PL [198 marks]

[2 marks]
1a.
Markscheme
f(x) = 3(x2 + 2x + 1) − 12 A1
= 3x2 + 6x + 3 − 12 A1
= 3x2 + 6x − 9 AG N0
[2 marks]

Examiners report
This problem was generally well done. The “show that” question in part (a) was done correctly by most candidates, with a few
attempting to show it by working backwards, which earned no marks.

[8 marks]
1b.
Markscheme
(i) vertex is
(−1, − 12) A1A1 N2
(ii)
x = −1 (must be an equation) A1 N1
(iii)
(0, − 9) A1 N1
(iv) evidence of solving
f(x) = 0 (M1)
e.g. factorizing, formula,
correct working A1
e.g.
3(x + 3)(x − 1) = 0 ,
−6± √36+108
x= 6

(−3, 0),
(1, 0) A1A1 N1N1
[8 marks]

Examiners report
Most candidates were able to identify the vertex but were unable to write the equation for the axis of symmetry. There was a great
deal of success with the x and y intercepts.
 [2 marks]
1c.
Markscheme

A1A1 N2

Note: Award A1 for a parabola opening upward, A1 for vertex and intercepts in approximately correct positions.
[2 marks]

Examiners report
Some of the sketches of the graph left much to be desired even if they were technically correct; many were v-shaped.

1d. [3 marks]

Markscheme
−1
( )=( ),
p
q −12
t = 3 (accept
p = −1 ,
q = −12 ,
t = 3 ) A1A1A1 N3
[3 marks]

Examiners report
The final part was poorly done, indicating that defining a graph in terms of stretch and translation was unfamiliar to many candidates.

2a. [2 marks]
Markscheme
evidence of using area of a triangle (M1)
e.g.
A = 12 × 2 × 2 × sin θ

A = 2 sin θ A1 N2
[2 marks]

Examiners report
Most candidates could obtain the area of triangle OPB as equal to
2 sin θ , though
2θ was given quite often as the area.
2b. [3 marks]
Markscheme
METHOD 1

PÔA =π − θ (A1)
area ΔOPA = 12 2 × 2 × sin(π − θ)
(= 2 sin(π − θ)) A1
since
sin(π − θ) = sin θ R1
then both triangles have the same area AG N0
METHOD 2
triangle OPA has the same height and the same base as triangle OPB R3
then both triangles have the same area AG N0
[3 marks]

Examiners report
A minority recognized the equality of the sines of supplementary angles and the term complementary was frequently used instead of
supplementary. Only a handful of candidates used the simple equal base and altitude argument.

[3 marks]
2c.
Markscheme
area semicircle
= 12 × π(2)2
(= 2π) A1
area ΔAPB = 2 sin θ + 2 sin θ
(= 4 sin θ) A1
S = area of semicircle − area ΔAPB
(= 2π − 4 sin θ) M1
S = 2(π − 2 sin θ) AG N0
[3 marks]

Examiners report
Many candidates seemed to see why
S = 2(π − 2 sin θ) but the arguments presented for showing why this result was true were not very convincing in many cases.
Explicit evidence of why the area of the semicircle was
2π was often missing as was an explanation for
2(2 sin θ) and for subtraction.
 [8 marks]
2d.
Markscheme
METHOD 1
attempt to differentiate (M1)
e.g.
dS
dθ
= −4 cos θ

setting derivative equal to 0 (M1)

correct equation A1
e.g.
−4 cos θ = 0 ,
cos θ = 0 ,
4 cos θ = 0
θ= π
2
A1 N3

EITHER
evidence of using second derivative (M1)
S ′′ (θ) = 4 sin θ A1
S ′′ ( π2 ) = 4 A1
it is a minimum because
S ′′ ( π2 ) > 0 R1 N0

OR
evidence of using first derivative (M1)
for
θ < π2 , S ′ (θ) < 0 (may use diagram) A1
for
θ > π2 , S ′ (θ) > 0 (may use diagram) A1

it is a minimum since the derivative goes from negative to positive R1 N0

METHOD 2
2π − 4 sin θ is minimum when
4 sin θ is a maximum R3
4 sin θ is a maximum when
sin θ = 1 (A2)
θ= π
2
A3 N3

[8 marks]

Examiners report
Only a small number of candidates recognized the fact S would be minimum when sin was maximum, leading to a simple non-
calculus solution. Those who chose the calculus route often had difficulty finding the derivative of S, failing in a significant number of
cases to recognize that the derivative of a constant is 0, and also going through painstaking application of the product rule to find the
simple derivative. When it came to justify a minimum, there was evidence in some cases of using some form of valid test, but
explanation of the test being used was generally poor.

