2013 Preliminary Examination H2 Mathematics 9740 Paper 1 (Solutions)

1 If two curves y = ax
3
+ bx and y = ln (px
2
) intersect at the points where x = 1, x = 2 and
x = 4, find the values of a, b and p, correct to 2 decimal places. [4]
[Solution]
At the points of intersection, ax
3
+ bx = ln (px
2
)
When x = 1, a + b = ln p a + b ln p = 0 ------- (1)
When x = 2, 8a + 2 b = ln (4p) 8a + 2 b ln p = ln 4 ------- (2)
When x = 4, 64a + 2 b = ln (16p) 64a + 2 b ln p = ln 16 ------- (3)

Using GC (with unknowns a, b and ln p):
a = 0.01
b = 3.557 b = 12.65
ln p = 3.545 p = 34.63




Markers Comments:
About 50% of the cohort could not solve the question. They tried to solve it without using GC, and
working is very tedious.



























2 A police officer discovered the dead body of a murdered man. The body was located in a
room that was kept constant at 20
o
C. According to Newtons law of cooling, the body will
radiate heat energy into the room at a rate proportional to the difference in temperature
between the body and the room. Let T
o
C be the body temperature at time t minutes.
(i) Write down a differential equation relating T and t. [1]
(ii) By solving this differential equation, show that 20 e
kt
T A

= + where A and k are
constants. [3]
The coroner arrived at the scene at 10.40 pm and the body temperature of the victim was
measured to be 34
o
C. He made another measurement of the temperature after 90 minutes and
temperature was 30
o
C. It is assumed that the victims temperature was 37
o
C at the time of
death. Find the time of the victims death. [3]
[Solution]
(i) ( )
d
20 , 0
d
T
k T k
t
= >
(ii)
1
d d
20
T k t
T
=

} }

ln 20 T kt c = + or ( ) ln 20 > 20 T kt c T = +
20 e
kt c
T
+
=
20 e e
c kt
T

=
20 e where = e
kt c
T A A

= +
Let x be the time from death to the point where his body temperature reaches
34
0
C.

When t = 0, 37 = 20 + AA = 17
When t = x, 34 20 17e
kx
= + 17e 14 (1)
kx
=
When t = x + 90,
( ) 90
30 20 17e
k x +
= +
( ) 90
17e 10 (2)
k x +
=

( ) 90
(1) e 14
Taking , we have
(2) 10 e
kx
k x

+
=

90
14
e
10
k
=

7
90 ln
5
k
| |
=
|
\ .


1 7
ln
90 5
k
| |
=
|
\ .

Sub into (1) and solving for x,
1 14
ln
17
x
k
| |
=
|
\ .
= 51.9 52 ~
The victim died at 9.48pm.

Markers Comments:
(i) Well done.
(ii) Generally well done except for a minority of students who did not put the arbitrary
constant after integrating.

Many students (about 70% of the cohort) get the last part correct. Those who did not
get it correct make the following mistakes:
- Sub in the wrong condition (when t = 90, T = 30)
- Did not write down the time.


3 The rth term of a sequence is given by
2 2
8
(2 1) (2 1)
r
r
u
r r
=
+
, for r = 1, 2, 3, ..
The sum of the first n terms is denoted by S
n
.
(i) Given that
1
8
9
S = and
2
24
25
S = , find the exact values of S
3
and S
4
. [1]

(ii) By considering the values of 1
n
S for n = 1, 2, 3 and 4, or otherwise, make a
conjecture for a formula for S
n
in terms of n. [1]

(iii) Prove your conjecture by the method of mathematical induction. [4]

(iv) Find the smallest integer n for which the sum S
n
differs from 1 by less than 10
5
.
[2]
[Solution]
(i)
1
8
9
S = ,
2
24
25
S = , S
3
=
( )
2 2
24 24 48
25 49 5 7
+ = and S
4
=
( )
2 2
48 32 80
49 81 7 9
+ =
(ii)
1 2
1 1
1
9 3
S = =

2 2
1 1
1
25 5
S = =

3 2
1 1
1
49 7
S = =

4 2
1 1
1
81 9
S = =

( )
2
1
1
2 1
n
S
n
=
+

Hence, a conjecture for S
n
( )
2
1
1
2 1 n
=
+
.
Markers Comments:
Part (i) and (ii) are generally well done except for some weaker students who mistook
n
S as
n
U
and hence they cannot make any conjecture at all. Quite a number of students did not make S
n
in
terms of n and leave their conjecture as
( )
2
1
1
2 1
n
S
n
=
+
.
One common wrong conjecture is
( )
2
1
1
2
n
S
n
=
+
. These students only check that they can get
1 S
1
but not the rest. They either did not recognize the odd numbers or they do not know how to
write down the general form of an odd number.



(iii) Let P
n
be the statement: S
n
2
1
1
(2 1) n
=
+
, for all positive integers n.
When n = 1,
1
8
LHS
9
S = = and
2
1 8
RHS 1
3 9
= = . P
1
is true.
Assume P
k
is true for some positive integer k. i.e.
2
1
1
(2 1)
k
S
k
=
+

When n = k +1, need to prove that P
k+1
is true,
i.e.
( ) ( )
1 2 2
1 1
1 1
2 3 2 1 1
k
S
k k
+
= =
+ + + (



1 1
LHS
k k k
S S u
+ +
= = +

( )
( ) ( )
2 2 2
1 8 1
1
(2 1)
2 1 2 3
k
k
k k
+
= +
+
+ +


( )
( )
2 2
1 8 1
1 1
(2 1)
2 3
k
k
k
( +
=
(
+
+



( ) ( )
( )
2
2 2
1 2 3 8 1
1
(2 1)
2 3
k k
k
k
(
+ +
=
(
+
+
(



( )
2
2 2
1 4 12 9 8 8
1
(2 1)
2 3
k k k
k
k
( + +
=
(
+
+



( )
2
2 2
1 4 4 1
1
(2 1)
2 3
k k
k
k
( + +
=
(
+
+



( )
( )
2
2 2
2 1
1
1
(2 1)
2 3
k
k
k
(
+
= (
+
+
(



( )
2
1
1
2 3 k
=
+
= RHS
Hence, P
k
is true P
k+1
is true.

