Foundation Mathematics

26 May 2015

Marking Scheme
This marking scheme has been prepared as a guide only to markers. This is not a set of
model answers, or the exclusive answers to the questions, and there will frequently be
alternative responses which will provide a valid answer. Markers are advised that, unless a
question specifies that an answer be provided in a particular form, then an answer that is
correct (factually or in practical terms) must be given the available marks.

If there is doubt as to the correctness of an answer, the relevant NCC Education materials
should be the first authority.

Throughout the marking, please credit any valid alternative point.

Where markers award half marks in any part of a question, they should ensure that
the total mark recorded for the question is rounded up to a whole mark.
 Answer ALL questions

Marks
Question 1

a) Simplify the following:

i) 𝑎−5 × 𝑎3 × 𝑎6 1
𝒂𝟒

ii) (𝑥 3 𝑦 5 )4 1
𝒙𝟏𝟐 𝒚𝟐𝟎

iii) 𝑡 7 1
÷ 𝑡3
𝑡2
𝒕𝟐

b) Simplify the following:

i) 22𝑥𝑦 3 𝑧 1
11𝑥𝑦
𝟐𝒚𝟐 𝒛

ii) 5(2𝑎 + 3𝑏) − 6(3𝑎 − 4𝑏) 1

−𝟖𝒂 + 𝟑𝟗𝒃

iii) 10𝑝𝑞 2𝑝 1
× 2
2 𝑞
𝟏𝟎𝒑𝟐
𝒒

c) Factorise the following:

i) 4𝑥 2 − 12𝑥𝑦 2
𝟒𝒙(𝒙 − 𝟑𝒚)
1 mark for correct working, 1 mark for correct answer.

ii) 𝑥 2 − 10𝑥 + 21 2
(𝒙 − 𝟕)(𝒙 − 𝟑)
1 mark for correct working, 1 mark for correct answer.

d) Simplify the following:

i) 4𝑎 𝑎 2
−
5 3
𝟏𝟐𝒂 − 𝟓𝒂
= (𝟏 𝒎𝒂𝒓𝒌)
𝟏𝟓
𝟕𝒂
= (𝟏 𝒎𝒂𝒓𝒌)
𝟏𝟓

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 Marks
ii) 6𝑠 2 3𝑠 2
÷
7 4
𝟔𝒔𝟐 𝟒
= ×
𝟕 𝟑𝒔
𝟐𝟒𝒔𝟐
=
𝟐𝟏𝒔
𝟖𝒔
=
𝟕

1 mark for correct working, 1 mark for correct answer.

e) Transpose the following formula to make 𝑞 the subject: 2

12 − 3𝑟
5 − √𝑝 =
7𝑞
𝟏𝟐 − 𝟑𝒓
𝒒= ÷𝟕
𝟓 − √𝒑

1 mark for correct working, 1 mark for correct answer.

f) Solve the following equation and find the value of 𝑏: 2

18
+ 7 = 10
3𝑏
𝒃=𝟐
1 mark for correct working, 1 mark for correct answer.

g) Solve the following quadratic equation by factorising: 2

𝑥 2 + 2𝑥 − 35 = 0
(𝒙 + 𝟕)(𝒙 − 𝟓) = 𝟎 (1 mark)
So, 𝒙 = −𝟕 or 𝒙 = 𝟓 (1 mark)

Total 20 Marks

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 Marks
Question 2

a) Solve the following quadratic equation by using the quadratic formula: 2

8𝑥 2 + 3𝑥 − 3 = 0
You may leave your answer in surd form.
−𝟑 ± √𝟏𝟎𝟓
𝒙=
𝟏𝟔
1 mark for correct working, 1 mark for correct answer.

b) Solve graphically the simultaneous equations: 7

𝑦 = 3𝑥 + 4 and 𝑦 = 12𝑥 − 2 for −2 ≤ 𝑥 ≤ 3
Use the graph paper provided.
Make a table of values for each equation

𝒙 -2 -1 0 1 2 3
𝒚 = 𝟑𝒙 + 𝟒 -2 1 4 7 10 13

𝒙 -2 -1 0 1 2 3
𝒚 = 𝟏𝟐𝒙 − 𝟐 -26 -14 -2 10 22 34

Draw accurate graphs for both sets of equations on one set of axes.

