PMT

Mark Scheme (Results)

Summer 2024

Pearson Edexcel GCE Mathematics

Pure 2 Paper 9MA0/02

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Summer 2024
Question Paper Log Number P75694A
Publications Code 9MA0_01_2406_MS
All the material in this publication is copyright
© Pearson Education Ltd 2024
PMT

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.
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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.

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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.
PMT

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 = ...

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

2. Formula

Attempt to use the correct formula (with values for a, b and c)

3. Completing the square

2
2  b
Solving x + bx + c = 0 :  x    q  c = 0, q  0 , leading to x = ...
 2
Method marks for differentiation and integration:

1. Differentiation

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

2. Integration

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

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 errors 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.
PMT

Question Scheme Marks AOs

1(a)(i)  dy  M1 1.1b
y = 4 x 3 − 7 x 2 + 5 x − 10   = 12 x 2 − 14 x + 5
 dx  A1 1.1b
(ii)  d2 y 
 2 =  24 x − 14 A1ft 1.1b
 dx 
(3)
(b) 24 x − 14 = 0  x = ... M1 1.1b
7 oe e.g. 14
x= x= A1 1.1b
12 24
(2)
(5 marks)
Notes
(a)(i) If “+ c” is included with either derivative penalise it only once on the first occurrence.
M1: Award for x3 → x 2 or x 2 → x or 5 x → 5 or −10 → 0
Indices may be unprocessed e.g. x3 → x3−1 or x 2 → x 2−1 or 5 x → 5 x 0
A1: Correct simplified expression with indices processed 12 x 2 − 14 x + 5.
Do not allow x1 for x or 5x0 for 5.
Apply isw if necessary once a correct answer is seen.
dy
The “ = ” is not required.
dx
(ii)
A1ft: Correct simplified second derivative 24 x − 14 or follow through their first derivative.
Must be simplified so do not allow e.g. x1 for x or x0 for 1 as above.
Apply isw if necessary once a correct answer is seen.
d2 y
The “ = ” is not required.
dx 2
(b)
M1: Sets their second derivative of the form ax + b, a, b  0 equal to 0 and proceeds to a
value for x. Condone slips in rearranging as long as a value for x is obtained.
This may be implied by their value of x or may be implied by their working e.g.
 d2 y 
 2 =  24 x − 14 → 24 x = 14  x = ...
 dx 
Condone one slip in copying their second derivative.
 d2 y 
Also condone if they “cancel” e.g.  2 =  24 x − 14 → 12 x − 7 = 0  x = ...
 dx 
A1: Correct value from correct work and a correct second derivative but allow recovery if they
“cancel” their second derivative to obtain e.g. 12 x − 7.
14
Allow exact equivalents e.g. but not rounded decimals e.g. 0.583
24
•
Allow recurring decimal if clearly indicated e.g. 0.583
Correct answer only from a correct second derivative (or correctly cancelled second
derivative) scores both marks.
Isw after a correct answer is seen.
PMT

Question Scheme Marks AOs

2(a) ( u12 = ) 400 + 11 −10 = 290 * or e.g. ( u12 = ) 400 − 110 = 290*
or e.g. B1* 1.1b
( u12 = ) 400 + (12 − 1)  −10 = 290 * or e.g. ( u12 = ) 410 + 12  −10 = 290*
(1)
Alternative 1:
400 + ( n − 1)  −10 = 290
B1* 1.1b
 400 − 10n + 10 = 290  10n = 120  n = 12*
Alternative 2:
290 = 400 + (12 − 1) d  11d = −110  d = −10* B1* 1.1b
(b) 8100 =
1
N ( 2  400 + ( N − 1)  −10 )
2
or e.g. M1 1.1b
1
8100 = N ( 400 + 400 + ( N − 1)  −10 )
2
1
8100 = N ( 2  400 + ( N − 1)  −10 )
2
A1* 2.1
 16200 = 800 N − 10 N + 10 N or e.g.  8100 = 400 N − 5 N 2 + 5 N
2

 N 2 − 81N + 1620 = 0*
(2)
(c) N − 81N + 1620 = 0  ( N − 45 )( N − 36 ) = 0  N = 45,36
2
M1 1.1b
(N =) 36 A1 2.3
(2)
(5 marks)
Notes
(a)
B1*: Correct working to obtain 290. Must be a correct calculation so do not condone missing
brackets unless they are recovered. E.g. ( u12 = ) 400 + 12 − 1 −10 = 290 scores B0 unless
followed by = 400 + 11 −10 = 290 . Condone ( u12 = ) 400 + (12 − 1) − 10 = 290
The “£” symbol is not required but the “290” must appear.
Alternative 1:
B1*: Correct working using the 290 to obtain n = 12.
There must be at least one intermediate line after setting up the equation and must be
correct work so do not condone missing brackets unless they are recovered (as above).
A conclusion is not required with this approach as long as 12 is correctly obtained.
Alternative 2:
B1*: Correct working using the 290 and 400 to obtain d = −10.
There must be at least one intermediate line after setting up the equation and must be
correct work so do not condone missing brackets unless they are recovered (as above).
A conclusion is not required with this approach as long as −10 is correctly obtained.

Allow candidates to list terms and show the 12th term is 290 e.g.
400, 390, 380, 370, 360, 350, 340, 330, 320, 310, 300, 290
Must list all 12 terms which must be correct and end with 290
Condone if missing 400, 390, 380 as these are given in the question.
(b) Mark (b) and (c) together
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M1: Uses a correct sum formula in terms of N or n with a = 400 and d = −10 or +10
and sets = 8100. Condone e.g. > 8100 and allow A1 if this is recovered to become “=”
before the final line.
1
Condone 8100 = N ( 2  400 + ( N − 1) − 10 ) if recovered or not.
2
A1*: Fully correct proof with sufficient working shown and no unrecovered errors.
Do not condone e.g. missing brackets or e.g. a missing N/n unless recovered before
the final given answer.
Condone the use of n instead of N for both marks.
Condone terms in a different order as long as they are correct.
Condone 0 = N 2 − 81N + 1620*
Sufficient working requires all brackets to be removed to obtain an unsimplified expanded
quadratic before proceeding to the given answer including the “=0”.

Alternative (further maths method): Series summation approach:

N


1
( 410 − 10r ) = 8100  410 N − 10  N ( N + 1)
r =1
2
 410 N − 5 N 2 − 5 N = 8100  N 2 − 81N + 1620 = 0*
M1: Attempt to sum an appropriate series with first term 400. Condone use of +10 as in the
main scheme.
A1*: As main scheme.
(c)
M1: Solves the given quadratic equation by any correct method including a calculator to obtain
at least one value for N. See general guidance for solving a 3-term quadratic.
If values are just written down and only one value is given it must be 45 or 36.
If both values are just written down they must both be correct.
A1: Realises that the smaller value is required and so selects (N =) 36.
Ignore any units if given.
The “N =” is not required, just look for the correct value.
It must be clear that this value has been selected. This may be indicated by e.g.
underlining the 36 or the omission of the 45. If the 45 is not rejected score A0.
N = 36 with no working scores M1A1
PMT

Question Scheme Marks AOs

3(i) ( 5, −2 ) or e.g. x = 5, y = −2 o.e. B1 1.1b

(1)
(ii) (1.5, −2 ) or e.g. x = 1.5, y = −2 o.e. B1 1.1b

(1)
(iii) (−3, …) or (…, −1) or x = −3 or y = −1 o.e. B1 1.1b
( −3, −1) or x = −3 and y = −1 o.e. B1 1.1b
(2)
(4 marks)
Notes
General guidelines for all parts:
Remember to check answers written against the questions.
If there is any contradiction, mark the answers given in the body of the script.
If there is no labelling, mark the responses in the order given.
The coordinates need to be values not just a calculation e.g. not −2  3 + 5 for −1
Points can be written as a coordinate pair or separately as x = …, y = …
Do not allow coordinates written the wrong way round but isw if necessary
e.g. x = 5, y = −2 → ( −2, 5 ) scores B1 and isw
Condone missing brackets (one or both) e.g. 5, −2 or (5, −2 or 5, −2) for (5, −2)
Condone a missing comma e.g. ( 5 − 2 ) for ( 5, − 2 )
Condone use of a semi-colon e.g. ( 5 ; − 2 ) for ( 5, − 2 )
 5  5 
Condone vector notation e.g.   for ( 5, − 2 ) and condone  
 −2   −2 
(i)
B1: ( 5, −2 ) o.e. see above
(ii)
B1: (1.5, −2 ) o.e. see above
(iii)
B1: One correct coordinate. See above.
B1: Both coordinates correct. See above.
Note that B0B1 is not a possible mark profile.
Note that in part (iii), some candidates show their thinking by transforming the point
piecewise e.g. ( 3, − 2 ) → ( −3, − 2 ) → ( −3, − 6 ) → ( −3, − 1)
In such cases, mark their final pair of coordinates.
PMT

Question Scheme Marks AOs

4(a) u1 = 6  u2 = 6k − 5
u2 = 6k − 5  u3 = k ( 6k − 5 ) − 5 M1 1.1b
 k ( 6k − 5 ) − 5 = −1
 6k 2 − 5k − 4 = 0* A1* 2.1
(2)
Alternative:
4
u3 = −1  −1 = ku2 − 5  u2 =
k
M1 1.1b
4
u1 = 6  u2 = 6k − 5  = 6k − 5
k
 6k − 5k − 4 = 0*
2
A1* 2.1
(b)(i) k=
4
B1 2.2a
3
(ii) 3

u
4 4 4
k=  u2 =  6 − 5  r = 6+  6 − 5 −1 M1 1.1b
3 3 r =1
3
3

u
r =1
r =8 A1 1.1b

(3)
(5 marks)
Notes
(a)
M1: Correct application of the given recurrence relation using u1 = 6 to find u2 and then u3 in
terms of k and sets u3 = −1
Condone missing brackets if the intention is clear e.g. u2 = 6k − 5  u3 = k 6k − 5 − 5
A1*: Obtains the printed answer with no errors including the “= 0”
This is a given answer so do not condone slips/missing brackets unless they are recovered
before the final printed answer.
Alternative:
M1: Correct application of the given recurrence relation using u3 = −1 to find u2 in terms of k
and then uses u1 = 6 to find another expression for u2 in terms of k and equates the 2
expressions.
A1*: Obtains the printed answer with no errors including the “= 0”
This is a given answer so do not condone slips unless they are recovered before the final
printed answer.
(b)(i)
B1: Deduces the correct value of k. Ignore any working and just look for this value.
1 •
Allow equivalent exact values e.g. 1 or 1.3 but not clearly rounded e.g. 1.333
3
4 4
It must be clear that k = is selected so if both roots are offered score B0 unless k =
3 3
is clearly intended by the calculation in part (ii)
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(ii)
M1: Attempts the second term by e.g. ( their k )  6 − 5 and then adds 6 and −1 to their second
4
term. E.g. 6 + " " 6 − 5 − 1
3
If they use u1 and u3 they must be as given in the question but condone a clear mis-copy
of their u2 value.
The attempt at the second term may be implied by their value.
4 3
Note that they may use u3 = −1 to find u2 e.g. −1 = " " u2 − 5  u2 = " " ( 5 − 1) = 3
3 4
Condone slips when rearranging as long as the intention is clear.
The attempt at the second term may be seen embedded in their attempt at the sum e.g.
3 3

 u
4 3
ur = 6 +  6 − 5 − 1 or e.g. r = 6+ ( 5 − 1) − 1
r =1
3 r =1
4

If they use both of their values for k allow M1.

