HL Paper 1

Consider the function .

(a) Find the largest possible domain of f.

(b) Determine an expression for the inverse function, , and write down its domain.

Markscheme
(a)

(M1)

(A1)

since (M1)
A1

Note: Penalize the use of instead of only once.

(b) M1A1

A1

A1

[8 marks]

Examiners report
Very few correct solutions were seen to (a). Many candidates realised that but then concluded incorrectly, not realising that cos is a

decreasing function, that . In (b) candidates often gave an incorrect domain.

A function is defined by .

a. Find an expression for . [4]

b. Given that can be written in the form , find the values of the constants and . [2]

c. Hence, write down . [1]

Markscheme
a.
     M1

    M1

    A1

    A1

Note:     and might be interchanged earlier.

Note:     First M1 is for interchange of variables second M1 for manipulation

Note:     Final answer must be a function of

[4 marks]

b.

equating coefficients and     (M1)

and     A1

Note:     Could also be done by division or substitution of values.

[2 marks]

c.     A1

Note:     accept equivalent e.g.

[1 mark]

Total [7 marks]

Examiners report
a. Well done. Only a few candidates confused inverse with derivative or reciprocal.

b. Not enough had the method of polynomial division.

c. Reasonable if they had an answer to (b) (follow through was given) usual mistakes with not allowing for the derivative of the bracket.

Write as a single logarithm, in its simplest form.

Markscheme
(A1)

(M1)A1
 (A1)

A1

[5 marks]

Examiners report
There were fewer correct solutions to this question than might be expected. A significant number of students managed to combine the terms to

form one logarithm, but rather than factorising, then expanded the brackets, which left them unable to gain an answer in its simplest form.

Consider the equation .

a. Find the set of values of y for which this equation has real roots. [4]

b. Hence determine the range of the function . [3]

c. Explain why f has no inverse. [1]

Markscheme
a. for the equation to have real roots

M1

(by sign diagram, or algebraic method) M1

A1A1

Note: Award first A1 for and 1, and second A1 for inequalities. These are independent marks.

[4 marks]
b. (M1)

A1
hence, from (a) range is A1

[3 marks]
c. a value for y would lead to 2 values for x from (a) R1

Note: Do not award R1 if (b) has not been tackled.

[1 mark]

Examiners report
a. (a) The best answered part of the question. The critical points were usually found, but the inequalities were often incorrect. Few candidates

were convincing regarding the connection between (a) and (b). This had consequences for (c).

b. (a) The best answered part of the question. The critical points were usually found, but the inequalities were often incorrect. Few candidates

were convincing regarding the connection between (a) and (b). This had consequences for (c).

c. (a) The best answered part of the question. The critical points were usually found, but the inequalities were often incorrect. Few candidates

were convincing regarding the connection between (a) and (b). This had consequences for (c).

Let , where a , b , . The diagram shows the graph of y = f(x) .

a. Using the information shown in the diagram, find the values of a , b and c . [4]

b. If g(x) = 3f(x − 2) , [3]

(i) state the coordinates of the points where the graph of g intercepts the x-axis.
(ii) Find the y-intercept of the graph of g .

Markscheme
a. METHOD 1
f(x) = (x + 1)(x − 1)(x − 2) M1
A1A1A1
a = −2 , b = −1 and c = 2
METHOD 2
from the graph or using f(0) = 2
c = 2 A1
setting up linear equations using f(1) = 0 and f(–1) = 0 (or f(2) = 0) M1
obtain a = −2 , b = −1 A1A1
[4 marks]
b. (i) (1, 0) , (3, 0) and (4, 0) A1
(ii) g(0) occurs at 3f(−2) (M1)
= −36 A1
[3 marks]

Examiners report
a. This question was well answered in general. Part b(ii) was often the most problematic, usually because of candidates going to the trouble of

finding an explicit and sometimes incorrect expression for f(x − 2).

b. This question was well answered in general. Part b(ii) was often the most problematic, usually because of candidates going to the trouble of

finding an explicit and sometimes incorrect expression for f(x − 2).

The function is defined by .

a. Sketch the graph of , indicating clearly any asymptotes and points of intersection with the and axes. [4]

b. Find an expression for . [4]

c. Find all values of for which . [3]

d. Solve the inequality . [4]

e. Solve the inequality . [2]

Markscheme
a.

Note: In the diagram, points marked  and  refer to part (d) and do not need to be seen in part (a).

shape of curve     A1

Note:     This mark can only be awarded if there appear to be both horizontal and vertical asymptotes.

intersection at     A1

horizontal asymptote at     A1

vertical asymptote at     A1

[4 marks]
b.

    M1A1

    M1A1

Note:     Final M1 is for interchanging of and , which may be seen at any stage.

[4 marks]

c. METHOD 1

attempt to solve     (M1)

or     A1A1

METHOD 2

or     (M1)

or     A1A1

[3 marks]

d. METHOD 1

at AND at     M1

    A1

    A1

solution is     A1

METHOD 2

    M1

    (A1)

    (A1)

solution is     A1

[4 marks]

e.     A1A1

Note:     A1 for correct end points, A1 for correct inequalities.

 
 Note:     If working is shown, then A marks may only be awarded following correct working.

[2 marks]

Total [17 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]
[N/A]
d.
[N/A]
e.

A function is defined by . Find an expression for .

Markscheme
M1

Note: The M1 is for switching the variables and may be awarded at any stage in the process and is awarded independently. Further marks do not

rely on this mark being gained.

A1

M1A1

therefore A1

since ln is undefined for the second solution R1

Note: Accept .

Note: The R1 may be gained by an appropriate comment earlier.

[6 marks]

Examiners report
A significant number of candidates did not recognise the need for the quadratic formula in order to find the inverse. Even when they did most

candidates who got this far did not recognise the need to limit the solution to the positive only. This question was done well by a very limited

number of candidates.
The polynomial is divisible by (x +1) and by (x − 2) .

Find the value of a and of b, where .

Markscheme
METHOD 1

As (x +1) is a factor of P(x), then P(−1) = 0 (M1)

(or equivalent) A1

As (x − 2) is a factor of P(x), then P(2) = 0 (M1)

(or equivalent) A1
Attempting to solve for a and b M1
a = −2 and b = −1 A1 N1
[6 marks]
METHOD 2
By inspection third factor must be x −1. (M1)A1
(M1)A1
Equating coefficients a = −2, b = −1 (M1)A1 N1
[6 marks]
METHOD 3
Considering or equivalent (M1)

A1A1

Recognising that (M1)

Attempting to solve for a and b M1
a = −2 and b = −1 A1 N1
[6 marks]

Examiners report
Most candidates successfully answered this question. The majority used the factor theorem, but a few employed polynomial division or a method

based on inspection to determine the third linear factor.

Consider the function defined by where is a positive constant.

The function is defined by for .

a.i. Showing any and intercepts, any maximum or minimum points and any asymptotes, sketch the following curves on separate axes. [2]

[Link] any and intercepts, any maximum or minimum points and any asymptotes, sketch the following curves on separate axes. [4]
 ;

[Link] any and intercepts, any maximum or minimum points and any asymptotes, sketch the following curves on separate axes. [2]

b. Find . [5]

c. By finding explain why is an increasing function. [4]

Markscheme
a.i.

A1 for correct shape

A1 for correct and intercepts and minimum point

[2 marks]

[Link].

A1 for correct shape

A1 for correct vertical asymptotes

A1 for correct implied horizontal asymptote

A1 for correct maximum point

[??? marks]

[Link].

A1 for reflecting negative branch from (ii) in the -axis

A1 for correctly labelled minimum point

 [2 marks]

b. EITHER

attempt at integration by parts     (M1)

     A1A1

     A1

     A1

OR

attempt at integration by parts     (M1)

     A1A1

     A1

     A1

[5 marks]

c.

    M1A1A1

Note:     Method mark is for differentiating the product. Award A1 for each correct term.

both parts of the expression are positive hence is positive     R1

and therefore is an increasing function (for )     AG

[4 marks]

Examiners report
a.i. [N/A]
[Link].[N/A]
[N/A]
[Link].
[N/A]
b.
c. [N/A]

The functions and are defined by and .

a. Show that . [1]

b. Find the range of . [2]

c. Given that , find the next value of , greater than , for which . [2]
d. The graph of can be obtained by applying four transformations to the graph of . State what the four transformations [4]

represent geometrically and give the order in which they are applied.

Markscheme
a.     M1

    AG

[1 mark]

b. since , range is     (R1)A1

[2 marks]

c.     (M1)

so next biggest value is     A1

Note:     Allow use of period.

[2 marks]

d. Note:     Transformations can be in any order but see notes below.

stretch scale factor  parallel to  axis (vertically)     A1

vertical translation of  up     A1

Note:     Vertical translation is up if it occurs before stretch parallel to axis.

stretch scale factor parallel to  axis (horizontally)     A1

horizontal translation of to the left     A1

Note:     Horizontal translation is to the left if it occurs before stretch parallel to  axis.

Note:     Award A1 for magnitude and direction in each case.

Accept any correct terminology provided that the meaning is clear eg shift for translation.

[4 marks]

Total [9 marks]

Examiners report
a. Well done.

b. Generally well done, some used more complicated methods rather than considering the range of sine.

c. Fine if they realised the period was , not if they thought it was .
d. Typically 3 marks were gained. It was the shift in the axis of that caused the problem.

Consider the functions and .

a. Find an expression for , stating its domain. [2]

b. Hence show that . [2]

c. Let , find an exact value for at the point on the graph of where , expressing your answer in the form [6]

d. Show that the area bounded by the graph of , the -axis and the lines and is . [6]

Markscheme
a.     A1

    A1

[2 marks]

b.     M1A1

    AG

[2 marks]

c. METHOD 1

    M1(A1)

Substitute into any formula for     M1

    A1

    M1

    A1

METHOD 2

    M1A1

    A1
     M1

Note: Award M1 for substitution .

    M1A1

[6 marks]

d. Area     M1

    A1

Note:     Condone absence of limits and absence of modulus signs at this stage.

    M1

    A1

    A1

    M1

    AG

[6 marks]

Total [16 marks]

Examiners report
[N/A]
a.
[N/A]
b.
c. [N/A]
d. [N/A]

Consider the function .

a.i. Express in the form . [1]

[Link] . [1]

b. Sketch the graph of , indicating on it the equations of the asymptotes, the coordinates of the -intercept and the local maximum. [5]

c. Show that . [1]

d. Hence find the value of if . [4]

e. Sketch the graph of . [2]

f. Determine the area of the region enclosed between the graph of , the -axis and the lines with equations and . [3]

Markscheme
a.i.      A1

[1 mark]

[Link].      A1

[1 mark]

b.

A1 for the shape

A1 for the equation

A1 for asymptotes and

A1 for coordinates

A1 -intercept

[5 marks]

c.      M1

     AG

[1 mark]

d.

     A1

     M1

     M1A1

[4 marks]
e.

symmetry about the -axis     M1

correct shape     A1

Note:     Allow FT from part (b).

[2 marks]

f.      (M1)(A1)

     A1

Note:     Do not award FT from part (e).

[3 marks]

Examiners report
a.i. [N/A]
[Link].[N/A]
b. [N/A]
c. [N/A]
d. [N/A]
e. [N/A]
[N/A]
f.

Let .

a. For the polynomial equation , state [3]

(i)     the sum of the roots;

(ii)     the product of the roots.

b. A new polynomial is defined by . [2]

Find the sum of the roots of the equation .

Markscheme
a. (i)         A1

(ii)         A1A1

Note:     First A1 is for the negative sign.