𝟐
The point of intersection is 𝒙 = 𝟑, 𝒚 = 𝟔
𝟐
So, the solution is 𝒙 = 𝟑, 𝒚 = 𝟔
2 marks for each correct table, 1 mark for each correctly plotted graph, 1
mark for correct value of 𝒙 and 𝒚. If only one of 𝒙 or 𝒚 is correct award ½
mark.

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 Marks
c) Calculate the gradient of the following curves using differentiation:

i) 𝑦 = 4√𝑥 + 2𝑥 3
at the point where 𝑥 = 9
Differentiating gives:
ⅆ𝒚 𝟐
= +𝟐
ⅆ𝒙 √𝒙

When 𝒙 = 𝟗
ⅆ𝒚 𝟐
= +𝟐
ⅆ𝒙 √𝟗
𝟐
=𝟐
𝟑
𝟐
So when 𝒙 = 𝟗 the gradient is 𝟐
𝟑

2 marks for correct differentiation of curve, 1 mark for correct gradient.

ii) 𝑦 = 𝑥 3 − 0.5𝑥 2 − 3𝑥 3
at the point where 𝑥 = 2
Differentiating gives:
ⅆ𝒚
= 𝟑𝒙𝟐 − 𝒙 − 𝟑
ⅆ𝒙

When 𝒙 = 𝟐

ⅆ𝒚
= 𝟑(𝟐)𝟐 − 𝟐 − 𝟑
ⅆ𝒙
=𝟕

So when 𝒙 = 𝟐 the gradient is 7

2 marks for correct differentiation of curve, 1 mark for correct gradient.

d) A particle has a velocity of 𝑣 = 2𝑡 3 − 15𝑡

i) Find the acceleration, 𝑎, after 𝑡 seconds. 2

ⅆ𝒗
𝒂= = 𝟔𝒕𝟐 − 𝟏𝟓
ⅆ𝒕

1 mark for correct working, 1 mark for correct answer.

ii) What is the acceleration at 𝑡 = 4 seconds? 1

When 𝒕 = 𝟒

𝒂 = 𝟔𝒕𝟐 − 𝟏𝟓
= 𝟔(𝟒)𝟐 − 𝟏𝟓
= 𝟖𝟏 𝒎/𝒔𝟐

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 Marks
iii) At what time, 𝑡, is the acceleration 39 m/s2? 2
Substitute 𝒂 = 𝟑𝟗 into the equation for acceleration to give:
𝟑𝟗 = 𝟔𝒕𝟐 − 𝟏𝟓
𝟔𝒕𝟐 = 𝟓𝟒
𝒕𝟐 = 𝟗
𝒕 = 𝟑 (𝒔𝒊𝒏𝒄𝒆 𝒕 𝒄𝒂𝒏𝒏𝒐𝒕 𝒃𝒆 − 𝟑)
Hence the acceleration is 39m/s2 at 𝒕 = 𝟑 seconds.

1 mark for correct working, 1 mark for correct answer

Total 20 Marks

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 Marks
Question 3

a) i) Using differentiation, find the coordinates of the turning point on the curve 4
𝑦 = 2𝑥 2 − 8𝑥 + 6
Differentiating gives:
ⅆ𝒚
= 𝟒𝒙 − 𝟖
ⅆ𝒙
ⅆ𝒚
Turning points are located where ⅆ𝒙 = 𝟒𝒙 − 𝟖 = 𝟎
ⅆ𝒚
= 𝟎 when 𝒙 = 𝟐
ⅆ𝒙
When 𝒙 = 𝟐, 𝒚 = −𝟐
So, the turning point is at (2, -2)

2 marks for correctly differentiating the curve, 1 mark for working and 1
mark for correct coordinates.

ii) Identify the turning point found in part (a)(i) as either a maximum or minimum 2
turning point.
The turning point at (2, -2) is a minimum turning point since the
gradient is negative just before and positive just after.