Since P
1
is true and P
k
is true P
k+1
is true, by Mathematical Induction, P
n
is true for all
neZ
+
.
Markers Comments:
Generally well done for (iii) but very few students get full mark for this part because of poor
presentations and conclusion.
There is a large number of students who wrote or or n n n
+
e e e . They are very
confused with the notation.
There are students who are confused between P
n
and S
n
and some used S
n
to define the statement
as well.
There are still a few students who prove P
1
by just writing down LHS =
8
9
= RHS, without showing
any substitution, and hence lose the 1 mark here.
These steps of expansion must be
shown! Students must not skip these
steps in proof.
Even though almost all students did assume P
k
true for some (which a few students wrote all)
k
+
e , quite a number of students made mistakes such as
1 k k k
S S u
+
= + and
1 1 k k
S S u
+
= + which
shows that they have no conceptual understanding of the essence of MI at all. The mistake in the
latter can also be seen in conclusion where some students interpret P
1
true and P
k
true P
k+1

true to be same as P
k
and P
1
true P
k+1
true.
Another common mistake is that students forgot to change the sign to negative when they write
( )
( )
2 2
1 8 1
1 1
(2 1)
2 3
k
k
k
( +

+
+

. This is most common among those who did not introduce the use of
bracket, this confusion of whether the numerator need to change to negative sign is very common
among students indicating very poor algebraic skills:
( ) ( )
( )
2
2
2
2 3 8 1
1
(2 1) 2 3
k k
k k
+ + +

+ +

(iv) 1 S
n
< 10
5


5
2
1
10
(2 1) n

<
+


2 5
(2 1) 10 n+ >

Method 1:
Using GC, when
n = 157, ( )
2 5
(2 157 1) 99225 10 + = <
n = 158, ( )
2 5
(2 158 1) 100489 10 + = >
Least n = 158

Method 2:
By sketching the graph of
2 5
(2 1) 10 y n = +







For
2 5
(2 1) 10 0 n+ > , 157.6 n >
Least n = 158

Method 3:
2 5
(2 1) 10 0 n+ >
2 5
4 4 1 10 0 n n + + >
(n +158.6) (n 157.6) > 0







n > 157.6 or n < 158.6 (rejected)
Least n = 158
157.6
n
y
158.6 157.6
n
Should be ve

Markers Comments:
Very few students score the full 2 marks for this part (iv). Many students are stuck with
5
2
1
10
(2 1) n

<
+
and do not know how to proceed. For students from better classes, many
students proceed to solve
2 5
(2 1) 10 n+ > by square root both sides without giving detailed
working of how they get to
5
2
(2 1) 10 n + > . Some students who know how to use GC to get
158 did not show graph or the table of values. The students also did not look carefully at
the value displayed by the GC, When n = 158, ( )
2 5
(2 158 1) 1 10 instead of 100489 + = and
hence they thought it has not exceeded 10
5
, ended up getting n = 159 instead of 158 as the
answer.

4 (a) The sum,
n
S , of the first n terms of a sequence is given by
2
3 4 2
n
S n n = + + where
n > 2. Show that this sequence is an arithmetic progression. [3]

(b) A large volume of water consists of x kg of impurities. In a water purification process,
1
r
of the impurities, where , 1 r r
+
e > is removed in the first stage. In each subsequent
stage, the amount of impurities removed is
1
r
of that removed in the preceding stage.
Assume no other impurities are added in the process.

(i) Find the amount of impurities removed in the second and third stages of
purification in terms of x and r. [1]
(ii) Find the total amount of impurities removed by the end of the n
th
stage. [2]
(iii) Find the range of values of r such that at least half of the impurities will remain no
matter how many stages are used. [2]
[Solution]
(a)
2 2
1
3 4 2 3( 1) 4( 1) 2 6 1
n n n
T S S n n n n n

( ( = = + + + + = +



| |
1
6 1 6( 1) 1
n n
T T n n

= + +
= 6, which is independent on n
this progression is an arithmetic progression.

(b)(i) In the 2
nd
stage, amount of impurities removed =
2
x
r

In the 3rd stage, amount of impurities removed =
3
x
r


(ii) Total amount of impurities removed by the end of the n
th
stage of purification

2 n
x x x
r r r
= + + +

1
1
1
1
n
x
r
r
r
| |

|
=
|
|

\ .


( )
( )
1
1
n
n
x r
r r

=

(iii) Assuming that we can carry out the process of purification indefinitely.
Total amount of impurities remained

2 3
x x x
x
r r r
| |
= + + +
|
\ .


1
1
1
1
x x
x x
r r
r
| |
|
= =
|

|

\ .