[3 marks]

b. METHOD 1

if satisfies then

so the roots of are each  less than the roots of     (R1)

so sum of roots is     A1

METHOD 2

    (M1)

so sum of roots is     A1

[2 marks]

Tofal [5 marks]

Examiners report
a. Both parts fine if they used the formula, some tried to use the quadratic equivalent formula. Surprisingly some even found all the roots.

b. Some notation problems for weaker candidates. Good candidates used either of the methods shown in the Markscheme.

Let .

a. Find . [2]

b. Prove by induction that for . [7]

c. Find the coordinates of any local maximum and minimum points on the graph of . [5]

Justify whether any such point is a maximum or a minimum.

d. Find the coordinates of any points of inflexion on the graph of . Justify whether any such point is a point of inflexion. [5]

e. Hence sketch the graph of , indicating clearly the points found in parts (c) and (d) and any intercepts with the axes. [2]

Markscheme
a.     M1A1

[2 marks]

b. let be the statement

 prove for     M1

of is which is and  is     R1

as is true

assume is true and attempt to prove is true     M1

assuming

    (M1)

    A1

(as required)     A1

Note:     Can award the A marks independent of the M marks

since is true and is true is true

then (by ), is true     R1

Note: To gain last R1 at least four of the above marks must have been gained.

[7 marks]

c.     M1A1

point is     A1

EITHER

when therefore the point is a minimum     M1A1

OR

nature table shows point is a minimum     M1A1

[5 marks]

d.     A1

    M1A1

point is     A1

since the curvature does change (concave down to concave up) it is a point of inflection     R1

Note:     Allow derivative is not zero at

[5 marks]
e.

(general shape including asymptote and through origin)     A1

showing minimum and point of inflection     A1

Note:     Only indication of position of answers to (c) and (d) required, not coordinates.

[2 marks]

Total [21 marks]

Examiners report
a. Well done.

b. The logic of an induction proof was not known well enough. Many candidates used what they had to prove rather than differentiating what they had

assumed. They did not have enough experience in doing Induction proofs.

c. Good, some forgot to test for min/max, some forgot to give the value.

d. Again quite good, some forgot to check for change in curvature and some forgot the value.

e. Some accurate sketches, some had all the information from earlier parts but could not apply it. The asymptote was often missed.

The quadratic equation has roots and such that . Without solving the equation, find the possible values of

the real number .

Markscheme
   A1

   A1

   (M1)

   A1

attempt to solve quadratic     (M1)

   A1

[6 marks]

Examiners report
[N/A]
A given polynomial function is defined as . The roots of the polynomial equation are consecutive

terms of a geometric sequence with a common ratio of and first term 2.

Given that and find

a. the degree of the polynomial; [4]

b. the value of . [2]

Markscheme
a. the sum of the roots of the polynomial     (A1)

    M1A1

Note:     The formula for the sum of a geometric sequence must be equated to a value for the M1 to be awarded.

    A1

[4 marks]

b.     M1

    A1

[2 marks]

Total [6 marks]

Examiners report
[N/A]
a.
[N/A]
b.

Consider the function f , where .

(a) Find the domain of f .

(b) Find .

Markscheme
(a) (M1)

A1A1
(b) (M1)

(M1)

A1

[6 marks]

Examiners report
Very few candidates attempted part (a), and of those that did, few were successful. Part (b) was answered fairly well by most candidates.

a. Show that where . [2]

b. Hence show that . [2]

c. Prove, by mathematical induction, that for . [9]

Markscheme
a.     M1

    A1

    AG

[2 marks]

b.     A2

    AG

[2 marks]

c. consider the case : required to prove that     M1

from part (b)

hence is true for     A1

now assume true for     M1

attempt to prove true for     (M1)

from assumption, we have that     M1

so attempt to show that     (M1)

EITHER

    A1

, (from part a), which is true     A1

 OR

    A1

    A1

THEN

so true for and true true. Hence true for all     R1

Note:     Award R1 only if all previous M marks have been awarded.

[9 marks]

Total [13 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]

Let . Find the product of the zeros of g .

Markscheme

(M1)

A1

(A1)

A1

so the product of the zeros of g is A1 N0

[5 marks]

Examiners report
There were many candidates showing difficulties in manipulating logarithms and the absolute value to solve the equation.

The functions and are defined by and where are real constants.

a. Given that is an even function, show that . [2]

b. Given that is an odd function, find the value of . [2]

c. The function is both odd and even, with domain . [2]

 Find .

Markscheme
a. EITHER

    M1

    A1

OR

-axis is eqn of symmetry     M1

so     A1

THEN

    AG

[2 marks]

b.

    M1

Note:     M1 is for knowing properties of sin.

    A1

Note:     In (a) and (b) allow substitution of a particular value of

[2 marks]

c.     M1A1

Note:     Accept geometrical explanations.

[2 marks]

Total [6 marks]

Examiners report
a. Sometimes backwards working but many correct approaches.

b. Some candidates did not know what odd and even functions were. Correct solutions from those who applied the definition.

c. Some realised: just apply the definitions. Some did very strange things involving and .

Consider the polynomial .

a. Given that has a factor , find the value of . [3]

b. Hence or otherwise, factorize as a product of linear factors. [3]

Markscheme
a.     (M1)

    A1

    A1

[3 marks]

b.

equate coefficients of :     (M1)

    (A1)

    A1

Note:     Allow part (b) marks if any of this work is seen in part (a).

Note:     Allow equivalent methods (eg, synthetic division) for the M marks in each part.

[3 marks]

Examiners report
a. [N/A]
b. [N/A]

Consider the polynomial .

The polynomial can be written in the form .

Consider the function .

a. Write down the sum and the product of the roots of . [2]

b. Show that is a factor of . [2]

c. Find the value of and the value of . [5]

d. Hence find the complex roots of . [3]

e.i. Show that the graph of is concave up for . [3]

[Link] the graph of showing clearly any intercepts with the axes. [3]

Markscheme
a.      A1

    A1

[2 marks]

b.      M1A1

is a factor of      AG

Note:     Accept use of division to show remainder is zero.

[2 marks]

c. METHOD 1

     (M1)

by inspection      A1

     (M1)(A1)

     A1

METHOD 2

, are two roots of the quadratic

     (A1)

from part (a)      (M1)

     A1

     (M1)

     A1

Note:     Award FT if following through from their sum .

METHOD 3

     (M1)A1

Note:     This may have been seen in part (b).

     (M1)

     A1A1

[5 marks]

d.      M1

     M1

     A1

(or )

 
 Notes:     Award the second M1 for an attempt to use the quadratic formula or to complete the square.

Do not award FT from (c).

[3 marks]

e.i.      M1A1

for concave up     R1AG

[3 marks]

[Link].

-intercept at      A1

-intercept at      A1

stationary point of inflexion at with correct curvature either side     A1

[3 marks]

Examiners report
[N/A]
a.
b. [N/A]
c. [N/A]
d. [N/A]
e.i. [N/A]
[Link].[N/A]

The function  is defined as .

Sketch the graph of , clearly indicating and stating the equations of any asymptotes and the coordinates of any axes intercepts.

Markscheme
      A1A1A1A1A1

Note:     Award A1 for correct shape, A1 for  clearly stated and asymptote shown, A1 for clearly stated and asymptote shown, A1 for
and A1 for .

[5 marks]

Examiners report
Another standard question. On this occasion, specific coordinates were asked for, so some otherwise good candidates missed out on a couple of

marks which they would have gained through greater care.

The cubic equation , has roots . By expanding show that

a. (i)     ; [3]

(ii)     ;

(iii)     .

b. It is now given that and for parts (b) and (c) below. [5]

(i)     In the case that the three roots form an arithmetic sequence, show that one of the roots is .

(ii)     Hence determine the value of .

c. In another case the three roots form a geometric sequence. Determine the value of . [6]

Markscheme
a. (i)-(iii) given the three roots , we have

    M1

    A1

    A1

comparing coefficients:
     AG

    AG

    AG

[3 marks]

b. METHOD 1

(i)     Given

And

Let the three roots be

So     M1

or

Attempt to solve simultaneous equations:     M1

    A1

    AG

(ii)    

    (A1)

Therefore     A1

METHOD 2

(i)     let the three roots be     M1

adding roots     M1

to give     A1

    AG

(ii)     is a root, so     M1

    A1

METHOD 3

(i)     let the three roots be     M1

adding roots     M1

to give     A1

    AG

(ii)         M1

    A1

[5 marks]

c. METHOD 1

Given

And

Let the three roots be .

So     M1
 or

Attempt to solve simultaneous equations:     M1

    A1

    (A1)(A1)

Therefore     A1

METHOD 2

let the three roots be     M1

attempt at substitution of and and into equations from (a)     M1

    A1

    A1

therefore     A1

therefore     A1

[6 marks]

Total [14 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]

Consider the following functions:

, ,

a. Sketch the graph of . [2]

b. Find an expression for the composite function and state its domain. [2]

c. Given that , [7]

(i) find in simplified form;

(ii) show that for .
d. Nigel states that is an odd function and Tom argues that is an even function. [3]

(i) State who is correct and justify your answer.

(ii) Hence find the value of for .

Markscheme
a.

A1A1

Note: A1 for correct shape, A1 for asymptotic behaviour at .

[2 marks]
b. A1

domain of is equal to the domain of A1

[2 marks]
c. (i)

M1A1

(A1)

A1
(ii) METHOD 1
f is a constant R1
when
M1A1
AG
METHOD 2

from diagram
A1
A1
R1
hence AG
METHOD 3
M1

A1

denominator = 0, so R1
[7 marks]
d. (i) Nigel is correct. A1

METHOD 1
is an odd function and is an odd function
composition of two odd functions is an odd function and sum of two odd functions is an odd function R1
 METHOD 2

therefore f is an odd function. R1

(ii) A1
[3 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]
d. [N/A]

The function is defined by .

a. Write down the range of . [2]

b. Find an expression for . [2]

c. Write down the domain and range of . [2]

Markscheme
a.      A1A1

Note:     A1 for correct end points, A1 for correct inequalities.

[2 marks]

b.      (M1)A1

[2 marks]

c.      A1A1

[2 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]

Consider the function defined by on the domain .

a. Show that  is an odd function. [2]

b. Find . [3]

c. Hence find the -coordinates of any local maximum or minimum points. [3]

d. Find the range of . [3]

e. Sketch the graph of indicating clearly the coordinates of the -intercepts and any local maximum or minimum points. [3]

f. Find the area of the region enclosed by the graph of and the -axis for . [4]

g. Show that . [2]

Markscheme
a.     M1

    R1

hence is odd     AG

[2 marks]

b.     M1A1A1

[3 marks]

c.     A1

Note:     This may be seen in part (b).

Note:     Do not allow FT from part (b).

    M1

    A1

[3 marks]

d. -coordinates of the Max Min Points are     M1A1

so range of is     A1

Note:     Allow FT from (c) if values of , within the domain, are used.

[3 marks]
e.

Shape: The graph of an odd function, on the given domain, s-shaped,

where the max(min) is the right(left) of     A1

-intercepts     A1

turning points     A1

[3 marks]

f.     (M1)

attempt at “backwards chain rule” or substitution     M1

Note:     Condone absence of limits for first two marks.

