

This was a straightforward test of the chain rule, in which over three quarters of the
candidates scored full marks. Occasionally we saw a quotient rule used, which required to
be simplified to gain full marks. Another occasional error was to get the wrong sign, e.g.
−12x2(5 − 2x3)−3.

Total 3

eg
B1
correct rearrangement of 400 = πr2h seen, where h is not in the denominator
allow embedded versions
of these

14 i
if B0B0 allow SC2 for eg
400 πr 2h used must see all the steps if
substitution seen to obtain given answer starting from

B1
not from wrong working
 used to obtain
A 2πr2 + 2πrh
[2]

Examiner’s Comments
Most candidates scored full marks here, but poor algebra let some candidates down. A wide
variety of solutions were seen, some of which very elaborate.

for first term

for second term
A maximum of
B1
B1B0B1B0 is available if
B1 FT to give non-zero first 2nd term left in terms of h
term

B1 FT negative power of r to
give non-zero second
ii
term
B1

Examiner’s Comments
[4]
In spite of the correct expression being given in part (i), some candidates worked with an
expression involving h, which inhibited much further progress. Some candidates worked with
800−r and some disregarded π or treated it as a variable. The majority, however,
differentiated successfully to obtain full marks.

M1

iii their

A1
 NB 3.99294542466
A0 for two or more values
eg r = 0, 3.99 or ± 3.99
B1
simply stating that second
derivative is positive is
justified so minimum oe insufficient
NB 12π or 37.699… to 38
or check gradient either side of their positive r
A1
ignore units
A = 300 to 301 NB 300.530027931
[4]

Examiner’s Comments
A sizeable minority of candidates failed to score any marks in this part, beginning with an
inequality in the second derivative. A good number of candidates started on the right track by
setting the first derivative to zero, but then failed to make progress. Only rarely did
candidates successfully find r and A and then use the second derivative correctly to establish
that they had indeed found the minimum surface area.

Total 10

6(1 ‒ sin2x) seen M1

or 6(1 ‒ cos2x) substituted
in given result to obtain
6cos2x = 5 ‒ sin x with at
eg 6 ‒ 6 sin2x = 5 ‒ sin x
least one correct
at least one correct intermediate step
intermediate step to
15 obtain given
answer
6sin2x – sin x – 1 = 0 A1

B1

both required; allow ‒

 x = π/6, 5 π/6 [0.52 to 0.524, 2.61799
to 2.62]
3.48 to 3.48143, 5.94 to 5.9435
0.33 or better if B2 deduct
B2
1 mark for extra values in
B1 for 2 correct, to 2 dp range; ignore extra values
or more if B0 allow SC1 outside range
for all four answers in
degrees with no extras:
30, 150, 340.5 – 341, 199
– 199.5

[5]

Examiner’s Comments
This was done well by most candidates.
A few slipped up with the first part, making sign or bracket errors, but most went on to find

the correct values of sin x. Nearly all worked with radians and found and
successfully. Some gave the other two values in terms of π and lost accuracy, and a small
number of candidates decided that the values associated with had to be
outside the range.

Total 5

NB 1669.836301 implies NB 2181.72…or 46.709

M1 M1 implies M1 (radians)
[AE2 =] 322 + 152 – 2 × 32 ×15 × cos 116

16 i
A1
AE = 40.86…to two or more s.f. isw
Examiner’s Comments
[2]
This was very well done. A few candidates worked in radians and lost the accuracy mark. A
small minority misquoted the Cosine Rule or mis-used Pythagoras.
 A = 19.3 and
E = 44.7

M1*

X is the foot
of the
M1dep* perpendicular
from D to AE
h = 32× their sin A or 15×their sin E NB 30.2 and
10.7

A1

ii
h = 10.5 to 10.6 isw

M1
Alternatively

M1

A1

h = 10.5 to 10.6 isw Examiner’s Comments

[3] Over half of the candidates failed to score on this part. Most worked with a perpendicular
from D to AE and presumed that by doing so they were either bisecting angle ADE or the
length AE. Those who correctly worked with the Sine Rule to find angle DAE or angle DEA
generally went on to score full marks, although a few found the base of their triangle instead
of the height.

iii
M1
NB
 M0 for ½ ×102 ×116
A1

101 or 101.2 to 101.23 M1

A1
may be implied by 215.7
114 to 115 [m2] [4] to 216

Examiner’s Comments
Most candidates knew what to do here and successfully found the area of the triangle and
the area of the sector. A minority left it at that or slipped up with the subtraction and lost an
easy mark. A few candidates used θ = 116 radians, thus losing the first two marks, or
converted to radians and then worked with their rounded decimal value, thus losing the
accuracy mark.

