Mark Scheme

Summer 2023

Pearson Edexcel GCE

In AS Mathematics (8MA0)
Paper 01 Pure Mathematics
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Summer 2023
Publications Code 8MA0_01_2306_MS*
All the material in this publication is copyright
© Pearson Education Ltd 2023
General Marking Guidance

• All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.
• Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
• Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries may
lie.
• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide
the principles by which marks will be awarded and exemplification
may be limited.
• When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader must be
consulted.
• Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
 EDEXCEL GCE MATHEMATICS
General Instructions for Marking

1. The total number of marks for the paper is 100.

2. The Edexcel Mathematics mark schemes use the following types of marks:

• M marks: method marks are awarded for ‘knowing a method and attempting to
apply it’, unless otherwise indicated.
• A marks: Accuracy marks can only be awarded if the relevant method (M) marks
have been earned.
• B marks are unconditional accuracy marks (independent of M marks)
• Marks should not be subdivided.

3. Abbreviations

These are some of the traditional marking abbreviations that will appear in the mark
schemes.
• bod – benefit of doubt
• ft – follow through
• the symbol will be used for correct ft
• cao – correct answer only
• cso - correct solution only. There must be no errors in this part of the question
to obtain this mark
• isw – ignore subsequent working
• awrt – answers which round to
• SC: special case
• oe – or equivalent (and appropriate)
• dep – dependent
• indep – independent
• dp decimal places
• sf significant figures
•  The answer is printed on the paper
• The second mark is dependent on gaining the first mark

4. For misreading which does not alter the character of a question or materially simplify
it, deduct two from any A or B marks gained, in that part of the question affected.

5. Where a candidate has made multiple responses and indicates which response they
wish to submit, examiners should mark this response.
If there are several attempts at a question which have not been crossed out,
examiners should mark the final answer which is the answer that is the most
complete.

6. Ignore wrong working or incorrect statements following a correct answer.

7. Mark schemes will firstly show the solution judged to be the most common
response expected from candidates. Where appropriate, alternatives answers
are provided in the notes. If examiners are not sure if an answer is acceptable,
they will check the mark scheme to see if an alternative answer is given for the
method used.
 General Principles for Pure Mathematics Marking
(But note that specific mark schemes may sometimes override these general
principles)

Method mark for solving 3 term quadratic:

1. Factorisation
( x 2 + bx + c) = ( x + p )( x + q ), where pq = c , leading to x = …
(ax2 + bx + c) = (mx + p )(nx + q), where pq = c and mn = a , leading to x = …

2. Formula
Attempt to use correct formula (with values for a, b and c).

3. Completing the square

Solving x + bx + c = 0 :
2
( x  b2 )2  q  c, q  0, leading to x = …

Method marks for differentiation and integration:

1. Differentiation
n −1
Power of at least one term decreased by 1. ( x → x )
n

2. Integration
n +1
Power of at least one term increased by 1. ( x → x )
n

Use of a formula
Where a method involves using a formula that has been learnt, the advice
given in recent examiners’ reports is that the formula should be quoted
first.

Normal marking procedure is as follows:

Method mark for quoting a correct formula and attempting to use it, even
if there are small mistakes in the substitution of values.
Where the formula is not quoted, the method mark can be gained by
implication from correct working with values, but may be lost if there is any
mistake in the working.

Exact answers
Examiners’ reports have emphasised that where, for example, an exact
answer is asked for, or working with surds is clearly required, marks will
normally be lost if the candidate resorts to using rounded decimals.

Answers without working

The rubric says that these may not gain full credit. Individual mark
schemes will give details of what happens in particular cases. General policy
is that if it could be done “in your head”, detailed working would not be
required. Most candidates do show working, but there are occasional
awkward cases and if the mark scheme does not cover this, please contact
your team leader for advice.
Question Scheme Marks AOs

1 (a)  dy  2 M1 1.1b
 dx = 2x − 7 x − 4
  A1 1.1b

(2)

(b)  dy  2
Attempts to solve  dx =  2 x − 7 x − 4 0
  M1 1.1b
e.g., ( 2 x + 1)( x − 4 ) = 0 leading to x = and x =
1
Correct critical values x = − , 4 A1 1.1b
2
Chooses inside region for their critical values dM1 1.1b
1 1
Accept either −  x  4 or −  x  4 A1 1.1b
2 2
(4)

(6 marks)

Notes:

(a)
n−1
Decreases the power of x by one for at least one of their terms. Look for x → ... x
n
M1:
Allow for 5 → 0
 dy  2
A1:  dx = 2x − 7 x − 4
 
(b)
dy
M1: 0 where … may be an equality or an inequality and proceeds to find two
Sets their
dx
values for x from a 3TQ using the usual rules. This may be implied by their critical values.
1
A1: Correct critical values x ... − , 4
2
These may come directly from a calculator and might only be seen on a sketch.
dM1: Chooses the inside region for their critical values.
1 1 1
A1: Accept either −  x  4 or −  x  4 but not, e.g., −  x  4
2 2 2
 1
Condone, e.g., x  − , x  4 or x  − and x  4 or  x : x  −    x : x  4
1 1
2 2  2
 1   1 
or x   − , 4  or x   − , 4 
 2   2 
1 1
Note: You may see x  − , x  4 in their initial work before −  x  4 . Condone this so long as
2 2
1
it is clear that the −  x  4 is their final answer.
2
Question Scheme Marks AOs

6x + 7 x − 20 = 0  6u + 7u − 20 = 0
2
2 Let u = x 1.1b
 ( 3u − 4 )( 2u + 5 )= 0 M1A1 1.1b

4 5
Attempts x = '' '',''− ''  x = ... M1 1.1b
3 2
16
x= only A1 cso 2.3
9
(4)

(4 marks)
Alt 1 6 x + 7 x − 20 = 0  7 x = 20 − 6 x  49 x = ( 20 − 6 x )
2

2
 49 x = 400 − 240 x + 36 x M1 1.1b
36 x 2 − 289 x + 400 = 0 A1 1.1b

( 9 x − 16 )( 4 x − 25 ) = 0 M1 1.1b
16
x= only A1 cso 2.3
9
(4)