[2 marks]
2e.
Markscheme
S is greatest when
4 sin θ is smallest (or equivalent) (R1)
θ = 0 (or
π ) A1 N2
[2 marks]
 Examiners report
Candidates who answered part (d) correctly generally did well in part (e) as well, though answers outside the domain of
θ were frequently seen.

[5 marks]
3a.
Markscheme
(i) evidence of valid approach (M1)
e.g. ship A where B was, B
11 km away
distance = 11 A1 N2
(ii) evidence of valid approach (M1)
e.g. new diagram, Pythagoras, vectors
−−−−−−−−
s = √152 + 222 (A1)
−−−
√709 = 26.62705
s = 26.6 A1 N2
Note: Award M0A0A0 for using the formula given in part (b).
[5 marks]

Examiners report
Part (a) was generally well done although some candidates incorrectly used the function given in part (b) to find the required values.
There was evidence that some candidates are not comfortable with a 24-hour clock.

3b. [6 marks]
Markscheme
evidence of valid approach (M1)
e.g. a table, diagram, formula
d = r×t
distance ship A travels t hours after noon is
15(t − 1) (A2)
distance ship B travels in t hours after noon is
11t (A1)
evidence of valid approach M1
e.g.
−−−−−−−−−−−−−−−−
s(t) = √[15(t − 1)] 2 + (11t)2

correct simplification A1
e.g.
−−−−−−−−−−−−−−−−−−−
√225(t2 − 2t + 1) + 121t2
−−−−−−−−−−−−−−−
s(t) = √346t2 − 450t + 225 AG N0
[6 marks]

Examiners report
Candidates had difficulty generalizing the problem and therefore, were unable to show how the function
s(t) was obtained in part (b).
 [3 marks]
3c.
Markscheme

A1A1A1 N3

Note: Award A1 for shape, A1 for minimum at approximately

(0.7, 9), A1 for domain.
[3 marks]

Examiners report
Surprisingly, the graph in part (c) was not well done. Candidates often ignored the given domain, provided no indication of scale, and
drew "V" shapes or parabolas.

[3 marks]
3d.
Markscheme
evidence of valid approach (M1)
e.g.
s′ (t) = 0 , find minimum of
s(t) , graph, reference to "more than 8 km"
min = 8.870455 … (accept 2 or more sf) A1
since
smin > 8 , captain cannot see ship B R1 N0
[3 marks]

Examiners report
In part (d), candidates simply regurgitated the question without providing any significant evidence for their statements that the two
ships must have been more than 8 km apart.
 [5 marks]
4a.
Markscheme
(i) correct approach A1
e.g.
−
−→ −→−
OC − OA ,
5 1
( )−( )
2 0
−
−→ 4
AC = ( ) AG N0
2
(ii) appropriate approach (M1)
e.g.
D−B ,
4 1
( ) − ( ) , move 3 to the right and 6 down
−1 5
−
−→ 3
BD = ( ) A1 N2
−6
(iii) finding the scalar product A1
e.g.
4(3) + 2(−6) ,
12 − 12
valid reasoning R1
e.g.
4(3) + 2(−6) = 0 , scalar product is zero
−
−→
AC is perpendicular to
−
−→
BD AG N0
[5 marks]

Examiners report
The majority of candidates were successful on part (a), finding vectors between two points and using the scalar product to show two
vectors to be perpendicular.
 [4 marks]
4b.
Markscheme
(i) correct “position” vector for u; “direction” vector for v A1A1 N2
e.g.
5
u=( ),
2
1
u=( );
0
4
v=( ),
2
−2
v=( )
−1
accept in equation e.g.
5 −4
( ) +t( )
2 −2
(ii) any correct equation in the form
r = a + tb , where
−
−→
b = BD
1 3
r = ( ) +t( ),
5 −6
4 −1
( )=( ) +t( )
x
A2 N2
y −1 2
[4 marks]