M1 (x is length CF where F is alternatively B3 for (area

foot of perpendicular from AEH) awrt 260 and (area
D to BC or length DG HECB)
where G is foot of 3640 − 3650 where H is
perpendicular from C to the foot of the
AD produced) perpendicular from E to
NB x = 39(.0186070853) AB, or B2 for one of these
iv or BC = 71.(0…) may Alternatively
imply M1 B3 for (area AEC) awrt
1060
and (area ABC) awrt 2840
or
or 80 × [32 + their 39.0] – B2 for one of these
½ × 80 × their 39.0
M1
(area of field = ) 80 × 32 + ½ × 80 × their 39.0
 or

NB 4120.74428341
4120 to 4121 A1
allow B3 for 4120 to 4121
or area of AECB is 94.76 not from wrong working
to 94.8% isw of area
area of ADE is 5.2 to 5.24% isw of area of ADCB ADCB or 3905 > 3709 (area of
B1
car park > 90% of field)

Examiner’s Comments
[4]
A significant number of candidates were unable to marshal the information to form a
coherent strategy for solving this problem, and thus failed to score.
A wide variety of approaches were seen, with many opting for convoluted methods which
were often partially successful, but usually lost accuracy towards the end. Some candidates
clearly knew that the best approach was to find the length BC, but even though this only
involved GCSE level maths, were unable to do so.

Total 13

M1
M0 if curves up in 2nd
quadrant or back in 1st
condone touching x-axis
quadrant
curve of increasing gradient in 1st and 2nd quadrant which does not cut x-axis
but tends towards it in 2nd quadrant intercept may be identified
A1
17 i in supporting commentary
condone axes not labelled
or on graph
through (0, 1)

[2] Examiner’s Comments

 Most candidates scored full marks with this part of the question, although the quality of the
sketches were variable. A few drew
y = 2x or y = x2, and some candidates marked the y-intercept as (0, 2), losing an easy mark.

NB log a (3x4) may be

condone omission of base
B1 embedded in combining
of all terms on RHS
NB log a (3a3x4)

eg w = a3 + logax5 – loga 2x +
log 6 condone omission of
a
base, may be awarded
M1 may follow incorrect
ii before B1
correct attempt to remove logs on both sides combination of log terms

Examiner’s Comments
[w = ]3a3x4 cao A1 Over half the candidates failed to score on this question, with difficulties seen by candidates
attempting to combine the logarithms successfully. In attempting to make w the subject,
[3] candidates sometimes “divided by loga” or raised both sides to the power 10, and only a
minority earning the method mark.

Total 5

[year 10]
B0 for any which are
wrongly attributed
A : 39 000
B1
18 i
B : 38 783.205…isw r.o.t. to 6 or more significant figures
B1
or 38 800 or
[year 11]
38 780 or 38 783
A : 40 000
 B : 40 722.365…isw r.o.t. to 6 or more significant figures B1

B1

or 40 700 or
[4]
40 720 or 40 722

Examiner’s Comments
The majority of candidates gained full marks on this question. A few candidates listed all the
terms and lost accuracy on the way, and a few misused the formulae.

M1 if M0 and B0 allow SC1

if M0 then B2 for
for 30 000 + 31 000 +…+
complete sum written out
46 000 = 646 000
and correct answer
646 000 unsupported is
A1 obtained
M0A0

if M0 and B0 allow SC1

for 25 000 + 25 000 ×
M1 if M0 then B2 for
1.05 + …+ 25 000 ×
ii complete sum written out
1.0516
and correct answer
= 646 009.15…
obtained
646009…unsupported is
M0A0
A0 for 646 000 only after
A1
award of M1
= 646 009.15…r.o.t. to 6 significant figures or more

Examiner’s Comments
This part of the question was also very well done, but some candidates did not give enough
 detail to “show that” Arif and Bettina earned the same amount to the nearest £100. A
[4] common mistake was to write down Bettina’s earnings as £646 000 without showing the
value before rounding.

M1
allow eg condone = or <

A1
at least one correct
intermediate step to
obtain correct inequality
with 1.05n isolated on LHS

iii A1
condone omission of
26 cao brackets on RHS and / or
omission of base

following at least one

correct intermediate step
A1
NB n > 25.08…
log10(500 000 × 1.05n) > log10
(M + 500 000) oe
B1 B0 for n > 26

log10(1.05n) > log10(M + 500 000) ‒ log10500 000 oe

M1 following at least one
 correct intermediate step
A1

following at least one

26 cao correct intermediate step
A1

A1
NB n > 25.08…

B1

[5] B0 for n > 26

Examiner’s Comments
A minority of candidates presented clear, concise solutions to derive the inequality, and went
on to obtain the correct value of n. Many candidates, however, did not attempt the derivation
or started with the final statement. A few went on to obtain the correct value of n, although 25
was a common wrong answer.