    A1

    A1

[4 marks]

g.     R1

    R1

so     AG

[2 marks]

Total [20 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]
d. [N/A]
e. [N/A]
f. [N/A]
[N/A]
g.
The function f is defined by

where a , .

a. Given that f and its derivative, , are continuous for all values in the domain of f , find the values of a and b . [6]

b. Show that f is a one-to-one function. [3]

c. Obtain expressions for the inverse function and state their domains. [5]

Markscheme
a. f continuous M1

A1

A1

A1

solve simultaneously M1

to obtain a = –1 and b = 6 A1

[6 marks]
b. for A1

for A1
since for all values in the domain of f , f is increasing R1
therefore one-to-one AG
[3 marks]
c. M1

M1

therefore

A1A1A1

Note: Award A1 for the first line and A1A1 for the second line.

[5 marks]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]
The function f is defined by

a. Determine whether or not is continuous. [2]

b. The graph of the function is obtained by applying the following transformations to the graph of : [4]

a reflection in the –axis followed by a translation by the vector .

Find .

Markscheme
a. and A1

both answers are the same, hence f is continuous (at ) R1

 
Note: R1 may be awarded for justification using a graph or referring to limits. Do not award A0R1.

[2 marks]
b. reflection in the y-axis

(M1)

Note: Award M1 for evidence of reflecting a graph in y-axis.

translation

(M1)A1A1

Note: Award (M1) for attempting to substitute for x, or translating a graph along positive x-axis.
Award A1 for the correct domains (this mark can be awarded independent of the M1).
Award A1 for the correct expressions.

[4 marks]

Examiners report
a. [N/A]
b. [N/A]

a. Sketch the graph of , showing clearly any asymptotes and stating the coordinates of any points of intersection with the axes. [4]
b. Hence or otherwise, solve the inequality . [5]

Markscheme
a.

correct vertical asymptote     A1

shape including correct horizontal asymptote     A1

    A1

    A1

Note:     Accept and marked on the axes.

[4 marks]

b. METHOD 1
     (M1)

   A1

    (M1)

Note:     Award this M1 for the line above or a correct sketch identifying a second critical value.

    A1

solution is     A1

METHOD 2

    (M1)A1

    A1

    (M1)

solution is     A1

METHOD 3

consider     (M1)

Note:     Also allow consideration of “>” or “=” for the awarding of the M mark.

recognition of critical value at     A1

consider     (M1)

Note:     Also allow consideration of “>” or “=” for the awarding of the M mark.
  

recognition of critical value at     A1

solution is     A1

[5 marks]

Examiners report
a. [N/A]
b. [N/A]

The function is given by .

a(i)(ii).
(i) Find an expression for . [3]

(ii) Hence determine the coordinates of the point A, where .

b. Find an expression for and hence show the point A is a maximum. [3]

c. Find the coordinates of B, the point of inflexion. [2]

d. The graph of the function is obtained from the graph of by stretching it in the x-direction by a scale factor 2. [5]

(i) Write down an expression for .

(ii) State the coordinates of the maximum C of .
(iii) Determine the x-coordinates of D and E, the two points where .
e. Sketch the graphs of and on the same axes, showing clearly the points A, B, C, D and E. [4]

f. Find an exact value for the area of the region bounded by the curve , the x-axis and the line . [3]

Markscheme
a(i)(ii).
(i) M1A1

(ii)
coordinates A1
[3 marks]
b. A1

substituting into M1
hence maximum R1AG
[3 marks]
c. M1

coordinates A1
[2 marks]
d. (i) A1

(ii) coordinates of maximum A1

(iii) equating and attempting to solve
(A1)
 A1
or

A1

Note: Award first (A1) only if factorisation seen or if two correct

solutions are seen.
e.

A4

Note: Award A1 for shape of , including domain extending beyond .

Ignore any graph shown for .
Award A1 for A and B correctly identified.
Award A1 for shape of , including domain extending beyond .
Ignore any graph shown for . Allow follow through from .
Award A1 for C, D and E correctly identified (D and E are interchangeable).

[4 marks]
f. M1

A1

 
Note: Condone absence of limits or incorrect limits.

A1

[3 marks]

Examiners report
a(i)(ii).
Part a) proved to be an easy start for the vast majority of candidates.

b. Full marks for part b) were again likewise seen, though a small number shied away from considering the sign of their second derivative,

despite the question asking them to do so.

Part c) again proved to be an easily earned 2 marks.
c. Full marks for part b) were again likewise seen, though a small number shied away from considering the sign of their second derivative,

despite the question asking them to do so.

Part c) again proved to be an easily earned 2 marks.
d. Many candidates lost their way in part d). A variety of possibilities for were suggested, commonly , or similar variations.

Despite section ii) being worth only one mark, (and ‘state’ being present in the question), many laborious attempts at further differentiation

were seen. Part diii was usually answered well by those who gave the correct function for .

e. Part e) was also answered well by those who had earned full marks up to that point.

f. While the integration by parts technique was clearly understood, it was somewhat surprising how many careless slips were seen in this part of

the question. Only a minority gained full marks for part f).

A rational function is defined by where the parameters and . The following diagram represents the graph of

Using the information on the graph,

a. state the value of and the value of ; [2]

b. find the value of . [2]

Markscheme
a.    A1

   A1

[2 marks]

b. use the coordinates of  on the graph     M1

   A1

[2 marks]
Examiners report
a. [N/A]
b. [N/A]

The equation has roots , and .

Given that , find the value of a.

Markscheme
(M1)(A1)

(M1)(A1)
M1
A1

Note: Award M1A0M1A0M1A1 if answer of 50 is found using and .

[6 marks]

Examiners report
[N/A]

Consider the equation .

a. Write down the numerical value of the sum and of the product of the roots of this equation. [1]

b. The roots of this equation are three consecutive terms of an arithmetic sequence. [6]

Taking the roots to be , solve the equation.

Markscheme
a. A1

[1 mark]
b. it follows that and A1A1

solving, A1

M1

A1

the other two roots are 2, A1

[6 marks]
Examiners report
a. [N/A]
b. [N/A]

Let f(x) = x4 + px3 + qx + 5 where p, q are constants.

The remainder when f(x) is divided by (x + 1) is 7, and the remainder when f(x) is divided by (x − 2) is 1. Find the value of p and the value of q.

Markscheme
attempt to substitute x = −1 or x = 2 or to divide polynomials      (M1)

1 − p − q + 5 = 7, 16 + 8p + 2q + 5 = 1 or equivalent      A1A1

attempt to solve their two equations M1

p = −3, q = 2      A1

[5 marks]

Examiners report
[N/A]

The cubic polynomial has a factor and leaves a remainder 4 when divided by . Find the value of p and the

value of q.

Markscheme
M1

M1

Note: In each case award the M marks if correct substitution attempted and right-hand side correct.

attempt to solve simultaneously M1

A1
A1
[5 marks]

Examiners report
Many candidates scored full marks on what was thought to be an easy first question. However, a number of candidates wrote down two correct

equations but proceeded to make algebraic errors and thus found incorrect values for p and q. A small number also attempted to answer this

question using long division, but fully correct answers using this technique were rarely seen.
The quadratic equation has roots and .

a. Without solving the equation, find the value of [2]

(i)     ;

(ii)     .

b. Another quadratic equation has roots and . [4]

Find the value of and the value of .

Markscheme
a. using the formulae for the sum and product of roots:

(i)         A1

(ii)         A1

Note:     Award A0A0 if the above results are obtained by solving the original equation (except for the purpose of checking).

[2 marks]

b. METHOD 1

required quadratic is of the form     (M1)

    A1

    M1

    A1

Note:     Accept the use of exact roots

METHOD 2

replacing with     M1

    (A1)

and     A1A1

Note:     Award A1A0 for ie, if and are not explicitly stated.

[4 marks]

Total [6 marks]
Examiners report
a. Most candidates obtained full marks.

b. Many candidates obtained full marks, but some responses were inefficiently expressed. A very small minority attempted to use the exact roots,

usually unsuccessfully.

Consider the following functions:

a. State the range of f and of g . [2]

b. Find an expression for the composite function in the form , where . [4]

c. (i) Find an expression for the inverse function . [4]

(ii) State the domain and range of .
 

d. The domains of f and g are now restricted to {0, 1, 2, 3, 4} . [6]

By considering the values of f and g on this new domain, determine which of f and g could be used to find a probability distribution for a
discrete random variable X , stating your reasons clearly.
e. Using this probability distribution, calculate the mean of X . [2]

Markscheme
a. A1
A1
[2 marks]
b.
M1A1

(A1)
A1
[4 marks]
c. (i) METHOD 1

M1

    (A1)

A1 
Note: Accept ± in line 3 for the (A1) but not in line 4 for the A1. 
Award the A1 only if written in the form .
 
METHOD 2
 M1
(A1)

A1 

Note: Accept ± in line 3 for the (A1) but not in line 4 for the A1. 
Award the A1 only if written in the form .
 
(ii) domain: ; range: A1

[4 marks]
 

d. probabilities from :

A2

 
Note: Award A1 for one error, A0 otherwise.
 
probabilities from :

A2

Note: Award A1 for one error, A0 otherwise.

 
only in the case of does , hence only can be used as a probability mass function A2
[6 marks]
e. M1

A1
[2 marks]

Examiners report
a. In (a), the ranges were often given incorrectly, particularly the range of g where the modulus signs appeared to cause difficulty. In (b), it was

disappointing to see so many candidates making algebraic errors in attempting to determine the expression for . Many candidates were

unable to solve (d) correctly with arithmetic errors and incorrect reasoning often seen. Since the solution to (e) depended upon a correct choice

of function in (d), few correct solutions were seen with some candidates even attempting to use integration, inappropriately, to find the mean of

X.

b. In (a), the ranges were often given incorrectly, particularly the range of g where the modulus signs appeared to cause difficulty. In (b), it was

disappointing to see so many candidates making algebraic errors in attempting to determine the expression for . Many candidates were

unable to solve (d) correctly with arithmetic errors and incorrect reasoning often seen. Since the solution to (e) depended upon a correct choice

of function in (d), few correct solutions were seen with some candidates even attempting to use integration, inappropriately, to find the mean of

X.

c. In (a), the ranges were often given incorrectly, particularly the range of g where the modulus signs appeared to cause difficulty. In (b), it was

disappointing to see so many candidates making algebraic errors in attempting to determine the expression for . Many candidates were

unable to solve (d) correctly with arithmetic errors and incorrect reasoning often seen. Since the solution to (e) depended upon a correct choice

of function in (d), few correct solutions were seen with some candidates even attempting to use integration, inappropriately, to find the mean of

X.
d. In (a), the ranges were often given incorrectly, particularly the range of g where the modulus signs appeared to cause difficulty. In (b), it was

disappointing to see so many candidates making algebraic errors in attempting to determine the expression for . Many candidates were

unable to solve (d) correctly with arithmetic errors and incorrect reasoning often seen. Since the solution to (e) depended upon a correct choice

of function in (d), few correct solutions were seen with some candidates even attempting to use integration, inappropriately, to find the mean of

X.

e. In (a), the ranges were often given incorrectly, particularly the range of g where the modulus signs appeared to cause difficulty. In (b), it was

disappointing to see so many candidates making algebraic errors in attempting to determine the expression for . Many candidates were

unable to solve (d) correctly with arithmetic errors and incorrect reasoning often seen. Since the solution to (e) depended upon a correct choice

of function in (d), few correct solutions were seen with some candidates even attempting to use integration, inappropriately, to find the mean of

X.

Consider the graphs of and , where .

a. Sketch the graphs on the same set of axes. [2]

b. Given that the graphs enclose a region of area 18 square units, find the value of b. [3]

Markscheme
a.

graphs sketched correctly (condone missing b)     A1A1

[2 marks]

b.      (M1)A1

     A1

[3 marks]

Examiners report
a. [N/A]
[N/A]
b.