Examiners report
Although a large number of candidates answered part (b) correctly, there were many who had trouble with the vector equation of a
line. Most notably, there were those who confused the position vector with the direction vector, and those who wrote their equation in
an incorrect form.
 [3 marks]
4c.
Markscheme
METHOD 1
substitute (3, k) into equation for (AC) or (BD) (M1)
e.g.
3 = 1 + 4s ,
3 = 1 + 3t
value of t or s A1
e.g.
s = 12 ,
− 12 ,
t = 23 ,
− 13

substituting A1
e.g.
k = 0 + 12 (2)

k=1 AG N0
METHOD 2
setting up two equations (M1)
e.g.
1 + 4s = 4 + 3t ,
2s = −1 − 6t ; setting vector equations of lines equal
value of t or s A1
e.g.
s = 12 ,
− 12 ,
t = 23 ,
− 13

substituting A1
e.g.
4 3
r=( ) − 13 ( )
−1 −6
k=1 AG N0
[3 marks]

Examiners report
In part (c), most candidates seemed to know what was required, though there were many who made algebraic errors when solving for
the parameters. A few candidates worked backward, using
k = 1 , which is not allowed on a "show that" question.
 [5 marks]
4d.
Markscheme
−→ 1
PD = ( ) (A1)
−2
−→ −−−−−−
|PD | = √22 + 12
(= √–5) (A1)
−
−→ −−−−−−
|AC| = √42 + 22
−−
(= √20 ) (A1)
area
−
−→ −→
= 12 × |AC| × |PD | (
−− –
= 12 × √20 × √5) M1

= 5 A1 N4
[5 marks]

Examiners report
In part (d), candidates attempted many different geometric and vector methods to find the area of the triangle. As the question said
"hence", it was required that candidates should use answers from their previous working - i.e.
AC⊥BD and
P(3, 1) . Some geometric approaches, while leading to the correct answer, did not use "hence" or lacked the required justification.
 [7 marks]
5a.
Markscheme
(i) substitute into gradient
y −y
= x1 − x2 (M1)
1 2

e.g.
f(a)−0
a− 2
3

substituting
f(a) = a3
e.g.
a3−0
A1
a− 2
3

gradient
a3
2
AG N0
a−
3

(ii) correct answer A1 N1

e.g.
3a2 ,
f ′ (a) = 3 ,
3
f ′ (a) = a 2
a−
3

(iii) METHOD 1
evidence of approach (M1)
e.g.
f ′ (a) = gradient ,
3
3a2 = a 2
a−
3

simplify A1
e.g.
3a2 (a − 23 ) = a3

rearrange A1
e.g.
3a3 − 2a2 = a3
evidence of solving A1
e.g.
2a3 − 2a2 = 2a2 (a − 1) = 0
a=1 AG N0
METHOD 2
gradient RQ
= −8 2 A1
−2−
3

simplify A1
e.g.
−8
8
,3
−
3

evidence of approach (M1)

e.g.
f ′ (a) = gradient ,
3a2 = −8 2 ,
−2−
3
a3
=3
a− 2
3

simplify A1
e.g.
3a2 = 3 ,
a2 = 1
a=1 AG N0
 [7 marks]

Examiners report
Part (a) seemed to be well-understood by many candidates, and most were able to earn at least partial marks here. Part (ai) was a
"show that" question, and unfortunately there were some candidates who did not show how they arrived at the given expression.

[9 marks]
5b.
Markscheme
approach to find area of T involving subtraction and integrals (M1)
e.g.
∫ f − (3x − 2)dx ,
k k
∫−2 (3x − 2) − ∫−2 x3 ,
∫ (x3 − 3x + 2)
correct integration with correct signs A1A1A1
e.g.
x − 32 x2 + 2x ,
1 4
4
3 2
2
x − 2x − 14 x4

correct limits
−2 and k (seen anywhere) A1
e.g.
k
∫−2 (x3 − 3x + 2)dx ,
k
[ 14 x4 − 32 x2 + 2x]
−2

attempt to substitute k and

−2 (M1)
correct substitution into their integral if 2 or more terms A1
e.g.
( 14 k4 − 32 k2 + 2k) − (4 − 6 − 4)

setting their integral expression equal to

2k + 4 (seen anywhere) (M1)
simplifying A1
e.g.
k − 32 k2 + 2 = 0
1 4
4

k4 − 6k2 + 8 = 0 AG N0
[9 marks]

Examiners report
In part (b), the concept seemed to be well-understood. Most candidates saw the necessity of using definite integrals and subtracting
the two functions, and the integration was generally done correctly. However, there were a number of algebraic and arithmetic errors
which prevented candidates from correctly showing the desired final result.