Alternatives:
3

Note that  u = 6 + 6k − 5 −1 = 6k so you may just see an attempt at 6k with their 43 .

r =1
r

Note that  u = 6k
r =1
r
2
+ k − 4 so you may just see an attempt at 6k 2 + k − 4 with their
4
3
.

A1: Correct value of 8 and no other values unless rejected.

Correct answer with no working scores both marks.
Allow recovery from an inexact value from part (i) e.g. 1.333
PMT

Question Scheme Marks AOs

5
One of  tan 2 =   2 or 1 − cos3 = 1 − 1 − ( ( 3 )2
2 ) or equivalents. B1 1.1a
 tan 2   2
=
(
1 − cos 3 1 − 1 − (3 )
) M1 2.1
2

4
= or exact equivalent. A1 1.1b
9
(3)
(3 marks)
Notes
 ( 3 )2 
B1: Award this mark for  tan 2 =   2 or 1 − cos 3 = 1 − 1 −  or equivalents.
 2 
 
May be seen when working on numerator or denominator separately or within the
fraction.
3 2
This is a B mark so if awarding for cos3 do not condone missing brackets e.g. 1 −
2
unless they are recovered or are implied by subsequent work.
M1: Attempts to use both correct small angle approximations in the given expression.
( 3 )
2

For this mark they must have attempted to use tan 2 = 2 and cos 3 = 1 − in the
2
  2   2
given expression but condone poor bracketing e.g. or e.g.
( ) 1 − 1 − 32
2
1− 1− 3 2
2

  2  tan 2
Do not allow e.g. as this suggests they are approximating
1− 2 ( 3 )2 cos 3
A1: Correct value. Do not allow rounded decimals e.g. 0.444 but allow if recurring decimals
• 2
are clearly indicated e.g. 0.4 Do not allow e.g. . Ignore any units if given.
4.5
Isw once a correct answer is seen.
Examples:

  2 4 4 scores B1M1A0
=  or − 
(
1− 1− 3 2
2 ) 3 3 (Missing brackets not recovered)
  2 scores B1M0A0
( 3 )2
1− 2 (Missing “1 –“ in the denominator so M0)
  2
scores B1M0A0
1+ 1− (( 3 )
)
2

2 (Has “1 +“ in the denominator so M0)

  scores B0M0A0
= ... (The B mark could be recovered but M0
(
1 − 1 − 32
2
)
because of the incorrect numerator)
  2 2 2 2
= = scores B1M1A0
1 − (1 − 32 ) 9 2 9
2

2
(Missing brackets recovered)
  2 Scores B1M0A0
1− 1− (( 3 2
2 ) ) (The denominator suggests an incorrect
expansion – unless it was recovered.)
PMT

B1M1A0
  2 2
= (The B1 is awarded for the numerator but
9 2 18
2
can be implied by the denominator.
The M1 is implied)
  2 4 B1M1A1
= (The correct value implies correct recovery
(
1 − 1 − 32
2
) 9
of missing brackets.)

Note that other approaches are possible using identities.

In such cases we will allow correct work leading to an expression that if terms in 3 and
4
higher can be ignored will lead to
9
But to score the M mark they must be using correct identities and correct approximations
but condone bracketing errors as in the main scheme.

Examples:
2

( 2 )
2
sin 2
 1−
 tan 2 cos 2 = 2 2 2 2 4 2
= =  =
1 − cos 3 1 − cos 3  ( 3 )2  1 − 2 2 9 2 9 2 − 18 4
1 − 1 − 
 2 
 
4 2
4
= 2 =
9 9

Scores B1M1A1

 tan 2   sin 2   2 2 2 2
Similarly: = = =  2 etc.
1 − cos 3 cos 2 (1 − cos 3 )  ( 2 )  1 − 1 − ( 3 )   1 − 2 9
2 2 2

1 −
 2    2  
  
4 2
4 2
4
= 2 =
9 − 18
2 4
9 9

Scores B1M1A1

 tan 2   sin 2   2 2 2 2
= = =  2
1 − cos 3 cos 2 (1 − cos 3 )  ( 2 )  1 − 1 − ( 3 )   1 − 2 9
2 2 2

1 −
 2    2  
  
4 2
4 4
= 2 = =
9 − 18 4
9 − 18 2
9

Scores B1M1A0
(They cannot just assume the term in  2 is 0 unless they provide a convincing limiting
4 4
argument e.g. lim = or equivalent)
 →0 9 − 18 2
9
PMT

Scores B1M1A0

2 tan  2
 tan 2  
= 1 − tan 2  = 1− 2
1 − cos 3 1 − ( 4 cos3  − 3cos  )    2 3   2  
1 −  4 1 −  − 3 1 −  
  2   2 
 
Scores B1M1A0

Note that attempts to use expansions in higher powers of  should be sent to review.
PMT

Question Scheme Marks AOs

6(a)(i) 2
8 xe 4 x
( f  ( x ) = ) 8xe 4 x 2 −1
or e.g.
e
oe B1 1.1b

(ii)
( g ( x ) = ) 8x or e.g. 8x −1 oe B1 1.2
(2)
(b) 8 xe4 x
2
−1
=
8 2 1 1
 e4 x −1 = 2  4 x 2 − 1 = ln 2 M1 1.1b
x x x
1
4 x 2 − 1 = ln 2  4 x 2 − 1 = −2 ln x
x A1* 2.1
 4 x + 2ln x − 1 = 0*
2

(2)
(c)(i) 1 − 2 ln 0.6
x1 = 0.6  x2 = M1 1.1b
4
( x2 = ) 0.7109 A1 1.1b
B1
(ii) (A1
( = ) 0.6706 1.1b
In
ePEN)
(3)
(7 marks)

(a)(i)
B1: Correct derivative in any form. "f  ( x ) = " is not required. Apply isw if necessary.
(ii)
B1: Correct derivative in any form. "g ( x ) = " is not required. Apply isw if necessary.
(b)
Eliminates e by setting their f  ( x ) = their g ( x ) where f  ( x ) = Axe4 x
2
−1
M1: oe and
B ...
g ( x ) =
2
oe with A  B  0 and proceeds via e4 x −1 = 2 or equivalent work (see
x x
... 1
below) to obtain 4 x 2 − 1 = ln 2 oe e.g. ln x + 4 x 2 − 1 = ln
x x
Allow if they use  for x.
Note that there are various alternatives for this mark but the derivatives must be of the
form defined above and the processing must be correct with coefficient/sign slips only.
Examples of equivalent work:
2 8 2 2 2
8 xe4 x −1 =  x 2e4 x −1 = 1  ln x 2 + ln e4 x −1 = 0  ln e4 x −1 = − ln x 2  4 x 2 − 1 = −2ln x
x
4 x2
8 xe 8 1 2 1 2 e 2 e e
=  e 4 x = 2  e 4 x = 2  ln e 4 x = ln 2  4 x 2 = ln 2 = 1 − 2 ln x
e x e x x x x

A1*: Obtains the printed answer with sufficient working and no errors.
Sufficient work would require the “e” eliminated before the given answer.
Must follow correct derivatives in part (a).
Condone 4 x 2 + 2 ln x − 1 = 0 and condone 4 2 + 2 ln  − 1 = 0 or 4 2 + 2 ln  − 1 = 0
PMT

Note that if both derivatives in (a) are correct we will allow fully correct work using the
equation in (b) to work backwards to verify that pf  ( x ) = qg ( x ) for M1 then obtains
f  ( x ) = g ( x ) with a minimal conclusion for A1
If either derivative in (a) is incorrect or missing, candidates who work backwards score
no marks in (b).
(c)(i)/(ii)
M1: Attempts to use the iterative formula with x1 = 0.6
1 − 2 ln 0.6
Award this mark for e.g. ( x2 = ) or may be implied by awrt 0.71 provided no
4
incorrect working is seen.
Candidates sometimes find x3 (or possibly subsequent terms) rather than x2 in which
case the M1 can be implied. (See table below for first few iterations)
A1: ( x2 =) awrt 0.7109
Sight of ( x2 =) awrt 0.7109 scores M1A1
B1(A1 on ePEN): (α =) 0.6706 (4dp)
Must be this value and not awrt 0.6706

For reference:

x1 0.6
x2 0.7109239143
x3 0.6485329086
x4 0.6830236199
x5 0.6637868021
x6 0.6744606223
. .
. .
. .
 0.6706416243
PMT

Question Scheme Marks AOs

7(a) ( AB = ) 3i + 9 j + 3k B1 1.1b
(1)
Notes for (a)
 3  3i 
   
B1: Correct vector. Allow 3i + 9 j + 3k or  9  but not  9 j  and not ( 3, 9, 3)
 3  3k 
   
3  3
 
Condone 9 for  9 
3  3
 
 3i 
Do not apply isw here but award for e.g. 3i + 9 j + 3k =  9 j 
 3k 
 
E.g. if they obtain AB = 3i + 9 j + 3k and then say AB = i + 3j + k then award B0

If part (a) is not attempted and the correct AB is seen in part (b) the B1 can be awarded there.

General Guidance for part (b):

As with most vector questions we will see a variety of approaches (correct and incorrect).
In general, the marks are awarded as follows:

• M1 for a correct complete strategy to find at least one position for P (May be implied by
at least 2 correct components)
• A1 for one correct position for P
• dM1 for a correct complete strategy to find both positions for P (May be implied by at
least 2 correct components for both positions)
• A1 both correct positions for P and no others
Various examples are shown below.
Other methods will be seen but the above marking principles should be applied.
You can condone slips in their algebra/processing as long as the intention is clear.
The examples given below give the detail to look for depending on the approach.
If you see a response and you are not sure if it deserves credit use Review.