Possible working:
The gradient just before the turning point is negative since when
ⅆ𝒚
𝒙 = 𝟏. 𝟓, ⅆ𝒙 = −𝟐

The gradient just after the turning point is positive since when 𝒙 = 𝟐. 𝟓,
ⅆ𝒚
=𝟐
ⅆ𝒙

1 mark for correct working, 1 mark for correct classification of turning

point.
Note: candidates may use an alternative method, e.g. the second
derivative test, for which full marks should be awarded if workings
clear and answer correct.

b) Integrate the following expression: 2

4𝑥 2 + 2√𝑥
𝟏
∫ (𝟒𝒙𝟐 + 𝟐√𝒙) ⅆ𝒙 = ∫ (𝟒𝒙𝟐 + 𝟐𝒙𝟐 ) ⅆ𝒙
𝟒 𝟑 𝟒 𝟑∕𝟐
=𝒙 + 𝒙 +𝒄
𝟑 𝟑
where 𝒄 is a constant.

1 mark for correct working, 1 mark for correct answer.

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 Marks
c) The gradient of the curve which passes through the point (3, 6) is given by 3
5𝑥 2 − 2𝑥
Find the equation of the curve.
ⅆ𝒚
The gradient is given by 𝟓𝒙𝟐 − 𝟐𝒙 hence ⅆ𝒙 = 𝟓𝒙𝟐 − 𝟐𝒙
Integrate to obtain:
𝒚 = ∫ (𝟓𝒙𝟐 − 𝟐𝒙 ) ⅆ𝒙
𝟓
= 𝒙𝟑 − 𝒙𝟐 + 𝒄
𝟑
The curve passes through the point (3, 6), so when 𝒙 = 𝟑, 𝒚 = 𝟔
Substitute these values back into the integrated equation to obtain:
𝟓
𝟔 = (𝟑)𝟑 − (𝟑)𝟐 + 𝒄
𝟑
= 𝟑𝟔 + 𝒄
So, 𝒄 = −𝟑𝟎
𝟓
Therefore the equation of the curve is 𝒚 = 𝒙𝟑 − 𝒙𝟐 − 𝟑𝟎
𝟑

2 marks for correct working, 1 mark for correct answer.

d) Evaluate the following definite integrals:

i) 2 3
∫ (6𝑥 3 + 𝑥) ⅆ𝑥
1
𝟐 𝟐
𝟔𝒙𝟒 𝒙𝟐
∫ (𝟔𝒙𝟑 + 𝒙) ⅆ𝒙 = [ + ]
𝟏 𝟒 𝟐 𝟏
𝟐
𝟑 𝟏
= [ 𝒙𝟒 + 𝒙𝟐 ]
𝟐 𝟐 𝟏
𝟑 𝟏 𝟑 𝟏
= { (𝟐) + (𝟐)𝟐 } − { (𝟏)𝟒 + (𝟏)𝟐 }
𝟒
𝟐 𝟐 𝟐 𝟐
= 𝟐𝟒
2 marks for correct working, 1 mark for correct answer.

ii) 5 3
∫ (3𝑥 2 − 4𝑥) ⅆ𝑥
4
𝟓 𝟓
𝟑𝒙𝟑 𝟒𝒙𝟐
∫ (3𝑥 2
− 4𝑥) ⅆ𝒙 = [ − ]
𝟒 𝟑 𝟐 𝟒
= [𝒙𝟑 − 𝟐𝒙𝟐 ]𝟓𝟒
= {(𝟓)𝟑 − 𝟐(𝟓)𝟐 } − {(𝟒)𝟑 − 𝟐(𝟒)𝟐 }
= 𝟒𝟑
2 marks for correct working, 1 mark for correct answer.