Total 13

kx4 M1
k>0 must not follow from use
of y = mx + c
3x4 A1
may be seen later
19 −7x + c B1
must follow from
integration
10 = (their 3) × 24 – 7 × 2 + c oe M1 must not follow from use
must be 3 terms on RHS of y = mx + c
 including term in x4, term
in x and “c”;
y = 3x4 − 7x − 24 A1
must see “y =” or
or y = 3x4 ‒ 7x + c and c =
−24 stated isw
“f(x) = ” at some point for

A1

[5]

Examiner’s Comments
The vast majority of candidates tackled this question successfully. A few slipped up with the
arithmetic in finding c, and a small minority worked with y = mx + c with
m = 12 x 3 ‒ 7 and failed to score.

Total 5

M1
k>0 NB 6x2

A1

When x = 2,
M1
their 24 must come from
20 evaluating their derivative M0 if their 24 from
elsewhere eg integration
B1

x = 2, y = 16

A1 coefficients in any exact

x + 24y = 386 oe
form eg
 but not rounded or
truncated decimals
[5]

Examiner’s Comments
Most candidates were familiar with this sort of question and obtained the first four marks
without difficulty. A few slipped up with the arithmetic, and a similar number found the
equation of the tangent. A very small number of candidates integrated or went straight to
working with y = mx + c

Total 5

condone omission of base

M1 10;
allow ‒0.69 to
‒0.7 for log10 2 in gradient
21 i formula for M1
B2 for 3.01…unsupported

A1
Examiner’s Comments
3.01 to 3.0103 isw or 10 log10 2 isw oe
Most knew what to do, but many slipped up by making a sign error in the numerator or by
[2]
working with a rounded or truncated value of log10 0.2, thus losing the accuracy mark.

condone omission of label

of C
B1

ii one point C marked on curve between A and B or before A

[1]
Examiner’s Comments
Nearly all candidates correctly identified a suitable point on the curve. A few guessed
 wrongly and placed C to the right of B, and a very small number placed C off the curve
altogether.

Total 3

do not allow
M0 if two transformations
“squash” or
described
“enlargement”
M1
stretch both required

22 i
Examiner’s Comments
A1
This caused difficulties for many. Far too many candidates did not seem to be familiar with
parallel to y-axis oe, scale factor 2 oe
the correct terminology, and attempted to describe what was going on by using an equation
[2]
or by a (usually long-winded) sentence. “Enlargement”,
“transformation” and “translation” were often seen. Similarly, a significant number of
candidates ignored the request for a single transformation and described two, usually a
stretch and a translation.

if M0 allow SC1 for eg

M1 “shift 3 units in x-direction” M0 if two transformations
translation (not “shift” or “move”) but not “transformation 3 described
units in the
x-direction”
ii

A1
Examiner’s Comments
of , or 3 units parallel to x-axis oe
As with part (i), many candidates opted for more general explanations. Slightly more
[2]
candidates were successful with part (ii) than part (i), but once again many candidates
ignored the request for a single transformation.

Total 4
 ignore + c for the first two
marks
B1
2x2 oe
where F[x] = kx2 no marks for 48
M1
23 i unsupported A0 for 48 + c
F[5] – F[1]
A1
48 cao
[3] Examiner’s Comments
Most candidates successfully integrated and went on to obtain the correct answer. A few
spoiled this by leaving “+ c” in the final answer, and a small number either differentiated or
simply evaluated the integrand.

seen M1

ii
A1

[2]

Examiner’s Comments
Nearly all candidates achieved the method mark by integrating, but a surprising number
omitted the constant of integration thereby losing an easy mark.

Total 5

B1
3×1 + 2 + 3×2 + 2 + 3×3 + 2 + 3×4 + 2 + 3×5 + 2
24 i
oe soi

55
B1
 B2 for 55 unsupported
[2]

Examiner’s Comments
This was done very well. A small minority of candidates failed to score, usually through
misusing formulae associated with arithmetic or geometric progressions. A small number of
candidates demonstrated the correct method, but slipped up with arithmetic.

M0 for (4.2 ‒ 1.8) ÷ 5 if not

or (1.8 − 4.2) ÷5 oe recovered
M1

A1
4.2 + 5d = 1.8 soi B2 for correct answer
unsupported
ii

[2] Examiner’s Comments

This was done very well, too. However, some candidates failed to appreciate that d had to
be negative, and a few interchanged a and d.

Total 4

3
B1 for m = ½ oe Ignore ‘=0’

B2 for oe M0 if m = 0

or M1 for 3 – their m2
25 i
ft their p, provided p > 0;
oe or ft, isw B1
ignore x value of min pt B0 if explanation
stated, even if wrong ft not ‘hence’ eg using
b2 – 4ac on x2 + x +
 B0 if only say tp rather 3=0
or showing that if y = 0, their is than min, though need not
justify min condone B1 for
negative, so no real roots [or no solution]

[4]

Examiner’s Comments
Most completed the square correctly. Some candidates did not take notice of the ‘hence’ in
the question and used the discriminant, which did not gain the final mark.