[1 mark]
6a.
Markscheme
tan θ = 34 (do not accept
3
4
x ) A1 N1

[1 mark]
 Examiners report
Many candidates drew a diagram to correctly find
tan θ , although few recognized that a line through the origin can be expressed as
y = x tan θ , with gradient
tan θ , which is explicit in the syllabus.

[6 marks]
6b.
Markscheme
(i)
sin θ = 35 ,
cos θ = 45 (A1)(A1)

correct substitution A1
e.g.
sin 2θ = 2 ( 35 ) ( 45 )
24
sin 2θ = 25
A1 N3

(ii) correct substitution A1

e.g.
2
cos 2θ = 1 − 2( 35 ) ,
2 2
( 45 ) − ( 35 )
7
cos 2θ = 25
A1 N1

[6 marks]

Examiners report
A surprising number were unable to find the ratios for
sin θ and
cos θ from
tan θ . It was not uncommon for candidates to use unreasonable values, such as
sin θ = 3 and
cos θ = 4 , or to write nonsense such as
2 sin 35 cos 45 .

[6 marks]
7.
Markscheme
gradient of tangent
= 8 (seen anywhere) (A1)
f ′ (x) = 4kx3 (seen anywhere) A1
recognizing the gradient of the tangent is the derivative (M1)
setting the derivative equal to 8 (A1)
e.g.
4kx3 = 8 ,
kx3 = 2
substituting
x = 1 (seen anywhere) (M1)
k=2 A1 N4
[6 marks]
 Examiners report
Candidates‟ success with this question was mixed. Those who understood the relationship between the derivative and the gradient of
the normal line were not bothered by the lack of structure in the question, solving clearly with only a few steps, earning full marks.
Those who were unclear often either gained a few marks for finding the derivative and substituting
x = 1 , or no marks for working that did not employ the derivative. Misunderstandings included simply finding the equation of the
tangent or normal line, setting the derivative equal to the gradient of the normal, and equating the function with the normal or tangent
line equation. Among the candidates who demonstrated greater understanding, more used the gradient of the normal (the equation
− 14 k = − 18 ) than the gradient of the tangent (
4k = 8 ) ; this led to more algebraic errors in obtaining the final answer of
k = 2 . A number of unsuccessful candidates wrote down a lot of irrelevant mathematics with no plan in mind and earned no marks.

[3 marks]
8a.
Markscheme
(i) evidence of substituting into
n(A ∪ B) = n(A) + n(B) − n(A ∩ B) (M1)
e.g.
75 + 55 − 100 , Venn diagram
30 A1 N2
(ii) 45 A1 N1
[3 marks]

Examiners report
Overall, this question was very well done. There were some problems with the calculation of conditional probability, where a
considerable amount of candidates tried to use a formula instead of using its concept and analysing the problem. It is the kind of
question where it can be seen if the concept is not clear to candidates.

[4 marks]
8b.
Markscheme
(i) METHOD 1
evidence of using complement, Venn diagram (M1)
e.g.
1−p ,
100 − 30
70
100
7
(= 10
) A1 N2

METHOD 2
attempt to find P(only one sport) , Venn diagram (M1)
e.g.
25 45
100
+ 100
70
100
7
(= 10
) A1 N2

(ii)
45
70
9
(= 14
) A2 N2

[4 marks]
 Examiners report
Overall, this question was very well done. There were some problems with the calculation of conditional probability, where a
considerable amount of candidates tried to use a formula instead of using its concept and analysing the problem. It is the kind of
question where it can be seen if the concept is not clear to candidates.

[2 marks]
8c.
Markscheme
valid reason in words or symbols (R1)
e.g.
P(A ∩ B) = 0 if mutually exclusive,
P(A ∩ B) ≠ 0 if not mutually exclusive
correct statement in words or symbols A1 N2
e.g.
P(A ∩ B) = 0.3 ,
P(A ∪ B) ≠ P(A) + P(B) ,
P(A) + P(B) > 1 , some students play both sports, sets intersect
[2 marks]

Examiners report
In part (c), candidates were generally able to explain in words why events were mutually exclusive, though many gave the wrong
values for P(A) and P(B).