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 Marks
e) Find the area bounded by the curve 𝑦 = 12𝑥 3 + 2, the 𝑥-axis and the lines 𝑥 = 1 3
and 𝑥 = 4.
𝟒
𝑨 = ∫ (𝟏𝟐𝒙𝟑 + 𝟐) ⅆ𝒙
𝟏
𝟒
𝟏𝟐𝒙𝟒
=[ + 𝟐𝒙]
𝟒 𝟏
= [𝟑𝒙𝟒 + 𝟐𝒙]𝟒𝟏
= {𝟑(𝟒)𝟒 + 𝟐(𝟒)} − {𝟑(𝟏)𝟒 + 𝟐(𝟏)}
= 𝟕𝟕𝟔 − 𝟓
= 𝟕𝟕𝟏 𝒖𝒏𝒊𝒕𝒔

2 marks for correct workings, 1 mark for correct answer.

Total 20 Marks

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 Marks
Question 4

a) The acceleration of a moving body at the end of 𝑡 seconds from the

commencement of motion is given as 9𝑡 2 − 3√𝑡 m/s2.

i) Find the velocity at the end of 4 seconds if the initial velocity is 10 m/s. 3
ⅆ𝒗
The equation for acceleration is 𝒂 = ⅆ𝒕
We can integrate this to obtain an expression for the velocity:
𝒗 = ∫ 𝒂 ⅆ𝒕 + 𝒄

Substituting 𝒂 = 𝟗𝒕𝟐 − 𝟑√𝒕 we obtain:

𝒗 = ∫ (𝟗𝒕𝟐 − 𝟑√𝒕) ⅆ𝒕 + 𝒄
= 𝟑𝒕𝟑 − 𝟐𝒕𝟑/𝟐 + 𝒄

To calculate the velocity we need to determine the constant of

integration. The initial velocity is the velocity at 𝒕 = 𝟎. So when 𝒕 = 𝟎,
𝒗 = 𝟏𝟎. Substitute these values into the expression for 𝒗 to obtain
𝟏𝟎 = 𝟎 + 𝒄
So 𝒄 = 𝟏𝟎

The equation for velocity is therefore:

𝒗 = 𝟑𝒕𝟑 − 𝟐𝒕𝟑/𝟐 + 𝟏𝟎

After 4 seconds, i.e. at 𝒕 = 𝟒, the velocity is:

𝒗 = 𝟑(𝟒)𝟑 − 𝟐(𝟒)𝟑/𝟐 + 𝟏𝟎
= 𝟏𝟖𝟔 𝒎/𝒔

2 marks for correct working, 1 mark for correct answer.

ii) Find the distance travelled by the body at the end of 4 seconds. 3
𝟒
Distance is given by the equation 𝒔 = ∫𝟎 𝒗 ⅆ𝒕
Integrate the equation for 𝒗 using the limits of 0 and 4. Assume 𝒔 = 𝟎
when 𝒕 = 𝟎 therefore 𝒄 = 𝟎
𝟒 𝟑
𝒔 = ∫ (𝟑𝒕𝟑 − 𝟐𝒕𝟐 + 𝟏𝟎) ⅆ𝒕
𝟎
𝟓 𝟒
𝟒
𝟑𝒕 𝟒𝒕𝟐
=[ − + 𝟏𝟎𝒕]
𝟒 𝟓
𝟎
𝟓
𝟑(𝟒)𝟒 𝟒(𝟒)𝟐
={ − + 𝟏𝟎(𝟒)} − {𝟎}
𝟒 𝟓
= 𝟐𝟎𝟔. 𝟒𝒎

2 marks for correct working, 1 mark for correct answer.

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 Marks
b) A bag of sweets contains 5 strawberry flavour and 6 lemon flavour.
Two sweets are selected at random from the bag (without replacement).

i) Draw a probability tree diagram to show all the possible outcomes. 8

Draw a tree diagram writing S for a strawberry flavour sweet and L for a
lemon flavour sweet.