M1 condone one error; for

x2 –4x – 12[=0] equating and simplifying
to solvable form

for factors giving at least rearranging to zero not

M1
two terms correct, ft, or for required if they
(x – 6)(x + 2)[=0] subst in formula with at go on to complete the
most one error ft square

allow A1 for coords with x similarly for attempt at

ii
values 6 and −2 but completing square
wrong y values
A1

x = 6 or –2 or A1 each for (6, 45) and

(–2, 5)

A1 Examiner’s Comments

y = 45 or 5 Finding the coordinates of the points of intersection of the two curves was done well. A few
forgot to work out both coordinates, and some, having found x to be 6 or –2, put (6, 0) and (–
[4] 2, 0).

x2 – 4x – (9 + k)[=0] M1
condone one error, but Eg allow M1 for
iii
must include k y = x2 – 4x – (9 + k) or for

b2 – 4ac < oe soi
16 + 4 x (9 + k) (<0) oe or ft
M0 if not all on one side of
equation, unless
completing the square
A1
may be earned
near end with correct
inequality sign used there
A1 for correct substitution ft
into b2 – 4ac; brackets /
signs must be correct;
allow recovery from eg
wrong bracket earlier but
A0 if recovery line
contains additional
error(s)
x2 – 4x – (–9 –k)[=0]
for completing the square
method: eg (x – 2)2 – 4 =
9 + k earns M1 and the
second A1, which is likely
to be earned before the
first A1
allow ‘b2 – 4ac is negative’
oe;
0 for just
‘discriminant < 0’ unless
implied by later work;
for completing the square,
allow A1 for 4 + 9 + k < 0
oe
can be earned with
equality or wrong
inequality, or in formula
(ignore rest of formula);
for completing the square
method, will see 4 + 9 +
k oe, or on opposite sides
of an inequality / equation
eg 9 + k < –4
M0 for trials of values of k
in
b2 – 4ac
 A0 for just
k < –13 www A1
k < –52/4

[4] Examiner’s Comments

This question posed problems for some candidates who were unsure of an appropriate
strategy. However, a good number of the candidates found the set of values of k
successfully. A significant minority, while knowing that they needed to use the discriminant,
made arithmetical and/or algebraic errors, often caused by poor use of brackets. Few used
the completing the square method.

Total 12

n n+1 n + 2 soi B1
may be earned later

(n + 2)2 – n2 soi M1 allow ft for next three

marks for other general
consecutive integers allow n2 – (n + 2)2 for M1
eg n –1 n n + 1 then A0 for negative
answer; may still earn last
26 for other integers in terms B1
of n (eg
2n, 2n + 1, 2n + 2 or 2n +
1, 2n + 3, 2n + 5)
allow ft for this M1 only
 may be obtained
4n + 4 obtained with at least one interim step shown A1
independently
B1

[4]
B0 for n + 1 × 4

Examiner’s Comments
The majority of candidates that attempted this standard proof question gained full marks,
showing the needed interim step(s) to obtain the corresponding accuracy marks. A minority
chose wrong expressions for the three integers (e.g. n, 2n, 3n). Unfortunately candidates
missing the middle term of 4n when squaring the
(n + 2) term was seen quite often. Some candidates considered the first term squared minus
the last term squared and then conveniently ignored the negative signs. A handful of
candidates attempted an entirely numerical approach.

Total 4

B1 for each element;

3 condone written as two
separate fractions
if 0, allow M1 for three
terms correct in

27 i or for attempt to multiply

isw both denominator and
numerator by

Examiner’s Comments
[3]
 In the first part, the vast majority of
candidates understood the need to multiply
the numerator and denominator by

however a few tried to multiply

both parts of the fraction by or by

or to ‘cancel’ the in the

numerator and denominator. The most common error was in determining
which commonly retained a
multiple of

M1 for

soi or for

2
soi or for

ii
oe

Examiner’s Comments

In the second part, most candidates could simplify (so scoring at least
[2] one mark) but many had difficulties

with with some multiplying the by

the or leaving their answer as

Total 5

AB2 = 52 + 52 = 50 B1
oe with AB; may go for 2 marks to be
28 i
straight from correct awarded, notation used
 unsimplified form to 50 must be fully correct.
with no interim working Penalise only one mark if
(applies to both marks), squares and square roots
but for 2 marks any eg 50
interim working must be and confused, or
correct brackets used incorrectly
or AB and BC missing,
etc, but working is
otherwise correct
oe with BC
2 2 2 B1
BC = 7 + 1 = 50

[2]
Examiner’s Comments
Many obtained two marks here without any difficulty. Candidates who used less formal
notation often lost marks due to missing brackets or confusion about whether they were
working with AB or AB2. A few candidates confused lengths and gradients.

grad oe isw B1
or midpt F of

grad perp = ½ or ft from their grad AC or finding gradient of their BF M1

may be seen in eqn of

ii
M1 perp

or using coords of their F; must be a changed

no ft for using their grad gradient related to grad
AC for this AC, or be their grad BF, to
score this M1
allow both M1s for eqn of
line through B and their F
A1
 [4] Examiner’s Comments
This was completed well by the majority of candidates. A few quoted the gradient formula
incorrectly or had difficulty simplifying the gradient accurately, but were then able to find the
associated perpendicular gradient and use the equation of a straight line well.