[3 marks]
8d.
Markscheme
valid reason for independence (R1)
e.g.
P(A ∩ B) = P(A) × P(B) ,
P(B|A) = P(B)
correct substitution A1A1 N3
e.g.
30 75 55
100
≠ 100 × 100 ,
30 75
55
≠ 100

[3 marks]

Examiners report
There was a great amount of confusion between the concepts of independent and mutually exclusive events. In part (d), the
explanations often referred to mutually exclusive events.
It was evident that candidates need more practice with questions like (c) and (d).
Some students equated probabilities and number of elements, giving probabilities greater than 1.
 [2 marks]
9a.
Markscheme
(i)
x = 3 cos θ A1 N1
(ii)
y = 3 sin θ A1 N1
[2 marks]

Examiners report
Candidates familiar with the circular nature of sine and cosine found part (a) accessible. However, a good number of candidates left
this part blank, which suggests that there was difficulty interpreting the meaning of the x and y in the diagram.

[3 marks]
9b.
Markscheme
finding area (M1)
e.g.
A = 2x × 2y ,
A = 8 × 12 bh

substituting A1
e.g.
A = 4 × 3 sin θ × 3 cos θ ,
8 × 12 × 3 cos θ × 3 sin θ

A = 18(2 sin θ cos θ) A1

A = 18 sin 2θ AG N0
[3 marks]

Examiners report
Those with answers from (a) could begin part (b), but many worked backwards and thus earned no marks. In a "show that" question,
a solution cannot begin with the answer given. The area of the rectangle could be found by using
2x × 2y , or by using the eight small triangles, but it was essential that the substitution of the double-angle formula was shown before
writing the given answer.
 [8 marks]
9c.
Markscheme
(i)
dA
dθ
= 36 cos 2θ A2 N2

(ii) for setting derivative equal to 0 (M1)

e.g.
36 cos 2θ = 0 ,
dA
dθ
=0

2θ = π
2
(A1)

θ= π
4
A1 N2

(iii) valid reason (seen anywhere) R1

e.g. at
π
4
,
d2 A
< 0 ; maximum when
dθ2
f ′′ (x) <0
finding second derivative
d2 A
2
= −72 sin 2θ A1
dθ

evidence of substituting
π
4
M1

e.g.
−72 sin(2 × π4 ) ,
−72 sin( π2 ) ,
−72
θ= π
4
produces the maximum area AG N0

[8 marks]

Examiners report
As the area function was given in part (b), many candidates correctly found the derivative in (c) and knew to set this derivative to zero
for a maximum value. Many gave answers in degrees, however, despite the given domain in radians.
Although some candidates found the second derivative function correctly, few stated that the second derivative must be negative at a
maximum value. Simply calculating a negative value is not sufficient for a justification.

[2 marks]
10a.
Markscheme
valid approach (M1)
e.g. 15 mins is half way, top of the wheel,
d+1
height
= 101 (metres) A1 N2
[2 marks]

Examiners report
Part (a) was well done with most candidates obtaining the correct answer.
 [5 marks]
10b.
Markscheme
evidence of identifying rotation angle after 6 minutes A1
e.g.
2π
5
,
1
5
of a rotation,
72∘
evidence of appropriate approach (M1)
e.g. drawing a right triangle and using cosine ratio
correct working (seen anywhere) A1
e.g.
cos 2π5 = 50
x
,
15.4(508 …)
evidence of appropriate method M1
e.g. height
= radius + 1 − 15.45 …
height
= 35.5 (metres) (accept 35.6) A1 N2
[5 marks]

Examiners report
Part (b) however was problematic with most errors resulting from incorrect, missing or poorly drawn diagrams. Many did not
recognize this as a triangle trigonometric problem while others used the law of cosines to find the chord length rather than the vertical
height, but this was only valid if they then used this to complete the problem. Many candidates misinterpreted the question as one that
was testing arc length and area of a sector and made little to no progress in part (b).
Still, others recognized that 6 minutes represented
1
5
of a rotation, but the majority then thought the height after 6 minutes should be
1
5
of the maximum height, treating the situation as linear. There were even a few candidates who used information given later in the
question to answer part (b). Full marks are not usually awarded for this approach.
 [6 marks]
10c.
Markscheme
METHOD 1
evidence of substituting into
2π
b = period (M1)