6 x + 7 x − 20 = 0  ( 3 x − 4 )( 2 x + 5 ) = 0
Alt 2 M1 1.1b
A1 1.1b
4 5
Attempts x = '' '',''− ''  x = ... M1 1.1b
3 2
16
x= only A1 cso 2.3
9
(4)

Notes:

M1: Attempts a valid method that enables the problem to be solved. See General Principles for
Pure Mathematics Marking at the front of the mark scheme for guidance. Score for either
letting u = x and attempting to factorise to ( au  c )( bu  d ) with ab = 6, cd = 20

or making 7 x the subject and attempting to square both sides.

or attempting to factorise to ( a x  c )( b x  d ) with ab = 6, cd = 20

or by quadratic formula or completing the square following usual rules.

A1: ( 3u − 4 )( 2u + 5)= 0 or 36 x2 − 289 x + 400= 0 or ( 3 x − 4 )( 2 x + 5 ) = 0

2
−7  7 − 4(6)(−20)
If they use the formula, it must be correct e.g., u or x  = followed
12
by u or x  = or equivalent e.g., . Ignore if they have u or x  = − or not.
4 16 5
3 12 2
 2

If they complete the square, they must have  u +  = followed by u or x  = or

7 529 4
 12  144 3

. Ignore if they have u or x  = − or not.

16 5
equivalent e.g.,
12 2
M1: Correct method from p x  q = 0 leading to x = … by squaring
In Alt 1, it is for solving their quadratic using the General Principles for Pure Mathematics
Marking. There must be a method shown, i.e., the solutions should not come straight from a
calculator. If attempting to factorise, it must be to ( a x  c )( b x  d ) with ab = 36, cd = 400
In Alt 2, it is for squaring their value(s) for u to get x = …
16 25
A1: cso x = only. x = must be discarded. Note 0011 is not possible.
9 4
16 25
Allow “incorrect” x = − or x = − to be seen as long as they are discarded.
9 4
Ignore any reason they give for rejecting solutions.
Note that a method to solve their quadratic must be seen – solutions must not come directly
from a calculator. Simply stating the quadratic formula (without substitution) is insufficient.
Question Scheme Marks AOs

3 (a) Angle ACB = 33 B1 1.1b

 2
 2 2
Attempts AB = 8.2 + 15.6 − 2  8.2 15.6cos33 M1 1.1b

Distance = awrt 9.8 {km} A1 1.1b

(3)

(b) • Explains that the road is not likely to be straight {and

therefore the distance will be greater}.
• Explains that there are likely to be objects in the way {that
they must go around and therefore the distance travelled will B1 3.2b
be greater}.
• The {bases of the} masts are not likely to lie in the same
{horizontal} plane {and so the distance will be greater}.
(1)

(4 marks)

Notes:

(a)
B1: 33 seen anywhere but allow 72 – 39. May be indicated on a diagram (including incorrectly)
or on the given Figure 1 and it might be named incorrectly.
M1: Uses the given model and attempts to use the cosine rule to find the distance or distance2
2 2
Award for 8.2 + 15.6 − 2  8.2 15.6cos... where ... must be a value.
A1: awrt 9.8 {km} isw
(a) Alternative
15.6cos 51 − 8.2cos18   15.6sin 39 − 8.2sin 72 
B1:  
AB =    or  
 15.6sin 51 − 8.2sin18 
 o.e.
15.6 cos 39 − 8.2 cos 72 
 awrt  2.0   9.8   7.8 
May be implied by calculation that leads to   e.g.  − 
 awrt  9.6  12.1  2.5 
 awrt  9.6 
Note: they may find components separately and condone, e.g.,  
 awrt  2.0 
M1: Attempts to find AB (as above) and uses Pythagoras to find distance or distance2
A1: awrt 9.8 {km} isw
(b)
B1: A valid reason based on the assumptions, i.e., the plane is not really horizontal
or the journey not being in a straight line.
Do not accept answers referencing the accuracy of the answer to part (a) being to 1d.p. or the
accuracy of the values given in the question, but ignore if there is a separate, valid reason.
Some examples:
“Because it is unlikely the bearings are exact” – B0 see above.
“Because they may not walk in a straight line because they could take another longer or shorter route
as their route could be more curved” – B0 – incorrect comment about there being a shorter route.
“Because they won’t travel in one direction due to the roads” – B1 BOD
“Impossible and unrealistic to walk in a straight line” – B1
Question Scheme Marks AOs

4(a)
Shape in quadrant 1 or 3 M1 1.1b

Shape and Position A1 1.1b

(2)

(b) Deduces that x  0 B1 2.2a

16 16
Attempts ...2  x...  M1 1.1b
x 2
x  0 or x  8 A1 cso 2.2a

(3)

(5 marks)

Notes:

(a)
M1: For the correct shape in quadrant 1 or 3. Do not be concerned about position but it must not
cross either axis. Ignore incorrect asymptotes for this mark.
A1: Correct shape and position. There should be no curve in either quadrant 2 or quadrant 4.
The curve must not clearly bend back on itself but condone slips of the pen.
(b)
B1: Deduces that x  0 but condone x  0 for this mark.
16 16
M1: Attempts ...2  x...  where the … means any equality or inequality.
x 2
A1: cso x  0 or x  8 (Both required)
Set notation may be seen  x : x  0   x : x  8 o.e. x  ( −, 0 )  8,  )
Accept x  0 , x  8 but not x  0 and x  8
Must not be combined incorrectly, e.g., 8  x  0 or  x : x  0   x : x  8
Question Scheme Marks AOs

5 States or uses the upper limit is 5 B1 1.1b


4 3 M1 1.1b
4 x 2 + 3 dx = x + 3x
3 A1 1.1b

Full method of finding the area of R

5
4 
e.g. 23 5 −  x 3 + 3 x  = ...
3 0 M1 2.1
5
 4 3
 20 x − 3 x  = ...
e.g.
 0
40
 Area R = 5 A1 1.1b
3
(5)
(5 marks)
Notes:
B1: States or uses the upper limit 5 Score when seen as the solution x = 5
M1: Attempts to integrate 4 x 2 + 3 or  23 − 4 x 2 + 3( ( ) ) which may be simplified.
n n +1
Look for one term from 4 x 2 + 3 with x → x It is not sufficient just to integrate 23.
A1: Correct integration. Ignore any +c or spurious integral signs. Indices must be processed.