Note that adding vectors when they should be subtracting will generally score M0 but use
review if necessary.
PMT

(b) Examples:
OP = OA + 2 AB = 2i − 3 j + 5k + 2 ( 3i + 9 j + 3k ) = ...
or
OP = OB + AB = 5i + 6 j + 8k + ( 3i + 9 j + 3k ) = ...
or M1 3.1a
2 2
OP = OA + AB = 2i − 3j + 5k + ( 3i + 9 j + 3k ) = ...
3 3
or
1 1
OP = OB + BA = 5i + 6 j + 8k − ( 3i + 9 j + 3k ) = ...
3 3
8i + 15 j + 11k or 4i + 3j + 7k A1 1.1b
Examples:
OP = OA + 2 AB = 2i − 3 j + 5k + 2 ( 3i + 9 j + 3k ) = ...
or
OP = OB + AB = 5i + 6 j + 8k + ( 3i + 9 j + 3k ) = ...
and dM1 3.1a
2 2
OP = OA + AB = 2i − 3j + 5k + ( 3i + 9 j + 3k ) = ...
3 3
or
1 1
OP = OB + BA = 5i + 6 j + 8k − ( 3i + 9 j + 3k ) = ...
3 3
8i + 15 j + 11k and 4i + 3j + 7k A1 2.2a
(4)
(5 marks)
Notes for (b)
Note that sight of at least one correct position for P implies M1A1

M1: Attempts at least one correct strategy for finding P

A1: One correct position vector or allow coordinates for this mark e.g. (8, 15, 11) or (4, 3, 7)
or x = …, y = …, z = …
8  8i 
 
If given as a vector, allow e.g. 8i + 15 j + 11k , 15  but not  15 j 
 
 11  11k 
   
dM1: Attempts two correct strategies for finding P
A1: Both correct position vectors
8  4  8i 
     
Must both be vectors so e.g. 8i + 15 j + 11k , 15  and 4i + 3 j + 7k ,  3  but not e.g.  15 j 
 11  7 11k 
     
8 8
 
Condone e.g. 15 for  15 
11  11 
 
PMT

Alternative 1 using vector equation of l:

 2  3   2 1 
         
r = OA +  AB =  −3  +   9   or e.g.  −3  +   3  
 5  3   5 1 
         
 3   3 + 2 − 5 
   
AP = 2 BP   9  = 2  9 − 3 − 6   9 2 + 81 2 + 9 2 = 4 ( 3 − 3) + ( 9 − 9 ) + ( 3 − 3 ) 
2 2 2
 
 3   3 + 5 − 8 
   
 2   3  2  3
2       2 
  = 2,  r =  −3  + 2  9  or  −3  +  9 
3  5  3  5 3  3
       
M1: Forms the vector equation of line l using their AB from part (a) or by starting again,
forms the vectors AP and BP then uses AP = 2 BP and Pythagoras to produce a
quadratic equation in "  " which they then solve to find "  " and use correctly to find at
least one position for P.
Note if they use i + 3j + k for the direction, they should get  = 6, 2
If all other work is correct, condone not squaring the “2” when applying Pythagoras
A1: See main scheme
dM1: As the first M and finds both positions for P
A1: See main scheme
 x
 
Alternative 2 using P as  y  and that AP and BP are parallel:
z
 
 x  x − 2  x −5
     
OP =  y   AP =  y + 3  , BP =  y − 6 
z  z −5  z −8
     
( x − 2 ) = 4 ( x − 5)
2 2
 x − 2  x −5
   
AP = 2 BP   y + 3  = 2  y − 6   ( y + 3) = 4 ( y − 6 )
2 2

 z −5  z −8
( z − 5) = 4 ( z − 8)
2 2
   
( x − 2 ) = 4 ( x − 5)  x = 4, 8  4   8 
2 2

( y + 3) = 4 ( y − 6 )  y = 3, 15   3  , 15 
2 2

   
( z − 5) = 4 ( z − 8)  z = 7, 11  7   11 
2 2

M1: Sets P as a general point, forms AP and BP (either way round) then uses AP = 2 BP
then squares components and equates to produce quadratic equations in x and y and z
which they then solve to find at least one position for P. It is not just for finding values
which are not then used to form a point (or vector).
If all other work is correct, condone not squaring the “2” when squaring.
A1: See main scheme
dM1: As the first M and finds both positions for P.
A1: See main scheme
PMT

Note that if the modulus is not used, this method can lead to one correct position for P e.g.
 x − 2  x −5 x=8
   
AP = 2 BP   y + 3  = 2  y − 6   y = 15 and scores M1 A1
 z −5  z −8 z = 11
   
But it is possible to find the other position without squaring e.g.
 x − 2 5− x x = 4
   
AP = 2 BP   y + 3  = 2  6 − y   y = 3 and scores dM1 then A1 as main scheme.
 z −5 8− z  z = 7
   
This requires at least 2 correct equations for x, y or z for the dM1
 x
 
e.g. Alternative 3 using P as  y  and eliminating 2 of the variables:
z
 
 x  x − 2  x −5
     
OP =  y   AP =  y + 3  , BP =  y − 6 
z  z −5  z −8
     
 x − 2 1  x−2   x −5 1  x −5 
           
AP =  y + 3  =   3   AP =  3 x − 6  , BP =  y − 6  =   3   BP =  3 x − 15 
 z −5 1  x−2   z −8 1  x−5 
           
AP = 2 BP  ( x − 2 ) + ( 3x − 6 ) + ( x − 2 ) = 4 ( x − 5 ) + ( 3x − 15 ) + ( x − 5 )   x = 4, 8
2 2 2 2 2 2
 
 x   4 8
( )    
OP = OA + AP or OB + BP =  3x − 9    3  or 15 
 
 x + 3  7  11 
     

A(2, −3, 5) B(5, 6, 8)

P1 P2
PMT

Question Scheme Marks AOs

8(a)  1 1  cosec + 1 + cosec − 1

 +  B1 1.1b
Way 1  cosec − 1 cosec + 1  ( cosec − 1)( cosec + 1)
2cosec 2cosec or e.g. 2sin  2sin 
   = M1 1.1b
cosec  − 1
2
cot 
2
1 − sin  cos 2 
2

2cosec 2 sin 2 
   2 tan  sec  *
cot 2 sin  cos 2 
or A1* 2.1
2sin 
 2 tan  sec *
cos 2 
(3)
(a) “Meets in the middle”
Way 2  1 1  cosec + 1 + cosec − 1
 LHS = +  B1 1.1b
 cosec − 1 cosec + 1  ( cosec − 1)( cosec + 1)
2cosec 2cosec
  M1 1.1b
cosec  − 1
2
cot 2
2sin  2sin 2 
RHS = 2 tan  sec   
cos 2  sin  cos 2 
A1* 2.1
2 sin 2  2 cosec 
   = LHS or e.g. QED or e.g. Proven
sin  cos 2  cot 2 
(3)
Part (a) Notes
(a) Condone a complete proof entirely in x (or another variable) instead of 
Condone “=” for “”
Note that we are marking this as B1M1A1 not M1M1A1
B1: Adds the fractions to obtain a correct single fraction (not fractions over fractions) in any
form. Condone missing brackets when they combine their fractions as long as they are
recovered to give a correct fraction.
This can be done in a variety of ways but when combined, the fraction must be correct e.g.
cosec + 1 + cosec − 1 or 2cosec or 2cosec 
( cosec − 1)( cosec + 1) ( cosec − 1)( cosec + 1) cosec  − 1
2

 
 1 1 sin  sin   2 sin  etc.
or e.g.  + = + =
+ 1 1 − sin  1 + sin   1 − sin 
1 1 2
 −1
 sin  sin  
M1: Uses a correct Pythagorean identity anywhere in their attempt e.g.
cosec2 − 1 = cot 2  , sin 2  + cos2 = 1 etc. or equivalent
A1*: Correct work with all necessary steps shown leading to the given answer. See scheme for
the necessary steps. They need to proceed via sine and cosine to the given answer. There
should be no notational or bracketing errors and no mixed or missing variables. E.g.
we would consider cos 2  written as cos  2 a notational error.
Condone reaching 2sec  tan  *

Way 2 (Meet in the middle)

PMT

B1: See Way 1

M1: See Way 1
A1*: Correct work on the RHS with all necessary steps shown leading to showing the
equivalence with the LHS. See scheme for the necessary steps. There should be no
notational or bracketing errors and no mixed or missing variables.
For this approach there must be a (minimal) conclusion e.g. “= LHS”, “QED”, “Hence
proven” etc.

It is possible to start with the rhs e.g.:

sin  1
2 tan  sec  = 2 
cos  cos 
2sin  2cosec
= =
cos 2  cot 2 
2cosec 2cosec
= =
cosec  − 1 ( cosec − 1)( cosec + 1)
2

cosec + 1 + cosec − 1
=
( cosec − 1)( cosec + 1)
1 1
= +
cosec − 1 cosec + 1

2cosec
B1: Correctly reaches 2 tan  sec  =
( cosec − 1)( cosec + 1)
M1: Uses a correct Pythagorean identity anywhere in their attempt e.g.
cosec2 − 1 = cot 2  , sin 2  + cos2 = 1 etc. or equivalent
A1*: Correct work with all necessary steps shown leading to the lhs. See scheme for the
necessary steps. There should be no notational or bracketing errors and no mixed or
missing variables.
PMT

8(b) 2 tan 2 x sec 2 x = cot 2 x sec 2 x B1 2.2a

2 tan 2 x sec 2 x − cot 2 x sec 2 x = 0
 sec 2 x ( 2 tan 2 x − cot 2 x ) = 0
1
2 tan 2 x − cot 2 x = 0  2 tan 2 x = cot 2 x  tan 2 2 x =
2
or
sin 2 x cos 2 x
2 tan 2 x − cot 2 x = 0  2 =  2sin 2 2 x = cos 2 2 x
cos 2 x sin 2 x
1
 2sin 2 2 x = 1 − sin 2 2 x  sin 2 2 x =
3
or
2 M1 2.1
2 (1 − cos 2 2 x ) = cos 2 2 x  cos 2 2 x =
3
or
4 tan x 1 − tan 2 x
2 tan 2 x = cot 2 x  =
1 − tan 2 x 2 tan x
 tan x − 10 tan x + 1 = 0
4 2

or
sin 2 x cos 2 x
2 tan 2 x − cot 2 x = 0  2 =  2sin 2 2 x = cos 2 2 x
cos 2 x sin 2 x
1 1
2sin 2 2 x = cos 2 2 x  1 − cos 4 x = ( cos 4 x + 1)  cos 4 x =
2 3
1 K 1 K
2 x = tan −1 =Kx= or 2 x = sin −1 =Kx=
2 2 3 2
or
2 K
2 x = cos −1 =Kx=
3 2
or M1 1.1b
tan 2 x = 5  2 6  x = tan −1 ( 5 2 6 )
or
1 1 1
cos 4 x =  4 x = cos −1   = K  x = K
3 3 4
x = 17.6, 72.4 A1 1.1b
(4)
(7 marks)
(b) Notes
PMT

(b) Note that attempts solve an equation of the form:

2 tan x sec x = cot 2 x sec 2 x or e.g. 2 tan  sec  = cot 2 sec 2 or e.g. 2 tan  sec  = cot 2 x sec 2 x
Will generally score no marks in part (b)

Condone the use of  instead of x here.