For
1
1 2
x
x x
r
>

, [or alternatively
1
1
2
1
x
r
x
r
s

]

1
1 2
3
x
x
r
r
s

>


Markers Comments:
(a) This supposed standard question is very badly answered.
- Many students dont know that
1 n n n
T S S

= . An alarmingly number of students
used
1 n n n
T S S
+
= or dont even know how to start.
- To show that the sequence is an arithmetic progression, there are many students
who used
1
6 1
n n
S S n

= + and concluded that this is a term that is independent of

n, which clearly is not the case. This shows that they do not understand the
concepts and just memorised the formula.
- There is also a number of students who used
2 1 3 2
6, 6, T T T T = = and then
concluded that
1
6
n n
T T

= , which shows that the sequence is an A.P. Students
need to know that they cannot generalise like this.
- Some students went to show
1
constant
n
n
T
T

= instead.
(b) Generally ok for (i). The common errors spotted are these:
- In the 2
nd
stage, amount of impurities removed =
2
1
r

- In the 3rd stage, amount of impurities removed =
3
1
r

- Students misunderstood the question and wrote down the total amount removed
instead of the amount removed in the respective stages.

For (ii), it is very surprising that there are still a substantial number of students who do not
know the formula for the sum of the first n terms of a geometric progression. Other than
that, it is quite well-answered.

For (iii), many students (more than half) do not understand the question and thought that
the question is asking for at least half of the impurities removed. Many also dont know
that they are supposed to use the sum to infinity of a geometric progression. In short, this
part is very badly answered.



5 A graphic calculator is not to be used in answering this question.
Two complex numbers p and q are given by 1 i p = and 1 3i q = + , and
p
z
q
= .
(i) Express z in the form x + yi, where x and y are exact real values to be determined. [2]

(ii) By considering the moduli and arguments of p and q, find the exact values of |z| and
arg z, where arg z t t < s . [4]
(iii) Hence, show that
11 6 2
sin
12 4
t
| |
=
|
\ .
. [3]
[Solution]
(i)
( ) ( )
1 i 1 3i 1 3i i 3 1 1
1 3 1 3 i
4 4 4 1 3i 1 3i
p
z
q
| |
+ | |
= = = = +
|
|
|
+
\ .
\ .

(ii)
2 2
1 1 2 p = + = , arg p =
1
tan 1
4
t

= .
( )
2
2
1 3 2 q = + = ,
1
2
arg tan 3
3 3
q
t t
t t

= = = .

2 2 11
, arg arg arg
2 4 3 12
p
z z p q
q
t t
t = = = = =

(iii) From part (i) and (ii),
( ) ( )
1 1
1 3 1 3 i
4 4
+
2 11 11
cos i sin
2 12 12
t t | | | | | |
= +
| | |
\ . \ . \ .

Comparing the imaginary parts,
( )
2 11 1
sin 1 3
2 12 4
t | |
=
|
\ .

Since
11 11
sin sin
12 12
t t | | | |
=
| |
\ . \ .
,
we get
( )
2 3 1
11 3 1 6 2
sin
12 4 4 2 2
t

| |
= = =
|
\ .




Alternative Method (Using Argand Diagram)







OR






OR






Markers Comments:
For part (i):
- Most of the students were awarded full marks.
-
( ) ( )
1 i 3i 1 1 3i i 3 1 1
1 3 1 3 i
4 4 4 3i 1 3i 1
p
z
q
| |
+ + + | |
= = = = +
|
|

|
+
\ .
\ .

The above is an alternative method which many students used. However, a fair number of
students forgot the negative sign (in red) in the denominator.






Re(z)
Im(z)
From diagram,
( )
1
4
2
2
3 1
11
sin
12
t

| |
=
|
\ .


( )
2 3 1
4

=

6 2
4

=



Re(z)
Im(z)
( )
1
4
2
2
1 3
11
sin
12
t

| |
=
|
\ .

( )
1 3
11
sin
12 2 2
t

| |
=
|
\ .

( )
3 1
11 6 2
sin
12 4 2 2
t

| |
= =
|
\ .

11
sin sin
12 12
t t | |
=
|
\ .


( )
1
4
2
2
1 3
=

( )
3 1
2 2

=

6 2
4

=




Re(z)
Im(z)
For part (ii):
- Many students had no problems finding p and q .
- Many students displayed a common misconception in finding ( ) arg p and ( ) arg q .
It is wrong to write ( )
1
3
arg tan
1
q

| |
=
|
|

\ .
. For the function
1
tan x

to exist, the function

tan x must be one-one. This means that the domain for the function tan x should be
restricted to ,
2 2
t t | |

|
\ .
, which is known as the principal range . Hence, the range for the
function
1
tan x

is also ,
2 2
t t | |

|
\ .
. This means that the function
1
tan x

will always lead to

values only within the first and fourth quadrants. Hence, in general, to find the argument
of a complex number z x yi = + , students should first find the basic angle
1
tan
y
x
o

= ,
which is the acute angle between OZ and the horizontal real axis. Next, students should
use one of the four formulae for finding the argument in the four quadrants based on o .
- Some students used ( )
( )
( )
arg
arg
arg
p
z
q
= , which is wrong.
- A number of students used
( ) ( )
2 2
1 1
1 3 1 3
4 4
z
( (
= +
( (

and
( )
( )
( )
1
1
1 3
4
arg tan
1
1 3
4
z t

=

which lead to the correct final answer. However, these
students were not awarded any marks because they did not consider p , q , ( ) arg p and
( ) arg q as required by the question.
For part (iii):
- Method 1: To find
11
sin
12
t | |
|
\ .
, students should note that ( )
11
arg
12
z
t
= . Hence, they
should consider the imaginary component of z, which would involve
11
sin
12
t | |

|
\ .
, and use
11 11
sin sin
12 12
t t | |
=
|
\ .
.
- Method 2: Students could observe that
( )
*
11
arg
12
z
t
= and proceed to use the Argand
diagram for both z and z
*
.
- Method 3: For z x yi = + , students could use ( ) sin arg
y
z
z
= (