Selection 1 Selection 2 Outcome Probability

S (S, S) 5/11 × 4/10 = 20/110 = 2/11

4/10

S
5/11 6/10
L (S, L) 5/11 × 6/10 = 30/110 = 3/11

S
5/10 (L, S) 6/11 × 5/10 = 30/110 = 3/11
L
6/11
5/10
L (L, L) 6/11 × 5/10 = 30/110 = 3/11
1 mark for correct workings for each branch, 1 mark for each correct
outcome probability

ii) Use your tree diagram to find out the probability that one strawberry flavour 2
sweet and one lemon flavour sweet are selected in any order.
𝑷(𝒐𝒏𝒆 𝒔𝒕𝒓𝒂𝒘𝒃𝒆𝒓𝒓𝒚 𝒂𝒏ⅆ 𝒐𝒏𝒆 𝒍𝒆𝒎𝒐𝒏 𝒔𝒘𝒆𝒆𝒕) = 𝑷(𝑺, 𝑳) + 𝑷(𝑳, 𝑺)
𝟑 𝟑
= +
𝟏𝟏 𝟏𝟏
𝟔
=
𝟏𝟏
1 mark for correct working, 1 mark for correct answer.

iii) Use your tree diagram to find out the probability that both sweets selected 2
are the same flavour.
𝑷(𝒃𝒐𝒕𝒉 𝒔𝒘𝒆𝒆𝒕𝒔 𝒂𝒓𝒆 𝒔𝒂𝒎𝒆 𝒇𝒍𝒂𝒗𝒐𝒖𝒓) = 𝑷(𝑺, 𝑺) + 𝑷(𝑳, 𝑳)
𝟐 𝟑
= +
𝟏𝟏 𝟏𝟏
𝟓
=
𝟏𝟏
1 mark for correct working, 1 mark for correct answer.

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 Marks
iv) Use your tree diagram to find the probability that at least one of the sweets 2
selected is lemon flavour.
The only outcome whereby at least one lemon flavour sweet is not
selected is if both sweets selected are strawberry flavour.

𝑷(𝒂𝒕 𝒍𝒆𝒂𝒔𝒕 𝒐𝒏𝒆 𝒔𝒘𝒆𝒆𝒕 𝒔𝒆𝒍𝒆𝒄𝒕𝒆ⅆ 𝒊𝒔 𝒍𝒆𝒎𝒐𝒏) = 𝟏 − 𝑷(𝑺, 𝑺)

𝟐
=𝟏−
𝟏𝟏
𝟗
=
𝟏𝟏

1 mark for correct working, 1 mark for correct answer.

Total 20 Marks

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 Marks
Question 5

a) A researcher records the different ways 60 shoppers travelled into the town
centre one Saturday morning. The results are shown in the table below:

Method of transport of 60 shoppers

Method of transport Frequency

Car 16
Bus 22
Train 8
Bicycle 5
Walk 9

The researcher decides to present the data as a pie chart.

i) Calculate the relative frequency for ‘car’ and the angle of the ‘car’ sector on 2
the pie chart.
Car relative frequency:
𝟏𝟔
= 𝟐𝟔. 𝟔𝟕% (to 2 d.p.)
𝟔𝟎

1 mark for correct value.

Car angle of sector:

𝟏𝟔
× 𝟑𝟔𝟎° = 𝟗𝟔°
𝟔𝟎

1 mark for correct value.

ii) Calculate the relative frequency for ‘train’ and the angle of the ‘train’ sector 2
on the pie chart.
Train relative frequency:
𝟖
= 𝟏𝟑. 𝟑𝟒% (to 2 d.p.)
𝟔𝟎

1 mark for correct value.

Train angle of sector:

𝟖
× 𝟑𝟔𝟎° = 𝟒𝟖°
𝟔𝟎

1 mark for correct value.