correct substitution
e.g. period = 30 minutes,
b = 2π
30
A1

b = 0.209
π
( 15 ) A1 N2
substituting into
h(t) (M1)
e.g.
h(0) = 1 ,
h(15) = 101
correct substitution A1
π
1= 50 sin(− 15 c) + 51

c = 7.5 A1 N2
METHOD 2
evidence of setting up a system of equations (M1)
two correct equations
e.g.
1 = 50 sin b(0 − c) + 51 ,
101 = 50 sin b(15 − c) + 51 A1A1
attempt to solve simultaneously (M1)
e.g. evidence of combining two equations
b = 0.209
π
( 15 ),
c = 7.5 A1A1 N2N2
[6 marks]

Examiners report
Part (c) was not well done. It was expected that candidates simply use the formula
2π
period
to find the value of b and then substitute back into the equation to find the value of c. However, candidates often preferred to
set up a pair of equations and attempt to solve them analytically, some successful, some not. No attempts were made to solve this
system on the GDC indicating that candidates do not get exposed to many “systems” that are not linear. Confusing radians and
degrees here did nothing to improve the lack of success.

[3 marks]
10d.
Markscheme
evidence of solving
h(t) = 96 (M1)
e.g. equation, graph
t = 12.8 (minutes) A2 N3
[3 marks]
 Examiners report
In part (d), candidates were clear on what was required and set their equation equal to 96. Yet again however, solving this equation
graphically using a GDC proved too daunting a task for most.

[4 marks]
11a.
Markscheme
Note: accept answers given in degrees, and minutes.
evidence of choosing sine rule (M1)
e.g.
sin A sin B
a
= b

correct substitution A1
e.g.
∘
sin θ
10
= sin 730 ,
sin θ = 57

AĈB = 45.6∘ ​ ,
AĈB = 134∘ ​ A1A1 N1N1
Note: If candidates only find the acute angle in part (a), award no marks for (b).
[4 marks]

Examiners report
Most candidates were comfortable applying the sine rule, although many were then unable to find the obtuse angle, demonstrating a
lack of understanding of the ambiguous case. This precluded them from earning marks in part (b). Those who found the obtuse angle
generally had no difficulty with part (b).

[2 marks]
11b.
Markscheme
attempt to substitute their larger value into angle sum of triangle (M1)
e.g.
180∘ − (134.415…∘ + 30∘ )

AB̂C = 15.6∘ ​ A1 N2
[2 marks]

Examiners report
Most candidates were comfortable applying the sine rule, although many were then unable to find the obtuse angle, demonstrating a
lack of understanding of the ambiguous case. This precluded them from earning marks in part (b). Those who found the obtuse angle
generally had no difficulty with part (b).
 [5 marks]
12a.
Markscheme
evidence of finding height, h (A1)
e.g.
h
sin θ = 2
,
2 sin θ
evidence of finding base of triangle, b (A1)
e.g.
b
cos θ = 2
,
2 cos θ
attempt to substitute valid values into a formula for the area of the window (M1)
e.g. two triangles plus rectangle, trapezium area formula
correct expression (must be in terms of
θ ) A1
e.g.
2 ( 12 × 2 cos θ × 2 sin θ) + 2 × 2 sin θ ,
1
2
(2 sin θ)(2 + 2 + 4 cos θ)
attempt to replace
2 sin θ cos θ by
sin 2θ M1
e.g.
4 sin θ + 2(2 sin θ cos θ)
y = 4 sin θ + 2 sin 2θ AG N0
[5 marks]

Examiners report
As the final question of the paper, this question was understandably challenging for the majority of the candidates. Part (a) was
generally attempted, but often with a lack of method or correct reasoning. Many candidates had difficulty presenting their ideas in a
clear and organized manner. Some tried a "working backwards" approach, earning no marks.