2
B1 for each coordinate or
M1 for use of

or or for
correct method for
intersection of (ii) line and
line through A parallel to

oe or

oe if correct] or line
iii (10, 4)
through C parallel to BA [y
= x – 6 if correct]
allow SC1 for NB more complicated
( –4 , 2 ) for ADBC found, methods exist using
or (0 , –6) for ABDC found simultaneous equations
[both parallelograms, not and eg grad BD = ½ and
rhombi] AD2 = BC2

Examiner’s Comments
This presented a challenge to a significant number of candidates, with those who chose not
to use a vector related method often getting bogged down with complicated algebra. A
[2]
common error was to not appreciate the importance of the letter order ABCD, and instead
 give ACDB or ACBD, which earned partial credit but affected the difficulty of part (iv), so
limiting the marks available there.

grad or ft relevant D
M1
however, if some are working with CD
from attempt at ABCD
D = (0, −6), or (−4, 2) or only, not AD. Give M0 but
other attempt at ABDC or allow SC1 for showing
ADBC in (iii), or other that CD is y = x – 6 and
attempt where one or both then finding on CD when
coords of D are less than y = 3.8, x = 9.8 or when x
the corresponding coords = 8, y = 2; allow ft from
of (8, 3.8) award only SC1 wrong but relevant D –
in (iv) for showing by see ‘however’ in previous
diagram or coordinates column
that E is obviously outside
the rhombus ABDC eg
since its
x-coordinate is greater
iv than the
x-coordinate of all the
vertices (or similarly
y-coordinates)

or use of

may use coords of their D

or M1 for
so when x = 8, y–coord. on AD = not A in eqn
M1

oe, after correct method

or ft
for finding eqn of AD i.e. M1 for substituting
using coords of one coord of E in their
A and D – need not be equation for AD after
simplified [AD is correct method seen for
 AD, or AD correct;
oe or condone substituting both
coords of E
oe

if correct]

or on AD when
y = 3.8, x = 8.6

no ft from wrong D

A1 no ft from wrong D

conclusion E is outside rhombus, with shown to be less than 3.8 if not seen
earlier, if y used A1

or

grad or ft their D or
similarly may find line
through E parallel to AD
(M1 for gradient of AD as
M1 in first method and M1 for
eqn

oe and compare with eqn

of AD

oe: A1 for showing

 A1

for conclusion E is outside

rhombus

or allow M1, for DE used, the SC for working with

dep on first M1, for grad CD rather than AD is also
grad
available if they use
gradients – allow SC1 if
no ft from wrong D they find grad CD = 1, and
M1
grad CE = 4.8/3 or 1.6 or
grad

no ft from wrong D;

grad. AE shown to be greater than grad AD eg 0.16 > 0.14… or grad DE shown
to be less than grad AD eg 0.1 < 0.014…
A1 no ft from wrong D
conclusion E is outside rhombus

A1

Examiner’s Comments
[4]
This part required candidates to apply some reason and insight rather than just applying
well-drilled techniques. Candidates would have found it helpful to sketch a diagram with their
D marked, to ensure that they were comparing E to the correct line (AD). Most started by
finding the equation of AD and a good number successfully used this to decide whether E
was above or below AD. Some who
 substituted x = 8 into AD found but
did not prove that this is less than 3.8. Some compared with CD rather than AD. Some
candidates used other methods, often efficiently, such as showing that the gradient of AE
was greater than the gradient of AD.