 
4 3  4 
Look for 4 x 2 + 3 dx = x + 3x or  20 − 4 x 2 dx =   20 x − x3  if (line curve)
3  3 
or (curve – line) used.
M1: Full and complete method to find the area of R including the substitution of their upper limit.
The upper limit must come from an attempt to solve 4 x 2 + 3 = 23
The lower limit might not be seen but if seen it should be 0.
See scheme for two possible ways. Condone a sign slip if (line curve) or (curve – line)
used.
40
A1: 5 following correct algebraic integration.
3
40
If using (curve – line) then allow recovery but they must make the − 5 positive.
3

Alternative using

B1:
 x dy

States or uses limits 3 and 23. It must be for a clear attempt to integrate with respect to y
y −3
M1: Attempts to rearrange to x = and integrate condoning slips on the rearrangement.
4
1 3
Look for ... ( y  3) 2 → ... ( y  3) 2


1
( y − 3) 2 dy = 1 y − 3 32
A1: Correct integration
2
  3 ( ) Ignore any +c or spurious integral signs.
M1: Full and complete method to find the area of R including the substitution of their limits.
In this case it would be for substituting 23 and 3 and subtracting either way round into their
changed expression in terms of y
40
A1: 5 following correct algebraic integration.
3
Question Scheme Marks AOs

6 (a) x 2 + y 2 − 6 x + 10 y + k = 0

( x − 3)2 + ( y + 5 )2  ... = ... M1 1.1b

Centre ( 3, −5 ) A1 1.1b

(2)

(b) Deduces that k = 9 is a critical point B1ft 2.2a

Recognises that radius > 0
M1 3.1a
''9''+ ''25''− k  0
9  k  34 A1 1.1b

(3)

(5 marks)

Notes:

(a)
M1: For sight of ( x  3)2  ( y  5 )2  ... = ... or one coordinate for centre from ( 3, 5 )
A1: Centre ( 3, −5 )
(b)
B1ft: Deduces that k...9 is a critical point. Allow this to come from their ( ''5'') Condone 36
2

4
Note that this might come from setting y = 0 and using the discriminant on x − 6 x + k = 0
2

( x  3)2 + ( y  5)2 = ( ''3'') + ( ''5'' ) − k and recognises that the radius2 must be positive so
2 2
M1:

( ''3'') + ( ''5'' ) − k  0 but condone ( ''3'') + ( ''5'' ) − k  0

2 2 2 2

k  34 or k  34 would imply this method mark.

Note: they may have incorrectly calculated ( ''3'' ) + ( ''5'' ) in (a) so allow their value for this
2 2

in place of ( ''3'' ) + ( ''5'' ) as long as the intention is clear.

2 2

A1: 9  k  34 but condone 9  k  34 . Allow inequalities to be separate, i.e., k  9, k  34

Set notation may be seen k : k  9  k : k  34 or k  ( 9,34 )
Condone k : k  9  k : k  34 or k  (9,34] or k  9 and k  34
Must not be combined incorrectly, e.g., k : k  9  k : k  34
Question Scheme Marks AOs

7 (a) Uses or implies that V = ad + b B1 3.3

Uses both 40 = 80a + b and 25 = 200a + b to get either a or b M1 3.1b

Uses both 40 = 80a + b and 25 = 200a + b to get both a and b dM1 1.1b
1
 V = − d + 50 o.e. A1 1.1b
8
(4)
(b)(i)(ii) States either that the initial volume was 50 {litres}
B1 ft 3.4
or that the distance travelled was 400 {km}
Attempts to find both answers by solving
1 M1 3.4
0 = − d + 50 and 0 = 400 − 8V
8
States both that the initial volume was 50 litres
A1 3.2b
and that the distance travelled was 400 km
(3)
(c) States, e.g., “Poor model” as 320km is significantly less than 400 km. B1ft 3.5a

(1)

(8 marks)
Notes:
(a)
B1: Attempts a linear model, i.e., uses or implies that V = ad + b or d = mV + c which may be
in terms of, e.g., y and x
M1: Awarded for translating the problem in context and starting to solve.
It is scored when both 40 = 80a + b and 25 = 200a + b are written down and the candidate
proceeds to find either a or b
Alternatively, scored when both 200 = 25m + c and 80 = 40m + c are written down and the
candidate proceeds to find either m or c
25 − 40 200 − 80
You may just see  or  or 8km for every litre o.e. so check carefully
200 − 80 25 − 40
for attempts at the gradient.
dM1: Uses 40 = 80a + b and 25 = 200a + b to find both a and b (or m and c)
Alternatively, if the gradient is found, proceeds to use one of the bullet points to find c, with
the usual rules applying for straight line (coordinates must be used the correct way round,
i.e., they would lead to the correct answer).
1
A1: V = − d + 50 or exact equivalent, e.g., d = 400 − 8V or d + 8V = 400 etc.
8
Withhold this mark if their answer is not stated in terms of V and d
Mark parts (b)(i) and (b)(ii) together. Note that they may restart and not use an equation.
B1ft: States either the initial volume was 50 {litres} or the distance travelled was 400 {km} but it
must be clearly for the correct part, e.g., V = 50.
80
Follow through on their a and b (or m and c). This may be scored from 40 + or 400
8 8
M1: Complete attempt to find both answers. Must be from a linear model.
 1
Substitutes V = 0 and finds d by attempting to solve their 0 = − d + 50
8
and substitutes d = 0 and finds V by attempting to solve their 0 = 400 − 8V
Note that one (or both) of these attempts may be implied by correct values ft their equations.
A1: States both 50 litres and 400 km. Units are required to be correct for both values.
It must be clear which answer applies to each part, which may be simply by correct units.
Accept l or L for litres.
(c)
B1ft: Main Scheme (comparing (b)(ii) with 320)
This mark is only available for answers from (b)(ii) if they are < 290 or > 350
Concludes poor model (o.e.) and states that 320 is significantly less than “400” (o.e.)
Note that 320  400 so it is a poor model is acceptable.
It is not sufficient to say 320  400 or 320  400 so it is a poor model.
Condone “the 400 is too far away from 320”.