, regardless of the sign of
the numerator y. A similar formula is ( ) cos arg
x
z
z
= (

. Cross-multiplication of these two
formulae would lead to the imaginary and real components of z respectively.
- Method 4: Students could observe that
11
sin sin
12 12
t t | | | |
=
| |
\ . \ .
, where
12
t
is the basic angle.
- Quite a number of students used
11
sin sin
12 12
t t | | | |
=
| |
\ . \ .
, which is wrong. It should be
11
sin sin
12 12
t t | | | |
=
| |
\ . \ .
.
- Students should note that 1 3 0 < and 1 3 0 < , so they should not use
( )
1
1 3
4

and
( )
1
1 3
4
as the lengths of any right-angled triangle. Instead, they should use
( )
1
1 3
4
and
( )
1
1 3
4
which are positive.
- Students must know that z is the distance from O to Z. Many students did not realise that
they had already found the length of OZ as z in part (ii), so they wasted their time trying
to find
( ) ( )
2 2
1 1
1 3 1 3
4 4
z
( (
= +
( (

.
- This is a Show question. Students should note that the skipping of essential steps could
lead to marks being deducted. Hence, for Show questions, students must present their
working coherently without any gaps in understanding.

6 Let ( )( )( ) f ( ) 1 1 r r r r = + . Show that ( ) f ( ) f ( 1) 3 1 r r r r = . [1]
(i) Find ( )
1
1 .
n
r
r r
=

[2]
(ii) Using the result obtained in part (i), deduce that
2
1
1
( 1)(2 1)
6
n
r
r n n n
=
= + +

. [2]
(i) Find the sum of the series
( )
2
2 2 2 2 2 2 2
1 3 2 3 3 4 5 3 6 3 1 , n n + + + + + + + + where n is odd. Give
your answer in a fully factorised form. [4]
[Solution]
( )( )( ) ( )( )( ) f ( ) f ( 1) 1 1 2 1 r r r r r r r r = +
( )( )| | 1 1 2 r r r r = + +
( ) 3 1 r r =

(i)
( ) ( ) ( ) ( )
1 1
1
1 f f 1
3
n n
r r
r r r r
= =
=


( )
1
f (1) f 0
3
= (


( )
1
f (2) f 1
3
+ (



( )
1
f ( 1) f 2
3
n n + (


( )
1
f ( ) f 1
3
n n + (


( )
1
f ( ) f 0
3
n = (


( ) ( )
1
1 1 0
3
n n n = + (

( )( )
1
1 1
3
n n n = +

(ii)
( ) ( )( )
1
1
1 1 1
3
n
r
r r n n n
=
= +

( ) ( )( )
2
1
1
1 1
3
n
r
r r n n n
=
= +

( )( )
2
1 1
1
1 1
3
n n
r r
r n n n r
= =
= + +


( )( )
2
1
1 1
1 1 ( 1)
3 2
n
r
r n n n n n
=
= + + +

( ) ( )
2
1
1
1 2 1 3
6
n
r
r n n n
=
= + + (

( )( )
2
1
1
1 2 1
6
n
r
r n n n
=
= + +

(deduced)

(iii) ( )
2
2 2 2 2 2 2 2
1 3 2 3 3 4 5 3 6 3 1 n n + + + + + + + +
( ) ( )
( )
2
2 2 2 2 2 2 2 2 2
1 2 3 4 5 2 2 4 6 1 n n = + + + + + + + + + + +
( )
1
2
2
2
1 1
2 2
n
n
r r
r r

= =
= +


( )( ) ( )
2
1 1 1 1 1
1 2 1 2 2 1 2 1
6 6 2 2 2
n n n
n n n
| | | || | | |
= + + + + +
| | | |
\ .\ . \ . \ .

( )( ) ( )
1 4 1 1
1 2 1
6 3 2 2
n n
n n n n
+ | || |
= + + +
| |
\ .\ .

( )( ) ( )( )
1 1
1 2 1 1 1
6 3
n n n n n n = + + + +
( ) ( ) ( )
1
1 2 1 2 1
6
n n n n = + + + (

( )( )
1
1 4 1
6
n n n = +

Markers Comments:
Most students were able to answer up to part (ii) and achieve 5 marks out of 9. Only a
small number of students attempted part (iii) successfully.
Common mistakes seen were:
(1) Omission of brackets (very common): Eg.
( ) ( ) ( )
1 1
1
1 f f 1
3
n n
r r
r r r r
= =
=


(2) Omission of the steps in reducing ( )( )
1 1
1 1 ( 1)
3 2
n n n n n + + + to ( )( )
1
1 2 1
6
n n n + + .
(3) Wrong limits in the summation notation for
( )
2
2 2 2 2 2 2 2
1 3 2 3 3 4 5 3 6 3 1 n n + + + + + + + + .
Eg. ( )
2
2
1 1
(2 1) 3 2
n n
r r
r r
= =
= +


Very few students regrouped into the form
( ) ( )
( )
2
2 2 2 2 2 2 2 2 2
1 2 3 4 5 2 2 4 6 1 n n + + + + + + + + + + +























7 (a) The diagram below shows the graph of y = f(x). The graph has a minimum point at (1,
3) and intersects the axes at x = 2 and y = 4. The equations of the asymptotes are y =
2x and x = 1.