Total 12

graph of cubic correct way up B1 B0 if stops at

x-axis must not have any ruled
sections; no curving back;
condone slight
‘flicking out’ at ends but
not approaching a turning
point; allow max on y-axis
or in 1st or 2nd quadrants;
condone some
‘doubling’ or
‘feathering’ (deleted work
still may show in scans)
allow if no graph, but
marked on
29 i
x-axis

condone intercepts for x

and / or y given as
crossing x-axis at –5, 1.5 and 2 B1
on graph or nearby; may reversed coordinates
be in coordinate form

allow if no graph, but eg

B0 for graph with intn on
mark intent for y-axis nowhere near their
intersections with both indicated 30
axes
 crossing y-axis at 30 B1
or x = 0, y = 30 seen if
consistent with graph
drawn

[3]

Examiner’s Comments
This was completed accurately with many candidates able to sketch the graph with little
preliminary working. The common errors were having a curve which stopped at the x-axis at
one or both ends, or a curve which flicked out at an end towards
a turning point, or either not marking
they intercept or calling it 15. A few candidates obtained y-intercepts of −30, or x-intercepts
with incorrect signs/values. In a few cases this led to a negative cubic rather than a positive
cubic. Very few failed to gain any marks. Some curves were a poor shape because
candidates tried to make the scales on both axes the same.

roots of g(x) = 0 are –8, –1.5, –1 M1

or [g(x) =] (x + 1)(2x + 3)(x NB examiners must use
+ 8) oe, condoning error annotation in this part; a
in one bracket tick where each mark is
earned is sufficient

dep on attempt on f(x ±3) condone lack of brackets

correct expansion of two of their two-term factors M1 attempted; may be 3 or 4 if correct expansions as if
terms they were there
ii
[for reference re ft: if
correct, f(x – 3) = (x +
2)(2x – 9)(x – 5); allow ft if
two of these brackets
correct]

or for direct expansion of

must be working for this all three correct factors,
correct expansion and completion to given answer, 2x3 + 21x2 + 43x + 24 step before given answer allow M1 for 2x3 + 16x2 +
A1
 2x2 + 3x2 + 24x + 16x +
3x + 30,
condoning an error in one
term, and A1 if no error
for completion by then
stating given answer

backwards working:
allow M1 for obtaining a
correct linear x a
quadratic factor of given
g(x)
and M1 for obtaining all 3
linear factors
and A1 for justifying that
these are the correct
factors from using the
translated roots

condoning one error; f(x) may appear in (i) but

condone omission of ‘f(x) no credit unless result is
=’ or ‘y = ’ used in (ii)
finding f(x) = 2x3 + 3x2 – 29x + 30 and or
substituting (x + 3) or (x – 3) for x
M1

correct expansion for (x + 3)3 and (x + 3)2

correct expansion and completion to given answer, 2x3 + 21x2 + 43x + 24 M1

Examiner’s Comments

–16 + 84 – 86 + 24 = 6
or –16 + 84 – 86 + 24 – 6 = 0
iii
need roots of 2x3 + 21x2 + 43x + 18 = 0 soi
A1 Some candidates weren't sure which way to go so attempted pages of different combinations
of brackets. Most who did know what to do got the full marks. Those who put (x+3) into the
[3] expanded f(x) gave themselves more long-winded expansions to do but most got there.
B1
or B1 for the correct NB examiners must use
division of g(x) – 6 by (x + annotation in this part; a
2) or for the quadratic tick where each mark is
factor found by inspection, earned is sufficient
and, for either of these,
the conclusion that no
remainder means that g(–
2) = 6 oe
or B1 for correct division
of g(x) by (x + 2) with
remainder 6 and the
conclusion that g(–2) = 6
oe
or B1 for correct division
of g(x) by (x + 2) with
remainder 6 and the
conclusion that g(–2) = 6
oe
or clear working with g(x)
and remainder of 6 found
when divided by (x + 2)
or
B1 g(x) = (x + 2)(2x2 + 17x +
9) + 6 clearly stated at
some point
or inspection with at least
 two terms of three–term
quadratic factor correct;

if working with g(x) = 0

attempt at division by (x + 2) as far as M1
must show remainder of 6
2x3 + 4x2 in working
eg in working allow working with g(x) =
0 for this M1

condone one error in

correctly obtaining 2x2 + 17x + 9 A1
quadratic formula or
completing square; M0 for
incorrect quadratic ‘factor’

M1

Examiner’s Comments
Where candidates set out a well-organised solution, they were able to progress directly to
the fully factorised expression (with g(x) = 6 rather than 0 providing extra challenge). The
A1
majority were able to find the correct quadratic factor following division by (x + 2), with a few
using synthetic division and a sizeable minority finding the solution by inspection. At this
stage most then found the correct final solution, although some had difficulty squaring 17,
and a few stopped at attempts to factorise. Most earned the mark for showing that g(–2) = 6
[6]
by substituting
x =–2 into the equation; those who relied on their division by (x + 2) often failed to say what
this showed.