B1: Deduces the correct equation using the result from part (a)
M1: Factors out or cancels the sec 2x to obtain ...tan 2 x  ...cot 2 x = 0 oe e.g.
...tan 2 x = ...cot 2 x leading to an equation of the form:
1
tan 2 2x =  oe e.g. cot 2 2x = where   0

sin 2 x cos 2 x
Or uses tan 2 x = and cot 2 x = and then sin 2 2 x = 1  cos 2 2 x or
cos 2 x sin 2 x
cos 2 x = 1  sin 2 x to obtain an equation of the form sin 2 2x =  or cos 2 2x =  oe
2 2

1 1
e.g. cosec 2 2x = or sec 2 2x = where 0    1 or 0    1
 
2 tan x 1 − tan 2 x
Or uses tan 2 x = and cot 2 x = to obtain a 3TQ in tan 2 x (or possibly
1 − tan 2 x 2 tan x
in sec2 x )
sin 2 x cos 2 x
Or uses tan 2 x = and cot 2 x = and then 2sin 2 2 x = 1  cos 4 x and
cos 2 x sin 2 x
2cos 2 2 x = 1  cos 4 x to obtain an equation of the form cos 4 x = k , 0  k  1
M1: Correct order of operations from tan 2 2x =  or sin 2 2x =  or cos 2 2x =  or cos 4x = k
1
or equivalents e.g. cosec 2 2x = where   0 or 0    1 or 0    1 or 0  k  1

leading to at least one value for x e.g. square roots, finds inverse tan/sin/cos/cosec and
divides by 2 or inverse cos and divides by 4
or from tan 2 x = k , k  0 which follows their equation (may need to check) and then
finds x = tan −1 k
You may need to check their value(s) (in degrees or radians) to see if the correct order of
operations has been used. May be implied by e.g. 17.6 or 17.7 provided no incorrect
work is seen.
A1: Correct values. Allow awrt 17.6 and awrt 72.4 . The degrees symbol is not required.
Ignore any values outside the range (correct or incorrect) but if there are extra angles in
range score A0. Answers in radians score A0.

Note that some candidates may convert to sin x or cos x and then solve:

E.g.
2
1 sin 2 x 1 4sin 2 x cos 2 x
tan 2 2 x =  =  → 12 cos 4 x − 12 cos 2 x + 1 = 0
( 2 cos x − 1)
2 2
2 cos 2 x 2 2

4sin 2 x cos 2 x
or → 12sin 4 x − 12sin 2 x + 1 = 0
(1 − 2sin x )
2 2

3 6 3 6
 cos 2 x / sin 2 x =  cos x / sin x =   x = 17.6, 72.4
6 6
These can be marked in a similar way.
PMT

Alternative not using part (a):

1 1
+ = cot 2 x sec 2 x
cosec2x − 1 cosec2 x + 1
2cosec2 x
 = cot 2 x sec 2 x
cosec2 2 x − 1
2cosec2 x cos 2 x 1
 2
=  = cosec2 x
cot 2 x sin 2 x cos 2 x
1
 2tan 2 2 x = 1  tan 2 2 x =
2
Score as:
M1: For correct work leading to one of the forms in the main scheme e.g.
1
tan 2 2x =  oe e.g. cot 2 2x = where   0

or
1 1
sin 2 2x =  or cos 2 2x =  oe e.g. cosec 2 2x = or sec 2 2x =
 
where 0    1 or 0    1
1 1
B1: Any correct equation e.g. tan 2 2 x = , cot 2 2 x = 2, sin 2 2 x = etc.
2 3
Then M1A1 as main scheme
PMT

Question Scheme Marks AOs

9(a) H =  ax 2  bx  c
Way 1 x = 0, H = 2  c = 2
and either
x = 20, H = 0.8  0.8 = 400a + 20b + 2
or M1 3.3
dH
H = ax 2 + bx + c  = 2ax + b
dx
dH
x = 9, = 0  18a + b = 0
dx
H =  ax 2  bx  c
x = 0, H = 2  c = 2
and
x = 20, H = 0.8  0.8 = 202 a + 20b + 2
and dM1 3.1b
dH
H = ax 2 + bx + c  = 2ax + b
dx
dH
x = 9, = 0  18a + b = 0
dx
0.8 = 400a + 20b + 2, 18a + b = 0  a = ..., b = ... ddM1 1.1b
H = −0.03x 2 + 0.54 x + 2 A1 2.2a
(4)
(a) Way 1 Notes
Condone use of y for H for the method marks.
A model of the form H = x 2 + ax + b or H = − x 2 + ax + b will score no marks.
Note that it is possible to identify (by symmetry) that the points (−2, 0.8) and (18, 2) also lie
on the parabola so you may see valid use of these points.

M1: Uses the equation H = ax 2  bx  c to model the path and uses x = 0 and H = 2 correctly
placed to establish the value of the constant term and uses x = 20 and H = 0.8 or
dH dH
x = 9, = 0 to give an equation in ‘a’ and ‘b’ with of the form ... x + 
dx dx
b
An alternative is to recognise that the maximum occurs when x = − = 9 or equivalent
2a
e.g. maximum when x = 9  H = a ( x − 9 ) + ... = ax 2 − 18ax + ...  b = −18a
2

b
Award for  = 9 or equivalent.
2a
They may also use e.g. (−2, 0.8) or (18, 2) to give an equation in a and b.
dM1: This mark requires:
• uses the equation H = ax 2  bx  c to model the path and uses x = 0 and H = 2 correctly
placed to establish the value of the constant term
dH
• uses x = 20 and H = 0.8 correctly placed and x = 9, = 0 to give 2 equations in ‘a’
dx
dH b
and ‘b’ with of the form ...ax + b or as above using  =9
dx 2a
They may also use e.g. (−2, 0.8) or (18, 2) to give an equation in a and b.
ddM1: Solves their 2 equations in “a” and “b” to find their ‘a’ and ‘b’.
This may be done on a calculator. You do not need to check their method for solving.
PMT

A1: Correct equation. Must be H = f (x).

(a) x = 9at max  H = A  B( x − 9)2
Way 2 and either
x = 0, H = 2  2 = A + 81B M1 3.3
or
x = 20, H = 0.8  0.8 = A + 121B
x = 9at max  H = A + B( x − 9)2
and
x = 0, H = 2  2 = A + 81B dM1 3.1b
and
x = 20, H = 0.8  0.8 = A + 121B
2 = A + 81B, 0.8 = A + 121B  A = 4.43, B = −0.03 ddM1 1.1b
H = 4.43 − 0.03( x − 9) 2
A1 2.2a
(4)
(a) Way 2 Notes

Condone use of y for H for the method marks.

A model of the form H = A  ( x − 9)2 will score no marks.

M1: Uses the equation H = A  B( x − 9)2 or H = A  B(9 − x)2 to model the path and uses one
of the ‘end points’ correctly placed to give an equation in ‘A’ and ‘B’
They may also use e.g. (−2, 0.8) or (18, 2) to give an equation in A and B.
dM1: Uses the equation H = A + B( x − 9)2 or H = A + B(9 − x)2 to model the path and uses
both ‘end points’ correctly placed to give 2 equations in ‘A’ and ‘B’
They may also use e.g. (−2, 0.8) or (18, 2) to give an equation in A and B.
ddM1: Solves their 2 equations in “A” and “B” to find their ‘A’ and ‘B’.
This may be done on a calculator. You do not need to check their method for solving.
A1: Correct equation. Must be H = f (x).

Note that using H = A + B( x − 9)2 followed by the incorrect assumption that A = 2 is

unlikely to score any marks as they will subsequently not be able to produce 2 equations
in “A” and “B”
Possible alternative 3:

H = A ( ( x − 9) 2 − 81) + B
x = 0, H = 2  B = 2
x = 20, H = 0.8  0.8 = 40 A + B
B = 2  A = −0.03
H = 2 − 0.03 ( ( x − 9) 2 − 81)
M1: Uses the equation H = A ( ( x − 9) 2 − 81) + B to model the path and uses H = 2 when
x = 0 correctly placed to find “B”
dM1: Uses the equation H = A ( ( x − 9) 2 − 81) + B to model the path and uses H = 0.8 when
x = 20 correctly placed. May also use e.g. (−2, 0.8) or (18, 2)
ddM1: Substitutes their value for “B” to find a value for “A”
A1: Correct equation. Must be H = f (x).
PMT

(b) Examples must focus on why the model may not be appropriate or
give situations where the model would break down e.g.:
• H is unlikely to be a quadratic function in x
• The path is unlikely to be parabolic
• Wind may affect the path of the ball
• Wind may affect the distance the ball travels
• Air resistance has not been considered
• The ball is unlikely to travel in a vertical plane (as it may
spin)
• The ball is not a particle so has dimensions/size
• The ground is unlikely to be horizontal
• There may be trees (or other hazards) that would affect the
path of the ball
• The shape of the ball may affect the motion

Condone statements (where the link to the model is not completely

made) such as
B1 3.5b
• The ball will spin
• Ground is not flat
• The ball is not a particle

Do not accept statements that refer to the situation outside the range
of the throw e.g.
• The model is not valid for all values of x
• H will become negative

Do not accept statements that do not refer to the given model or

single word vague answers e.g.
• The distances may have been measured incorrectly
• The ball is not modelled as a particle
• “Friction”, “Spin”, “Force”, “air resistance”
• It does not take into account the weight of the ball
• It depends how good the thrower is
• You cannot throw the ball the same way every time
(1)
(c) x = 16  H = −0.03 (16 ) + 0.54 (16 ) + 2 = ...
2
M1 3.4
H = 2.96
A1 3.2a
So Chandra would not be able to catch the ball
(2)
(7 marks)
Notes for (b) and (c)
(b)
B1: Gives a suitable limitation – see scheme
If more than one limitation is given and one is acceptable then award this mark as long as
none of the other statements are contradictory (they may be incorrect/inappropriate)
PMT

(c)
M1: Substitutes x = 16 into their equation modelling the path to obtain a value for H.
This may be seen explicitly as above or may be implied by their value (you may need to
check). Must have a quadratic function in x.
A1: Depends on
• A correct equation
• H = 2.96
• Correct conclusion that she cannot catch the ball or equivalent

A minimum for M1A1 could be e.g. x = 16  H = 2.96 “so no”

(c) Alternative:
579
e.g. 2.5 = 4.43 − 0.03( x − 9) 2  x = 9 + = 17.02...
3
So Chandra would not be able to catch the ball

M1: Substitutes H = 2.5 into their quadratic equation modelling the path to obtain a value for
x. This may be seen explicitly as above or may be implied by their value (you may need to
check). Must have a quadratic function in x.
A1: Depends on
• A correct equation
• x = awrt 17
• Correct conclusion that she cannot catch the ball or equivalent.