Alternative (finding remaining fuel after 320 km)

States poor model (o.e.) because after 320 km the model predicts there will be 10 litres left,
which is significantly more than an empty tank / much too high compared to an empty tank
(o.e.).
Question Scheme Marks AOs

8 Complete method to find the RHS of an equation for l

80 − 60 M1 1.1b
e.g., Attempts gradient =
10
= 2 and uses intercept = 60
 y = 2x + 60 A1 1.1b
Deduces the RHS of the equation for C is  y = ax ( x − 6 )
M1 3.1a
and attempts to use (10,80 ) to find the value of a

Equation of C is  y = 2 x ( x − 6 ) A1 1.1b
2x ( x − 6) y 2 x + 60 B1ft 2.5

(5)

(5 marks)

Notes:

M1: Complete attempt to use the given information to find an equation or inequality for l, which
may be l = or have no LHS. y – 80 = 2(x – 10) is acceptable for this mark.
A1:  y = 2x + 60 This is not scored by y – 80 = 2(x – 10)
M1: Deduces the RHS of the equation of C is { y =}ax ( x − 6 ) , a  1, and attempts to use (10,80 )
to find the value of a which may be implied. Again, there may be no LHS.
Other possible and more lengthy alternatives include:
1) Setting the RHS to be { y =}a ( x − 3) + b and using ( 0, 0 ) and (10,80 ) to find a and b
2

2) Setting the RHS to be  y = px + qx and using ( 6, 0 ) and (10,80 ) to find p and q

2

 y = 2 x ( x − 6 ) or alternative such as  y = 2 ( x − 3) − 18 or  y = 2 x − 12 x
2 2
A1:
This may be implied by an inequality y ...2 x ( x − 6 ) and may be seen as, e.g., C = 2 x ( x − 6 )
B1ft: "2 x ( x − 6 ) "  y  "2 x + 60" o.e. must follow from their l and C and apply isw
Follow through only on a quadratic for C and a straight line for l
Do not allow a mixture of inequalities, i.e., < with 
Allow 2 x − 12 x  y  2 x + 60 or as separate inequalities y  2 x ( x − 6 ) , y  2 x + 60
2

Do not allow 2 x ( x − 6 )  R  2 x + 60 or 2 x ( x − 6 )  f ( x)  2 x + 60 or 2 x ( x − 6 )  2 x + 60
Ignore any reference to −3  x  10
Note: y = 2 x + 60 and y = 2 x ( x − 6 ) incorrectly expanded to y = 2 x − 12 followed by
2

2
2 x − 12  y  2 x + 60 would score 11110
Question Scheme Marks AOs

9 2 log 5 ( 3 x − 2 ) − log 5 x = 2
Uses one correct law
2 log 5 ( 3x − 2 ) → log 5 ( 3x − 2 )
2
e.g. or 2 → log5 25 B1 1.1a
2
or log5 ... = 2 → ... = 5
Uses two correct log laws:
2 log 5 ( 3x − 2 ) → log 5 ( 3x − 2 )
2
either and 2 → log5 25

( 3x − 2 ) M1 3.1a
2

or 2 log 5 ( 3x − 2 ) − log 5 x → log 5

x
leading to an equation without logs
( 3x − 2 )
2

Correct equation without logs, usually = 25 A1 1.1b

x
( 3x − 2 )
2

= 25  9 x 2 − 37 x + 4 = 0  ( 9 x − 1)( x − 4 ) = 0  x = ... dM1 1.1b

x
x = 4 only A1 cso 3.2a

(5)

(5 marks)

Notes:

B1: Uses one correct log law. The base does not need to be seen for this mark.
This mark is independent of any other errors they make.

M1: This can be awarded for the overall strategy leading to an equation in x not involving logs.
It requires the correct use of two log laws as in the main scheme to reach an equation in x
This mark may not be awarded for correct application of two laws following incorrect log
work, but numerical slips are condoned.

A1: For a correct unsimplified equation with logs removed and no incorrect work seen.
Ignore any incorrect simplification of their equation.
2 2
3x − 2 9 x − 12 x + 4
Allow recovery on missing brackets, e.g., log 5 =2→ = 25
x x
( 3x − 2 )
2

= 25 or, e.g., ( 3x − 2 ) = 25 x but you might see

2
Correct equations are likely to be
x
4
9 x − 12 + = 25 Sight of a correct equation does not imply either the previous M1 or the
x
A1.
log 5 ( 3 x − 2 ) ( 3x − 2 ) = 25
2 2

Note: =2→ may be seen and scores B1M0A0.

log 5 x x

dM1: For a correct method to solve their equation, via a 3TQ set = 0
The 3TQ may be solved by calculator - you may need to check their value(s).
 Can be implied by one correct value for their 3TQ set = 0 correct to 1d.p.
A1: cso x = 4 only.
1
If x = is also given it must be rejected. x = 0 might also be seen and must be rejected.
9
Ignore any reasoning for rejecting any values.
Note that calculators can solve the equation at any stage and so full log work must be shown
leading to a 3TQ set = 0.
Question Scheme Marks AOs