Total 12

a5 = 32 B1
must have evidence that NB examiners must use
30 they have considered the annotation in this part; a
constant term tick where each mark is
 earned is sufficient

a=2 B1
B0 for a = ±2, but allow
them to gain all marks for
b if earned

10a2b3 [= –1080] B1
may include x3 on both B0 for eg 10a2bx3 = –
sides, or (bx)3 on left and 1080x3
x3 on right; may have
subst their a2; condone
poor notation with
inconsistent xs.

for subst a = 2 in 10a2b3 =

–1080 oe
4b3 = –108 oe B1 B0 for 4b3 = –108x3 etc
if 0 in qn, allow B1 for 1 5
10 10 5 1 row of Pascal’s those trialling factors of –
b = –3 B1 triangle seen or for 5C3 = 108: Allow up to 3 marks
10 (B0,B1,B1 if
earned,B0,B1) for
reaching a = 2 and b = –3
with trialling unless
explicit reference to 32 in
checking, in which case
award up to full marks (in
effect explicit reference
showing their solution fits
both constraints triggers
1st and 4th B1s)

Examiner’s Comments
This problem-solving binomial expansion question discriminated extremely well. Some
 candidates misunderstood the concept of the constant term being 32 and this was then
[5] applied incorrectly in
a variety of ways, either being assigned to

the value of a or to 5C3. Another common error was to work with the term bx3 rather than
(bx)3 sometimes leading to an answer b = 27 or –27. Having x’s on only one side of an
equation and then ignoring them until the last statement was also common, as was a correct
b3 = −27 followed by the loss of the negative sign, leading to b = 3. Candidates’ trialling
factors of –108 (with no consideration of the 32) often reached correct values for a and b but
were not awarded full marks since this went against the rubric on the front cover which
requires that candidates show sufficient detail of the working to indicate that a correct
method has been used. However even the poorest candidates usually gained a mark for
identifying the binomial coefficient 10.

Total 5

each M1 is for a correct,

constructive step following
through correctly from
previous step

for squaring both sides

for multiplying both sides

M1
by denominator
31
for this and all subsequent
M1
2 2 2
r (a + b) = V or r a + r b = V Ms, ft for equiv difficulty allow candidates to
combine two or three
stages in one working
for getting b term on one statement eg award first
side, other terms on other two Ms for
side r2 (a + b) = V seen as first
step

M1
3rd and 4th M1s may be
 for dividing by coefficient earned in opposite order,
of b as in second answer for
these M1s
award 4 marks only if
working is fully correct, where rhs has two terms
M1
with at least one interim in the numerator, the
step. Allow SC2 if there is division line must clearly
as final answer
no working, just the extend under both terms
correct answer

Examiner’s Comments

There were many candidates who found the new subject both efficiently and accurately. It
[4]
was rare to find a candidate who didn't know to square both sides straight away but there
were a very small minority who went off the rails at that point, not coping with the a + b as a
denominator. A small minority of candidates solved for a instead of b. There were a handful
of candidates who insisted on using
a diagonal fraction line instead of
a horizontal one and this lead to algebraic missteps when manipulating the algebra.

A common error was to take the correct answer of and cancel this

incorrectly to b = V – a. .

Total 4

B1
[centre] (–2,3) B0 for ±
32 i B1
[radius]
[2]
Examiner’s Comments
There were a small number of candidates who incorrectly worked out the centre of the circle,
 usually giving the centre with incorrect signs. A number of candidates gave the radius as
either 5 or 25 but most candidates scored full marks here. The vast majority of candidates
found the correct equation of the required line, with those who dropped marks usually
because they chose 5 as the gradient and not –5.

M1 for 5x + y = k,
k ≠ 4 or for gradient of if wrong centre in 5(i), can
parallel line = –5 or for earn just M1
2
answer –5x – 7
5x + y = –7 or y = –5x – 7
ii
or 5x + y + 7 = 0

[2] Examiner’s Comments

Some of these candidates clearly misunderstood the concept of y = mx + c as they clearly
believed that the coefficient of x was the gradient no matter what side of the equation the x
term appeared on. Only a small minority used a gradient based on the negative reciprocal.

Total 4

2(4 + 2y) + 5y = 5 oe in x M1 for subst to eliminate one

or 2x – 4y = 8 oe
variable; condone one
error; or for multn or divn
of one or both eqns to get
a pair of coeffts the same,
condoning one error

for collecting terms and

33 simplifying; condoning
one error ft or for
appropriate addn or subtn
9y = –3 or 9x = 30 oe M1
to eliminate a variable,
condoning an error in one
term; if subtracting,
condone eg x instead of 0
if no other errors
 or x = 30/9,
y = –3/9 oe isw
eg x = 10/3,
y = –1/3

allow A1 for each

coordinate
A2

Examiner’s Comments
Candidates coped very well with equation and fraction manipulation. Both method marks
were nearly always earned.
A variety of methods were used with the substitution of x = 2y + 4 into the first equation
[4] being the most common. Some multiplied both equations, in order to be able to use
elimination. Where the second equation was multiplied by 2 there were some errors in
subtracting the equations. Rearranging both equations to get x =… or y =… and then
equating the results was also fairly common and, even though this resulted in fractions, was
usually successful. However, handling the signs when rearranging the second equation was
a source of error. A minority of candidates stopped after finding one of the values (usually y)
and failed to find the coordinates, as requested in the question. It should be noted that very
few candidates checked their answers and it is advisable to do so in questions of this nature.