A minimum for M1A1 could be e.g. H = 2.5  x = 17 “so no”

PMT

Question Scheme Marks AOs

10(a) x = 4, y = 2  t = −1 B1 2.2a
dy dy dt 1
=  = −3t 2  M1 1.1b
dx dt dx 2 ( t + 3)
dy 1 3
= −3 ( −1) 
2
=− M1 1.1b
dx 2 ( −1 + 3) 4
3 3 3
 y−2 = − ( x − 4 ) or  y = − x + c → 2 = −  4 + c  c... ddM1 2.1
4 4 4
3
y − 2 = − ( x − 4 )  4 y − 8 = −3x + 12
4
or
A1* 1.1b
3
c = 5 y = − x+5
4
 3x + 4 y = 20*
(5)
(b) Maximum height is 9m B1 3.4
(1)
(6 marks)
Notes
(a) If parametric differentiation is not used in part (a) (e.g. uses Cartesian form) then only
the B mark is available but see alternative below.
B1: Uses the given Cartesian coordinates to deduce the correct value for t.
If more than one value for t e.g. t = −5 is given and t = −1 is not “selected” score B0 but
if just t = −1 is used subsequently allow recovery and score B1
M1: Attempts to use dy = dy  dt or equivalent with their differentiated equations.
dx dt dx
There must be an attempt to differentiate both parameters, however poor, and divide or
multiply correctly so using dy = y scores M0. Both parameters must be “changed”.
dx x
dy dy
Condone confusion with the variables e.g. referring to as if the intention is clear.
dt dx
dy dx dy dx dy 3
This may be implied by e.g. = −3t 2 , = 2 ( t + 3) , t = −1, = −3, = 4  =−
dt dt dt dt dx 4
M1: Uses their numerical value of t (not 4) in their dy to obtain a value.
dx
Condone attempts with different values of t e.g. t = −1 and t = −5
dy
ddM1: Applies a correct straight line method with their value of which has come from
dx
an attempt to use parametric differentiation with their value of t (not 4) and with x = 4 and
y = 2 correctly placed. An attempt at the equation of the normal is M0.
If using y = mx + c they must reach as far as c = …
Depends on both previous M marks.
A1*: Correct equation as printed with no errors but condone 4 y + 3x = 20*
Allow equivalents e.g. 20 = 4 y + 3x * or 3x + 4 y = 20*
This is a printed answer so there must be at least one intermediate step as shown in the
main scheme.
PMT

Alternative for (a) using parametric differentiation but avoids the need for a value for t:

dy dy dt 1
=  = −3t 2 
dx dt dx 2 ( t + 3)
1 2
1 2
1 3
−3t 2  = −3 (1 − y ) 3  = −3 (1 − 2 ) 3  =−
2 ( t + 3) 2 x 2 4 4
or
1
( ) 1 1 3
2
= −3 ( 2 − 3) 
2
−3t 2  = −3 x − 3  =−
2 ( t + 3) 2 x 2 4 4
or
1 2
1 1 3
= −3 (1 − y ) 3  = −3 (1 − 2 ) 
2
−3t 2  =−
2 ( t + 3)  1
 2 2 4
2  (1 − y ) 3 + 3 
 
3
 y − 2 = − ( x − 4 )  3x + 4 y = 20*
4
dy dy
B1: Either a correct expression for in terms of x and/or y following a correct in terms
dx dx
of t or for t = −1 seen anywhere.
M1: Attempts to use dy = dy  dt with their differentiated equations.
dx dt dx
There must be an attempt to differentiate both parameters, however poor, and divide or
multiply correctly so using dy = y scores M0
dx x
dy dy
Condone confusion with the variables e.g. referring to as if the intention is clear.
dt dx
dy dx dy dx dy 3
This may be implied by e.g. = −3t 2 , = 2 ( t + 3) , t = −1, = −3, = 4  =−
dt dt dt dt dx 4
dy
M1: Attempts to express their which is in terms of t, in terms of x and/or y and uses x = 4
dx
and y = 2 correctly placed in an attempt to find the gradient of the tangent.
dy
ddM1: Applies a correct straight line method with their value of which has come from
dx
an attempt to use parametric differentiation with their gradient and with x = 4 and y = 2
correctly placed.
If using y = mx + c they must reach as far as c = …
Depends on both previous M marks.
A1*: Correct equation as printed with no errors.
This is a printed answer so there must be at least one intermediate step as shown in the
main scheme.
(b)
B1: 9m or equivalent including correct units. Accept e.g. 9 metres, 900cm etc.
PMT

Question Scheme Marks AOs

 
11 2 −3 x 8 x 2 −3 x 16 x −3 x M1 2.1
8x e dx = − e + e dx
3 3 A1 1.1b

9 e
8 x 2 −3 x 16 x −3 x 16 −3 x
=− e − e + dx dM1 1.1b
3 9
1
 8 x 2 −3 x 16 x −3 x 16 −3 x 
 − 3 e − 9 e − 27 e 
 0 M1 2.1
8 16 16  16 
= − e −3 − e −3 − e −3 −  −0 − 0 − 
3 9 27  27 
16 136 −3
= − e A1 1.1b
27 27
(5)
(5 marks)
Notes
Mark positively in this question and do not penalise poor notation such as a missing “dx” or
spurious integral signs, “+ c” etc. as long as the intention is clear.
M1: Obtains  x 2 e −3 x  
 x e −3 x dx

(you do not need to be concerned about how they arrive at this)


8 x 2 −3 x 16 x −3 x
A1: Correct expression simplified or unsimplified. E.g. allow − e − e dx −
3 3


x 2 −3 x 2 x −3 x
Note that we condone the “8” missing for this mark so allow e.g. − e − − e dx
3 3
Note that notation may be poor here but the intention clear e.g. if they obtain
8 x 2 −3 x 16 x −3 x  16 x −3 x
− e + e  and then attempt to integrate e both marks can be implied.
3  3  3

dM1: Attempts parts again on  

 x e −3 x dx to obtain  Axe −3 x  B e −3 x dx

This may be seen in isolation and does not need to be seen as part of the complete
integration. Depends on the first method mark.
Watch for the DI method (with or without the 8):
D I
−3 x
+ 8 x2 e
− 16x − 13 e−3 x
+ 16 1
9 e−3 x
− 0 − 271 e−3 x


8 x 2 −3 x 16 x −3 x 16 −3 x
Giving the correct integration e.g. 8 x 2 e−3 x dx = −
e − e − e
3 9 27
2 −3 x −3 x −3 x
In such cases score M1dM1 for obtaining  px e  qxe  re , p, q, r  0
and then A1 for the correct first 2 terms, with or without the factor of 8.
Note that for this approach M1A1dM0 is not possible.
PMT

M1: Substitutes the limits 1 and 0 into an expression of the form

 x2e−3 x   xe−3 x   e−3 x ,  ,  ,   0 and subtracts the right way round.
Must see evidence of the use of both limits and subtraction and use of e0 = 1.
 8 x 2 −3 x 
Note that some candidates apply the limits as they go e.g. to the  − e  which is
 3 
acceptable but you will need to check carefully that overall they are satisfying the
conditions above.
Condone not realising that the first 2 terms evaluate to 0 when substituting x = 0 e.g.
8 16 16  8 16 16 
condone − e −3 − e −3 − e −3 −  − − −  as we have evidence of e0 = 1
3 9 27  3 9 27 
8 16 16  16  136 −3 16
Note that e.g. − e −3 − e −3 − e −3 −  − e0  = − e − scores M0 as it suggests
3 9 27  27  27 27
that e0 = −1 not +1.
16 136 −3
A1: Correct answer of − e but allow equivalent exact fractions and condone
27 27
16 136
− . Isw once the correct answer is seen.
27 27e3

Candidates who consistently misread 8 x 2e−3 x as 8 x 2e3 x :

 
8x2 3x 16 x 3 x
8 x 2 e3 x dx = e − e dx
3 3


8 x 2 3 x 16 x 3 x 16 3 x
= e − e + e dx
3 9 9
1
 8 x 2 3 x 16 x 3 x 16 3 x 
 3 e − 9 e + 27 e 
 0
8 16 16  16  40 3 16
= e3 − e3 + e3 −   = e −
3 9 27  27  27 27
Scores a maximum of M1A0dM1M1A0
The main scheme can be applied similarly e.g.
M1: Attempts parts to obtain  x 2 e3 x − 
 x e 3 x dx ,  ,   0

A0: Not available

dM1: Attempts parts again on 
 
x e3 x dx to obtain Cxe3 x − D e3 x dx, C , D  0

M1: Substitutes the limits 1 and 0 into an expression of the form

 x 2e3 x   xe3 x   e3 x ,  ,  ,   0 and subtracts the right way round.
Must see evidence of the use of both limits and subtraction and use of e0 = 1.
A0: Not available

But note, do not allow mixing of 3x’s and – 3x’s. If there are a mixture, apply the main scheme.
PMT

Question Scheme Marks AOs

12(a) 1 P Q
= +
V ( 25 − V ) V 25 − V
M1 1.1b
e.g. 1 = P ( 25 − V ) + QV
V = 0 or V = 25 leading to P = … or Q = …
1 1 1
= + A1 1.1b
V ( 25 − V ) 25V 25 ( 25 − V )
(2)
Notes
(a)
1 P Q
M1: Sets = + and uses a correct method to identify the value of at
V ( 25 − V ) V 25 − V
least one constant.
1 P Q
Do not condone incorrect work e.g. = +  1 = PV + Q ( 25 − V ) etc.
V ( 25 − V ) V 25 − V
this scores M0
A1: Correct partial fractions in any form e.g.
1 1
1 1 1 1 25 , 1 − 1 1 1 1 
+ , + , 25 + ,  + etc.
25V 25 ( 25 − V ) 25V 625 − 25V V ( 25 − V ) 25V 25 (V − 25 ) 25  V 25 − V 
Note that this mark is not just for the correct constants, it is for the correctly written
1
fractions either seen in part (a) or used in part (b). Allow 0.04 for .
25
Correct partial fractions only scores both marks.
If the correct fractions are obtained following incorrect work score M0A0 but allow full
recovery in the rest of the question.
PMT

 
(b) 1 1 1 1 1
Way 1 dV = + dV = ln V − ln ( 25 − V ) M1 3.1a
V ( 25 − V ) 25V 25 ( 25 − V ) 25 25
1 1 1
ln V − ln ( 25 − V ) = t ( +c ) A1ft 1.1b
25 25 10
1 1  1 
t = 0, V = 20  ln 20 − ln ( 25 − 20 ) = c   c = ln 4  M1 3.4
25 25  25 
2 2 2
V = 24  t = ln 24 − ln ( 25 − 24 ) − ln 4 dM1 3.1b
5 5 5
= 43 (or exact 24 ln 6 ) A1 3.2a
(5)
Alternative for the final 3 marks:
24 T
1 1  1  1 1 1
 25 ln V − 25 ln ( 25 − V )  = 10 t   25 ln 24 − 25 ln 4 = 10 T M1 3.4
20 0