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 Marks
b) An airport records the delay times (in minutes) of all the charter flights leaving on
one day as follows:

Time (minutes) Frequency

0 < 30 7
30 < 60 11
60 < 90 17
90 < 120 12
120 < 150 8
150 < 180 5

i) Copy and complete the following table which calculates the cumulative 1
frequency:

Time (minutes) Frequency Cumulative frequency

0 < 30 7
30 < 60 11
60 < 90 17
90 < 120 12
120 < 150 8
150 < 180 5

Time (minutes) Frequency Cumulative frequency

0 < 30 7 7
30 < 60 11 18
60 < 90 17 35
90 < 120 12 47
120 < 150 8 55
150 < 180 5 60

1 mark for correctly completed cumulative frequency column.

ii) Within which class interval will the lower quartile (Q1) value lie? 1
𝟏 𝟏
(𝒏) = (𝟔𝟎) = 𝟏𝟓𝒕𝒉 𝒗𝒂𝒍𝒖𝒆
𝟒 𝟒

15th value is contained in the 30 < 60 class.

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 Marks
iii) Calculate the lower quartile (Q1) value. 2
Using the formula for the lower quartile:

(𝑸 − 𝑷) × 𝑰
𝑸𝟏 = 𝑳 +
𝒇
(𝟏𝟓 − 𝟕) × 𝟑𝟎
= 𝟑𝟎 +
𝟏𝟏
𝟐𝟒𝟎
= 𝟑𝟎 +
𝟏𝟏
= 𝟓𝟏. 𝟖 (𝟏 ⅆ. 𝒑. )

So the lower quartile is 51.8 (to 1 d.p.)

1 mark for correct workings, 1 mark for correct answer.

iv) Within which class interval will the upper quartile (Q3) value lie? 1
𝟑 𝟑
(𝒏) = (𝟔𝟎) = 𝟒𝟓𝒕𝒉 𝒗𝒂𝒍𝒖𝒆
𝟒 𝟒

45th value is contained in the 90 < 120 class.

v) Calculate the upper quartile (Q3) value. 2

Using the formula for the upper quartile:

(𝑸 − 𝑷) × 𝑰
𝑸𝟑 = 𝑳 +
𝒇
(𝟒𝟓 − 𝟑𝟓) × 𝟑𝟎
= 𝟗𝟎 +
𝟏𝟐
𝟑𝟎𝟎
= 𝟗𝟎 +
𝟏𝟐
= 𝟏𝟏𝟓 (𝒕𝒐 𝟏 ⅆ. 𝒑. )

So the upper quartile is 115 (to 1 d.p.)

1 mark for correct workings, 1 mark for correct answer.

vi) Calculate the quartile range. 1

The quartile range is
115 – 51.8 = 63.2

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 Marks
vii) Calculate the mean. 4

Time Midpoint Frequency 𝒇 𝒇𝒙

(minutes)
0 < 30 15 7 105
30 < 60 45 11 495
60 < 90 75 17 1275
90 < 120 105 12 1260
120 < 150 135 8 1080
150 < 180 165 5 825
𝜮𝒇 = 𝟔𝟎 𝜮𝒇𝒙 = 𝟓𝟎𝟒𝟎

𝜮𝒇𝒙
̅=
𝒙
∑𝒇
𝟓𝟎𝟒𝟎
=
𝟔𝟎
= 𝟖𝟒

3 marks for correct working, 1 mark for correct answer.

viii) Construct a histogram to illustrate this data. 4

2 marks for histogram with height on horizontal axis and frequency on

vertical axis. 2 marks for accurate plotting of bars.

Total 20 Marks

End of paper
Page 16 of 17
Foundation Mathematics © NCC Education Limited 2015
Learning Outcomes matrix

Question Learning Outcomes Marker can differentiate

assessed between varying levels of
achievement
1 1, 2 Yes
2 2, 3, 4 Yes
3 4, 5 Yes
4 5, 7 Yes
5 2, 3, 6 Yes

Page 17 of 17
Foundation Mathematics © NCC Education Limited 2015