Consider the functions given below.

a. (i) Find and write down the domain of the function. [2]

(ii) Find and write down the domain of the function.

b. Find the coordinates of the point where the graph of and the graph of intersect. [4]

Markscheme
a. (i) , (or equivalent) A1

(ii) , (or equivalent) A1

[2 marks]

b. EITHER

(M1)

A1

OR
A1

M1

THEN
(or equivalent) A1
, (coordinates are (−1, 1) ) A1
[4 marks]

Examiners report
a. Part (a) was in general well answered and part (b) well attempted. Some candidates had difficulties with the order of composition and in using

correct notation to represent the domains of the functions.

b. Part (a) was in general well answered and part (b) well attempted. Some candidates had difficulties with the order of composition and in using

correct notation to represent the domains of the functions.

Consider the function .

a. Determine whether is an odd or even function, justifying your answer. [2]

b. By using mathematical induction, prove that [8]

where .

c. Hence or otherwise, find an expression for the derivative of with respect to . [3]

d. Show that, for , the equation of the tangent to the curve at is . [8]

Markscheme
a. even function     A1

since and is a product of even functions     R1

OR

even function     A1

since     R1

Note:     Do not award A0R1.

[2 marks]

b. consider the case

    M1

hence true for     R1

assume true for , ie,     M1

Note:     Do not award M1 for “let ” or “assume ” or equivalent.

consider :

    (M1)

    A1

    A1

    A1

so true and true true. Hence true for all     R1

Note:     To obtain the final R1, all the previous M marks must have been awarded.

[8 marks]

c. attempt to use (or correct product rule)     M1

     A1A1

Note:     Award A1 for correct numerator and A1 for correct denominator.

[3 marks]

d.
    (M1)(A1)

    (A1)

    A1

    A1

    A1

Note:     This A mark is independent from the previous marks.

    M1A1

    AG

[8 marks]

Examiners report
a. [N/A]
b. [N/A]
[N/A]
c.
[N/A]
d.

A function f is defined by .

(a) Find an expression for .

(b) Solve the equation .

Markscheme
(a) Note: Interchange of variables may take place at any stage.

for the inverse, solve for x in

M1

(A1)
 A1

Note: Do not award final A1 unless written in the form

(b) leads to

(M1)

A1

[6 marks]

Examiners report
Many candidates gained the correct answer to part (a), although a significant minority left the answer in the form rather than

. Only the better candidates were able to make significant progress in part (b).

The quadratic function has a maximum value of 5 when x = 3.

a. Find the value of p and the value of q . [4]

b. The graph of f(x) is translated 3 units in the positive direction parallel to the x-axis. Determine the equation of the new graph. [2]

Markscheme
a. METHOD 1

M1

q=6 A1
f(3) = p + 18 − 9 = 5 M1
p = −4 A1
METHOD 2
M1A1

q = 6, p = −4 A1A1
[4 marks]
b. M1A1

Note: Accept any alternative form which is correct.

Award M1A0 for a substitution of (x + 3) .

[2 marks]
Examiners report
a. In general candidates handled this question well although a number equated the derivative to the function value rather than zero. Most

recognised the shift in the second part although a number shifted only the squared value and not both x values.

b. In general candidates handled this question well although a number equated the derivative to the function value rather than zero. Most

recognised the shift in the second part although a number shifted only the squared value and not both x values.

Consider a function f , defined by .

a. Find an expression for . [3]

b. Let , where . [8]

Use mathematical induction to show that for any

.
c. Show that is an expression for the inverse of . [6]

d. (i) State . [6]

(ii) Show that , given 0 < x < 1, .

(iii) For , let be the area of the region enclosed by the graph of , the x-axis and the line x = 1. Find the area of the
region enclosed by and in terms of .

Markscheme
a. M1A1
A1
[3 marks]
b.

A1A1

assume that P(k) is true, i.e., M1

consider
EITHER

(M1)

A1
 A1

OR

(M1)

A1

A1

THEN
A1

P(k) true implies P(k + 1) true, P(1) true so P(n) true for all R1
[8 marks]

c. METHOD 1

M1A1
A1
A1
M1

A1
AG
METHOD 2
attempt M1
A1A1

A1A1
Note: Award A1 marks for numerators and denominators.

A1AG
METHOD 3
attempt M1

A1A1

A1A1
Note: Award A1 marks for numerators and denominators.

A1AG
[6 marks]
d. (i) A1

(ii) METHOD 1
(M1)
A1
so R1
AG
METHOD 2
(M1)
A1
true in the interval R1

(iii) (M1)A1
[6 marks]
Examiners report
a. Part a) proved to be an easy 3 marks for most candidates.
 
b. Part b) was often answered well, and candidates were well prepared in this session for this type of question. Candidates still need to take care

when showing explicitly that P(1) is true, and some are still writing ‘Let n = k’ which gains no marks. The inductive step was often well

argued, and given in clear detail, though the final inductive reasoning step was incorrect, or appeared rushed, even from the better candidates.

‘True for n =1, n = k and n = k + 1’ is still disappointingly seen, as were some even more unconvincing variations.

c. Part c) was again very well answered by the majority. A few weaker candidates attempted to find an inverse for the individual case n = 1 , but

gained no credit for this.

d. Part d) was not at all well understood, with virtually no candidates able to tie together the hints given by connecting the different parts of the

question. Rash, and often thoughtless attempts were made at each part, though by this stage some seemed to be struggling through lack of time.

The inequality part of the question tended to be ‘fudged’, with arguments seen by examiners being largely unconvincing and lacking clarity. A

tiny number of candidates provided the correct answer to the final part, though a surprising number persisted with what should have been

recognised as fruitless working – usually in the form of long-winded integration attempts.

a. State the set of values of for which the function exists, for all . [2]

b. Given that , find all the possible expressions of as a function of . [6]

Markscheme
a.     A1

    A1

[2 marks]

b. METHOD 1

and     M1A1

Note:     Use of any base is permissible here, not just “e”.

    A1

    A1

or     A1A1

METHOD 2

    M1A1

    A1

    A1
 or     A1A1

Note: The final two A marks are independent of the one coming before.

[6 marks]

Total [8 marks]

Examiners report
a. [N/A]
b. [N/A]

When the function is divided by (x + 1) the remainder is seven times the remainder that is found when the function is

divided by (x + 2) .

Find the value of k .

Markscheme
M1A1

A1
M1
A1
Notes: The first M1 is for one substitution and the consequent equations.
Accept expressions for and that are not simplified.

[5 marks]

Examiners report
Most candidates were able to access this question although the number who used either synthetic division or long division was surprising as this

often lead to difficulty and errors. The most common error was in applying the factor of 7 to the wrong side of the equation. It was also

disappointing the number of students who made simple algebraic errors late in the question.

Solve  .

Markscheme

EITHER
      M1

     A1

OR

     M1A1

THEN

or       A1

or         (M1)A1   

Note: (M1) is for an appropriate use of a log law in either case, dependent on the previous M1 being awarded, A1 for both correct answers.

solution is       A1

[6 marks]

Examiners report
[N/A]

The roots of a quadratic equation are and .

Without solving the equation,

(a) find the value of ;
(b) find a quadratic equation with roots and .

Markscheme
(a) using the formulae for the sum and product of roots:

A1
A1
M1

A1

Note: Award M0 for attempt to solve quadratic equation.

[4 marks]

(b) M1
A1

 
Note: Final answer must be an equation. Accept alternative correct forms.

[2 marks]

Total [6 marks]
Examiners report
[N/A]

When the polynomial is divided by , the remainder is 2, and when divided by , it is 5. Find the value of a and the

value of b.

Markscheme
M1A1A1

Note: Award M1 for substitution of 2 or −1 and equating to remainder, A1 for each correct equation.

attempt to solve simultaneously M1

A1
[5 marks]

Examiners report
[N/A]

a. Sketch on the same axes the curve and the line , clearly indicating any axes intercepts and any asymptotes. [3]

b. Find the exact solutions to the equation . [5]

Markscheme
a.

A1 for vertical asymptote and for the -intercept 

A1 for general shape of  including the -axis as asymptote

A1 for straight line with -intercept 2 and -intercept of      A1A1A1

[3 marks]
b. METHOD 1

for

    (M1)

    A1

Note:     Award A0 if  is also given as a solution.

for

     M1

    (M1)A1

Note:     Second M1 is dependent on first M1.

[5 marks]

METHOD 2

    M1

    A1

    A1

Note:     Award A0 if  is also given as a solution.

    (M1)A1

[5 marks]

Examiners report
a. Though generally well done, some candidates lost marks unnecessarily by not heeding the instruction to clearly indicate the axes intercepts and

asymptotes.

b. Though this was generally well done, quite a few of the candidates failed to use the graph drawn in part (a) to discount one of the solutions

obtained in part (b).

The diagram below shows a sketch of the graph of .

a. Sketch the graph of on the same axes. [2]

b. State the range of . [1]

c. Given that , find the value of and the value of . [4]

Markscheme
a. (a)

 
shape with y-axis intercept (0, 4) A1

Note: Accept curve with an asymptote at suggested.

correct asymptote A1
[2 marks]
b. range is A1

Note: Also accept or .

Note: Do not allow follow through from incorrect asymptote in (a).

[1 mark]
c. M1

A1
asymptote at M1
A1
[4 marks]

Examiners report
a. A number of candidates were able to answer a) and b) correctly but found part c) more challenging. Correct sketches for the inverse were seen,

but with a few missing a horizontal asymptote. The range in part b) was usually seen correctly. In part c), only a small number of very good

candidates were able to gain full marks. A large number used the point to form the equation but were unable (or did not

recognise the need) to use the asymptote to form a second equation.

b. A number of candidates were able to answer a) and b) correctly but found part c) more challenging. Correct sketches for the inverse were seen,

but with a few missing a horizontal asymptote. The range in part b) was usually seen correctly. In part c), only a small number of very good

candidates were able to gain full marks. A large number used the point to form the equation but were unable (or did not

recognise the need) to use the asymptote to form a second equation.

c. A number of candidates were able to answer a) and b) correctly but found part c) more challenging. Correct sketches for the inverse were seen,

but with a few missing a horizontal asymptote. The range in part b) was usually seen correctly. In part c), only a small number of very good

candidates were able to gain full marks. A large number used the point to form the equation but were unable (or did not

recognise the need) to use the asymptote to form a second equation.

Find the set of values of x for which .

Markscheme
EITHER

M1

A1

A1A1 N2

Note: Award A1A0 for incorrect inequality signs.

OR

M1A1

Note: Award M1 for any attempt to find a critical value. If graphical methods are used, award M1 for correct graphs, A1 for correct values of x.

A1A1 N2

Note: Award A1A0 for incorrect inequality signs.

[4 marks]

Examiners report
This question turned out to be more difficult than expected. Candidates who squared both sides or drew a graph generally gave better solutions

than those who relied on performing algebraic operations on terms involving modulus signs.

Let .

If , find

(a) h(x) ;

(b) , where is the inverse of h.

Markscheme
(a) (M1)

A1

(b) METHOD 1
(interchanging x and y) M1

Attempting to solve for y M1

(A1)

A1 N1

METHOD 2
(interchanging x and y) M1

Attempting to solve for y M1

(A1)
A1 N1

Note: In either METHOD 1 or METHOD 2 rearranging first and interchanging afterwards is equally acceptable.
[6 marks]

Examiners report
This question was generally well done, with very few candidates calculating rather than .