10 10
T= ln 24 − ln 4 = ... dM1 3.1b
25 25
= 43 (or exact 24 ln 6 ) A1 3.2a
(c) 1 1 1 1
ln V − ln ( 25 − V ) = t+ ln 4
25 25 10 25
ln V − ln ( 25 − V ) = 2.5t + ln 4 M1 2.1
V V
ln = 2.5t  = e 2.5t
4 ( 25 − V ) 4 ( 25 − V )

 V = 4e2.5t ( 25 − V )  V + 4Ve 2.5t = 100e2.5t  V = ... M1 2.1

100e2.5t 100
V = = −2.5t A1 1.1b
1 + 4e 2.5t
e +4
(3)
(d) 25 (microlitres) B1 2.2a
Since e.g. As t → , e"−2.5"t → 0 B1 2.4
(2)
(12 marks)
Notes
(b) Mark (b) and (c) together
...
M1: Realises that
 V ( 25 − V ) ( dV ) is required and reaches the form p ln V  q ln  ( 25 − V )
(or e.g. p ln V  q ln  (V − 25 ) ) or equivalent for this integration e.g.
p ln 25V − q ln ( 625 − 25V ) with p and q non-zero.
...
But note that
 V ( 25 − V ) dV = ln V ( 25 − V ) does not score this mark unless we see an
attempt to integrate the partial fractions first.
Condone missing brackets e.g. around the V – 25 for this mark
Note that the rhs may be incorrect or missing for this mark.
A1ft: Fully correct equation following through their P and Q. The “+ c” is not required here.
You may need to check carefully when awarding this mark as there will be various
alternative correct (or correct ft) forms e.g. these are correct (for correct PF’s):
PMT

1 1 1
ln 25V − ln ( 625 − 25V ) = t ( +c ) , ln V − ln ( 25 − V ) = 2.5t ( +c ) ,
25 25 10
2 2 2 2
ln 25V − ln ( 25 − V ) = t ( +c ) , ln 5V − ln (125 − 5V ) = t ( +c )
5 5 5 5
1
In general look for an equation of the form P ln V − Q ln  ( 25 − V ) =t ( +c ) or a
10
multiple of this equation. Do not condone missing brackets unless they are implied by
later work e.g. ln 25 − V for ln ( 25 − V )
Allow ( ) or around the arguments of the ln’s and condone “log” for ln.
M1: States or uses t = 0 and V = 20 consistently leading to a constant of integration which may
be simplified or unsimplified. May be implied by their constant so may need to be
checked.
This mark is not formally dependent but depends on having made some attempt to
integrate both sides, however poor.
dM1: States or uses V = 24 and proceeds to find a value for t (even if t < 0). You do not need to
check the processing provided they reach a value for t. Depends on the previous
method mark and depends on an attempt to integrate both sides however poor.
May be implied by their value for t so may need to be checked.
A1: Correct value of 43 or awrt 43.0 or exact value of 24ln6.
Units are not required but if any are given it must be minutes or condone “m”.
Note that in hours the time is 0.7167037877… and scores A0
Alternative for final 3 marks:
24 T
1 1  1  1 1 1
 25 ln V − 25 ln ( 25 − V )  = 10 t   25 ln 24 − 25 ln 4 = 10 T
M1:
20 0

Applies the limits 20 and 24 to lhs and 0 to “T” or e.g. “t” on rhs
This mark is not formally dependent but depends on having made some attempt to
integrate both sides, however poor.
10 10
dM1: T = ln 24 − ln 4 = ... Solves to find “T”. You do not need to check the
25 25
processing provided they reach a value for t/T. Depends on the previous method mark
and depends on having made some attempt to integrate both sides however poor.
A1: Correct value of 43 or awrt 43.0 or exact value of 24ln6.
Units are not required but if any are given it must be minutes or condone “m”.
Note that in hours the time is 0.7167037877… and scores A0
Note

 
1 1 1 1 1 1 1
+ dV = − dV = ln V − ln ( 25V − 625 ) = t ( +c )
25V 25 ( 25 − V ) 25V 25V − 625 25 25 10
is also correct integration and scores M1A1
The subsequent marks are also available as described above and could lead to the correct answer
if the limits and constant of integration are dealt with correctly.
Use review for any examples like these if you are unsure but generally apply the MS as above.

(c) The marks in (c) depend on having integrated their partial fractions to obtain an equation
of the form ...ln ...V  ...ln ... ( 25 − V ) =  kt  c, k , c  0 and … are non-zero constants or
equivalent if they have already attempted to eliminate the ln’s in (b)
...V
e.g. = e kt c oe
... ( 25 − V )
PMT

M1: Uses fully correct log work, having obtained a constant of integration, to eliminate all the
ln’s including from e.g. eln 4 . We condone sign or coefficient slips only.
...V
M1: Proceeds from an equation of the form = ...e...t oe using correct algebra to
... ( 25 − V )
...V
V = … e.g. = ...e...t  ...V = ... ( 25 − V ) ...e...t  (...  ...)V = ...e...t  V = ...
... ( 25 − V )
Condone sign/coefficient slips only.
A1: Correct expression not just values for the constants.
(d)
B1: Correct value of 25 seen
Allow e.g. < 25 or 25
Condone “ > 25” but the following mark is then not available
100e 2.5t
B1: Depends on a correct final equation in any form in (c) e.g. V = oe and one of:
1 + 4e 2.5t
• Considers the behaviour as t →∞ e.g. states that as t → , e−2.5t → 0 (condone “= 0”) oe
• V < 25 as ln(25 – V) is not possible when V … 25
• Verifies the 25 using a value of t, t … 9

Using the differential equation:

B1: Correct value of 25 seen

Allow e.g. “ < 25” or 25
Condone “ > 25” but the following mark is then not available

dV dV
B1: E.g. when V = 25, = 0 or  0 if V > 25
dt dt
PMT

Question Scheme Marks AOs

13(a) log10 b = 0.0054  b = 100.0054 or log10 a = 0.81  a = 100.81 M1 3.1a

b = 1.01 or a = 6.46 A1 1.1b
log10 b = 0.0054  b = 100.0054 and log10 a = 0.81  a = 100.81 M1 2.1
b = 1.013 and a = 6.457 A1 1.1b
(4)
(b)(i) e.g. The world population in billions in 2004 B1ft 3.2a
(ii) b = 1.013 represents the scale factor of the yearly increase in the
B1ft 3.2a
world population
(2)
(c) P = 6.457... (1.013...)
26

or e.g. M1 3.4
log P = 0.81 + 26  0.0054  P = ...
awrt 9 billion A1 2.2b
(2)
(d) Not reliable since the data used for the model covered the years
2004 – 2007 and it would not be sensible to assume that the model B1 3.2b
still holds in 2030
(1)
(9 marks)
Notes
(a) Must be using base 10 in (a). Ignore any units associated with a and b in part (a).
M1: Correct strategy to get a numerical expression or value for a or b e.g. a = 100.81 or
b = 100.0054 . This may be implied by a = awrt 6.46 or b = awrt 1.01 if no incorrect work is
seen.
A1: Correct value for a or b. Allow 3 sf for this mark so allow a = awrt 6.46 or b = awrt
1.01.
May be seen embedded in their formula.
M1: Correct strategy to get a numerical expression or value for a and b e.g. a = 100.81 and
b = 100.0054 . This may be implied by a = awrt 6.46 and b = awrt 1.01 if no incorrect work
is seen.
A1: Correct values. This requires a = awrt 6.457 and b = awrt 1.013 for this mark.
May be seen embedded in their formula.
Isw once correct answers are seen.
Special case: Constants the wrong way round:
a = 1.013 and b = 6.457 with or without working scores M1A1M1A0 unless the equation is
formed correctly in which case the final A mark can be recovered.

Note that having found the value of a, it is possible to find b by substituting e.g. t = 1 as follows:
P
a = 100.81 = 6.457 t = 1  P = ab  b =
a
P 100.8154
t = 1  log10 P = 0.0054 + 0.81 = 0.8154  P = 100.8154  b = = = 1.013
a 6.457
PMT

Note that a misread of 0.0054 as 0.054 is quite common and may score 1110 as it does not
simplify the question.
(b)(i) Follow through their a.
B1ft: Correct interpretation for a but must reference “billions”.
Allow equivalent alternatives e.g.
• The original/initial population in billions
• The population in 2004 was “6.46” billion
(b)(ii) Follow through their b.
B1ft: Correct interpretation for b but must reference “each year” or e.g. “yearly” oe
Allow equivalent alternatives e.g.
• The proportional increase/change in each year.
• The population will rise by “1.3%” each year. Must follow their value for b.
• The rate/factor at which the population is rising/increasing/changing per annum.
• “1.013” is the multiplier representing the year on year increase.

Do not accept
• The amount it is rising
• How much it is rising
• The rate the population increases
• The percentage increase each year
• The rate of increase in billions annually

If they are not labelled (b)(i) and (b)(ii) mark in the order given but accept any way round
as long as clearly labelled '' a is............ '' and ''b is ................''
(c)
M1: Substitutes t = 25 or 26 or 27 into their model to find a value for P
Must be using their a and b correctly in P = abt
May be implied by sight of “9” or 9 billion if no incorrect working is seen.
A1: Correct value including units (allow awrt 9 billion) from a correct model but condone
incorrect/premature rounding or truncating in an otherwise correct model that leads
to the correct value of awrt 9 billion.
Allow e.g. awrt 9 000 000 000 or e.g. awrt 9 109
Just awrt 9 without the “billions” is A0
(d)
B1: The response must refer to the fact that the answer is unreliable together with a reference
to the fact that the data used for the model is a long way from 2030
Examples:
• Not good as 2030 is a long way from 2004 – 2007
• Unreliable as based on old data
• Questionable as it has been extrapolated over a long time
• Not reliable due to how far out we have extrapolated
• By the time 2030 arrives it will be unreliable

But not e.g.