10 (a) 5
Deduces that the gradient of line l2 is − B1 1.1b
3
Complete attempt to find the equation of line l2
1 M1 1.1b
e.g., y − 0 = − ( x − 8)
'' m1 ''

5x + 3 y = 40 * A1* 2.1
(3)
(b) Deduces A(−10,0) B1 2.2a
3
Attempts to solve y = x + 6 and 5x + 3 y = 40 simultaneously to
5 M1 1.1b
find the y coordinate of their point of intersection
135
y coordinate of C is o.e. A1 1.1b
17
1 135
Complete attempt at area ABC =  ( 8 + ''10 '')  " " dM1 2.1
2 17
1215
= A1 1.1b
17
(5)
(8 marks)
Notes:
(a)
5 5
B1: Deduces that the gradient of line l2 is − (accept − x)
3 3
M1: Complete attempt to find the equation of line l2 using B(8,0) and a changed gradient.
If using y = mx + c they must be using a changed gradient and proceed as far as c = …
A1*: Clear work leading to the given answer of 5x + 3 y = 40 with no errors seen.
There is a requirement to ''show that'' so the must be at least one intermediate line between
5 5 40
y − 0 = − ( x − 8) or finding c (e.g., y = − x + ) and the answer.
3 3 3
Condone 3 y + 5x = 40
(a) Alternative
5
B1: Rearranges 5x + 3 y = 40 to y = − x + ...
3
M1: Complete attempt to show that the equation of line l2 is perpendicular to l1 and that it passes
through B(8,0). Requires:
5 3 5 3
• either − is the negative reciprocal of or shows −  = −1
3 5 3 5
5 40
evidence that l2 passes through (8,0) , e.g., 5 ( 8 ) + 3 ( 0 ) = 40 or y = − (8) +
• =0
3 3
A1*: Clear work showing all elements of 5x + 3 y = 40 being perpendicular to l1
and that (8,0) lies on 5x + 3 y = 40 , as above, with no errors seen and a minimal conclusion.
(b)
B1: Deduces A(−10,0) May be awarded on the diagram as -10 or within a calculation.
3
M1: For the attempt to solve y = x + 6 (or e.g., 5 y − 3x = 30 ) and 5x + 3 y = 40
5
simultaneously to find the y coordinate of their point of intersection.
May be implied, i.e., from a calculator solution which must be correct to 1d.p.
They should be using the given equations but allow slips in rearranging.
135
A1: y coordinate of C is (Accept awrt 7.9 for this mark)
17
dM1: Scored for a complete and correct attempt to find the exact area of triangle ABC.
There may be numerical slips, e.g., in finding the x coordinates of A, but, e.g., the x and y
coordinates should not be used the wrong way round.
Do not allow the use of decimals in place of exact values as they cannot meet the demand of
the question.
See scheme using just the y coordinate of C.
Another option is to use Pythagoras' theorem to find AC and BC lengths using A(−10,0) ,
 55 135  45 34 27 34
B(8,0) and their C  ,  Note: AC = and BC =
 17 17  17 17
1215
A1: Proceeds correctly to area ABC =
17
(b) Alternative – you might see the following from Further Maths candidates:
B1M1A1 as above.
55
8 " " "− 10" 8
1 17 1 135 135 
= 8" "− "− 10" "
17 
dM1: "
2 135 2 17
0 " " 0 0
17

8 0 1
1 55 135 1 135 135 
" 1 = 8" "− "− 10" "
17 
or " " " "
2 17 17 2 17
"− 10" 0 1
1215
A1: Proceeds correctly to area ABC =
17
Question Scheme Marks AOs

11(a) h = 2.3 −1.7e0 M1 3.4

Either 0.6 {m} or 60 cm A1 1.1b

(2)

(b)  dh  −0.2t
 dt =  0.34e M1 3.1b
 
At t = 4  Rate of growth is 0.34e−0.24 = 0.15277...m / year dM1 3.4

0.153 {m per year} = 15.3 cm {per year} * A1* 1.1b

(3)

(c) 2.3 (m) B1 2.2a

(1)

(6 marks)

Notes:

(a)
M1: Substitutes t = 0 into h = 2.3 −1.7e−0.2t Implied by e.g., h = 2.3 −1.7e−0 or h = 0.6
3
A1: Allow 0.6, 0.6 m, or 60 cm and isw after a correct height. Allow
5
The M mark may be implied by A1.
(b)
M1: Links rate of change to gradient and differentiates h = 2.3 − 1.7e−0.2t to k e−0.2t , k  −1.7
Accept, e.g., −0.2  −1.7e−0.2t Must be seen in (b).
dM1: Substitutes t = 4 into k e−0.2t , k  −1.7 and calculates its value.
A1*: Fully correct. Requires
 dh   dh  17  dh 
• sight of  =  0.34e −0.2t o.e., e.g.,  =  e−0.2t or  =  − 0.2  −1.7e −0.2t
 d t   dt  50  dt 
 dh 
•  =  awrt 0.153 {metres per year}
 dt 
• changing to awrt 15.3 cm {per year}.
Note: Substituting t = 4 into h = 2.3 − 1.7e−0.2t gives h = 1.536... scores M0dM0A0 unless
differentiation and further correct work is seen separately.
(c)
B1: Allow 2.3, 2.3 m, or 230 cm
2.29 and 2.2999… which clearly continues are both acceptable, but 2.29999999 is not.
Question Scheme Marks AOs
12(a) sin x
States or uses tan x = B1 1.2
cos x
2
(
4sin x = 5cos x  4sin x = 5 1 − sin x
2
) M1 1.1b

5sin x + 4sin x − 5 = 0 *
2
A1* 2.1

(3)
(b)
Attempts to solve 5sin x + 4sin x − 5 = 0  sin x = ...
2
M1 1.1b
−2  29
sin x =
5
( sin x = awrt 0.677 ) A1 1.1b

Takes sin −1 leading to at least one answer in the range dM1 1.1b
x = awrt 42.6{} and x = awrt137.4{} only A1 1.1b

(4)
(c) 15  ''2'' = 30 following through on their ''2'' B1ft 2.2a
Explains either
''mathematically'' by stating 3  5  their number in range 0 to 360
B1ft 2.4
or
'in words'' e.g., stating 3  '' 2 '' values every 360 and 5 lots of 360
(2)

(9 marks)

Notes:

(a) Allow use of e.g.  but the final mark requires the equation to be in terms of x
sin x sin x sin 
B1: States or uses tan x = e.g., 4 tan x = 5cos x  4 = 5cos x Allow e.g. tan x =
cos x cos x cos 
M1: Multiplies by cos x and uses cos x = 1 − sin x to set up a quadratic equation in just sin x
2 2

Condone mixed arguments here.