The function f is given by , for x > 0.

a. Show that for all x > 0. [3]

b. Solve the equation . [4]

Markscheme
a. EITHER

M1A1

> 0 as both numerator and denominator are positive R1

OR

M1A1

Note: Accept a convincing valid argument the numerator is greater than the denominator.

numerator and denominator are positive R1

hence AG

[3 marks]
b. one line equation to solve, for example, , or equivalent A1

attempt to solve a three-term equation M1

obtain A1

or equivalent A1

Note: Award A0 if an extra solution for x is given.

[4 marks]

Examiners report
a. (a) This is a question where carefully organised reasoning is crucial. It is important to state that both the numerator and the denominator are

positive for . Candidates were more successful with part (b) than with part (a).

b. (a) This is a question where carefully organised reasoning is crucial. It is important to state that both the numerator and the denominator are

positive for . Candidates were more successful with part (b) than with part (a).

a. (i) Express each of the complex numbers and in modulus-argument form. [9]

(ii) Hence show that the points in the complex plane representing , and form the vertices of an equilateral triangle.

(iii) Show that where .

b. (i) State the solutions of the equation for , giving them in modulus-argument form. [9]

(ii) If w is the solution to with least positive argument, determine the argument of 1 + w. Express your answer in terms of .
(iii) Show that is a factor of the polynomial . State the two other quadratic factors with real coefficients.

Markscheme
a. (i) A1A1A1

Note: Accept modulus and argument given separately, or the use of exponential (Euler) form.

Note: Accept arguments given in rational degrees, except where exponential form is used.

(ii) the points lie on a circle of radius 2 centre the origin A1

differences are all A1

points equally spaced triangle is equilateral R1AG

Note: Accept an approach based on a clearly marked diagram.

(iii) M1

A1

A1AG

[9 marks]
b. (i) attempt to obtain seven solutions in modulus argument form M1

A1

(ii) w has argument and 1 + w has argument ,

then M1

A1
 A1

Note: Accept alternative approaches.

(iii) since roots occur in conjugate pairs, (R1)

has a quadratic factor A1

AG

other quadratic factors are A1

and A1

[9 marks]

Examiners report
a. (i) A disappointingly large number of candidates were unable to give the correct arguments for the three complex numbers. Such errors

undermined their efforts to tackle parts (ii) and (iii).

b. Many candidates were successful in part (i), but failed to capitalise on that – in particular, few used the fact that roots of come in

complex conjugate pairs.

Given the complex numbers and .

a. Write down the exact values of and . [2]

b. Find the minimum value of , where . [5]

Markscheme
a. A1A1

[2 marks]
b. or the squared modulus (M1)(A1)

attempt to minimise or their quadratic or its half or its square root M1

obtain at minimum (A1)

state as final answer A1

[5 marks]

Examiners report
a. Disappointingly, few candidates obtained the correct argument for the second complex number, mechanically using arctan(1) but not thinking

about the position of the number in the complex plane.

b. Most candidates obtained the correct quadratic or its square root, but few knew how to set about minimising it.

The same remainder is found when and are divided by . Find the possible values of k .

Markscheme
 

let
let
A1
A1
M1

(M1)
A1A1
[6 marks]
 

Examiners report
Candidates who used the remainder theorem usually went on to find the two possible values of k. Some candidates, however, attempted to find the

remainders using long division. While this is a valid method, the algebra involved proved to be too difficult for most of these candidates.

When is divided by x −1 and x +1 the remainders are equal. Given that a , , find

(a) the value of a ;

(b) the set of values of b .

Markscheme
(a) (A1)

(A1)

M1

A1 N4

(b) b is any real number A1

[5 marks]

Examiners report
Many candidates answered part (a) successfully. For part (b), some candidates did not consider that the entire set of real numbers was asked for.

(a) Express the quadratic in the form , where a, b, c .

(b) Describe a sequence of transformations that transforms the graph of to the graph of .

Markscheme
(a) attempt at completing the square (M1)

(A1)

A1

(b) definition of suitable basic transformations:

stretch in y direction scale factor 3 A1

translation A1

translation A1

[6 marks]

Examiners report
There were fewer correct solutions to this question than might be expected with a significant minority of candidates unable to complete the square

successfully and a number of candidates unable to describe the transformations. A minority of candidates knew the correct terminology for the

transformations and this potentially highlights the need for teachers to teach students appropriate terminology.

The function is defined by .

The graph of the function is obtained by applying the following transformations to

the graph of :

   

a. Find an expression for . [2]

b. State the equations of the asymptotes of the graph of . [2]

Markscheme
a.     A1A1
  

Note:     Award A1 for in the denominator and A1 for the “ ”.

[2 marks]

b.     A1

    A1

[2 marks]

Total [4 marks]

Examiners report
a. This question was generally well done. A few candidates made a sign error for the horizontal translation. A few candidates expressed the required

equations for the asymptotes as ‘inequalities’, which received no marks.

b. This question was generally well done. A few candidates made a sign error for the horizontal translation. A few candidates expressed the required

equations for the asymptotes as ‘inequalities’, which received no marks.

a. Factorize into a linear and quadratic factor. [2]

b. Let . [9]

(i) Show that is one of the cube roots of −1.

(ii) Show that .
(iii) Hence find the value of .

Markscheme
a. using the factor theorem z +1 is a factor (M1)

A1
[2 marks]
b. (i) METHOD 1
(M1)
solving M1
A1
therefore one cube root of −1 is AG
METHOD 2
M1A1

A1
= −1 AG
METHOD 3
M1A1
A1

(ii) METHOD 1
as is a root of then M1R1
AG
 Note: Award M1 for the use of in any way.
Award R1 for a correct reasoned approach.
METHOD 2
M1
A1

(iii) METHOD 1
(M1)
A1
(M1)

A1
METHOD 2

M1A1
Note: Award M1 for attempt at binomial expansion.

use of any previous result e.g. M1

= 1 A1
Note: As the question uses the word ‘hence’, other methods that do not use previous results are awarded no marks.
 
[9 marks]

Examiners report
a. In part a) the factorisation was, on the whole, well done.

b. Part (b) was done well by most although using a substitution method rather than the result above. This used much m retime than was necessary

but was successful. A number of candidates did not use the previous results in part (iii) and so seemed to not understand the use of the ‘hence’.

The following diagram shows the graph of .

The region is enclosed by the curve, the -axis and the line .

Let .
a. Given that the curve passes through the point , state the value of . [1]

b. Use the substitution to find the area of the region . [5]

c. (i)     Find the value of . [7]

(ii)     Prove that .

(iii)     Hence find the value of .

d. Find the volume of the solid formed when the region is rotated through  about the -axis. [5]

Markscheme
a.    A1

[1 mark]

b.    (A1)

   M1A1

area or      A1

   A1

[5 marks]

c. (i)          (A1)

   A1

(ii)     use of integration by parts     M1

   A1A1

   AG

Note:     If the substitution is used A1A1 can be awarded for .

(iii)          (M1)

   A1

[7 marks]

d. (d)     volume      (A1)

EITHER

   M1A1

   M1

OR

using parts      M1A1

   M1
 THEN

   A1

volume 

[5 marks]

Examiners report
a. (a) and (b) were well done. Most candidates could integrate by substitution, though many did not change the limits during the substitution and,

though they changed back to at the end of their solution, under a different markscheme they might have lost marks for this in the intermediate

stages.

b. (a) and (b) were well done. Most candidates could integrate by substitution, though many did not change the limits during the substitution and,

though they changed back to at the end of their solution, under a different markscheme they might have lost marks for this in the intermediate

stages.

c. (c)(i) This part was well done by the candidates.

(c)(ii) This proved to be the part that was done by fewest candidates. Those who spotted that they should use integration by parts obtained the
answer fairly easily.

(c)(iii) Many candidates displayed good exam technique in this question and obtained full marks without being able to do part (ii).

d. The same good exam technique was on show here as many students who failed to prove the expression in (c)(ii) were able to use it to obtain full

marks in this question. A few candidates failed to remember correctly the formula for a volume of revolution.

Given that is exactly divisible by , find the value of A and the value of B .

Markscheme
using the factor theorem or long division (M1)

(A1)

(A1)

(A1)

(A1) (N3)

Note: Award M1A0A0A1A1 for using as the third factor, without justification that the leading coefficient is 1.

[5 marks]

Examiners report
Most candidates attempted this question and it was the best done question on the paper with many fully correct answers. It was good to see a range

of approaches used (mainly factor theorem or long division). A number of candidates assumed was the missing factor without

justification.

The function f is defined, for , by .

a. Determine whether f is even, odd or neither even nor odd. [3]

b. Show that . [2]

c. John states that, because , the graph of f has a point of inflexion at the point (0, 2) . Explain briefly whether John’s statement is [2]

correct or not.

Markscheme
a. M1

A1

therefore f is even A1

[3 marks]
b. A1

A1

so AG

[2 marks]
c. John’s statement is incorrect because

either; there is a stationary point at (0, 2) and since f is an even function and therefore symmetrical about the y-axis it must be a maximum or a
minimum

or; is even and therefore has the same sign either side of (0, 2) R2

[2 marks]

Examiners report
a. [N/A]
b. [N/A]
[N/A]
c.

a. Sketch the graph of for . [2]

b. Solve for . [3]

Markscheme
a.

A1A1

Note: Award A1 for correct shape and A1 for correct domain and range.

[2 marks]
b.

A1
attempting to find any other solutions M1
 
Note: Award (M1) if at least one of the other solutions is correct (in radians or degrees) or clear use of symmetry is seen.

A1

Note: Award A1 for all other three solutions correct and no extra solutions.

Note: If working in degrees, then max A0M1A0.

[3 marks]

Examiners report
[N/A]
a.
b. [N/A]

The functions f and g are defined as:

(a) Find .

(b) State the domain of .

(c) Find .
Markscheme
(a) (M1)A1

(b) A1A1

Note: Award A1 for limits and A1 for correct inequality signs.

(c)

M1

A1

M1

A1

[8 marks]

Examiners report
Part (a) was correctly done by the vast majority of candidates. In contrast, only the very best students gave the correct answer to part (b). Part (c)

was correctly started by a majority of candidates, but many did not realise that they needed to use logarithms and were careless about the use of

notation

When is divided by (x − 2) the remainder is 15, and (x + 3) is a factor of f(x) .

Find the values of p and q .

Markscheme
M1

A1
M1
A1
A1A1 N0
[6 marks]

Examiners report
Most candidates made a meaningful attempt at this question. Weaker candidates often made arithmetic errors and a few candidates tried using long

division, which also often resulted in arithmetic errors. Overall there were many fully correct solutions.

Solve the following equations:

(a) ;
(b) .

Markscheme
(a)

EITHER
M1

OR
M1

THEN
A1

A1 N1
[3 marks]

(b)
taking ln of both sides or writing M1
A1
(A1)
A1A1 N2
 
Note: Award second (A1) only if factorisation seen or if two correct
solutions are seen.

[5 marks]

Total [8 marks]

Examiners report
Part a) was answered well, and a very large proportion of candidates displayed familiarity and confidence with this type of change-of base

equation.
In part b), good candidates were able to solve this proficiently. A number obtained only one solution, either through observation or mistakenly
cancelling a term. An incorrect solution was somewhat prevalent amongst the weaker candidates.

The function  is defined by  , for  .

The function  is defined by 

a. Find the inverse function  , stating its domain. [5]

b.i. Express  in the form   where A, B are constants. [2]

[Link] the graph of  . State the equations of any asymptotes and the coordinates of any intercepts with the axes. [3]

c. The function   is defined by  , for   ≥ 0. [4]

State the domain and range of  .