[4 marks]
12b.
Markscheme
correct equation A1
e.g.
y=5,
4 sin θ + 2 sin 2θ = 5
evidence of attempt to solve (M1)
e.g. a sketch,
4 sin θ + 2 sin θ − 5 = 0
θ = 0.856
(49.0∘ ) ,
θ = 1.25
(71.4∘ ) A1A1 N3
[4 marks]

Examiners report
In part (b), most candidates understood what was required and set up an equation, but many did not make use of the GDC and instead
attempted to solve this equation algebraically which did not result in the correct solution. A common error was finding a second
solution outside the domain.
 [7 marks]
12c.
Markscheme
recognition that lower area value occurs at
θ = π2 (M1)

finding value of area at

θ = π2 (M1)
e.g.
4 sin( π2 ) + 2 sin(2 × π2 ) , draw square

A=4 (A1)
recognition that maximum value of y is needed (M1)
A = 5.19615 … (A1)
4 < A < 5.20 (accept
4 < A < 5.19 ) A2 N5
[7 marks]

Examiners report
A pleasing number of stronger candidates made progress on part (c), recognizing the need for the end point of the domain and/or the
maximum value of the area function (found graphically, analytically, or on occasion, geometrically). However, it was evident from
candidate work and teacher comments that some candidates did not understand the wording of the question. This has been taken into
consideration for future paper writing.

[1 mark]
13a.
Markscheme
use right triangle trigonometry A1
eg
OC
cos 1.4 = r

OC = r cos 1.4 AG N0
[1 mark]

Examiners report
As to be expected, candidates found this problem challenging. In part (a), many were able to use right angle trigonometry to find the
length of OC.
 [7 marks]
13b.
Markscheme
correct value for BC
eg
BC = r sin 1.4 ,
−−−−−−−−−−−−
√r2 − (r cos 1.4) 2 (A1)

area of
ΔOBC = 12 r sin 1.4 × r cos 1.4
(= 12 r2 sin 1.4 × cos 1.4) A1

area of sector
OAB = 12 r2 × 1.4 A1

attempt to subtract in any order (M1)

eg sector – triangle,
1 2
2
r sin 1.4 × cos 1.4 − 0.7r2

correct equation A1
eg
0.7r2 − 12 r sin 1.4 × r cos 1.4 = 25

attempt to solve their equation (M1)

eg sketch, writing as quadratic,
25
0.616…

r = 6.37 A1 N4
[7 marks]
Note: Exception to FT rule. Award A1FT for a correct FT answer from a quadratic equation involving two trigonometric functions.

Examiners report
As to be expected, candidates found this problem challenging. Those who used a systematic approach in part (b) were more
successful than those whose work was scattered about the page. While a pleasing number of candidates successfully found the area of
sector AOB, far fewer were able to find the area of triangle BOC. Candidates who took an analytic approach to solving the resulting
equation were generally less successful than those who used their GDC. Candidates who converted the angle to degrees generally
were not very successful.

[2 marks]
14a.
Markscheme
attempt to find gradient (M1)
eg reference to change in
x is
3 and/or
y is
2,
3
2
gradient
2
= 3
A1 N2
[2 marks]

Examiners report
[N/A]
 [3 marks]
14b.
Markscheme
attempt to substitute coordinates and/or gradient into Cartesian equation
for a line (M1)
eg
y − 4 = m(x − 9), y = 23 x + b, 9 = a(4) + c
correct substitution (A1)
eg
4 = 23 (9) + c, y − 4 = 23 (x − 9)
y = 23 x − 2 (accept a = 23 , b = −2) A1 N2
[3 marks]

Examiners report
[N/A]

[2 marks]
14c.
Markscheme
any correct equation in the form r = a + tb (any parameter for t), where a indicates position eg
9
( ) or
4
0
( ), and b is a scalar multiple of
−2
3
( )
2
eg r =
9 3 3t + 9
( ) + t ( ) ,( ) = ( ), r = 0i − 2 j + s(3i + 2 j)
x
A2 N2
4 2 y 2t + 4

Note: Award A1 for a + tb, A1 for L = a + tb, A0 for r = b + ta.

[2 marks]

Examiners report
[N/A]

[2 marks]
15a.
Markscheme
attempt to substitute x=1 (M1)

1 12 1 1
eg r =( 2 ) + t( ) , L1 = ( ) + t ( )
1 −2 2 −2
correct equation (vector or Cartesian, but do not accept “L1 ”)

1 1
eg r = ( ) + t( ) , y = −2x + 4 (must be an equation) A1 N2
2 −2
[2 marks]

Examiners report
In part (a), most candidates correctly substituted 1 for x, although many of them did not earn full marks for their work
here, as they wrote their vector equation using L1 =, not understanding that L1 is the name of the line, and not a
vector.
 [6 marks]
15b.
Markscheme
appropriate approach (M1)