A1*: Proceeds to 5sin x + 4sin x − 5 = 0 with correct notation and algebra, showing all key steps.
2

The = 0 must be present in the final answer line.

Condone a single slip in notation, e.g., sin x or sin  seen once.
2

(b)
M1: Attempts to solve 5sin x + 4sin x − 5 = 0  sin x = ... using the usual rules.
2

sin x = may be implied later.

Allow solution(s) from a calculator but one must be correct (0.6 or 0.7 or –1.4 or –1.5)

−4  116
A1: Achieves sin x =
10
(sin x = awrt 0.677 ) sin x = may be implied later.

dM1: Finds one value of x in the range 0 to 360 from their sin x =
May be scored for working in radians. If using sin x = 0.677 they should have awrt 0.744 or
awrt 2.40
If they have made a slip in solving the quadratic, e.g., by the formula, then their values will
need checking both in degrees and radians to see if this mark can be implied.
A1: x = awrt 42.6  and x = awrt 137.4  only. Ignore any values outside of 0 to 360
isw if they round their values to e.g., 3sf after stating acceptable answers.
There must be some evidence that the quadratic has been solved.
(c)
B1ft: Follow through on 15 multiplied by the number of solutions in (b) in the range 0 to 360
If working in radians in (b), they must state 30 (solutions).
B1ft: Explains either mathematically or in words. See scheme.
Note that you might see arguments expanding the range from 1800 to 5400 to account for the
5400
stretch parallel to the x axis. = 15 and 15  2 = 30 which is also acceptable.
360
Note: If candidates list 30 values and conclude that there are 30 solutions, score B1ftB1ft
There is no need to check their 30 values are correct, but there must be 30.
Question Scheme Marks AOs

13 (a) AB = OB − OA = ( −8i + 9 j) − (10i − 3j) M1 1.1b

= −18i + 12 j A1 1.1b

(2)

AB = "18" + "12" = 468

2 2
(b) M1 1.1b

= 6 13 A1 1.1b

(2)

(c) For the key step in using the fact that BCA forms a straight line in an
attempt to find ''p''
AB =  BC  −18i + 12 j = 6i +  ( p − 9 ) j with components equated
M1 2.1

leading to a value for  and to p = …

(i) p = 5 A1 1.1b
B1
(ii) ratio = 2: 3 (A1 on 2.2a
EPEN)
(3)

(7 marks)

Notes:

(a) Must be seen in (a)

M1: Attempts subtraction either way round. This cannot be awarded for adding the two vectors.
If no method shown it may be implied by one correct component.
Allow as coordinates for this mark. Condone missing brackets, e.g., −8i + 9 j − 10i − 3j
 −18  −18
A1: cao −18i + 12 j o.e.   Condone 12
 12 
 −18i   −18 
Do not allow   or ( −18, 12 ) or   for the A1.
 12 j   12 
(b)
M1: Attempts to use Pythagoras' theorem on their vector from part (a). Allow restarts.
AB = "18" + "12" = 468 Note that -18 will commonly be squared as 18
2 2

May be implied by awrt 21.6 This will need checking if (a) is incorrect.
 18 
A1: cao 6 13 May come from  
 12 
(c)
M1: For the key step in using the fact that BCA forms a straight line in an attempt to find ''p''
p −9 2
Condone sign slips. Award, for example, for  =  leading to p = …
6 3
It is implied by p = 5 unless it comes directly from work that is clearly incorrect.
 e.g., award for an attempt to use
• AB =  AC  −18i + 12 j = −12i +  ( p + 3) j with components equated leading to a value
for  and to p = …
2 p − 9 9 − −3
• gradient BC = gradient BA = − e.g., = leading to p = 
3 6 −8 − 10
1
• triangles BCM and BAN are similar with lengths in a ratio 1:3. e.g., p = 9 − 12 or
3
2
p = −3 + 12
3
• attempt to find the equation of line AB using both points (FYI line AB has equation
2 11
y = − x + ) and then sub in x = −2 leading to p = 
3 3
p+3 2 p+3
• = or = 9 − p leading to p = 
12 3 2
A1: p = 5 Correct answer implies both marks, unless it comes directly from work that is clearly
incorrect.

B1: States ratio = 2: 3 or equivalent such as 1: 1.5 or 22:33

Note that 3:2 is incorrect but condone {Area}AOB : {Area}AOC = 3: 2
This might follow incorrect work or even incorrect p
For reference, area AOC = 22, area AOB = 33 and area BOC = 11
Question Scheme Marks AOs
14 6

Attempts the term in x or the term in x of  3 − x 

3 1 5
2  
3 5
M1 3.1a
6 3 1  6 1 1 
Look for C3 3  − x  or C5 3  − x 
 2   2 
6

or correct term in x of  3 − x 
3 5 1
Correct term in x
 2 
A1 1.1b
135 3 9 5
− x or − x
2 16

( )
6

Attempts one of the required terms in x of 5 + 8x  3 − x 

5 2 1
 2 
5 3
M1 1.1b
Either 5  C5 3  − x  or 8 x  C3 3  − x 
6 1 1 2 6 3 1
 2   2 
5 3

Attempts the sum of 5  C5 3  − x  and 8 x  C3 3  − x 

6 1 1 2 6 3 1
dM1 2.1
 2   2 
5 45 8685
Coefficient of x = − − 540 = − A1 1.1b
16 16
(5)

(5 marks)

Notes:
M1: For the key step in attempting to find one of the required terms in the expansion of
6
 1 
 3 − 2 x  to enable the problem to be solved.
 