Markscheme
a. attempt to make the subject of        M1

      A1

     A1

     A1

Note: Do not allow  in place of .

     A1

Note: The final A mark is independent.

[5 marks]

b.i.      A1A1

[2 marks]

[Link].

hyperbola shape, with single curves in second and fourth quadrants and third quadrant blank, including vertical asymptote       A1

horizontal asymptote       A1

intercepts       A1

[3 marks]

c. the domain of  is       A1A1

 the range of  is       A1A1

[4 marks]

Examiners report
a. [N/A]
b.i. [N/A]
[N/A]
[Link].
[N/A]
c.

The function f is defined by .

a. Express in the form where a, h, . [2]

b. The graph of is transformed onto the graph of . Describe a sequence of transformations that does this, making the [3]

order of transformations clear.

c. Sketch the graph of . [2]

d. Find the range of f. [2]

e. By using a suitable substitution show that . [3]

f. Prove that . [7]

Markscheme
a. A1A1

Note: A1 for two correct parameters, A2 for all three correct.

[2 marks]
b. translation (allow “0.5 to the right”) A1

stretch parallel to y-axis, scale factor 4 (allow vertical stretch or similar) A1

translation (allow “4 up”) A1

Note: All transformations must state magnitude and direction.

Note: First two transformations can be in either order.

It could be a stretch followed by a single translation of . If the vertical translation is before the stretch it is .

[3 marks]
c.

general shape (including asymptote and single maximum in first quadrant), A1

intercept or maximum shown A1

[2 marks]
d. A1A1

Note: A1 for , A1 for .

[2 marks]
e. let A1

A1
A1

AG

Note: If following through an incorrect answer to part (a), do not award final A1 mark.

[3 marks]
f. A1

Note: A1 for correct change of limits. Award also if they do not change limits but go back to x values when substituting the limit (even if there
is an error in the integral).

(M1)

A1

let the integral = I

M1

(M1)A1

A1AG
[7 marks]
Examiners report
a. This question covered many syllabus areas, completing the square, transformations of graphs, range, integration by substitution and compound

angle formulae. There were many good solutions to parts (a) – (e).

b. This question covered many syllabus areas, completing the square, transformations of graphs, range, integration by substitution and compound

angle formulae. There were many good solutions to parts (a) – (e) but the following points caused some difficulties.

(b) Exam technique would have helped those candidates who could not get part (a) correct as any solution of the form given in the question
could have led to full marks in part (b). Several candidates obtained expressions which were not of this form in (a) and so were unable to
receive any marks in (b) Many missed the fact that if a vertical translation is performed before the vertical stretch it has a different magnitude
to if it is done afterwards. Though on this occasion the markscheme was fairly flexible in the words it allowed to be used by candidates to
describe the transformations it would be less risky to use the correct expressions.

c. This question covered many syllabus areas, completing the square, transformations of graphs, range, integration by substitution and compound

angle formulae. There were many good solutions to parts (a) – (e) but the following points caused some difficulties.

(c) Generally the sketches were poor. The general rule for all sketch questions should be that any asymptotes or intercepts should be clearly
labelled. Sketches do not need to be done on graph paper, but a ruler should be used, particularly when asymptotes are involved.

d. This question covered many syllabus areas, completing the square, transformations of graphs, range, integration by substitution and compound

angle formulae. There were many good solutions to parts (a) – (e).

e. This question covered many syllabus areas, completing the square, transformations of graphs, range, integration by substitution and compound

angle formulae. There were many good solutions to parts (a) – (e) but the following points caused some difficulties.

(e) and (f) were well done up to the final part of (f), in which candidates did not realise they needed to use the compound angle formula.

f. This question covered many syllabus areas, completing the square, transformations of graphs, range, integration by substitution and compound

angle formulae. There were many good solutions to parts (a) – (e) but the following points caused some difficulties.

(e) and (f) were well done up to the final part of (f), in which candidates did not realise they needed to use the compound angle formula.

The function f is defined by , with domain .

a. Express in the form , where and . [2]

b. Hence show that on D. [2]

c. State the range of f. [2]

d. (i) Find an expression for . [8]

(ii) Sketch the graph of , showing the points of intersection with both axes.
(iii) On the same diagram, sketch the graph of .
e. (i) On a different diagram, sketch the graph of where . [7]

(ii) Find all solutions of the equation .

Markscheme
a. by division or otherwise

A1A1

[2 marks]
b. A1

> 0 as (on D) R1AG

Note: Do not penalise candidates who use the original form of the function to compute its derivative.

[2 marks]
c. A2

Note: Award A1A0 for the correct endpoints and an open interval.

[2 marks]
d. (i) EITHER

rearrange to make x the subject M1

obtain one-line equation, e.g. A1

A1

OR
interchange x and y M1
obtain one-line equation, e.g. A1
A1

THEN
A1

Note: Accept

(ii), (iii)
 A1A1A1A1

[8 marks]

Note: Award A1 for correct shape of .

Award A1 for x intercept seen. Award A1 for y intercept seen.

Award A1 for the graph of being the reflection of in the line . Candidates are not required to indicate the full
domain, but should not be shown approaching . Candidates, in answering (iii), can FT on their sketch in (ii).
e. (i)
 A1A1A1

Note: A1 for correct sketch , A1 for symmetry, A1 for correct domain (from –1 to +8).

Note: Candidates can FT on their sketch in (d)(ii).

(ii) attempt to solve (M1)

obtain A1

use of symmetry or valid algebraic approach (M1)

obtain A1

[7 marks]

Examiners report
a. Generally well done.

b. In their answers to Part (b), most candidates found the derivative, but many assumed it was obviously positive.

c. [N/A]
d. Part (d)(i) Generally well done, but some candidates failed to label their final expression as . Part (d)(ii) Marks were lost by candidates

who failed to mark the intercepts with values.

e. Marks were also lost in this part and in part (e)(i) for graphs that went beyond the explicitly stated domain.
The function is defined as .

a. (i)     Find . [4]

(ii)     State the domain of .

b. The function is defined as . [5]

The graph of and the graph of intersect at the point .

Find the coordinates of .

c. The graph of intersects the -axis at the point . [3]

Show that the equation of the tangent to the graph of at the point  is .

d. A region is bounded by the graphs of , the tangent and the line . [5]

Find the area of the region .

e. A region is bounded by the graphs of , the tangent and the line . [6]

(i)     Show that .

(ii)     By replacing with in part (e)(i), show that .

Markscheme
a. (i)         M1

Note:     The M1 is for switching variables and can be awarded at any stage.

Further marks do not rely on this mark being awarded.

taking the natural logarithm of both sides and attempting to transpose     M1

    A1

(ii)     or equivalent, for example .     A1

[4 marks]

b. (or equivalent)     M1A1

(or equivalent)     A1

    A1

coordinates of  are     A1

[5 marks]

c. coordinates of  are ( ) seen anywhere     A1

    M1

at     A1

    AG

[3 marks]

d. let the required area be

     M1

Note:     The M1 is for a difference of integrals. Condone absence of limits here.

attempting to use integration by parts to find     (M1)

    A1A1

Note:     Award A1 for and A1 for .

Note:     The second M1 and second A1 are independent of the first M1 and the first A1.

    A1

[5 marks]

e. (i)     METHOD 1

consider for example

    (A1)

as     R1

as     R1

so     AG

METHOD 2

    A1

(concave down) for     R1

the graph of is below its tangent     R1

so     AG

Note:     The reasoning may be supported by drawn graphical arguments.

METHOD 3
 clear correct graphs of     A1A1

statement to the effect that the graph of is below the graph of its tangent at     R1AG

(ii)     replacing by to obtain     M1

    (A1)

    A1

so     AG

[6 marks]

Total [23 marks]

Examiners report
a. Generally very well done, even by candidates who had shown considerable weaknesses elsewhere on the paper.

b. Generally very well done, even by candidates who had shown considerable weaknesses elsewhere on the paper.

c. Generally very well done, even by candidates who had shown considerable weaknesses elsewhere on the paper.

d. A productive question for many candidates, but some didn’t realise that a difference of areas/integrals was required.

e. (i)     Many candidates adopted a graphical approach, but sometimes with unconvincing reasoning.

(ii)     Poorly answered. Many candidates applied the suggested substitution only to one side of the inequality, and then had to fudge the answer.

The random variable X has probability density function f where

a. Sketch the graph of the function. You are not required to find the coordinates of the maximum. [1]

b. Find the value of k . [5]

Markscheme
a.

A1

Note: Award A1 for intercepts of 0 and 2 and a concave down curve in the given domain .

Note: Award A0 if the cubic graph is extended outside the domain [0, 2] .

[1 mark]
b. (M1)

Note: The correct limits and =1 must be seen but may be seen later.

A1

M1

(A1)

A1

[5 marks]

Examiners report
a. Most candidates completed this question well. A number extended the graph beyond the given domain.

b. Most candidates completed this question well. A number extended the graph beyond the given domain.

Let  .

a. The graph of  has a local maximum at A. Find the coordinates of A. [5]

b.i. Show that there is exactly one point of inflexion, B, on the graph of . [5]

[Link] coordinates of B can be expressed in the form B where a, b . Find the value of a and the value of b. [3]

c. Sketch the graph of  showing clearly the position of the points A and B. [4]

Markscheme
a. attempt to differentiate      (M1)

     A1

Note: Award M1 for using quotient or product rule award A1 if correct derivative seen even in unsimplified form, for example 
.

     M1

     A1

     A1

[5 marks]

b.i.      M1

     A1

Note: Award A1 for correct derivative seen even if not simplified.

     A1

hence (at most) one point of inflexion      R1

Note: This mark is independent of the two A1 marks above. If they have shown or stated their equation has only one solution this mark can be
awarded.

 changes sign at        R1

so exactly one point of inflexion

[5 marks]

[Link].       A1

     (M1)A1

Note: Award M1 for the substitution of their value for  into  .

[3 marks]
c.

A1A1A1A1

A1 for shape for x < 0

A1 for shape for x > 0
A1 for maximum at A
A1 for POI at B.

Note: Only award last two A1s if A and B are placed in the correct quadrants, allowing for follow through.

[4 marks]

Examiners report
[N/A]
a.
[N/A]
b.i.
[Link].[N/A]
c. [N/A]

Shown below are the graphs of and .

If , find all possible values of x.

Markscheme
(M1)(A1)

x = –1 or 4 or 1 or 2 A1A1
Notes: Award A1A1 for all four correct values,
A1A0 for two or three correct values,
A0A0 for less than two correct values.
Award M1 and corresponding A marks for correct attempt to find expressions for f and g.

[4 marks]

Examiners report
A small number of candidates gave correct and well explained answers. Many candidates answered the question without showing any kind of

work and in many cases it was clear that candidates were guessing and clearly did not know about composition of functions. A number of

candidates attempted to find expressions for both functions but made little progress and wasted time.

The function f is defined on the domain by .

a. (i) Find an expression for . [3]

(ii) Given that the equation has two roots, state their values.
b. Sketch the graph of f , showing clearly the coordinates of the maximum and minimum. [3]

c. Hence show that . [1]

Markscheme
a. (i) A1

(ii) by inspection the two roots are 1, e A1A1

[3 marks]
b.