0 a a2
eg ( ) = ( 2 ) + t( )
y a −2
correct equation for x-coordinate A1

eg 0 = a + ta2
−1
t= a
A1

substituting their parameter to find y (M1)

a a2
eg y= 2
a
− 2 ( −1
a
), ( 2
) − 1a ( )
a −2
correct working A1

a a
eg y= 2
+ 2a , ( 2
)−( )
a
a
− 2a
finding correct expression for y A1

0
eg y= 4
a
, ( 4
) P (0, 4
a
) AG N0
a
[6 marks]

Examiners report
Very few candidates answered parts (b) and (c) correctly, often working backwards from the given answer, which is not
appropriate in "show that" questions. In these types of questions, candidates are required to clearly show their working
and reasoning, which will hopefully lead them to the given answer.

[2 marks]
15c.
Markscheme
valid approach M1

−
−→ 2a
eg distance formula, Pythagorean Theorem, PQ =( )
− 4a
correct simplification A1
2
eg (2a )2 + ( 4a )
16
d = 4a2 + AG N0
a2
[2 marks]

Examiners report
Very few candidates answered parts (b) and (c) correctly, often working backwards from the given answer, which is not
appropriate in "show that" questions. In these types of questions, candidates are required to clearly show their working
and reasoning, which will hopefully lead them to the given answer.
15d. [7 marks]

Markscheme
recognizing need to find derivative (M1)

eg d ′ , d ′ (a)
correct derivative A2
32 32
eg 8a − , 8x −
a3 x3
setting their derivative equal to 0 (M1)
32
eg 8a − =0
a3
correct working (A1)
32
eg 8a = , 8a4 − 32 = 0
a3
working towards solution (A1)
–
eg a4= 4, a2
= 2, a = ±√2
4 – – –
a = √4 (a = √2) (do not accept ± √2) A1 N3

[7 marks]

Total [17 marks]

Examiners report
Fortunately, a good number of candidates recognized the need to find the derivative of the given expression for d in
part (d) of the question, and so were able to earn at least some of the available marks in the final part.

16a. [2 marks]
Markscheme
correct substitution into formula (A1)

eg l = 1.2 × 8
9.6 (cm) A1 N2

[2 marks]

Examiners report
Parts (a) and (b) were well done, but it was not uncommon to see students finding area instead of perimeter in part (c).
Most candidates recognized the need to use the cosine rule in part (b), and other candidates chose to use the sine rule
to find the length of AB.

There are candidates who do not seem comfortable working with radians and transform the angles into degrees. Other
candidates used an angle of 1.2π instead of 1.2, supposing that angles in radians always should have π.
 [3 marks]
16b.
Markscheme
METHOD 1

evidence of choosing cosine rule (M1)

eg ^ B)
2r2 − 2 × r2 × cos(AO
correct substitution into right hand side (A1)

eg 82 + 82 − 2 × 8 × 8 × cos(1.2)
9.0342795
AB = 9.03 [9.03, 9.04] (cm) A1 N2

METHOD 2

evidence of choosing sine rule (M1)

AB OB
eg =
^ B)
sin(AO ^ B)
sin(OA

finding angle OAB or OBA (may be seen in substitution) (A1)

π−1.2
eg
2
, 0.970796
AB = 9.03 [9.03, 9.04] (cm) A1 N2

[3 marks]

Examiners report
Parts (a) and (b) were well done, but it was not uncommon to see students finding area instead of perimeter in part (c).
Most candidates recognized the need to use the cosine rule in part (b), and other candidates chose to use the sine rule
to find the length of AB.

There are candidates who do not seem comfortable working with radians and transform the angles into degrees. Other
candidates used an angle of 1.2π instead of 1.2, supposing that angles in radians always should have π.

[2 marks]
16c.
Markscheme
correct working (A1)

eg P = 9.6 + 9.03
18.6342
18.6 [18.6, 18.7] (cm) A1 N2

[2 marks]

Total [7 marks]

Examiners report
Parts (a) and (b) were well done, but it was not uncommon to see students finding area instead of perimeter in part (c).
Most candidates recognized the need to use the cosine rule in part (b), and other candidates chose to use the sine rule
to find the length of AB.

There are candidates who do not seem comfortable working with radians and transform the angles into degrees. Other
candidates used an angle of 1.2π instead of 1.2, supposing that angles in radians always should have π.

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