3 5

Look for C3 3  − x  or C5 3  − x  but condone missing brackets and slips in signs.

6 13 6 1 1
 2   2 
May be part of a complete expansion but only one of the required terms needs to be of the
correct form.

A1: For −
135 3
2 
x or −
9 5
16   6
x which may be unsimplified but the C3 or
6
C5 must be
5
processed. May be implied by −540 x or −
45 5
16
x   
( )
6

of the expansion of 5 + 8x  3 − x 
5 1 2
M1: Attempts one of the required terms in x
 2 
5 3

Look for 5  C5 3  − x  or 8 x  C3 3  − x  which would also imply the previous M.

6 1 1 2 6 3 1
 2   2 
5
The x may be missing as just the coefficient is required.
5
May be implied by −540 x or −
16 
45 5
x  
Condone missing brackets and signs.
You might see candidates make a slip in, e.g., their binomial coefficients, but have an
(essentially) correct method to solve the problem.
 Note that this M mark is not dependent on the first, so you may be able to award it
even if they have made a slip in finding their x3 or x5 term in the expansion.
5 3
6 1 1  6 3 1 
dM1: Attempts the sum of 5  C5 3  − x  and 8 x  C3 3  − x 
2

 2   2 
Dependent on the previous M but may be scored at the same time.
5
The x may be missing as just the coefficients are required.
Condone missing brackets and signs.
8685
A1: − or exact equivalent, -542.8125 and apply isw
16
8685 5
Condone − x for A1
16
Note that rounded decimals, e.g., -542.81 will not score the last mark.

Note that full marks can be scored for concise solutions such as:
5 3
 1  1 8685
5  6 C5  3   −  + 8  6 C3  33   −  =−
 2  2 16

Alternative
Attempts via the taking out of the common factor can be scored in the same way.

6  1  6  5  1  6  5  4  1  6  5  4  3  1  6  5  4  3  2  1   1  
6 1 2 3 4 5 6
 1  
 3 − 2 x  = 3 1 + 6   − 6 x  + 2  − 6 x  + 3!  − 6 x  + − 6 x + − 6 x + − 6 x 
         4!   5!     

6 5 4  1  6  5  4  3 2  1 
3 5
6 6
For M1 A1 look for 3   − x  or 3  − 6 x
3!  6  5!  
Score the remaining marks as per the main scheme.
Question Scheme Marks AOs

Attempts both y = 8 − 10 1 + 6 1 − 1 and y = 1 − 12 1 + 14

2 3 2
15 (a) M1 1.1b
Achieves y = 3 for both equations and gives a minimal conclusion /
A1 1.1b
statement, e.g., (1, 3) lies on both curves so they intersect at x = 1

(2)

x −12x + 14 = 8 −10 x + 6 x − x
2 2 3
(b) (Curves intersect when)
M1 1.1b
 x − 5x − 2 x + 6 = 0
3 2

For the key step in dividing by ( x − 1)

( )
dM1 3.1a
x − 5x − 2 x + 6 = ( x − 1) x + px  6
3 2 2

x − 5x − 2 x + 6 = ( x − 1) ( x − 4 x − 6 )
3 2 2
A1 1.1b

x − 4x − 6 = 0
2
Solves
ddM1 1.1b
( x − 2)
2
= 10  x = ...

x = 2 − 10 only A1 1.1b
(5)
(7 marks)
Notes:
(a) Must be seen in (a)
M1: As scheme.
For M1 A0, allow a statement that (1, 3 ) lies on both curves without sight of the calculation.
Amongst various alternatives are:
• Setting x −12x + 14 = 8 −10 x + 6 x − x and attempting to rearrange to
2 2 3

x − 5x − 2 x + 6 = 0 before substituting in x = 1
3 2

• Setting x −12x + 14 = 8 −10 x + 6 x − x and attempting to divide x − 5x − 2 x + 6

2 2 3 3 2

by ( x −1) either by long division or inspection

A1: For the complete mathematical argument.

Requires both correct calculations with a minimal conclusion, which may be as a preamble.
e.g., in the alternatives
• as 1 − 5 1 − 2 1 + 6 = 0 , hence curves meet when x = 1
3 2

•
3 2
( 2
)
x − 5x − 2 x + 6 = ( x − 1) x − 4 x − 6 so the curves intersect when x = 1

(b) Allow the use of x or k throughout this part.

Sets x −12x + 14 = 8 −10 x + 6 x − x and proceeds to a cubic equation set = 0

2 2 3
M1:
Must be seen or used in (b)

dM1: For the key step in realising that ( x −1) is a factor of the cubic.
It is for dividing by ( x −1) to get the quadratic factor.
 For division look for their first two terms, i.e., x  4 x x 2  4 x................
2

x − 1 x3 − 5 x 2 − 2 x + 6
(This will need checking if they have made an error
x3 − 1x 2
in rearranging the cubic.)
− 4 x2

3 2
(
By inspection look for the first and last term x − 5 x − 2 x + 6 = ( x − 1) x + px  6
2
)
A1:
3 2
( 2
)
x − 5x − 2 x + 6 = ( x − 1) x − 4 x − 6 or just x2 − 4 x − 6 or k 2 − 4k − 6 as their quadratic
factor following algebraic division.