A3

Note: Award A1 for maximum, A1 for minimum and A1 for general shape.
 [3 marks]
c. from the graph: for all except x = e R1

putting , conclude that AG

[1 mark]

Examiners report
a. [N/A]
b. [N/A]
c. [N/A]

The function f is defined on the domain by .

a. State the two zeros of f . [1]

b. Sketch the graph of f . [1]

c. The region bounded by the graph, the x-axis and the y-axis is denoted by A and the region bounded by the graph and the x-axis is denoted by [7]

B . Show that the ratio of the area of A to the area of B is

Markscheme
a.

A1
[1 mark]
b.

A1

Note: Accept any form of concavity for .

Note: Do not penalize unmarked zeros if given in part (a).

Note: Zeros written on diagram can be used to allow the mark in part (a) to be awarded retrospectively.

[1 mark]
c. attempt at integration by parts M1
EITHER
A1
A1
A1
Note: Do not penalize absence of C.

OR
A1
A1
A1
Note: Do not penalize absence of C.
 
THEN
A1

A1

ratio of A:B is

M1

AG
[7 marks]
Examiners report
a. Many candidates stated the two zeros of f correctly but the graph of f was often incorrectly drawn. In (c), many candidates failed to realise that

integration by parts had to be used twice here and even those who did that often made algebraic errors, usually due to the frequent changes of

sign.

b. Many candidates stated the two zeros of f correctly but the graph of f was often incorrectly drawn. In (c), many candidates failed to realise that

integration by parts had to be used twice here and even those who did that often made algebraic errors, usually due to the frequent changes of

sign.

c. Many candidates stated the two zeros of f correctly but the graph of f was often incorrectly drawn. In (c), many candidates failed to realise that

integration by parts had to be used twice here and even those who did that often made algebraic errors, usually due to the frequent changes of

sign.

The diagram below shows the graph of the function , defined for all ,

where .

Consider the function .

a. Find the largest possible domain of the function . [2]

b. On the axes below, sketch the graph of . On the graph, indicate any asymptotes and local maxima or minima, and write down their [6]

equations and coordinates.

Markscheme
a. (M1)

and (or equivalent) A1

[2 marks]

b. vertical asymptotes , A1

horizontal asymptote A1
Note: Equations must be seen to award these marks.

maximum A1A1

Note: Award A1 for correct x-coordinate and A1 for correct y-coordinate.

one branch correct shape A1

other 2 branches correct shape A1
 [6 marks]

Examiners report
a. A significant number of candidates did not answer this question. Among the candidates who attempted it there were many who had difficulties

in connecting vertical asymptotes and the domain of the function and dealing with transformations of graphs. In a few cases candidates

managed to answer (a) but provided an answer to (b) which was inconsistent with the domain found.

b. A significant number of candidates did not answer this question. Among the candidates who attempted it there were many who had difficulties

in connecting vertical asymptotes and the domain of the function and dealing with transformations of graphs. In a few cases candidates

managed to answer (a) but provided an answer to (b) which was inconsistent with the domain found.

Given that ,

a. sketch the graph of ; [1]

b. show that ; [1]

c. find the volume of the solid formed when the graph of f is rotated through radians about the x-axis. [4]

Markscheme
a.

A1

[1 mark]
b.

A1

AG

[1 mark]
c. (M1)
 A1

A1A1

[4 marks]

Examiners report
a. Parts (a) and (b) were almost invariably correctly answered by candidates. In (c), most errors involved the integration of and the

insertion of the limits.

b. Parts (a) and (b) were almost invariably correctly answered by candidates. In (c), most errors involved the integration of and the

insertion of the limits.

c. Parts (a) and (b) were almost invariably correctly answered by candidates. In (c), most errors involved the integration of and the

insertion of the limits.

a. Sketch the graphs of  and  on the following axes. [3]

b. Solve the equation  . [4]

Markscheme
a.

straight line graph with correct axis intercepts      A1

modulus graph: V shape in upper half plane      A1

modulus graph having correct vertex and y-intercept      A1

[3 marks]

b. METHOD 1

attempt to solve       (M1)

      A1

Note: Accept using the graph.

attempt to solve (algebraically)      M1

     A1

[4 marks]

METHOD 2

      M1

attempt to factorise (or equivalent)       M1

     A1

      A1

[4 marks]

Examiners report
a. [N/A]
b. [N/A]

A function is defined as , with and .

(a) Sketch the graph of .

(b) Show that f is a one-to-one function.
(c) Find the inverse function, and state its domain.
(d) If the graphs of and intersect at the point (4, 4) find the value of k .
(e) Consider the graphs of and using the value of k found in part (d).
(i) Find the area enclosed by the two graphs.
(ii) The line x = c cuts the graphs of and at the points P and Q respectively. Given that the tangent to at
point P is parallel to the tangent to at point Q find the value of c .

Markscheme
(a)

A1

Note: Award A1 for correct concavity, passing through (0, 0) and increasing.
Scales need not be there.

[1 mark]

(b) a statement involving the application of the Horizontal Line Test or equivalent A1
[1 mark]

(c)
for either or A1

A1
 A1

[3 marks]

(d) or equivalent method M1

A1
[2 marks]

(e) (i) (M1)

A1

A1

A1

(ii) attempt to find either or M1

A1A1

M1

A1
[9 marks]
Total [16 marks]

Examiners report
Many students could not sketch the function. There was confusion between the vertical and horizontal line test for one-to-one functions. A

significant number of students gave long and inaccurate explanations for a one-to-one function. Finding the inverse was done very well by most

students although the notation used was generally poor. The domain of the inverse was ignored by many or done incorrectly even if the sketch was

correct. Many did not make the connections between the parts of the question. An example of this was the number of students who spent time

finding the point of intersection in part e) even though it was given in d).

The graph of a polynomial function f of degree 4 is shown below.

 
[Link] that . Show that [2]
(i) ;
(ii) .
[Link] find the two square roots of . [5]

[Link] any complex number z , show that . [3]

[Link] write down the two square roots of . [2]

[Link] why, of the four roots of the equation , two are real and two are complex. [2]

[Link] curve passes through the point . Find in the form [5]
.
[Link] the two complex roots of the equation in Cartesian form. [2]

[Link] the four roots on the complex plane (the Argand diagram). [2]

[Link] each of the four roots of the equation in the form . [6]

Markscheme
A.a.(i)

A1
(ii) equating real and imaginary parts M1
AG
AG
[2 marks]
[Link] M1
EITHER

A1
A1
and (A1)
OR

A1
A1
and (A1)
Note: Accept solution by inspection if completely correct.
 
 THEN
the square roots are and A1
[5 marks]
[Link]
consider

A1
A1
A1
AG
OR

A1
A1
A1
AG
[3 marks]
A.d. and A1A1

[2 marks]
[Link] graph crosses the x-axis twice, indicating two real roots R1
since the quartic equation has four roots and only two are real, the other two roots must be complex R1
[2 marks]
B.b. A1A1
A1
Since the curve passes through ,
M1
A1
Hence
[5 marks]
B.c. (M1)

A1
[2 marks]
B.d.

A1A1

Note: Accept points or vectors on complex plane.

Award A1 for two real roots and A1 for two complex roots.

[2 marks]
[Link] roots are and A1A1

considering
A1

finding using M1

A1

A1
Note: Accept arguments in the range .
Accept answers in degrees.

[6 marks]

Examiners report
[Link] (a) was a ‘show that’ question, it was essential for candidates to give a convincing explanation of how the quoted results were obtained.

Many candidates just wrote

This was not given full credit since it simply repeated what was given in the question. Candidates were expected to make it clear that they were
equating real and imaginary parts. In (b), candidates who attempted to use de Moivre’s Theorem to find the square roots were given no credit
since the question stated ‘hence’.
[Link] (a) was a ‘show that’ question, it was essential for candidates to give a convincing explanation of how the quoted results were obtained.

Many candidates just wrote

This was not given full credit since it simply repeated what was given in the question. Candidates were expected to make it clear that they were
equating real and imaginary parts. In (b), candidates who attempted to use de Moivre’s Theorem to find the square roots were given no credit
since the question stated ‘hence’.
[Link] (a) was a ‘show that’ question, it was essential for candidates to give a convincing explanation of how the quoted results were obtained.

Many candidates just wrote

This was not given full credit since it simply repeated what was given in the question. Candidates were expected to make it clear that they were
equating real and imaginary parts. In (b), candidates who attempted to use de Moivre’s Theorem to find the square roots were given no credit
since the question stated ‘hence’.
[Link] (a) was a ‘show that’ question, it was essential for candidates to give a convincing explanation of how the quoted results were obtained.

Many candidates just wrote

This was not given full credit since it simply repeated what was given in the question. Candidates were expected to make it clear that they were
equating real and imaginary parts. In (b), candidates who attempted to use de Moivre’s Theorem to find the square roots were given no credit
since the question stated ‘hence’.
[Link] (a), the explanations were often unconvincing. Candidates were expected to make it clear that the two intersections with the x-axis gave two

real roots and, since the polynomial was a quartic and therefore had four zeros, the other two roots must be complex. Candidates who made

vague statements such as ‘the graph shows two real roots’ were not given full credit. In (b), most candidates stated the values of a and b

correctly but algebraic errors often led to incorrect values for the other parameters. Candidates who failed to solve (b) correctly were unable to

solve (c), (d) and (e) correctly although follow through was used where possible.

[Link] (a), the explanations were often unconvincing. Candidates were expected to make it clear that the two intersections with the x-axis gave two

real roots and, since the polynomial was a quartic and therefore had four zeros, the other two roots must be complex. Candidates who made

vague statements such as ‘the graph shows two real roots’ were not given full credit. In (b), most candidates stated the values of a and b

correctly but algebraic errors often led to incorrect values for the other parameters. Candidates who failed to solve (b) correctly were unable to

solve (c), (d) and (e) correctly although follow through was used where possible.

[Link] (a), the explanations were often unconvincing. Candidates were expected to make it clear that the two intersections with the x-axis gave two

real roots and, since the polynomial was a quartic and therefore had four zeros, the other two roots must be complex. Candidates who made

vague statements such as ‘the graph shows two real roots’ were not given full credit. In (b), most candidates stated the values of a and b

correctly but algebraic errors often led to incorrect values for the other parameters. Candidates who failed to solve (b) correctly were unable to

solve (c), (d) and (e) correctly although follow through was used where possible.
[Link] (a), the explanations were often unconvincing. Candidates were expected to make it clear that the two intersections with the x-axis gave two

real roots and, since the polynomial was a quartic and therefore had four zeros, the other two roots must be complex. Candidates who made

vague statements such as ‘the graph shows two real roots’ were not given full credit. In (b), most candidates stated the values of a and b

correctly but algebraic errors often led to incorrect values for the other parameters. Candidates who failed to solve (b) correctly were unable to

solve (c), (d) and (e) correctly although follow through was used where possible.

[Link] (a), the explanations were often unconvincing. Candidates were expected to make it clear that the two intersections with the x-axis gave two

real roots and, since the polynomial was a quartic and therefore had four zeros, the other two roots must be complex. Candidates who made

vague statements such as ‘the graph shows two real roots’ were not given full credit. In (b), most candidates stated the values of a and b

correctly but algebraic errors often led to incorrect values for the other parameters. Candidates who failed to solve (b) correctly were unable to

solve (c), (d) and (e) correctly although follow through was used where possible.

The graph of is drawn below.

(a) Find the value of a, the value of b and the value of c.

(b) Using the values of a, b and c found in part (a), sketch the graph of on the axes below, showing clearly all intercepts and

asymptotes.
Markscheme
(a) an attempt to use either asymptotes or intercepts (M1)

A1A1A1

(b) A4

Note: Award A1 for both asymptotes,

A1 for both intercepts,

A1, A1 for the shape of each branch, ignoring shape at .