On separate diagrams, sketch the graphs of
(i) y = f '(x), [2]
(ii)
1
f ( )
y
x
= , [2]
(iii) y
2
= f (x). [2]
In each case, give if possible, the equations of the asymptotes, the coordinates of the
turning points and the coordinates of the points where the graph crosses the x- and y-
axes.
(b) A curve undergoes the transformations A, B and C in succession:
A: a translation of 2 units in the negative direction of the x-axis.
B: a scaling parallel to the x-axis by a factor 2.
C: a translation of 1 unit in the positive direction of the y-axis.
The equation of the resulting curve is
2
2 9
4
y x
x
= +
+
.
Find the equation of the curve before the three transformations were effected.[3]
y
x
0
(1, 3)
4
x= 1
2
y = 2x

[Solution]
(a) (i)













(ii)











(iii)






y
x
0
1
x= 1
y = 2
y = f '(x)
x= 2
y
x
0 1
(1, )


y
x
0
(1, )
2
x= 1
2
y
2
= f (x)
2
(1, )
(b)
2
2 9
4
y x
x
= +
+


2
2 8
4
y x
x
= +
+


( )
2 1
2 2 8 4 8
2 4 2
y x x
x x
= + = +
+ +


1 1
4( 2) 8 4
( 2) 2
y x x
x x
= + =
+

The equation of the curve before the transformations were effected is
1
4 y x
x
=
Markers Comments:
- 7ai) was done well with occasional presentation issues such as omitting the equation of the
asymptotes
- 7aii) Many students faced difficulties with the oblique asymptotes. The new asymptote y =
0 (or
1
2
y
x
= out of syllabus) was often left out. Students should refer back to the meaning
of the transformation to get ideas on how to deal with the oblique asymptote. Since the
transformation is a reciprocal transformation, students should consider the reciprocal of
large y values as x increases. Doing so, they should realise that the resultant are small y
values. As the y values are small such as
1
4
and
1
3
, students drew the graph close to the x
axis, making it difficult to read their graph. Students are advised to stretch this region for
clarity even if meant that the scaling might be off by a little.
- 7aiii) Many students drew a roughly correct shape for this question. However, most had
problems with the oblique asymptote again. As it is not within syllabus to know that there
will be a non-linear asymptote 2 y x = , students need not draw this asymptote at all.
Students were not penalised if they drew this asymptote as a straight line but were warned.
Some students forgot that at 2 x = , they were supposed to draw a rounded looking curve
at the x axis, not sharp.
- 7b) concepts were mostly in place. The alarming fact was that many students copied from
the question wrongly and some read the transformation wrongly. Students are advised to
read the question slowly and underline the key information before proceeding.





replace y by y + 1
replace x by 2x
replace x by (x2)
8 A curve is defined by the parametric equations

2
2 2
1 4
, , 0 1.
1 1
t t
x y t
t t

= = s s
+ +

(i) Show that the equation of the normal to the curve at the point where
1
2
t = is given by
2 6
3 5
y x = + . [5]

(ii) Sketch the curve and the normal in part (i) on the same diagram. [2]

(iii) Show that the area bounded by the curve, the normal and the axes can be expressed in
the form f ( ) d
b
a
t t c +
}
, where a, b and c are constants to be determined. Hence evaluate
this area. [3]
[Solution]
(i)
( )( ) ( )( )
( )
2 2
2
2
2 1 2 1
d
d
1
t t t t
x
t
t
+
=
+
( )
3 3
2
2
2 2 2 2
1
t t t t
t
+
=
+
( )
2
2
4
1
t
t

=
+


( ) ( )( )
( )
2
2
2
4 1 2 4
d
d
1
t t t
y
t
t
+
=
+
=
( )
2 2
2
2
4 4 8
1
t t
t
+
+
=
( )
2
2
2
4 4
1
t
t

+


( )
( )
2
2
2 2
2
2
1
d d d 4 4 1
d d d 4
1
t
y y x t t
x t t t t
t
| || |
+

| |
= = =
| |
+
\ .\ .

At t =
1
2
, x =
3
5
, y =
8
5


2
1
1
d 3 2
1
d 2
2
y
x
| |

|
\ .
= = Gradient of the normal =
2
3

Equation of the normal at t =
1
2
:

8 2 3
5 3 5
y x
| |
=
|
\ .


2 6
3 5
y x = + (Shown)

(ii)



2
1



y
x
( )
3 8
5 5
,


(iii) Area =
3
5
1
1 6 8 3
d
2 5 5 5
y x
| || |
+ +
| |
\ .\ .
}


( )
( )
0
2
2
2
1
2
21 4 4
d
25 1
1
t t
t
t
t
| |
|
= +
|
+
+
\ .
}

= 0.447295 + 0.84
= 1.29 units
2
(Using GC)

1 21
, 0,
2 25
a= b= c=



Markers Comments:
Many students did not simplify their working for
d
d
y
x
and attempted to obtain the form directly.
This lead to many careless mistakes. Students also did not attempt to show full working to getting
d 3
d 2
y
x

= and attempted to bulldoze their way through in hope that the marker will not check
through their working. This is an incorrect practice that is undesirable. A minority of the students
did not know that the gradient of the normal is
1
d 3
d 2
y
x

=
.
Some students fail to label the graph properly. A large portion did not know how to do parametric
integration. Some attempted to do
( )
0
2
1
2
4
d
1
t
t
t +
}
which is conceptually incorrect. A large majority did
not change limits and around a quarter of the cohort identified the wrong region to integrate.
In sum, students really need to learn to simplify their steps, show clear and full working and revise
their parametric integration.