ddM1: Attempts to solve their x − 4x − 6 = 0 , which must be a 3TQ, by completing the square or
2

the quadratic formula, leading to an exact solution. Their quadratic factor must not factorise.
Their quadratic “factor” may come from algebraic division that has a remainder but we will
still allow them to score this mark.
2
4 − 4 − 4(−6)
If using the quadratic formula, they need to have, e.g.,
2
4 − 40
or as a minimum (i.e., they must not jump straight to 2 − 10 from a calculator).
2
4 − 40
A1: k = 2 − 10 or exact equivalent but allow the use of x e.g., x =
2
If using the quadratic formula, the discriminant must be processed.
Must come from a correct quadratic factor.
They must have discarded 2 + 10 if seen.
Question Scheme Marks AOs
16 Sets f (4) = 0  16 + 2a + b = 0 M1 2.1
3
2 2 M1 1.1b
Integrates f ( x) = 4 x + a x + b  f ( x) = 2 x 2 + ax + bx +c A1ft 1.1b
3
Deduces that c = −5 B1 2.2a
Full and complete method using the given information
f (4) = 0 and f (4) = 3
ddM1 3.1a
in order to find values for a and b
Note: a = −15 and b = 14
3

f ( x) = 2 x 2
− 10 x + 14 x − 5
2 A1 1.1b

(6)
(6 marks)
Notes:
M1: For the key step in setting f (4) = 0  16 + 2a + b = 0 to set up an equation in a and b.
Condone slips.
n n +1
M1: For attempting to integrate f ( x). Award for x → x or b → bx
This may come after finding values for a or b or both.
3 3
2 2 2 2
A1ft: f ( x) = 2 x + ax + bx +c or, e.g., f ( x) = 2 x 2 + ax + ( −16 − 2a ) x +c
2
3 3
Allow ft on their b in terms of a if they substituted in from their f (4) = 0  16 + 2a + b = 0
Do not ft if they have a value(s) for a or b
This may be left unsimplified but the indices must be processed.
isw once the mark is awarded. Condone the omission of the + c
This accuracy mark requires only the previous M mark to be scored.
B1: Deduces that the constant term in f ( x) is 5.
Note that deducing b = −5 is B0. It must be the constant in a changed function.
ddM1: For a complete strategy to find values for both a and b.
Do not be concerned about the logistics of how they solve the simultaneous equations – this
may be done on a calculator.
Note: a = −15 and b = 14
This is dependent on both previous method marks and so must include use of both
• f (4) = 0 (their 16 + 2a + b = 0 o.e.)
16
• f (4) = 3 (their 32 + a + 4b − 5 = 3 o.e.)
3
3 3

A1: f ( x) = 2 x 2
− 10 x + 14 x − 5 or exact simplified equivalent, e.g., use of x x in place of x
2 2

Apply isw once a correct expression is seen.

Question Scheme Marks AOs

17 (a) Provides a counter example with a reason.

3 3 B1 2.4
e.g., 6 − 1 = 215 which is a multiple of 5
(1)

(b) States or uses, e.g., 2n and 2n + 2 or 2n + 2 and 2n + 4 M1 2.1

Attempts ( 2n + 2 ) − ( 2n ) = 8n + 24n + 24n + 8 − 8n

3
3 3 3 2

dM1 1.1b
leading to a quadratic.
= 24n + 24n + 8
2
A1 1.1b

24n + 24n + 8 = 8 3n + 3n + 1
2
( 2
) A1 2.1
So q − p is a multiple of 8
3 3

(4)

(5 marks)

Notes:

(a)
B1: Provides a counter example with a reason. There is no need to state “not true”.
e.g., 73 − 23 = 335 which divides by 5 {exactly}.
665
It is sufficient to have, e.g., 93 − 43 = 665 and = 133
5
Here q must be greater than p and both must be natural numbers, not 0 or negatives.
Note that any pair of positive integers n and n+5k will provide a counter example, but
q3 − p3 must be evaluated correctly, and if they divide by 5 this also needs to be correct.
(b)
M1: For the key step in stating the algebraic form of consecutive even numbers.
See main scheme for examples. They might be used either way round for this mark.
dM1: Attempts ( 2n + 2 ) − ( 2n ) = ... condoning slips but must lead to a quadratic.
3 3

Alternatively, ( 2n + 2 ) − ( 2n ) = 2 (n + 1) − n
3 3 3
 3 3

May be subtracted the wrong way round for this mark as below.
( 2n ) − ( 2n + 2 ) = ... but this will score M1dM1A0A0
3 3

e.g., ( 2n + 2 ) − ( 2n ) = 24n + 24n + 8 or ( 2n + 4 ) − ( 2n + 2 ) = 24n + 72n + 56

3 3 2 3 3 2
A1:

or ( 2n + 2 ) − ( 2n ) = 8 (n + 1) − n
3 3
 3 3
 or ( 2n) − ( 2n − 2) = 24n − 24n + 8
3 3 2
etc.

Must come from correct work and the algebra will need checking carefully.
A1: For a full and rigorous proof showing all necessary steps including:
• correct quadratic expression for q3 − p3 for their even numbers, e.g., 24n + 24n + 8
2

•
2
( 2
)
reason e.g., 24n + 24n + 8 = 8 3n + 3n + 1 or, e.g., in 24n + 24n + 8 the coefficients
2

are all multiples of 8

• minimal conclusion, ''hence true''
Alt 1:
If the even numbers are set as n and n + 2 there must be sufficient work seen before marks can be
awarded.
e.g.,
n = 2k  ( n + 2) − n = ...n + ...n + ... = ...( 2k ) + ... ( 2k ) + ...
3 3 2 2
M1dM1:
2
A1: = 24k + 24k + 8
A1: ( )
= 8 3k + 3k + 1 so q3 − p3 is a multiple of 8
2

Alt 2:
If they just use any two even numbers, e.g., 2a and 2b, or 2m and 2n + 2 then they will score as
follows:
( 2a ) − ( 2b )
3 3
M1: Condone missing brackets if recovered.
3 3
dM1: = ...a − ...b
A1:
3 3
= 8a − 8b Note 8 a − b ( 3 3
) would imply this mark.
A1: (
=8 a −b
3 3
) so q − p 3 3
is a multiple of 8 if q and p are {any two} even {numbers}

and hence q3 − p3 is a multiple of 8 if q and p are consecutive even numbers

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