[8 marks]
Examiners report
It was pleasing to see a lot of good work with part (a), though some candidates lost marks due to problems with the algebra which led to one or

more incorrect values. Regarding part (b), most candidates did not succeed in finding the new intercepts and asymptotes and were unable to apply

the absolute value function. A significant number of candidates misread part (b) and took it as the modulus of the graph in part (a).

The graph below shows , where .

(a) On the graph below, sketch the curve .

 
(b) Find the coordinates of the point of intersection of the graph of and the graph of .

Markscheme
(a)
 A1A1

Note: Award A1 for correct asymptote with correct behaviour and A1 for shape.
[2 marks]
 
(b) intersect on (M1)
(A1)
intersect at (1, 1) A1 A1
[4 marks]

Total [6 marks]

Examiners report
Most students were able to sketch the correct graph, but then many failed to recognise that they could use their solution to determine the solution

of part (b). Those who did were generally successful and those who embarked on attempts to find the inverse function did not realise that this was

leading them nowhere.

Consider the function , .

a. (i) Solve the equation . [5]

(ii) Hence show the graph of has a local maximum.

(iii) Write down the range of the function .

b. Show that there is a point of inflexion on the graph and determine its coordinates. [5]
c. Sketch the graph of , indicating clearly the asymptote, x-intercept and the local maximum. [3]

d. Now consider the functions and , where . [6]

(i) Sketch the graph of .

(ii) Write down the range of .
(iii) Find the values of such that .

Markscheme
a. (i) M1A1

so when , i.e. A1

(ii) when and when R1

hence local maximum AG
Note: Accept argument using correct second derivative.

(iii) A1

[5 marks]
 

b. M1

A1

Note: May be seen in part (a).

(M1)

since when and when R1

then point of inflexion A1

[5 marks]
c.

A1A1A1

Note: Award A1 for the maximum and intercept, A1 for a vertical asymptote and A1 for shape (including turning concave up).

[3 marks]

d. (i)

A1A1

Note: Award A1 for each correct branch.

(ii) all real values A1

 (iii)

(M1)(A1)

Note: Award (M1)(A1) for sketching the graph of h, ignoring any graph of g.

(accept ) A1
[6 marks]

Examiners report
a. Most candidates attempted parts (a), (b) and (c) and scored well, although many did not gain the reasoning marks for the justification of the

existence of local maximum and inflexion point. The graph sketching was poorly done. A wide selection of range shapes were seen, in some

cases showing little understanding of the relation between the derivatives of the function and its graph and difficulties with transformation of

graphs. In some cases candidates sketched graphs consistent with their previous calculations but failed to label them properly.

b. Most candidates attempted parts (a), (b) and (c) and scored well, although many did not gain the reasoning marks for the justification of the

existence of local maximum and inflexion point. The graph sketching was poorly done. A wide selection of range shapes were seen, in some

cases showing little understanding of the relation between the derivatives of the function and its graph and difficulties with transformation of

graphs. In some cases candidates sketched graphs consistent with their previous calculations but failed to label them properly.

c. Most candidates attempted parts (a), (b) and (c) and scored well, although many did not gain the reasoning marks for the justification of the

existence of local maximum and inflexion point. The graph sketching was poorly done. A wide selection of range shapes were seen, in some

cases showing little understanding of the relation between the derivatives of the function and its graph and difficulties with transformation of

graphs. In some cases candidates sketched graphs consistent with their previous calculations but failed to label them properly.
d. Most candidates attempted parts (a), (b) and (c) and scored well, although many did not gain the reasoning marks for the justification of the

existence of local maximum and inflexion point. The graph sketching was poorly done. A wide selection of range shapes were seen, in some

cases showing little understanding of the relation between the derivatives of the function and its graph and difficulties with transformation of

graphs. In some cases candidates sketched graphs consistent with their previous calculations but failed to label them properly.

The diagram shows the graph of y = f(x) . The graph has a horizontal asymptote at y = 2 .

a. Sketch the graph of . [3]

b. Sketch the graph of . [3]

Markscheme
a.

A3

Note: Award A1 for each correct branch with position of asymptotes clearly indicated.
If x = 2 is not indicated, only penalise once.

[3 marks]
b.

A3

Note: Award A1 for behaviour at , A1 for intercept at , A1 for behaviour for large .

[3 marks]

Examiners report
a. Many candidates were able to find the reciprocal but many struggled with the second part. Sketches were quite poor in detail.

b. Many candidates were able to find the reciprocal but many struggled with the second part. Sketches were quite poor in detail.

a. (i) Sketch the graphs of and , on the same set of axes, for . [9]

(ii) Find the x-coordinates of the points of intersection of the graphs in the domain .
(iii) Find the area enclosed by the graphs.
b. Find the value of using the substitution . [8]

c. The increasing function f satisfies and , where and . [8]

(i) By reference to a sketch, show that .

(ii) Hence find the value of .
Markscheme
a. (i)

A2
 
Note: Award A1 for correct , A1 for correct .

Note: Award A1A0 for two correct shapes with and/or 1 missing.

Note: Condone graph outside the domain.

 
(ii) ,
M1

A1A1 N1N1

(iii) area M1
Note: Award M1 for an integral that contains limits, not necessarily correct, with and subtracted in either order.
 
A1
 (M1)

A1
[9 marks]
b. M1A1A1 

Note: Award M1 for substitution and reasonable attempt at finding expression for dx in terms of , first A1 for correct limits, second A1 for
correct substitution for dx .
 
A1
M1
A1
(M1)
A1
[8 marks]
c. (i)

M1
from the diagram above
the shaded area R1
 AG

(ii) A1
M1A1A1

Note: Award A1 for the limit seen anywhere, A1 for all else correct.

A1
A1
Note: Award no marks for methods using integration by parts.

[8 marks]

Examiners report
a. A significant number of candidates did not seem to have the time required to attempt this question satisfactorily.

Part (a) was done quite well by most but a number found sketching the functions difficult, the most common error being poor labelling of the
axes.
Part (ii) was done well by most the most common error being to divide the equation by and so omit the x = 0 value. Many recognised the
value from the graph and corrected this in their final solution.
The final part was done well by many candidates.
Many candidates found (b) challenging. Few were able to substitute the dx expression correctly and many did not even seem to recognise the
need for this term. Those that did tended to be able to find the integral correctly. Most saw the need for the double angle expression although
many did not change the limits successfully.
Few candidates attempted part c). Those who did get this far managed the sketch well and were able to explain the relationship required.
Among those who gave a response to this many were able to get the result although a number made errors in giving the inverse function. On
the whole those who got this far did it well.
b. A significant number of candidates did not seem to have the time required to attempt this question satisfactorily.

Part (a) was done quite well by most but a number found sketching the functions difficult, the most common error being poor labelling of the
axes.
Part (ii) was done well by most the most common error being to divide the equation by and so omit the x = 0 value. Many recognised the
value from the graph and corrected this in their final solution.
The final part was done well by many candidates.
Many candidates found (b) challenging. Few were able to substitute the dx expression correctly and many did not even seem to recognise the
need for this term. Those that did tended to be able to find the integral correctly. Most saw the need for the double angle expression although
many did not change the limits successfully.
Few candidates attempted part c). Those who did get this far managed the sketch well and were able to explain the relationship required.
Among those who gave a response to this many were able to get the result although a number made errors in giving the inverse function. On
the whole those who got this far did it well.
c. A significant number of candidates did not seem to have the time required to attempt this question satisfactorily.

Part (a) was done quite well by most but a number found sketching the functions difficult, the most common error being poor labelling of the
axes.
Part (ii) was done well by most the most common error being to divide the equation by and so omit the x = 0 value. Many recognised the
value from the graph and corrected this in their final solution.
The final part was done well by many candidates.
Many candidates found (b) challenging. Few were able to substitute the dx expression correctly and many did not even seem to recognise the
need for this term. Those that did tended to be able to find the integral correctly. Most saw the need for the double angle expression although
many did not change the limits successfully.
Few candidates attempted part c). Those who did get this far managed the sketch well and were able to explain the relationship required.
Among those who gave a response to this many were able to get the result although a number made errors in giving the inverse function. On
the whole those who got this far did it well.
The diagram below shows a solid with volume V , obtained from a cube with edge when a smaller cube with edge is removed.

Let

(a) Find V in terms of x .

(b) Hence or otherwise, show that the only value of a for which V = 4x is .

Markscheme
(a) METHOD 1

A1

M1

(or equivalent) (A1)

A1 N0
METHOD 2
A1
attempt to use difference of cubes formula, M1

(A1)

A1 N0
METHOD 3
diagram showing that the solid can be decomposed M1
into three congruent cuboids with volume x A1
and a cube with edge x with volume A1
so, A1 N0

(b)
Note: Do not accept any method where candidate substitutes the given value of a into .

METHOD 1
M1

as A1
so, M1A1
as , AG N0
METHOD 2
M1A1

as , M1A1

AG N0

[8 marks]

Examiners report
A fair amount of candidates had difficulties with this question. In part (a) many candidates were able to write down an expression for the volume

in terms of a, but thereafter were largely unsuccessful. There is evidence that many candidates have lack of algebraic skills to manipulate the

expression and obtain the volume in terms of x. In part (b) some candidates started with what they were trying to show to be true.

The graph of is shown below, where A is a local maximum point and D is a local minimum point.
 

a. On the axes below, sketch the graph of , clearly showing the coordinates of the images of the points A, B and D, labelling them , [3]

, and respectively, and the equations of any vertical asymptotes.

 

b. On the axes below, sketch the graph of the derivative , clearly showing the coordinates of the images of the points A and D, [3]

labelling them and respectively.

 
Markscheme
a.

A1A1A1

Note: Award A1 for correct shape.

Award A1 for two correct asymptotes, and and .
Award A1 for correct coordinates, .
[3 marks]
b.

A1A1A1

Note: Award A1 for correct general shape including the horizontal asymptote.
Award A1 for recognition of 1 maximum point and 1 minimum point.
Award A1 for correct coordinates, and .

[3 marks]

Examiners report
a. Solutions to this question were generally disappointing. In (a), the shape of the graph was often incorrect and many candidates failed to give

the equations of the asymptotes and the coordinates of the image points. In (b), many candidates produced incorrect graphs although the

coordinates of the image points were often given correctly.

b. Solutions to this question were generally disappointing. In (a), the shape of the graph was often incorrect and many candidates failed to give

the equations of the asymptotes and the coordinates of the image points. In (b), many candidates produced incorrect graphs although the

coordinates of the image points were often given correctly.

The graphs of and are shown below.

Let f (x) = .

a. Draw the graph of y = f (x) on the blank grid below. [4]

b. Hence state the value of [4]

(i) ;
(ii) ;
(iii) .

Markscheme
a.

M1A1A1A1

Note: Award M1 for any of the three sections completely correct, A1 for each correct segment of the graph. [4 marks]
b. (i) 0 A1
(ii) 2 A1
(iii) finding area of rectangle (M1)
A1

Note: Award M1A0 for the answer 4.

[4 marks]

Examiners report
a. Most candidates were able to produce a good graph, and many were able to interpret that to get correct answers to part (b). The most common

error was to give 4 as the answer to (b) (iii). Some candidates did not recognise that the “hence” in the question meant that they had to use their

graph to obtain their answers to part (b).

b. Most candidates were able to produce a good graph, and many were able to interpret that to get correct answers to part (b). The most common

error was to give 4 as the answer to (b) (iii). Some candidates did not recognise that the “hence” in the question meant that they had to use their

graph to obtain their answers to part (b).