Total 4

M1
the first two Ms may be
6 – x > 5x – 15
earned with an equation
or wrong inequality

ft wrong first step

M1
34
21> 6x or –6x > –21 oe or ft
for correctly collecting x
terms on one side and
number terms on the
other and simplifying
 M1
ft their ax [inequality] b, award 3 marks only if
where b ≠ 0 and a ≠ 0 or correct answer obtained
oe isw or ft ±1 after equations or
inequalities are used with
no errors
[3]

Examiner’s Comments
This was a straight-forward inequality with very few mistakes made. The most common
mistake seen involved mistakenly multiplying out the bracket to give 5x – 3 rather than 5x –
15. Generally, candidates worked very well with the inequality sign in this question and most,
if the need arose, remembered to change the sign of the inequality when dividing or
multiplying by a negative value.

Total 3

3
or M2 for

isw wrong conversion to

decimals
or M1 for
35 i
oe

[3]
Examiner’s Comments
Not many candidates dropped marks in the first part. Those who did usually lost out due to
their inability to convert a mixed number into an improper fraction, preventing them from
scoring any of the marks. Candidates scoring 0 often seemed to have little idea with indices,
 but these
were a minority. Some candidates reached

gaining a mark for this, but then did

not know how to proceed with their
triple-decker fraction.

B1 for two elements

correct if B0, allow M1 for
2
expanded numerator
= 63x15y6 or 216x15y6

ii

Examiner’s Comments
In the second part, the vast majority of candidates coped well, the main mistakes were
[2] usually due to the misapplication of the rules of indices, adding when the powers should be
multiplied. What was concerning was the minority of candidates who could not multiply or
divide the numerical values forming the coefficient.

Total 5

2
M1 for correct line but eg NB page 12 shown in this
not extending into 4th image must be annotated
quadrant as BP if blank.
Highlight (to indicate
or M1 for line with correct seen) in q1 image of page
gradient but wrong 12 if just rough work
correct ruled line of intercept (0, 1) and gradient −2 drawn on grid, extending at
intercept crossed out.
36 least from (−1.5, 4) to (2, −3), as per the circles on the overlay, tol. 1mm
horizontally (ie half a square on the grid)
or M1 for line with correct If a qn number is shown
intercept and gradient and relevant work seen,
negative but not −2 highlight the qn no in the
q1 image then use full
or M1 for correct plots but response view to link
line not ruled page 12 to relevant
 question; also put a
highlight by the image in
the correct qn space to
remind you there is extra
work to look at.

[2] Examiner’s Comments

Most candidates coped well with this question, usually scoring full marks. Errors included
drawing a line with the wrong gradient, ie +2 or – 1/2 and marks were also dropped due to
inaccurately drawn lines based upon plotting one point and roughly estimating where a
gradient of –2 would be. It would have been much more accurate for those candidates to plot
at least two points when drawing a straight line. If plotting points it would be wise for
candidates to only mark a small point, not a large circular blob encompassing a complete
square as some candidates did. It was sad to see some candidates not using a ruler and
therefore drawing wobbly freehand lines.

Total 2

M1
Examiner’s Comments
37 i A1
[2]
This part was answered well by the majority of the candidates. A small minority of the
candidates used permutations instead of combinations and a very few simply gave an
answer of 4! = 24.

M1

or 0.344 scores M1A0

ii Or: But M0 if part of a binomial expression

A1 CAO

[2] Uncancelled fraction gets M1A0

Uncancelled fraction gets M1A0

 M1 Allow 0.010 with working but not 0.01
A1
Examiner’s Comments

This was answered well by many candidates. However a common misconception was to
assume ‘with replacement’ probability giving an answer of 0.344 = 0.0134. A few candidates
gave their answer in fractional form but failed to cancel, hence losing the accuracy mark.

For correct product

For x4!
M1
For 1– with product of four fractions but with or without a coefficient
M1
CAO
M1
If denominators all 50 then max M0M1M1A0
Allow 0.90 with working
A1
= 1 − 24 x 0.0003958.. [4]
For product of four correct nCr terms
= 1 − 0.09500217 = 0.905 (0.904997…)
For division of product of four nCr terms by 50C4
iii
For 1 - product of four nCr terms divided by 50C4

Or: M1
Examiner’s Comments
M1

This question was found to be rather difficult. Many candidates wrote more than one page
M1
as they attempted to find all the probabilities of two or more using the same method, almost
always without success. In fact around half of the candidature scored zero on this question
A1
part. A fair number of candidates did find the correct product and took their answer away
from 1, but few found the correct multiplier of 4!, and thus only gained 2 marks.

Total 8