9 (i) Find
2
e cos 4 d
x
x x
}
. [4]
(ii) Sketch the curves y = e
x
sin 2x and y = e
x
for 0
2
x
t
s s on a single diagram. Find the
exact x-coordinate of the point of intersection between the two curves. [3]

(iii) Find the exact volume of the solid generated when the region bounded by the two
curves and the y-axis is rotated through 2t radians about the x-axis. [4]
[Solution]
(i) ( )
2 2 2
1 1
e cos 4 d e cos 4 e 4sin 4 d
2 2
x x x
x x x x x =
} }


2 2
1
e cos 4 + 2 e sin 4 d
2
x x
x x x =
}

( )
2 2 2
1 1 1
e cos 4 + 2 e sin 4 e 4cos 4 d
2 2 2
x x x
x x x x
| |
=
|
\ .
}


2 2 2
1
e cos 4 + e sin 4 4 e cos 4 d
2
x x x
x x x x =
}

( )
2 2
1
5 e cos 4 d e cos 4 2sin 4
2
x x
x x x x = +
}
+ c'
( )
2 2
1
e cos 4 d e cos 4 2sin 4 +
10
x x
x x x x c = +
}


Alternatively,
( )
2 2 2
1 1
e cos 4 d sin 4 e sin 4 2e d
4 4
x x x
x x x x x
| |
=
|
\ .
} }


2 2
1 1
e sin 4 e sin 4 d
4 2
x x
x x x =
}


( )
2 2 2
1 1 1 1
e sin 4 cos 4 e cos 4 2e d
4 2 4 4
x x x
x x x x
( | | | |
=
| | (
\ . \ .
}


2 2 2
1 1 1
e sin 4 + e cos 4 e cos 4 d
4 8 4
x x x
x x x x =
}

( )
2 2
5 1
e cos 4 d e cos 4 2sin 4
4 8
x x
x x x x = +
}
+ c'
( )
2 2
1
e cos 4 d e cos 4 2sin 4 +
10
x x
x x x x c = +
}



(ii)







y
x
y = e
x
y = e
x
sin 2x

0
1
Students are advised to
simplify before the next
integration.
1. Label graphs and x- and y- axes.
2. Give the values of the intercepts.
3. Sketch for the given domain 0
2
x
t
s s .
4. The curve y = e
x
sin 2x is not symmetrical
in the interval.
5. The curve y = e
x
is a strictly increasing
function and touches the curve y = e
x
sin 2x
at one point only.
.
At the point of intersection, e
x
sin 2x = e
x

e
x
(sin 2x 1) = 0
e
x
= 0 or sin 2x = 1
2
2
x
t
=

4
x
t
=
(iii)










Volume of solid generated
( ) ( )
4 4
2 2
0 0
e d e sin 2 d
x x
x x x
t t
t t =
} }


4 4
2 2 2
0 0
e d e sin 2 d
x x
x x x
t t
t t =
} }


4 4
2 2
0 0
1 cos 4
e d e d
2
x x
x
x x
t t
t t
| |
=
|
\ .
} }


( )
4
2 2
0
1
e e cos 4 d
2
x x
x x
t
t = +
}

( )
4 4
2 2
0 0
1 1 1
e + e cos 4 2sin 4
2 2 10
x x
x x
t t
t
| |
( (
|
= +
( (
|
|
\ .
using (i) answer

0
2 2
1 1 1
e 1 e e
2 2 10
t t
t
| | | | | |
= + | | |
| | |
\ . \ . \ .


2
1
2e 3
10
t
t
| |
=
|
|
\ .
units
3

Markers Comments:
i. This part is generally well done. Many students used integration by parts but made mistakes in the
differentiation/integration of the two functions. A number of students did not simplify before the
next integration and thus made more careless mistakes. Many students did not have the final
constant of integration.

ii. The curves were generally well sketched though many were incomplete with missing intercepts or
unlabelled graphs or axes. A number of students wrongly sketched the curve y = e
x
sin 2x to be
symmetrical in the interval (like a quadratic curve) or undefined at x =
2
t
when it is not. Some
students sketched more than the required domain. Some sketches of the curve y = e
x
intersected the
curve y = e
x
sin 2x wrongly at more than one point or at the maximum point.
Majority of the students solved the equation e
x
sin 2x = e
x
to find the point of intersection of the two
curves but cancelled out e
x
on both sides of the equation without any explanation. Some students
did not show any working for finding the x-coordinate.; some did not give the exact form.
y
x
y = e
x


0
1
y = e
x
sin 2x


no solution as e
x
> 0
Use double angle formula:
2
1 cos 4
sin 2
2
x
x

=

Answer need to be simplified

iii. This part is badly attempted; weaker students did not even attempt to answer this part. Two
common wrong answers for the volume of solid were
( )
4
2
0
e e sin 2 d
x x
x x
t
t
}
and
4 4
0 0
e d e sin 2 d
x x
x x x
t t
t t
} }
, indicating students poor grasp of the concept on volume of
revolution. Some students were able to give the correct definite integral but did not know how to
find the integral
4
2 2
0
e sin 2 d
x
x x
t
t
}
. Less than 10% of the cohort was able to get to the final exact
answer.