• Unreliable, extrapolation
• Not good as outside the range
• Not good as the population rises 101.3% each year
• Disease may happen
• Reliable as based on old data
PMT

Question Scheme Marks AOs

14(a)(i) Centre is (3, −7) B1 1.1b

( x − 3) + ( y + 7 ) = 49 + 9 − 33  r 2 = ... ( 25 )
2 2
(ii) M1 1.1b
r =5 A1 1.1b
(3)
(b) M1 3.1a
(3 + 6) + ( −7 + 8 ) = 82
2 2
Distance between centres =
A1ft 1.1b
" 82 "− "5" or " 82 "+ "5" dM1 3.1a
82 − 5 and 82 + 5 A1 2.2a

k :  
82 − 5  k  k : k  82 + 5 
or e.g. A1 2.5
k : 82 − 5  k  82 + 5 
(5)
(8 marks)
Notes
(a)(i)
B1: Correct centre. Allow as a coordinate pair or written separately e.g. x = 3, y = −7 or as a
 3
column vector  
 −7 
Condone missing brackets e.g. 3, −7 but do not allow coordinates the wrong way round.
(ii)
M1: Uses a correct strategy to find the radius or radius2
Requires an attempt at: ( x  3)2 + ( y  7 )2 − 32 − 72  33 = 0  ( x  3)2 + ( y  7 )2 =  ,   0
Award for ( x  3) + ( y  7 ) − a 2 − b2  33 = 0  ( x  3) + ( y  7 ) =  ,   0 with at
2 2 2 2

least one of a = 3 or b = 7 (or 9 or 49)

You may see an attempt at " f 2 + g 2 − c " or " f 2 + g 2 − c " e.g. "32 + 7 2  33" or
"32 + 7 2  33"
A1: Correct radius of 5. Do not allow ±5 or 25.
May be scored following ( x  3)2 + ( y  7 )2 = 25
Correct answers only in (a) scores B1M1A1
(b)
M1: Uses Pythagoras correctly on their centre from part (a) and the given centre to find the
distance between the centres.
( −6 − ( their x ) ) + ( −8 − ( their y ) ) ( ( their x ) − ( −6 ) ) + ( ( their y ) − ( −8) )
2 2 2 2
Look for or e.g.
but condone one sign slip with their coordinates if the intention is clear.
A1ft: Correct distance or follow through their centre from part (a).
This may be implied by their value. Condone the use of decimals so allow 3sf accuracy
e.g. awrt 9.06 for 82 or you may need to check their value following an incorrect centre
in (a)(i). Not e.g.  82 unless the positive root is subsequently used.
dM1: Correct strategy for one of the limits. E.g. adds or subtracts their 5 to their distance
between centres.
PMT

A1: Correct limits. There is no follow through but allow decimals to 3sf e.g. awrt 4.06 and
awrt 14.1
A1: Correct answer with exact values using set notation.
Allow as shown in the main scheme but also allow equivalent set notation e.g.
k : k  R , 82 − 5  k  82 + 5 , k : 82 − 5  k  82 + 5 , k  ( 82 − 5, 82 + 5 )
and allow “|” for “:” and allow the “k:” or “ k  ” to be missing
e.g.  82 − 5  k  82 + 5 and ( 82 − 5, 82 + 5 ) are both acceptable.
But k : k  82 + 5  k : k  82 − 5 or k : k  82 − 5, k  82 + 5 score A0
Do not allow solutions not in set notation such as 82 − 5  k  82 + 5

Correct answers with no working should be sent to review.

Scenario for part (b) for reference:

PMT

Algebraic approach for part (b):

x2 + y 2 − 6 x + 14 y + 33 = x 2 + 12 x + 36 + y 2 + 16 y + 64 − k 2
k 2 − 67
 18 x + 2 y + 67 − k 2 = 0  y = − 9x
2
2
 k 2 − 67 
( x − 3) + ( y + 7 )
2 2
= 25  x − 6 x + 9 + 
2
− 9 x + 7  = 25
 2 
k 4 − 106k 2 + 2745
 82 x 2 + 471x − 9k 2 x + =0
4
When circles touch b2 – 4ac = 0
 k 4 − 106k 2 + 2745 
( )
2
 471 − 9k 2 − 4  82  =0
 4 
 k 4 − 214k 2 + 3249 = 0
 ( k 2 − 10k − 57 )( k 2 + 10k − 57 ) = 0
 k = 5 + 82, 5 − 82, − 5 + 82, − 5 − 82
k = 5 + 82, − 5 + 82

We will mark this as follows:

M1: This requires a valid strategy that:

• solves the 2 circle equations simultaneously to find y in terms of x and k, or x in terms
of y and k
• substitutes for y or x into one of the circle equations to obtain an equation in x and k
only, or y and k only,
• attempts b2 − 4ac = 0 or e.g. b2 − 4ac  0 or equivalent to obtain an equation in k
only. You do not need to look at the details of their algebra.
A1: Correct simplified 3TQ in k 2
dM1: Solves their 3TQ in k 2 by any correct method including a calculator to find k.
A1: Both correct values for k (exact or decimals as in the main scheme) (they may
have extras which can be ignored)
A1: As main scheme (exact and in set notation)

Note that work such as

( x + 6 ) + ( y + 8)
2 2
= k2  x + 6 + y +8 = k

is not a valid strategy as it greatly simplifies the problem

and would generally score no marks.
PMT

Implicit differentiation approach for part (b):

dy dy dy 6 − 2 x
x 2 + y 2 − 6 x + 14 y + 33 = 0  2 x + 2 y − 6 + 14 = 0  =
dx dx dx 2 y + 14
dy dy x+6
( x + 6 ) + ( y + 8) = k 2  2 ( x + 6 ) + 2 ( y + 8)
2 2
=0 =−
dx dx y +8

3− x x+6
=−  ( 3 − x )( y + 8 ) = − ( x + 6 )( y + 7 )  x = 9 y + 66
y+7 y +8
( 9 y + 66 ) + y 2 − 6 ( 9 y + 66 ) + 14 y + 33 = 0  82 y 2 + 1148 y + 3993 = 0
2

(or 82 x 2 − 492 x − 1287 = 0 )

−574  5 82 246  45 82
y= x=
82 82

2 2
 246 + 45 82 −574 + 5 82   246 + 45 82   −574 + 5 82 
 ,  →  + 6  +  + 8  = k 2
 82 82   82   82 
 k 2 = 107 + 10 82  k = 5 + 82
 246 − 45 82 −574 − 5 82 
Then the same for  ,  → k = −5 + 82
 82 82 

We will mark this as follows:

M1: This requires a valid strategy that:

• differentiates the equations of both circles implicitly and equates the derivatives to
obtain an equation connecting y and x. (Note that the equation connecting y and x is
the common equation through the centres which can also be found from using the
coordinates of the centres)
• substitutes for x or y into the equation for C1 to obtain an equation in one variable
A1: Correct 3TQ in y or x
dM1: This requires:
• solves their 3TQ in y or x by any correct means including a calculator and finds at
least one point of intersection
• substitutes this point into C2 and proceeds to a value for k
A1: Correct values for k (exact or decimals as in the main scheme)
A1: As main scheme (exact and in set notation)
PMT

Question Scheme Marks AOs

15(a) M1 3.1a
2 dy  dy
3 ( x + y ) 1 +  = 6 x − 3 A1 1.1b
 dx  dx
A1 1.1b

(3( x + y ) + 3) ddyx = 6x − 3( x + y )
2 dy
2

dx

= ... M1 2.1

dy 6 x − 3 ( x + y )  2x − ( x + y ) 
2 2

=  oe e.g.  A1 1.1b
dx 3 ( x + y )2 + 3  ( x + y ) + 1 
2

(5)
( x + y)
3
Alternative – expands before differentiating
( x + y)
3
= x3 + 3x 2 y + 3xy 2 + y 3
M1 3.1a
dy dy dy dy
 3x + 3x 2
+ 6 xy + 6 xy + 3 y 2 + 3 y 2
2
= 6x − 3 A1 1.1b
dx dx dx dx
A1 1.1b
dy dy
( 3x 2
+ 6 xy + 3 y 2 + 3)
dx
= 6 x − 3x 2 − 6 xy − 3 y 2 
dx
= ... M1 2.1

(3x2 + 6 xy + 3 y 2 + 3) ddyx = 6 x − 3x2 − 6 xy − 3 y 2

A1 1.1b
dy 6 x − 3x 2 − 6 xy − 3 y 2  2 x − x 2 − 2 xy − y 2 
 =  oe e.g. 
dx 3x 2 + 6 xy + 3 y 2 + 3  x 2 + 2 xy + y 2 + 1 
(a) Notes
dy
(a) Some candidates have a spurious " = " appearing as their intention to differentiate e.g.
dx
 dy  2 dy  dy
 =  3 ( x + y ) 1 +  = 6 x − 3
 dx   dx  dx
This can be condoned for the first 3 marks in both versions.
dy
Allow equivalent notation for the e.g. y
dx
M1: Award this mark for one of:

( x + y ) → k ( x + y )   +  where  is 1, x or 0 but condone missing brackets e.g.

3 2 dy
•
 dx 
dy
3( x + y ) 1 +
2

dx
dy dy
• 3x 2 − 3 y − 2 → ...x + ... but condone 3x 2 − 3 y − 2 → ...x + ... − 2
dx dx
2 dy  dy
A1: Either 3 ( x + y ) 1 +  or 6 x − 3 oe
 dx  dx
May be implied if e.g. they collect terms to one side initially.
Do not condone missing brackets unless they are implied by subsequent work.
2 dy  dy
A1: 3 ( x + y ) 1 +  and 6 x − 3 (seen separately or equated)
 dx  dx
If they collect terms to one side initially then the signs must be correct.
PMT

M1: A valid attempt to make dy the subject with exactly 2 different terms in dy , one coming
dx dx
from the differentiation of ( x + y ) and the other coming from the differentiation of
3

“−3y”
dy 2 dy
Note that here, 2 different terms means terms such as 3 and 3 ( x + y ) and not
dx dx
dy dy
e.g. 3 and −8
dx dx
dy dy
Look for (...  ...) = ...  = ... which may be implied by their working.
dx dx
Condone slips provided the intention is clear.
dy
For those candidates who had a spurious = ... at the start, they may incorporate this in
dx
dy
their rearrangement in which case they will have 3 terms in and so score M0.
dx
If they ignore it, then this mark is available for the condition as described above.
2 dy  dy
Note that from 3 ( x + y ) 1 +  = 6 x − 3 , candidates may expand the brackets before
 dx  dx
dy
rearranging, in which case they would need 4 different terms coming from the
dx
appropriate places.
dy
Note that the different terms do not have to be correct as long as the above conditions
dx
are satisfied.
A1: Fully correct expression for dy . Allow any equivalent correct forms.
dx
Apply isw as soon as a correct expression is seen.
(a) alternative by expanding:
M1: Award this mark for one of:
dy dy
• 3x 2 − 3 y − 2 → ...x + ... but condone 3x 2 − 3 y − 2 → ...x + ... − 2
dx dx
Expanding ( x + y ) to obtain either an x 2 y term or an xy 2 term and then uses the product
3
•
dy dy
rule to obtain ...x 2 y → ...x 2 + ...xy or ...xy 2 → ...xy + ... y 2
dx dx
dy dy dy dy
A1: Either 3x 2 + 3x 2 + 6 xy + 6 xy + 3 y 2 + 3 y 2 or 6 x − 3 .
dx dx dx dx
May be implied if e.g. they collect terms to one side initially.
dy dy dy dy
A1: 3x 2 + 3x 2 + 6 xy + 6 xy + 3 y 2 + 3 y 2 and 6 x − 3 oe. (seen separately or
dx dx dx dx
equated) If they collect terms to one side initially then the signs must be correct.
M1: A valid attempt to make dy the subject with exactly 4 different terms in dy , 3 coming
dx dx
from the differentiation of ( x + y ) and the other coming from the differentiation of
3

“−3y”
dy dy
Note that here, 4 different terms means terms such as x 2 and 6 xy and not e.g.
dx dx
PMT

dy dy
3 and −8
dx dx
dy dy
Look for (...  ...  ...  ...) = ...  = ... which may be implied by their working.
dx dx
Condone slips provided the intention is clear.
dy
For those candidates who had a spurious = ... at the start, they may incorporate this in
dx
dy
their rearrangement in which case they will have 5 terms in and so score M0.
dx
If they ignore it, then this mark is available for the condition as described above.
dy
Note that the different terms do not have to be correct as long as the above conditions
dx
dy
are satisfied. E.g. if they have an incorrect term such as 6 x , this mark is still available.
dx
A1: Fully correct expression for dy . Allow any equivalent correct forms.
dx
Condone e.g. 3x2y for 6xy.
Apply isw as soon as a correct expression is seen.