10 The functions f, g and h are defined by
f : 2 , , x x x x k e s ,

2
1
g : , x x
x
e ,

2
1
h : , ,
4 4
x x x k
x x
e <
+
.
State the largest value of k such that
1
f

exists. [1]
Use this value of k for the following parts.
(i) Find
1
f

in a similar form. Hence find the range of values of x such that

( ) ( )
1
f f x x

= . [4]
(ii) Determine the range of values of x for which ( ) ( ) f g x x s , giving your answers in
exact form. [4]
(iii) Show that the composite function gf exists and explain if the functions h and gf are
equal. [2]
[Solution]
Largest 2 k =
(i) Since 2 x s , f ( ) 2 x x =
Let 2 y x = 2 x y =



1
f : 2 , 0 x x x

>

D
f
=
| (
, 2 and | ) 1
f
D 0,

= .
For ( ) ( )
1
f f x x

= , 0 2 x s s

Markers comments for (i):

1. First part was generally well-done with almost all being able to state the correct largest
value of k.

2. Many students encountered difficulties in finding the
1
f

of a modulus function,
reflecting their weak concepts in the modulus function. Many started by squaring
both sides which is not the correct approach. The best method is to spilt up the
modulus function based on the given domain.
Some errors:
-
2
2 y x = - thought that by squaring it removes the modulus sign which is
incorrect.
- ( ) ( ) 2 2 y x x y = = + , Hence ( )
1
f : 2 x x

+
Alternative solution:
Let 2 y x =
2 y x = or y = (x 2)
x = y +2 (rejected since 2 x s ) or x = y +2


3. Surprisingly, not many of them understood what the question requires by finding
1
f

in a similar form. Similar form in this case is to defined the function exactly as how
it was written in the question, with the rule and domain stated. However, many
failed to do so with some merely giving an expression for
1
f ( ) x

without stating the

domain.

4. The last part was badly done with many candidates either did not attempt or approach
the question wrongly.
Many started equating
1
f ( ) f ( ) x x

= or f ( ) x x = which provide only a single answer,

whereas the question specifically asks for range of values of x. They failed to recognise
that the rules of f and
1
f

are the same and to find

1
f ( ) f ( ) x x

= , they just need to

find the common points using their domains.


(ii) Method 1: Algebraic Method

2
1
2 x
x
+ s

3 2
2 1 0 x x + >
( )( )
2
1 1 0 x x x > by long division
( )
1 5 1 5
1 0
2 2
x x x
| || | | | | |
+
> | | | |
| | | |
\ . \ . \ .\ .


1 5
0
2
x

s < or 0 1 x < s or
1 5
2
2
x
+
s s
[Note that 0 x = and 2 x s ( ( |
f
D , 2 = )

Method 2: Graphical Method













From the graph, for ( ) ( ) f g x x s ,

1 5
0
2
x

s < or 0 1 x < s or
1 5
2
2
x
+
s s







2

1
y = g(x)
y = f(x)
y
x

0

To find the intersection points:
2
1
2 x
x
+ =
3 2
2 1 0 x x + =
( )( )
2
1 1 0 x x x =
1 5
1or
2
x x

= =

1
0

2
x
Markers Comments for (ii):
1. This part was badly done. Firstly, many students started with the wrong approach and
secondly, they are still not competent in solving cubic inequalities.
2. Some wrong approach:
-
2
2
2
1
2 x
x
| |
s
|
\ .

-
2 2
1 1
2 x
x x
s s - students who used this method need to know that the
inequality,
2
1
2 x
x
s gives no solution
3. For the remaining students population who managed to solve the cubic inequality,
most missed out the condition that 0 x = and 2 x s .

4. Despite the question asking for answers in exact form, there are still a handful of
students who went to use GC to solve and leave their answers in non-exact form.



11 The equations of two planes p
1
and p
2
are
2 2 0 x y z + + = ,
3x + y + z = ,
respectively, where and are constants.
The line l is the line of intersection between p
1
and p
2
and has equation

1 1
3 4 5
x y z
= = .
(i) Show that = 1 and = 2. [3]
(ii) Find the exact value of the cosine of the acute angle between p
1
and p
2
. [2]
(iii) The point A with position vector 4j +2k lies on p
2
. Find the exact shortest distance from
A to l. Hence deduce the exact value of the perpendicular distance from A to p
1
.[5]
(iv) Another plane p
3
contains the origin.
(a) When p
3
and p
2
have no common point, state a vector equation of p
3.
[1]
(b) When p
3
is perpendicular to p
2
, A lies on p
3.
Find the position vector of the
common point of intersection between p
1
, p
2
and p
3
. [3]
[Solution]
p
1
: 2 2 0 x y z + + = and P
2
: 3x + y + z = ,
i.e.
2
1 0
2
| |
|
=
|
|
\ .
r and
3
1

| |
|
=
|
|
\ .
r
(i) Equation of line l is
1 1
3 4 5
x y z
= = . i.e.
1 3
0 4 ,
1 5
t t
| | | |
| |
= + e
| |
| |

\ . \ .
r
Since l lies on p
2
, l is perpendicular to the normal of p
2.

3 3
4 1 0
5
| | | |
| |
=
| |
| |
\ . \ .
9 4 5 0 1 + = = (shown)
Since (1, 0, 1) lies on p
2
, 3(1) 0 1(1) 2 + = = (shown)
Alternative method 1
Let t = 0 and t = 1 Points (1, 0, 1) and (4, 4, 6) lie on line l and plane p
2
.
3(1) + 0 + (1) = and 3(4) + (4) + (6) =
= 1 and = 2

Students are advised to let
1 1
3 4 5
x y z
= = = t before
obtain the vector equation of
line l.
Students should not use here
as has been defined as an
unknown coefficient of z in P
2

Alternative method 2
Let
2 3 3
1 1 4
2 5
k

| | | | | |
| | |
=
| | |
| | |

\ . \ . \ .
for some k e

2 3
2 6 4
5 5
k

| | | |
| |
+ =
| |
| |

\ . \ .

1, 2 3 k = =
1 = (shown)
Since (1, 0, 1) lies on p
2
, 3(1) 0 1(1) 2 + = = (shown)

(ii) Let u be the acute angle between p
1
and p
2
.
2 3
1 1
2 1
7 7 11
cos
33 9 11 3 11
u
| | | |
| |
| |
| |

\ . \ .
= = =


(iii) Let
1
0
1
OB
| |
|
=
|
|
\ .
and N be the foot of from A to line l.
Perpendicular distance from A to l,

AN =
3
4
5
50
AB
| |
|

|
|

\ .

1 3
4 4
1 5

50
| | | |
| |

| |
| |

\ . \ .
=
3
8 1
1
50
| |
|
|
|

\ .
=
8 11
50
=
4 22
5
=

Hence, Shortest distance from A to p
1
, |AF|
= sin AN u
2
4 22 7 11
1
5 33
| |
=
|
|
\ .

8
3
=






At this step, we only know that
2 3
1 1
2
| | | |
| |

| |
| |
\ . \ .
is parallel to
3
4
5
| |
|
|
|

\ .
.
They may not be equal.
- Question asking for exact value of
cosine of the acute angle, not u .
- Need to put module for the dot
product since the angle is acute.

B(1, 0, 1)
A(0, 4, 2)
l


N
A
d

l
P
1
P
2
N
F
O
AN is on the third side
of AB and d, use cross
product and not dot
product.

Alternatively,
Since N lies on l,
1 3
4 for some
1 5
t
ON t t
t
| |
|
= e
|
|

\ .

1 3
4 4
5 1
t
AN ON OA t
t
| |
|
= =
|
|

\ .

Since AN is perpendicular to line l,
1 3 3
7
4 4 4 0
25
5 1 5
t
t t
t
| | | |
| |
= =
| |
| |

\ . \ .


4
25
72
25
12
5
AN
| |
|
|
=
|
|
|

\ .

Perpendicular distance from A to l =
352 4 22
5 5
AN = =

(iv) (a) p
3
is parallel to p
2
and contains the origin.
Equation of plane p
2
:
3
1 0
1
| |
|
=
|
|

\ .
r

(b) p
3
contains points O & A OA is parallel to p
3
.
p
3
is perpendicular to p
2
p
3
parallel to
3
1
1
| |
|
|
|

\ .

3
n =
0 3 1
4 1 6 1
2 1 2
| | | | | |
| | |
=
| | |
| | |

\ . \ . \ .

Equation of p
3
is
1
1 0
2
| |
|
=
|
|
\ .
r
Using GC, solve
1
2
3
: 2 2 0
: 3 2
: 2 0
p x y z
p x y z
p x y z
+ + =
+ =
+ =

Position vector of the point of intersection =
8
1
12
17
2
| |
|
|
|
\ .
or
4
2
6
17
1
| |
|
|
|
\ .


A
l
p
1
p
2

p
3
B(1, 0, 1)
A(0, 4, 2)
l

d
N
Need to give answer in vector equation
form as stated in the question.
RHS of the equation has to be 0 as p
2
contains origin.
Do not write .
They are not equal.
Markers Comments:

i. - Many students made careless mistake in forming the vector equation of l. They wrote it as
1 3
0 4
1 5
t
| | | |
| |
= +
| |
| |

\ . \ .
r .
- Those who use Alternative method 2 to show = 1, many of them just let
2 3 3
1 1 4
2 5
| | | | | |
| | |
=
| | |
| | |

\ . \ . \ .
.
Some of them obtained
2 3
2 6 4
5 5

| | | |
| |
=
| |
| |

\ . \ .
and just conclude that 2 = 3 = 1.
- Some students after substitute
1 3
4
1 5
t
t
t
| |
|
|
|

\ .
into equation of P
2
, get ( ) ( ) 3 1 3 4 1 5 t t t + + = and
do not know how to continue. Since there are only 2 unkowns and to solve, they just needs to
choose any 2 values of t to obtain 2 equations to solve for and .

- Some students after substitute
1 3
4
1 5
t
t
t
| |
|
|
|

\ .
into equation of P
1
, get 2 6 4 2 10 0 t t t + + + = and
wrongly conclude that t = 0. It should be t can be any real number.

ii. This part is generally well done. Many students did not read the question carefully, they started with
1
2 3
1 1
2 1
cos
9 11
u

| | | |
| |
| |
| |

\ . \ .
= and just give the value for u.
Many of them did not put module and give negative value for cosu.
Many students did not simplify the answer for cosu, left part of the answer as 9 in steads of 3.

iii. Students make the following mistakes :
AN =

d AB , AN =

d OA , AN =

d AB , or AN =
d
d
AB
AB

.
Many students either did not answer the 2
nd
part of part (iii) or they think the both parts have the
same answer.

iv. (a) Many students did not give correct form for equation of plane p
2
or RHS of equation = 0.

(b) This part is badly attempted; many students cannot get correct normal vector for p
3
.