Alternative making y the subject in (a):

( x + y)
3
= 3x 2 − 3 y − 2
1 1
x + y = ( 3x − 3 y − 2 )  y = ( 3x − 3 y − 2 ) − x
2 3 2 3

2
dy 1 −  dy 
= ( 3x 2 − 3 y − 2 ) 3  6 x − 3  − 1
dx 3  dx 
dy  − 
2 2

1 + ( 3x − 3 y − 2 )  = 2 x ( 3x − 3 y − 2 ) − 1
2 2 −
3 3
dx  
2
2 x ( 3x 2 − 3 y − 2 )
−
dy 3 −1
= 2
dx
1 + ( 3x 2 − 3 y − 2 )
−
3

Score as follows:
M1: Cube roots both sides and makes x + y or y the subject then award for
1 2

( 3x − 3 y − 2 ) → ... ( 3x − 3 y − 2 )
−
• 2 3 2 3 or
dy dy
• 3x 2 − 3 y − 2 → ...x + ... but condone 3x 2 − 3 y − 2 → ...x + ... − 2
dx dx
2
1 dy
For the ( 3x 2 − 3 y − 2 ) 3 or 6 x − 3
−
A1:
3 dx
A1: Fully correct
M1: A valid attempt to make dy the subject with exactly 2 different terms in dy
dx dx
A1: Correct expression

Using partial derivatives in (a):

PMT

( x + y) = 3x 2 − 3 y − 2 → f ( x, y ) = ( x + y ) − 3x 2 + 3 y + 2
3 3

f f
= 3( x + y ) − 6x = 3( x + y ) + 3
2 2

x y
f f 6 x − 3 ( x + y )
2
dy
=−  =
dx x y 3 ( x + y )2 + 3
or
( x + y ) = x + 3x y + 3xy 2 + y3 = 3x 2 − 3 y − 2
3 3 2

f ( x, y ) = x3 + 3x 2 y + 3xy 2 + y 3 − 3x 2 + 3 y + 2
f f
= 3x 2 + 6 xy + 3 y 2 − 6 x = 3 x 2 + 6 xy + 3 y 2 + 3
x y
dy f f −3 x 2 − 6 xy − 3 y 2 + 6 x
=−  =
dx x y 3x 2 + 6 xy + 3 y 2 + 3
Score as follows:
M1: Correct structure for either partial derivative:
f f
= ... ( x + y ) + ...x or = ... ( x + y ) + ...
2 2
Doesn’t expand:
x y
or
f f
Expands: = ...x 2 + ...xy + ... y 2 + ...x or = ...x 2 + ...xy + ... y 2 + ...
x y
Where “…” are non-zero constants
f f
A1: Correct or correct
x y
f f
A1: Correct and correct
x y
dy f f
M1: Attempts =− 
dx x y
A1: Correct expression
PMT

(b) dy 6 (1) − 3 ( 0 + 1)
2
1
= =
3 ( 0 + 1) + 3
2
dx 2

dy 6 (1) − 3 (1) − 6 (1)( 0 ) − 3 ( 0 )

2 2
1
or e.g. = =
3 (1) + 6 (1)( 0 ) + 3 ( 0 ) + 3
2 2
dx 2 M1 2.1

 y − 0 = −2 ( x − 1)
or
 y = −2 x + c  0 = −2 + c  c = ...
y = −2 x + 2* A1* 1.1b
(2)
(b) Notes
1
(b) Note that the gradient of could have been deduced from the given equation so you
2
will need to check their solution carefully.
M1: Substitutes x = 1 and y = 0 into their dy to obtain the tangent gradient and then uses the
dx
negative reciprocal and x = 1 and y = 0 in a correct straight line method to obtain the
normal equation with x = 1 and y = 0 correctly placed.
Note that when finding the normal gradient, they may find the negative reciprocal of their
expression from part (a) and then substitute x = 1 and y = 0 which is fine.
If using y = mx + c they must proceed as far as finding a value for c.
If no substitution of x = 1 and y = 0 into their dy is seen you will need to check their
dx
value. If they just state a value for dy then it must follow their dy with x = 1and y = 0
dx dx
dy
A1*: Correct equation with no errors following a correct from part (a) (unless they start
dx
again which is unlikely)
Be aware that some incorrect expressions for dy from part (a) may fortuitously give
dx
dy 1
= and would generally score A0
dx 2
In general A1* must follow the final A1 in (a) or correct differentiation in (a)
PMT

(c) y = −2 x + 2  ( x − 2 x + 2 ) = 3x 2 − 3 ( −2 x + 2 ) − 2
3

or
3 2
M1 1.1b
2− y  2− y   2− y 
x=  + y  = 3  − 3y − 2
2  2   2 
x3 − 3x 2 + 18 x − 16 = 0
or A1 1.1b
y + 60 y = 0
3

 ( x − 1) ( x 2 − 2 x + 16 ) = 0
(x = 1 is known)
or dM1 2.1
 y ( y + 60 ) = 0
2

(y = 0 is known)
For x − 2 x + 16 = 0, b2 − 4ac = 4 − 4 116
2

or ddM1 2.1
For y + 60 = 0, y 2  −60
2

As b 2 − 4ac  0 or as y 2  −60 there are no other real roots and so

A1 2.4
the normal does not meet C again.
(5)
(c) Notes
(c)
2  y
M1: Uses the equation from part (a) and substitutes y = 2 x  2 or x = to obtain an
2
equation in one variable (usually x) (not necessarily a cubic equation). Allow slips in
rearranging to obtain x in terms of y (or y in terms of x) as long as the intention is clear.
A1: Correct cubic equation with terms collected and “= 0” seen or implied.
Note that both − x3 + 3x 2 − 18 x + 16 = 0 and − y 3 − 60 y = 0 are correct equations.

To access any of the following marks, candidates must attempt to use either the factor of
(x – 1) with their cubic in x or the factor of y in their cubic in y to obtain a quadratic
expression in x or y.
Attempts that just use a calculator to solve the cubic equation
score no more marks in this part.

dM1: Uses the fact that (x – 1) or y is a factor in an attempt to establish the quadratic factor.
For the cubic in x, it must be of the form ax3 + bx2 + cx + d = 0 a, b, c, d  0
For the cubic in y, it must be of the form ay3 + by = 0 a, b  0
For the cubic in x, the attempt at the quadratic factor using (x – 1) may be via inspection
or e.g. long division to obtain a 3 term quadratic expression. There may or may not be a
remainder but they must obtain 3 terms.
For the cubic in y, they would need to take out a factor of y (or divide through by y) to
obtain a factor of the form k ( y 2 +  )
PMT

ddM1: This mark requires:

• a correct cubic equation in x or y
• the correct quadratic factor or a multiple of it e.g. k ( x 2 − 2 x + 16 ) or k ( y 2 + 60 )
• an attempt to show that the quadratic factor has no real roots

For the quadratic in x this could be:

Attempts discriminant: e.g. b2 − 4ac = 4 − 4 116 (may be embedded in the quadratic formula)
Attempts to complete the square: e.g. x 2 − 2 x + 16 = ( x − 1) − 1 + 16
2

d ( x 2 − 2 x + 16 )
Uses calculus to find the turning point: e.g. = 2 x − 2 = 0  x = 1  y = ...
dx
2  4 − 4 16
Attempts to solve: e.g. x 2 − 2 x + 16 = 0  x = or from a calculator x = 1  15i
2

For the quadratic in y this is likely to be:

Attempts to solve: e.g. y 2 + 60 = 0  y 2 = −60  ...

A1: Fully correct argument that requires:

• fully correct work
• a justification depending on their strategy
• a conclusion depending on their strategy

Via discriminant: 4 − 4 116  0 so no real roots so they do not meet again

Via completing the square: → ( x − 1) + 15 which has a minimum value of 15 so no real
2

roots so they do not meet again.

Via calculus: x = 1  y = 15 is the minimum so no real roots so they do not meet again.
Via solving: x = 1  15i or e.g. x = 1  3.87i or e.g. x = 1  −15 so math error so they
do not meet again.
For y it is likely to be more straightforward e.g. y 2  −60 which cannot be solved so
they do not meet again.
Allow equivalent statements for “they do not meet again” e.g. so they only meet once.

(But do not condone incorrect statements such as “therefore P does not meet C again”)

A minimum justification could be:

x 2 − 2 x + 16 = 0 → b2 − 4ac = ( −2 ) − 4 116
2
ddM1
4 − 4 116  0 so no more roots so no more intersections A1

Do not allow e.g.

“ x 2 − 2 x + 16 = 0 gives a math error so they do not meet again”

as there has been no attempt to show why the “math error” occurs – this scores M0A0
PMT

Alternative to (c) by showing the cubic is strictly increasing (or decreasing):

M1A1: As in the main scheme then

f ( x ) = x3 − 3x 2 + 18 x − 16  f  ( x ) = 3x 2 − 6 x + 18
3x 2 − 6 x + 18 = 3 ( x 2 − 2 x + 6 ) = 3 ( x − 1) + 15
2

3 ( x − 1) + 15  0 so f (x) is an increasing function

2

Hence there can only be one intersection (at x = 1) so the normal and curve do not intersect again.

dM1: Differentiates their cubic of the form ax3 + bx2 + cx + d = 0 a, b, c, d  0 to obtain a 3

term quadratic expression with only coefficient errors on the non-constant terms.
ddM1: This mark requires:
• a correct cubic equation in x
• the correct derivative or a multiple of it
• an attempt to show that the quadratic expression is always positive (or negative)
A1: Fully correct concluding argument e.g. that as the derivative is always positive (or
always negative) the function is strictly increasing (or decreasing) and therefore there can
only be one intersection (at x = 1) so the normal and curve do not meet again.

(12 marks)
PMT

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